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I.

TITLE:
“MECAR “– Making Every Child AReader
II. DESCRIPTION
Project MECAR is an action plan aimed to develop reading abilities 0f pupils who are very poor in reading particularly in Bagunot Elementary School. Quality
education has remained the priority concern of the Department of Education. To pursue this objective, various approaches, innovations and scheme have been
tried but in spite of all efforts, the expected outputs are still below par.
III. RATIONALE
Reading, activitycharacterized by the translation of symbols, or letters, into words and sentences that have the meaning to the individual. The ultimate
goal of reading is to be able to understand written material,to evaluate it, and to use it for one’s needs.
In order to read, one must follow a sequence of characters arranged in particular spatial order.
So the teachers themselves, should be oriented with all these so they can teach effectively, hence the project “ MECAR” was conceived to attained their
goals.
IV. OBJECTIVES:

1. To encourage pupils to become a reader,
2. To eradicate the non- readers,
3. To read words with correct pronunciation;
4. To increase the reading speed and vocabulary of pupils;
5. To identify the reading difficulties of the slow readers;
6. To give reading remediation to slow readers .

V. EXPECTED OUTCOMES
1. Pupils learn to love and have the interest in reading.
2. Increase word recognition.
3. Increase of readers in the school
VI. READING READINESS
The earliest stage, readiness, encompasses theskills that young children usually acquire before they can profit from formal reading instruction.
Children acquire knowledge of the language and of the letter names; they learn that spoken words are composed of separate sounds and that letters can
represent these sounds. Parents can aid in the process by reading to children, thus acquainting them with the more formal language of books, pointing out
words and letters, and making them aware that words in a book can tell a story or give information. Other readiness skills are acquired through word and
rhyme games. Play with language apparently helps young children focus their attention on the sounds of words as well as on their meanings
VII . IMPROVING READING SKILLS
Word study is one way for the older student to improve reading ability. This involves using a dictionary and thesaurus, studying word parts, and learning how to
find the meaning of a word from the context. Students can also improve their vocabularies by paying conscious attention to any new words they may encounter.
Because a mature reader must have several different reading rates available for different materials and purposes, practice in skimming a passage
for general meaning and scanning for specific information is useful. The development of efficient study strategies is important in learning various kinds of subject
matter.

Prepared by:
ELIZABETH G. BATTAD
School English Coordinator
ACTION PLAN IN ENGLISH
SY 2013-2014
BAGUNOT ELEMENTARY SCHOOL
Baggao West District

CONCERT/PROBL
EMS/ SKILLS
OBJECTIVES TARGET
CLIENTILE
ACTIVITY (INTERVENTION
MEASURES)
RESULT TIME
FRAME

I. Refusal to read  To encourage
pupils to read
 Pupil who refuse
to read
 Conducting dialogue with parents/ previous
teachers to know the probable cause/s of the
problem
 Giving interesting stories/ topics to read
 Assigning more advance pupils to help these
Children.
Asking the help of parents to assist their
children to do their homework.
 Children
love to read
 Year
round
II. Poor Word
Recognition

a. Mispronunciation
and substitution
b. Repetition


c. Reversal/Omission


 To read words
with their
correct pronunciation.

 To recognize
words at a glance

 To recognize


 Pupils who have

poor word
recognition


 Conducting drills of phonics.
 Mastering the Graded Instant Words
 Conducting drills
 Reading with proper phrasing and intonation
 Conducting activities on:


 Pupils can
recognize
words well


 Year round


a. syllabication of words
b. sound recognition of diphthongs and
diagraphs
c. word configuration


III. Poor Comprehension
1.
VocabularyDevelopment













2.Noting Details








 To increase the
speaking/ reading
vocabulary
of pupils





 To identify details
in a paragraph/
story read



 Grades I – VI









 Grades I – VI





 Increasing the vocabulary of pupils through:
a. Synonyms/ antonyms
b. Word mapping
c. Picture clues
d. Riddles
e. Context clues
f. Predation technique
g. Make the difference

 Answering “who/ what” questions about the
selection read by locating the answer in the
selection.
 Identifying descriptive words about a
character/ event.

 Pupils can
comprehend
words/
sentences

 Year round
sounds, letters,
diphthongs,
diagraphs

3.Getting the Main
Idea

 To tell the main
idea of a selection

 Grades I - VI

 Giving appropriate title/ heading of a
selection.






4.Sequencing Events














5. Predicting Outcomes
read





 To arrange events
as they happen in
a selection












 To give an
appropriate
ending to a given
situation.
 To give
justification for
such an ending.






 Grades I – VI














 Grades I - VI
 Identifying the key sentence.
 Finding big/ small idea.
 Distinguishing big ideas from small ideas.

 Arranging pictures in correct sequence using a
calendar technique and cart mapping, etc.
 Arranging jumbled sentences to form a story
sequence, “Find me Technique’ Structural
Journal,” etc.
 Making an outline of material read.
 Putting things in correct time or logical order
using placard pantomime strategy, spin a
wheel strategy, and a picture – sentence
tandem Strategy

 Telling what is likely to happen
 Giving an appropriate ending to a given
situation.
 Giving events that could happen next using:
Picture Frame Technique, Poster Technique,

Picture Chain Strategy, Inference Pyramid
Strategy, etc.
6. Making Inferences

















7.Perceiving Cause/
Effect Relationship




8. Evaluate ideas and
make judgement

 To make
intelligent guesses
based on the
selection read.
 To tell what
happen before/
after event.
 To identify
objects through
descriptive clues
 To give
inferences from
contextual clues

 To give possible
causes to a given
effect and other
possible effects to
a given cause

 Grades I – VI

















 Grades I – VI








 Grades I - VI
 Inferring what people do/ say things using
episode web, picture story, Guess Me Game,
open the window, mystery box, clothes line,
animal parade, etc.











 Using pictures on cause and effect.
 Using words to identify statements that show
cause and effect.
 Asking questions using how and why.




 Telling whether an event is reality or fantasy.
 Distinguishing between fact and opinion.
 Judgement of truth of what is read to compare

 To identify
whether an event
is reality or
fantasy.













9. Classify/ Organize
Ideas











10. Summarize and
 To judge the
truth of what is
read and compare
his experience.
 To give answers
to high level
thinking
questions.

 To identify the
major ideas/
concepts in
selection.
 To make a
heading/
subheading for
paragraphs in a













 Grades I – VI












 Grades I - VI
his experience and to see how the material would
apply to his life.
 Answering higher level thinking questions
answered by judgement and evaluation.




 Grouping things with common characteristics.
 Looking for common elements in the story
and grouping them together.
 Internalizing and seeing similarities and
differences.


 Selecting significant facts and group them
under a main idea.

outline
Ideas
selection.

 To use the outline
sequences of
events as a guide
in retelling or
*Retelling a story based on significant points in
the story.

























Prepared by: Approved by:


ELIZABETH G. BATTAD MYRNA C. BACUD
School English Coordinator Head Teacher III

PROJECT “MECAR”
“MAKING EVERY CHILD A READER”