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Enhanced Instruction Trhough Ict Integration - Cip Write Up
Enhanced Instruction Trhough Ict Integration - Cip Write Up
Reading is vital in the lives of every person, which holds true to all
aspects in the realm he/she is in. The reading process requires continuous
practice, development, and refinement. Communication Skills is the core
value in teaching beginning reading. The Auditory Discrimination, Visual
Discrimination, Listening Comprehension, Speaking and Viewing can lead a
child to Reading Readiness. Having a solid foundation in the early years of
school is much an advantage in understanding the language of all applicable
disciplines. Many if not most of the pupils today can still barely read and
hardly understand what they are reading especially in their primary and
intermediate years.
After the series of activities and upon observation of the lessons, there
were good increase on the reading comprehension skills among the Grade 6 –
Peace pupils. In day 1, twenty-eight out of 34 or 82% got the passing score (8 –
10). In day 2, thirty out of 34 or 88% got the passing score (8 – 10). In day 3, thirty-
two out of 34 or 94% got the passing score (8 – 10).
The CIP Team is composed of the Grade VI Advisers with the elementary
school principal and two (2) facilitators who are both teacher III from the same
grade level.
Based on the Phil-IRI results of the grade 6 level for three (3) consecutive
school years, S.Y. 2017 – 2018 has no frustration level readers while there are
nineteen (19) for S.Y. 2018 – 2019. Meanwhile, S.Y. 2016 – 2017 has
skyrocketed to two hundred eighty-five (285) with the same reading level.
500
NUMBER OF PUPILS
400
400
300
272 285 285
200
171 150
100
45 0 19
0
2016-2017 2017-2018 2018-2019
On the above figures at present school year, Grade 6 Peace has the most
number of frustration level readers with seventeen (17) pupils out of thirty-
four (34), which is 50% of the class.
Based on the data gathered, it was observed that 88% of the class are
in frustration level. This made the group realized to make the whole class the
respondents. (See figures 2 and 3 for details)
12
10
10
8 8
Number of pupils
8
6
4 3
2
2 1 1
0
0
1 2 3 4 5 6 7 8
scores
The graph shows that only 4 out of 34 pupils or 12 % got the score of 6 – 8 or
80% – 100%.
Figure 3. Comparative pretest result over passing rate on reading comprehension test
100%
80%
80% 68%
60%
40%
20% 12%
0%
Category 1
The graph shows that the pre-test result 12% (i.e. 4 pupils) is way far behind
from the passing rate (i.e. 80%) with a difference of 68%.
14
12
12
10
10
35% 8
8
29%
6
24% 4
4
2 12%
0
Always Sometimes Rarely Never
The results show that less than half of the pupils always have time to read. It is
also evident that there are pupils who never read at all in Grade 6 Peace class.
12 11
10 9
8
8
32%
6 24% 26% 6
4 26%
2
0
Always Sometimes Rarely Never
The findings of the data means that less than half 32% of the pupils do sometimes
understand what they read.
12
11
10
32%
8 18%
15% 6
6
5
12%
9%
6% 4 6%
4
3 3%
2 2
2
1
0
Ipabasa kada- Tudluan Kusgon ang Mugamit ug Dili pasagdan Binisay-on Gamitan ug Hinayon para
adlaw insakto sa tingog ni picture kung pagbasa stick masabtan
maestra teacher magpabasa hangtud
mahibalo
The result prevails that 32% of the respondents are visual learners. Based on the
data, picture association on a story read has the highest percentage among other
responses.
Graph 4. Nasabtan ba nimo ang buot ipasabot sa What, When, Where, Why ug
How?
25
19 20
20 17
15
27% 29% 24 10
10
5
% 14% 4
6%
0
What When Where Why How
The figures on the graph show that critical thinking is very low in Grade 6 Peace
class since why and how questions have the least responses among the
respondents with 14% and 6%, respectively.
16 14
14
12
11
10 41%
8
7
3% 32% 3%
6
4 21% 1 1
2
0
Dili kabisado nga Dili kalitok Hanap pagkasulat Kulbaan Walay gatudlo
pulong
The graph reveals that 41% of Grade 6 Peace class has the difficulty in word
recognition because of unfamiliar words.
12 11
10
8 7 7 32%
6 5
4 21% 21%
2
15% 2 2
0 6% 6%
Magdula Magkaon Gatabi Study/Basa Magpuyo Stand by
To study/ read during their vacant time shows prevalence on the graph with
32%, while doing nothing and by standing both have 6%.
35 30
30
25
88%
20
15
10
4
5
12%
0
YES NO
The data show comfortableness of the sitting arrangement in the class. It reveals
that most of the pupils are comfortable on where they are seated with 88%
against 12%.
10
9 9 9
8
6
26.5% 26.5% 26.5% 5
4
2
2 14.7%
0
5.8%
Masayop Kataw-an Maulaw Dili maulaw Kulbaan
The presentation is vividly showing that among the respondents, only very few
(i.e. 5.8% - 2) can read with confidence, while the rest are destructed to
possibilities to either be laughed at, commit mistakes or being nervous.
25
20
20
15 59%
10
9
5 3 26% 2 6%
9%
0
Kulbaan Maulaw Kahilakon Kataw-an
Nervousness displays how they feel whenever they are asked to read (i.e.
59%). To laugh at by bullies comes last among the responses as shown on the
graph.
35 32
30
25 97%
20
15
10 3%
5 2
0
Atubangan sa klasmeyt Atubangan sa maestra/ maestro
The data shows that almost all of the respondents prefer to read in front of the
teacher rather than in front of their classmates having 32 (97%) against 2 (3%).
Based on the data gathered from both the individual interview and FGD,
it is ironic to find out that 35% of the class read or study during their free
time. This may be true, however, 52% of them do not understand what they
read. It was proven when the respondents were asked on the why and how
questions that only 14 of them understood what it meant. Further, to
associate pictures during the story reading (i.e. 32%) and unlocking of
difficulties (lack of vocabulary 41%) is deemed necessary to address to.
In this program, the supplier does not merely refer to the teacher
alone, but rather, it is partnered with the principal and the cooperation of
the parents themselves for the project be a successful one.
Process Steps
Preparation Drill/Review Pre-Reading
During
Reading
Evaluation Post
Reading
6Day 1
5 5
5
4 4 4 4
4
3
3
2 2
2
1
1
0
1 2 3 4 5 6 7 8 9 10
8
Day 2
6
6 5 5
4
4
2
2 1 1 1
0 0
0
1 2 3 4 5 6 7 8 9 10
20
Day 3 16
15
10
5 4
3 3
2 2 2 2
0 0
0
1 2 3 4 5 6 7 8 9 10
Twenty-seven (27) out 34 or 79% of the pupils failed the passing score
of 8-10 item reading comprehension test, because pupils are poor in reading
comprehension. This is due to no retention and the lack of vocabulary words.
Their reading comprehension is poor because the details and the background
of the story were failed to discuss, where motive questions were not asked
that is why pupils are not motivated. Moreover, because of lack of vocabulary
pupils cannot express their ideas both oral and written. Pupils have no focus
during the discussion because they lack interest.
Teacher supplied the meaning of Develop the art of questioning for the
the words to unlock instead of pupils to come up with correct word
the pupils. meaning and answer questions asked
Materials used are cartolina, Use tag boards for flash cards
bond paper
This table shows the priority root cause and its recommendation for
improvements.
PROCES CUSTOME
SUPPLIE INPUTS S OUTPUTS RS
RS
Flash cards with Answered
Principal 2” font size Worksheets/Activ
ity Sheets
Chart with 2’ font Filled-out Class
size Reading record
Worksheets/Activ Learning Filled Pupils’ 34 Grade VI
ity Sheets Process Portfolio - PEACE
Teachers Developing Answered Pupils
Reading Power Reading Journal
Book Notebook
Big books Read Big books
e-TV episodes Watched e-TV
episodes
e-Classroom Watched English
English video video lesson
lesson
The SIPOC – Future State now includes the use of varied ICT application
integration instead of a power point presentation only. The pupils now a days
are indeed a visual learners. E-TV episodes, e-classroom English videos or
animated power point presentations are advised to be used to avoid boredom
among pupils and their attention will be diverted to the lessons.
L – Likely
I – Impact
RF – Risk Factor
DAY 1
20
18
18
16
14
12
10
10
8
6
4 3
2
2 1
0 0 0 0 0 0
0
` 1 2 3 4 5 6 7 8 9 10
14 13
12
10
4 3
2
2
0 0 0 0 0 0 0
0
0 1 2 3 4 5 6 7 8 9 10
DAY 3
20
18
18
16
14
12
10
10
8
6
4
4
2
2
0 0 0 0 0 0 0
0
0 1 2 3 4 5 6 7 8 9 10
Moreover, pupils are more interested to read stories using big books,
ETV, Interactive White Boards, AVP, and other illustrated reading
materials, speech laboratory or social media tools that are most likely
associated with pictures. An interactive applications that can be downloaded
from the web.
With these being put into action, our pupils will all be an instructional
if not all independent level readers.
Prepared by:
Noted by:
CYDEL P. VALMORES
Public Schools District Supervisor
Recommending Approval:
ROWENA H. PARAON
Asst. Schools Division Superintendent
Approved:
RANDOLPH B. TORTOLA
Schools Division Superintendent