I.

Project Title: PAL (PAYABUNGIN ANG KAKAYAHAN AT ATING LINANGIN

ANG KASANAYAN SA PAGBASA AT PAGSULAT)

II. Background and Rationale

The alphabet is simply a collection of letters and sounds. The ABCs are the

building blocks of language. In order to become literate, learners must be able to

recognize each letter. Once armed with that knowledge, then a child is well on the road

to reading and literacy. Letter recognition is the foundation for developing the ability to

read for each learner.  Letter recognition activities refer to the ability to visually

recognize letters of the alphabet through hands-on learning. Letter recognition is

important because it enables beginning readers to figure out how printed text is

associated with the spoken language. Having a mastery of letter names can make

learning letter sounds easier for young readers.  The sounds of many letter names are

closely related to the letter sounds.

Chang, Ya-Ning; Furber, Steve; Welbourne, Stephen (2012) on their Modeling

Normal and Impaired Letter Recognition: Implications for Understanding Pure

Alexic Reading stated that letter recognition is the foundation of the human reading

system. Likewise, Piasta, Shayne B.and  Wagner, Richard K. (2010) on their

Developing Early Literacy Skills: A Meta-Analysis of Alphabet Learning and

Instruction stated that Alphabet knowledge is a hallmark of early literacy and facilitating

its development has become a primary objective of instruction and intervention.

III. Objective and Expected Outcomes

PAL helps pupils’ from kindergarten develop/ improve their reading skills and

provide reinforcement activities to.

 Specifically, it aims to develop/ improve the letter and sound recognition

skills of the learners and their writing skills as well.

IV. Target and Beneficiaries

All Kindergarten Learners in the Regular Classes

V. Project Description, Interventions. Methods and Strategy

PAL is adopted from the Hanap-Sulat designed by Marcelino, Elisa S.

and Melendrez, Jing Jing M, 2018 to improve the skills in letter recognition of the

Kindergarten learners.

PAL stands for Payabungin ang Kakayahan at Ating Linangin ang

Kasanayan sa Pagbasa at Pagsulat which is intended for the Kindergarten in

regular classes.

The worksheets are taken from the Hanap-Sulat which composes of

upper case and lowercase letters of the Filipino Alphabet. This will help the

learners work on their hand-eye coordination and their fine motor skills. The

learners will be grouped according to their reading abilities. They will be given

worksheets that they will be worked on by group. Each group will also be asked

to look for hidden letter flashcards in the classroom. When they find it, they will

tell its name and its letter sound. After, other activities in developing mastery of

the letters will be presented which learners will be asked to write the letter being

learned for the day. They will do this for mastery purposes and as application of

their learning.
 Learners will also look for the letters that have resemblance to the letter

presented. They will use a crayon or simply their pencil to encircle the upper

case letter and check the lower case letter. This material is composed of

worksheets for each letter of the alphabet letters to be introduced per meeting

will be based on the Montessori Matters by Sister Mary Ellen Carinato et al. This

was modified by the researchers by inserting ng on the fourth set and ṅ on the

sixth set. Letters will be introduced 2, 3, or 4 at a time: First set: m  s  a  t;

Second set: b  f  o  x; Third set: w  i  g   l  j; Fourth set: c  u  p  z ng ; Fifth

set: h  e  n  r  d; and Sixth set: v  k  q  y, ṅ

Teach each letter name and sound to form mastery before a new letter/

sound is introduced: First, ask a question to which the response will elicit the

target letter/ sound. Learners will look for flashcards of letters hide around the

room. Children will be asked to find the cards and name the letters aloud.

Second, learners will identify the letters whether it is in upper or lower case.

Third, show them how to write it. Ask them to write it on the board, with the

fingers in the air, on their palm, on their desks, and on paper as they give the

sound. Fourth, mastery means they know the letter/ sound and the form of the

target letter. They can give the sound and write the symbol. Fifth, they will use

the worksheets for mastery.

 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY FEBRUARY
ACTIVITIES 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
PRE-IMPLEMENTATION
Convene with my co-Kindergarten
teacher and discuss about the
Reading Intervention
Prepare/ print letter flashcards
Prepare the write up of the Reading
Intervention proposal
Seek approval from the SH/ Cluster
School Research Committee/ Division
Planning and Research Committee
IMPLEMENTATION
Conduct the Reading Intervention
Utilize the Reading Worksheets and
Letter Flashcards
Conduct Reading Posttest to evaluate
the effectiveness of the intervention
POST-IMPLEMENTATION
Analyze and finalize results
Submit the results to the School Head/
Cluster School Research Committee/
Division Planning and Research
Committee
Disseminate the result of the
intervention through LAC Session/
PTA Meetings/ In Service Trainings
and other means

VI. Project Implementation (Gantt Chart)