Republic of the Philippines

Region VIII Eastern Visayas

BURAUEN COMPREHENSIVE NATIONAL HIGH SCHOOL
Burauen, Leyte

PROJECT TITLE:
“PROJECT BASA – LOG with Portfolio”
(A Developmental Reading Program)

INTRODUCTION/STATEMENT OF PURPOSE

Every language teacher dreams each learner to become a reader child; yet in reality, many
of the Grade 9 students from the 4 sections handled in Burauen Comprehensive National High
School were identified as Frustrated Readers, based on the Phil-IRI Oral and Silent Reading Test
results conducted on the month of July. Studies have also shown that that learners confronted with
reading difficulty skills are those that are poor academic performers in school.
The Department of Education (DepEd) is well aware of this existing condition among
elementary and secondary learners. In order to alleviate this, DepEd Order No. 145 series of 2015
promotes, “Every Child a Reader Program” (ECARP), making the Filipino learners a generation of
readers.
To cater the reading difficulty issues of these students, the language teachers of BCNHS
tried to adopt and implement various reading programs. One of which is “DEAR Time with Class
Book”, implemented in selected Grade 9 classes handled for six years. However, in the course of its’
implementation; several issues and concerns were encountered which hindered the realization of
the ultimate goals and objectives of the said reading program. A need for another reading program
that will ultimately sustain the difficulty needs of the respondents in reading was thought of.
Hence, “Project BASA-Log with Portfolio” was not only adopted, but was conceptualized and
implemented in order to freeze out mere word callers among students and to meliorate their
reading comprehension skills difficulty.

Objectives:
The main objective of “Project BASA-LOG” is as follows:
1. Develop students’ love for reading and discovering books.
2. Enhance the reading comprehension and other reading difficulties of students.
3. Enhance the students’ oral and written communication skills.
4. Widen the vocabulary skills of students.
Technical Description:

To enhance the students’ reading comprehension difficulties and communication skills,

which is basically one of the important skills and must have of students, this developmental reading
program was conceptualized. An oral reading test with questions about the story read will be
conducted to all students handled on the month of July. Teacher will use specific reading rubrics to
evaluate the reading level of students. Identified students in the Frustration Level will automatically
be the respondents of the above stated developmental reading program.

The said students will be given a short reading story prepared by the teacher with five to six
questions each after the story. A Reading log sheet will likewise be provided where they will write
their answers to the questions, and fill in the necessary information asked for about the story. On
the log they will write a short summary of the story (5 to 7 sentences) using their own words based
on their understanding and recollection of what they read, aside from the selected elements of the
story they need to supply with answers.

Next they will be instructed to fill in the Personal Dictionary Work Sheet. It must contain at
least 3 difficult or unfamiliar words they encountered while reading the given story. They are to
copy the sentence on the work sheet with the difficult word, give the definition as used in context,
and then finally; use it in their own sentence. An Independent Reading Log Rubric will be used to
check the respondents reading log outputs. And to monitor their progress, a monthly Reading log
Sheet will be given to them where the score for the comprehension questions and the time
consumed in reading is also recorded.

To help the proponent in checking the reading log of the respondents, identified students
who got perfect scores in the Oral and Silent Reading test conducted, and who of course based on
the rubrics used, are Independent readers, will be tapped to assist the proponent in checking the
reading log and the Personal Dictionary Work Sheet of the respondents. They will likewise serve as
peer tutors of the respondents in reading and proper pronunciation of some unfamiliar words.

Project BASA-Log will be done every Friday during the ICL (Independent Cooperative
Learning) period of the proponent in the respective sections of the identified respondents. Students
are required to provide a BASA-Log Portfolio where they will place all their Reading Log and
personal Dictionary Sheets. Before the end of the school year, a post Oral and Silent Reading Test
will again be conducted to determine whether or not there is an improvement on the proponents
reading performance based on the test result.
Work plan
ACTIVITY
1. Preparation of the
proposed Developmental
Reading Program, Reading
materials, Reading Log
Sheets, and Personal
Dictionary worksheets.
2. Validation and approval of
the reading stories to be used
in conducting the Pre PHIL-IRI
Test
3. All the Grade 9 students
handled will undergo the Pre-
PHIL – IRI Reading Test (Oral
and Silent) and identify the
respondents.
4.Conduct or implementation
of the “Project BASA – LOG
with Portfolio” to the Grade
9 student respondents
5.Conduct of the Post PHIL –
IRI Reading Test
6.Analysis and interpretation
of the results
7. Submission of the result of
the study to the school and
to the Division Office
TIME FRAME EXPECTED OUTPUT PERSONS INVOLVED
July 01 – 12, Approved developmental Project Innovator,
2019 reading program- for and School Heads,
implementation.
Project Innovator,
rd
3 week of Validated Reading stories School Heads, and
July 2019 or passages Students
July 22-26, Result of the Pre PHIL – IRI Project Innovator &
2019 Test and confidential list of identified
respondents respondents/students
August 2019 Pictorials, BASA-LOG Project Innovator &
- December Portfolio of students, and identified
2019 Teacher’s Journal on respondents/students
Project BASA - LOG
1st week of Result of the Post PHIL – Project Innovator,
January 2020 IRI Test and School Heads,
January 13 – Fully implemented Project Innovator,
24, 2020 Developmental Reading and School Heads,
Program with MOV’s
February Fully implemented Project Innovator,
2020 Developmental Reading and School Heads,
Program with MOV’s EPS & SDS
COST ESTIMATES

ACTIVITY ESTIMATED RESOURCES TO EXPECTED COST

BE USED
1. Preparation of the proposed Letter size paper, printer, ₱ 2,500.00
Developmental Reading Program, Reading ink, folders
materials, Reading Log Sheets, and
Personal Dictionary worksheets.
2. Validation and approval of the reading Letter size paper, printer, The cost is already
stories to be used in conducting the Pre ink, folders included in Activity 1
PHIL-IRI Test
3. All the Grade 9 students handled will Letter size paper, printer, The cost is already
undergo the Pre-PHIL – IRI Reading Test ink, folders included in Activity 1
(Oral and Silent) and identify the
respondents.
4.Conduct or implementation of the Reading Stories, Reading ₱ 1,500.00
“Project BASA – LOG with Portfolio” to books, Letter size paper,
the Grade 9 student respondents printer, ink, folders
5.Conduct of the Post PHIL – IRI Reading Letter size paper, printer, The cost is already
Test ink, folders included in Activity 1
6.Analysis and interpretation of the Letter size paper, printer, ₱ 500.00
results ink, folders

7. Submission of the result of the study to Travel Expenses to D.O., ₱ 500.00

the school and to the Division Office Letter size paper, printer,
ink, folders
Total ₱ 5 ,000.00

JOVY YU SALINAS
Project Implementer

ELEANOR E. CAGARA
Secondary School Principal IV