Republic of the Philippines

Department of Education
Region XII
Division of Sarangani
Alabel 2 District

Prepared by:
MARIELLE ROSE G. CASABUENA
School Reading Coordinator

Noted:
NORHAYA S. ANDANG
School Academic Coordinator

Approved:
JULIUS CZAR M. TAO-TAO
School Principal
 INTRODUCTION

Kawas Central Elementary School is one of the schools in Sarangani that promotes
quality education that supports every learner must be a reader program.This is the
reason why we participates and actively implement the PHIL –IRI or P H I L I P P I N E
I N F O R M A L R E A D I N G I N V E N T O R Y of the Department of Education.This program
aims to make every Filipino child a reader and a writer at his/her grade level .

This pandemic brought us to a very hard situation where learners has no access to a
face to face learning.Non readers and frustration readers wereone of the main problem
of our school last school year 2020-2021.PHIL -IRI and EGRA really help us in assessing
our learners’ reading level.

After the Phil-Iri and EGRA assessment,we found out that our school needs to strengthen
its reading program because the result is very challenging.Teachers as well as our tutor
volunteer will be our key to help build up the reading ability of KCES learners.
SCHOOL READING ASSESSMENT RESULTS
PRETEST
SUMMARY:

GRADE NUMBER OF Independent Instructional Frustration Non-Readers

LEVEL LEARNERS readers Readers Readers

PHIL-IRI/FILIPINO
6 120 22 51 44 2

5 123 49 50 22 2

4 135 40 74 19 0

3 128 31 59 41 21

TOTAL 506 142 234 126 25

PHIL-IRI/ ENGLISH
6 120 22 47 45 5

5 123 25 49 44 2

4 135 33 78 24 0

TOTAL 378 80 174 113 7

EGRA
Number of Very Good Good Needs Needs
Learners Practice Intervention
2 123 24 17 39 43

1 145 1 11 33 100

TOTAL 268 25 28 72 143

Figures above shows that there is a need of reading intervention to most of our learners. The reasons why there is a
big difference between nonreaders and frustration readers compare to independent and instructional readers
because of the absence of face-to-face classes. Parents were always complaining about their schedules, availability,
knowledge, and time in assisting their children in reading and other school academic matters. To answer these
problems, our school together with the KAWAS BLGU and in cooperation of Save the Children, we launch the Purok
Aralan Reading Program. We have reading volunteers that serves as our reading heroes that will constantly check
and teach learners how to read thru purok aralan and uROCK project, our school based read at home program.
 SCHOOL READING VALIDATION

Teachers were assigned to facilitate and check the reading performance of the learners. They are also the one who
helps and give assistance to our tutor volunteers. Every problem that is being encounter by the tutors and tutees,
our teachers are always there ready to help.

Teachers also impart their strategies to our volunteers how to manage learners that needs reading intervention.
How to deal and handle them.

Teachers were also tasks to validate the reading performance of learners every end of every quarter.
SCHOOL READING ASSESSMENT RESULTS
POST-TEST
PHIL-IRI AND EGRA POST TEST RESULTS SUMMARY:

GRADE NUMBER OF Independent Instructional Frustration Non-Readers

LEVEL LEARNERS readers Readers Readers

PHIL-IRI/FILIPINO
6 122 53 59 10 0

5 121 38 71 12 0

4 134 49 62 10 3

3 129 48 67 31 0

TOTAL 506 188 259 63 3

PHIL-IRI/ ENGLISH
6 122 47 65 10 0

5 121 36 71 14 0

4 134 47 65 10 0

TOTAL 377 130 201 34 0

EGRA
Number of Very Good Good Needs Needs
Learners Practice Intervention
2 122 33 50 26 13

1 145 24 43 61 17

TOTAL 267 57 93 87 30

After several months of implementing the read at home program, there is an increased
number of independent and instructional reader. Those are learners that can read fluently
and can comprehend in reading.

Our Read at Home Tutees are mostly coming from grade one to grade 3. According to the
numbers above the most learners who leveled up are from K-
3. It only means that our reading program is effective.
 NARRATIVE REPORT

The COVID-19 pandemic has created unprecedented challenges in different part of the world.

It is more than just a problem or health crisis; it has led to an educational crisis. One of the most

pressing concerns in education today is the growing number of non-readers and learners who

require reading intervention. It is also one of the major issues that Kawas Central Elementary School

is currently dealing with. There is a significant difference in the number of non-readers today

compared to before the pandemic. In response to these findings, our school has developed a

program that we believe will assist in reaching out to students who require reading guidance and

assistance.

URock Project (Uphold, Reach Out and Care for Kawas learners) is a reading program that

supports Read at Home Program of the Division of Sarangani. The intention of this program is to

teach our learners to learn how to read and to totally love reading. This is our approach to help non-

readers and struggling readers develop their ability to read. (Struggling readers are learners who

are not able to decode, or break up, words into syllables). We have also identified reading volunteers

who are committed to teach and be a tutor to our young learners. Tutor volunteer will give ample

time for learners to learn and practice reading at home. This project is open to all learners of KCES,

from kindergarten to grade six. Tutor volunteers will be assisted by their facilitating teachers. The

school will also give reading materials to all tutor volunteers in cooperation with the intention of

Kawas Barangay Local Government and Save the Children.

 Before we formally start the Urock project, we ensure that our

reading volunteers are well-versed in the fundamentals of

reading. We held a seminar and workshop to instruct our

reading volunteers. We also sought help from our facilitating

teachers to assess our reading volunteers' dedication to this

program.

The results of the EGRA (Early Grade Reading Assessment)

for grades 1&2 and the PHIL-IRI (Philippine Informal
Reading Inventory) for grades 3–6 helped us identify our
reading beneficiaries. All frustration readers and non-readers
are required to participate in the program. We then spoke
with their parents and requested for consent to join in our
reading program. We also wrote letters and approvals to our
Barangay Captain and the Purok leaders who were
participating. UROCK project gathers enough resources to
meet the needs of our reading volunteers with the support of
SAVE THE CHILDREN and other stakeholders.

Teachers were tasked with facilitating and assessing

the students' reading performance. They are also the
ones who aid and help our tutor volunteers. Every
problem that the tutors and tutees encounter, our
teachers are always ready to help. Teachers also teach
our volunteers how to manage learners who require
reading intervention. Teachers were also tasked for
validating the reading performance of learners at the
end of each quarter.
Activities Conducted in Establishing the Program

1. Reading Assessment for grade 1 and 2 (EGRA)

Knowing a pupil's specific abilities helps teachers to enable learners in appropriate

reading level and to establish a work activity that fosters specialized skill development.

2. Online Reading Assessment

KCES teachers use an online tool to connect with our learners. Teachers can discuss and
analyze our learners' reading abilities using an online messaging tool.

3. Reaching-out through Home Visitation

We did a quarterly reaching out learners to home visitation to ensure the program's
efficacy. It's also an opportunity for us to offer assistance to our reading volunteers
and inquire about any issues they may have faced.
 4. Seminar and workshop

We did a refresher training and workshop on the fundamentals of beginning reading.

We also evaluated if our volunteer possessed the qualities necessary to serve as an
effective uRock volunteer tutor. Following the workshop, we gave them with the
necessary reading materials.

5. Parent-Teacher “Kumustahan”

KCES teachers are constantly on the lookout for parent input and suggestions about
the read at home program. Parents played a significant role in the success of this
project. This activity tries to reduce the number of problems encountered. There were
incidents where tuttees were already inactive, but problems wre addressed immediately
as a result.
 6. Recognition of Best and Outstanding Facilitating Teachers

Teachers during the quarterly recognition of Most outstanding Facilitating Teachers.

Sir Julius Czar M. Tao-tao, the principal of Kawas Central Elementary School Also
acknowledged and honored Maam Maureen P. Manlangit for her great contribution
for Read-at-home program by creating a reading booklet suitable for KCES struggling
readers.
 7. Reading Coordinators Seminar and Workshop on Teaching Reading

Alabel 2 District Reading Coordinators attended a seminar and workshop on teaching

reading. KCES reading coordinator also attended the seminar. This workshop was very
significant in teaching beginning reading to our Tutor Volunteers.
Purok 1

Tutor Volunteer actively teach young

learners about the fundamentals of
reading.

Purok 2

To avoid learners being bored, art session

was also considered during class time.
You can see faces of young learners and
the happiness in their faces.
Purok 3

Learners actively participated and

listen to their tutors.

Purok 5

According to their Tutor Ms. Ivanny, after their reading class learners were
very much excited the after class session. Arts time to boosts their
creativity.

59
Purok 5

Tutors also teaches our tutees

about math problems.

Purok 6

Learners were excited and motivated to attend

their weekend class. There were different kinds
of activities that their tutors imparted to
them.After the session tutors shares some food
like chocolate and other food that enjoyed by
learners.
Purok 7

They also have dancing session before

classes starts. To motivate and energized
children to listen and be attentive during
Purok 8 their class.

Tutors were also very lenient to

extend extra time to teach
tutees on their modules.
 AWARDS AND RECOGNITION

Kawas Central Elementary School also participated during the celebration of Division Reading
Month Celebration with the theme “BAWAT BATA BUMABASA SA KABILA NG PANDEMYA” held on
December 3, 2021, at Sarangani Division Office, Alabel, Sarangni Province.

The following were the awards we received:

1. 1st Placer in STORY TELLING GRADE 2 COMPETITION.

2. 1st Placer (COACH) in STORY TELLING GRADE 2 COMPETITION.