Narrative Report in Project Reap Finaldocx

Republic of the Philippines
Department of Education
Region IV-A CALABARZON
DIVISION OF BIÑAN CITY
DISTRICT I
PEDRO H. ESCUETA MEMORIAL ELEMENTARY SCHOOL
Balimbing Street Garcia Subdivision San Antonio, Biñan City, Laguna
NARRATIVE REPORT ON PROJECT REAP (Reading Enhancement Activities for Pupils)
I. INTRODUCTION
Amidst the threat of the Covid19 pandemic, face-to-face classes were suspended for almost
two years. Hence, the occurrence affects the pupils' learning, including their reading and
comprehension skills.
Thus, fifty-three or 37% percent of pupils from Grade 3 and Grade 4 of Pedro H. Escueta
Memorial School were identified as struggling in terms of reading and comprehension in English
based on the result of the 2021-2022 Early Grade Reading Assessment (EGRA) and Philippine
Informal Reading Inventory (Phil-IRI). Struggling readers are those literacy level result is Level
2(word level) and level 3 (paragraph level) in Grade 3, while struggling readers in Grade 4 are
those reading and comprehension result is at Frustration level. As a result, the school-initiated
Project REAP or Reading Enhancement Activities for Pupils, headed by our School Head,
Ma’am Gemma H. Ocampo, to cater to the struggling pupils to improve their reading and
comprehension skills. Even though reading intervention is challenging for teachers and pupils,
considering the new standard set-up in the teaching-learning process. Nevertheless, the school
decided to make the project a home-based reading intervention to continue enhancing the pupils'
reading and comprehension skills.
II. OBJECTIVES
Project REAP aims to:
• improve reading and comprehension skills in English of fifty-three struggling pupils from
Grade 3 and Grade 4 of Pedro H. Escueta Memorial School.
• focus on enhancing the reading and comprehension of struggling pupils through various
activities.
III. PUPILS DEVELOPMENT
Project REAP started from November 2021 until July 2022. Class advisers identify the struggling
readers in class, including the frustration readers, based on the 2021-2022 EGRA and Phil-IRI results in
English. Most of the participants in the project do not have stable internet connections for e-learning. Thus, the
class advisers of Grades 3 and 4 initiate printing and distribution of reading materials to be monitored later
through home visitation and weekly distribution together with WHLP. Funds from MOOE and other
stakeholders were also part of the project. “My Parent, My Teacher” is the approach used in this project
wherein parents were encouraged to guide their children in reading while they stayed at home during the
distance learning due to the pandemic. Collection and follow-up of the reading materials depend on the time
frame set by each class adviser.
Name of School: Pedro H. Escueta Memorial Elementary School

Address: Balimbing St. Garcia Subd. Brgy San Antonio Biñan City, Laguna
Email: phemsbinan@gmail.com/108226@deped.gov.ph
DISTRICT I
Since limited face-to-face classes were implemented in the school, the project is still ongoing. Class
advisers continue to give reading exercises to the participants before the start of the course during their face-to-
face classes while distributing reading materials to those pupils who decided to be in a modular distance
learning.
IV. ACTIVITES UNDERTAKEN

The following were activities undertaken before and during the conduct of the project;
• The pupils took the Early Grade Reading Assessment (EGRA) for primary pupils and
the Philippine Informal Reading Inventory (PHIL-IRI) for intermediate pupils.
• Class advisers printed and distributed sets of reading materials like the fuller reading
material, short stories and comprehension questions.
• Parents were encouraged to teach their children to read at home.
• Pupils were instructed to study particular reading exercise and answer activities
regarding the task given to them to monitor their progress
• Class advisers set a schedule for the collection of the answer sheets and monitoring of
pupil’s progress.
• Continuous distribution of various reading materials to the participants.
Conduct of pre- reading assessment through online and MDL guided by the parents.
Printing and distribution of reading materials for the project.

DISTRICT I
Parents tutoring their children in reading.
Pupils under Project REAP doing their task and practice reading provided to them.
Class advisers collects the answers sheets from parents and guardians of pupils under Project REAP.

DISTRICT I
V. DATA REPRESENTATION
A. Pre- Assessment Result
Below is the consolidated pre-test EGRA result for Primary Level (Grades 1-3) and PHIL-IRI
result for intermediate Level (Grades 4-6).
Table 1. Consolidated Early Grade Reading Assessment (Pre-test)
Table 1 shows that 11 out of 60 pupils from Grade 1 are at Frustration or 1-2 level, 46
pupils at Instructional or 3-4 level and 3 pupils at Independent or 5-6 level in reading. At the
same time, 12 out of 76 pupils in Grade 2 are at Frustration or 1-2 level in reading, 38 pupils are
at Instructional or 3-4 level, and 26 pupils are at Independent or 5-6 level. Lastly, 20 out of 68
pupils in Grade 3 are at Frustration 0r 1-2 level in reading, 18 pupils are at Instructional or 3-4
level, and 30 pupils are at Independent or 5-6 level. As indicated in the result, pupils from Grade
3 have the highest number of readers at frustrations level among the primary level, followed by
Grade 2 and Grade 1, who have the minor frustration level.
Table 2. Consolidated PHIL-IRI Result (Pre-test)
Table 2 present that 33 out of 75 pupils from Grade 4 are at Frustration level, 27 pupils at
Instructional level and 3 pupils at independent level in reading. On the other hand, 16 out of 70
pupils in Grade 5 are at Frustration level in reading, 36 pupils are at Instructional level, and 18
pupils are at independent level. Lastly, 6 out of 41 pupils in Grade 6 are at Frustration level in
reading, 23 pupils are at Instructional level, and 12 pupils are at independent level. Based on the
result that pupils from Grade 4 have the highest number of readers at frustration level among the
intermediate level, Grade 5 and Grade 6 have the least number of readers at Frustration level.
With the given result, the project focuses on readers at the frustration level, mainly Grade 3 and
Grade 4 pupils, to enhance their reading and comprehension skills.

DISTRICT I
B. Progress Report
The following graph present the summary of the participants’ progress under the project in terms
of their reading and comprehension based on each class adviser’s monitoring tool.
Figure 1. Consolidated Progress Report
The graph presents pupils' progress under the reading intervention program based on the quarterly
IMPROVED READERS THRU INTERVENTION BY QUARTER

27
23
18
14 GRADE 3
12
GRADE 4
8
3 3
1st Qrt 2nd Qrt 3rd Qrt 4th Qrt

monitoring of class advisers through various reading and comprehension activities. It can be seen that the
number of improved struggling readers in Grades 3 and 4 have increased every quarter. Eighteen (18) out
of 20 struggling readers in English from Grade 3 were improved, while 27 out of 33 struggling readers in
English were improved from Grade 4. As a result, 8 out of 53 struggling readers still required additional
reading interventions.
With constant implementation of the reading enhancement project in Pedro H. Escueta Memorial School,
and cooperation of school head, teachers and parents, every child, a reader can be achieved.
Prepared by: Submitted to:
LOUISSE GAYLE R. ANTUERPIA GEMMA

H. OCAMPO
Project REAP Coordinator/Teacher I MT
I/ TIC

DISTRICT I


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Republic of the Philippines

NARRATIVE REPORT ON PROJECT REAP (Reading Enhancement Activities for Pupils)

Name of School: Pedro H. Escueta Memorial Elementary School

IV. ACTIVITES UNDERTAKEN

Printing and distribution of reading materials for the project.

Name of School: Pedro H. Escueta Memorial Elementary School

Parents tutoring their children in reading.

Name of School: Pedro H. Escueta Memorial Elementary School

Table 1. Consolidated Early Grade Reading Assessment (Pre-test)

Table 2. Consolidated PHIL-IRI Result (Pre-test)

Name of School: Pedro H. Escueta Memorial Elementary School

Figure 1. Consolidated Progress Report

IMPROVED READERS THRU INTERVENTION BY QUARTER

1st Qrt 2nd Qrt 3rd Qrt 4th Qrt

Prepared by: Submitted to:

LOUISSE GAYLE R. ANTUERPIA GEMMA

Name of School: Pedro H. Escueta Memorial Elementary School

Name of School: Pedro H. Escueta Memorial Elementary School

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