“Reading on The Go”

_Catching___________
Struggling Readers
A Reading Intervention on selected Grade 7 students of
Justice Eliezer Delos Santos National High School
Eva Marie M. Mercado
Teacher II

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 Project Implementation Paper

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 SCHOOL PROGRAM
Name of School Head
Project Implementor/
Coordinator
Region/Division District
Name of School
Key changes in my school because
of this project:
What key changes do you want to
see in your school because of your
having attended the English
Coordinator Development Program
Foundational Course?
Target Competency
Improvement
What competencies will you apply
through your project? Identify
maximum of three related to the
project.
Reading on the Go
English Coordinator Development Program
AMELITA V. YUMANG
EVA MARIE M. MERCADO
NCR/VALENZUELA
Justice Eliezer Delos Santos National High School
1. Based on the Phil-IRI test result conducted last July.
2018.
*Reduced the number of students in Grade 7 under
frustration level.
*Advance the reading level from Frustration to
Instructional/Independent level.
This project focuses on how to develop the skill of the slow
readers in reading with comprehension as well as broaden their
vocabularies.
Somehow it intensifies the teacher’s passion in extending their
commitment and time to make their students learn.
With this short leap, hopefully we could smarten up our
students in enticing them to read more.
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 Describe current situation (problem or
opportunity your school that you need to
address through your project. There are 28 out of 438 or 6.4% in Grade 7, during
the School Year 2017-2018 who can read without
A. Project Give specific, quantifiable, observable comprehension. Context
details. For example, the number of non-
readers in Grade 2, or number of teachers
that need training by a certain period, or,
timely utilization of MOOE.
“Reading on the Go”
Title of Application Project
Along with Student Teachers from Our Lady of
Lourdes College, Sta. Cecilia College
and Immersions from OLLC, Grade 10 and 7
teachers.
PROJECT OBJECTIVES: By March 2018, the respondents or 90% of the 28
Smart-Specific, Measurable, Attainable, Grade 7 students under “Frustration” level are
Result-Oriented, and within the timeframe. expected to improve to Instructional or Independent
levels.”
Date started January 15,2018
Length of project
January 15-March 13,2018
The project should be completed within
3months
 Read with comprehension
Expected Outputs  Widen their vocabularies
 Grasp on the importance of reading
 Devote more time in reading
Primary ---- Students
Beneficiaries Secondary ---- Parents
Tertiary ---- Society/Stakeholders
Internal ---- Teachers, School Head
The said project will bring to fruition once it hits on
Identify success indicators or measures of the following indicators in a valid and affable way:
success  Perfect attendance of the Teacher/s and
Reading on the Go students.
 Proper documentation of outcomes from the 4
given activities.
 B. Action Step
Identify significant Milestone targets that could be attained by the end of the 30 days and every 30 days thereafter. Milestones are (a.) significant
changes achieved and (b) major steps taken towards achieving the desired improvement in the school.

Target Milestone Actions/Steps Responsible Person/s Support needed Target Date

Who will do this step? from
When will this step be
accomplished?
1. Organize a team English Coordinator Principal
(PIP team)
2. Identifying the roles of English Coordinator Principal,
each member of the team, Teachers,
1. Getting Guidance
Organized counselor Dec.6,2017

3. Evaluate the current English Coordinator/ Grade 7 teachers Dec.7,2017

situation
PIP team

4. Preparing materials to Principal/Teachers/ PIP team Dec.8,2017

use in gathering data
PIP team

1. Group discussion Teachers/ Parents/ PIP PIP team/

2.Voice of the Team/Principal Teachers/Guidanc
respondents/ e Dec.11,2017

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 identifying need
and wants counselor/Parents

2. Interview with the PIP team/parents PIP team Dec.12,2017

parents

3 Interview with the PIP team/students PIP team Dec.13,2017

students (respondents)

4. Interview with the Grade 7 and 10 PIP team Dec.14,2017

teachers reading teachers/PIP
Team

5. Identifying critical Gr.7 teachers/PIP team Gr.7 teachers/PIP Dec.15,2017

points team
1. Preparation of tools Gr.7 teachers/PIP team PIP
3. Validity of the needed team/guidance
resources needed in counselor
the program 2. Selection of trainers: Grade 10 teachers/PIP PIP
Student Teachers from team team/guidance
OLLC,SCC counselor
1. Training of Reading Teachers PIP team
Trainers
4. Identifying our customer Guidance counselor PIP team

1. Pre-evaluation PIP team Grade 7 teachers Jan.8,2018

assessment
2. Actual implementation
of the program
3. Identifying
4. Implementation: improvement areas and
smooth flow of the problems encountered
program 4. Roll-out solutions
Student teachers, PIIP team Jan.10,2018
students
Principal, teachers, PIP PIP Every Mon-Wed-Fri
team team/Coordinator Jan.10-March 21,2018
Principal, teachers, PIP PIP team Every Mon-Wed-Fri
team Jan.10-March 21,2018

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 5.Check progress Principal, teachers, PIP Every Mon-Wed-Fri
team Jan.10-March 21,2018
5. Post- program 1. Gathering of data Grade 7 teachers PIP team Every Mon-Wed-Fri
Phase Jan.10-March 21,2018
2. Analysis and PIP team PIP team Feb.12-16,2018
interpretation
3. Closing ceremony/ PIP team/Principal Mar.21,2018
Awarding/Recognition

C. Required Resources
Provide specific details of the physical and human resources

Milestone Resources needed Budget Approvals needed

Food for the writeshop
Food for the stuents

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 Print out of contextualized
materials for the students Department Fund
Awarding Certificate and Rewards
Program and invitation

D. Risk Management Plan

All projects are exposed to risks. Risks are unpredictable events that might not happen and endanger the achievement of the project.

Milestone Likely Risk Impact on the Project Specific action to If risk happens, Specific
if risks happen prevent risks action to soften impact of
risk
Reading inappropriate Poor printing, unreliable Find appropriate Prepare own materials
material result materials suited to the
students

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 Students Health problems, Poor attendance Feeding Monitor their health
absenteeism
Parents Negligence of Hinders in achieving the Checking and Home visitation
responsibilities objectives of the project monitoring of attendance
Teachers Conflict of time Negligence in Arrange the schedule Ask assistance from the
with the other monitoring the project teachers
school activities
Rooms Not applicable
Budget Limited to Cannot provide all the Asked the assistance of Reduce the printing
address the necessary materials for canteen to fund the materials and ask
financial needs of the program materials assistance of the parents
the project In the preparation of
priceless but attractive
devices.

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E. Approval

Printed name Signature Date

Prepared by EVA MARIE M. MERCADO
Approved by AMELITA V. YUMANG

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Rationale:
The ability to read empowers a person to satisfy both personal and functional needs and to participate fully in contemporary society. It is
a basic skill necessary for success in other areas of study, and it can lead to a lifetime pursuit of learning, critical thinking, and enjoyment.

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 Reading is the most weighted micro-skill a student must develop in language studies. It is the fundamental skill that unfortunately not
everybody develops sufficiently considering all the aspects on why students fail in reading tests.

The project’s, “Reading on the Go”, core concept is focused on how to make the student understand what they are reading. As per what
Susan Zimmermann and Chryse Hutchins have in their book, “Real comprehension has to do with thinking, learning, and expanding a reader’s
knowledge and horizons. It has to do with building on past knowledge, mastering new information, connecting with the minds of those you have
never met.”

With the enormous factors students encounter, we need to come up with additional strategies, time, and

passion to push through with the project with distinction in developing better methods for learning to read.

As stated, The Philippine Informal Reading Inventory (PHILRI) is an initiative of the Bureau of Elementary Education – Department of
Education that directly addresses its thrust to make every Filipino child a reader. It is anchored on the flagship program of the DepEd “Every
Child A Reader Program” (ECARP), with its goal on enabling every Filipino child to communicate both in English and Filipino through
effective reading instructions.

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 In addition to, PHILIRI is an assessment tool that evaluates the reading proficiency level of elementary and high school pupils. It
is the first validated instrument that intends to measure the pupils’ reading comprehension level. The pupil’s word recognition and
comprehension ability as well as his reading speed are informally assessed quantitatively and qualitatively through stories and passages.

Subsequently, this project will only transpire through the assistance of the Grade 7 and 10 teachers together with the help of the
Student Teachers, the Immersions from Our Lady of Lourdes College, and not to forget the full support of the School Head in making it
possible.

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 “ READING on the GO”
That at the end of this program, students are expected to develop a wide range of new vocabularies and learn to appreciate the art of reading
with comprehension.

The ability to read empowers a

person to become a future leader, a
lifetime pursuit for learning.

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