ACCOMPLISHMENT REPORT

PROJECT SPARK FOR PUPILS UNDER FRUSTRATION LEVEL

INTRODUCTION:

“Today a Reader, Tomorrow a Leader”- Margaret Fuller, American writer, journalist and
literary critic once said emphasizing that reading is really fundamental. Reading can build tomor-
row’s leader if today we would start to build a nation, a community, and a school of readers.
However, the Phil-IRI Pre-test record shows that there are fourteen (14) pupils who are under
frustration level.
In this connection, remedial reading drills program was conducted to eradicate non-readers/
slow readers. This report shows our accomplishments through the exerted efforts of teachers and
pupils.

I. OBJECTIVE
1. Increase the reading levels of pupils from frustration to independent level
2. Develop a habit of reading among parents and pupils at home
3. Conduct reading intervention
II. MATERIALS/ RESOURCES / PERSON/S INVOLVED
Books Pupils Teachers School Head Parents Reading Materials
TV Laptop

III. IMPLEMENTATION
May 2019 enrollment, Grade I teachers conducted the School Reading Assessment
(SRA) for Grade I entrants. The objective of the program is to determine the reading readiness of
the child.
Grade three to six teachers conducted Class Reading Pre-test for both silent and oral
reading for English and Filipino subject last August 06-10, 2019. Based on the results for reading
conducted, fourteen pupils fall under frustration level. They were the participants of the reading
intervention.
Teachers were encouraged to religiously do the task of the School Reading Program
adapted by the school not only the Phil IRI assessment tool but to look for a reading method that
 V. DOCUMENTATION

Peer Assisted
Learning
Strategies

A technique in which children work in pairs, taking turns as teacher and

learner, to learn a structured sequence of literacy skills, such as phone-
mic awareness, phonics, sound blending, passage reading, and story re-
telling.

DABARKADS
READING

Small group reading instruction provides meaningful liter-

acy experiences. It allows us to adjust our teaching to
meet the needs of all learners.. In a small group everyone is
engaged and has a voice.
 CLASSMATE KO.
TEACHER KO

An independent pupil taking turn as teacher

ONE-TO-ONE
TEACHER

A one-to-one tutoring model in which teacher works individually with struggling

readers
Conclusion:
This narrative report tells our experiences during the Reading Program. The knowl-
edge, learning or insights, the experiences and learning we got is truly remarkable. We experienced
how to handle and adjust different personalities, characters, and comprehension level of our pupils.
We could say that in dealing children we should be fair enough and have more patience for the
slow learners. Through this experiences we have developed interest, loyalty and perseverance to
teach our pupils to read to eradicate slow readers (pupils under frustration level in class.

Recommendation:
Based on the preceding observations the following actions are recommended:

A. School Head / Master Teacher / SPARK Coordinator must:

1. Support the intervention - Teachers' need in terms of facilities, reading materials
2. Encourage parents to be a part the Intervention Program by conducting also a seminar for
parents with in the school level.
3. Recognized the efforts of Teacher. Give encouragements and motivation for them to be more
inspired and confident on the efforts she/he has made.

B. The Teachers' must:

1. Update themselves with the modern techniques, methods and strategies in reading
2. Give ample chance and encourage pupils to spend more time in reading
3. Exert Effort to assist the slow readers:
4. Have a peer- tutoring sessions.
5. Most of all have the heart of being a mother to pupils to guide them

Prepared by:

PRECILA B. ROMILLA
SPARK Coordinator

Noted by:

GINA MARIE G. PINZA

Principal I