Upper Bicutan National High School

Gen. Santos Avenue, Central Bicutan, Taguig City

A. PRELIMINARY INTRODUCTION

History of the Company

Daanghari Elementary School is situated in Barangay North

Daanghari, Taguig City. It is used to be part of the former Barangay
Bagong Tanyag which was divided into three barangays inApril
2009, Namely Barangay Tanyag Proper, Barangay South Daanghari
and Barangay North Daanghari. The school is situated near DOST –
PTRI/SEI and Landbank. SM Bicutan is just a walking distance from
the school. The school has a total area of 1,502 square meters. It
started with a Marcos - typed school building constructed in the
early part of 1972. It was begun through the efforts of Mayor
Monico Tanyag, Mr. Juanario Tuyay and a certain Tatang Olis. The
first school building had three rooms with six classes, Grade I and
Grade II, with two classes each while Grade III and Grade IV had one
class each. The school was supervised by Mr. Bayani Pili, who was
then the principal of Upper Bicutan Elementary School. In 1976, 12
classes were organized with 14 teachers. The first principal
assigned was Mrs. Julia Lopena who didn’t stay long due to
promotion. Mrs. Virginia T. Cruz replaced her and the first
commencement exercise happened during her time. In 1978,
another Marcos – type building was built. This three – classroom
building was constructed and an emergency plan was implemented
to accommodate all the pupils and to address lack of classrooms. It
was on that year that Daanghari Elementary School became a
complete school. In June 2003, the Marcos – type building was
demolished to give way to the construction of the first phase of the
four – storey twenty classroom building. Half of the school
population held classes in the barangay covered court while the
others remain in the school premises. The school despite problems
and inconveniences stood high and reaped honors as years went by.
Facilities improved and learning environment was enhanced
through the dedication of assigned school heads. At present the
school has four – storey building and another under construction
four-storey building and a stage. It has 63 permanent teachers, 2
LSB (Local School Board), a principal, 60 classes and 2486 pupils
from kinder to Grade VI. It has 9 kinder school classes since June of
2016. At present, the principal of this school is Mr. Leonardo A.
Eboña Jr.

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 Upper Bicutan National High School
Gen. Santos Avenue, Central Bicutan, Taguig City

Mission

To protect and promote the right of every Filipino to quality;

equitable, culturebased, and complete basic education where:

• Students learn in a child-friendly, gender, sensitive, safe and

motivating environment.
• Teachers facilitate learning and constantly nurture every learner.
• Administrators and staff, as stewards of the institution, ensure an
enabling and supportive environment for effective learning to
happen.
• Family, community and other stakeholders are actively engaged and
share responsibility for developing lifelong learners.

Vision

We dream of Filipinos who passionately love their country and

whose values and enable them to realize their full potential and
contribute meaningfully to building the nation. As a learner-
centered public institution, the Department of Education
continuously improves itself to better serve its stakeholders.

Goals

As a child-centered institution, we ensure that our learners develop

the essential skills needed to surpass illiteracy to have lifelong
sustainability, empower their critical thinking and creativity, and
continue their connectivity with their GOD and to their environment
to be globally competitive and embrace life challenges with
empathy and positivity. Construct their learning skill in a
continuum development process. Daanghari Elementary School
faculty confidently assure, that our learners will be law-abiding and
potential for the nation.

B. THE SETTING

Name and Location of the Company

Name: NORTH DAANG HARI ELEMENTARY SCHOOL

Location: North Daang Hari, Taguig, Philippines, 1631

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 Upper Bicutan National High School
Gen. Santos Avenue, Central Bicutan, Taguig City

C. COURSE SYLLABUS

- Kindergarten
- Complete Elementary Course
(From Grade 1 - 6)
- Includes subjects of mathematics, science, filipino, technology
livelihood education, english and physical education/health.

D. NARRATIVE REPORT

Day 1

During my first day of immersion Ma'am Tabia gave us a brief

instructions on what we are going and expect to do in the whole
ten days of immersion and after that she went to the principal and
they talked about the process of our immersion and then the
principal gave us a short instructions about what we are going to
do and where we were going to stay for the ten days at Daang Hari
Elementary School which is in the feeding room and Ma'am tabia
brought us to our assigned morning teacher afterwards we met our
assigned teachers. The assigned teacher to me is a "Mapeh
Teacher" she asked me and my classmates if we were capable to
play drums and lyre because their was an upcoming parade event

at the school and then we instanly said we couldn't play any drums
and lyre. After that she brought us in music room wherein she gave
us a two students who find themselves difficult in reading english
and filipino. They were Adrian and Ervin the assigned student to
me during the first day was Ervin, For him it's so difficult to read
english word and when it comes to the pronunciation of the english
word it's a bit complicated for him to follow the correct way
pronunciation of those words. As the time goes by one of their
classmate came to the room together with their bags and he said
it's already time to go home. I asked what his name first then he
immediately reply that he's Vince and asked him again if he could
read english word then he reply again that sometimes it's so
difficult for him to understand and read some english word, so I
asked him if he wanted to join to us and I told him that I'm teaching
how to better understand some difficult english words as we
learned how to read and write and simply understand english, then
he immediately said yes. In a short moment of time I taught Ervin
and Vince how to read and better understand english and then we
went to my morning teacher then she told me if I were be the one
that going to administered the summative test then I instantly said
yes. During our afternoon session Ma'am Padayao assigned me to

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 Upper Bicutan National High School
Gen. Santos Avenue, Central Bicutan, Taguig City

some students from other sections that I need to pay attention to

because they find themselves difficult in reading and writing some
basic filipino words.

Day 2

During our second day of immersion I administered the summative

test to the section that my morning teacher handled. I assisted
them if they could not understand the direction and instructions of
the summative test they could raise their hands to ask me about
the things that they could not understand and after that I taught
again some students how to read and better understand english in
a simple way. During my afternoon session I taught some grade 3
students how how read some basic Filipino words. In addition I
also taught them how to write as well.

Day 3

During our third day of immersion I taught again some students

how to read and better understand English in simple way and I also
add some extra activities during our sessions like how to spell
words and after that the grade four faculty teacher asked us if they
can help them to clean and arrange some books and modules in the
faculty and after that during my afternoon session, I and my
colleagues use the sports room to taught some grade two and three
students how to read and write some basic filipino words, but

unexpectedly they were two students that came to the room they
said they are the remedial students from my morning teacher, I and
my colleagues we're all surprise about that due to the fact that it
was unexpected moment but at the end of the day it was so fun and
the challenging part of that was where I multitasked myself
because I teach my remedial students while I also taught my grade
three students how to read.

Day 4

During our fourth day of immersion I challenged myself I taught

the three kids how to read and simply understand some English
complicated words and one of them was extremely stubborn, he
disrespect me and some of my colleagues during our sessions but I
try to understand him why he acted like that, because one of the
students told me that he had no parents to guide him in the the
right manner so I tried comfort him instead and said some
inspiring words in order for him to regret in some way from what
he did. During my afternoon session I taught again some students

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 Upper Bicutan National High School
Gen. Santos Avenue, Central Bicutan, Taguig City

how to read and write some basic filipino words and tried to
challenge them with some easy filipino spelling words.

Day 5

During our fifth day of immersion I taught again to the grade six
students how to read and better understand English in a very easy
way and some of them I tried to challenge them with English
spelling and without even realizing the numbers of spelling we
reached the number one hundred of our spelling without knowing
it. What we had all remember at that time was it's all pure fun and
it's a bit challenging and after that during my afternoon session I
teach again how to read and write some basic Filipino words to the
grade three students and afterwards my remedial students came
back again with the same faces. It was challenging again for me due
to the fact that I am only one person but the person that teach at
that time were five kids. In addition I challenged again my remedial
students in an unexpected quiz bee about our History.

Day 6

During our sixth day of immersion I started to analyzed and

assessed the grade six Hera students about there reading
comprehension and reading fluency and who among them are the
fast reader, reader, slow reader and non-reader. I had found out in
this day that one of the student was so difficult for him to
pronounce some words correctly but some of them also are fast
reader. During my afternoon session, Ma'am Padayao asked me if I
could cut some papers to make some flowers made of it because
tomorrow they were the one that going to observe.

Day 7

During our seventh day, there was an earthquake drill for all of the
students and after that I analyzed again the grade six hera about
their reading comprehension and fluency and most of them during
this day were all good in reading english text book. During my
afternoon session I taught some grade three students on how to
read basic filipino words and sentences. And my remedial students
came along again and what we did was to read and understand
some uncommon and difficult english words in order for them to
easily learn it and we did also some spelling.

Day 8

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 Upper Bicutan National High School
Gen. Santos Avenue, Central Bicutan, Taguig City

During our eight day of immersion what I did was again to helped
and assessed the grade six students on how to read and better
understand some uncommon and difficult english words in order
for them to understand it. During my afternoon session I teach
again a grade three student how to read basic filipino words,
phrases and sentences and my remedial students came again and I
teach them how to spell uncommon words and some easy advance
knowledge that they will be needed during there highschool life.

Day 9

On the ninth day of immersion I continued my remaining task I

taught again some grade six students how to read and I gave them
some techniques on how they were going to simply understand
some difficult english words and after that I assessed their
capabilities on how good they were in reading english text book,
one of the students told me that she was really excited to read
english story and for me I felt proud of her. Afterwards during my
afternoon session I taught some grade three students how to read
and spelled some basic filipino and english words. And they were
two students came back again for my remedial I taught them how to
spell some uncommon english words.

Day 10

What I did during our last day was I assessed the Grade Six
students for the last time and I completed my part to taught them
all how to read and write. After that I asked Ma'am Nes if she
would be able to attend to our Thanksgiving party and then she
replied that she really appreciated our hardworks and dedication
but unfortunately she won't be able to attend due to her busy
schedules and I gave my gift to her, she was so happy and grateful
about my gift. Afterwards I gave the students some gifts and
candies, they were all so happy about that. My remedial students
which are very close to me, I gave them some gifts as well with a
rosary bracelet inside and then they start crying due to the fact that
it was our last day at Daang Hari Elementary School. I and my
colleagues started decorating our venue for the Thanksgiving party
and then we ordered some foods and we let the teachers chose the
foods that they really wanted to eat. I asked Ma'am Irish if would
be able to attend luckily she said "she will" but our leader told us
that we should deliver the food to their rooms so it wouldn't be
disturb their respective class. The Thanksgiving party went really
well and afterwards I gave Ma'am Irish and to the three students
that I always taught how to read and write some basic filipino
words my gifts to them, they were happy and grateful also about
the gifts and we took some pictures for the remembrance also.

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 Upper Bicutan National High School
Gen. Santos Avenue, Central Bicutan, Taguig City

It was indeed an incredible journey and experience that is worth to

remember.

Summary of the Whole Immersion

We went into a work immersion wherein we met so many

elementary students who find themselves complicated in reading
and writing some english and filipino words. Me and my colleagues
did our part to help them with their problems, we assessed and
taught them on how they would be able to easily understand and
pronounce those difficult words. It was a memorable and
productive experienced for all us.

E. GENERAL IMPRESSION OF THE WORK IMMERSION

It was difficult for me and my colleagues to deal with the wide

variety of students we encountered there because of their
backgrounds and personalities, but once we learned what kind of
kids they were, it was much easier for us to teach them to read and
write. We knew that our goal was to assist and help the students as
much as we could. And witnessing those kids go from struggling
with reading and writing to eventually being able to read and write
is something that is rewarding for all of us, including the kids we
encountered and as well as for me and my colleagues hardworks
and dedications to our duty.

F. PROBLEM/S AND HOW PROBLEM SOLVED

PROBLEM/S ENCOUNTERED HOW PROBLEM SOLVED

• Inaccurate decoding of breaks
unfamiliar words
• slow reading; frequent BMReadTake breaks
stopping at unknown
• Read HJaloRead aloud
words
• lacking expression
TakeGH notes
appropriate to the
meaning in oral reading

• lack of memory of words

that have been read and
practiced previously
• automatic recognition of
few words

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 Upper Bicutan National High School
Gen. Santos Avenue, Central Bicutan, Taguig City

• poor comprehension even

at a literal level.

G. RECOMMENDATION

By evaluating their overall language and reading comprehension

skills, which might be difficult even before reading is even taught.
We can support them. It turns out that pupils with low reading
comprehension frequently comprehend fewer spoken words, hear
less of what is being said, and speak with inferior grammar. Since
students with poor comprehension frequently have poor
vocabulary skills and understand less of what they hear, it is
helpful to teach the meanings of new words through the use of
multisensory strategies. Therefore, educators may have to use an
approach that teaches vocabulary, thinking skills, and
comprehension first in spoken language and then in reading and
written language. The possibility that kids will comprehend the
words they encounter in written text improves as their general
language abilities. Since it is difficult to know the meaning of every
word one can come across, pupils should be educated about the
many context clues and how to use them to decipher unfamiliar
terms. Teach them with thinking skills to your children because
once they acquire the vocabulary to go through a text, they

frequently struggle with the complicated thinking or sustained

attention needed to stay up with all the crucial elements and to
access information that is indicated but not explicitly expressed.
Instructors can give their students advice on effective cognitive
techniques. Talking aloud while reading to model the strategies
and thought processes required for comprehension. Discussing or
activating prior knowledge. Developing questions while reading.
Connecting what they are reading to other texts, things they have
seen, or things they have experienced. Visualizing or imagining
what they are reading. Depending on the content they are reading,
students can learn and then employ the strategies that are most
effective for them. Using thinking techniques to extract deeper
meaning from text can help writers as well as readers understand
what they are reading. Practice reciprocal teaching with the
students. Once cognitive strategies have been taught, they can be
consistently practiced and applied through the use of peer tutoring,
which motivates students to take charge of their learning and start
reflecting on their thought processes while reading or listening.
During class discussions, with texts that are read aloud, and later
with texts that are read in groups, teachers might use learning
methods. Questioner, One who asks questions to clarify or help
develop connections between lessons, discussions, or texts that

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 Upper Bicutan National High School
Gen. Santos Avenue, Central Bicutan, Taguig City

include information that is unclear or difficult to understand. the

person who summarizes each key idea or detail from the text,
discussion, or lesson. Clarifier, who makes an effort to clarify any
points that the Questioner found unclear and to address their
concerns. Based on what was shown, talked about, or read, a
predictor develops an assumption about what will occur next.
Directly educate students comprehension skills: Students should
be taught directly comprehension skills including sequencing, story
structure utilizing the plot mountain, how to form an inference and
reach a conclusion, and the various kinds of figurative language.
The abilities should be practiced by the students with texts that
they hear the teacher read aloud first, and then with texts that they
read on their own and at their own pace afterwards. The reading
and language arts standards for elementary and middle school
children are closely aligned with the comprehension techniques
and skills that are outlined above, so they can be used with the
entire class. In order for students to read texts and practice
vocabulary in a classroom setting at levels that are appropriate for
each of them, teachers can assist students in choosing reading
materials with vocabulary that corresponds to their present skill
levels.

H. DOCUMENTATION

I. RESUME

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 Upper Bicutan National High School
Gen. Santos Avenue, Central Bicutan, Taguig City

J. CERTIFICATION OF COMPLETION/DTR

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