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Reading Monitoring Tool

This document outlines criteria for monitoring the implementation of a school's reading program. It contains 23 criteria grouped into sections on the reading program, reading materials, assessment procedures, action plans, individual reading intervention, the school reading coordinator, the school reading park, and the school head. The criteria focus on areas like having a comprehensive reading program, graded and varied reading materials, documented assessment results, action plans with specific objectives and activities, individual reading records, a school reading coordinator role, and oversight from the school head. The monitoring tool is meant to evaluate different aspects of a reading program's implementation at different levels of observation and completeness.

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Jeanylyn Diamante
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4K views3 pages

Reading Monitoring Tool

This document outlines criteria for monitoring the implementation of a school's reading program. It contains 23 criteria grouped into sections on the reading program, reading materials, assessment procedures, action plans, individual reading intervention, the school reading coordinator, the school reading park, and the school head. The criteria focus on areas like having a comprehensive reading program, graded and varied reading materials, documented assessment results, action plans with specific objectives and activities, individual reading records, a school reading coordinator role, and oversight from the school head. The monitoring tool is meant to evaluate different aspects of a reading program's implementation at different levels of observation and completeness.

Uploaded by

Jeanylyn Diamante
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
  • Reading Program and Monitoring Criteria
  • Coordinator Roles and Additional Criteria
  • School Head Responsibilities and Summary

Project READ Form 1:

DIVISION READING PROGRAM IMPLEMENTATION MONITORING TOOL


Level of Implementation
Means of 1 2 3
CRITERIA Verification Not Observed Observed and REMARKS
Observed but Thoroughly
Inadequate Implemented
READING PROGRAM
1. A comprehensive reading
program is utilized in the school.
2. The reading program provides
clear assessment process and
procedures.
READING MATERIALS
3. Reading materials in the reading
program are easily available and
varied.
4. Reading Materials are graded for
easy use.
4. Reading materials includes the
compilation of the Lap Boks crafted
by the Division Instructional
Materials Developer in 2018 must
be found in the Reading Center.
(40 lapbooks in English, 40
lapbooks in Filipino, 40 lapbooks
in MTB).
5. Reading materials used in the
intervention process are adequate,
appropriate and suited to the type
of reading difficulty.
ASSESSMENT PROCEDURE
6. The assessment procedures are
varied and can indicate the reading
difficulty of learners.
7. The individual assessment
results:(reading level, reading
difficulty, reading miscues) are
properly documented for each type
of learners.
8. Assessment of learners are
documented in a folder, compiled
and arranged by Grade level and
according to the Reading
Proficiency result:
(ex: Grade Six – 3 (44Enrolled)
5-Independent Readers;
15- Instructional;
20- Frustration;
4 NR
ACTION PLAN
8. A School Reading Action Plan is
available which specifies particular
SMART (Specific/Measurable/
Attainable/ Result-oriented/ Time
bounded) objectives, targets and
activities.
9. The Teachers’ Reading Action
Plan reflects the School Action
Plan, showing specific activities:
ex.
Part 1-Enhancement Activities for
Independent Readers….
Part 2 -Remediation Activities for:
Instructional….
Frustration…
NR ….
10. Copies of the School Reading
Action Plan and the Teachers’ RAP
are complied and can be obtained
from the School head/ School
Reading Coordinator
Individual READING Intervention
10. Individual reading record with
particular student’s name is readily
available and compiled by the
TEACHER-adviser: name, reading
difficulty, reading intervention,
schedule (date and time).
11. The process in doing the
Individual Reading Intervention is
done by the TEACHER-Adviser
using any Instructional Platform
(online or face to face)
12. The IRI is properly monitored
by the School head and the School
Reading Coordinator with the
Individual Reading Journal signed
by the Monitoring Official

SCHOOL READING COORDINATOR


14. A School Reading Coordinator
is assigned as FACILITATOR and is
tasked to ASSIST the teachers and
keep track of the reading activities
done by the Teachers.
15. The School Reading
Coordinator periodically keeps
track of the Reading
Enhancement /Remediation done
by individual teachers and obtains
a personal log of the
aforementioned of the activity.
16. The School Reading
Coordinator may conduct
Learning Action Cell (if
needed) and give useful hints
on “How” to conduct reading
remediation or may ask
assistance from other Master
Teachers who are expert on
the topic. Documentation is
done to show the process.
17. The School Reading
Coordinator regularly reports
to the school head
progress/problems
encountered to the school
head for appropriate action.
SCHOOL READING PARK
18. It shall showcase LITERACY
/NUMERACY ADVOCACY
inclusive of Dolch Basic Sight
Words, Math/Science Facts
and Figures, Social Studies
Facts, and other relevant,
pertinent quotations.
19. This must be well- organized
(not cluttered and congested)
in such a way that students
who visit the Reading Park
find it appealing and inviting.
20. A hut or any shade is readily
available with some
appropriate reading materials
for students to scan and read
leisurely.
SCHOOL HEAD
21. The School Head periodically
monitors the implementation
of the Reading Intervention
processes.
22. The School Head regularly
evaluates teachers’
implementation of the Reading
Program and provides relevant
feedbacks for immediate
action.
23. The School Head conducts
regular SLAC sessions on
Reading Intervention
processes.
TOTAL

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