Republic of the Philippines

Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OFFICE OF NUEVA ECIJA
SDO-LUPAO ANNEX
NAMULANDAYAN ELEMENTARY SCHOOL
PUROK 4, NAMULANDAYAN, LUPAO, NUEVA ECIJA

Accomplishment Report on Project BRAILLE

(Beginning Reading Appraisal and Intensified Language and Literacy
Engagement)

Language and literacy has been a huge factor in enhancing learners’

knowledge and skills. However, it can be a challenge to teach, most
especially to learners who are at the very beginning of their learning journey.
For over years since formal education in the Philippines has begun, Filipinos
have realized the importance of reading as a skill towards moving forward
with their daily life. Due to distance learning modality during a pandemic
which occurred two years ago, a significant increase in learning gaps
became an alarming issue all over the country. With this, the Department
of Education has developed several programs which aim to provide learners
with their needs in enhancing literacy and equipped teachers to teach
reading among their learners through conducting seminars and trainings.
These trainings

In coordination to this, Namulandayan Elementary School, specifically

Kindergarten, has developed intervention programs to aid the learning gaps
for those learners who have difficulty in reading. The Project BRAILLE, or
Beginning Reading Appraisal and Intensified Language and Literacy
Engagement is a classroom-based reading intervention used in Kindergarten
learners who are identified with reading difficulty, aims to augment reading
deficiency. This program was launched during the first quarter of the school
year to ensure that the 46 kindergarten learners were assessed on their
reading level. Project BRAILLE has 3 levels by which each learner were
expected to step-up on every level as the program continues. On level 1,
identifying letter sounds was the first activity conducted to the learners.
This was done through watching rhymes and singing songs that involves
letters sounds in order to have prior knowledge on the alphabet. Once the
learners have mastered level 1, they will proceed to level 2, which is
syllabification. Using the Marungko Method, learners were taught to read
syllables. They are expected to have mastered syllabification by the end of
third quarter of the school year. They were also expected to spell simple CVC
words during the allotted time for daily spelling activity during the third
quarter.
 The last level of Project BRAILLE is reading phrases and sentences.
On this level, learners were expected to read simple phrases and sentences
with comprehension. Having the learners comprehend what they read is
important to develop their critical thinking skills.

This reading program was also introduced to the learners’ parents

during the first consultative meeting to inform them their roles in preparing
the learners to read. Constant communication through Messenger group
chat has been done to report the level of the learners and their needs in
order to advance to the reading levels as indentified in the program. They
were also given learning materials at home to ensure that learning
continuity. This program has enabled learners to be ready on the next step.
Though there are few learners who have not fully met the objective of the
program, these learners have undergone more remediation to bridge the gap.

As the school year ended, learners and parents were still monitored to
guarantee that they still conduct reading exercises at home. With dedication
and continuous implementation of reading programs, there will come a time
that every Filipino learner will not just be a good reader, but will become a
comprehensive reader.

Prepared by:

MA. KATRINA C. PASCUA

T-II, Kindergarten Adviser

Noted:

HELEN L. DE GUZMAN
School Principal I