Republic of the Philippines

Department of Education
MIMAROPA REGION
SCHOOLS DIVISION OF PALAWAN
ROXAS SOUTH DISTRICT
CARAMAY ELEMENTARY SCHOOL

READING INTERVENTION PROGRAM

I-READ: “CARAMAY PROJECT”
Comprehensive, Appropriate Reading Activities & Measures to Act Year-Round

INTRODUCTION

I-READ: CARAMAY PROJECT: is a reading intervention program of CARAMAY

ELEMENTARY SCHOOL that put into place to help identified struggling learners with
reading difficulty. This is to provide with learning opportunity and increase reading level,
writing and comprehension skills. There can be many different reasons a learner may be
struggling, but by using specific reading intervention strategies, educators can help those learners
improve their reading skills. Common reasons include difficulty in decoding words, poor
comprehension skills, and low reading fluency. The basis of this intervention program is the
result of Pre-test in the Phil-IRI implementation Program. This is designed to meet individual
needs of identified struggling learners (non-readers and frustration level) both in Filipino &
English. Specifically, this reading intervention provides and emphasizes on the following
effective reading strategies:

a. An emphasis on oral language, to include vocabulary development.

b. Phonemic awareness and the teaching of phonics, decoding and word studies.
c. Learning of a sight vocabulary.
d. The explicit teaching of comprehension strategies.
e. Development of fluency in reading
f. Reading at the “Just-Right” level.
g. Access to a wide-range of reading materials

Objectives:

1. To be a one among the districts in the Division of Palawan that confidently meets
the ECaR (Every Child A Reader) standard year on year.

This aspiration for each of our children is based upon the need for them to enter the
world of work as articulate and literate individuals with a strong love of reading. We
recognize the responsibility to send children to secondary school having mastered at
least the basic elements of reading.
2. To ensure that all children have the chance to follow an enriching curriculum by
getting them reading early: learning to read → reading to learn.
 Competence in reading is the key to independent learning and has a direct effect on
progress in all other areas of the curriculum. We want our children to be ‘readers’, not
just children who can read. Meek (1983) believes that, ‘Readers are made when they
discover the activity is worth it.

3. We will ensure that all children have equal access to the curriculum, regardless of
gender, race, religion or ability.
Children with specific reading, speech and language or hearing difficulties will be
identified and supported through support programs in school and external help will be
sought where necessary.

This reading intervention program “CARAMAY PROJECT” supports the Division reading
intervention program “NAGBABASANG PALAWEÑO” to address learners who have
identified struggling and non-readers.

I. STRATEGIES

There are different types of reading strategies that you can try to help the learner learn to read
better. These interventions might include using a phonics program, breaking down words into
syllables, or having the student read out loud more often. You can also try giving the learner
more practice with a reading by having them read books or articles on various topics.

Reading aloud is one of the simplest and most effective intervention strategies for students
who are struggling with reading. When a student hears someone else read, it helps them to
understand the text better and makes it easier to remember the information. In addition, reading
aloud can improve a learner’s fluency and pronunciation.

There are many different ways to use reading aloud in the classroom or at home. One
approach is to have students read aloud to each other before the start of classes at least 15
minutes every day, which can help them develop their oral communication skills. Alternatively,
parents can read aloud to their children every night before bedtime, promoting a love of reading
and helping with vocabulary development.

Phonics is a reading method that helps students understand the relationship between letters
and the sounds they make. This program is often used to help students struggling with reading
and can be taught in schools or at home. There are many different phonics programs available,
and parents or teachers should choose one that is appropriate for the student’s level of reading
ability.

Once a phonics program has been selected, it is essential to provide plenty of support to help
the learners learn and master the concepts. Teachers/parents can read stories to their children
and point out the letters and sounds that are being used in the story. They can also help their
learner/child practice sounding out words and praise them when they make mistakes but
continue trying to sound out the words. Teachers can use phonics lessons in their classroom to
help students learn the different sounds that letters make and provide practice exercises for
students to work on.
 One intervention strategy that can be used to help students improve their reading skills is
word analysis. This approach involves breaking down words into their individual parts and then
teaching students how to use this information to figure out the meaning of a word. This can be
done by teaching students the meaning of prefixes, suffixes, and root words and then giving them
practice using this information to determine the importance of new words.

Word analysis can also help teach students how to spell words correctly. By understanding
the different parts of a word, students can often figure out which letters are likely to make up
that word and then use this information to spell the word correctly.

Guided reading is a popular intervention strategy for students who are struggling with
reading. In this approach, the teacher works with a small group of students to help them improve
their reading skills. The teacher provides support and instruction as the students read texts that
are at their level of difficulty. This approach can be very effective in helping students improve
their reading skills.

Most students who are struggling with reading can benefit from intervention strategies. One
approach that is often effective is partner reading. In this method, a student reads aloud to a
partner, who helps them sound out words and provides encouragement. This interaction can help
students improve their reading skills while building relationships with supportive peers.

When it comes to reading interventions, one size does not fit all. Every student is unique and
will benefit from a different approach to reading instruction. Teachers and parents must work
together to find the best intervention strategy for each student.

One popular intervention strategy is called individualized reading instruction (IRI). This
approach involves providing students with targeted instruction that is specifically tailored to their
needs. IRI can be very effective for students struggling with reading and help them quickly
improve their skills.

CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

CARAMAY PROJECT
READING CATEGORIES OF LESSEN NON-
MATERIALS READING READERS
Type A
Type B
Type C

The students’ interest to read is influenced by the reading materials and how the teacher
teaches them in the classroom. So, if the teacher wants to improve students’ ability to read,
he/she must be aware of the students’ feeling and create a supporting learning atmosphere in the
classroom. In teaching reading, the teacher should motivate the students to read actively. If the
students are interested, they will be motivated to read. A high motivation to practice reading will
improve their reading ability.

Then to solve this problem, we will use this reading intervention program (CARAMAY
PROJECT) in teaching reading in the classroom. This program generally centers the learners to
improve their reading ability. By applying the 3 categories of reading such as Type A –
beginning reader from grades 1 – 3, learners will be focusing on the phonemic awareness and
words recognition, Type B- struggling reader from grades 4 – 6, learners will be focusing on the
vocabulary building and Type C- Independent reader, learners will be focusing on the reading
comprehension and fluency. The program will be implemented through phasing;

Phase 1 (Conducting Pre – Assessment) – identify the students who will be included in each
category.

Phase 2 (Applying reading intervention program using the contextualized reading materials) – In
this phase, Type A reader shall gradually endorse to Type B and so on.

Phase 3 (Conducting Post – Assessment).

Beneficiaries

Beneficiaries of the program are the pupils and students of Roxas South District whom we
identified to be needing reading intervention. Basis for this is the results of the Phil-Iri Pre-test.
Meanwhile, those pupils in the independent level are also given passages with enrichment
exercises. Reading exercises were also given to lower grades to make their days worthwhile
though they are not the main target of the program. Since they are at the foundation of learning
reading we have included them as part of it.

See attached file of the list/number of the beneficiaries of the reading program.

ANTAS NG KAKAYAHAN SA PAGABSA SA FILIPINO BATAY

SA PHIL-IRI PRE-TEST

Baitang Kabiguan Pampagkatuto Malaya Di-makabasa

III 8 12 10 3
IV 5 22 10 2
V 4 12 15 0
VI 0 25 15 0
TOTAL 17 79 50 5

READING ABILITY LEVEL IN ENGLISH AS PER

PHIL-IRI PRE-TEST RESULT

Grade Level Frustration Instructional Independent Non-Readers

IV 10 20 7 3
 V 6 15 10 2
VI 5 20 15 0
TOTAL 21 55 32 5

IMPLEMENTATION & ACTIVITIES

PESRONS EXPECTED
ACTIVITIES DATE VENUE
INVOLVED OUTPUT
Reading Teachers,
September
Pre-Implementation School Teacher adviser Motivated readers
2023
Pupils
Reading Teachers, Enhanced interest
During School
Year Round Teacher adviser and willingness in
Implementation
Pupils reading
Developed efficient
Reading Teachers,
School and effective
Post Implementation May 2024 Teacher adviser
comprehension
Pupils
skills

CONSOLIDATED RESULT OF THE READING INTERVENTION PROGRAM

No. of pupils
No. of pupils recommended to
No. of pupils
under reading continue the
improved in
Enrolment intervention reading
Grade Level Reading
program intervention
(EOSY)
(BOSY) program for the
next school year
KINDER 38 8
GRADE I 32
GRADE II 39
GRADE III 38 11
GRADE IV 37 13
GRADE V 33 8
GRADE VI 40 5
TOTAL 257
Prepared by:

DIEGO M. DELOTINDO
Master Teacher I

LIGAYA M. GALILI HARRY M. ARZAGA

English Reading Coordinator Filipino Reading Coordinator

Noted by:

ELMA C. GABINETE
Head Teacher III
READING OBSERVATION TOOL (GRADE 4 TO 6)

NAME: DATE:
GRADE: READING LEVEL:

BASIC SKILLS FLUENCY

Read from left to right, top to bottom
Reads most words accurately
Understands distinction between letters, Reads at an appropriate speed
words and sentences
Reads with finger/painter Reads smoothly
Uses expression/feeling
DECODING SKILLS Alters voice to suit punctuation
Attempts to solve unknown words COMPREHENSION
Uses text/picture clues Makes predictions
Sounds out unknown words Visualizes
Uses chunking Makes connections
Reads prefixes/suffixes/inflectional
Makes inferences
endings
SELF-MONITORING Synthesizes
Self corrects errors Determines importance
Rereads to gather information to solve
Asks questions
unknown words
Reads on to help solve unknown words Retells/summarizes
Rereads to confirm meaning NOTES
Recognizes when a word does not
sound right/make sense
WORD KNOWLEDGE
Recognizes most high frequency words
Reads short vowel words
Reads long vowel words
Reads digraphs and blends

NAME SIGNATURE
FACILITATED
BY:
MONITORED BY:
READING OBSERVATION TOOL (GRADE 1 TO 3)

NAME: DATE:
GRADE: READING LEVEL:

Reading Skills 4 3 2 1
Identifies sounds corresponding to vowels and consonants

Reads single-syllable words by blending sounds, including

consonant blends.

Reads sight words

Reads first grade texts with fluency

Can retell a story including character, setting, and plot

Answer questions about a text accurately

Reads accurately and shows signs of self-monitoring
Applies strategies to decode unknown words
Spell some sight words correctly
Spelling Test
TOTAL

4 - Excellent
3 - Good
2 - Fair
1 - Needs Improvement
 NAME SIGNATURE
FACILITATED
BY:
MONITORED BY: