Republic of the Philippines Department of Education REGION IV-A. SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE WRITE-UP of Accomplishments Name of 7 PPA: SPARK Project Name: Project A.R.M. Sehool/Office: Anuling Integrated High Schoo! [1. Executive Summary Anuling Integrated Iigh School stands as a beacon of light to its students in reading programs, and several factors underscore why it should he recognized lor ite outstanding achievements and accomplishments, | Firsdy, the schoo! program has demonstrated exceptional adaptability and resilience, | | ©SPecially during the challenging times brought about by the COVID-19 pandemic. | Despite the constraints posed by the global health crisis, our reading programs | continued to thrive through innovative online interventions, strategic delivery of | | Materials, and the implementation of projects like Project-Boost Reading at Ilene | (SkeadTH}, ‘This adaptability showeases the school’s commitment to ensuring Uninterrupted learning and literacy development for our stuclents. : Secondly, the multifaceted approach to literacy promotion, encompassing | | initiatives lke Project A.R.M. aligned with the Sustainable and Practical Approach 10 | , Reading for Kids (SPARK), has yielded tangible results. The discernible decrease in | the number of students categorized under frustration level is a testament to the | effectiveness of the school’s reading programs. These programs have not only | | addressed the immediate challenges but have also laid the foundation for sustained | improvement in reading pro‘iciency among our students. | | | { Moreover, the school's commitment to holistic student development is evident | [in the Incorporation of various elements within its reading programs, Leyond | fraditional teaching methods, the reading teachers’ initiatives include peer teaching, | _inentorship programs, and the continuous monitoring of students’ progress, creating | | ® comprehensive and supportive leaming environment through Project A.R M., ! | The success of the school’s reading programs extends beyond academic | accomplishments. It resonates with the teachers’ dedication to fostering a culture of | | literacy and ufeiong learning. ‘Their initiatives have impacted not only students but also educators, inspiring them to strive for excellence in literacy education, ‘The school's leadership, in collaboration with DepEd Mendes District, has played a pivotal | Tole i ensuring the success of these programs, further solidifying vs cléim to recognition, The school may not have received any awards yet in this program but its | achievements and accomplishments in reading programs are distinguished by the tenchers! imnovation, adaptability, and holistic approach. Recognition would not only | [celebrate the school’s current state but also serve as an acknowledgment oF ile | commitment (o shaping well-rounded individuals equipped with strong literacy skills.ee — seo eS Republic of the Phils Bepartment of Education REGION 1V-A SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE | leis this commitment, coupled with the demonstrated impact on students and other | Kachers, that positions Anuling Integrated High School's Project A.R.M as desetving | of recognition in the realm of reading program achievements. Over the past three years (2020-2023), the school's reading achievement has showeased & coumendable trajectory of success. In 2020-2021, amidst the chalicnes | dosed by the COVID-19 pandemic, the school's reading program, aligned with the 7 | CID programs in DepEd Cavite, particularly the Sustainable and Practical Approach | {0 Keading for Kids (SPARK), demonstrated remarkable accomplishments. Innovative online interventions and the sumtegic delivery of reading materials, [aciitated by o rodust online reading platlorm, ensured continuous engegement and learning for students, maintaining the school's unwavering commitment to literacy. The birth of Proicct-Boost Reading at Home (BReadTH) during the pandemic aimed al | continuously impreving students’ reading abilities, especially those under fru stration | | level, successfully reduced the count of such students through effective online | onitoring and material provision In 2021-2022, the school emphasized the importance of meaningful learning | during classroom discussions, particularly in developing reading skills, Project. |Attend, Read, and Mentor (ARM), aligned with SPARK, plaved a pivotal role in| enhancing the reading skills of students operating at frustration levels. The project, initially utilizing face-to-face interaction, was modified to adapt to the absence of in Person classes during the pandemic. Despite the challenges, the implementation of Project-Boost Reading at Home (BReadTH) showcased significant milestones in continuous monitoring and improvement of students’ reading abilities through | various communication tools, In 2022-2023, the transition to face-to-face classes post-pandemic marked a | resounding success for the school's reading program. The substantial reduction in frustraied readers, achieved through Projeci-Attend, Read, and Mentor (ARM) aligned | With SPARK, reflected the efficacy of the school's multifaceted approach to literacy Promotion. Technical assistance provided by school heads from DepEd Mendes District further contributed to the program’s success. The commitment o sustaining aad expanding the reading program remains evident, with future initiatives including adap'ive learning technologies. diversified reading materials, and 2 mentorship Program, emphasizing the school's dedication 1 creating a resilient and adaptive | tit Program. ‘The school’s reading program stands as a beacon of success, | inspiring @ culture of literacy and lifelong learning among students and educators | alike. | 1. Impact of the Accomplishments The impact of our school's reading achievements over the last three years (Sy. 2020-2023) has been protound and fer-reaching. In School Year 2020 202 1, students | categorized under frustration level witnessed substantial improvements in their | reading skills. The evidence of enhanced comprehension, vocabulary development, and overall literacy proficiency underscored the effectiveness of the school's | Linitiatives. The online delivery of reading materials not only facilitated seamless aceese |fe wD Republic of he Woiiwpines Department of Education REGION Iv-A SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE 0 Tesources but also nurtured an environment conducive to independent learning. | | Importantly, parents emerged as key benefactors, actively engaging in their child's i reading journey and fortifying the crucial home-school partnership, Moreover, the wider school community reaped the benefits of the program's polistic approach to literacy. Beyond addressing immediate academic needs, the , initiative contributed to the overall well-being of students by instilling a lore lor reading and fostering intellectual curiosity. The introduction of online platforms provided an intuitive and user-friendly learning experience, hosting a diverse range of | digital reading materials tailored to individual reading levels and interne This | facilitated interactive learning experiences and online assessments, reinforcing the resilience, adaptability, and dedication 1 fostering literacy even anider | Unprecedented circumstances, In School Year 2021-2022, active participation from students operating at an | independent level and their parents was a cornerstone of success, Their collaboration and dedication were evident. in the results of the reading assessment. significantly contributing to the enhancement of reading skills among challenged students Frojects such as Project-BreadTh and Project-ARM extended benefits 10 teachers, students, and parents alike. Teachers experienced an enhanced understanding of | Subjects across all areas, leading to improved interactions with students in the classroom. Students, on the other hand, developed reading skills aligned with their grade levels and iinproved presentation skills, cultivating a habit of regular reading, Parents played a crucial role in monitoring their child's progress, in aiding in | improving Quency und comprehension, and contributing to the development of cell, confidence in their child's reading abilities. | In School Year 2022-2023, the impact reverberated across various, | stakeholders, especially studenia once categorized as frustrated readers. Their transformative enhancement in reading skills not only fostered academic growth but | also increased confidence and enthusiasm for le ming. Benefactors, including (students, parents, and teachers, actively participated in and supported these | | initiatives, creating a positive ripple effect throughout the wider community, The Program's contribution to fostering a culture of literacy and academic excellence | solidified our schoor's commitment to educationel enrichment, making it a deserving candidate for recognition in the realm of reading program achievements, TL Innovations From 2020-2023, our school has made innovative initiatives in reading, | showcasing « comico to advancing literacy and fostering a culture of continuous improvement. Jn School Year 2020-2021, the school strategically addressed the challenges of | internet access by introducing a groundbreaking approach to material delivery, “hreugh partnerships with local government officials, a systematic and timely | | distribution system blished, ensuring that all students, regardless of their |‘. ve Republic of the Phitinpines Department of Education REGION IV-A SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE geographic location, had access to essential reading resources, This imovalive step | | paved the way for an inclusive leaming environment, where the physical receipt of materials became a crucial aspect of supporting students’ literacy evelopment Recognizing the pivotal role of parents in a child's reading journey, the school launched impactful parental involvement. initiatives, Virtual workshops and iMlormaton sessions were organized to equip parents with effective strategies lor {ostering literacy at home. ‘This initiative not only created a collaborative atmosphere | | but also actively engaged parents in cultivating a reading-friendly environment oreing the school's commitment to a holistic approach to literacy development. In School Year 2021 2022, the introduction of Project-Attend, Read, and Mentor (ARM) represented a significant leap forward in reading interventions. Developed by the Filipino Teading coordinator and refined with inputs from ali reading leachers, ARM aimed to guide students in enhancing their reading abilities through | targeted sessions with sight words, short Sentences, and tailored short stories, The | inclusion of pre-assesement and Post-assessment using short stories provided a structured approach to evaluating improvements in reading abilities. Despite the challenges posed by the pandemic, the school's adoption of Project-Boost Reading at Home (BReadTH) ensured the continuity of necessary reading interventions. This | involved leveraging online platforms for pre-assessments, highlighting the resilience and adaptability of the school's approach. | ' In School Year 2022-2023, the commitment to innovation remained | Unwavering, Ms, Cristina C. Gonzales, 2 dedicated school teacher, developed a comprehensive system for checking reading ability. This innovative tool allowed for real-time assessment of students’ reading proficiency, enabling educators to tailor | interventions more precisely, This system was recognized as one of the best practices | at Anuling Tntegrated High School, showcasing the school's dedication to advancing | reading asscssment methodologies. Another notabic innovation involved coliaboration among subject teachers fom various disciplines to develop supplementary reading materials. These materials aot only enriched the reading program but also seamlessly integrated literacy developrient into other subject areas, promoting a holistic approach to learning, | Looking ahead, the school aims to sustain and expand success in the 2022-2023 | academic year. Puture initiatives include refining the A.M. program, emphasizing mentorship components, and sharing innovative practices, such as the reading assessment system and collaborative materiel development model, with other | educational institutions te contribute to a broader impact on literacy promotion, | These initiatives collectively underscore our school's commitment to fostering. « j dynamic and inclusive reading cuiture. IV. Awards Received The school has not yet garnered any accolades or become a member of any reading-related organizations. Nonetheless, the reading teachers have actively | participated in numerous reading training sessions such as RACAS,Republic of he Bhitiopines Department of Education REGION FY-A SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE V. Photo Documentation | Figures 1 and 2. Reading teachers while detivering/giving reading materials to their students’ home | Figures 3 and 4. Screensiwots of reading sessions of teachers and students via Zoom | and Google Meetje, Bw Republic of he Philipines Department of Education REGION 1V-A SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE | — | Figure 6, Distribution of gadgets to parents to aid in online reacting interventions | eit Sone | | Figure 6. PHIL-IR] test results of AIHS learners which sows decrease on the number of readers under frustration level from pre-test to post testoA Nt, vee we Republic at the Philippines Department of Education REGION IV-A SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE ee TE PROVINGE | 8.¥. 2021-2022 J Figures 1 and 2. Sample reading materials mace by independent readers checked | uy reading teachers which was given to students under frustration level mn readingRepublic af the Philippines Department of Education REGION 1V-A SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE Figures 3 and 4. Screenshots of reading sessions of teachers and students via Zoom | and Google Meet |Republic of the Philippines Bepartment of Education REGION IV-A SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE Coen Dre eats nema acre ee aid Neer Ronan Re altuaiz rd DeSean Cee Se eee) Com) Figures § and 6, Screenshots of nuersations of the reading teacher anc parents for reading sessionsRepublic of the Philippines Department of Education REGION IV-A SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE | Figures 7 and 8. Reading intervention sessions with students | | . j sosing fst hesdes ae, Sete j sake a | ! Figure 9. PHIL-TR! test results of AIHS learners which shows decrease on. the number \ of readers under frustration level from. pre-test to post-iestRepublic of the Philipines Department of Education REGION LV-A SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE Figures I and 2. Screenshots of the innovated reading tool of the SchoolBepublic of the Philippines Department of Education REGION TY-A ‘S DIVISION OFFICE OF CAVITE PROVINCE Onna (2. aaa Figures 3, 4, 5, and 6. Sample of innovated reading materials according to “subject | 4, 5, 9 ing matterRepublic of the Pbilippines Department of Education REGION IV-A (CALABARZON) DIVISION OF CAVITE PROVINCE ANULING INTEGRATED HIGH SCHOOL ANULING LEJOS II, MENDEZ-NUNEZ, CAVITE SUSTAINABLE PRACTICAL APPROACH for READING for KIDS (SPARKS) Introduetion iv the teaching-learning process. both the teachers and the students should have Scoured that learning takes place during the classroom discussion, If leaming is not visible during the period of discussion, therefore, a problem occurs, In English language classroom, the student's skills to understand the subject is lacking, it may bring difficulty to both the ‘eechers and the students to meet the expected output in the subject, Reading, as one of the skills in English, should be developed further to the students especially in the secondary level. It is quite alarming that students who are in their High School level sill cannot comprehend well according to their grade level and worse cannot pronounce simple words, Hence, if problems like this arise in the field of education, there should be an action io be taken to resolve this kind of major problem. In this time of pandemic it is difficult for us to conduct reading intervention Nevertheless, we are looking forward to the welfare of our students, In connection to this, to ‘merease the reading levelof the leamers at least 75% through the development, administration and appropriate assessment tools based on their needs, we have this Project BREadTH (Boost Reading at Home) under Project SPARKS. This helps the studems* needs im ofder to improve their ability to read and comprehend. The focus of the Program is to identify their difficulty through pre-ass. sment reading and to conduct an intervention to‘meet the gap. The learners who are having difficulties in reading comprehension will undergo to this program to assist them in their needs. Highlights Sinee we are facing a pandemic, we use different platforms to reach our students who ‘all under frustration level. We used all means of communication just to reach ther, these are google meet, fo messenger, chat group, text or even call them. The use of these platforms helped the students to little by little practics how they read and understand what they read We also provide supplementary reading materials for the students with questions to check their understanding about the texts given to them. Inthe conduct of the project, involvement of the students and the parents were highly appreciated, specifically in this time of pandemic. Their cooperation and commitment were reflected in the outcome of the scores in the next asscssment. This will help the students to improve their reading skills. II, Findings and Observation j Findings and Observations Recommendation [ 1. There were stidents who were under |~T, Conduct of Project BReadTH which can | frustration level in reading assist the student needs. 2. Use alll means of communication to reach 2. Weekly and quarterly monitoring to the students and address their needs, | students,3. Difficulty in internet connectivity 3. Call the students under frustration level | E Cimited face to face reading intervention | 4 Schedule akead oftime and be reminded of | | Also invited them for face to face | monitoring with parental consent, | the health protocols, | TIL. Impact of Project Spark Project SPARK has a greater impact for both studemts and parent. Addressing the students’ needs especially in reading helped them not only in understanding the English subject but also other materials with prints Below are the impacts of the project: 1. Improve the students’ reading skill little by litle, Students have confidence in reading 3. Increase the percentage of understanding textsIV. Photo DocumentationMonitoring of students’ reading skill under frustration level through meetrena} Supparioy BULULaFEp sok zz0z aunr | oy sucysenb fooyos oy wen Jo pus au 2 saBossod | -ppar anny hat 48 9091 sjuaprys, papo.é su" fO}21 PUD ‘GuySnyjs ‘seyona) 'Zoz | ven eq um | poe ways diay o 60 300W ysi6ug susp9ys | seqwieron | 19uipe| u903 | swapnis apinB o}, Auayoo Bupoey ‘9 PAST PAB] OppIB] wad ous ~— 4 Suppo snonesd | snoineid oy ut padojanep Jy Woy | epmUt LOWUAAE}U) uo suapnis zoe sug oys| — Bujpoe: ay, seppai Bu ‘sioyo09] s9go199) J spove1 | jo syinsa 944 Uo 1Bnus-0197 | 300", ysi6u3, sucpnis | sequajdes Auge | pasoq suapnys au | AyAuD0 Bulpoos og -y Supeos | Jo one Buposs seus | _2ty euumajag ANALY yousyous Jamo | BuIpoal Jeuj0 AUD Buposy | 10 2/5410 Aue jo 400A 60d © U0 spiom Joouas ay, lean udym feucuayu Jo pua ay ‘unr uo pusyauduioo 10 su0po91 sjuapnis = Suppo] jpoe10jsieu03; | swoy 1p Buiaway is00g Bulebnys ‘sano, 120% quereyp | ayy 10 Aingo. 0 JOOW sug, spwepnis | sequiaidas soos | oy) exodus op Mavaae W¥aDOdd ysy6ug AWODINO | 3D4NOS | aaATOAN! | ANWIOWaNaa| aWyas ALIA vay o g31D34X3 | ONIGNAd | SNOS¥ad 19uVL awit SaID3WaIS | __SIAUD3GO | /WwADOUd/1DarONd NINGVaT %e0-Lz0T AS C ‘ONIGV3Y NINV1Id NOLLOW WRIA) ‘7 vate *t1 SOC ot anne 1001 Hon uouvangp 30 maunredag emda up nA,__:hq paindang ‘Aq PaION Tr ~480q)8s9010 Bupoa) cut Jp Burpioo81 ‘oapin 20 109 O@pIA ‘sj}69 euoyd so yans wuoyio}d ‘ouuo yenony | suoquamoyut sisppsi quopnys siuapais | ayy iyo sjusprys Buy65nys sIey2D9] forsner] Jo Aigo Oujppas 4501 Burpoey jsog a 12%0 3O0W sug Sque—NIS teow eury | Guiposi say Buy AMUSO spon Alene wueyoie uueppas euiluo Buy6B0ys yo yBnony Jequinu ul suapnis stuapnys | — yuoua,ayoo ‘aspaioap x ‘saysno, 11944 sr0uIba| sewooiy | _a00w ysiGug sjuaonis Aeuon | Bupre:yso, | eppnjone op juauissess AvayONG “9In the new norrnal set up of educa- tion here in the Philippines, the schoo] with its teachers and staff are affected up until now with all the changes and challenges brought by the COVID-19 Pandemic, but the real score is, the ones who are greatly suffering aside from teachers are the stu- dents. Students cannot go to school to leam and experience their high school life to explore, lear, and Progress. Some can adapt to the so-called “new normal,” but sadly, many are struggling. One of their struggles is reading as an important part of the teachir Wwandlearning process which also happens to be the focus of SPARK is quite a challenge in modular leaming. Many researchers have highlighted the im- portance of reading in an academic con- text. Many studies state that effective read- ing is the most important avenue of effec- tive leaming and that the achievement of academic success of students also requires successful reading as it can be considered 5 a Necessary and indispensable life skill. For an instance, it is not just watching our fa- vorite TV show but it also means being able to understand every- thing about it. Because of this, Anuling Integrated High School through SPARK wants to en- sure that leaming and growth of the stu- Cents through honing their reading skills can still take place not just inside the four comers of the classroom but also in the students’ home so that the activities which the students experience at school can be brought in their safe space which can only be possible if there is a collabora- tive effort between the teachers, leamers, and their parents and/or guardian. Upon opening the School Year 2021- 2022, the goal to determine the reading readiness of each leamer and to catego rize them according to their reading skills was put Into action by Anuling integrated High School reading teachers by conduct- ing a pre-assessment in reading based on PHILIRI from Grede 7 up to Grade 10, pre- test for both Silent and Oral reading in English from September 18, 2021 to Octo- ber 29, 2021.Based on the result of pre- assessment, the teachers in English sub- ject concluded that to make this project work for the benefit and progress of the students, first, they have to focus in oral reading for word recognition. With a total of 71 leamers in Grade J 8 are categorized as under frustration. In Grade 8, 8 out of 84 students are under frustration, 6 aut of 88 leamers in Grade 9, and 5 out of 80 in grade to class are a- sounder frustration. The consolidated report of the results from pre-assessment in reading of all levels showed that the common reading weaknesses of the leam- ers were mispronunciation and incorrect usage or negligence of punctuation marks, With this, the preliminary assessment con- Cucted by the teachers showed that 7.38% of the total number of students in Anuling Integrated High School is under frustration level. The result serves as a basis and indi- cator for teachers to give remedial activi- ties In reading for the remaining seven months of the school year to help the stu- Gents under frustration level not just in terms of word recognition but also in oth- er aspects of reading such as the proper use Of punctuation marks, their reading Pace, and most especially improve their comprehension skills through drills and ex- erclses in reading to address the deficien- cies in the skills of students. Another inter- vention to address this is all teachers who are handling subjects that uses English as a medium of instruction must encourage and practice their students to communi- cate in English whether it is in written or verbal form during “Weekly Online Kamus- tahan.”PHIL IRI RESULT / RPOP/ BANTAYBASAList of Students who fall under Frustration Level GRADE 7 Barquilla, John tery s. Buenaftor, Lian €, de Ocampo, Lhei V dela Rosa, Bryan V. Ngalot, Charles Justine N. Ontolan, Kim Janet N, Zamora, Gerno T, Zamora, Rehana Loraine E. GRADES 1. Klarenz Catam 2, Micaela Dimapilis Marek Gevino Mark Angelo Verecio John Mark Samson Charles Villanueva Ralah Zamora GRADES Aub NE Arambulo, Ace V, Bello, Angel M Buenaflor, Lexter Mark A, Nuestro, Bobby 7. Odonco, Dustin Anere S. Pico, Robbie Wiliam M. 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Department of Eowcavion QUARTER 3 and QUARTER 4 GRAPH ANALYSIS ON THE STUDENTS’ READING LEVEL. INDEPENDENT INSTRUCTIONAL, | FRUSTRATION ea SRO oH ‘Ths grapis shows the numberof students who fall under indayercient. instructional and fustation afer giirg intervertions during tha third are ‘ourth querter. As can bo soon inthe graph, the students have improned thet reading ekils bass on ne graded poscoges ‘ive tothem. Therelors, he irtewention used by The weading teachers & halal and ab te improve students readies lvl lie by Hts, Prepered by: Checked by: PEIMARY JANE R, BAGCS CESAR P CONSTANTE SPARKS Cocacinstogish ‘Senco HeaDepariment of Coucaan PRE AND POST READING ASSESSMENT GRAPH ANALYSIS ON THE STUDENTS’ READING LEVEL INDEPENDENT @ INSTRUCTIONAL, ll FRUSTRATION % ie “Tris grapns shows ‘ne number f students who fall under independent. instructional nd frustiotion during he pre and post reading assessrtemt of he studenis. As canbe seer in the pretest there aw 77 students under frntalion lel, However. dune the post leet coy ‘3.are vice frustraian level and 1421p already ntructanal, Therefore, the ntsrvention used bythe rang ‘oeurors 1s Melptal and able 1 inpeove slide reading level Prepared by: Checked by: REIMARY JANE R. BACCS CESAR P, CONSTANTE, SPARKS CooinatonEnglsh School Hea7 FILIPINOIsang maganda at kahanga-hangang katangian ng tao ang pagkakaroon ng ma- fawak na komprehensyon. Sa yugto ng Pag-aaral, ito ay panahon ng malawakang pagbabasa at pagsusulat. Ito ay napaka- halaga sa sariling pagkatuto upang méta- mo ang mga kaalaman at impormasyon na nauukol sa mga bagay-bagay na hindi nalalaman. Kailangan ang pagbesa at ito ay dapat linangin. Ang pagbasa bilang isa sa mga mak- rong kasanayang pangwika ay damdamin na parang bumababa ang antas ng ka- linangan sa kasalukuyan dahil sa pag- sulpot ng mass media-radio, telebisyon; at pelikula, na sa halip na magbasa, mas nakakahiligan ng mga mag-aarel ang pan- onood at pakikinig hi ANULING INTEGRATED HIGH SCHOOL Anuling Lejos Il, Mendez, Cavite ULAT SA PAGBASA Kasabay ng pagbubukes ng taong- panuruan 2021-2022, ang mga guro sa Filipino ng Mataas na paaralan ng Anu- ling ay nagsagawa ng pagtatasa at pag- tataya sa pagbasa. Layunin ng pagtatase at pagtatayang ito na malaman ang kala- kasan at kahinaan ng mga mag-aarai sa pagbasa Isinagawa ang pagtataya at pag- tatasa sa pagbasa ng mga guro ng Filipi- ho at English sa unang linggo : ng pasukan. Nagkaroon ng dalawang bahagi at pagtataya sa pagbasa: pag-unawa sa binasa at ang pagkilala sa mga salita Sa pag-unawa sa binasa, ang mga jnao- aaral ay binibigyan ng isang tekstong babasahin na may mga tanong na sasagutin ng mga mag-aaral pagkatapos magbasa Ang pagkilala naman sa mga salita ay isinasagawa sa harap ng guro. Isa-isang pinapabasa ang bawat mag-aaral upang mataya ang kanilang’ kalakasan at kahinaan sa pagbabasa Dahil na rin sa umiiral na pande- mya, nagsagawa rin ng Online Pagbasa ang mga guro.2Z0Z-TZ0Z ‘A'S (soquay-peay-pueny-Wuy alo1d -uvdS) WWH90Ud 3H 40 LONGNOD WNLZLB TL Ourdiyy “oung, sajez su) o | 0 | o oz 6 a 96 zs tw SIT uenngey leis Pa F mre ree | er | oo | 2 | 2 a |e | 7 4 sz} om | | sews | 1 @ o - o 8 z = ce €s i } & - 9 | B Suewea - uenngen | aegeg peiey —uenngey—aeqea | ele] venngey | age rer | | | jerwe-dey NYNOHWH TWNNASWNYISNI WAWIVIN | 3u 3a sey Suennqey 2Z02Z-TZ0Z “d"L sauemy Suemejeyy ewes es epeypieq eseqieg du eynsay oYAe9 ‘ZEPUDWN “1 50f07 Buy TOOHDS HOIH GALYYOSINI ONTANY. 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