Republic of the Philippines

Department of Education (DepEd)

Region VIII (Eastern Visayas)
Division of Leyte
Burauen North District
CATAGBACAN ELEMENTARY SCHOOL

NARRATIVE REPORT
(Status Report on Instruction Essentials for Emerging Readers)
August 30, 2019
I. Introduction

Reading is essential for a child's success. All too often, the barriers faced by
children with difficulty reading outweigh their desire to read and, without proper guidance,
they never overcome them.

Learning to read is a sequential process; each new skill builds on the mastery of
previously learned skills.

II. Body of the Report

To be fully aware of the Status Report on Instruction Essentials for Emerging

Readers Catagbcan Elementary School teaching staff together with the Head of School
Mrs. Jennifer D. Sayong conducted the SLAC session on “Status Report on Early Grades”.

Objectives:
1. Identify the different Instruction Essentials for Emerging Readers,
2. Select appropriate strategies to help children be more successful and get the most
out of the class activity.

Topic Fundamentals:
“Instruction Essentials for Emerging Readers”

Highlights of the Topic:

• The Different Instruction Essentials for Emerging Readers
• Facilitate conversation among children
• To know what to do when children interrupt a story or a presentation
• Strategies to help children be more successful and get the most out of the class
activity
III. Findings/Recommendation/Conclusion

Readers use a variety of reading strategies to assist with decoding (to translate
symbols into sounds or visual representations of speech) and comprehension. Readers may
use context clues to identify the meaning of unknown words. Readers integrate the words
they have read into their existing framework of knowledge.
It is important to use good strategies during the pre reading stage of the lesson
so that as early as the initial part of it, children already has the springboard of the lesson.
They will start assimilating their schema to the lesson/story presented.

Prepared by:

ROCHILLE P. TONIDO
Teacher

Noted:
JENNIFER D. SAYONG
School Head

Republic of the Philippines

Department of Education (DepEd)
Region VIII (Eastern Visayas)
Division of Leyte
Burauen North District
 CATAGBACAN ELEMENTARY SCHOOL

NARRATIVE REPORT
(Status Report on Graphic Organizer)
September 27, 2019
I. Introduction
A graphic organizer is a visual and graphic display that depicts the
relationships between facts, terms, and or ideas within a learning task. It is a communication
tool that uses visual symbols to express knowledge, concepts, thoughts, ideas, and the
relationships between them. There are numerous advantages to using graphic organizers in
the classroom. They can benefit students of all ages in a number of different and very
important ways.
Graphic organizers are also sometimes referred to as knowledge maps,
concept maps, story maps, cognitive organizers, advance organizers, or concept diagrams.
We know from learning theory that the human mind naturally organizes and
stores information. Our minds create structures to store newly acquired information and
connect it to previous knowledge. The graphic organizers are visualizations of these mental
storage systems, and serve to support students in remembering and connecting information.
When students are able to remember and assimilate information, they can delve into more
critical thinking.

II. Body of the Report

To further discuss the different types of Graphic Organizer. Catagbacan

Elementary School teaching staff together with the Head of School Mrs. Jennifer D. Sayong
conducted the SLAC session on “Graphic Organizer”.

Objectives:
1. Identify the different types of Graphic Organizer,
2. Understand the importance of Graphic Organizer.

Topic Fundamentals:
“Graphic Organizer”

Highlights of the Topic:

• The definition of graphic organizer
• The different types of graphic organizer
• The importance of Graphic Organizer
III. Findings/Recommendation/Conclusion

Graphic organizers are important and effective pedagogical tools for

organizing content and ideas and facilitating learners’ comprehension of newly acquired
information. Gardner’s Theory of Multiple Intelligences posits that students are better able to
learn and internalize information when more than one learning modality is employed in
an instructional strategy. Since graphic organizers present material through the visual and
spatial modalities (and reinforce what is taught in the classroom), the use of graphic
organizers helps students internalize what they are learning.

Prepared by:

ROCHILLE P. TONIDO
Teacher

Noted:
JENNIFER D. SAYONG
School Head

Republic of the Philippines

Department of Education (DepEd)
Region VIII (Eastern Visayas)
Division of Leyte
Burauen North District
CATAGBACAN ELEMENTARY SCHOOL

NARRATIVE REPORT
 (Assessing Reading Using PHIL-IRI)
October 29, 2019
I. Introduction
Reading comprehension assessments are the most common type of published
reading test that is available. The typical type of reading comprehension assessment involves
asking a child to read a passage of text that is leveled appropriately for the child's age or
grade, and then asking explicit, detailed questions about the content of the text. An example
of a common reading comprehension assessment is the Informal Reading Inventory (IRI),
also known as the Qualitative Reading Inventory (QRI).

II. Body of the Report

To elucidate more the Development Screening & Assessment within the
Classroom of using Informal Classroom Assessment Tools for K to 3, the topic “Introduction
to Children’s Literature” was discussed on January 19, 2018.

Objectives:

• To develop comprehension and critical thinking skills

• To strengthen the reading-writing connection
• To establish curriculum links using the story as a springboard

Topic Fundamentals:
“Introduction to Children’s Literature,” as presented on video by Prof. Portia
Padilla.

Highlights of the Topic:

1. Aims of Reading Instruction
2. What is children’s literature
3. Values of children’s literature
4. Types/ kinds of children’s literature
5. Young children’s reading Interest Developmentally Appropriate Practices (DAP) Program
6. Considerations in choosing books

III. Findings/Recommendation/Conclusion

“Anyone who says that teaching young children to read was easy, does not know
what he is talking about. The demands of teaching children to read extend from solid
understanding of the theory and practice of teaching beginning reading to the creativity of an
artist. But teachers everywhere do it and do it well. Why? Well…children are fun to work
with and a pleasure to work for. In them we see the future of the world. In them we bet our
hopes."

Prepared by:

ROCHILLE P. TONIDO
Teacher

Noted:
JENNIFER D. SAYONG
School Head