Department of Education

Region VIII
Division of Southern Leyte
District of Hinundayan
HUBASAN ELEMENTARY SCHOOL

CLASS READING PROGRAM

Encourage A Student Into Empowered Reader
(EASIER)
Project Title: EASIER (Encourage A
Student Into Empowered Reader)
School: Hubasan Elementary School
Address: Hubasan, Hinundayan, Southern Leyte
School Head: Rey B. Moca
School I.D. 122072
Implementer/s: Eric M. Nuñez
Program Implementation: June to March
Target Beneficiaries: Grade 6 Learners
 Rationale:
In line with the vision and mission of the Department of Education,
Hubasan Elementary School strives to achieve meaningful reading
outcomes of the learners through Project Easier, a reading intervention
program created for the learners who belonged to frustration level.
The PHIL-IRI (Philippine Informal Reading Inventory) Pre-Test result of
the school year 2018-2019 shows that only 43.75% or 7 out of 16 Grade 6
students were independent readers. 37.5% or 6 out of 16 were
instructional, and 18.75% or 3 out of 16 belonged to frustration level.
Project EASIER (Encourage A Student Into Empowered Reader) has been
implemented for the school year 2018-2019 to zero out students from
frustration level to independent readers and to become empowered
readers at the end of the school year.
 Program Description

Project EASIER (Encourage A Student Into Empowered Reader) is a

classroom-based reading intervention program wherein students will
possibly develop their attitude towards listening, thinking, speaking and
writing ability.
In order to encourage students’ attitudes to develop their ability
to listen, think, speak and write, some helpful strategies were applied.
These strategies are: Tongue-Based Strengthening Exercises which help
the students pronounce the words correctly; Speaking English during
English, Math, and Science Subjects; Oral Reading Contest, Home
Reading Report, Journal Writing, Viewing and Reading Circle Encounter.
The strategies used in this intervention can be applied not only
for Grade 6 students who have difficulty in reading but it can also be used
to any grade level.
 Objective

 To decrease the number of students (3 out of

16) who belonged to reading frustration level
from 3 to 0 in March 2019.
 Planning Mechanics/Process Implementation
ACTIVITY TARGET PERSONS INVOLVED ROLE OF TEACHER/PARENTS MATERIALS

Group Screening Within the month of June, Teacher/Reading Assess the conduct of GST/Pre-Test Printed Reading
Test/Pre-Test July and August Coordinator/ Materials/Answer Sheet
Grade 6 Students
Tongue-Based Daily (7:40-7:45) Grade 6 Students Facilitate the TBE Mirror
Strengthening
Exercises
Speaking English Everyday during English, Grade 6 Students Encourage the students to speak None
Math and Science
Subjects
Oral Reading Contest Daily (9:05-9:15) Teacher/ Prepare the reading materials Printed Reading Materials
Grade 6 Students Prepare the monthly certificate of (laminated/photocopy)
recognition
Comprehension Check- Daily (9:15-9:20) Grade 6 Students Prepare and distribute questions to be 5 questions to be
up answered answered
Home Reading Report Monday to Thursday Parent/ Provide reading materials/Facilitate their Printed short story with
Grade 6 Students child in answering the HR activity questions to answer.
Film Showing/Viewing Every Friday Teacher/Grade 6 Facilitate the Film showing and the TV, DVD Player, Projector,
Writing Reaction Paper Students writing of Reaction Paper Paper, ball pen/Journal
Notebook
Reading Circle Every last Friday of the Teacher/Grade 6 Facilitate on the conduct of RCE Stories, Badges
Encounter month. Students
 Program Class Delivery
• Calls for a Homeroom Meeting to orient the parents about reading intervention
program.
• The teacher/Reading Coordinator conducts GST/Pre-Test within the month of June,
July and August to identify students who belong to frustration level.
• The teacher facilitate “Tongue- Based Strengthening Exercises” every morning for
speech development. Let the students recite tongue twisters.
• Speaking English policy during English, Math and Science Subjects.
• Conduct individual oral or reading contest daily at 9:05-9:15.
• The teacher checks students’ comprehension daily after oral reading at 9:15-9:20.
• The teacher may provide the students printed story with questions to be answered as
learning tasks from Monday to Thursday. The students also may borrow books from
their friends or teachers.
• The teacher facilitates the film showing and the writing of Journal/Reaction Paper.
• Conduct Reading Circle Encounter every last Friday of the month.
 Materials

• Downloaded stories from internet

• Audios/Videos (VCDs, DVDs, MP3s, CDs)
• Copy of Tongue Twisters (laminated)
• Printed Reading Materials (laminated/photocopied)
• Television Set
• DVD player
 Budget

• Downloaded stories (Need internet connection) = 500.00

• Audios/Videos (VCDs, DVDs, MP3s, CDs) = 5000.00
• Copy of Tongue Twisters (laminated) = 200.00

• Printed Reading Materials (laminated) = 1000.00

• Television Set = 13000.00
• DVD player = 2000.00
TOTAL Ᵽ21,700.00
 General Support / Source of Fund/s:

• PERSONAL FUNDS
• PTA
• MOOE
• DEPED FUND
 Monitoring and Evaluation:

 The School Head/Reading coordinators monitor

and evaluate on the conduct of the reading
program every quarter.
 Impact to learning

• Based from the Phil-IRI Post Test result conducted, reading frustration
level in grade 6 has been zeroed out.
• Learners listening, thinking, speaking and writing skills were improved.
• Tongue-Based Exercises helped the students pronounce the words
correctly.
• Speaking English developed students’ confidence.
• Oral Reading Contests encouraged students to read more.
• Home Reading Report helped improve writing and thinking skills of
students.
• Reading Circle Encounter enhanced students ability to improve
reasoning skills.
 Recommendation/s:

The strategies used in this class reading

intervention program were found out effective.
Students were motivated to read more and
participated well in the class. As a result, this is
highly recommended and need to be supported
to serve its purpose.
 PICTORIALS

Reading Circle Activity Reading Circle Encounter Contes

Film Viewing

Tongue Based Exercises Tongue Based Exercises Oral Reading Exercises

 Certification
This is to certify that the Project EASIER is personally created by the teacher. Such
intervention has been used by the Grade 6 class during the school year 2018-2019 and was proven to
be effective, hence duplication in both school and district is highly recommended.

Prepared by: Noted by:

ERIC M. NUÑEZ REY B. MOCA MARLYN M. ARMONIA

Grade 6 Adviser Head Teacher III Principal II/DIC

Approved by:
GENIS S. MURALLOS, Ed.D., CESO V
Schools Division Superintendent