Republic of the Philippines
Department of Education
Region III
Schools Division of Aurora
Maria Aurora West District
CALAO ELEMENTARY SCHOOL
Maria Aurora, Aurora
School Based
Reading
Program
Implementation
Prepared by:
ROWENA A. ARAGON
Teacher III
Noted:
JOHN C. NISPEROS, PhD
School Principal II
Republic of the Philippine
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region III
Schools Division of Aurora
Maria Aurora West District
CALAO ELEMENTARY SCHOOL
School Based Reading
Implementation Program
S.Y. 2021-2022
I. Rationale
Reading is the mother of all skills. It is through reading that we enable to learn the
different skills in other disciplines thus reading is powerful tool in learning. It makes one
explores and cultivates all the potentialities behind the printed symbols. A bulk of
information can be accessed through the aid of reading. A successful learning can be
achieved if pupils is a reader.
According to Texas Education Agency (2019) the purpose of reading comprehension
is getting the meaning from written text. Without the comprehension, reading is frustrating,
pointless exercise in word calling. It is no exaggeration to say that how well students develop
the ability to comprehend what they read has a profound effect on their lives. A major goal of
reading comprehension instruction, therefore is to help the knowledge, skills, and experiences
they must have if they are to become competent and enthusiastic readers.
Tracy (2014) said that while reading, there are two different types of comprehension,
literal and inferential. Literal comprehension is what the students gain from the information
that is explicitly stated by the author. For students to gain inferential comprehension they
must think abstractly (Tracy, 2014). Abstract reasoning requires the students to make
inferences, provide analysis, make evaluations and draw conclusions. It requires the reader to
draw upon prior knowledge and make connections to gain the meaning and think within the
text what the author is trying to convey and what the purpose is for reading the selected text
(Logsdon, 2013). Both types of comprehension require that the reader have adequate
processing and working memory skills, which enable them to take in new information,
identify and categorize it, merge it with previously learned information, and respond.
II. Objectives
To motivate pupils to read stories, poems and etc.
To help them develop their comprehension especially answering follow up
questions.
To develop their reading capability and be able to unlock difficulties through
context clues.
To be able to enculcate to the pupils the value of reading, and encourage
them to read thou they are home
To help the Non-reader and frustrated reader to become better reader
To be able to pass the Grade 6 Curriculum
III. Activities Done
1. Materials that are used in this remedial program were provided according to
the level of readers.
2. There was alloted time in each pupil for them to read. the teachers uses
different approach in reading.
3. Parents were called their attention so that they can also help their children at
home.
4. Materials to be read are also reproduce so that they have worksheets to read
at home
IV. Recommendation
In order that there were no pupil who cant read in the level of Grade 6 ,
teachers from Kinder to Grade 3 must ensure that the pupil is already a reader
before they pass them. Different subjects were not taught and the teacher in
intermediate suffer in making interventions so that the pupil may pass.
Prepared by: Noted:
ROWENA A. ARAGON JOHN C. NISPEROS, PhD
Reading Coordinator School Principal II
Enrichment Program
Day 1
Day 3
Day 5
Day 7
Day 11 Day 13
Scores after answering 12 sheets of ABRC
Pretest Papers Scores after answering 18 SHEETS of ABRC
Enclosure No.1 to Division Memorandum No._____s,2022
TEMPLATE ON THE SCHOOL-BASED READING PROGRAM ACCOMPLISHMENT
REPORT FOR SY 2021-2022
Projects and Activities Time Frame Person/s Result/ Output Challenges
Involved Encountered
Planning Organize First Week of School Regular updates to
School Reading September ,2021 Head parents
Committee Teachers
Teachers, Parents and Second week of Principal Conducted orientation 30% of parents
pupils information and September Teachers with teachers, pupils, were not able to
orientation campaign Learners parents based on participate the
Parents Reading Program orientation
Implementation
Selecting and Thirdweek of Principal Participation of parents
classifying of pupils September, 2021 Teachers and pupils and full
who will undergo the Parents acceptance of the result
Remedial Reading of assessment
Class (based on
EGRA/pre-test Phil-
IRI results.
Printing/ Lastweek of Teachers Availability of Reading Some printers are
Reproductio of September, 2021 School Materials not working in
EGRA/PHIL IRI Reading preparation of
packages as reading Coordinator reading materials
material in assessing
the reading ability of
pupils
Conduct assessment of October 5, 2021 School 100% participation of
pupils reading abilities Reading pupils who will
by giving pre-test Committee undergo individual
EGRA/PHIL IRI to all Reading EGRA/PHIL IRI
pupils by grade level Teachers graded passages
through home Learners
visitation following Parents
protocols for safety
Adoption of reading October 2021 School Enhanced the reading
intervention such as: Reading ability of pupils by
-Marungko Approach Committee means of the
-Dolch’s Basic Sight Reading appropriate reading
Words Teachers activities/interventions.
-Batayang Talasalitaan
-Mga Salitang Gamitin
Reading remediation at November 2021 Teachers Developed the sense of
home with the Learners responsibility among
guidance of family Parents family members for
members pupils progress in
reading
Implementation of November 6, School Assessed the progress
Reading activities 2021 -January, reading of pupils in reading.
2022 committee
Master
teacher
Learners
Parents
All class
advisers
