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Grade 5 READING PROGRAM

This document outlines a reading program for grade 5 students at Fausta Salazar Como Memorial School. It provides: 1) A rationale for conducting pre-assessments to determine students' reading levels. 2) Results of a pre-assessment showing that 18 students are considered frustration readers. 3) Planned interventions like games, spelling bees, audiovisual presentations and take-home reading materials. 4) Strategies for mid-term and final assessments to evaluate progress and determine if students move to instructional or independent levels.

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CHERYL CABRERA
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109 views

Grade 5 READING PROGRAM

This document outlines a reading program for grade 5 students at Fausta Salazar Como Memorial School. It provides: 1) A rationale for conducting pre-assessments to determine students' reading levels. 2) Results of a pre-assessment showing that 18 students are considered frustration readers. 3) Planned interventions like games, spelling bees, audiovisual presentations and take-home reading materials. 4) Strategies for mid-term and final assessments to evaluate progress and determine if students move to instructional or independent levels.

Uploaded by

CHERYL CABRERA
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

Department of Education
Region XI
DIVISION OF THE CITY OF MATI
Mati North District
Fausta Salazar Como Memorial School

Phi-IRI Result
Grade 5-Melon
SY 2022-2023
Non Reader
NAME OF PUPILS
1. Jovelyn A. Caingles

Frustration
NAME OF PUPILS
1. Jereck A. Maranon
2. Archie Jr. Q. Flores
3. Khianne Paul B. Gomez
4. Alreagan Jay R. Lila
5. Edrian C. Melgar
6. Kyla B. Gamboa
7. Janice C. Langgam
8. Rovie Jyne B. Mendoza
9. Lydene Mae B. Tamiat
10.Quenney Heart P. Cogollodo
11.Ian Gerry C. Ugnasan
12.Therence Jim M. Verana
13.Ivy Friel C. Robal
14.Marvin Paul Verana
15.Mark Jhon Lantaco
16.Hazel Shane B. Bongo
Read, Enjoy, Acquire and Develop (READ)
Reading Program
Grade V-MELON

I. Rationale:
Every school year teachers are often required to conduct the pre-assessment in
reading in order to determine baseline of pupils who are in the frustration, instructional and
independent level from each class and in the entire school population.
II. Reading Profile
GRADE Frustration Instructional Independent Total
V-LEVEL Male Female Male Female Male Female Male Female
ORAL
English 10 8 0 2 0 0 10 10
Filipino 9 6 1 4 0 0 10 10

SILENT
English 10 8 0 2 0 0 10 10
Filipino 9 6 1 4 0 0 10 10

III. Interventions

Games Spelling Bee

Home
Audio-Visual Reading Visitation/Remedia
Presentation Interventions l Class (Reading
Activity)

Bring Home
Reading Read-A-Thon
Materials

Reading Materials includes:


 Fry’s and Dolsch’s Basic Sight Words and Vocabulary
 Stories with moral lessons
 Fairy Tales and Parables
 Fiction and Non-Fictions
 Situational stories
 Easy to difficult set of words
 And other valuable and interesting reading materials found in mini-
library and reading corner.
Strategies/Methodologies:
 Integration of Multi-Intelligences and Learning Preferences
 Inquiry Approach
 Games
IV. Mid Assessment
 Paragraphs with literal questions
Strategy Skill: Noting details, Specific information
 Paragraphs with Interpretative questions
Skills: How/Why Questions
 Paragraphs with Integrative Questions
Reading beyond the lines “application”
 Paragraphs with Creative Questions
Cause-effect
Synthesize
Interpret
 Creative activities- drama, drawing, painting
V. Interventions
Another interventions should be followed through:
Team Reading
Individual Reading
Peer Reading
Home Reading
VI. Final Assessment:
 REINFORCE – Instructional
 ENHANCEMENT – Independent
 ENRICHMENT - Frustration

Prepared by:

JERRY P. KATIPUNAN
Grade V Adviser
Noted:

GEORGE C. CAGALITAN
School Head
READING REMEDIATION ACTIVITY

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