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Grade 6 Filipino Reading Progress Report 2023

The document is a progress report for students in a Grade 6 Filipino class. It includes the names of students and checks indicating their progress each month on various Filipino language skills like alphabet knowledge, letter sounds, syllables, words, phrases, sentences and short stories. Most students were able to read simple sentences by the end of the monitoring period.

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Raqui Dupaya
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0% found this document useful (0 votes)
93 views10 pages

Grade 6 Filipino Reading Progress Report 2023

The document is a progress report for students in a Grade 6 Filipino class. It includes the names of students and checks indicating their progress each month on various Filipino language skills like alphabet knowledge, letter sounds, syllables, words, phrases, sentences and short stories. Most students were able to read simple sentences by the end of the monitoring period.

Uploaded by

Raqui Dupaya
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Fgh l;

Republic of the Philippines


Department of
Region II – Cagayan Valley
Schools Division of Isabela
Roxas East District
501917-IMBIAO INTEGRATED SCHOOL

PROGRESS AND MONITORING REPORT


GRADE 6-AM ETHYST
FILIPINO

Name of Pupil Oct. Nov Dec. Jan. Feb. March April May REMARKS
.
1.AGONOY, GERALD A. syllable simple
Alphabet Knowledge         sentences

Letter Sound Knowledge        

Letter Sound Identification        

Initial Sound Identification        

Syllables        

CVC        

Words        

Phrases      

Sentences    
Short Stories
2.BUGUINA, MANUEL JOHN Syllable simple
Alphabet Knowledge         sentences

Letter Sound Knowledge        

Letter Sound Identification        

Initial Sound Identification        

Syllables        

CVC        

Words       

Imbiao, Roxas, Isabela, 3320 



Phrases     

Sentences  
Short Stories
3. B ULONG, JOSEPH Can read simple
Alphabet Knowledge         sentences

Letter Sound Knowledge        

Letter Sound Identification        

Initial Sound Identification        

Syllables        

CVC       

Words      

Phrases    
Sentences
Short Stories
4.ILUMEN, JHON DAVID Syllable simple
sentences
Alphabet Knowledge        

Letter Sound Knowledge        

Letter Sound Identification        

Initial Sound Identification        

Syllables       

CVC       

Words      

Phrases 
Sentences
Short Stories
5.TAGUBA, JAYMARK Can read simple
sentences
Alphabet Knowledge        

Letter Sound Knowledge        

Letter Sound Identification        

Imbiao, Roxas, Isabela, 3320 



Initial Sound Identification        

Syllables        

CVC        

Words        

Phrases        

Sentences    
Short Stories 
6.CATEMBUNG, ELAINE B. Can read simple
sentences
Alphabet Knowledge        

Letter Sound Knowledge        

Letter Sound Identification        

Initial Sound Identification        

Syllables        

CVC        

Words        

Phrases        

Sentences    
Short Stories  
7. PILLOS,ERICH S. Can read simple
sentences
Alphabet Knowledge     

Letter Sound Knowledge     

Letter Sound Identification     

Initial Sound Identification     

Syllables     

CVC     

Words     

Imbiao, Roxas, Isabela, 3320 



Phrases   

Sentences 

Short Stories

Prepared by:
MARITES P. ILARDE
Teacher
Noted by:

NOEMIE B. AGLIPAY
Elementary School Principal I

Imbiao, Roxas, Isabela, 3320 



CLASSROOM READING PROGRAM
SY 2022-2023
ACTION PLAN FOR PROJECT BEAR (Be more Engaged and Active in Reading)

Activity Output Date of Person Budget Budget Source


Implementation Responsible
Organize Reading Organized August 2022 Teacher Parent
Program Reading Program Sponsors
Conduct Phil-IRRI GST Conducted Phil- August- Teacher 100 Parent
Oral Reading Silent IRRI GST Oral September 2022 Sponsors
Reading ( English & Reading Silent MOOE
Filipino) Reading (English
& Filipino)
Identify pupils who fall Identified pupils September 2022 Teacher
in the frustration, who fall in the
instructional and frustration,
independent levels. instructional and
independent
levels.
Conduct parent-teacher Conducted 2022 Teacher, Parents
conference for the parent-teacher
identified pupils. conference for the
identified pupils.
Conduct Intervention Conduct October-April Teacher, Parents 500 Parent
program Intervention 2023 Sponsors
program
Monitor & evaluate the Monitored & April-May 2023 School Head
project BEAR (Be more evaluated the
Engaged and Active in project BEAR
reading) (Be more
Engaged and
Active in reading)
Prepared by:
MIRASOL F. REOLALAS
Grade-2 Adviser

Approved:

ELSA C. CABACUNGAN
Head Teacher III

Imbiao, Roxas, Isabela, 3320 



Imbiao, Roxas, Isabela, 3320 

School Reading Program
I. PRELIMINARIES
Project Proponent: MIRASOL F. REOLALAS
Office: SAN PEDRO-VILLA CONCEPTION ELEMENTARY SCHOOL (ANNEX) DOÑA
CONCHA
Division: Schools Division of Isabela
Mobile Number: 09269518635
Title: Project RELO-Read Every day for Life to be Okay

Target Dates
Proposal approval: August,2022
Gathering: August 2022-September 2023
Completion: April,2023
Dissemination: April,2023 onwards
Utilization: April,2023 on wards

II. PROJECT SUMMARY


This school’s reading program is designed to address the learning gaps among the five macro
skills that learners must be possessed. With a focus on improving pupils reading performance,
both in word recognition and comprehension. Through this program, pupils’ reading strengths
and emerging reading difficulties levels are identified and addressed which will contribute to the
student’s academic performance as a whole.
Phil-IRI GST (Group Screening Test) shall be administered by the advisers to identify
learners reading proficiency levels. Pupils who got below 14 will undergo the program. This
project has 3 stages; Pretest, intervention and posttest. Pretest aims to diagnose the literacy level
of each pupil. The intervention stage focuses in strengthening reading gaps that are identified
using the designed reading intervention program. During this stage a collaborative effort of
school and community will be maximize wherein volunteerism will be encourage from the word
“Brigada Pagbasa” which means the school and its stakeholders will help the learners to read. A
post-test conducts on April, in order to know whether the intervention is effective.

III. PROJECT BACKGROUND


The ability to read is vital to learning. One who is handicapped in reading is deprived of a
wonderful medium of learning since access to knowledge in various disciplines is made
possible through reading. It is always the mandate of the school to produce quality students
who could not only read but could also perform well academically. However, common
problems such as non-readers or students under frustrated level in reading are still present.
The learners who failed GST shall undergo the stage 2 PHIL-IRI individual Assessment or
Pre-test to determine their reading skills. Based on the result of the pretest in English, out of
____learners from Grade____, who took the pretest in English ____ or ______fall in

Imbiao, Roxas, Isabela, 3320 



frustration, ____ or ____% fall under instructional and ____ or ____ under independent level
for word recognition. Regarding their reading comprehension, out of 325 learners, 36 or
11.08% fall under the frustration level, 31 or 9.54% under the instructional level, and 18 or
5.54% learners fall under the independent level. For their reading profile 325 or 100%of the
learners who took the Pretest in English under frustration level.
The aforementioned data pressed a challenge for the teachers of SPVES (ANNEX) Dona
Concha to improve the reading level from frustration level to independent level by 75%.
Hence the reading intervention program called Project RELO (Read Every day for life to be
Okay), was embarked, on to address the reading difficulty of pupils through the aid of
volunteerism and print media. This counteractive program is intended to challenge every
learner to enjoy reading every day. Every learner, parent, and teacher has played a pivotal role
to instill the habit of enjoyment while reading. The Project RELO is composed of trained
teachers, parents, and school head that collaborate their skills for the appropriate intervention
to enhance and improve learners’ skills and love for reading.

IV. PROJECT OBJECTIVES


TERMINAL OBJECTIVES
 Promote intensified campaigns on reading proficiency to bridge literacy gaps among
learners.
 Support the Learning recovery on literacy and numeracy.
Enabling Objectives
 To improve the level of reading comprehension and word recognition skills of pupils.
 To enhance pupil performance in reading from frustration to instructional if not
independent.
 To employ reading interventions based on the assessment results.
 To monitor and evaluate the improvement of the learner’s reading proficiency

V. PROJECT METHODOLOGY
Project RELO-Read Every day for Life to be Okay

SCHOOL READING WORKPLAN


S.Y. 2022-2023
School ID: 103639 School: SPVES (ANNEX) DOÑA CONCHA
Distict: Roxas East Legislative District: 5

PHASE OBJECTIVES ACTIVITIES/ RESOURCES OUTPUT


TASK MEN MONE MATERIAL
Y S
Phase 1 Orientation of Attend District School Php. 100 L&D
Pre- administratio orientation of reading Narrative
Implementatio n of PHIL-IRI administration Coordinators Report
n and EGRA of PHIL-IRI and , teachers,
EGRA and School
Head
To identify Conduct the Teachers and Php. 500 GST passages Classroom
pupils who initial screening learners Consolidated

Imbiao, Roxas, Isabela, 3320 



will undergo using the PHIL- GST Result
further IRI Group
assessment Screening Test
on stage 2 of
PHIL-IRI
To assess the Administer the Teachers and Php. 500 PHIL-IRI Classroom
individual PHIL-IRI Graded learners Graded Consolidated
reading level Passages to the passages Result PHIL-
of pupils individual pupil IRI 2nd stage
To give Information School Head Notes Narrative
orientation on dissemination Teachers, Report on
the rationale and orientation parents, Information
of the of parents and learners disseminatio
remedial pupils through n
reading Parent-Teacher
program Conference
To address Group pupils Teachers, List miscues
the reading according to parents, committed
needs of their reading learners by pupils
identified level and reading
pupils who needs.
are literally *Syllable
challenged *Slow

Phase II. To provide Pupils will be Teachers, Reading Compilation


Implementatio appropriate given parents, Materials of
n reading intervention learners, and appropriate
intervention through; volunteers reading
Pull-out materials
system
Peer
teaching
Individualize
d reading
approach
Project RELO School Head Reading Reading
(Read Every day Teachers, Materials Program,
for life to be parents, Progress
Okay) learners, and Monitoring
stakeholders Report
Phase III. To evaluate Administration Teachers, PHIL-IRI Result of
the of PHIL-IRI and parents, Graded PHIL-IRI Post
improvement EGRA Post-test learners Passages & Test & EGRA
of the EGRA
learners
reading
proficiency
Post To monitor Conduct Teachers, Certificates School
Implementatio and evaluate visitation and parents, Bulletin,
n the validation of the learners Narrative
effectiveness effectiveness of Reports
of the project the Project RELO
RELO

VI. MONITORING AND EVALUATION

Imbiao, Roxas, Isabela, 3320 



Monitoring and evaluation of the reading program shall be done during every phase as
stated in the work plan. The result of the Group Screening Test will be thoroughly analyzed.
Strict but flexible monitoring of the individual reading will be conducted by the teachers for
smooth scheduling. The most important phase is the implementation: the school reading
coordinator and teacher will monitor the progress if the reading program is done religiously.
The Head teacher will monitor and evaluate the Classroom Reading program and validate
the effectiveness of the Project RELO.

VII. CONTINOUS IMPROVEMENT


Children will still be given follow-up by the parents, while teachers through home
visitation.
The effectiveness of the program will be assessed. Best practices will be
continuously done while weaknesses will be addressed for improvement.
Prepared by:
MIRASOL F. REOLALAS School
Reading Coordinator

Noted:

ELSA C. CABACUNGAN, MAED


Principal II

Imbiao, Roxas, Isabela, 3320 


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