Republic of the Philippines

Department of Education
National Capital Region
SCHOOLS DIVISION OF TAGUIG CITY AND PATEROS
STA ANA ELEMENTARY SCHOOL
CLUSTER X

B.R.I.D.G.E.S. Succor Reading Program:

Basic Reading Interventions for the

Development and Growth
of Engaged Students
I. Project Title:

B.R.I.D.G.E.S. Succor Reading Program

II. Rationale:

Reading literacy is not merely being able to identify and articulate the words.
Reading is a coplex process; it is not solely a process of recognizing written or
printed texts but refers to putting meaning to what one read and drawing a
unified thought of what is read.

Sta Ana Elementary School throughout the years has already implemented
various reading program which is simplified task in addressing reading
problems.

This school’s reading program is designed to create communities of learners

among students with a focus on improving students reading performance, both
in word recognition and comprehension. Through this program, students’
reading strengths and emerging reading difficulties were identified and
addressed which will contribute to the student’s academic performance as a
whole.

III. Background of the Program:

Situational Analysis

One of the problem that Sta Ana Elementary School encounters is on reading
skills and comprehension. We all know that reading is a valuable skill for
acquiring knowledge and helps children to expose them to all types of subjects
and concepts, building our children’s understanding of humanity and the world
around them.

Reading Comprehension Assessment

(Adopted from the Philippine Informal Reading Inventory Manual 2018)

The Phil-IRI Group Screening Test (GST) in English must be administered to

the Grade 4 to 6 students on the first month of the school year. It is a
multiple choice test that the test takers must accomplish within 30 minutes.
This
should be administered during class time. By the end of August, the learner
must
have completed the tests (English). Upon completion of the administration of
the GST, the Class Reading Reports are submitted to the Principal. These
contain a summary of the students who performed equal or above and below
the cut-off score. Refer to Appendix B2, Form 1B: for English. Who garner a
Raw Score that is equal to or greater than 14 (75%) need not undergo further
testing.

The first stage is done for these students. However, students who garner a Raw
Score that is lower than 14 (74%) need to undergo further assessment, as this
may be an indication that the student is experiencing difficulty reading at-level
text. It is thus necessary to conduct individualized assessment in order to
further describe the child’s reading performance. The learners will be assessed
using the PhilIri Graded Passages. If the student garners a score of 13 or below
in the English GST, s/he will be given the English Graded Passages Pre-Test.
Note that it is possible for a student to undergo the Phil-IRI Graded Passages in
one or both languages.

Based from the findings result of The Philippine Informal Reading Inventory
(Phil-Iri)2018, Phil – Iri Group Screening Test, out of two hundred three (203)
students from Grades 4 to 6, one hundred fifty-one (151) of them will undergo
the Pre-Test Graded Passage.

The Pre-Test Result Grades 4 to 6 is now presented in a graph.

PHIL-IRI PRE-TEST RESULT

English
GRADES 4, 5 & 6
(FRUSTRATION)
60

50

40

30

20

10

0
GRADE 4 GRADE 5 GRADE 6 NON-READER

WORD READING (FRUSTRATION) COMPREHENSION (FRUSTRATION)

READING PER PASSAGE (FRUSTRATION)
 PHIL-IRI PRE-TEST RESULT
(INSTRUCTIONAL)
12

10

0
Grade 4 Grade 5 Grade 6 Non-Readers

Word Reading (Instructional) Comprehension (Instructional)

Reading per passage (Instructional)

PHIL-IRI PRE-TEST RESULT

(INDEPENDENT)
8

0
Grade 4 Grade 5 Grade 6 Non-Readers

Word Reading (Independent) Comprehension (Independent) Reading Per Passage (Independent)

IV. Objectives:

a. This program aims to improve the reading fluency of Grades 1 to 6 in terms of

reading rate, prosody, word accuracy, and reading comprehension.

b. The learners will...

  Conduct reading remediation of at least 1 hour after the class.
 Use schema of reading remediation of all grade level.

 Conduct reading repetitions with increasing fluency level.

 Do a reading-buddy system during vacant hours with the help of
independent readers, English Club members and SPG officers.
 Conduct a house to house monitoring of the clientele with the help of
SPTA once a month.
 Record progress to the use of reading logs

V. Conceptual Paradigm:

Result of GST
and Pre-Test
Strategies
Conducted
PROCESS
Activities

OUTPUT
Phil-Iri GST Reach their
INPUT

Non- Conducted fluency level and

Readers Phil-Iri Pre- the target rate of
Test reading and
Strugling comprehension
Remedia-
Readers tion
of the learners
under
Activities frustration/non-
readers
Impact of
Program

FEEDBACK

VI. Plan of Action

Activities Time Person Expected

Frame Involved Resources Outcomes
I. Explicit phonics instruction

 Reading Month 1
Remediation Week 1 to Week 4

 Phonics Instruction At the end of week 1

(Alphabet sound, to 4, the learners are
CVC, CVCV, sorting 6 Months Teacher MOOE expected to increase
words, making Students Canteen, their reading rate by
words, matching Monday, donations 10% from their
words game, Wednesday from LGU, baseline reading rate.
follow the path and Friday SPTA,
etc.) (1:30-2:30) NGO’S,
private
sectors
Month 2
 Marungko Week 5 to Week 8
 Sight Words At the end of week 5
to 8, the learners are
 Multisensory (air expected to increase
writing, tapping their reading rate and
out sound, comprehension score
touch/skin writing, by 20% from their
pantomime, baseline reading rate
pictograph etc.) and reading
comprehension score.
II. Fluency Instruction
1. Activate prior Month 3
knowledge through Week 9 to Week 12
pictures and
questions At the end of week 9
2. Buddy-buddy and to 12, the learners are
adopt a non-reader expected to increase
learners MOOE their reading rate and
3. SPG cross over 6 Months Teacher Canteen, comprehension score
non-reader Students donations by 40% from their
learners (Reading Monday, from LGU, baseline reading rate
of a story by the Wednesday SPTA,
and reading
SPG/English Club and Friday NGO’S,
comprehension score.
officers) (1:30-2:30) private
sectors
4. Reapeat reading by Month 4
the learner Week 13 to Week 16
5. Reading aloud at
home At the end of week
6. Include parent’s 13 to 16, the learners
participation by are expected to
way of monitoring increase their reading
and teaching their rate and
children at home comprehension score
by 60% from their
baseline reading rate
and reading
comprehension score.

III. Reading Comprehension

Month 5
1. Activate prior 6 Months Teacher MOOE Week 17 to Week 20
knowledge through Students Canteen,
pictures and Monday, donations At the end of week
questions Wednesday from LGU, 17 to 20, the learners
2. Reading of the and Friday SPTA, are expected to reach
story by the (1:30-2:30) NGO’S, the target reading rate
learners private and comprehension
3. Or Alternate sectors level of their grade
reading with the level.
teacher
4. Implementing Month 6
different tasks Week 21 to Week 24
aligned to different
comprehension At the end of week
strategies 21 to 24, the learners
are expected to
maintain their reading
 rate and
comprehension level for
their grade level.

VI. IMPACT OF THE WORKPLAN

At the end of the six – month period the learners are expected to reach their
fluency level at their corresponding grade. The students are able to read grade 1-6
level text with appropriate speed, proper prosody and 95-100% level of word
accuracy and comprehension scores.

Prepared by:

MARIA MELANIE B. BISENIO

School Reading Coordinator

Noted:

FERDINAND R. YANOS
O.I.C. Principal

Approved:

ARLIE I. BILARO
PSDS Cluster 6 & 10