Department of Education

Region X
Division of Misamis Oriental
DISTRICT OF TALISAYAN
TALISAYAN CENTRAL SCHOOL
___________________________________________________________________________

DEPED VISION
We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.

As a learner-centered public institution,

the Department of Education
continuously improves itself
to better serve its stakeholders.

DEPED MISSION
To protect and promote the right of every Filipino to quality, equitable, culture-based, and
complete basic education where:

Students learn in a child-friendly, gender-sensitive, safe, and motivating environment.

Teachers facilitate learning and constantly nurture every learner.

Administrators and staff, as stewards of the institution, ensure an enabling and supportive
environment for effective learning to happen.

Family, community, and other stakeholders are actively engaged and share responsibility for
developing life-long learners.

DEPED CORE VALUES

Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
 I. TITLE OF THE PROJECT:

“Basa Pa More Program”

II. RATIONALE

It is believed that reading is the most important skill among all

communication skills as it serves as a springboard to other higher learning. Once
a pupil learns how to read independently, it is possible for him to learn other
academic discipline on his own. Thus, it is imperative that pupils- particularly
Grade III-Cheerful pupils should have a solid foundation on their reading skills in
both English and Filipino.

In the Phil-IRI Pre-test Result conducted in the class, it was found out that
only 1 out of 38 pupils or 3% can read independently. In furtherance, 18 out of
38 pupils or 47% can read instructionally, then 18 out of 38 or 47% fall under
frustration level. Then, 1 out of 38 pupils, is nonreader.

Reading Level # of Pupils % of Description

pupils
Can read and comprehend a levelled text on
Independent 1 3% his/her own. The reader is familiar with
most, if not all, of the words in the text. The
pupil reads smoothly, fluently and with
expression. The level of comprehension is
high.
Can read and comprehend a levelled text
Instructional 18 47%
with some guidance; 90% of the words are
familiar for the reader. She or he hesitates
reading some words. The reader
understands most of what is read.
Learner experiences much difficulty in
Frustration 18 47% reading and comprehending a leveled text.
Most words are unfamiliar; hence, reading
is choppy with lots of hesitations. Reader
rarely understands what she or he is reading.

1 3% Cannot read at all (letter sounds and words)

Non-reader
Total 38 100.0%

In my class level, “Basa Pa More Program” targets not just the non-
reader and frustration readers but also the instructional and independent
reader using the reading exercises and activities suggested in the MIS OR UP
Reading Program and some modifications to cater the needs of diverse learners
particularly on reading resources and materials in my reading lesson.
 III. GOAL

The goal of “Basa Pa More Program” is to make every learner an independent

reader in the Mother Tongue, Filipino, and English. Which is anchored on the MIS OR UP
Reading Program & NorMin Reading Program.

IV. DESCRIPTION

“Basa Pa More Program” is conceptualized under MIS OR UP Reading

Program - a Division Initiative on Reading that caters the diverse learners classified as non-
readers, frustration, instructional and independent based on the Philippine Informal Reading
Inventory. Independent reader is one who can read and comprehend a levelled text on his/her
own. The reader is familiar with most, if not all, of the words in the text. The pupil reads
smoothly, fluently and with expression. The level of comprehension is high. On the other hand,
Instructional Reader is a learner who can read and comprehend a levelled text with some
guidance. 90% of the words are familiar for the reader. She or he hesitates reading some words.
The reader understands most of what is read. Frustration Reader is the one who experiences
much difficulty in reading and comprehending a leveled text. Most words are unfamiliar; hence,
reading is choppy with lots of hesitations. Reader rarely understands what she or he is reading.
Then the Non-Reader is the one who cannot read at all (letter sounds and words)

This reading program introduces various teaching strategies and instructional materials to
be utilized during remediation. The baseline in various measures is the result the Phil-IRI pretest
and post-test.

Right after the reading intervention, the learners will be subjected to the Post-test to
check on the increment of learning or the impact of the program. It is further anticipated that the
learners shall be an independent reader within their grade level. Part of the process is the conduct
of CI-Based Action Research to be done by School Heads and Teachers. The result of the GST,
Pretest, and Post Test shall be utilized for the research study.

“Basa Pa More Program” will also utilize other learning areas in some activities
in the reading class. Integration of reading, spelling, journalism and creative writing and oral
fluency are part of the program.. Hence, this endeavor might be ambitious and stiff to achieve
but with the anticipation that each one (internal and external stakeholders) will perform their
corresponding roles and functions, definitely this can be implemented successfully.

V. OBJECTIVES

Learners:

1. Learners can read, comprehend, write and speak within or beyond their grade
level or within the standard as established by the Department of Education.
2. Learners displayed with desirable virtues as depicted in the different selections
and activities.

Learners’ with Special Needs

1. Gifted and talented: Showcase the learners’ special talents and skills in all
learning areas.
 Teachers

1. Utilize appropriate instructional materials, strategies/activities and timeline in

conducting reading remediation and enhancement activities.
2. Embrace the reading program by showing commitment in the delivery of
instruction, competence in the usage of reading strategies, activities, and materials
and compassion to the diverse propensity of the learners.
3. Integrate reading lessons in various learning areas including kindergarten.
4. Provide activities for the different clubs and special programs.

VI. PROCESSES

A. PRE-IMPLEMENTATION ACTIVITIES

1. Profiling

This will include identification of their reading level through Phil-

IRI/EGRA (Individual Reading Inventory)

2. Analyzing

Analysis of reading difficulties and planning for intervention

3. Teachers Training

Attend SLAC to enhance his/her teaching strategies in the

reading class and preparation of support instructional materials.

4. Crafting of Intervention

Design intervention according to the reading levels with Free

Lunch/snacks and plotting of schedule of the Reading Program.

5. IM’s Making

Preparation of Appropriate Reading Materials

6. Stakeholders Advocacy

An orientation conference will be conducted to mobilize all possible

stakeholders for awareness of the program and to strengthen their advocacy
in terms of logistics support.

.
B. DURING IMPLEMENTATION

1. Provision of Intervention according to the reading level

o Non-Readers according to miscues: Remediation

• Beginning Reading: Auditory and Visual Discrimination Using Marungko
Approach
• Remediation according to miscues
• Phonics including blending of sounds

 Frustration: Remediation

• Read words through Fuller Approach

• Blending of sounds to form words
• Combining words to form phrases, sentences, paragraphs and stories

 Instructional: Reinforcement

• Reading of stories/selections
• Answering questions requiring LOTS and HOTS of various text across
learning areas
•
 Instructional: Independent: Enrichment
• Classify learners according to their potential with respect to Multiple
Intelligences:
• Journalism, Tagisan ng Talento, Sports, TLE/EPP, TVL Skills,
Skills for Festival of Talents in Araling Panlipunan, Mathnovation
and MTAP

There should have:

Differentiated activity within a reading class.
Scheduling a special session outside the regular class:
Small group among students of similar needs
Individual student activity
Prototype Schedule of the Implementation of the Regional and
Division Reading Programs in Schools according to Grade Levels
and Reading and Comprehension Skills (by minutes)
(see next page)
 Remediation, and Enrichment topics/contents shall be based on the
Learning Competencies
 Feeding Program-Provision of Hot Lunch chargeable against
School Downloaded Funds or any other source of funds

C. MONITORING AND EVALUATION

Monitoring, assessment and evaluation are important to determine the

effectiveness of the reading instruction.

Monthly assessment shall be done by the teacher herself for personal

adjustment and class utilization.

The School Principal shall also conduct assessment and evaluation using
her modified reading assessment tool periodically or as frequently as she deems
necessary.

The Public School District Supervisor and Education Program Supervisor

shall monitor and evaluate the program during their school visitation utilizing
various reading inventory checklists.
D. POST IMPLEMENTATION

Activities
 CONDUCT OF PHIL-IRI POSTTEST
 Analysis of the findings
 Review the Processes
 Adjustment
 Giving of awards and recognition

VII. PROJECT IMPLEMENTATION MATRIX

Attached in this project scheme are the proposed reading activities

and exercises for the non-readers, frustration, instructional and independent
readers of Grade3-Cheerful.