S.A.

TECALA INTEGRATED SCHOOL

IRI FORM 5-A (SCHOOL READING REMEDIATION PROGRAM -SRRP

Parts of the SRRP

1. INTRODUCTION

The future success of children lies in the ability to read fluently and understand what is read. Reading is important skill to
develop because it is fundamental to a person to function in today’s society like assuming duties and responsibilities in a day-
to-day activity. Also, reading develops critical thinking as it allows the learners to imagine, infer, predict, conclude and draw
judgement among other skills. Through reading books, magazines and articles from the internet, the learners will become
aware on the latest innovations and discoveries in various fields.

Moreover, reading is a major factor that affects the performance of the learners. Most of the cognitive activities inside the
classroom require the ability to read and to think. Learners have to read before they give their reactions to a certain article or
reading texts. Learners have to read something before they compose a paragraph to make it more comprehensive, detailed and
in-depth. This ability to read is a basic requirement for the learners to gain understanding. With this, teachers try their best to
remediate pupils. However, reading remains to be a problem up to now despite several studies conducted by the Department
of Education. Some can read but cannot comprehend, others can read but cannot observe proper intonations, pausing and
pronunciation.

In addition, poor reading performances in our school children were effect of the following reasons and situations; family
background and lifestyles. Some pupils’ family members particularly their parents lack the skill in reading. This means that
they cannot guide their children in reading at home because they themselves cannot read; Parents are busy in their daily work
that they cannot do follow up to their children at home, they even fail to check their children’s daily performance and
achievement in school. Pupils from big families are perceived to be on the high-risk level in experiencing difficulty in
reading. Their economic status deprived them to go school regularly because of some reasons like helping their parents earn

Address: Taboc, Danao City

E-mail: [email protected]
Page of S. A. Tecala Integrated School
living, taking care of their younger siblings, has to work for extra income and others; and learners commit absences which
serve as a big factor that could affect their reading performances.

The above cited situations which highlight the concern regarding reading are also experienced by the school administrator,
teachers and pupils in S.A. Tecala Integrated School. Based on the results of reading assessment in English and Filipino
conducted last October, 2021 through the use of Phil-IRI, in English 4-6 there are16 pupils belongs to struggling readers,
while in Filipino for grades 3-6 there are 26, This is one of the reasons why the school decided to conduct an action plan to
provide possible solution to the problem cited.

As a response to the pressing need to address the reading and literacy concerns of learners belonging to the struggling level in
this time of pandemic, S.A Tecala Integrated School implement a localized innovative reading program (School-based
Reading Program - SBRP) that will anchor on “Every Child A Reader Program” (ECARP). This Project SBRP adapt and
supplement print materials in modular distance learning, the school utilized different initiatives and strategies to continue
helping struggling readers in the COVID-19 pandemic.

2. ACTION PLAN
Project SBRP action plan represents the prioritized needs, the gaps/problems/weaknesses, alternative strategies, specific tasks
and activities, time frame, as well as resources (persons responsible, materials and budget). In the context of this program, the
following areas and provisions are addressed: instructional strategies; assessment techniques; intervention activities; monitor
and evaluation and stakeholders’ engagement in the program. Through the different phases of the intervention plan the school
will attain zero non-reader target at the end of the school year.

3. Resources

To cater the needs of this program the school will allocate budget from the school MOOE and ask assistance from the
internal and external stakeholders for other sources of printed reading materials.

4. Stakeholders tapped

To present the SBRP, the school may invite the identified stakeholders through PTA Meeting (virtual or face to face).
Engagement of the stakeholders (Barangay Councilor-Education in-charge, parents, teachers and other internal and
Address: Taboc, Danao City
E-mail: [email protected]
Page of S. A. Tecala Integrated School
 external stakeholders) could be further strengthened through constantly involving them in the implementation of the
School-based Reading Program.

5. PROGRAM REVIEW, IMPLEMENTATION, MONITORING AND EVALUATION (PRIME) OF SCHOOL

READING REMEDIATION PROGRAM

PHASES OF THE GOALS/OBJECTIVES Target Reading ACTIVITIES/ PERSONS RESOURCES TIME SUCCESS
INSTITUTIONALIZATI Components and Sub- STRATEGIES INVOLVED NEEDED FRAME INDICATOR
ON Components
Phase I:
Pre-Implementation

SELECTION
(Conceptualization of the 1.To assess the reading A. Fluency 1. Selection and Principal PHIL-IRI August, Pre-Test result
Remedial Reading level of the learners B. Comprehension classification of students Teacher Reading 2021
Program) through Phil-IRI and C. Phonics who will undergo Remedial Pupils Tools
EGRA D. Phonemic Reading Program
Awareness
E. Vocabulary

ORIENTATION 2. To give orientation 2. Information Teacher, Letter to Parents September Minutes of the
(Orientation and on the nature, scope, dissemination and Students Contact Number 2021 Meeting
Introduction of the and rationale of the orientation of parents and Parents
remedial remedial reading to pupils through HRPTA HRPTA
reading program) pupils and parents for meeting/during distribution Meeting
familiarity and to and retrieval of modules (Resolution on
stimulate students love Remedial
for reading. Reading
Program)

Address: Taboc, Danao City

E-mail: [email protected]
Page of S. A. Tecala Integrated School
 3. To provide 3. Selects contents and Teacher Reading October Reading Materials
appropriate prepares instructional Package 2021
instructional materials/ materials that are adequate,
teaching aids suited to suitable, congruent,
the content appropriate, relevant, and
made of indigenous
materials

Phase II: 1. To conduct 1. Remedial reading Teacher Print-out of November Reading materials
Implementation Proper enrichment and activity on literacy will start Pupils Reading 2021- were produced
(Actual Implementation remedial reading on 3:40 to 5:00 in the Selections from January
of the Remedial Reading activities afternoon thru video call or Reading 2022
Program) home visitation Package. Maximum
- remedial reading monthly Participation of the
assessment -Basic Sight l pupils
-Laminated
word cards November
- SRA kit and 2021- Selection of the
power builders February, content and
- word game: 2022 preparation of
 Scrabble appropriate
viewing of reading instructional
activities/ materials teaching
exercises aids shall have been
Laminated word met.
cards
1-short vowel
sounds short
e, a, i, o, u in
CVC pattern
2. long
vowel words
with silent e

Address: Taboc, Danao City

E-mail: [email protected]
Page of S. A. Tecala Integrated School
 ending in
CVC pattern
2. To increase 2. To develop skills in Teacher 3. words with November
proficiency on reading decoding Pupils vowel 2021- Pupils can sound,
literacy of pupils by - Adoption of diphthongs February, blend and read
presenting engaging Reading ay, ai, oa 2022 words in CVC, CVC
activities Intervention such as: 4. consonant , CVCC pattern
-Reading Wizard digraphs ch,
- Word Buddies sh
-SRA 5. consonant
blends
(initial and
final)
3. To encourage a 3. Embracing reading even Pupils -Oral reading of November Pupils can read
sense of personal at home with the guidance Family the story 2021- phrases, sentences, a
responsibility for one’s of the parents, sisters, or Relatives through video February 3-5 sentence story
own progress. brothers, etc. call or home 2022 and answer
visitation questions about the
Answering of story
comprehension
questions about
short stories,
fables and
legends
Phase III:
Post-Implementation School reading
Conduct survey using CI coordinator, Survey tool March, Cater the needs of
Survey To hear the voice of the tool in hearing the voice of subject teacher, 2022 the learners
learners and parents/ the learners ang school head and
guardian parents/guardians parents/guardians

Address: Taboc, Danao City

E-mail: [email protected]
Page of S. A. Tecala Integrated School
 FGD To conduct Conduct FGD during the School reading FGD March, Determine the
feedbacking and distribution and retrieval of coordinator, questionnaire 2022 SWOT analysis
brainstorming to the modules with advisers subject teacher,
address the issues/gaps and parents/guardians school head and
and concerns during parents/guardians
the implementation

Sustainability To continuously Continuously conduct the School reading Print-out March- Achieve 0% non-
implement and sustain program until the school coordinator, reading July, 2022 readers
the program in will achieve zero non- subject teacher, materials
achieving zero non- reader target school head and
reader parents/guardians

Mechanism To inform stakeholders Conduct SMEA, SOSA, School reading April-May, Inform the
on the project progress stakeholders’ summit and coordinator, 2022 stakeholders through
and accomplishments limited face-to- face subject teacher, SMEA, SOSA and
through SMEA, SOSA, meeting school head and other flatforms
stakeholders’ summit parents/guardians (limited face-to-face
and during the meeting)
distribution and
retrieval of the modules

Prepared by: Recommending Approval: APPROVED:

__CRISALIE B. ANCHETA___ ____JERRY L. CAPOY________ __ SUSANA C. LAWAS________

School Reading Coordinator School Head Public Schools District Supervisor

Address: Taboc, Danao City

E-mail: [email protected]
Page of S. A. Tecala Integrated School