Basa: Giya sa Kaugmaon

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City of Naga Division

Naga Central Elementary School

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Esterlina M. RufoTeamleader/Process

Observer

Ida A. CampuganScribe Lindy M. Pujante

Documentation

Mario M. BerceroCommunication

Nenita S. CanomonSchool HeadGenda P. De

GraciaCI Coordinator

CI ORGANIZATIONAL STRUCTURE

Project RationaleReading is the key to

learning. As perceived by most teachers in the higher grades, learning is impaired due to reading deficiencies. Hence there is a need to address this problem.

Basa: Giya Sa Kaugmaon is an intervention program in Reading of Naga Central Elementary School under the Continuous Improvement Program.

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WHERE WE WERE BEFORE

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RATE

RATE OF NON READERSS.Y. 2012-2014

Focused ProblemEight out of forty-three students of Grade - Two Section White are non-readers based on the result of the Oral Verification Test last June 2014.

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VOICE OF THE LEARNERS

MAM RUFO 1 MAM RUFO 2

MAM IDA 1 MAM IDA 2

SIR BERCERO MAM LINDY

ALL INTRO 2ALL INTRO

Enough Time for Reading

1. Ganahan ko nga kadaghan magbasa sa room.

2. Ganahan ko magbasa-basa sa dili pa magsugod ang klase sa hapon.

3. Ganahan ko nga paapilon ko sa akong mga kauban nga magbasa.

AFFINITY

Team NAGAInterview with the learners

Proper Method of Teaching

1. Ganahan ko nga naa koy kadungan nga mobasa kay mahadlok ko nga masayop.

2. Mas ganahan ko mobasa kung dagko ug letra,colored ang litrato o pictures sa libro.

3. Ganahan ko nga mugamit ug flashcards ang among mam kun magklase sa basa.

AFFINITY

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Conducive Environment for Learning Reading1. Ganahan ko nga adunay mga

libro sa among room nga lahi sa mga libro nga among gigamit sa klase sama sa gipakita sa mga mam ug sir nga nag-interview.

2. Ganahan ko nga adunay TV o computer sa among room nga gamiton sa among maestra kung magklase.

3. Ganahan ko musulod sa E- Classroom ug sa library para makat-on ug basa

AFFINITY

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Prepare Instructional Plan

Prepare Teaching Materials in Reading

Drill on Phonics

Review on Previous Lesson in Reading

Teacher Motivates the Learners

Teach reading words, phrases and simple sentences

Pupils read the words, phrases and sentences

Give reading exam

Can the pupils read the words taught?

Current Process of Teaching Remedial Reading

Man

8 out of 43 pupils are non-

readers

Teacher has to prepare detailed IP’s that require so much time

The pupils are bored

Students

Some pupils are hungry

Absenteeism

The pupils are talking

Pupils are easily distracted

No retention

Pupils can’t understand the lesson

Parents

Less parental involvement in the child’s learning

Parents rarely take time to guide their children in letting them read

Parents are busy with daily household chores and economic sustenance

Teachers

Procedure

Not congruent with the objective

AssessmentOpen ended questions

ReviewToo many activities

Teaching

Activities are hurriedly done

Lesson is too broad

Inconsistent method

Motivation is not properly presented

Important details are not emphasized

Giving of instructions is vague

Equipment

Too many charts are posted

Blackboard

Projector

Computer

Television

Not available in the classroom

Not available in the classroom

Materials

ChartsWords spacing is too close and prints are too small

Flashcards

Big books

Pictures

Not of standard size

Not colorful/appealing

Some are not clear

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Teacher’s unpreparedness to teach

Teacher is tired during classes/not feeling well

Teacher has too many subjects load

PROBL

EM A

NALY

SIS

FISHBONE DIAGRAM

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Improve the reading level of 8 pupils in Grade II Section White from being non-readers to fluent readers by March 2015.

Objective Statement

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What Did We Do?

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USE CREATIVE AND VARIED

INSTRUCTIONAL MATERIALS

TREE DIAGRAM

Acquire Big and Colorful Books

Build alliance with interested organizations/Acquire from Donors

Production of colorful and interesting materials

Use Large Print and Colorful Visual Aides

Make Own Colorful and Interesting Visual Aides/ Flashcards

Use the computer and internet as a

Tool in Teaching Reading

Maximize Use of E-Classroom

and Library

Make a Schedule to Bring Children to the E-Classroom

and E-Library

Make Children Read Letters/Syllables/Sentences/

Stories using Multimedia

Make use of PowerPoint Presentation, Animated Graphics for Word

Association/Spelling/Word Games

Revisit the Use of Phonics in Teaching Reading and Correct

Methodologies in Teaching Reading

Read Related Books/Articles

Train Teachers

Conduct In-Service Trainings

Encourage Teachers to Research/Read Related Book/Articles to Continually Learn New Ways to Teach Creatively

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HIGHLIGHTS OF THE IMPLEMENTATION

READING MATERIALS/ PICTURES

James Lee and Mrs. Rufo during their morning and afternoon reading remediation

Colorful reading materials used

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HIGHLIGHTS OF THE IMPLEMENTATION

Intensive one-on-one reading remediation with the identified non-readers by the Master Teachers.

Future Process of Teaching Remedial Reading

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Give reading examMonitoring and Evaluationo

Can the pupils read the words taught?

Reteach using a different technique

yes

Prepare Interesting Teaching Materials in Reading

Prepare Instructional Plan

Review on Previous Lesson in Reading

Drill on Phonics

Teacher Motivates the Learners

Teach reading words, phrases and simple sentences

Pupils read the words, phrases and sentences

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Where are we now?

LESSONS LEARNED

* The pupils’ desire to read is awakened by interesting materials.

* Prompt diagnosis leads to early intervention.

* Persistence and perseverance in teaching beginning reading is the key towards improving the reading level.

*

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* Intensify teachers’ training in beginning reading.

* Production and acquisition of better reading kits

* Create more CI Teams

* Identify other CI projects

WHERE DO WE GO FROM HERE

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DOCUMENTATIONThe journey The adventure

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Video Interviews can be watched here:

https://www.youtube.com/watch?v=OQrA3Gz8nr8Parent’s Interview

https://www.youtube.com/watch?v=ch0oPfgoigsLearner’s Interview

https://www.youtube.com/watch?v=si5hl57MKw4D’Team

“To learn to read is to light a fire; every syllable that is spelled out is a spark." — Victor Hugo, Les

Miserables

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