ABC+: Advancing Basic Education in the Philippines

Implementation
Reading Intervention Programs
Modality:
Project Initiative Profile

Please refer to the last page for the rubric and rating guide.
 ABC+: Advancing Basic Education in the Philippines

PROJECT INITIATIVE PLAN

I. Project Initiative Brief
Program Proponent ROSABELLE S. CUBILLAS

Program Owner/s ROSABELLE S CUBILLAS

Target Learners GRADE 1 PUPILS

Number of Batches and SEPTEMBER 2023 TO JULY 2024

Proposed Implementation
Date

Proposed Venue MAHAY INTEGRATED SCHOOL (ELEMENTARY )

Total Proposed Budget P 20,000.00

Proposed Continuing NEAP

Professional Development
credit units (if any)

II. Project Initiative Background and Rationale

School Shared Vision: (State your School Shared Vision in the text box provided below)

In the next three years (2024-2026), Mahay Integrated School (Elementary) envisions to produce learners who
are value laden, functionally literate, and globally competitive characterized as independent readers and critical thinkers regardless
of gender, race and social status in life. The school believes that reading proficiency contributes to the improvement of learners’
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overall performance and makes them better and productive citizens of our country.
Mahay Integrated (Elementary) School will empathetically cultivate the love for reading through nurturing and
developing their highest potentials by giving them support in all aspects of their being ,equip with knowledge and having a safe,
child-friendly and motivating environment with the strong collaborative support from both internal and external educational
stakeholders. All diverse learners’ reading needs are addressed through the utilization of Language Experience Approach (LEA),
Developmentally Appropriate Practices (DAP) ,research-based strategies, contextualized learning resource materials both digital
and in-print and the project initiative of the school on reading interventions catered through Reflective Job-Embedded Professional
Development Program to achieve quality teaching and learning environment. The school shall promote a culture of excellence
guided by MATATAG Agenda, and DepEd policies and guidelines, establish an effective and meaningful school-community
partnership where everyone is a good steward, accountable, and value the dignity and importance of every child.

SMART Goal:

By the end of school year 2023-2024, 90% or 83 out of 92 of the Grade One learners can read sentences, short paragraph and stories in
English, Filipino, and Mother Tongue using the LEA, DAP, and the implementation of the Project Initiative Plan (PIP) of the school - Project RSC
(Reading Strategy Concept) that empathetically cultivate the love for reading through nurturing and developing learners’ highest potential via
Comprehensive Rapid Literacy Assessment (CRLA) to be assessed thrice in the beginning, middle, and end of the school year to identify
learners who need additional support in micro reading skills which are phonological awareness, alphabet knowledge, decoding, listening and
oral reading tasks where all teachers regardless of the learning areas handled, together with the stakeholders in a constructive learning
community that foster the core socio-emotional skills of teachers in administering and analyzing the reading profiles of the learners and
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inclusively employ and develop appropriate reading instructional strategies towards moderate and light refresher in Mother Tongue, Filipino
and English learning areas.

PROJECT BACKGROUND AND RATIONALE

Reading is one of the many tasks that the pupil must learn and eventually gain academic excellence as part and parcel of
the educational institution (Owusu-Acheaw & Larson, 2014). The pupils can expand their horizons through reading in as much as it
provides the many benefits that they may have as readers. In Southeast II District, particularly Mahay Integrated School, one of the
challenges of all the teachers and School Head are the frustrations and struggling reading level of learners from Grade 1 to Grade 6.
When the School Principal was transferred to Mahay ES on August 2020 during COVID-19 Pandemic, she was worried and alarmed
when one of the teachers in High School and even their School Head point out and informed that more than half of the elementary
learners cannot read when they reach in Grade -Seven even before the pandemic. Honest feedback more than the reading
assessment result revealed that there is really a need to conduct a project initiative plan on how important it is to really find the best
reading strategy concept to enhance the reading performance of learners .Without a doubt, teaching reading is a recurring problem
for many teachers which will negatively affect the academic success and future career of the students as well as the performance of
the school. Hence, it is precisely in this context that the proponent aims to initiate a Project Initiative Plan which is about the Project
RSC (Reading Strategy Concept)
Since the school is not exempted of what is the reading trends of the primary learners in the country and this scenario even
more become worsened due to the almost three years of pandemic, the proponent designed activities and reading intervention
through RSC that would suit the needs of every learner.

This reading problem provides a multifarious effect on the educational landscape not only in the Philippine educational
system but also globally. These are the reasons that motivates the proponent to identify reading interventions and make project
initiative plan to address the gaps of the reading competency of every grade-one learner so that when they will reach to another
grade level, their reading readiness is already achieved.
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III. Project Initiative Description

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Discussion Points:

Project RSC is all about the reading strategy concept wherein reading interventions are applied to all kinds of learners in Grade-One
whether full, moderate, and light refreshers and non-readers. Coaching, developing of contextualized reading materials, applying
reading strategies and techniques are some of the interventions that will be used in this Project Initiative Plan (PIP).

This project is link to the CI project of the school which is Project Pag-AGAK (Pagbasa Aron mulambo Giniyahan sa Aktibong
Kumunidad) wherein internal and external stakeholders play an important role and it is also aligned in the SIP/AIP Project CReaTE
(Center for Reading and Teaching Excellence) wherein teachers and school head will help one another in the implementation of the
Project RSC (Reading Strategy Concept( to enable the Grade-One learners become all readers when they will be in Grade-Two.

This project initiative plan will employ the chronological steps in teaching beginning reading using the contextualized reading
materials and Project RSC (Reading Strategy Concept ) wherein teaching beginning reading is more easy for teachers and can easily
learn by the learners. The use of step-by-step reading interventions will greatly help not only on the part of the teachers but also
learners will feel de-stress in learning how to read.

The following steps are to be followed in Project RSC:

1. Develop first the listening skill of every learner- the teacher will say the letter sound of /Aa/ first and ensure that everybody
in the class is listening then the learners will follow the teacher.
2. Second, their speaking skill- the teacher will give example of words with initial sound of /Aa/ and let every learner repeat
after the teacher.
3. Third, their writing skill- write the big and small Aa on the air followed by all learners. Write the letter Aa on the board then
call pupils to follow the correct procedure in writing on the board. Activities like writing at back of their classmates, writing on
their paper, checking the work individually, and give assignments to write again the Aa on their paper following the correct
stroke and bringing pictures that start with Aa. The next day the teacher will really check the work of every learner, write it
again on the board, call pupils to write on Aa on the board. Erase the writings on the board and let the learners write Aa on
their paper without looking/copying on their seatmates.
4. The next letter sound to be learned by the learners after knowing that majority of them mastered the sound of /Aa/ is the
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sound of /Ee/, next /Ii/, /Oo/, /Uu/ following the same procedures. If it is whole day session, /Aa/ sample are all English
(morning) and Filipino in the afternoon. If it is only a half day session, /Aa/ with English sample will be before the class
started and /Aa/ in Filipino will be after the last subject.
Examples:
English- Apple, ant, axe
Filipino- Abaniko, atis, alimango
Ensure that the sound introduce is highlighted giving importance of sounds not the letter. As sound is introduce, it is better if
the teacher will show big, bold, beautiful, and colorful pictures that starts with the letter sound introduce. Use of flash cards,
games, contest, and giving of activities that would suit to the learners’ needs are highly encourage.

5. After mastering the 5 vowel sounds, /Bb/ sound will be the next following the same procedure. Again, sound first not the
letter name.
6. Next is pairing- the CV consonant-vowel pattern.
Example:
Ba, ba, Be, be, Bi, bi, Bo, bo, Bu bu
Ba-ba Baba
Be-be Bebe
bi-bo bibo

a-ba aba ba-ba-e babae

i-ba iba i-ba-ba ibaba
ba-o bao

7. After mastering the CV pattern using the 5 vowel and /Bb/ sound , the sound /Kk/ will follow using the same procedure
where their listening skill will be developed first, then speaking, reading and their writing skills.
Example:
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Ka ka Ke ke Ki ki Ko ko Ku ku

A-ko Ako Ki-ko Kiko

ku-ko kuko
8. Combine the /Bb/ and /Kk/ sound pairing with the vowel sound.
Example:
ba-ka baka a-ba-ka abaka
bi-ko biko ku-bo kubo

9. The next sound to be introduced after /Kk/ is /Dd/, then /Gg/, /Hh/, /Ll/,/Mm/, /Nn/, /Pp/, /Rr/, /Ss/, /Tt/, /Ww/, /Yy/,
Following the same steps and procedures.
10. The last sounds are /Cc/, /Ff/, /Jj/, /NGng/, /Qq/, /Vv/, /Xx/, and /Zz/.
11. After mastering all the sounds and CV pattern, VC pattern will be the next.
Example:
a-b ab e-g eg
o-k ok i-t it
The teacher will ensure that majority of the learners mastered all the sounds by letting them write on their own paper
through spelling activities.
12. CVC pattern will be the next step like:
bat Ben big
cat hen dig
rat ten wig
sat men pig
fat pen
Note: Do not introduce first the CVC with /Oo/ and /Uu/ sound to avoid confusion of the pupils

13. After ensuring that all the letter sounds and CVC pattern are mastered, assess again the pupil by letting then spell the given
words with CVC pattern. Differentiated activities should be given depending upon the reading level of the child. Do not proceed to
the next lesson unless and until majority of them mastered the given lesson. The teacher can ask help and assistance by those fast
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learners by pairing them by means of buddy-buddy system.

14. CVC pattern using /Oo/ and /Uu/ sound are the next to be introduce. Explain to them that the sound to be produced is
different from Filipino because the words are English.

Example:

cot cut sun hug

pot gut bun bug

dot hut fun mug

15. Simple sentences will the next step using the CVC pattern

Example:

1. The hen is red.

2. We see a big dog.
3. I am a boy.\
Note: After reading ask immediately questions to test their comprehension skill like “ what is the color of the hen?”etc.

16. Group of Words like:

book seek teen bea make like load light mine

n
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cook meek keen lean cake tike moan sight fine

look peek seen dea sake dike roam night tine

n
hook leek been Mea rake bike foam might wine
n

These words will be taught then use these words in a sentence. The teacher will explain the meaning of the words in Filipino of
Mother Tounge.

17. Consonant Cluster like br, cr, dr, fr, gr, kr, pr, tr, bl, cl, fl, gl, kl, pl, sk, sp, sl, sm, sn, st, and sw.

br- e bre

br-o bro

br-a bra
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Then give sample words like : bread, broom, brash, etc.

Use again in a sentence and ask questions to check their comprehension skill.

Same techniques and strategies to use in Filipino .

After this methodology, learners can now read short paragraph and short stories without any difficulty because they already mastered the
sound, CV, VC, CVC pattern , and words with consonant cluster.

Note: The proponent already made her contextualized reading materials (not yet quality assured). These reading materials were already
used when she was still a Grade-One teacher handling 40-45 learners in a class and really produced zero-nonreader.

The school reading remediation is aligned to the school project on quality Project CReaTE (Center for Reading and Teaching
Excellence and CI Project PaG-AK ( Pagbasa Giniyahan sa Aktibong Kumunidad)

The following activities will be conducted to address the needs:

• Profiling of learners

• Meeting of School Planning Team – during the SPT meeting the remediation mechanisms like the LRs to be used, and the
assessment tools will be discussed

• Scheduling of Learners for Remediation – each teacher shall handle 5 learners

• Capacity building of teachers on how to utilize the strategy and learning resources

• Orientation of parents on how the learning resources will be utilized so they can extend follow-up to their learner/s

• Tapping external stakeholders for possible sponsorship on the provision of the learning modules and television for digitized
resources
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IV. Target Stakeholders’ Description

Discussion Points:

 All incoming Grade-One learners were selected based on the CRLA result that all Kindergarten learners cannot read yet
sentences, short paragraph, and stories but only sounds of the letter alphabet, pairing like CV and VC pattern only. Some of them
cannot even produce the correct sounds of some of the letter alphabet.

Based on the result of the CRLA conducted to all kindergarten learners for S. Y. 2022-2023 the data are the following:

Grade Level No. of Enrollment

Male Femal Total
e
Grade-One 51 41 92
(Kindergarten
before)
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Reading Level Male (51) Female Total (92)

(41) This
Can only produce all 40 34 74 data
the sounds of the
alphabet based on the
CRLA Result
Can read CV and VC 0 0 0
pattern
Can read CVC pattern 0 0 0
Can read simple 0 0 0
sentences with CVC
pattern
shows that these learners out of 92, only 74 or 80 % can read/produce only the letter sound of the alphabet and there wer 19 or 20 % who
cannot perfectly give the correct sound and 100% of them cannot read yet CV, VC, and CVC pattern that is why all of them are included in the
Project RSC to make 90% of the incoming Grade-One learners can read simple sentence, short paraghaph and stories at the end of the
school-year 2023-2024.

They will be conducted with the reading remediation first hour in the morning and anytime of the teacher’s convenience or vacant
period. They will be followed -up by their parents / siblings at home. Parents/siblings of the 92 learners will be conducted with
orientation on how to produce the sound of each letter, how they will utilize the printed modules or the utilization of the video
lessons. Lessons in printed copy will be used by the parents to follow-up their learner and accomplish activities for mastery of the
lesson.

Parents are encourage to let their children go to school regularly and will be monitored with the help of SPTA Officers and in
collaboration with the LGU/ Barangay Officials. Perfect attendance of pupils will be recognized and be given an award/ certificate
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including their parents.

V. Workplace Application (WAPP) Project or Job-Embedded

Learning
Discussion Points:

Being the proponent of this Projet RSC , I will keep on reflecting

on the knowledge that I gained when I was still a Grade -One Teacher wherein I
really produced zero-nonreader handling 40-45 learners in a class. I will also
apply the knowledge that I learned during trainings, and seek opportunities for
additional knowledge through research and continued practice, share and teach
knowledge that is relevant and valuable to the teachers and parents, and set
goals for implementation of the program with step-by-step and gradual
implementation of the project. I will see to it that I can work well within the
group and communicate well with all the school community stakeholders.

I will not give up unless and until the reading difficulty of

Mahay ES learners is solved and well-taken care of. I will change things up as
often as possible if it is necessary to improve the reading ability of learners by
identifying the gaps and bottlenecks of the reading intervention program and
establishing a clear goal to everyone in the school community. I absolutely
believe that the more often we do something, the more instinctive it will
become- and the better we can get its best result. I will ensure that whatever
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accomplishments will be shared by all, and a reward system will be applied and
put into practice. Lower training costs, higher productivity, and better quality
of output will be given focused.

I will also make a survey or opinion polls so that I will know the
honest feedback and information from colleagues on the things that they really
need to learn and the help that I could get from them so that they will also feel
valued, appreciated and recognized.
In the same manner that our target learners will be honed with their newly
acquired competencies through involving them in the process,
frequent/constant structured / varied practice, fluency practice, watching video
of short stories, reading of different books, articles, poems, DEAR, spelling
contest and school reading activities , having learners work in a small groups
on a group activity using hands-on assignments and experiential activities
incorporating technology in the classroom. Use of feedback, evaluation, and
assessment will also be applied in this project.

VI. Design
Day/ Session Objectives Outputs Topic/Content Methodology Nominated Project Resources
Time At the end of the Highlights Team Members
session, participants
will be able to:
DAY 1 -
Phase I Identify the struggling List of Orientation Lecture/ Orientation School head and CRLA
Pre- learners using the struggling on the teachers
Impleme conduct of
( Comprehensi
CRLA tool learners and
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ntation non-readers CRLA ve Rapid

Literacy
Assessment)
tool
Discuss the reading List of teachers Orientation Lecture/ School head, teachers, LR in Filipino and
and parents on How to orientation/ parents English
strategy concept
who will attend teach workshop
and the resources to
the orientation beginning
be utilized in the
reading and
remediation
utilization of
the learning
resources
Phase 2 Conduct of Remedial Remediation Reading School head, teachers, Reading
Impleme remediation class to classes class remediation 1 hour parents materials for
ntation the identified learners attendance conducted a day
English and
Stage utilizing the 8:00 to 9:00 AM
contextuali Project RSC Filipino both in
print and in video
zed lessons
Parents follow-up
reading done at home
materials
in print and
using video
lesson that
can be
found in
the
internet
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Phase 3 Conduct weekly Learners Weekly Monitoring of the School head, teachers CRLA tool
Evaluatio monitoring on the individual monitoring learners reading
n Stage learners’ reading record progress
improvement.
Post reading
Conduct post reading Post-test evaluation
activity reading
activity
Prepared and submitted by:

ROSABELLE S. CUBILLAS
Principal II/Mahay IS (Elem.)

Recommending Approval:
MARYLOU RECOSOSA MARIE JOY M. INTONG
DIC-North District EPS in Kindergarten and Private Schools

Approved:

MINERVA T. ALBIS, Ph.D.

Schools Division Superintendent
Butuan City
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Checklist of the Components of the Project Initiative Plan (I-IV)

CHECKLIST OF THE COMPONENTS OF THE FOR
PROJECT INITIATIVE PLAN (I – IV) FACILITATOR
(As a participant, you can refer to this list ONLY
as a guide in developing your Project
Initiative Plan) YES NO
1. The program proponents are indicated.
2. The target learners and stakeholders are specified
with descriptions.
3. The specific duration and schedule of
implementation are specified.
4. The areas/locality covered by the project is specified.
5. The proposed budget is consistent with the MOOE.
6. The School Shared Vision was improved from the
first draft
7. The SMART Goals were improved from the first draft.
8. The kind of intervention used was described and
explained.
9. Other related literacy programs were connected to
the description of the Project Initiative.
10.The interventions used the concepts and models
taught in the ISPD Program.
11.The selection of stakeholders was explained.
12.The relevant demographics of the stakeholders were
described.
0

Output Result: Choose an

item.
Output Result Guide: If score is more
than 8, “Satisfied”;
If below 7, “Not Satisfied”

Click or tap here to enter text.

Name of Facilitator
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