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Panay Elementary School: District of Mabini

1. The document summarizes the Panay Elementary School Mabini Class Reading Program for the 2012-2013 school year. 2. The program aims to develop students' reading comprehension skills and make reading a lifelong habit through various reading activities and assessments. 3. Key components of the balanced reading program include profiling readers, developing reading at different levels, functional reading, recreational reading, and reading remediation for struggling students.

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Jenepher Ilagan Ilagan
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3K views

Panay Elementary School: District of Mabini

1. The document summarizes the Panay Elementary School Mabini Class Reading Program for the 2012-2013 school year. 2. The program aims to develop students' reading comprehension skills and make reading a lifelong habit through various reading activities and assessments. 3. Key components of the balanced reading program include profiling readers, developing reading at different levels, functional reading, recreational reading, and reading remediation for struggling students.

Uploaded by

Jenepher Ilagan Ilagan
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Batangas Sports Complex, Bolbok, Batangas City

DISTRICT OF MABINI

PANAY ELEMENTARY SCHOOL Mabini CLASS READING PROGRAM S.Y. 2012-2013 I. Introduction/Rationale English is one of the learning areas that develop the learners confidence and ability in using language for effective communication and critical thinking in the real world. The basic tool subject develops those macro skills: listening, speaking, reading, writing and thinking. Reading skills also include vocabulary development, word recognition, comprehension, and study skills. The class reading program has been designed with its entire component under which the activities are to be undertaken within the year. Its primary goal is to make every pupil a total reader, develop pupils reading comprehension skills, and make reading a lifetime habit. II. Objectives 1. Encourage pupils to learn for enjoyment. 2. Make pupils learn to read and read to learn. 3. Develop and enhance pupils reading skills/abilities. 4. Maintain the reading corner in every classroom and the BEC Center functional. 5. Assist teachers in procuring additional reading materials. 6. Inform parents and make them involve in improving pupils reading skills/abilities. III. Components of the Balanced Reading Program Components Activities Strategies A. Profiling of Readers 1. Pretest in Phil-IRI 1. Administration of Phil2. Silent and Oral Reading IRI Test 2. Analysis of test result 3. Speed and Comprehension for appropriate Time Frame June July October Persons Involved District Supervisor School Head Teachers Pupils Expected Outcome All pupils were given different test

Test 4. Word for the Day

instruction 3. Use of different strategies and techniques 1. Building a ReaderFriendly Environment for Readers 2. Teaching Beginning Reading 3. Labeling of things inside the room 4. Listening to a short story 1. Fuller Technique 2. 2C2IA Approach 3. Gradual-Psychological Unfolding 4. Read Aloud 5. Think Aloud 6. Directed Reading Thinking Ability (DRTA) June July

Parents

Reading speed and comprehension were developed

B. Developmental Reading 1. Emergent Literacy

1. Phonemic Awareness 2. Word Identification 3. Storytelling 4. Read Aloud

District Supervisor School Head Teachers Pupils Parents

At least 80% of the pupils developed the habit of reading

2. Beginning Reading

1. Direct Teaching 2. Dramatization 3. Role-playing 4. Storytelling 5. Story Mapping

June October

District Supervisor School Head Teachers Pupils Parents NGO

At least 80% of the pupils are ready to read with comprehension of 2-3 questions

3. Rapid Growth

1. Conference with the Year Round parents 2. Direct skills instruction 3. Directed Reading Thinking Activities 4. Use of newspaper in

District Supervisor School Head Teachers Guidance Counselor Governance Council

0% non-reader Prepared reading materials used by 100% of the reading teachers

teaching Reading 5. Utilization of reading exercises 4. Refinement 1. Project GARMA (Greater Achievement in Reading Through Meaningful Activities Second Semester

Pupils Parents

District Supervisor School Head Teachers Pupils Parents District Supervisor School Head School Guidance Counselor Teachers Pupils Parents

Enhance refined skills in Reading

C. Functional Reading

1. Use the following approaches in teaching reading: - Interdisciplinary - Conceptual Approach - Integrative Approach - Inquiry/Problem Solving - Use of Newspaper in Teaching Reading (UNTR) - Advance Organizer - Reading/Writing Connection - Preparation of Book Report - Good study habit formation

Year Round

Functional readers

D. Recreational Reading

1. Speed Revolution through contest or presentation - Oral Reading - Storytelling - Declamation - Choral Recitation

1. Speech Revolution 2. Drop Everything and Read Aloud (DEAR)

Feb 2012

E. Assessment

F. Reading Remediation

1. Formative Test 2. Daily Observation

1. NAT/Phil-IRI/Posttest 2. Formative Test 3. Summative Test 4. Division Achievement Test 5. Portfolio Assessment 6. Standardized Test 7. Dictation Test 8. Alternative Test 9. Regional Test in Reading 1. Remedial Class 2. Improving Oral Reading 3. Practice Reading at Home

Year Round March 2012

School Head School Guidance Counselor Teachers Parents Pupils School Head School Guidance Counselor Teachers

Great appreciation in reading

80% mastery level on the different disciplines

Year Round

School Heads School Guidance Counselor Teachers Parents Pupils

Separate remedial class

Prepared by: JENEPHER I. ILAGAN Teacher I Noted: MARY JANE E. BACAY Teacher-In-Charge

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