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Classwork 2

The document outlines an article discussing the state of Filipino students' reading comprehension during the COVID-19 pandemic. It finds that less than 15% of Filipino students can read simple texts according to UNICEF, due to school closures lasting over 70 weeks. This learning poverty rate of over 85% is significantly below previous World Bank forecasts. School closures also deprived students of health, safety, and educational benefits normally provided by schools. As a future teacher, the author pledges to provide numerous reading strategies to increase comprehension abilities and assist all students.

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Jennifer Avila
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136 views4 pages

Classwork 2

The document outlines an article discussing the state of Filipino students' reading comprehension during the COVID-19 pandemic. It finds that less than 15% of Filipino students can read simple texts according to UNICEF, due to school closures lasting over 70 weeks. This learning poverty rate of over 85% is significantly below previous World Bank forecasts. School closures also deprived students of health, safety, and educational benefits normally provided by schools. As a future teacher, the author pledges to provide numerous reading strategies to increase comprehension abilities and assist all students.

Uploaded by

Jennifer Avila
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Name: Jennifer D. Avila.

Section: BSE-English 2b Date: September 7, 2022

Activity Sheet 1.2

Look for an article that discusses the state of Filipino students' reading comprehension during the
pandemic. Outline the report and answer the specific questions below. As you upload your work,
don't forget to attach the article you used. Answer the following questions/learning tasks briefly
yet substantially (with at least 50-words).

General Format:
Times New Roman (12), (1.5) spacing, paginated (footer, right corner), short-size bond paper,
one-inch margin (all sides)

Task 1:

Full Sentence Outline of the article

I. UNICEF Cites Poor Reading Skills Among PH Children Due to Lockdown


A. UNICEF and The Statistics on Children’s Poor Reading Skills
1. Less than 15% of Filipino pupils, or roughly three out of every 20 students, can
read simple texts, according to UNICEF. This is as a result of the COVID-19
pandemic's longest school closure, which had lasted more than 70 weeks as of the
middle of february.
2. A learning poverty rate of more than 85% is calculated based on the most recent
UNICEF evaluation. According to the World Bank, this is the percentage of 10-
year-olds who are unable to read or comprehend a straightforward story. Even
with the high grade, it is still significantly below the World Bank forecast from
November of last year, which was 90%.
3. Where are We on Education Recovery? is the most recent joint study from
UNICEF, the World Bank, and the United Nations Educational, Scientific, and
Cultural Organization (UNESCO). " showed that, out of the 122 nations examined

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in the report, the Philippines' schools had been closed for the greatest amount of
time.
4. Only a small number of schools nationwide have made the decision to resume
regular lessons. Face-to-face instruction has been piloted by the government in
public schools, but only on a small scale because COVID-19 is still a danger.

B. The Impact of Lockdowns on the Educational System


1. “Data from the UNESCO global monitoring of school closures reveal that about
one in 10 countries have fully closed their schools for over 40 weeks.
Schoolchildren around the world have missed an estimated two trillion hours —
and counting — of in-person learning since the onset of the pandemic and
subsequent lockdowns,” UNICEF continued.
2. Even before the pandemic, more than half of 10-year-olds in low and middle-
income countries have poor reading skills. According to UNICEF, “now that
figure is estimated to be as high as 70%.”
3. According to UNICEF, approximately two in five learners continued to
experience significant “disruptions to education” till the end of February. This is
in reference to the UNESCO data. It showed that while many countries have fully
opened schools, 42 countries have partially opened schools, and six countries still
have their schools completely closed.
4. “The chain effect of school closures could be staggering and felt far beyond
education. In addition to missed learning, school closures deprive children of the
benefits to their safety, health, nutrition, and overall well-being provided by
schools. The impacts of school closures are wide-ranging: estimates suggest 10
million more children could fall off-track in early childhood development as a
result of early childhood care and education closures in the first 11 months of the
pandemic,” UNICEF highlighted.
Source: https://hellodoctor.com.ph/parenting/school-age-children/reading-skills/

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Task 2

1. What did the article state about the reading comprehension of Filipino students at the
time of the pandemic?
 It is evident that the lockdown situation had a significant impact on Filipinos'
physical and mental well-being. Children could experience lockdown issues as
well. Schools have shifted their focus to online learning, upending conventional
teaching strategies and raising a variety of questions. The United Nations
Children's Fund (UNICEF) actually considers pupils in the Philippines to have
weak reading skills as a result of a recent study.
2. What could be its possible effects on the learning outcomes of the students?
 Closing schools might have a massive huge impact that goes far beyond the
classroom. School closures rob children of the advantages that schools give for
their safety, health, nutrition, and general well-being in addition to the educational
opportunities that are lost. Closures of early childhood care and education
facilities might cause 10 million additional children to lag behind in their early
development during the first 11 months of the epidemic, according to estimates.
School closures have a wide range of effects.
3. Do you think it is an alarming issue to all the students, teachers, parents, and people
concerned? Explain.
 Yes, because without comprehension, children gain no meaning from what they
read. That’s why it is alarming for us because we all know that importance of
comprehension is makes us advocates for ourselves and our families. Being able
to read and understand through communication empowers us to make decisions in
our lives.
4. What should the government do in response to the issue stated in your article?
 Governments must promote the development of efficient online education
systems that will release institutional capacities and resources so that they may
refocus on providing alternative teaching strategies for students who lack access.
Governments and other education leaders are supported by this guide, which is
meant for students, teachers, and parents. The government must investigate and

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evaluate several strategies for educating children despite the COVID-19
Pandemic. Creating or improving a plan for education continuity can use it by
either adding some of these resources directly into their plan or by utilizing them
as a model to create their own online resources for education.
5. What action can you provide as a future teacher to help resolve the issue? Explain.
 As a future teacher, I will provide a numerous reading strategy that can increase
their reading comprehension abilities. I can assist beginning readers pronounce
letters and words correctly by teaching them phonetics in the classroom. Writing
assignments should be emphasized in the first grade as they are closely related to
the reading program. Syllabication can be taught to them so they can recognize
new words. We must understand that we have to play a major role in inspiring and
enticing the students to become voracious readers. Special assistance may be
given to students with regard to the selection of reading materials based on their
age, time, and capacity and determine their reading levels.

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