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    Classroom-Based Action Plan in Reading: Sto. Niño National High School

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    Marjorie Joy MartirNalupa Anino
    - The document outlines a classroom-based action plan to improve the reading abilities of Grade 10 students at Sto. Niño National High School in Talaingod, Davao del Norte from June to March. - In the initial assessment, students were tested and grouped according to their reading levels using the Phil-IRI test. Reading materials were also labeled by difficulty level. - From July to October and November to January, a variety of reading intervention activities were implemented including DEAR, read-a-thons, and tutoring to remediate students. Progress was evaluated in October. - The plan concluded with a final assessment in February to March using the Phil-IR

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    Classroom-Based Action Plan in Reading: Sto. Niño National High School

    Uploaded by

    Marjorie Joy MartirNalupa Anino
    82 views1 page
    - The document outlines a classroom-based action plan to improve the reading abilities of Grade 10 students at Sto. Niño National High School in Talaingod, Davao del Norte from June to March. - In the initial assessment, students were tested and grouped according to their reading levels using the Phil-IRI test. Reading materials were also labeled by difficulty level. - From July to October and November to January, a variety of reading intervention activities were implemented including DEAR, read-a-thons, and tutoring to remediate students. Progress was evaluated in October. - The plan concluded with a final assessment in February to March using the Phil-IR

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    Action Plan

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    - The document outlines a classroom-based action plan to improve the reading abilities of Grade 10 students at Sto. Niño National High School in Talaingod, Davao del Norte from June to March. - In the initial assessment, students were tested and grouped according to their reading levels using the Phil-IRI test. Reading materials were also labeled by difficulty level. - From July to October and November to January, a variety of reading intervention activities were implemented including DEAR, read-a-thons, and tutoring to remediate students. Progress was evaluated in October. - The plan concluded with a final assessment in February to March using the Phil-IR

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    82 views1 page

    Classroom-Based Action Plan in Reading: Sto. Niño National High School

    Uploaded by

    Marjorie Joy MartirNalupa Anino
    - The document outlines a classroom-based action plan to improve the reading abilities of Grade 10 students at Sto. Niño National High School in Talaingod, Davao del Norte from June to March. - In the initial assessment, students were tested and grouped according to their reading levels using the Phil-IRI test. Reading materials were also labeled by difficulty level. - From July to October and November to January, a variety of reading intervention activities were implemented including DEAR, read-a-thons, and tutoring to remediate students. Progress was evaluated in October. - The plan concluded with a final assessment in February to March using the Phil-IR

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 1

    Republic of the Philippines

    Department of Education
    Region XI
    Division of Davao del Norte
    STO. NIÑO NATIONAL HIGH SCHOOL
    Talaingod, Davao del Norte

    CLASSROOM-BASED ACTION PLAN IN READING


    Grade 10 – MT. APO

    TIMELINE ACTIVITIES STRATEGIES TOOLS OUTPUT PERSONS


    INVOLVED
    JUNE – JULY Find out the reading ability/level Conduct Phil-IRI pre-tests Phil-IRI Passages Class Reading Proficiency/Level
    of the learners Profile
    (Baseline Test)
    JULY Group the learners according to Identify learners under Non-Reader, Phil-IRI Results Profile of Learners per level
    their reading proficiency/level Frustration, Instructional and
    (Categorizing)
    Independent Assessment tools to evaluate Reading Corner with sorted
    Classify reading materials as to materialize according to degree of materials
    degree of difficulty and as to Label the materials accordingly difficulty
    learners’ needs
    Establish Reading Corner
    JULY- OCTOBER Implement the reading Conduct reading remediation activities Big Books Readers’ Portfolio/Journal Class Adviser, Co-
    remediation program as scheduled: Basic Sight Words
    (Intervention) Adviser, English
     DEAR eBooks Tracking Reading Record Teacher, Reading
     Read-A-Thon Storybooks and English
     Peer Reading Worksheets Individual Reading Coordinator,Princip
     Tutoring Downloaded materials al
     Individualized Reading Learners’ Journal Teachers’ Journal
     Spelling Bee, etc.
    OCTOBER Find out the progress of Conduct Mid-Assessment Mid-Assessment Tools Updated Class Reading Proficiency
    learners’ reading /Level Profile
    (Mid-Assessment)
    proficiency/level Evaluate and assess the tracking record Tracking Record Passages
    of each learner
    NOVEMBER – Implement additional reading Continue and apply additional reading Supplementary Reading Materials Readers’ Portfolio/Journal
    remediation remediation as scheduled
    JANUARY
    Tracking Record
    (Intervention) Continue the initiated interventions
    Individual Reading

    Teachers’ Journal
    FEBRUARY- MARCH Evaluate learners’ reading Conduct Phil-IRI post tests Phil-IRI Passages Comprehensive Learners’ Reading
    abilities Profile
    (Final Assessment)

    Prepared by: Noted/Approved by:

    MARJORIE JOY NALUPA-ANINO ARLYN P. MURILLO


    Grade 10 – Class Adviser Principal IV

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