School Reading Program:

Project SCREAM
San Roque Reading Enhancement
Activities and Monitoring

“Educate to Read Effectively to Intensify Literacy”

Prepared:

RONNALIE J. REPONTE
(School English Coordinator)

LIEZL MAE M. BANTILAN

(School Filipino Coordinator)

JUVY JANE C. MADRIDANO

(School MTB-MLE Coordinator)
 Division of Agusan del Sur
SAN ROQUE ELEMENTARY SCHOOL
P-1 San Roque, Prosperidad Agusan del Sur

Project SCREAM
(San Roque Community Reading Enhancement Activities and Monitoring)
“Educate to Read Effectively to Intensify Literacy”

I. INTRODUCTION
Reading is one of the very important elements of education. It is indeed a
basic yet, a very complex skill each learner must possess. Reading in fact is an
integral part of each lesson no matter what subject it is everything includes reading.
Improving the children’s reading abilities poses a challenge to educators amidst the
fast changing society we are in today. To help the children find their way back to the
love for reading and in order to promote and develop such a skill, the school find a
way that our learners have the greatest access to all mediums especially in this
pandemic time to develop their reading skills.

Project SCREAM (San Roque Community Reading Enhancement Activities and

Monitoring): “Educate to Read Effectively to Intensify Literacy” is a school’s reading
program aims to promote, develop, and implement inclusive and effective school
extensive reading program. This serves as a method in which the learners could
strengthen their reading skill, reading comprehension level, and performance. This
also serves as an assessment to assist learners find out their strengths and
weaknesses in the overall reading program. This project can be utilized to establish
attainable goals by furnishing good and wholesome educational materials to produce
an excellent reading achievement for all learners.
Moreover, to ensure the monitoring of the learners’ reading development, Project
SCREAM highlights the sub-projects namely Project (HECBaR Help Every Child
Become a Reader) for Kindergarten and Grades 1-3 and Project RtS (Read to
Succeed) for Grades 4-6. Every sub-project has its own distinct set of activities
within the grasps of the learners according to age and individual pacing and
development.
Henceforth, by implementing this project, the San Roque Elementary School
foreseeing lifelong independent readers and globally-competent individuals.
SALIENT FEATURES: 3R’s and E
Review, Remediation, Reinforcement and Enhancement

 Project HECBaR (Help Every Child Become a Reader)- Kindergarten and

Grades 1-3
 Project RtS (Read to Succeed) – Grades 4 to 6
 Project DEAR (Drop Everything and Learn) - for all learners, teachers and
employees in schools

VISION
SAN ROQUE ES Project SCREAM committed to produce independent readers
whose values is inculcated to guarantee genuine transformation and to become a
versatile and globally-competent individuals for a meaningful life.

MISSION
Our mission is to support learners become lifelong readers by pursuing innovative
approaches to enhance instruction, community involvement, and culture-based
learning experiences with significant results.

The Problem and its Setting

Lack of reading skills and unable to comprehend the significant details that
the key materials presented is a great problem that is why the ability to learn new
information is being hampered. It was observed that the reading difficulties of pupils
adversely affected the teaching and learning process. Pupils who were experiencing
reading difficulties become inattentive during the discussion. They don’t seem to
understand the topic discussed due to lack of understanding of what have been read
and said by the teacher.
Based from the data gathered through the use of Diagnostic Test, EGRA and
the Phil-IRI Packages particularly the Group Screening Test (GST), Pre and Post
Oral Reading Test, it was revealed that in S.Y. 2018-2019, out of 50 pupils tested
between Grades 1-3, there were 20 pupils or 40% were classified as non/ frustration
readers. For Grades 4-6, out of 62 pupils, there were 27 pupils or 44% belong to
non/ frustration readers.
In the S.Y. 2019-2020, it was discovered that in Grades 1-3- out of 50 pupils,
there were 18 pupils or 36% classified as non/ frustration readers which was 10%
lower than the previous school year. In the Grades 4-6, out of 57 pupils there were
24 pupils or 42% who are non/ frustration readers.
This present school year, the data shows that in Grades 1-3, out of 63 pupils
there were 26 pupils or 41% non/frustration readers. As for the Grades 4-6, out of 42
pupils- there were 15 pupils or 36% who were non/frustration readers. It implicates
the higher percentage compared last year due to the learning modality used as a
learning tool.
In all the data that has been gathered for the past 3 years, it was found out
that there is an increasing value of non/frustration readers among our learners.
In the view of the importance of reading and the emergence of the reading
difficulties of the learners, the school conducted an assessment to determine the
factors affecting the learners’ reading skills and develop a reading program to
address their specific needs as well as monitor their progress. The program is being
referred to as the Project SCREAM (San Roque Community Reading Enhancement
Activities and Monitoring) which serves as a tool in bridging the gaps in overcoming
the obstacles in achieving success to literacy.

Program Description

Project SCREAM (San Roque Community Reading Enhancement Activities

and Monitoring) “Educate to Read Effectively to Intensify Literacy” is a school’s
reading program aims to promote, develop, and implement inclusive and effective
school extensive reading program. Project SCREAM of San Roque Elementary
school is anchored in the Division Reading Program Project PAGPABASA (Pag-
agak og Pabasa sa mga Batang Agusanon) an endeavor of the Division of
Agusan del Sur. This project includes Oral language, Phonemic awareness, Phonics,
Fluency Vocabulary, Comprehension and Positive adult-child relatonships activities
to bridge the critical foundation of reading in early years.

Project SCREAM highlights the sub-projects namely Project HECBaR (Help

Every Child Become a Reader) for Kinder to Grade 3 and Project RtS (Read to
Succeed) for Grades 4-6. Every sub-project has its own distinct set of activities
within the grasps of the learners according to age and individual pacing and
development.
The Sub-project HECBaR (Help Every Child Become a Reader) for
Kindergarten and Grades 1-3 focuses on the learning targets which enable learners
to recognize and enhance language acquisition in such areas such as phonological
and phonemic awareness, phonics, reading fluency, vocabulary, reading
comprehension, grammar, and text structure.
 Furthermore, this sub-project created by the school to improve learners’ reading
and writing skills, to acquire greater enjoyment of reading, develop a higher
possibility of reading habit, and opportunities to individualize instruction. In this sub-
project, the teachers will prepare and develop localized/contextualized reading
materials adopted from DAP ELLN reading materials, localized storybooks, and set
of activities that are relevant to learners’ interest and reading levels including
phonemic awareness and letter recognition. The assigned teachers in this sub-
project are the teachers from Kinder to Grade 3 who will make checklist and
formulate appropriate instruments and tools for assessment to determine and
evaluate every learner’s progress in reading and comprehension skill level. This sub-
project will be conducted through home visitation since we are experiencing this
pandemic.

The Sub-project RS (Read to Succeed) for Grades 4-6 pushes learners to

think, analyse, and learn in more sophisticated and structured ways than they did in
the lower grades. This sub-project aims to build reading skills in such areas such as
uses of specific examples from the text to explain characters’ motivations, main
events, central themes, or ideas about a text, the context of a text to determine the
meaning of a word, understand and can explain the differences between narrative
prose, drama, and poetry, identifies and refers to the different parts of poems and
plays such as verses, settings, and characters, makes connections between people,
events, or important ideas in a text, compares and contrasts the way different texts
address the same issue, theme, or topic, uses previous knowledge to read multi-
syllable words, and reads grade-level texts with accurate comprehension, pacing,
and expression.
Moreover, this sub-project also created by the school to sustain and improve
learners’ critical thinking skills, reading comprehension skill, vocabulary, and reading
fluency in the higher grades. In this project, the assigned teachers are the teachers
from Grades 4 to 6 who will also make checklist and formulate appropriate
instruments and tools for assessment to determine and evaluate every learner’s
progress in reading and comprehension skill level. This sub-project will also be
conducted through home visitation since we are experiencing this pandemic.
Guiding Principles and Theories
1. DO 173, s. 2019. Hamon: Bawat Bata Bumabasa (3Bs Initiative); Strengthening
Every Child A Reader Program (ECARP)
2. DO 45, s. 2002. (Reading Literacy Program in the Elementary Schools)- all
schools are enjoined to develop a School- Based Program that includes the conduct
of an inventory of the children’s reading ability, a diagnosis of those who need further
reading instruction and appropriate measures to improve reading comprehension.
3. The Cognitive View (top-down processing) - In this view, reading is not just
extracting meaning from a text but a process of connecting information in the text
with the knowledge the reader brings to the act of reading. In this sense, reading is a
dialogue between the reader and the text which involves an active cognitive process
in which the reader’s background knowledge plays a key role in the creation of
meaning (Tierney and Pearson, 1994).
4. Schema Theory- Comprehending a text is an interactive process between the
reader’s background knowledge and the text. This involves the three levels of
comprehension, the literal level, the inferential and the critical level. It is based on
the notion that past experiences lead to the creation of mental frameworks that help
a reader make sense of new experiences. It describes in detail how the 5
background knowledge of the learner interacts with the reading task and illustrates
how a student’s knowledge and previous experience with the world is crucial to
deciphering a text. The ability to use this schemata, or background knowledge, plays
a fundamental role in one’s trial to comprehend a text.
5. The metacognitive view- Meta-cognition involves thinking about what one is doing
while reading. Strategic readers do not only sample the text, make hypotheses,
confirm or reject them, and make new hypotheses while reading. They also involve
many activities along the process of reading, whose stages can be divided into three,
i.e. before reading, while reading, and after reading.
6. The Behaviorist Theory. (the traditional bottom-up view )- The traditional bottom-
up approach to reading means a habit formation brought about by the stimulus.).
Behaviorism became the basis of the audio-lingual method, which sought to form
second language “habits” through drilling, repetition, and error correction. The main
method associated with the bottom-up approach to reading is known asphonics,
which requires the learner to match letters with sounds in a defined sequence.
According to this view, reading is a linear process by which readers decode a text
word by word, linking the words into phrases and then sentences (Gray and 3
Rogers, cited in Kucer, 1987).
7. The Constructivism Theory- a theory in education that recognizes learners
construct new understandings and knowledge, integrating with what they already
know. This includes knowledge gained prior to entering school. As people
experience the world and reflect upon those experiences, they build their own
representations and incorporate new information into their pre-existing knowledge
(schemas).
8. Gardner’s Multiple Intelligences Theory- proposes the differentiation of human
intelligence into specific “modalities of intelligence”, rather than defining intelligence
as a single, general ability. It theorizes that people do not have just an intellectual
capacity, but have many kinds of intelligences, including musical, interpersonal,
spatial-visual, and linguistic intelligences.

Conceptual Framework
Below is the conceptual framework of how the program was made and
how will it eventually be implemented and sustained.

Crafting of reading manual

Convergence among key players
Gathering of reading text
Pre-
Implementation Profiling of learners/ evaluation of learners
MOU with the parents

Launching
Monitoring
Implementation Feedbacking

Assessment/ Review
Awarding
Post
Implementation

Figure 1: Flowchart in Implementing the Program

The school will follow this framework in implementing this project that
foresees lifelong independent readers and globally-competent individuals. The
methods used shall consider the objectives and essence of the reading program to
pursue different innovative approaches to enhance instruction, community
involvement, and culture-based learning experiences with significant results.
Subsequently, with the completion of these reading materials, learners will be aided
with their reading level and will be given the chance to improve their reading skills
despite the new normal form of education that we have right now.

II. PRESENTATION OF CONCEPT

General Objectives
With the implementation of Project SCREAM (San Roque Elementary School
Community Reading Enhancement Activities and Monitoring), San Roque
Elementary School shall:
1. produce independent and competent readers and learners that would fit to the
demands of time;
2. provide sustainable and appropriate learning materials that would suit to the
specific needs of the learners;
3. increase parents’ knowledge in reading, parent child interaction and
involvement;
4. keep track on the child’s reading status and development;
5. create and utilize contextualized and localized reading enhancement
materials and activities;
6. ensure the monitoring and evaluation of the learners’ progress and needs in
reading;
7. build a strong partnership between the school and the stakeholders;
8. manifest the competency in teaching reading among the teachers.

Specific Objectives per Key Stage

Key Stage 1:

Conduct at least once a week remedial reading drills and monitoring for
non/frustration readers

Key Stage 2:
Help proliferate the reading proficiency of the learners through conducting
reading interventions and utilizing appropriate instruments and tools for assessment.

Key Stage 3:
Advocate the reading literacy programs such as HECBaR and RtS

Key Stage 4:
 Develop learners’ critical thinking and reading skills and foster the love for
reading.

READING COMPETENCY (List of Least learned Competencies)

GRADE 1

3rd Quarter
 Recognize sentences (telling and asking) and non-sentences. (EN1G-IIIa-e-1)
 Listen to short stories/poems. (EN1LC-IIIa-j- 1.1)
 Use/Respond appropriately to polite expressions: greetings, leave takings,
expressing gratitude and apology, asking permission, offering help.
(EN1OL-IIIa-e-1.5)
th
4 Quarter
 Recognize common action words in stories listened to. (EN1G-IVa-e-3.4)
 Recognize describing words for people, objects, things and places (color,
shape, size, height, weight, length, distance, etc.). (EN1G-IVf-j-5)
 Give the meaning of words using clues (TPR, pictures, body movements,
etc.). (EN1V-IVf-j-12.1)
 Give one-to-two step directions. (EN1OL-IVi-j-1.17.1)

GRADE 2

1st Quarter
 Recognize common or proper nouns in simple sentences listened to.
(EN2G-Ih-2.4)
 Identify the English equivalent of words in the Mother Tongue or in Filipino.
(EN2VD-Id-e-1)
 Recognize common action words in retelling, conversation, etc.
(EN1G-IIa-e-3.4)
Identify and discuss the elements of a story (theme, setting, characters, and
events). (EN2LC-IIa-b-2.2)
nd
2 Quarter
 Recognize the common terms in English relating to part of book (e.g. cover,
title page, etc.) book orientation. (EN2BPK-Ib-c-4)
 Generate ideas through prewriting activities. (EN2LC-IId-e-2.5)
 Discuss the illustrations on the cover and predict what the story may be about.
(EN2BPK-IIIa-1)
  Identify title, author and book illustrator and tell what they do. (EN2BPK-IIIb-2)


Identify the basic sequence of events and make relevant predictions about
stories. (EN2RC-IIId-e-2.4)
rd
3 Quarter
 Use clues to answer questions, clarify understanding and justify predictions
before, during and after reading (titles, pictures, etc). (EN2LC-IIId-e-2.4)
 Recognize that some words may have the same (synonyms) or opposite
(antonyms) meaning. (EN2VIIIc-d-13.1-13.2)
 Identify important details in expository text listened. (EN2LC-IIIh-3.1)

 Talk about texts identifying major points and key themes (EN2OL-IIIa-b-3.3)


Participate in choral speaking and echo reading of short poems, rhymes and
stories with repeated patterns and refrains in English. (EN2OL-IIIc-d-1.2)
th
4 Quarter
 Use demonstrative pronouns (this/that, these/ those). (EN2G-IVc-d-4.2.3)
 Use the most frequently occurring preposition (e.g. on, over, under, to, from,
above, etc.).
(EN2G-IVg-i-7.3)
 Read phrases, short sentences and short stories consisting of words with
short e, a, i, o, and u then answer the Who, What and Where questions about
them. (EN2PWR-IVd-e-10.1-11.1)

GRADE 3

1st Quarter
 Describe one’s drawing about the stories/poems listened to using simple and
compound sentences. (EN3WC-Ia-j-4)
 Write a short paragraph providing another ending for a story listened to.
(EN3WC-Ia-j-8)
 Use plural from of frequently occurring irregular nouns (e.g. children, feet,
teeth). (EN3G-Ii-j-2.4)
nd
2 Quarter
 Use simple verbs (past, present, future) in sentences.
(EN3G-IIe-f-3.2.1.1-3.2.1.2)
 Read words, phrases, sentences and short stories consisting of words with
consonant digraph ch and sh and other words previously studied.
(EN3PWR-IIi-j-22.1)
 Spell one- to- two syllable words with initial and final consonant blends (e.g.
pl, tr) and consonant digraphs (ch and sh). (EN3S-IIa-b, EN3S-IIg-h-4.2)
  Identify several effects based on a given cause. (EN3RC-IIIa 2.7.1)
 Distinguish fact from opinion. (EN3RC-IIIa 2.13)

Recognize some words represented by common abbreviations (e.g. Mr. Ave.,
Oct.). (EN3V-IIIa-7)
rd
3 Quarter
 Homographs (e.g., read-read). (EN3V-IIIg-h-13.7)
 Hyponyms – type of (e.g. guava - type of fruit). (EN3V-IIIi-j-13.7)
 Identify the elements of an informational/factual text hear. (N3LC-IIIi-j-3.7)
 Ask and respond to questions about informational texts listened to
(environment, health, how-to’s, etc.). (EN1OL-IIIg-h-3.2)
 Write a simple story. (EN2WC-IVa-e-22)

4th Quarter
 Recognize adverbs of manner. (EN3G-IVi-j-6.1)
 Restate facts from informational texts (climate change, children’s rights, traffic
safety, etc.) listened to. (EN3LC-IVi-j-3.5)
 Recognize and read some irregularly spelled words (e.g. such as enough,
through, beautiful). (EN3PWR-IVj-22)

GRADE 4

1st Quarter
 Note significant details of various text types. (EN4LC-Ib-1.1)
 Identify different meanings of content specific words (denotation and
connotation). (EN4V-IIIf-38)
 Get the meaning of words through word association (analogy) and
classification. (EN4V-IIIh-39)
nd
2 Quarter
 Use context clues to find meaning of unfamiliar words: definition,
exemplification. (EN4V-Ia-31)
 Use correct time expressions to tell an action in the present. (EN4G-IIf-10)
 Use the past form of regular and irregular verbs. (EN4G-IIi-12)
3rd Quarter
 Use adverbs (adverbs of manner, place and time) in sentences.
(EN4G-IIIe-16)
 Distinguish between general and specific statements
 Identify the main idea, key sentences, and supporting details from text
listened to. (EN4LC-IIIg-1.1)
 Infer the speaker’s tone, mood and purpose
  Analyze a story in terms of its elements. (EN4WC-IId-20)
th
4 Quarter
 Write a short story (fiction/nonfiction) with its complete elements
(EN4WC-IId-20)
 Write a reaction about the story read. (EN4WC-IIf-22)
 Distinguish fact from opinion in a narrative. (EN4RC-IIi-36)
 Distinguish among types of Journalistic Writing (news report, opinion article,
feature article, and sports news article).
 Write a news report using the given facts. (EN4WC-IIi-25)

GRADE 5

1st Quarter
 Infer the meaning of unfamiliar words (compound) based on given context
clues (synonyms, antonyms, word parts) and other strategies.
(EN5V-Ib-12 and 13)

 Analyze figures of speech (simile, metaphor, personification, hyperbole) in a

given text. (EN5RC-Ih-2.3)
 Use compound and complex sentences to show cause and effect and
problem-solution relationship of ideas. (EN5G-IVa-1.8.1)
 Compose clear and coherent sentences using appropriate grammatical
structures: subject-verb agreement; kinds of adjectives; subordinate and
coordinate conjunctions; and adverbs of intensity and frequency.
(EN5G-IIa-3.9)
nd
2 Quarter
 Compose clear and coherent sentences using appropriate grammatical
structures: aspects of verbs, modals and conjunction. (EN5G-Ia-3.3)
 Identify main idea, key sentences and supporting details of a given paragraph.
(EN5RC-IIb-2.21)

Distinguish among various types of viewing materials. (EN5VC-Id-6)
rd
3 Quarter
 Distinguish text-types according to purpose and features: classification,
explanation, enumeration and time order. (EN5RC-IIc-3.2.1)
 Summarize various text types based on elements.
 Provide evidence to support opinion/fact. (EN5OL-IIf-3.5.1)
4TH Quarter
 Write paragraphs showing: cause and effect, comparison and contrast and
problem solution relationships. (EN5WC-IIb-2.2.5)
  Write a feature article.

GRADE 6

1st Quarter
 Identify real or make-believe, fact or non-fact images. (EN6VC-IIIa-6.2)
 Interpret the meaning suggested in visual media through a focus on visual
elements, for example, line, symbols, colour, gaze, framing and social
distance. (EN5VC-IIIf-3.8)
nd
2 Quarter
 Identify the purpose, key structural and language features of various types of
informational/factual text. (EN6RC-IIIa-3.2.8)
 Compare and contrast content of materials viewed to other sources of
information (print, online and broadcast). (EN7VC-IV-c-15)
rd
3 Quarter
 Present a coherent, comprehensive report on differing viewpoints on an issue.
(EN10LC-IIId-3.18)
 Evaluate narratives based on how the author developed the elements.
(EN6RC-Ig-2.24.1, EN6RC-Ig-2.24.2)

4th Quarter
 Compose clear and coherent sentences using appropriate grammatical
structures (verb tenses, conjunctions, adverbs). (EN6G-Ig-4.4.1)
 Compose a persuasive essay on self-selected topic. (EN6WC-IVb-2.2)

DURATION
 Start of the implementation of the program 2021- onwards

MANAGEMENT LEVEL OF THE PROGRAM

 This program is under the leadership of the School Reading

Coordinator and School Head and shall be steered by the support of;
School/ District/Division

TARGET RECIPIENTS
 1. Non-Readers/Readers under Frustration level/Readers under Instructional
level/Readers under Independent level in 4 Key Stages;
 Grades 1-3
 Grades 4-6
2. Employees
Stakeholders

BUDGETARY REQUIREMENTS:
To be charged to School MOOE:

QTYand UNIT
Item UNIT TOTAL COST
Description: COST
Bond Paper (8.5”X13”) 2 Box 1,100.00 2200.00
Pinter Ink 2 Set 1300 2600.00
Clear Folder 10 Pcs. 80.00 800.00
Crayons 10 Pcs. 20.00 200.00
Awards and Prizes Medals & Certificates 4,200.00
TOTAL COST: 10,000.00

III. METHODOLOGIES

1. PRE-IMPLEMENTATION

A. Gathering of Pre-Reading Assessment Results every year using Phil-IRI

a.1 Group Screening Test (GST)
a.2 Individual Reading Assessment/ Students’ Profiling

B. Gathering of latest quarterly MPS in English, Filipino and Mother Tongue

C. Convergence of key players

After the results of the pre-assessment, the reading coordinator shall inform
the school head to take action to those learners after finding out their strengths and
weaknesses. Through this, the reading coordinator shall also disseminate the
program through conducting meeting with teachers and BOD members either face to
face or online. Meetings will be supported with memoranda, attendance, minutes and
documentations as evidence of program diffusion.

D. List of Key players and their Terms of Reference

Key players are made to understand the importance of their role to the success of
the program as it would take everyone’s cooperation to arrive at the expected goals.
Each key player was given the following roles and functions:
1. School Head
- revise/ check/ improve the program
- inclusion of the program to the school’s budget
- convince subject teachers/stakeholders to support the program
- supervise the implementation of the program

2. Reading Coordinator
- plan, implement, assess and oversee the overall reading situation of the school
- formulate the reading program
- make appropriate innovative approaches to enhance reading and activities that
would extract learners’ comprehension skill
-facilitate the implementation of the program
-.will be the one to consolidate reading results and analyse them to bridge the
reading gaps existing in a particular school.

3. Subject Teachers/ Advisers

- suggest and help making reading materials which suit to their learning area
- assist the implementation of the program
- help sustain the program

4. Parents
- extend consent to the implementation process
- disseminate the program
- aid / support learners with the reading process
- provide feedback to the effectiveness of the program

5. Barangay Officials/ LGU

- provide technical support
- allows teachers to conduct a home visitation with a legal document
- validate the effectivity of the program

6. NGO’s
- provide technical and financial assistance
- validate the effectivity of the program
Assessment Tools per key stage

To determine the strength and weaknesses of the readers, the following assessment
tools will be used:

 Diagnostic Test
 EGRA
 Phil-IRI Packages particularly the Group Screening Test (GST), Pre and Post
 Oral Reading Test

E. Program Output
 decrease of frustration level and non-readers in the school
 enhance reading materials and assessment tools

F. Program Outcome
 Independent and Quality 21st Century readers
 Increase Quarterly MPS in all learning areas
G. Mode of Delivery
 Parents Orientation
 Learning Action Cell (LAC Session)
 Collaboration of teachers in making the reading materials and assessments
 Home visitation for monitoring and feedbacking
 Reading and Speech Festival
 Applying the teaching strategies in the Training on Literacy Instruction, ELLN
and PRIMALS

2. IMPLEMENTATION STAGE
 (Project HECBaR “Help Every Child Become a Reader”) (for kindergarten,
Grades 1-3)
 Orientation to parents with regard to the positive understanding in assisting a
child during literacy activities.
 Download Audio - Visual Materials that can strengthen oral language,
phonemic awareness and phonics.
 Develop localized/contextualized reading materials adopted from DAP ELLN
reading materials, localized storybooks, and set of activities that are relevant
to learners’ interest and reading levels.

Target Action Steps Expected Output Type/Source of Target Date

Milestone (Manageable and Support
Persuadable)
Action Step 1 Data on the
Gather reading and audio- availability of
Milestone 1
visual materials in Mother gathered reading
Finalize the
Tongue and audio-visuals
Implementation
materials in
of the Project
Mother Tongue Technical September
Action Step 2 Support 2021
Convene with the MTB-
MLE teachers to craft List of writers and
Organize a
reading materials and to lay-out artists
Project Team
finalize the implementation
of the project
Milestone 2 Action Step 1
Advocacy, Conduct Advocacy, Financial
Orientation and Orientation and Launching The Project has Support October
Launching of of the Project with School been launched Personnel 2021
the Project Head, Teachers, Parents, Support
and Barangay Officials
Milestone 3
Conduct Instructional
training/ Action Step 1 support
Well-Trained
workshop on Conduct LAC Session on Technical
Kinder and Grade
reading the Enhancement of Support Every
1-3 teachers
strategies and Pedagogical skills in the Personnel Wednesday
crafting of Mother Tongue and Support
instructional/ bridging process Financial
reading Support
materials
 Instructional
Project HECBaR support Every
Milestone 4 has been Technical morning
Action Step 1
Establish/Apply established Support after Flag
Monitor the applied
the Project /applied for Personnel Ceremony
Project HECBaR
HECBaR Kinder- Grade 3 Support 8:30- 9:30
Learners Financial am
Support
Milestone 5 Action Step 1  Intervention
Evaluate the Evaluate the has been
result of the outcome/product of the administered
given activities given activities and to those who
and assessment of Project didn’t meet the
assessment of HECBaR in every Grade expected
Project Level outcome
HECBaR
Action Step 2  School MTB-
Organize School MTB- MLE
Instructional
MLE Reading Festival Reading Festival
Support
has conducted
Technical
 Winners has
Support
been declared Quarterly
Personnel
Support
Action Step 3 The result of
Financial
Conduct School Reading conducted School
Support
Assessment Reading
Assessment has
been analysed
and measured.

Action Step 4 Project has

Monitor the sustainability sustained
and appropriateness of
the project

Project RtS (“Read to Succeed”) (for Grades 4-6)

 Pupils can meet at least once a week for 30 minutes.
 Choose books that can increase their engagement.
 Provides more reading materials appropriately taken against the level of
difficulty or the critical content of the learning competencies.
  Enhance and remediate Fluency, Vocabulary and Comprehension among the
Grade 4-6 learners.

Target Action Steps Expected Output Type/Sourc Target

Milestone (Manageable and e of Support Date
Persuadable)
Milestone 1 Action Step 1 Data on the Financial September
Gather reading and audio- availability of reading Support/ 2021
Design the visual materials for Grades and visual materials Technical
formulation of 4–6 for Grades 4-6 Support
Project

Organize the List of writers and lay- October

Project out artists 2021
Action Step 2
Convene with the teachers
to craft contextualized
reading materials such as
stories, poems and songs.
Milestone 2 Action Step 1
Crafted/Designed October-
Financial
Actual Crafting/Designing of reading projects for April
Support
formulation of reading materials the inclusion of 2022
Project RtS appropriate to Grades 4-6 Project RtS (Read to
Succeed)
Action Step 2
Editing of the reading Edited Project RtS Financial
materials/strategies/project Support April 2022
s included in the Project
RtS

Milestone 3 Action Step 1

Validation by Validation of the reading Compiled reading
triangulation materials and activities materials and
Financial October
reflected in Project RtS activities of Project
Support 2021
RtS

Milestone 4 Action Step 1

Convene with the Grades Grades 4-6 Reading Financial
Implementation 4-6 Reading Teachers for Teachers/Coordinator Support October-
of Project RtS the deliberation of reading May of
in the field materials and strategies
included in Project RtS
Report on the
Action Step 2 implementation of
Implementation/Utilization Project RtS Technical
of the project among Support
every year
Grades 4-6 learners within Reports/Feedbacks
the School of reading activities
from non-language
Action Step 3 teachers
All teachers must be
reading teachers

3. Post Implementation Stage

In order to evaluate whether the project objectives met, how effectively the
project was run, lessons for the future and the actions required to maximize the
benefits from the project outputs, the following activities should be done:
1. Conduct Individual Performance assesment for Kindergarten;
2. Conduct Individual Reading assesment for Grade 1 to 6;
3. Conduct of PHIL-IRI (English and Filipino) Post Test;
4. Consolidation of School Reading Inventory and Assessment Results submitted
to the district;
4. Update School Reading Profile;
5. Create an Accomplishment Report on Reading Activities conducted;
7. Submission of Reports;
8. Presentation on the progress of the implementation of the program;

IV. Culminating Activity/ Giving of Awards

 Search for the Outstanding Pupil Reader every grade level
 Search for the Outstanding Reading Teacher
 Search for Outstanding Parent Teacher
 Search for Outstanding Stakeholder
 V. Program Implementation Review

PROGRAM IMPLEMENTATION REVIEW OF THE PROJECT

SCREAM
Process/
Program/ Initiative Done
Key Issues/ Monitoring Findings/
Project/ to Mitigate the
Challenges Mechanism Accomplishment Recommendati
Issues/
Encountered Implemented ons
challenges
Encountered
Project Determining Downloaded the Conducted the We are able to Should always
SCREAM the reading Assessment reading assessment gather the data be given
levels of the Tools and based from the needed to attention to keep
pupils. conduct the scheduled dates identify the track on the
needed written in the matrix reading levels of learners’ abilities
assessment. of activities. our learners. and needs.
Availability of Developed our Compiled the We used the It should be kept
localized own reading localized reading localized reading updated and
reading materials that materials developed. materials that we flexible.
materials for would suit to the developed.
intervention reading levels of
our learners.
Dissemination Conducted a Conducted a The pupils and Update records
of information forum/ meeting to quarterly meeting to stakeholders are on the results or
of the school the parents give updates on the well informed of outcomes of the
reading In this time of development of the the goals and project.
program pandemic, we project. roles in the
have our own reading project.
“bandillo” in every
purok.
Providing Conducted a Teachers have Teachers were Continuous
assistance to home visitation or provided necessary able to provide monitoring and
those pupils one-on-one reports during home necessary evaluation of the
belong to the attention and visitations and one- interventions to learners should
non/frustratio guidance on-one interventions. the struggling always be given
n readers especially to readers. emphasis.
those struggling
learners or reader
Parent-child Conducted a Teachers conducted Parents were Parent should
partnership/ meeting/ forum a surprise home able to give keep updated on
involvement lecturing the visits during free remedial reading the development
parents in their time. to their children of their children
role to the providing the in reading.
reading and necessary
learning of their reading
children. materials while
Demonstrated at home.
some ways on
how to teach
reading in their
children while at
home.
Professional Conducted LAC Teachers were given Teachers were Should be
development Session on the opportunity to imparted with administered
of the Literacy become facilitators to necessary once in a while
teachers in Instruction in monitor their knowledge and for teachers to
teaching English and knowledge in skills that can be be able develop
reading Filipino. teaching reading. used when their knowledge
teaching in teaching
reading. reading.
 Action Plan on Project SCREAM for Struggling Readers
S.Y. 2021-2022

Stages of the Goals/ Activities/ Persons Resources Time Expected Output

Institutionalization
Objectives Strategies Involved Needed Frame

Stage 1:
Pre-
implementation
1. To provide an Selection and Principal, Diagnostic Test Diagnostic Test
SELECTION examination which Classification All advisers Questionnaires Septemb Results
(Crafting of the includes of pupils’ per grade and Key er 2021
School Reading diagnostic test, reading levels Answers
level
Program and Oral Test and who will
Selection of the Reading undergo on
Remedial Reading Comprehension the Remedial
Recipients) Test Reading
Interventions.
Announcements
Principal, All Letter, Attendance,
Information and Meeting
advisers per Septemb Minutes and
dissemination Letter to
grade level, er 2021 Pictures during the
ORIENTATION and Parents, Contact
2. To give pupils, dissemination and
(Orientation on the orientation of Numbers
orientation on the parents and orientation
implementation of parents and stakeholder
the Project nature and
pupils through s
SCREAM) contents of the
letters and
remedial reading
meetings.
program to pupils
and parents for Charts, reading
familiarity and Reading materials Teacher-made
awareness and to Coordinator contextualized/
stimulate pupils s, All October localized learning
love for reading. advisers per 2021 materials for
PREPARATION grade level remediation
(Development of Creation of
Reading Materials 3. To develop reading
per subject) contextualized and materials per
localized reading subject at
enhancement and least two (2)
activities. reading
materials from
each subject
area)

Stage 2:
Implementation
Proper
1. To assess the
reading levels of
CONDUCT
the pupils
(Actual October School
Implementation of through pre-test Assessment All advisers 2021 Consolidated
Pre-Test
the Remedial of pupils’ per grade Reading Profile
Questionnaire
Reading Project) reading level level and (Pre-test)
Photocopies of
by giving pupils.
Story
pre-test
*Oral reading
2. To increase of the story
the reading *Answering of Teacher-made
proficiency of comprehensio reading materials
pupils by October
n questions
conducting All 2021
reading Implementati Advisers
interventions. on of the per grade
school level and Audio-visual
reading sub- pupils materials,
projects: school
*Project supplies
HECBar
(Help Every
Child A
Reader)
*Project RtS All year Narrative report on
3. To increase (Read to round the home school
parents’ Succeed)
Pupils, reading practices
knowledge in
relatives
reading, parent-
and
child interaction
stakeholde Short stories,
and involvement
rs story books
and promote a
and teacher-
sense of Novemb
made reading
personal er 2021
materials.
responsibility for Narrative Report
one’s own on the School
progress. Reading Festival
Practicing
reading even
MONITORING at home with Principal,
teachers, At least
(Monitor the 4. To conduct an the guidance once a
sustainability and of the pupils, School
activity that week Progress report of
appropriateness of parents and parents Programme,
would develop the learners.
the project) the and Reading
the reading skills
stakeholders. stakeholde Pieces to be
of the learners.
rs. used for the
different
5. To ensure the Teacher, presentations
learners’ pupils, and
progress and parents
Conducting a
needs in
School
reading. Home
Reading
visitation forms
Festival
and monitoring
slip and
remedial
Conducting reading drills.
home
visitations
 and one-on-
one interview
with the
pupils and
parents.
Stage 3:
Post
Implementation
FINAL 1. To evaluate Evaluation of Reading Post Test: Oral January- Updated School
EVALUATION the improvement students’ Coordinato and Written Februar Reading Profile
(Diagnosis) of the students’ reading level rs, All Reading Test y 2022 and
reading advisers Accomplishment
proficiency per grade Report
level and
pupils