Republic of the Philippines

Department of Education
REGION VIII – EASTERN VISAYAS
SCHOOLS DIVISION OF SOUTHERN LEYTE
SAP-ANG ELEMENTARY SCHOOL
SILAGO, SOUTHERN LEYTE

Existing Proposed

Region : VIII

Schools Division : Southern Leyte

School : Sap-ang Elementary School

Name of Program : “Read Right, Lead Right”

Scope & Objectives :

A. Provide intervention to learners who for one reason or

another, have fallen behind the rest of the class in some
subjects.

B. Lessen the number of learners who belong to frustration

level.

C. Increase the number of independent readers.

D. Enhance the existing intervention reading activities to

achieve a progressive reading performance.

E. Increase the reading comprehension skill among learners.

F. Succor in developing the learners critical thinking skills.

G. Monitor and analyze data from the different standard

reading assessments.

Timeline : October 3, 2022 – April 3, 2022

Page 1 of 2
Address: Brgy. Sap-ang, Silago, Southern Leyte, 6607
Cell phone No: 09606629845
Email: [email protected]
 Department of Education, Schools Division of Southern Leyte

Brief Description:

The project “Read Right, Lead Right” is a school-based approach to strengthen

student’s reading skills. It is the school’s intervention project to address the learning gaps that
has taken place during the two-year modular class. It is also a product of the collaborative
efforts of the teachers and school head of Sap-ang Elementary School in reducing learners
who are belong to frustration level as revealed in the recent Phil-IRI, EGRA and CRLA pre-
tests results.

The “Read Right, Lead Right” reading intervention project was enhanced and crafted
to align with the Division’s Literacy Diet comprising the Big Six Elements of Reading
namely; oral language, phonological awareness, phonics, vocabulary, fluency and
comprehension. This ensures that the learners will not only learn how to read but also learn
how to comprehend what they read.

The struggling readers who belonged to frustration level are the main concern of this
intervention project, they will be assessed through the Phil-IRI, EGRA, and CRLA – the
standard assessments for reading. Capacity building of the persons involved in this program
such as Reorientation on the Phil-IRI package, Orientation on the Division’s Literacy Diet
and Region’s VIII Project Bulig and the Crafting of Classroom Reading Intervention Project
(SRIP) will also be provided to attain a better outcome and effective implementation of this
project. The teachers will conduct the intervention activities on their RRE time, 4:00-5:00 pm
from Monday to Friday. The learning resources to be used are big books, reading booklets
and teacher-made reading materials. The school seeks to have a strong partnership program
with Local Government Unit (LGU), Sangguniang Kabataan (SK) and Barangay Local
Government Unit (BLGU). Their contribution in this project would be in a form of
volunteering as reading facilitators and donors of in-kind to sustain the needs of this project.

Phil-IRI, EGRA and CRLA post-test results will serve as the evaluation and monitoring of
this project to be conducted on the mid of November and by the end of March. Awards and
recognition shall be given to teachers and school head as the main benefactor of this project,
likewise to the external partners who gave their support and contribution throughout the
course implementation of this project.

Page 3 of 2
Address: Brgy. Sap-ang, Silago, Southern Leyte, 6607
Cell phone No: 09606629845
Email: [email protected]
 Department of Education, Schools Division of Southern Leyte

Rationale of the Program:

Reading is the most vital part in the teaching-learning process. It is the heart of
learning and the key to an effective relinquish of knowledge to the learners. Thus, the school
paved the way in giving importance and to include reading as part of the daily routine
activities of the learners inside the classroom.

The “Read Right, Lead Right” is the school’s initiated program to address the gaps
among struggling readers across the different grade levels and also to lessen the number of
learners who are belonged to the frustration level. It is also designed to eradicate the learner’s
low performance in reading including the skills of critical thinking, comprehension and
vocabulary.

Pre-pandemic this program has been taken into action, each teacher have designed their own
strategy and classroom-based reading program on how to improve reading ability among
learners taking into considerations that they are handling two grades with learners having
different reading proficiency level. These are the implemented programs across the different
classes:

 Kinder Reader (Kindergarten)

This is a Kindergarten reading program that focuses on teaching learners the
foundational skills they need to become successful readers. Through explicit and
systematic phonics instruction, the children learn the letters of the alphabet, one sound
for each letter and how to blend letter sound to read words. This will be done by
conducting drills on the letters sounds and by doing independent activities.
 “A Learner, A Good Reader” (Grades 1&2)
This is a reading intervention program for Grades 1&2 classes wherein the
teacher anchored the learners to raise the reading level of learners from slow readers
to fast readers and from frustration level to independent level. Peer tutoring strategy
will be applied in this program. The teacher utilizes various printed materials to slow
readers and learners who are in frustration level and also provides materials to be used
during home reading activity. This will be done through one-on-one session by the
teacher and the identified struggling readers during reading time.

Page 3 of 2
Address: Brgy. Sap-ang, Silago, Southern Leyte, 6607
Cell phone No: 09606629845
Email: [email protected]
 Department of Education, Schools Division of Southern Leyte

 I-ReHUB Intensify Reading Habit to Update Brightness (Grades 3&4)

This is a classroom initiated reading program or intervention to augment
reading level of proficiency, showing and providing them the bright side of reading.
This project focuses on comprehension and vocabulary aspect wherein the students
will learn how to form new words and give their meanings and eventually can
construct their own sentences using the newly learned words and share it with their
classmates. The reading materials to be provided will be categorize according to the
proficiency level of the students.
 3Ms in 1 Guided Reading (Grade 5&6)
This is an innovation to help Grades 5&6 students with mild to severe reading
problems to make a leap from effortful word identification to effortless and proficient
comprehension. 3M means mastery in spelling, mastery in vocabulary with its
meaning and mastery in correct usage. For students who are in frustration level, the
teacher will conduct storytelling and repeated readings. For those who belong in
instructional level, teacher will initiate a game called word formation using scrambled
letters and let them give its meaning and use it in a sentence.

Post-pandemic, after a two-year modular class the results gathered from the different
reading assessments made a great impact to the learners reading performance where it shows
its depleting and very alarming numbers, in the recent Phil-IRI (English) out of 39 learners
assessed 19 of which falls into frustration level that makes it 49% of the total percentage
number, in Phil-IRI (Filipino) out of 47 learners assessed 20 of them are in the frustration
level leaving a 43% of the total percentage number, in the CRLA reading assessment out of
57 learners assessed from Grades 1 to 3 33 of which needs a full refresher that makes it 58%
of the total percentage number and the last reading assessment which is the EGRA conducted
to Kindergarten to Grade 3 learners out of 36 learners assessed 22 of them are in the
frustration level that leaves a 61% of the total percentage number. With these results the
school made a major revision of its School Reading Program (SRIP) to help the struggling
readers uplift their reading proficiency level and to fill in the learning gaps that has taken
from the two-year modular class. The revisions that was made were aligned to the Division’s
Literacy Diet wherein each reading activities applies the Big Six Elements of Reading to
ensure a learners progressive reading performance throughout the school year, and also to

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Address: Brgy. Sap-ang, Silago, Southern Leyte, 6607
Cell phone No: 09606629845
Email: [email protected]
 Department of Education, Schools Division of Southern Leyte

attain the goal of having a 0% frustration or if not a much lesser percentage compared to the
recent assessment results at the end of the school year.

The significance of “Read Right, Lead Right”- the school’s newly revised reading
project is that it helps the learners become good readers, it makes the teaching-learning
process a much more productive, efficient and effective with good and positive impact to
learning and also the schools fruitful innovation in battling illiteracy among its learners.

Legal and/or Empirical Bases:

Persons Involved:
Mrs. Milagros S. Felizarta - School Head
Ms. Norren Mae S. Cruzada - School Reading Coordinator
Grades 3&4 Teacher
Ms. Edilyn R. Sumalinog - Kindergarten Teacher
Mrs. Edna S. Nuñez - Grades 1&2 Teacher
Mrs. Eva A. Masing - Grades 5&6 Teacher

Expected Output:
 At the end of school year, increased the independent readers from 20% to 80% of all
the reading assessments.
 Decrease the number of learners under the frustration level from 52% to 0-10%.
 Each teacher will craft their own Class Reading Innovation Project (CRIP)

Logistical Specifics/ Sources of Funds:

MOOE, PTA, Parents, Teacher, and Donations

Page 3 of 2
Address: Brgy. Sap-ang, Silago, Southern Leyte, 6607
Cell phone No: 09606629845
Email: [email protected]
 Department of Education, Schools Division of Southern Leyte

Page 3 of 2
Address: Brgy. Sap-ang, Silago, Southern Leyte, 6607
Cell phone No: 09606629845
Email: [email protected]