1. Narrative Report Writing: Handy Guidelines for Your Success
Narrative report writing is frequently required when you are involved in a long-term project and
the other party needs information on the state of events within a certain period. Below you can
find a working scheme that will help you with narrative report writing at ease!
Narrative Report Writing: Objectives
Your narrative report aims at explaining the following:
the amount of work complete;
the work currently in progress;
the amount of work still to be done;
the possibly arisen problems;
the general assessment of the project progress.
Narrative Report Writing: Functions
Your narrative report completes the following tasks:
reassures the informants of the successful course of project and of its timely completion;
providing an overview of the project findings;
enabling the informants to evaluate the progress and to introduce changes if necessary.
Narrative Report Writing: Organizational Patterns
You may choose to organize your narrative report according to the following criteria:
time periods: work accomplished, in progress, and planned;
individual tasks of the project;
you may either discuss all the tasks in each of the time periods, or focus on individual tasks and
review each of them in contexts of all the time periods.

2. Narrative Report Writing: Structure
In any case, the report is structured according to the traditional introduction–body–conclusion
scheme:
the introduction contains the history of the project and the purpose and scope of work;
the body provides a detailed description of the project progress;
the conclusion formulates the overall assessment of the project up to date.
Narrative report writing is an important task that should be taken with all responsibility. Using
our guidelines on narrative report writing will help you enjoy efficient reporting!
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Narrative Report in Reading
I. INTRODUCTION
For all knows, Reading is a tool a person gets information from written letters and
words. A person can read using sight or sight or touch, such as when a vision - impaired reads
Braille- method.
Reading is actually a complex, multi- part process.
Reading in classroom takes many forms, but it is often used as way of introducing
grammar or vocabulary items.
At the most basic level reading is the recognition of words from simple recognition of the
individual letters and how these letters form a particular word to what each word means not just
on an individual, but as part of a text.
We can say that reading is one of the very important element of education.
Understanding what we are reading is a key and is certainly the main point of teaching reading in
a class.
According to the authors of English Expressway Book; "Reading is fundamental to
function in todays society, it is a vital skill in finding a good job and is important because it
develop one's mind.
It is a magical thinking to believe Janet Emig (1983) Viewpoint of teaching that , " The
pupils learned because we teach" and one of the important skills that needs to be developed in
children is Reading. It can open up new worlds and enrich live.
In most cases , there will be no special regulations involved on earth it is generic, practical
or theoretical. Perhaps, reading is important because words - spoken and written are the building
blocks of life. You are now the result of words that you learned as read.
II. IMPLEMENTATION / ACTIVITIES / OBSERVATION
May 2011 enrollment , every Grade I - Teacher in every school conducted the school
Reading Assessment (SRA) for Grade I entrants. The objective of this program is to determine
the reading readiness level of the child.

3. Part of this activity, we teachers, can easily identify pupils, in there particular domain
which they can failed to exhibit / perform.
Pablo M. Piatos Sr. Elementary School teachers conducted from grade two to six the class
reading Pre-test for both Silent and Oral reading for English and Filipino subject last August 1 to
5, 2011.
September 26 to 30, 2011 after the eight - week curriculum ended last week of August,
immediately the grade one teachers have the Pre- test in Reading for Oral and Silent in English
and Filipino subject to their pupils.
The pupils from Grade I-VI conducted reading last November 25, 2011, which was Araw
ng Pagbasa. Some teachers used the DEAR Program ( Drop Everything And Read) and Story
telling / Reading.
Last December 2011, and January 14, 2012, (Mrs.) Jocelyn Ontuca District Guidance
conducted Reading Test to all grade one pupils in Pablo M. Piatos Sr. ES. Based on the
consolidated Report result for all reading rest being conducted most of the grade one pupils
failed to perform read, some of the grade II to VI were not able to read with comprehension,
mostly of the pupils falls on frustration level and independent level of readers from grade one to
six.
PARTICIPATION
Pupils:
Last September 29-30, 2011 was the district Read- A- Thon held at Daniel M. Perez
Central ES, Bunawan District Level. Luckily, among the ten schools in Bunawan District , P.M.
Piatos Sr. ES participants got the 3rd in rank for quiz bee based on the story reading materials
given. It was trained and coach by Mrs. Remedios Orit, grade IV teachers, the participants are all
grade four pupils.
Teachers:
To be an effective English or Filipino Teachers and a reading Teacher as well. The
following seminars were attended by the PMPSES teachers:
1. Emergent and Beginning Reading Training - Workshop for Grade 1, 2 and Preschool
teachers held at Daniel M. Perez CES Bunawan District last May 26 and 27, 2011.
2. District Workshop on Emergent Reading and Reading recovery held at DMPCES,
Bunawan District, Davao City last October 8 and 15,2011.
3. MID- YEAR PERFORMANCE REVIEW AND EVALUATION held last October 2628, 2011 at Felipe Calderon ES, Bunawan District, Davao City, Division. The said seminar were
facilitator by the different speakers from different schools in with the Bunawan District
Administrator, emphasized learning competencies for effective teaching. The specific skills
constituting this competencies shall developed in communication situations using many and
varied materials to the point of mastery and of course the main purpose of those seminars are for
pupils development in reading.
III. SUMMARY, CONCLUSION AND RECOMMENDATION
Summary:
This narrative report tells our experiences during school, district activities / seminars
for Reading Program. The knowledge, learning or insights, the experiences and learning we got
is truly remarkable.

4. From these gestures, we the Reading Team / Teachers experience how to handle and
adjust different personalities, characters, the comprehension level of our pupils, we could say
that in dealing children we should be fair enough and have more patient for the slow learners.
Through this experiences we have develop interest, loyalty and preserverance to teach our pupil
to read to eradicate non readers in class.
Conclusion:
From all the experiences derived through teaching reading, we can conclude that these
experiences played a great help to the reading teachers both personal and social development in
teaching.
To have fair treatment with pupils, one can develop a whole some personality and strength the
good relationship being established with them. By using visual aid or audio visual and also using
the reading center with the Reading Instructional devices, the presentation of the lessons the
pupils attention can be easily caught and deliver the lesson every well.
Teach with a smile, develop good rapport to children, don't let them feel resistant to
approach us teacher. Encourage them to feel free to participate reading activities.
Recommendation:
Based on the preceding observations the following actions are recommended:
A. Administrators / Head Teacher / School - In- Charge must:
1. Support the reading - Teachers' need in terms of facilities, reading materials and sent
teachers for seminars in developing communication skills both English and Filipino.
2. Encourage parents to be a part of Reading Program by conducting also a seminar for
parents with in the school level.
3. Recognized the efforts of Reading - Teachers. Give encouragements and motivation for
them be more inspired and confident on the efforts she/he has made.
B. The Reading Teachers' must:
1. Update themselves with the modern techniques, methods and strategies in teaching
reading with comprehension:
2. Give ample chance and encourage pupils to articulate their ideas in class ( ex. story
retelling, debate or smart - talking).
3. Exert Effort to assist the slow learners:
4. Have a peer- tutoring sessions.
5. Develop the pupils, ability to answer why and how questions or HOTS.
6. Most of all have the heart of being a mother to pupils to guide them to read well and
develop reading skills.
IV. DOCUMENTATIONS