The document proposes Project 4S4R to address basic reading skills among Grade 7-10 learners in Leyte National High School-Salog Annex due to suspended face-to-face classes during COVID-19. The project will implement reading interventions through games to zero out non-readers and frustration readers over 12 months. It details implementation procedures including identifying learners, developing materials, conducting interventions and assessments. Monitoring and evaluation includes quarterly Phil-IRI testing to track outcomes of enhanced reading comprehension and instilling a love of reading. Risks and mitigation plans are also outlined.

1. Project 4S4R
Show It, Read It;
Spin It, Read It;
Step It, Read It;
Solve It, Read It!

2. A. Project Context
• Reading is the process of looking at written symbols and letters and
understanding the meaning of them. According to Leipzig (2022)
reading is a multifaceted process involving word recognition,
comprehension, fluency, and motivation. To make meaning from
print, one needs to identify the words in print, construct an
understanding from them, and coordinate identifying words and
making meaning so that reading is automatic and accurate. Likewise,
Blakeley (2022) put forward that reading is a cognitive process that
involves decoding of symbols to arrive a meaning. Reading is the
process of looking at a series of written symbols and getting meaning
from them (English Club, 2022). It involves recognizing words, leading
to the development of comprehension, and negotiating the meaning
between the text and its reader.

3. A. Project Context
• More so, reading is very necessary for those who prefer to
communicate effectively. Acheaw (2014) claimed that
reading is an essential tool for transfer of knowledge. It is an
intellectual action which is possible only if a man forms a
habit of reading and practices these from childhood. Reading
habits, therefore, play a very crucial role in enabling a person
to achieve practical efficiency. He added that once a child
has been taught to read and has developed a love for books,
he can explore for himself the wealth of human experiences
and knowledge through reading.

4. A. Project Context
• In contrast, those children who miss the opportunity of
getting in touch with books in their early stages of life, find it
hard to acquire good reading habits in their later years.The
ability to read proficiently is significantly related to how
much a person can achieve in his or her personal and
professional life (Block & Israel, 2005).Without the ability to
read well, opportunities for personal fulfilment and job
success inevitably will be lost.Thus, Project 4S4R is deemed
necessary to enhance the reading and comprehension ability
of the non-readers and frustration level readers in Leyte
National High School-Salog Annex.

5. B. Innovative Proposal
I.Title
(A brief title that characterizes the project)
Project 4S4R
(Show It, Read It; Spin It, Read It; Step It,
Read It; Solve It, Read It!)
II. Location
(School/Unit/Section where the project is
to be implemented)
Leyte National High School-Salog Annex,
Salog, Leyte, Leyte
III. Duration
(The total duration of project in
months/years.)
August 2022 – July 2023
(12 months/1 year)
IV. Problems/Issues to be Addressed
(Give a brief description of the situation
highlighting the problems and needs that
the project would address. Append data
that supports the problem stated.)
Basic reading skills due to suspension
of face-to-face classes during the
COVID-19 pandemic.

6. B. Innovative Proposal
V. Rationale
(The project rationale should
include the project benefits,
how the project will address
the problems mentioned in
section IV and meet the
objectives stated in section
VI.)
The problem on non-readers
and frustration readers needs to
be addressed because the inability
to read could affect the
performance of the learners in
other learning areas and could
even become one of the reasons
of dropping out. Thus, the Project
4S4R intends to decrease or zero
out non-readers and frustration
readers among Grade 7-10
learners in Leyte National High
School-Salog Annex through the
integration of reading games.

7. B. Innovative Proposal
VI. Specific Objectives
(State the objectives of the project that
supports the targets in the DEDP/SIP .)
1. Zero out non-readers and frustration
readers among Grade 7-10 learners.
2. Enhance the reading and
comprehension ability of the learners in
Leyte National High School-Salog
Annex.
3. Provide reading activities in the form
of reading games to the identified non-
readers and frustration readers.
4. Develop learners’ appreciation on the
importance of reading and the ability to
read.

8. C. Implementation Procedures
C. 1 Planning Phase
Target
Milestone
Actions/Activity Responsible
Persons
Support
Needed from:
Timeline
Securing
an
Approved
Proposal
Crafting of
the innovation
proposal
Proponents School Head,
Department
Head,
Research and
Innovation
Coordinator
September
12-16, 2022

9. C. Implementation Procedures
C. 1 Planning Phase
Target
Milestone
Actions/Activity Responsible
Persons
Support
Needed from:
Timeline
Securing
approval from
the school
head
Proponents September
21, 2022

10. C. Implementation Procedures
C. 1 Planning Phase
Target
Milestone
Actions/Activity Responsible
Persons
Support
Needed from:
Timeline
Submission of
the proposal
to the district
head
School
Head,
Dept.
Head,
Proponents
September
22, 2022

11. C. Implementation Procedures
C. 1 Planning Phase
Target
Milestone
Actions/Activity Responsible
Persons
Support
Needed from:
Timeline
Revision of
the proposal
based on the
corrections of
the district
head
Proponents September
28-29,
2022

12. C. Implementation Procedures
C. 1 Planning Phase
Target
Milestone
Actions/Activity Responsible
Persons
Support
Needed from:
Timeline
Re-
submission of
the innovation
proposal to
the district
head
Proponents October 4,
2022

13. C. Implementation Procedures
C. 1 Planning Phase
Target
Milestone
Actions/Activity Responsible
Persons
Support
Needed from:
Timeline
Informing the
learners and
parents about
the project
School
Head,
Dept.
Head,
Proponents
,Class
Advisers
Parents/
Guardian
October 7,
2022

14. C. 2 Implementation Phase
Target
Milestone
Actions/Activity Responsible
Persons
Support
Needed
from:
Timeline
Impleme
ntation
of the
Project
4S4R
Identifying
non-readers
and frustration
readers
Proponent/s
English
Teachers,
Phil-IRI
Coordinator
October
10, 2022

15. C. 2 Implementation Phase
Target
Milestone
Actions/Activity Responsible
Persons
Support
Needed
from:
Timeline
Impleme
ntation
of the
Project
4S4R
Conducting a
meeting with
the parents of
the identified
non- readers
and frustration
readers
Proponent/s
English
Teachers,
Phil-IRI
Coordinator
Parents/
Guardian
October
12, 2022

16. C. 2 Implementation Phase
Target
Milestone
Actions/Activity Responsible
Persons
Support
Needed
from:
Timeline
Impleme
ntation
of the
Project
4S4R
Preparation
and Validation
of the
Intervention
Materials
English
Teachers,
Master
Teacher/s in
English,
Language
Experts
School
Head,
Master
Teachers
October
17-21,
2022

17. C. 2 Implementation Phase
Target
Milestone
Actions/Activity Responsible
Persons
Support
Needed
from:
Timeline
Impleme
ntation
of the
Project
4S4R
Conducting
reading
interventions
to non-readers
and frustration
readers
Proponent/s
English
Teachers,
Phil-IRI
Coordinator
School
Head
October
2022-May
2023

18. C. 2 Implementation Phase
Target
Milestone
Actions/Activity Responsible
Persons
Support
Needed
from:
Timeline
Impleme
ntation
of the
Project
4S4R
Conducting
quarterly Phil-
IRI
assessment
Proponent/s
English
Teachers,
Phil-IRI
Coordinator
School
Head
Quarters
1-4

19. C. 3 Post-Implementation Phase
Target
Milestone
Actions/
Activity
Responsible
Persons
Support
Needed
from:
Timeline
Conduct
Culminating
Activity
Secure
permit from
the school
head
Proponent/s February
2023

20. C. 3 Post-Implementation Phase
Target
Milestone
Actions/
Activity
Responsible
Persons
Support
Needed
from:
Timeline
Conduct
Culminating
Activity
Conduct
evaluation
of the
project
Proponents
M&E Team
School
Head,
Department
Heads
February-
May 2023

21. C. 3 Post-Implementation Phase
Target
Milestone
Actions/
Activity
Responsible
Persons
Support
Needed
from:
Timeline
Conduct
Culminating
Activity
Prepare
program,
certificates,
and
invitation
Proponent/s Last Week
of May
2023

22. C. 3 Post-Implementation Phase
Target
Milestone
Actions/
Activity
Responsible
Persons
Support
Needed
from:
Timeline
Conduct
Culminating
Activity
Conduct
Culmination
Program
Proponent/s
English
Teachers
Phil-IRI
Coordinator
School
Head,
Department
Heads
Last Week
of May
2023

23. C. 3 Post-Implementation Phase
Target
Milestone
Actions/
Activity
Responsible
Persons
Support
Needed
from:
Timeline
Conduct
Culminating
Activity
Awarding of
Certificates
to the
participants,
parents, and
other
stakeholders
Proponent/s
English
Teachers
Phil-IRI
Coordinator
School
Head
School
Head,
Department
Heads
Last
Week of
May 2023

24. D. Monitoring & Evaluation
Level of
M&E
Indicators Methods
andTools
Data
Sources
Schedule
of M&E
Person/s
Responsible
Support
Needed
User of
M&E Data
Impact Instill a love
for reading
and develop
reading habit
among
learners
Survey/
Interview
Survey
Results
Quarterly Proponents,
English
Teachers,
Phil-IRI
Coordinator
School
Project
Team

25. D. Monitoring & Evaluation
Level of
M&E
Indicators Methods
andTools
Data
Sources
Schedule
of M&E
Person/s
Responsible
Support
Needed
User of
M&E Data
Outcome Enhanced
reading and
comprehen-
sion ability
of the
learners
Phil-IRI
Test,
Phil-IRI
reading
materials
Phil-IRI
Result
Quarterly Proponents,
English
Teachers,
Phil-IRI
Coordinator
School
Project
Team

26. D. Monitoring & Evaluation
Level of
M&E
Indicators Methods
andTools
Data
Sources
Schedule
of M&E
Person/s
Responsible
Support
Needed
User of
M&E Data
Output Zero non-
readers
Zero
frustration
level readers
Phil-IRI
Test,
Phil-IRI
reading
materials
Phil-IRI
Result
Quarterly Proponents,
English
Teachers,
Phil-IRI
Coordinator
Money/
Mate-
rials
School
Project
Team
SMEA
Coordina-
tor

27. D. Monitoring & Evaluation
Level of
M&E
Indicators Methods
andTools
Data
Sources
Schedule
of M&E
Person/s
Responsible
Support
Needed
User of
M&E Data
Input Project
4S4R
(Reading
Interventions
)
Teacher-
made
reading
materials
&
integra-
tion of
games in
reading
Phil-IRI
Result
Quarterly Proponents,
English
Teachers,
Phil-IRI
Coordinator
Money/
Mate-
rials
School
Project
Team
SMEA
Coordina-
tor

28. E. Required Resources
Milestone Resources Needed Budget Approvals Needed
Securing an
Approved
Innovation
Proposal
Bond Paper,
Printer Ink
₱ 1,000.00 School Head
District Head
Implementation
of the Project
4S4R
Printer, Ink, Bond
Paper, Manila Paper,
Marker, other
supplies
₱ 17,000.00 School Head
Conduct
Culminating
Activity
Certificates, Program,
Invitation
₱ 2,000.00 School Head

29. F. Risk Management Plan
Potential
Problems
S
Low,
Mode-
rate, or
High.
Likely
Causes
P
Proba-
bility
(Low,
Modera
te, or
High)
Preven-
tive
Action
Who
will
ensure
that this
is done?
When
(When
will this
action
step be
done?)
Cost Contin-
gent
Action
Who When Cost
1. Lack of
support
from stake-
holders
Mode-
rate
Lack of
motiva-
tion and
follow-
up
Mode-
rate
Proper
informa
tion-
dissemi
nation
through
meeting
s/confer
ences/
memo-
randa
Propo-
nents,
OIC,
School
Head
Year-
Round
₱
2,000.0
0
Provision
of awards
and
incentives
Propo-
nents,
OIC,
School
Head
Year-
Round
₱
2,000.
00

30. F. Risk Management Plan
Potential
Problems
S
Low,
Mode-
rate, or
High.
Likely
Causes
P
Proba-
bility
(Low,
Modera
te, or
High)
Preven-
tive
Action
Who
will
ensure
that this
is done?
When
(When
will this
action
step be
done?)
Cost Contin-
gent
Action
Who When Cost
2. Lack of
Commit-
ment of
the School
Project
Team
High Lack of
aware-
ness of
their
roles/
Func-
tions
Conflict
of sche-
dule
Mode-
rate
Proper
orienta-
tion
about
roles/fu
nctions
Regular
mee-
tings/
Confe-
rences
School
Head,
OIC,
School
Planning
Team
Year-
Round
₱3,000.
00
Provision
of awards
and
incen-
tives
Issuance
of school
memo-
randum
School
Head,
OIC,
School
Plan-
ning
Team
Year-
Roun
d
₱
3,000
.00

31. F. Risk Management Plan
Potential
Problems
S
Low,
Mode-
rate, or
High.
Likely
Causes
P
Proba-
bility
(Low,
Modera
te, or
High)
Preven-
tive
Action
Who
will
ensure
that this
is done?
When
(When
will this
action
step be
done?)
Cost Contin-
gent
Action
Who When Cost
3. Lack
of
regular
moni-
toring
High Reluc-
tance
and
laxity
of the
M and
E Team
Moder
ate
Strict
imple
men-
tation
of the
M & E
sche-
dules
as plan
ned
School
Head,
OIC,
School
Pla
-ning
Team
Year-
Round
₱
1,000.
00
Regular
follow-up
Issuance
of school
memo-
randum
School
Head,
OIC,
School
Plan
ning
Team
Year-
Roun
d
₱
1,00
0.00

32. F. Risk Management Plan
Potential
Problems
S
Low,
Mode-
rate, or
High.
Likely
Causes
P
Proba-
bility
(Low,
Modera
te, or
High)
Preven-
tive
Action
Who
will
ensure
that this
is done?
When
(When
will this
action
step be
done?)
Cost Contin-
gent
Action
Who When Cost
4.School’s
Overla-
pping
Activities
High Impro
per
plan
ning
and
sche-
duling
High Imple
ment
activiti
es as
sche-
duled
by the
school
and
higher
offices
School
Head,
OIC,
School
Plan-
ning
Team
Year-
Round
₱1,000
.00
Issuance
and
implement
ation of
the
school’s
Calendar
of
Activities
Issuance of
school
memorand
um
School
Head,
OIC,
School
Plan
ning
Team
Year-
Roun
d
₱
1,00
0.00

33. F. Risk Management Plan
Potential
Problems
S
Low,
Mode-
rate, or
High.
Likely
Causes
P
Proba-
bility
(Low,
Moderate
, or High)
Preventive
Action
Who
will ensure
that this is
done?
When
(When
will this
action
step be
done?)
Cost Contingent
Action
Who When Cost
Occurrence
of natural
disasters
Mode-
rate
Natu-
ral
calami-
ties
Mode-
rate
Keep updated
with weather
disturbances
for safety and
precautionary
measures
SDRRMO,
BDRRMO,
MDRRMO,
NDRRMO
Year-
Round
Keep
updated
with
weather
disturbances
for safety
and
precautio-
nary
measures
SDRRMO,
BDRRMO,
MDRRMO
,
NDRRMO
Year-
Round