This is only a draft of our school innovation during the our District Innovation Showdown.

1. The P.A.N.I.A.G.A.N
READING INITIATIVE
(Promoting Advancement in New Ideas
and Achieving Growth through Active
Networks in Reading)

2. OVERVIEW
In relation to active reading networks Anderson (1978) argues that prior knowledge is extremely
important in influencing how we interpret what we read and what we learn from reading. To read well, we
must access the knowledge we already have about the topic, or make it available appropriately so that
comprehension can occur (Anderson and Pichert, 1978; Bransford, 1983). Learning to read is particularly
difficult since there are many factors that one should consider such as: phonemic awareness, phonics,
spelling pattern, vocabulary, comprehension, etc. These factors can make reading very frustrating for every
learner. We recognize that our school is faced with a variety of challenges when it comes to teaching
reading. Thus, to address the reading problems and to give assistance to the learners with reading
difficulties, the school devised a reading initiative which aims to help our learners actively read, analyze, and
comprehend what they read.
To help the learners with reading problems is an ongoing process through various reading materials,
instructional devices, reading strategies and techniques. We can help them improve their reading proficiency.
This assessment led to the presentation of the school reading innovation initiative

3. 14
0 0 0
3
5
4
2
0
2
4
6
8
10
12
14
16
FULL
REFRESHER
MODERATE
REFRESHER
LIGHT
REFRESHER
GRADE READY/
MEETS
EXPECTATION
GRADE III- ASTER CRLA (English Result)
SY 2022-2023
BoSY EoSY
The data below shows the Result of Grade III- CRLA of S.Y. 2022-2023.
 The result shows that on the Grade III
level, 14 learners (100%) belongs to
Full Refresher in the BoSY.
 While in the EoSY result shows that 3
(21.42%) learners belong the Full
Refresher; 5 (35.71%) learners
belong to the Moderate Refresher; 4
(28.57%) belong to the Light
Refresher; and 2 (14.28%) learners
belong to the Grade Ready.
 This shows a significant difference
from the result of BoSY.
CRLA POST TEST RESULT S.Y. 2022-2023

4. PHIL-IRI PRE-TEST AND POST TEST RESULTS FOR S.Y. 2022-2023
37
21
3
19
26
16
0
10
20
30
40
Frustration Instructional Independent
GRADE IV TO VI
ENGLISH READING LEVEL
PRE-TEST POST TEST
• Based on the graph, the result shows the Reading Level of English
Pre-Test and Post Test of SY 2022-2023. In Frustration Level there is a
decrease of 18 (32.14%) learners from Pre-Test to Post Test. An
increase of 5 (10.64%) learners in the Instructional Level and 13
(6.84%) learners in Independent Level.
• Results improve because of the close monitoring in conducting the
reading intervention initiative.
• The school together with the internal and external stakeholders
continue to help in the intervention program.

5. Reading can be considered as one of the most important skills that every learner should
gain. It is a basic skill that one should master so that it would be easy for every learner to
handle the competencies of all the subjects. It also develops one’s creativity and imagination.
“The world is a book, and those who do not travel read only one page” as stated by St.
Augustine. It is our main goal to help our learners develop and improve their reading skills. The
school needs to improve their comprehension skills for them to fully understand all the
competencies being discussed throughout the school year.
The school continues these reading initiatives that it started in the previous school years, The
PANIAGAN Reading Initiative (Promoting Advancement in New Ideas and Achieving Growth
through Active Networks in Reading), the different interventions that we implemented in
Grades III to VI were still used and the school was able to gradually eradicate illiteracy in the
learners’ reading skills.
DESCRIPTION

6. INNOVATION STATEMENT
This strategic initiative underscores our commitment to providing students with cutting-edge
resources and methodologies, ensuring a transformative and enriching reading experience
for every learner in our esteemed institution.
- To reduce the number of learners who are in the moderate and light
refresher level for Grade III learners.
- To eradicate the number of learners who are considered as frustration
readers in Grades IV-VI.
- To improve actively the level of comprehension of the learners.
- To develop the learners’ love of reading.
- To bridge the gaps in the reading instruction program in school.
- To value and actively apply the reading initiative in the real world.

7. A. Conceptualization Activities
1. Conduct the CRLA and PHIL-IRI Tool to Grades III to VI learners.
2. Identify learners who are in moderate and light refresher level in Grade III.
3. Identify learners who are in Frustration Level for Grades IV-VI.
4. Plan strategies to address the needs of learners.
5. Apply the suggested interventions to the learners.
6. Evaluation and validation of the initiative using the standardized-based tools
(CRLA and PHIL-IRI).
7. Finalize the project proposal for approval by the authority.
IMPLEMENTATION PROCEDURE

8. B. Process Flow/Framework

9. C. Project Management
Head Teacher
 Focuses on instructional leadership, including driving strong literacy practice
and strong literacy outcomes.
 Builds the capacity of their school community to collectively strive for teaching
and learning excellence.
 Establishes a sharp and explicit objective and align professional learning to
deliver high quality teaching and learning.
 Provides technical assistance.

10. Teachers
 Prepare and produce learning activities and performances anchored on the Most Essential
Learning Competencies (MELCs) and Project e-RENE
 Monitor and assess the reading initiative
 Make adjustment for better execution and delivery of the reading initiative to its clientele
Parents
 Give aid in facilitating and sustaining literacy skills development of the learners through
various learning interventions at home
 Engage and support the implementation of the school’s learning program
Stakeholders
 Participate actively in making the school conducive to teaching and learning
 Promote mission-oriented changes in the school programs
 Provide or extend help through donations or manpower

11. D. Timeline
IMPLEMENTATION PHASE TIMETABLE
Pre-Implementation
Teachers’ orientation of the program through Brigada Pagbasa
Submit list of struggling learners based on the PHIL-IRI Pre-test and
RLA Results
Stakeholders’ Orientation
Mentoring with selected parents and guardians of struggling learners
Conduct of sessions such as LAC-Sessions & others
Orientation of parents about the reading initiative.
AUGUST 2022
Implementation
Launch the reading innovation: The P.A.N.I.A.G.A.N READING
INITIATIVE (Promoting Advancement in New Ideas and Achieving
Growth through Active Networks in Reading)
Start of Implementation
LAC-Sessions
SEPTEMBER 2022 –
FEBRUARY 2023

12. IMPLEMENTATION PHASE TIMETABLE
The school’s coordinator conducts separate reading sessions for
struggling and frustration readers
Conduct of the Monthly Reading Activities
Conduct of the nationwide reading programs and interventions in the
month of November.
Volunteer parent-tutors are in-charge
Suggested Activities/Interventions:
Full Refresher (K Stage 1)
Word ID
Dolch Basic Sight Words
Nursery Rhymes
SEPTEMBER
2022 –
FEBRUARY 2023

13. IMPLEMENTATION PHASE TIMETABLE
Frustrated Reader (K Stage 2)
1. Break: Chunk, segment, divide
2. Visual aids: Diagrams, charts, images
3. Use plain language: Simple, clear, concise
4. Provide examples: Real-life, concrete, illustrative
5. Encourage active reading: Engage, summarize, connect
6. Provide feedback: Support, clarify, question
7. Encourage breaks: Step away, refresh, renew
Moderate Refresher (K Stage 1)
Word Wall
Provisions of Reading Corner inside the Classroom
Teacher-Parent-Child Approach
SEPTEMBER
2022 –
FEBRUARY 2023

14. IMPLEMENTATION PHASE TIMETABLE
Instructional Reader (K Stage 2)
1. Scaffolding: Supporting, guiding, building
2. Modeling: Demonstrating, showing, exemplifying
3. Prompting: Cueing, guiding, encouraging
4. Feedback: Assessing, evaluating, guiding
5. Practice: Repeating, drilling, applying
6. Collaboration: Working together, sharing, cooperating
7. Independent reading: Autonomous, self-directed, solo
8. Monitoring: Observing, checking, assessing
9. Differentiated instruction: Adapting, customizing, accommodating
10. Reflection: Thinking about, analyzing, evaluating
Light Refresher
Little Teachers (Peer Assisted Learning Strategies)
Reading Buddies
SEPTEMBER
2022 –
FEBRUARY 2023

15. IMPLEMENTATION PHASE TIMETABLE
Grade Ready (K Stage 1)
Free Reading
SQ3R
Read-athon
Independent Reader (K Stage 2)
1. Choice: Autonomy, freedom, selection
2. Self-monitoring: Reflection, evaluation, assessment
3. Self-regulation: Control, management, discipline.
4. Metacognition: Awareness, understanding, analysis
5. Strategies: Techniques, methods, approaches
6. Fluency: Smoothness, flow, ease
7. Comprehension: Understanding, interpretation, analysis
8. Vocabulary: Word knowledge, comprehension, recognition
9. Reading rate: Speed, pace, tempo
10. Reading enjoyment: Pleasure, satisfaction, engagement
SEPTEMBER
2022 –
FEBRUARY 2023

16. IMPLEMENTATION PHASE TIMETABLE
Post-Implementation
Conduct Post-Test of CRLA & Phil-Iri.
Data gathering/ Treatment of Data
Monitor learners’ reading portfolio.
LAC-Sessions
Feedback-giving and recommendations
MARCH 2023 –
JUNE 2023

17. E. Resource Utilization
Resources
Generated
Quantity Source Beneficiary
Storybooks 50
Donation
(USAID, and
LGU)
Learners
Flashcards 50
Donation
(LGU)
Learners
Instructional
toys
20
Donation
(LGU)
Learners
Bondpaper 24 reams MOOE
Teachers and
Learners
Ink 4 sets MOOE
Teachers and
Learners

18. F. Risks and Issues Management
In the implementation of the The P.A.N.I.A.G.A.N READING INITIATIVE (Promoting
Advancement in New Ideas and Achieving Growth through Active Networks in Reading), table 2 shows
the possible risk mitigation that were identified by innovators to act in case of potential risk.
Risks Mitigation
Learners’ absences in time of the
activities.
Teachers communicate the parents or visit the
learners who are always absent.
Absence of parents’ involvement in the
process during the intervention
activities
Conducts Parent-Teacher seminars on how to
aide the learners in developing their reading
skills
Costly hauling of supplementary
reading materials and others from the
city to the school.
Ask the help of parents who voluntarily carry the
supplementary materials to the school.

19. G. Progress Monitoring
Monitoring and Evaluation will be done all year round to
assess if progress is made in achieving expected results, to
check bottlenecks in implementation and to highlight whether
there are any unintended effects (positive or negative) from
the initiative and its intervention. Teacher-advisers track the
learners’ activity and performance through a standardized
tool. Through the monitoring of the School Head and School
Coordinators the school can verify the effectiveness of the
initiative, and the school can make adjustments based on the
results.

20. INNOVATION OUTPUT/OUTCOMES
Outputs/Outcomes Beneficiary/ies
Learners equipped with fundamental literacy skills.  14 (100%) Grade III Learners
 61 (100%) Grade IV-VI Learners
The number of learners who are in moderate and
light refresher level in Grade III.
The Number of Frustration Level and Instructional
Level in the Grades IV-VI Learners
 5 (35.71%) Moderate Refresher Level
 4 (28.57%) Light Refresher Level
 A decrease of 18 (32.14%) learners from
37 (66.07%) learners in the Frustration
Level
 An increase of 5 (10.64%) learners from
21 (44.66%) learners in the Instructional
Level
Improved level of comprehension of the Grades IV to
VI learners.
 Results improve from (4.9%) to (22.23%)
with an increase of (17.33%) because of
the close monitoring in conducting the
reading intervention initiative in the
previous school year.

21. SUSTAINABILITY PLAN
Activity Name Objectives Intervention strategies
Person
responsible
Target
responde
nt
Desired outcome
Providing of
Technical
Assistance to
Teachers
 Provide technical
assistanceto
teachersregularly.
 TheSchool Head will
conductaone-on-one
coaching with teachers.
School Head Teachers
 Theteachersareequipped
with skills necessaryfor
teaching reading.
Giving of
Awards
 Giveawards to
learners,teachers,
parents&
stakeholderswho
showed an
exemplary
performanceall
throughoutthe
implementation.
Conduct a Recognition
Ceremony every quarter.
Suggested Awards:
Best Reading Teacher
Most Improved Reader (per
Grade Level)
Best Reading Parent
Teacher
Best Reading Partner
School Head,
Teachers
Learners,
Parents,
Teachers
The learners are inspired to
continue learning how to
read and comprehend.
Parents are encouraged to
continue supporting
their children and the
teachers in implementing the
program.
The teachers are
encouraged to become more
innovative in implementing
the program.

22. SUSTAINABILITY PLAN
Activity
Name
Objectives
Intervention
strategies
Person
responsibl
e
Target
respon
dent
Desired outcome
Monitoring
of the
Reading
Initiative
 Assess the
learners who
are on the
average and
lower levels
of the
initiative.
 Integration of the
National Reading
Program
 Enhancement of
the Interventions
School
Head,
Teachers
Teacher
s and
Learner
s
 Increase the level
of reading skills as
well as reading
comprehension of
learners
 To craft locally-
enhanced
interventions and
locally-based
reading tools.

23. References:
Anderson, R. C. (1978). Schema-directed processes in language comprehension. In Cognitive psychology and
instruction (pp. 67-82). Boston, MA: Springer US.
Boettcher, C., Hammer, J., & Sonnenburg, S. (2015). Subtracting Stereotypes through Studying Abroad: The
World Is a Book, and Those Who Do Not Travel Read Only One Page (St. Augustine). In Teaching at Work (pp.
105-121). Brill.
Kühnel, J., Zacher, H., De Bloom, J., & Bledow, R. (2017). Take a break! Benefits of sleep and short breaks for
daily work engagement. European Journal of Work and Organizational Psychology, 26(4), 481-491.
Ogle, D. M. (1986). K-W-L: A Teaching Model That Develops Active Reading of Expository Text. The Reading
Teacher, 39(6), 564–570. http://www.jstor.org/stable/20199156
Semmelroth, C. (1965). Reading as information processing. College and Adult Reading, Yearbook (384). North
Central Reading Association, l965, 85-95.

24. PRE-IMPLEMENTATION
 Teachers’ orientation of the
program through Brigada
Pagbasa
 Mentoring with
selected parents and
guardians of
struggling learners

25. IMPLEMENTATION
Conduct of LAC-Sessions

26. IMPLEMENTATION
Suggested Activities/Interventions:

27. IMPLEMENTATION
Suggested Activities/Interventions:

28. IMPLEMENTATION
Suggested Activities/Interventions:

29. POST IMPLEMENTATION
 Feedback-giving and recommendations
 Reward System

30. Latest CRLA Grade 3 (Comprehensive Rapid
Literacy Assessment) Result:
14
0 0 0
3
5
4
2
0
2
4
6
8
10
12
14
16
FULL REFRESHER MODERATE REFRESHER LIGHT REFRESHER GRADE READY/ MEETS
EXPECTATION
GRADE III- ASTER CRLA (English Result)
SY 2022-2023
BoSY EoSY

31. Latest PHIL-IRI Result

32. Latest LLS (Least-Learned Skills):

33. Latest LLS (Least-Learned Skills):

34. Latest MPS (Mean Percentage Score):

35. THANK YOU SO MUCH!

36. THANK YOU SO MUCH!

37. THANK YOU SO MUCH!