Project FIRST, fish it and read it out a strategic teaching aid for key stage 1 learners
1.
2. NAME OF INNOVATOR/S: LADY DIANE E. SANGCO
GEMLY B. ANDRES
TITLE OF INNOVATION:
PROJECT FIRST
(FISH IT AND READ IT OUT: A STRATEGIC TEACHING AID FOR KEY
STAGE 1 LEARNERS)
“WHERE READING IS FUN AND EXCITING”
CLASSIFICATION: READING
CATEGORY: PRIMARY
SCHOOL/OFFICE: PRES. OSMEŇA ELEMENTARY SCHOOL, DISTRICT V,
CLUSTER B,
SCHOOLS DIVISION OFFICE OF KABANKALAN CITY
PROJECT TIME-FRAME: NOVEMBER TO JUNE 2024
DATE OF IMPLEMENTATION: SCHOOL YEAR 2023-2024
3. OVERVIEW
The COVID pandemic has touched many learners with heightened stress and disruptions
and remote learning hurdles but experts say it may have the greatest impact on the youngest
learners, those in the formative years of learning to read. Reading intervention provides learners
with the opportunity to increase reading, writing, test taking, and study skills at their instructional
levels. Each class is designed to meet the individual needs of learners within a small group setting.
The pace of instruction is modified to allow for the different rates of learners. Moreover, literacy
and numeracy are among the important skills that pres. Osmeňa elementary school always placed
with high emphasis. The data gathered through crla and rma will provide a very clear
manifestation to bridge the gap in each learners in reading and numeracy skills. Furthermore, the
innovators always stand with the perspective that “there will be no pupils who will left behind in
reading and numeracy”.
4. Project FIRST or fish it and read it out: a strategic teaching aid for key stage 1
learners primarily aims to address the needs of the learners which considers parents’ crucial role
in their children's learning development. As supported by the study of garcia and thornton (2014)
the involvement of family in learning helps improve students’ performance, reduce absenteeism
and restore parents' confidence in their children's education. Also, the study of llamas and tuazon
(2016) stressed that parents become comfortable when the education system requires their
involvement in school activities.
The aforementioned conditions and factors convey the realization of the main target of this
innovation which is aligned to the department’s vision as a child-centered public institution
nurturing every single filipino learner with parents and community engagement to equitable and
quality education.
5. INNOVATION DESCRIPTION
Project FIRST aims to get learners excited about reading and build
confidence among themselves. When enjoyment and skills go together, reading
impact takes off. This project will utilize improvised aquarium and letters,
syllables and words printed on paper fish with paperclips and magnets for
fishing simulation. With the supervision and facilitation of the teachers, the
students together with their parents will fish then read aloud. This will begin
from letters to sound, followed by combination of letters to form syllables, and
then words. Words to phrases, phrases to sentences, sentences to paragraph
and paragraph to stories.
6. This approach also strengthens parents’ involvement on
literacy and numeracy development of their children. Involving
parents in this innovation will surely help learners especially those
late bloomers and slow leaner to navigate continuous learning in
literacy and numeracy skills from school to home. This practical
approach in education also ensures the continuity of assessment
and monitoring through the utilization of feedback from the
parents in providing supplementary support materials on literacy
and numeracy development. Furthermore, this innovation used
quantitative approach of data gathering in exploring the
importance of parents’ involvement on pupils learning progress.
7. Thus, the term literacy as used in this paper only refers to the pupils’
ability to decode text, it also includes phonological awareness and the
relationship between letters and sounds in english and filipino. Moreover, the
term numeracy is limited only to the pupils’ ability in applying simple numerical
concepts which includes comprehending fundamental arithmetical operations
like addition, and subtraction. Also, this innovation seeks to know the
effectiveness of strong parents’ involvement on pupils learning progress and
gather responses based from parents and pupils’ perspectives.
8. INNOVATION STATEMENT
Project FIRST aimed to determine the effectiveness of the aquarium teaching
material in literacy and numeracy skills and the impact of parents’ involvement in
nurturing and developing the literacy and numeracy skills of grade 1 pupils of pres.
Osmeňa elementary school, S.Y 2023-2024. Furthermore, it sought to answer the
following objectives:
1. Identify learners with developmental needs in literacy and numeracy skills;
2. Utilize aquarium as strategic teaching aid in the development of literacy and
numeracy skills
3. Determine the effectiveness of parents’ involvement on learners in literacy and
numeracy development.
9. INNOVATION PROCEDURE
A. PROCESS FLOW/FRAMEWORK
Conduct of
CRLA and RMA
to learners
Orientation and
modeling to
parents
Distribution of
supplementary
materials
Post
Assestment to
learners
10. The innovation will be within grades one (1) identified learners with
developmental needs in literacy and numeracy based from “CRLA” and “RMA”
assessment results. Orientation and modelling will be conducted to parents as to how
the innovation works. Subsequently, supplementary materials such as printed paper fish
and paper clips will be distributed to the parents with the progress monitoring tool to
gather feedback in pupils’ literacy and numeracy progress.
Based from the analyze data, the teacher adviser will design a learning matrix
with learning support materials to cater the gap, model and orient the parents as to
how the aquarium aid works and model how it is done. Upon seeing the progress in
pupils’ numeracy and literacy skills, the teacher adviser will conduct a post-assessment
to determine whether the innovation with emphasis on the aquarium as a teaching aid
and on the parents’ involvement in literacy and numeracy development effectively
works.
11. B. PROJECT MANAGEMENT
The innovation will manage through a thorough planning
and understanding of the CRLA and RMA results of key stage 1
learners by the teacher adviser and will be supported by the
school head of pres. Osmeňa elementary school.
12. C. TIMELINE
During the pre-implementation, there is a literacy and numeracy and
assessment which is the CRLA and the RMA, the reading intervention and the
framework that includes the pre reading, level 1, level 2, and level 3. However,
during the implementation there is already a reading and numeracy materials
and a lesson matrix for the key stage 1 learners depending on their results.
Lastly, post implementation includes the quarterly reading assessment, pupil’s
attendance and class record.
13. D. RESOURCE UTILIZATION
In planning this motivation project, ideas are being
gathered, break down and discuss by the grade 1 teachers of
Pres. Osmeňa Elementary School. The necessary reading
materials, reading assessment and lesson matrix will be critically
developed and carefully plan after the CRLA and RMA results.
14. E. PROGRESS MONITORING
This innovation will be implemented on the second quarter
of the second year to give the grade 1 teacher adviser the ample
time to know and carefully assess the literacy and numeracy level
of each key stage 1 learners. The grade 1 teacher adviser will
have reading session during their remedial time which is indicated
in the class program. The teacher adviser will also group learners
according to their level of ability in literacy and numeracy. Post
assessment will be conducted quarterly.
16. SUSTAINABILITY PLAN
It is the responsibility of the educators to ensure the
success rate of this innovation regardless of the various strengths
and weakness each individual key stage 1 learners brings to the
school every day. Now more than ever, Pres. Osmeňa Elementary
School is committing the time, effort, money and resources to
this innovation programs and instruction in order to catch
learners that are high risk in being a full refresher readers and
non-numerates in the initial years of the school.
17. In this age of 21st century, where media and technology can
reach every part of the world, educators as an innovators are
especially stanch in their effort to explore and implement the most
effective and efficient avenues to accelerate the literacy and
numeracy of the learners that are falling behind their peers. As a
grade 1 Teacher of Pres. Osmeňa Elementary School, we firmly
believe that this effort will be effective and a success in providing the
quality education in terms of literacy and numeracy development of
the child. Our goal is to close or lessen the achievement gap of low
achieving readers and non-struggling readers.
18. . In sustaining the implementation of project FIRST, there must be a
constant monitoring by the teachers, parents and the school head Feed
backing also must be the part of the implementation to analyze the ideas,
perspective and actions to have the best possible solution to perform better
and improve what and where to focus more. Improvement in some reading
materials should be consider and observe to provide a meaningful, enjoyable
and exciting teacher-learner/parent-child/peers interactions and have an
effective learning. For those who struggle to read, there is still a risk that the
main purpose of this innovation become lost. The desired outcome is that
key stage 1 learner not only can read happily, but want to read more
excitedly. Thus, project FIRST is where reading is FUN and EXCITING.
