2. Team NAGA
Esterlina M. Rufo
Teamleader/Process
Observer
Ida A. Campugan
Scribe
Lindy M. Pujante
Documentation
Mario M. Bercero
Communication
Nenita S. Canomon
School Head
Genda P. De
Gracia
CI Coordinator
CI ORGANIZATIONAL STRUCTURE
3. Project Rationale
Reading is the key to
learning. As perceived by most
teachers in the higher grades,
learning is impaired due to reading
deficiencies. Hence there is a need
to address this problem.
Basa: Giya Sa Kaugmaon is
an intervention program in Reading
of Naga Central Elementary School
under the Continuous Improvement
Program.
Team NAGA
6. Focused Problem
Eight out of forty-three students of
Grade - Two Section White are non-
readers based on the result of the
Oral Verification Test last June 2014.
Team NAGA
7. Team NAGA
VOICE OF THE LEARNERS
MAM RUFO 1 MAM RUFO 2
MAM IDA 1 MAM IDA 2
SIR BERCERO MAM LINDY
ALL INTRO 2ALL INTRO
8. Enough Time for Reading
1. Ganahan ko nga kadaghan
magbasa sa room.
2. Ganahan ko magbasa-
basa sa dili pa magsugod
ang klase sa hapon.
3. Ganahan ko nga paapilon
ko sa akong mga kauban
nga magbasa.
AFFINITY
Team NAGA
Interview with the learners
9. Proper Method of Teaching
1. Ganahan ko nga naa koy
kadungan nga mobasa kay
mahadlok ko nga masayop.
2. Mas ganahan ko mobasa kung
dagko ug letra,colored ang
litrato o pictures sa libro.
3. Ganahan ko nga mugamit ug
flashcards ang among mam
kun magklase sa basa.
AFFINITY
Team NAGA
10. Conducive Environment
for Learning Reading
1. Ganahan ko nga adunay mga
libro sa among room nga lahi
sa mga libro nga among
gigamit sa klase sama sa
gipakita sa mga mam ug sir
nga nag-interview.
2. Ganahan ko nga adunay TV o
computer sa among room nga
gamiton sa among maestra
kung magklase.
3. Ganahan ko musulod sa E-
Classroom ug sa library para
makat-on ug basa
AFFINITY
Team NAGA
11. Team NAGA
Prepare Instructional Plan
Prepare Teaching Materials in Reading
Drill on Phonics
Review on Previous Lesson in Reading
Teacher Motivates the Learners
Teach reading words, phrases and
simple sentences
Pupils read the words, phrases and sentences
Give reading exam
Can the
pupils read
the words
taught?
Current Process of Teaching Remedial Reading
12. Man
8 out of 43
pupils are non-
readers
Teacher has to prepare detailed IP’s
that require so much time
The pupils are bored
Students
Some pupils are
hungry
Absenteeism
The pupils are talking
Pupils are easily
distracted
No retention
Pupils can’t understand
the lesson
Parents
Less parental involvement in the child’s learning
Parents rarely take time to guide their children
in letting them read
Parents are busy with daily household chores
and economic sustenance
Teachers
Procedure
Not congruent with the
objective
Assessment
Open ended questions
Review
Too many activities
Teaching
Activities are hurriedly
done
Lesson is too broad
Inconsistent
method
Motivation is not
properly presented
Important details
are not emphasized
Giving of
instructions is
vague
Equipment
Too many charts are posted
Blackboard
Projector
Computer
Television
Not available in the
classroom
Not available in
the classroom
Materials
ChartsWords spacing is
too close and prints
are too small
Flashcards
Big books
Pictures
Not of standard size
Not colorful/appealing
Some are not clear
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Teacher’s unpreparedness to teach
Teacher is tired during classes/
not feeling well
Teacher has too many subjects load
PROBLEMANALYSIS
FISHBONE DIAGRAM
13. Team NAGA
Improve the reading level of 8 pupils
in Grade II Section White from
being non-readers to fluent readers
by March 2015.
Objective Statement
15. Team NAGA
USE CREATIVE
AND VARIED
INSTRUCTIONAL
MATERIALS
TREE DIAGRAM
Acquire Big and
Colorful Books
Build alliance with interested
organizations/Acquire from Donors
Production of colorful
and interesting materials
Use Large Print
and Colorful
Visual Aides
Make Own Colorful and Interesting
Visual Aides/ Flashcards
Use the computer and
internet as a
Tool in Teaching Reading
Maximize Use
of E-Classroom
and Library
Make a Schedule to Bring
Children to the E-Classroom
and E-Library
Make Children Read
Letters/Syllables/Sentences/
Stories using Multimedia
Make use of PowerPoint Presentation,
Animated Graphics for Word
Association/Spelling/Word Games
Revisit the Use of Phonics in
Teaching Reading and Correct
Methodologies in Teaching Reading
Read Related
Books/Articles
Train
Teachers
Conduct In-Service
Trainings
Encourage Teachers to Research/Read
Related Book/Articles to Continually
Learn New Ways to Teach Creatively
17. Team NAGA
HIGHLIGHTS OF THE IMPLEMENTATION
Intensive one-on-one reading remediation with the identified non-readers by the Master Teachers.
18. Future Process of Teaching Remedial Reading
Team NAGA
Give reading exam
Monitoring and Evaluationo
Can the
pupils read
the words
taught?
Reteach using a
different technique
yes
Prepare Interesting Teaching Materials
in Reading
Prepare Instructional Plan
Review on Previous Lesson in Reading
Drill on Phonics
Teacher Motivates the Learners
Teach reading words, phrases and simple
sentences
Pupils read the words, phrases and
sentences
20. LESSONS LEARNED
* The pupils’ desire to read is
awakened by interesting
materials.
* Prompt diagnosis leads to
early intervention.
* Persistence and perseverance in
teaching beginning reading is
the key towards improving
the reading level.
*
Team NAGA
21. * Intensify teachers’ training
in beginning reading.
* Production and acquisition of
better reading kits
* Create more CI Teams
* Identify other CI projects
WHERE DO WE GO FROM HERE
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22. DOCUMENTATION
The journey
The adventure
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Video Interviews can be watched here:
https://www.youtube.com/watch?v=OQrA3Gz8nr8Parent’s Interview
https://www.youtube.com/watch?v=ch0oPfgoigsLearner’s Interview
https://www.youtube.com/watch?v=si5hl57MKw4D’Team
23. “To learn to read is to
light a fire; every
syllable that is spelled
out is a spark." — Victor Hugo, Les
Miserables
Team NAGA
The graph shows that Grade Two pupils has the most number of non-readers in three consecutive years.
We interviewed all the pupils in the class so as to get a clear picture of everyone’s perception, though for purposes of the study readers were excluded.
These are the valid root causes. The encircled valid causes are the root causes that we can control.
This diagram shows the solution to the focused problem.