Action Plan in Reading

Republic of the Philippines DEPARTMENT OF EDUCATION Region I Division of La Union Caba District SAN CARLOS ELEMENTAR SCHOOL

SCHOOL YEAR: 2014 - 2015

ACTION PLAN IN READING I. II.

GOAL: Make every child a reader. Objectives: 1. Develop the ability to read. 2. Help the child to use reading as tool of learning. 3. Develop the desire to read as voluntary activity with the refinement of taste in reading as an end. 4. Increase the level of motivation of pupils to engage in reading stories.

III. Components of Reading A. Developmental Reading 1. Reading Readiness (Pre-Elem and Grade I) 2 .Initial Reading (Grades II – VI)

Situations

22 Pre-Elem and 25Grade I pupils

Inventory results Frustration - NR - Syllable -

Word

-

Phrase

Instructional

Target

At least 20 pupils can produce sounds and recognize letters every grading period

Strategies

Story reading

Guided Reading __ syllable readers out of __ turned word readers __ out of __ word readers turned phrase readers __ phrase readers out of __ turned instructional readers __ instructional

Discussion Skills Instruction

People Involved District Supervisor, Principal, Reading Coordinator, Teachers, Parents, Pupils

District Supervisor, Principal, Reading Coordinator, Teachers, Parents, Pupils

Progress Indicator

5% increase / decrease in all categories every grading period

5% increase / decrease in all categories every grading period

Independent 2. Rapid Growth (Grade III)

Vocabulary Skills

Speed and Comprehension

Study Skills

Spelling 3. Period of Wide Reading and Refinement(Gra des IV – VI Good Readers

Vocabulary Skills

Spelling Appreciation skills

B. FUNCTIONAL READING

Functional library and reading corner

readers turned independent readers NOTE: 5% decrease / increase every grading period 10 out of 40 vocabulary words are mastered per grading period Monthly increase in speed and improvement in reading stories/ selection Intensifying the use of reading corners / library by 30 minutes pupils’ reading time per day Spell at least 5 words per week At least 15 out of 40 vocabulary words are mastered per grading period Spell at least 10 words per week Summarize at least 3 stories per grading period Intensify the use of library and reading corner

Language skills development Conceptual follow – ups Teacher directed activities

Language Skills Development Personalized Reading

District Supervisor, Principal, Reading Coordinator, Teachers, Parents, Pupils

District Supervisor, Principal, Reading Coordinator, Teachers, Parents, Pupils

400 words are mastered at the end of the school year 60 vocabulary words are mastered at the end of the school year 400 words are mastered at the end of the school year

Home Reading DEAR( Drop Everything and Read) Making the library functional by solicitation of library materials like books, magazines, newspapers Contest on the most functional library and reading corner

200 words are mastered at the end of school year

District Supervisor, Principal, Reading Coordinator, Teachers, Parents, Pupils

Summarized 12 stories at the end of the school year 10 books, daily newspaper have been solicited from civic solicited donors 7 teachers have put up their reading corners

C. RECREATORY READING

Voluntary Reading

2% of the total population of pupils will develop voluntary reading every grading period

D. REMEDIAL READING

Frustration - NR - Syllable - Word Phrase Instructional

The __ syllable readers of the school will learn to read as word readers and master the structural analysis of words at the end of the first grading The __ word readers of the school will become phrase readers and will develop the ability to read, improve attitude towards reading.

Independent – Periodic Assessment

Story Telling Reading Time Cooperative Reading / Shared Reading “Spin-off” mini books and big books Differentiated reading activities Word Analysis Word Meanings

District Supervisor, Principal, Reading Coordinator, Teachers, Parents, Pupils

2% of the total population of pupils have developed love for reading and voluntary reading activity every grading period

District Supervisor, Principal, Reading Coordinator, Teachers, Parents, Pupils

No syllable readers at the end of the school year

Maps and charts usage Index usage, Classifying, Comprehension Skills Development

Syllable readers turned word readers, word readers turned phrase readers at the end of the school year

Prepared by: HAIDIE T. PAGADUAN Teacher III Noted:

ELVIRA C. ABREW Head Teacher III

Approved: CARMENCITA E. FOLLOSCO District Supervisor