Republic of the Philippines
Department of Education
REGION XI
DIVISION OF DAVAO ORIENTAL
MANAY NORTH DISTRICT
ALTERNATIVE LEARNING CENTER
ACTIVITY DESIGN
I. PROGRAM TITLE: PROJECT S.R.M.T.- “Sustainable Reading Thru
Motivated Teaching”
II. RATIONALE:
Reading has been considered basic in almost life skill and since an
individual began to school. Reading is a complex process made up of several
interlocking skills and processes. These skills and strategies are employed
before, during, and after reading. Reading is a process by which the reader
makes personal connections with a text to construct meaning. Reading and
responding to a text are integral parts of language learning. Effective readers
employ a wide repertoire of meaning-making (comprehension) strategies that
they can deploy independently with a range of texts. Effective readers
understand and remember what they read. They can summarize and discuss the
content and demonstrate their comprehension of the text. They can analyze and
evaluate what they have read. Effective readers recognize words quickly and
efficiently. They demonstrate high word recognition. They possess strong fluency
skills. They read with good expression, intonation, pitch, and phrasing.
The importance of reading as the basis of learning has been emphasized
because knowledge of reading is essential to all later learning in other fields
because the ability to read in all field of knowledge would enable the individual
to attain higher goals. If learners are not competent readers, they are risk for
academic, behavioral, social and emotional difficulties. Learners with learning
difficulties that is addressed properly have the potential to be successful
academically and socially. Teachers can change the trajectory for learners at risk
for failure in reading by intervening early and providing explicit, intensive, and
extensive instruction.
It is therefore necessary to organize and implement a project which will
cater the improvement of the reading status of our learners. Project S.R.M.T.
aimed to undertake a literacy enhancement activity and reading intervention
program among learners of Grade 2 -level. The learners who are recipients that
are included or needing this kind of reading program are coming from Grade2-
level of Manay North District. Initially, the respected Teachers of Grae 2-level
prepared their action plan and assessment tool intentionally for the Pre-Test and
Post Test respectively. The program will be implemented for the whole year.
An effective reading program deliberately develops necessary proficient
reader skills. Structured reading lessons teach learners how to read. However,
the lessons alone will not ensure your learner achieves a love of reading.
Parents, teachers, and partners and community stakeholders absolutely need to
encourage, promote and show support to the learners in order for them to
embrace a love of reading.
III. OBJECTIVES:
1. To give orientation on the nature, scope, and rationale of the reading program
to
learners and parents/guardians for familiarity and stipulate learners love
for
reading.
2. To identify the reading level of Grade2-learners through CRLA assessment.
3. To increase and improve the reading proficiency of the learners in English and
Filipino.
4. To intensify reading abilities and encourage a sense of personal responsibility
for
learners one’s own responsibility.
5. To evaluate the improvement of the learners reading proficiency.
IV. ACTION PLAN:
ACTION PLAN ON READING
Phases of Goals/ Activities/ Person Resource Time Success
the Action Objectives Strategies Involved s Needed Fram Indicator
Plan e s
[Link] 1. To 1. Choose and Grade 2- MOOE Year- Learners’
and Pre- Administer an identify the Teacher, round reading
Reading in-depth learners who Parent/ proficienc
Assessment admission test will be enrolled Guardian y must
that is oral. in a remedial have been
class. identified
2. To give 2. Conduct ALS MOOE The
parents/guardia orientation to Teacher, participati
ns and learners parents/guardia Parent/ on of the
a background ns and Guardian parents /
on remedial learners. guardians
reading and an all
overview in throughou
order to foster t the
and promote program
their love of
reading.
2. 1. To determine 1. Pre-Test is Learners, Reading Reading
Implementati the learner’s used to assess Teacher Materials Report
on reading level learners’
by reading level.
administering a
Pre-Test.
2. Learners’ 2. Reading Learners, A. Basic Learners’
reading Interventions Teacher, Sight full
competence include the I Parents/ Words involveme
will be Love Reading Guardian flash on nt and
increased and Program, A s or Laptop’s parental/
improved via Page A Day, the househol screen guardian
the use of Marungko ds B. Printed cooperatio
engaging Approach, and reading n are
exercises. synchronized materials required
reading C. Books
3. To improve 3. Reading Learners, Appropriat Through a
reading skills everyday under Teacher, e reading variety of
and instill in the supervision Parents/ resources, exercises,
learners a of parents/ Guardian instruction 100% of
sense of guardians, or s or al video the
personal households. househol materials, learners’
responsibility ds Developin reading
for their own g Reading abilities
success. Power have
improved
4. To increase 4. At home, Learners, Reading Learners’
parental/ providing and Teacher, books, full
guardian using printed Parents/ short involveme
support and short stories Guardian stories, nt and
cooperation and other s or and other parental
with the literacy-related househol literacy cooperatio
conduct of teaching ds resources, n are
reading resources, as as well as required
program. well as audio and
recorded video video
materials. recordings
of reading
materials.
3. Post To administer Evaluation of Teacher Oral and Reading
Reading Post Test and learner’s and written Report
Evaluation to evaluate the reading level Learners reading
improvement of and tests were
the learner’s comprehension. administer
reading ed after
proficiency. the Post
Test
Prepared by:
RIA JESSA B. CAPIPAYAN
Grade 2 Chastity Adviser
Noted:
WALTER P. CASUMPO, PhD
ESP-III