1. Republic of the Philippines
Department of Education
REGION VI- WESTERN VISAYAS
DIVISION OF NEGROS OCCIDENTAL
TUMPOK ELEMENTARY SCHOOL
District of Murcia I
TUMPOK ELEMENTARY SCHOOL

2. The emergence of the COVID-19 virus in late 2019 was the starting of a major international health crisis. To restrict the spread of the virus, many
countries implemented strict and far-reaching policy regulations including the shutdown of schools. By April 2020, 192 countries had closed their schools,
affecting nearly 90% of the world’s student population(UNESCO,2020, as reported by Donohue and Miller, 2020).Here in our country the Philippines, the
Department of Education implemented different modalities in teaching because of the infection rates within the country. Many learners in our country were
affected in different aspects of education such as in physical, intellectual, emotional and social aspects.
In line with this, to face the current pandemic issue, the Department of Education (DEPED) implemented different teaching modalities. Modular
modality is preferred here in our school. Providing printed materials to learners helps a lot to improve the skills of the learners.
As educators it is undeniable that this pandemic brought by COVID19 affects the education of the learners and one of the major problems is the
ability in reading. In connection with this, the teachers of Tumpok Elementary School make an innovation entitled: “Bulig Basa Para sa Bata” that would
develop the reading skills of the learners and would minimize the numbers of non-readers from grades one to three .As the title implies, this innovation is
mainly focusing on reading and if all goes well learners will enjoy and love reading. The teachers will teach the learners by using the Language Experience
Approach(LEA). We can say that language learners need to be given many opportunities to hear and speak their ideas to improve their language proficiency.
LEA is a strong way to do this. LEA has 4 steps to be followed: EX T W R. First is the experience, the learners will share their experience and then the teacher
will identify personal experience as possible topics. Next is talking about their experience. Then Writing about the experience and lastly is readding the text.
The teacher and the learners will read the text together.(USAID-ABC+:Advancing Basic Education in the Philippines Project 2020).
This innovation is relevant to the Vision, Mission and goals of Department of Education wherein teachers facilitate learning, students learn in a child-
friendly, gender sensitive, safe and motivating learning environment and all of this innovation is for the betterment of education in our nation and
children will have a better future.
OVERVIEW

3. Bulig Basa Para sa Bata is an innovation that is mainly focusing on the improvement of the reading skills of the learners.
The teachers will use the Language Experience Approach (LEA) . We believe that this reading approach will help our
identified non-readers from grades one to three develop their oral language. Language Experience Approach (LEA) has 4
steps to be followed: EX T W R. First is the experience, the learners will share their experience and then the teacher will
identify personal experience as possible topics. Next is talking about their experience. Then writing about the experience and
lastly is reading the text.
Language Experience Approach develops oral language in different ways. This innovation was crafted after the teachers
conducted the Rapid Literacy Assessment last February 2022. The respondents of this assessment were grades one, two and
three learners. This assessment tool was classified as: Grade Ready, Light Refresher, Moderate refresher and Full refresher.
After the teachers conducted the reading assessment, they preferably gave attention for those identified full refresher.
In order for us to address this problem, the teachers made an intervention to cope the needs of the identified learners.
The teachers used reading supplementary materials such as big books, small books, flash cards and board for writing the
experience of the learners. This innovation is for struggling readers to ensure that their reading proficiency will develop. With
great love and concern to our learners, the teachers also conducted home visitation. Home visitation is also one way to
monitor the learners progress.
INNOVATION DESCRIPTION

4. Bulig Basa Para sa Bata is intended for the pupils of Tumpok Elementary
School who are struggling readers. This aims to:
 Minimize the full refresher from grades one, two and three
 Established active involvement of school, community and stakeholders
 Monitor their reading level by conducting home visitation
 Encourage learners to develop reading habit
INNOVATION STATEMENT

5. PROCESS FLOW/ FRAMEWORK
-Planning of Innovation
-Parents and Teachers
meeting
-Conduct RLA
-Prepare Materials
needed
-implementation of
innovation which is mainly
focusing on reading
-Use Language Experience
Approach as strategy
-Innovation result
-Parents and teachers
agreement to monitor the
learners
-Updates about learners
progress via online
communication
PRE-
IMPLEMENTATION
INNOVATION
IMPLEMENTATION
POST-
IMPLEMENTATION

6. “Bulig Basa Para sa Bata” is an innovation that was intended for learners from grades one, two and three who belong
under full refresher are the beneficiary of the program. These are learners who were struggling in reading. They were
identified according to their reading level through the use of Rapid Literacy Assessment tool of ABC+ as Full Refresher by
their teacher-adviser.
To fully implement this innovation, teachers from Kindergarten to Grade three conducted a LAC Session. The Language
Experience Approach (LEA) was utilized in teaching reading to learners who are Full Refresher. The LEA is a whole language
approach that promotes reading and writing through the use of personal experiences and oral language. Reading materials like
big books, flash cards, tablets and other materials available in our classrooms were also used in order to facilitate reading
skills. Teachers from Grades one to three were tasked to announce the innovation through the use of social media account,
call and text messages to the concerned parents. Mrs. Grace N. Rudi and Miss Lila Mae M. Pillone were tasked to discuss the
Language Experience Approach(LEA) since they attended the training about this certain approach. Other teachers just
prepared the reading materials and other materials needed.
Teachers conducted home visitation to different catchment areas in the nearest school community following the
scheduled set in the time frame. After the reading has been implemented, the next step was an assessment through the use of
Rapid Literacy Assessment (RLA) of ABC+ in order to assess the learners’ reading level performance.
PROJECT MANAGEMENT

7. Implementation stages Time Frame Remarks
1. Pre-implementation
February 11,2022
April 7,2022
April 25-26,2022
April 27-28,2022
April 29,2022
 Conduct of Rapid Literacy from grades one ,two and
three
 Conduct faculty meeting regarding on the result RLA
 Planning of reading strategy to be implemented
 Preparation of supplementary reading materials
 Dissemination of information regarding on school
innovation for struggling readers
2. Implementation
May 13,17,19,24,26 & 31,2022  Conduct home visitation for identified full
refresher in grades one, two and three
3. Post-Implementation
June 6,2022
June 9,2022
June 17,2022
 Conduct RLA EOSY Grade one full refresher
 Conduct RLA EOSY Grade two full refresher
 Conduct RLA EOSY grade three full refresher
TIMELINE

8. During the implementation of school innovation entitled, “Bulig Basa Para sa Bata”, the teachers
utilizes the Language Experience Approach (LEA) strategy. The reading ability of the learners had greatly
affected due to the risk of pandemic, wherein there were minimal interaction between teacher and
learners. In order to ensure that learning will continue at home the teachers initiated to conduct home
visitation and scheduled visitation in specific catchment area for those learners who were identified as full
refresher. For this innovation to be managed effectively the teachers used small board for writing the
experience of the learners and added supplementary reading materials such as big books, small books
from ABC+ and flashcards. Teachers also created their own visual materials to give learners a more
meaningful learning experience. This school innovation through the effort of the dedicated teachers was
an evident of teachers love for their children and through their resourcefulness this innovation has been
materialized. Teachers sincerity and dedication for initiating this innovation was a manifestation of their
commitment for the success of the implementation of this innovation.
RESOURCE UTILIZATION

9. Quantity Supplies Unit Price Amount
1 ream bondpaper 270.00 270.00
3 bottles Printer ink 245.00 735.00
TOTAL
Source of Fund: School Fund
1,005.00
MATERIAL RESOURCES

10. Rapid Literacy Assessment (RLA) is the tool use to monitor the outcome of this innovation. This is to
be conducted by teacher adviser from grades one, two and three to identified as full refresher. This
innovation serves as a guide to learners development. After the innovation was implemented and
would determine the effectivity of the implementation. The result would be the guide to evaluate
learners’ needs to address issue in reading. The innovation would help the difficulties encountered
during hard situation wherein education still be a goal of developing every learners to make a better
person for the future by instilling knowledge in reading.
The Rapid Literacy Assessment tool helped assess and diagnose learners reading readiness and
enables to developed specific reading instructional strategies for individual learners. If the learners can
identify the letter, syllables and sound correctly they used those sound to read words. Getting the
baseline and endline established a basis for comparing the development of the innovation. The
outcome will be the reference to evaluate and monitor learners’ progress.
PROGRESS MONITORING

11. No. of Full Refresher before the
implementation of Innovation

12. Comparative Result after the implementation of Innovation

13. Outputs/Outcomes Beneficiary/ies
1. Minimize the full refresher from grades one, two
and three
Full refresher learners
2.Established active involvement of school, community and
stakeholders
Parents, learners and teachers
3.Monitor their reading level by conducting home visitation Parents and learners
4. Encourage learners to develop reading habit
Learners
INNOVATION OUTPUT/ OUTCOMES

14. It is good to hear that the innovation implemented which is entitled, “Bulig Basa Para sa Bata” using Language
Experience Approach (LEA) gained positive outcomes. The parent and guardians who played important roles during
the implementation were so glad because of the positive result. As innovators we are more motivated to do our
tasks and to discover more ways for the progress and development of the learners.
In order to sustain the plan since we gained positive result, we would like to ask support from our stakeholders
to continue the innovation that we have started. We will create a group chat via messenger to update the parents
if what is going on. Teachers will keep on observing the learners and will seek more strategies and methodologies
to address the needs of the learners. We are planning to make our own monitoring tool that will be conducted
quarterly so that it will be easy for us to categorize the learners based on their reading proficiency and we are
aiming that we will also conduct to higher grades such as grades four, five and six.
Learning is an unending process, We teachers are the dispenser of knowledge therefore we should give our best
for the common good of our learners. We do believe that nothing is impossible as long as there is unity within the
group. We are craving for the success of our learners so that we will have a better tomorrow.
SUSTAINABILITY PLAN