2. LEARNING INTERVENTIONS: PROJECT TERE
This program was proposed to equip Grade-One to
Three pupils with enhanced reading ability. Early Grade
Assessment Tool (EGRA) was used to diagnose one’s
reading ability and to know the level where the teacher
should start. Parental involvement is also a crucial part of
the program. The proponent envisioned learning beneficial
both to parents and children through collaboration and
DESCRIPTION
3. LEARNING INTERVENTIONS: PROJECT TERE
• Categorize pupils according to their reading ability
• Provide reading materials suited to one’s reading
capability
• Promote reading to pupils through parent-teacher
partnership
• Increase parents’ awareness about reading and how
to enrich the ability of their child.
OBJECTIVES
4. LEARNING INTERVENTIONS: PROJECT TERE
STRATEGIES AND IMPLEMENTATION
1. The teacher used EGRA Tool to assess pupils’ prior knowledge in reading.
2. The proponent asked for a parents’ meeting and discuss about the proposed program.
3. The teacher taught the parents the sounds of every letter through a video originally created by
the teacher.
4. The teacher had given the leveled reading materials to parents.
5. Reading evaluation was and is done every fourth week of the month, 10:30-12:00 noon
respectively. Rescheduling was on a case-to-case basis.
6. The next reading materials were given when the previously one are perfectly read.
7. Every perfect reading on each page is equivalent to 1 star which can be exchanged for exciting
items.
8. Contextualized reading material was provided to each pupil to monitor their reading ability
progression.
5. PROGRESS REPORT OF PROJECT TERE
• With the continuous implementation, pupils are
gradually improving their reading skills (6 big
components of reading)
• Based on the individual progress report of the
pupils in reading, 78% of the pupil recipient have
already improved their reading skills.
Improvement is also manifested in the MPS of
first and second quarter.
6. LEARNING INTERVENTION: PROJECT CBRI
(CLASSROOM-BASED READING INTERVENTION)
Reading routine is a strong intervention to
continuously improve the reading skills of learners. This
project stablishes reading routine activities. It includes,
early morning flashcard and passage reading, a word a
day, a sentence a day, labeling of objects, weekly
spelling test, reading stories and other reading materials
in classroom reading corner during vacant hours and
reading remediation after class in the afternoon.
DESCRIPTION
7. LEARNING INTERVENTION: PROJECT CBRI
STRATEGIES AND IMPLEMENTATION
1. Teachers prepared and developed all needed reading materials for the
activities e.g., flashcards, charts/power point of passages/ short stories. All
new words learned were listed on board and copied to their reading diary
notebooks for vocabulary development and spelling improvement.
2. Reading materials developed by the teachers was placed in the reading
corner for pupils to read during their vacant time. A board of “Word a
Day” and Sentence a Day” is also placed in reading corner or anywhere in
the classroom where it is visible to learners.
3. All objects was labeled in the classroom(in Filipino and English)
8. PROGRESS REPORT OF PROJECT CBRI
• The “ Reading Aloud and Individual Reading was
done after the EGRA and it currently continues.
• The additional activities in the Project CBRI such
as A Word a Day , A Sentence a Week,
Enhancement and Utilization of Reading Corners
and labeling of objects are currently
implementing.
9.
10.
11.
12.
13.
14.
15.
16.
17. GAPS/ ISSUES AND CONCERNS
1. Some of the reading materials provided by the teacher are
lost/destroyed.
2. Insufficient fund in developing more reading materials.
3. Poor parental support of other parents in reading intervention.
4. Insufficient time of implementation.
5. Overlapping of activities affects the implementation.
6. Some ancillary services of teachers hinders the full implementation of
the reading interventions
7. Differentiated learning styles of learners also needs more differentiated
activities (plans vs. implementation)
18. TECHNICAL ASSISTANCE PLAN
TA needs Strategies Intervention Activities Output
Time Frame Resources Outcome
Start End Human
Non-
Human
Financia
l
Source of
Fund
Comput
er-Based
Assessm
ent in
Reading
Conduct
enhancem
ent
training in
CBA
Provide ample
time for
training
Hands-on
training in
CBA
CBA
using
differen
t
applica
tions
Febr
uary
2023
March
2023
School
Head,
ICT
Coor.
Comp
uter/
laptop
1000 MOOE Teachers
are able to
use CBA in
reading
assessment
Developi
ng
quality
reading
materials
Collaborati
on in
developin
g quality
reading
materials
Round Table
Conference in
Provision of
machines for
developing
sturdy reading
resources and
learning
materials such
as binding
machine,
laminating
machine,
Hands-on
developm
ent of
reading
materials
Quality
Readin
g
Materia
ls
Febr
uary
2023
April
2023
School
Head,
All
Teache
rs
Bindin
g and
lamina
ting
Machi
ne,
Bond
Paper,
lamina
ting
Film,
etc.
10,000 School
Fund,
Donatio
n,
MOOE
Teachers
are
equipped
with
quality
reading
materials
for their
learners
19. TECHNICAL ASSISTANCE PLAN
TA needs Strategies Intervention Activities Output
Time Frame Resources Outcome
Start End Human
Non-
Human
Financia
l
Source of
Fund
Ways of
funding/
sourcing
for
develop
ment of
reading
materials
Intensive
advocacy
of reading
programs
Posting in
social media,
requesting
from other
stakeholders,
earning more
partners
Making
posters,
tarpaulins,
assemblies
, alumni
gatherings
,
stakeholde
r
convergen
ce
More
partner
s in
project
s
Febr
uary
2023
June
2023
School
Head,
SPTA,
Teache
rs,
Stakeh
olders
Coupo
n
bond,
interne
t,
laptop,
tarpaul
ins,
poster
s
5,000 School
Fund,
Donatio
n,
MOOE
More
partners in
developme
nt of
reading
materials
Strength
ening
Teachers’
Collabor
ation
Round-
Table
Conferenc
e
Creation of
committees,
TWG in
different
projects and
activities
Forming
Committe
es and
TWGs in
different
projects
and
activities
Commi
ttees
and
TWGs
in
Project
s and
Activiti
Febr
uary
2023
March
2023
School
Head,
All
Teache
rs
500 School
Fund
Strengthen
ed
Collaborati
on among
teachers
