Grade 4 Class Reading Program

Republic of the Philippines
Department of Education
REGION X-NORTHERN MINDANAO
SCHOOLS DIVISION OF MISAMIS ORIENTAL
TALISAYAN DISTRICT
MANDAHILAG ELEMENTARY SCHOOL
GRADE 4- POLITE
CLASS READING PROGRAM
SY 2021-2022
Project “BE A READER!”

Featuring the Teacher-made Innovation E-Reading Material
“Beginning Reading Challenge”
Prepared and submitted by:
RYAN JOHN B. LIBAGO

Teacher/Adviser
TALISAYAN DISTRICT
Project Title : Project “Be a Reader”

School : Mandahilag Elementary School
School ID : 127885
Cluster Head : Anthony S. Tosloc PhD
School Head : Ryan John B. Libago
Implementer : Ryan John B. Libago
Program Implementation: September 2021 - June 2022
Target Beneficiaries : Grade 4-Polite Learners
TALISAYAN DISTRICT
RATIONALE
In line with the vision and mission of the Department of Education, Mandahilag
Elementary School strives to achieve meaningful reading outcomes of the learners in this
hard times during pandemic through the program initiated by the teachers in every grade level
for the learners who belonged to frustration level. Project “Be a Reader” is designed for
learners categorized in Phil-iri as Frustration, Instructional, and Independent readers. For
Grade 4-Polite Frustration Readers, the use of E-reading material “Beginning Reading
Challenge was utilized and Power V 200 for the rest of the learners categorized as
instructional and independent readers.
PROGRAM DESCRIPTION
This project is a classroom-based reading intervention program wherein students will
possibly develop their attitude towards reading, listening, thinking, speaking, and writing
ability.
In order to encourage students’ attitudes to develop their ability in reading, some
helpful strategies were applied: The use of E-reading Material or Frustration readers and
Power V 200 for instructional and independent readers. These strategies used in this
intervention can be applied not only for Grade 4 pupils who have difficulty in reading, but it
can also be used to any grade level.
OBJECTIVE
TALISAYAN DISTRICT
 To decrease the number of pupils who belonged to reading frustration level in June
2022.
PROCESS IMPLEMENTATION
ACTIVITY TARGET PERSONS ROLE OF MATERIALS

INVOLVED TEACHER/
PARENTS
Group 1st week of Teacher- Assess the conduct of Printed
Screening September Adviser/Reading GST/Pre-test Materials/Answer
Test /Pre-test Coordinator/ (through calls/video) sheet
(Phil-Iri) Grade 4 Pupils
Identifying 3rd Week of Teacher/Adviser Identify and group Consolidated Form
Reading Level September and Reading learners according to for Reading Level
of Learners Coordinator Reading Level of Learners
Limited Face to Every Teacher and Implement Project TV, Audio System,
Face Reading Monday and Select Grade 4 “Be a Reader” using Laptop, and E-
Intervention or Tuesday at Learners the teacher-made Reading Material “
Special Visit for 9:00 am to reading intervention Beginning Reading
Non-Readers 12:00 noon “Beginning Reading Challenge”
and Frustration Challenge”
Readers
Power V 200 for Every Week Teacher and Implement the MisOr Power V 200
Instructional Select Grade 4 Reading Program Templates for
and Learners Grade 4, Activity
Independent Sheets
Readers
TALISAYAN DISTRICT
PROGRAM CLASS DELIVERY
1. Send letters to parents to orient them about the reading intervention program of the
class.
2. The teacher conducts GST/Pre-Test to identify the pupils who belong to frustration
level. (Phil-Iri Pretest)
3. Group learners according to reading level based on Phil-iri Pretest.
4. For frustration readers, limited face to face reading intervention using the teacher-
made E-reading material “Beginning Reading Challenge” every Monday, Thursday,
and Friday at 9:00 am to 12:00 noon.
5. For Instructional and independent readers, limited face to face on the implementation
of Power V 200 to follow up on the output of learners to develop
vocabulary/comprehension, cursive writing skills, and reading skills.
MATERIALS
 E-reading material “Beginning Reading Challenge”
 Copy of printed reading materials
 Television
 Laptop
TALISAYAN DISTRICT
 Sound System
BUDGET
Particulars Amount
Printing Expenses 5,000.00
TV 10,000.00
Online Expenses 1,000.00
SOURCE OF FUND/S
 PERSONAL FUNDS
 MOOE /DEPED FUND
 PRIVATE PERSON SOLICITATION
 PTA
MONITORING and EVALUATION
The School Head/Reading Coordinator monitor and evaluate on the conduct of the
reading program every quarter.

TALISAYAN DISTRICT
IMPACT TO LEARNING
 Learner’s reading, listening, thinking, speaking and writing skills were improved.
 Pupils gained more vocabulary words, pronounce words correctly.
 Encouraged pupils to read more.
 Limited face to face reading intervention helped improve writing and thinking skills
of pupils.
RECOMMENDATION/S
The strategies used in this class reading intervention program were found out
effective. Pupils were motivated to read more and participated well in the class. As a result,
this is highly recommended and needed to be supported to serve its purpose.

TALISAYAN DISTRICT
APPENDICES
1. PICTORIALS
TALISAYAN DISTRICT
CERTIFICATION
This is to certify that the reading program personally created by the teacher. Such
intervention has been used by the Grade 4-Polite class during the school year 2021-2022 and
was proven to be effective, hence duplication in both school and district is highly
recommended.
Prepared by:
RYAN JOHN B. LIBAGO

Grade 6-Adviser
Noted and Approved:

TALISAYAN DISTRICT
ANTHONY S. TOSLOC, PhD

Principal -I

Grade 4 Class Reading Program

Uploaded by

Grade 4 Class Reading Program

Uploaded by

Republic of the Philippines

Project “BE A READER!”

Prepared and submitted by:

RYAN JOHN B. LIBAGO

Project Title : Project “Be a Reader”

learners categorized in Phil-iri as Frustration, Instructional, and Independent readers. For

instructional and independent readers.

This project is a classroom-based reading intervention program wherein students will

In order to encourage students’ attitudes to develop their ability in reading, some

can also be used to any grade level.

ACTIVITY TARGET PERSONS ROLE OF MATERIALS

PROGRAM CLASS DELIVERY

level. (Phil-Iri Pretest)

3. Group learners according to reading level based on Phil-iri Pretest.

made E-reading material “Beginning Reading Challenge” every Monday, Thursday,

and Friday at 9:00 am to 12:00 noon.

of Power V 200 to follow up on the output of learners to develop

vocabulary/comprehension, cursive writing skills, and reading skills.

 E-reading material “Beginning Reading Challenge”

 Copy of printed reading materials

 MOOE /DEPED FUND

 PRIVATE PERSON SOLICITATION

MONITORING and EVALUATION

reading program every quarter.

 Pupils gained more vocabulary words, pronounce words correctly.

 Encouraged pupils to read more.

this is highly recommended and needed to be supported to serve its purpose.

RYAN JOHN B. LIBAGO

Noted and Approved:

ANTHONY S. TOSLOC, PhD

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