DepEd National Capital Region

Division of City Schools – Valenzuela

Valenzuela Central District
LAWANG BATO ELEMENTARY SCHOOL
Centro St., Lawang Bato, Valenzuela City

PROJECT

ReaS
Read to Succeed

LBES READING PROGRAM

SY 2019 - 2020

Prepared by:

DIANA N. VARON
Reading Coordinator

Noted:

SALVADOR G. JUNIO
Principal IV

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I. TITLE

ReaS
Read to Succeed
Reading is a starting step of many things,
which build a more solid stairs for you to climb up
achieving something big out there.

How to read effectively, what to read to meet one’s needs and why read
is every reading teacher’s concern.
Why do we need to read? Why do pupils should know how to read?
Reading is a fundamental skill to survive in our society. It is needed to find
a job, to develop the mind, to discover new things, develop imagination and
show creative side of people.
Words spoken and written are building blocks of life.
Reading is essential to our lives.
Improving our pupils’ reading skills can lead to increased school
achievement. The strength of our future depends on readers becoming
successful today.
Read to succeed.

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II. RATIONALE

Reading is an active process that includes interaction between the reader,

the text and its context. It is the heart of all formal education. Our instructions focus
and take into considerations the process and the product of reading.
Reading has lots of benefits. It could help develop our brain. It ignites
creativity and imagination. Child who reads can experience being part of a world
where he can explore and learn many things. Reading gains social awareness.
Child may not be part of the news but through reading he could relate on the
issues that would affect his/her life in the future. It could also develop wider
vocabulary that will help each learner to express and describe knowledge,
observations and experiences. Reading helps children to grow with self-
confidence and value responsibility for independence.
In all of these benefits, what more important for educators is to use reading
to impart love for learning that will open the door for academic success and
stable future for our learners.
Reading may be done for number of reasons and purposes. As part of
fulfilling our mission, let us put into our priority on how we can develop to our
learners a genuine love for reading so that in the end, the knowledge they got,
the learnings they had and the things they discovered can be useful in
developing their minds.
One big step for this mission is to create a school reading program that will
address common reading problems of pupils. These problems serve as the barriers
in achieving success in studies and in a pupil’s life.
As what Frederick Douglas said, “Once you learn to read, you will be
forever free.”….We want our pupils to learn to read…we want them to be free of
poverty and ignorance, to be part of our world and be productive members of
our society.

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III. BACKGROUND

School’s Project DONG (Developing, Organizing and Nurturing Group)

headed by Mr. Salvador G. Junio, LBES Principal, had created a READING TEAM
that will primarily focus on the reading aspect of the pupils and reading
programs of the school.
They are composed of:
MRS. DIANA N. VARON
MS. CARLA ANNABELLE S. TOLENTINO
MS. IMELDA SALDIVAR
MRS. RAQUEL MAGNO
MRS. MARICAR ARGARIN
With that, under the Project LBES (Learning, Building and Enriching Skills),
a READING PROGRAM for LBES Pupils was created….PROJECT ReaS.
Last Summer Reading Camp 2019, 170 LBES pupils attended the said
program of the local government in partnership with DepEd Valenzuela and
each school.
16 pupils, all in Grade 2 were under the Frustration level and the
remaining 154 pupils from Grade 4 to Grade 6, were in the Instructional level.
7 teachers served last SRC facilitating 1 Cricket class and 6 Beetle classes.
With these, LBES Reading program would like to focus on enhancing the
reading abilities of LBES pupils and make sure that those in Frustration level will
go up to Instructional level and the instructional ones would be up to
Independent level.
New pupils (transferees) will also be a big part of the said program.

IV. OBJECTIVES

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 At the end of the school year, we aim to:

A. Lessen/ Turn zero the number of struggling readers through varied school
reading activities

B. Make each LBES pupil a proficient reader

C. Equip all teachers in developing reading skills of our pupils

V. CLIENTELE

All LBES pupils will be part of the Reading Program but after the
administration of Phil IRI, most activities will focus on pupils who will fall under the
Instructional and Frustration levels.
Pupils in Kindergarten and Grade One who are not part of the
administration of PHIL IRI will still be part of the activities.

VI. Project Design/ Description of the Program

Based on the observations made by SRC Teachers last summer, some

common reading problems were described/identified among our pupils. It
includes:

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 a. word guessers
b. has trouble naming letters
c. has difficulty associating letters and sounds
d. avoids reading or reads reluctantly
e. poor comprehension
f. lack of focus
g. mispronounces or skips over words while reading
h. forgets words even right after being helped
i. slow readers

Other problems will still be noted after the administration of PHIL IRI.

To address these reading problems, Lawang Bato Elementary School

would like to focus its reading program on Developmental Reading. It is a branch
of reading instruction designed to support pupils pursue learning through reading.
This process focuses on making reading as a habit and not only when necessary.
The contents of Developmental Reading could help pupils to have
strategies in engaging themselves to context texts like books, articles and other
reading materials. It could generate positive attitude towards reading so that
they could convert their weaknesses into their strengths. It also helps develop
survival skills in learning.
Through Developmental Reading, the development of reading skills for the
clientele may be gradually addressed. They will be given strategies and activities
according to the stage where they should be. In this technique, pupils may be
given proper remediation according to their progression.
Clientele will be divided among the following groups according to the
stages of reading development. Target skills are also included:

GROUP TARGET STAGE

NON READERS PSEUDO READING AND INITIAL
READING
- able to read simple text
- learns relationship between
letters and sounds

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 - sounds out new one-syllable
words
FRUSTRATION LEVEL INITIAL READING AND
CONFIRMATION AND FLUENCY
- read simple text and phrases
- read simple stories

INSTRUCTIONAL LEVEL 1 CONFIRMATION AND FLUENCY

(Primary Levels) READING FOR LEARNING
- reads simple stories with
increasing fluency
- learns to consolidate decoding,
sight vocabulary, & meaning
context to read stories and
selections
- start of developing reading
comprehension
INSTRUCTIONAL LEVEL 2 READING FOR LEARNING AND
(Intermediate levels) MULTIPLE VIEWPOINTS
- reading/studying textbooks,
reference books, trade books,
newspapers, magazines
- reading of more complex fiction,
non-fiction, etc.
- reading independently to: learn
new ideas, gain new knowledge,
experience new feelings and
attitudes
- better reading comprehension

At the end, this reading program totally aims to make each LBES pupil a
PROFICIENT READER. With that, here are the skills required for Proficient Reading.

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 a. Phonemic Awareness - ability to distinguish and manipulate the individual
sounds of language
b. Phonics - study of sound
c. Fluency -ability to read with speed, accuracy and vocal expression
d. Vocabulary - knowledge of words and word meanings
e. Reading Comprehension - engagement with text

VII. ACTIVITIES

To achieve the given targets, the following actions/ activities/ programs were
designed:

PROJECT ReaS
(Read to Succeed)

1. WedReaSday – Reading Day every Wednesday

Every Wednesday, Reading Team will meet up and have 1 hour session to
its clientele pupils. Lessons/ activities to be taken up on that day will be
provided depending on the needs of each clientele. Sessions will be done
during opposite time of pupils’ scheduled classes.

2. ART – Active Reading Teachers

All teachers are reading teachers. The major key to achieve the goals of
this school reading program is to have active reading teachers that will
motivate, instruct, monitor, intervene and inspire pupils to read.
Aside from the pupils, teachers will also be equipped with strategies on how
to handle reading problems.
It will be in form of trainings, seminars, information dissemination, etc.
Also, part of this, is the Adviser’s Reading Time (ART 2.0).
Each adviser should have their own reading interventions to their pupils in
need. It should be documented and has descriptions with the line of activities.
Most effective and most comprehensive reading intervention in the classroom
will be given award.

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3. EReST – Enhancing the Reading Skills of Transferees
Based on the initial assessment upon the arrival of the transferees, some of
the pupils need more enhancement in terms of their reading skills. With such,
LBES Reading Program will have separate sessions on Transferees every
Wednesday. First Stage would be the ASSESMENT STAGE to detect the levels of
their reading skill. After that, reading interventions will be applied. Parents and
advisers of these clientele pupils will also be part of the said program.

4. BAR - Building Appetite in Reading

READING NOOKS/ MINI LIBRARY

Reading Nooks will be put up so that all pupils can explore and create
interest in reading. In this project, struggling readers could gain appetite to open
a book, look, then eventually read. It is a way of developing interest among pupils
to read continuously and not only when necessary (for academic purpose only).
These areas can help pupils to make reading a habit.

GATHERING DAY
School will have a gathering day where reading activities like storytelling,
book making, contests and many more will be experienced by the pupils.
In this project, the struggling readers will be motivated and find enjoyment
in reading. Pupils will also be given opportunities to experience reading in creative
manner different from the usual classroom reading scenarios.
This will be held in cooperation with the celebration of National Reading
Month.

5. R2W – Reading While Waiting

In morning and afternoon classes, some pupils come ahead of scheduled
time/ start of classes. They will proceed to their class or designated areas and chat
with their classmates.
To make this waiting time more productive, pupils will read while waiting.
Teachers may assign a story to read, DOLCH list to master or listen to a storytelling.
Aside from practicing their reading skills, this program could lessen noise
and avoid chaos among pupils while waiting for the start of their classes. Other
classes will not also be disrupted.

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VIII. Schedule of Activities

- Year-round
- National Reading Month