A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

Title : ‘Batibot’ ( Basa Tinguhang Makasabot)

An Enhanced Instruction Through iCT
Integration

Location : Vicente N. Chaves Memorial Central

School, Villanueva District, Villanueva,
Misamis Oriental

Proponent : Grade VI Teachers

A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

ABSTRACT
Reading is vital in the life of an individual, which holds true to all aspects in the realm he/she is in. It is very important that
reading takes place in an early year of education, the primary and intermediate years. It is an advantage of a pupil when one reads well
with comprehension. This can be applied in many disciplines across the curriculum. However, it is evident that there are pupils who can
barrely read and can neither understand what they are reading.
The group used a purposive sampling approach since the respondents have already been identified (i.e. the highest percentage of
frustration level readers among the grade 6 classes. Based on the Phil-Iri Pretest result of the present school year, 17 pupils or 89% out
of the 19 frustration level readers are from Grade 6 – Peace. They were then validated by letting them take a reading comprehension
test from one of the old passages from Phil-IRI. The result has made the group realized to put all 34 pupils as the respondents, since
88% or 32 out of 34 pupils failed the passing score of 6-8 or 80%-100%.

During the individual interview and focus group discussion, it was found out that reading is best learned when associated with
pictures. The how and why questions were hardly answered by the pupils because they lack vocabulary, such that pupils have had a
difficulty expressing their answers to Higher Order Thinking Skills (HOTS) questions. The group then made an intervention with the use
of ICT. Any application that can aid interactive learning among learners. The team call it E-Teaching or Electronic Teaching, an
interactive ICT application that is manipulative. Pupils do hands on activities where pictures can be seen in every slide and every scene
of the story as well as the parts of the lessons where ICT can be applied for.

After the series of activities and upon observation of the lessons, there were good increase on the reading comprehension skills
among the Grade 6 – Peace pupils. In day 1, twenty-eight out of 34 or 82% got the passing score (8 – 10). In day 2, thirty out of 34 or
88% got the passing score (8 – 10). In day 3, thirty-two out of 34 or 94% got the passing score (8 – 10).

Therefore, the E-teaching (Electronic Teaching) Approach is effective method that makes learning more fun coupled with an
animated teacher, thus, adhering their request take a profound meaning now.
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

The group used a purposive sampling approach since the

respondents have already been identified (i.e. the highest
percentage of frustration level readers among the grade 6 classes.
Based on the Phil-Iri Pretest result of the present school year, 17
pupils or 89% out of the 19 frustration level readers are from
Grade 6 – Peace. They were then validated by letting them take a
reading comprehension test from one of the old passages from
Phil-IRI. The result has made the group realized to put all 34
pupils as the respondents, since 88% or 32 out of 34 pupils failed
the passing score of 6-8 or 80%-100%.
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

During the individual interview and focus group discussion, it was found
out that reading is best learned when associated with pictures. The how and
why questions were hardly answered by the pupils because they lack
vocabulary, such that pupils have had a difficulty expressing their answers to
Higher Order Thinking Skills (HOTS) questions. The group then made an
intervention with the use of ICT. Any application that can aid interactive
learning among learners. The team call it E-Teaching or Electronic Teaching,
an interactive ICT application that is manipulative. Pupils do hands on
activities where pictures can be seen in every slide and every scene of the story
as well as the parts of the lessons where ICT can be applied for. (see
appendices)
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

After the series of activities and upon observation of the

lessons, there were good increase on the reading comprehension
skills among the Grade 6 – Peace pupils. In day 1, twenty-eight
out of 34 or 82% got the passing score (8 – 10). In day 2, thirty
out of 34 or 88% got the passing score (8 – 10). In day 3, thirty-
two out of 34 or 94% got the passing score (8 – 10).
Therefore, the E-teaching (Electronic Teaching) Approach is
effective method that makes learning more fun coupled with an
animated teacher, thus, adhering their request take a profound
meaning now.
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

Based on the Phil-IRI results of the grade 6 level for three (3) consecutive
school years, S.Y. 2017 – 2018 has no frustration level readers while there are
nineteen (19) for S.Y. 2018 – 2019. Meanwhile, S.Y. 2016 – 2017 has
skyrocketed to two hundred eighty-five (285) with the same reading level.

450
400
350 400
NUMBER OF PUPILS

300
250
272 285 285
200
150
171 150
100
50
45 0 19
0
2016-2017 2017-2018 2018-2019
Independent Instructional Frustration
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

On the earlier figures, Grade 6 Peace has the most number of

frustration level readers with seventeen (17) pupils out of thirty-four
(34), which is 50% of the class.
This was then validated by letting them take an 8-item reading
comprehension test from one of the old passages of Phil-IRI.
Based on the data gathered, it was observed that 88% of the class
are in frustration level. This made the group realized to make the
whole class the respondents.
12
10
10
NUMBER OF PUPILS

8 8
8
6
4 3
2
2 1 1
0
0
1 2 3 4 5 6 7 8
SCORES

The graph shows that only 4 out of 34 pupils or 12 % got the score of
6 – 8 or 80% – 100%.
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

Comparative pretest result over passing rate on reading comprehension test

90%
80%
80%

70% 68%
60%

50%

40%

30%

20%
12%
10%

0%
Passing Rate Pretest Difference

The graph shows that the pre-test result 12% (i.e. 4 pupils) is way far behind from the
passing rate (i.e. 80%) with a difference of 68%.
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

II. Rationale

The purpose of this Continuous

Improvement Program (CIP) is to
design an appropriate intervention in
order to bring ongoing gradual
improvement to grade 6 pupils on
reading comprehension skills.
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

IV. Framework

INPUT PROCESS OUTPUT

Classroom
Improve
Instruction Reading
(E-Teaching:
Reading Comprehension
ICT
Level Integration)
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

IV. Objectives
This CIP aims to;
1. increase efficiency of iCT integration on
instruction,
2. improve the reading proficiency level of
Grade 6 pupils through reading with
comprehension, and
3. increase the utilization of E-Classroom.
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

IV. Project Description

The intervention used by the group to address the problem is iCT
integration. The following are

1. Video Clips
One of the most common tool that can be of help to enhance the pupils’
reading comprehension of the pupils.

The story “The Legend of Pineapple is a video clip used in one of the reading
comprehension lessons. It has a built narration. The video clip can be repeated
as desired or whenever necessary to acquire learnings from the story heard.
This can be downloaded on youtube.
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

IV. Project Description

The intervention used by the group to address the problem are are follows:

2. Manipulative Apps

The Gift is story that can be found in an application called My Books,

downloadable to mobile phone, desktop or laptop. It can be manipulated
through narration or read the story yourself. The photos can be tapped or clicked
and hear the characters’ dialogue. Since it is manipulative it can be repeated as
desired or whenever needed.
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

IV. Project Description

The intervention used by the group to address the problem are are follows:

3. a. Interactive Apps

Reading comprehension app is an interactive reading

comprehension that is downloadable to mobile phone, desktop or
laptop. Complete grade levels to choose from whichever is applicable
to your pupils. Answers to questions can be seen automatically
whether it’s wrong or right.
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

IV. Project Description

The intervention used by the group to address the problem are are follows:

3. b. Interactive Apps

Reading Builder’ is an application downloadable to mobile

‘

phone, desktop or laptop. It is an interactive app where a player

has to start from level 1 onwards. A student need to pass 10
questions in a particular level to move forward. The next level can
only be unlocked if and when the player passes the level he is in.
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

II. TALK WITH THE CUSTOMERS

In order to find out the cause of these

alarming number of frustration level readers, the
team has conducted an individual interview and
focus group discussion to all the respondents.
The group used a survey questionnaire which
were all laid out in vernacular so that they can
express their answers better.
The following slides are the graphical
presentation to every question of the survey.
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

Graph 1. Aduna ka bay panahon sa pagbasa sa libro sa inyong balay?

14
12
12
10
10
35%
8
8 29%
6 24%
4
4
12%
2

0
Always Sometimes Rarely Never

The results show that less than half of the pupils always have time to read. It is
also evident that there are pupils who never read at all in Grade 6 Peace class.
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

Graph 2. Nasabtan ba nimo ang imong gibasa?

12 11
10 9
8 32%
8
26% 6
24%
6
26%
4

0
Always Sometimes Rarely Never

The findings of the data means that less than half of the pupils do sometimes
understand what they read.
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

Graph 3. Unsa gusto nimo buhaton ni teacher aron makasabot ka?

12 11 18%
10 15% 32% 12%
9% 6%
8 6% 3%
6
6 5
4
4 3
2 2
2 1
0
Ipabasa kada- Tudluan insakto sa Kusgon ang tingog Mugamit ug Dili pasagdan Binisay-on Gamitan ug stick Hinayon para
adlaw maestra ni teacher picture kung pagbasa hangtud masabtan
magpabasa mahibalo

The result prevails that 32% of the respondents are visual learners. Based on the
data, picture association on a story read has the highest percentage among
other responses.
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

Graph 4. Nasabtan ba nimo ang buot ipasabot sa What, When, Where, Why ug
How?
25

19 20
20
17
15 29%
27% 24%
10
10
14%
5 6% 4

0
What When Where Why How

The figures on the graph show that critical thinking is low in Grade 6 Peace
class since why and how questions have the least responses among the
respondents with 14% and 6%, respectively.
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

Graph 5. Ngano galisud kaman ug basa?

16
14
14

12 41% 11
10
32%
8 7
6 21%
4 3% 3%
2 1 1
0
Dili kabisado nga pulong Dili kalitok Hanap pagkasulat Kulbaan Walay gatudlo

The graph reveals that 41% of Grade 6 Peace class has the difficulty in word
recognition because of unfamiliar words.
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

Graph 6. Unsa imong gabuhaton sa bakante nga oras sa eskwelahan?

12 11
10 32%
8 7 7
6
21% 21% 5
4 15%
2 2
2
6% 6%
0
Magdula Magkaon Gatabi Study/Basa Magpuyo Stand by

To study/ read during their vacant time shows prevalence on the graph with
32%, while doing nothing and by standing both have 6%.
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

Graph 7. Gi-angay kaba sa pwesto sa imong lingkuranan sulod sa imong

klasrum?
35
30
30

25 88%

20

15

10
12%
5 4

0
YES NO

The data show comfortableness of the sitting arrangement in the class. It

reveals that most of the pupils are comfortable on where they are seated with
88% against 12%.
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

Graph 8. Ngano maulaw kaman ug basa?

10
9 9 9
9
8
7 26.5% 26.5% 26.5%
6
5
5
4
3
14.7%
2
2
1
5.8%
0
Masayop Kataw-an Maulaw Dili maulaw Kulbaan

The presentation is vividly showing that among the respondents, only very few
(i.e. 5.8% - 2) can read with confidence, while the rest are destructed to
possibilities to either be laughed at, commit mistakes or being nervous.
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

Graph 9. Unsay imong gabatiun kung gaipabasa ka sa imong maestra?

25

20 59%
20

15

10 9 26%

9% 6%
5 3 2
0
Kulbaan Maulaw Kahilakon Kataw-an

Nervousness displays how they feel whenever they are asked to read (i.e. 59%).
To laugh at by bullies comes last among the responses as shown on the graph.
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

Graph 10. Unsa imong ganahan nga pabasahon ka, atubangan sa imong mga
klasmeyt o ikaw nga atubangan sa maestra?
35 32
30
97%
25

20

15
3%
10

5 2
0
Atubangan sa klasmeyt Atubangan sa maestra/ maestro

The data shows that almost all of the respondents prefer to read in front of the
teacher rather than in front of their classmates having 32 (97%) against 2 (3%).
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

Based on the data gathered from both the individual interview

and FGD, it is ironic to find out that 35% of the class read or
study during their free time. This may be true, however, 52% of
them do not understand what they read. It was proven when the
respondents were asked on the why and how questions that only
14 of them understood what it meant. Further, to associate
pictures during the story reading (i.e. 32%) and unlocking of
difficulties (lack of vocabulary 41%) is deemed necessary to
address to.
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

III. WALK THE PROCESS

CURRENT STATE - SIPOC

SUPPLIERS INPUTS PROCESS OUTPUTS CUSTOMERS
Principal Flash cards Answered
Worksheets/Activity
Sheets
Teacher Chart Reading Filled-out Class record 34 Grade VI -
Learning Peace Pupils
Parents Worksheets/Activity Filled Pupils’ Portfolio
Process
Sheets
Answered Reading
Assignment Notebook

In this program, the supplier does not merely refer to the teacher alone, but rather, it is
partnered with the principal and the cooperation of the parents themselves for the
project be a successful one.
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

Process Steps

DRILL/ POST - DURING

PREPARATION EVALUATION PRE-READING
REVIEW READING READING

In reading, the above diagram is followed where there is only

one reading materials being used to provide mastery of the
lesson.
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot
CURRENT STATE
FLOWCHART of TEACHING READING in
GRADE VI - PEACE

Prepared IMs Pupils followed and prepared

Preparation themselves for the lesson
Let pupils settled down
(3 mins.)
Pupils responses were
barely understood for
they have read it in
Let the pupils read the chorus..
Review Pupils followed as instructed.
sentences on the board and
(3 mins.) identified its kind.
The review has no connection
to the lesson.
Pupils passively
answered the
questions.
Motivation Asked pupils if they have gone 2 pupils responded to the
to the beach. questions .
(2 mins.)
The teacher only spent 57
seconds.
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot
CURRENT STATE
FLOWCHART of TEACHING READING
in GRADE VI - PEACE

Only 3 words were 3 pupils gave the meaning of

Words unlocked were
Unlocking of Difficulties associated with standard-sized introduced the words based on the picture
( 5 mins.) shown.
pictures.

The teacher
Asked the pupils the standards failed to give the 5 pupils gave the standards of 7 pupils did not
Presentation background of listening. read the story
of listening.
(1 mins.) Read the story aloud the story. Listened while the teacher read story silently
aloud.
Read the story silently.

Failed to discuss
Discussion Asked questions about the 10 pupils answered the
the details of the
story heard and read questions asked.
(7 mins.) story
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot
CURRENT STATE
FLOWCHART of TEACHING READING in GRADE VI
- PAECE

Followed given instruction

Gave instructions on the Read silently
Application activity. Answered the 5-item
( 5 mins.) Let pupils read the story comprehension questions in
silently. the prepared chart

The answer was

supplied by the
The teacher asked the teacher by a chart on Pupils read the definition of noting
Generalization the board. details in unison and took time
significant details of the story
(5 mins.) read.
from one pupil to another.

7 Out of 34 pupils
passed the reading
No time frame
Gave instructions. Followed the instruction comprehension
Evaluation given
A 10-item test was given Answered the questions in a test
(10 mins.)
sheet of paper
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot CURRENT STATE
FLOWCHART of TEACHING READING in GRADE VI
- PAECE

Assignment should
be posted or be
The teacher gave instructions written on the board. Pupils responded YES to
Assignment about the assignment verbally. instruction given.
( 1 min.)
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

IV. PRIORITY IMPROVEMENT AREAS

Review DAY 1 DAY 2 DAY 3

Unlocking of difficulties
1. The previous lesson has no connection
to the new lesson. 1. The teacher exceeded the time allotted, it
Motivation reached 9 minutes., instead of 5.
1. The teacher only used 57 seconds of the Presentation
1. Set the standards of silent reading but was
2 minutes time allotment
not executed.
Unlocking of Difficulties Drill 2. Only spent 1 minute of 3 minutes
1. The teacher only gave 3 words and did 1. The teacher did not use clues or hints to come
allotment.
not use in a sentence up with the correct from the jumbled words. 3. Failed to give the background of the
Presentation Unlocking of difficulties story.
1. Only 1 pupil answered the question 1. Pupils found it hard to unlock the words Discussion
asked. despite pictures were shown. 1. The lesson of the story was asked but no
2. Failed to give the background of the Discussion one in the class has answered it, so the
story 1. Incomplete answer of the question asked was teacher supplied the answer.
Discussion tolerated. 2. The how and why questions were not
1. Failed to discuss the details of the story 2. Pupils answered questions in chorus most of asked.
Generalization the time Application
1. The teacher lingered too much on the
1. The answer was supplied by the teacher 3. pupils sitting in front did not participate in
group activity.
by posting a chart on the board. reading the selection.
2. Failed to roam around to monitor the
Evaluation activity done by each group.
1. No time frame was given Evaluation
Assignment 1. The instruction in the lesson plan was
1. The assignment was verbally given to the modified in the actual teaching.
class instead of writing or posting it on the Assignment
board and have it copied by the pupils. 1. Assignment was not given much emphasis
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

FORMATIVE TEST RESULTS FOR GRADE 6 - PEACE CLASS CURRENT STATE

6 7 DAY 2
DAY 1 5 5 6
NUMBER OF PUPILS

NUMBER OF PUPILS
5 6 5 5
4 4 4 4
4 5 4
3
3 4
2 2 3
2 2
1 2
1 1 1 1
1 0 0
0 0
1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
SCORES SCORE

7 out of 34 or 21% got the passing score (8 – 10) 12 out of 34 or 35% got the passing score (8 – 10)

20 DAY 3
16
NUMBER OF PUPILS

15

10

5 4
3 3
2 2 2 2
0 0
0
1 2 3 4 5 6 7 8 9 10
SCORES

23 out of 34 or 68% got the passing score (8 – 10)

A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

FOCUS PROBLEM STATEMENT

Based on the three-day Reading-Learning

Process observations, 27 out of 34 (Day 1); 22
out of 34 (Day2); and 11 out of 34 (Day3) pupils
obtained a score of 0-7 or 70% and below. An
average of 20 out of 34 pupils failed to get the
passing score of 8 – 10 or 80-100% in reading
comprehension skills.
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot
Twenty (20) out 34 or 59% of the
pupils failed the passing score of 8-10
V. ROOT CAUSE ANALYSIS
item reading comprehension test,
because pupils are poor in reading
Why-Why Diagram Pupils cannot
Pupils can barely express their ideas Lack of comprehension. This is due to no
understand the both in oral and vocabulary
meaning of the word
retention and the lack of vocabulary
written
words. Their reading comprehension is
poor because the details and the

Details of the story was Motive Question was background of the story were failed to
passively asked and
not discussed
20 out of 34 or 59% was not elaborated discuss, where motive questions were
of the pupils failed Poor in reading
the passing score of comprehension not asked that is why pupils are not
8-10 item reading
comprehension test Failed to give the
Pupils were not
motivated. Moreover, because of lack
background of the
motivated of vocabulary pupils cannot express
story

their ideas both oral and written.

No focus during the Pupils have no focus during the

No Retention Lack of interest
discussion
discussion because they lack interest
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

ROOT CAUSE VALIDATION

Probable Causes Validation

Controllability Conclusion
Class Description Method Result

Man Pupils don’t know how to Survey confirmed Within control Valid
answer the why and how questionnaire
questions

Teacher failed to discuss the Instructional Confirmed Within control Valid

details of the story supervisory form

Method Picture illustration is not Instructional Confirmed Within control Valid

used in reading materials supervisory form
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

Probable Causes Validation

Controllability Conclusion
Class Description Method Result

Teacher supplied the

meaning of the words to
unlock instead of the Instructional
Method confirmed Within control Valid
pupils. Supervisory Form

Materials Materials used are

cartolina, bond paper Instructional
confirmed Within control Valid
Supervisory Form
Idle moments were
evident on the use of ICT Power point confirmed Within control Valid
presentation
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

VI. DEVELOP SOLUTIONS

Recommended Improvements
Priority Root Cause Recommended Improvement

Teacher supplied the meaning of the words to unlock Develop the art of questioning for the pupils to come up with correct
word meaning and answer questions asked
instead of the pupils.

Discussed the details of the story but the pupils failed Apply differentiated instructions such that during reading, use Directed
Reading, Thinking Activity (DRTA) and Watch-Listen-Learn (WLL)
to comprehend Strategy. After oral reading of the story, important details should be
discussed before pupils’ silent reading activity.

Materials used are cartolina, bond paper Use tag boards for flash cards

Idle moments were evident on the use of ppt. Use variety applications on ICT integration. Not relying to one
presentation to prevent boredom among pupils.

Picture-illustration was not used in reading the story Associate pictures in reading for better understanding of the story.
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

SUPPLIERS INPUTS PROCESS OUTPUTS CUSTOMERS

Answered
Flash cards with 2” font
Principal Worksheets/Activity
size
Sheets

Chart with 2’ font size Filled-out Class record

Worksheets/Activity
Filled Pupils’ Portfolio
Sheets
Reading 34 Grade VI - PEACE
Developing Reading Answered Reading Pupils
Teachers
Power Book
Learning Process Journal Notebook
Big books Read Big books
Parents
e-TV episodes Watched e-TV episodes

e-Classroom English Watched English

video lesson video lesson
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

FUTURE STATE
FLOWCHART of TEACHING READING in GRADE VI - PEACE

Prepared IMs Pupils followed and prepared

Preparation themselves for the lesson
Let pupils settled down
(3 mins.)

Let the pupils read the Pupils responses were clear

Review sentences on the board and and have it read individually.
(3 mins.) identified its kind.

Motivation Asked pupils if they have gone 2 pupils actively responded to

to the beach. the questions .
(2 mins.)
The teacher only spent 57
seconds.
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

FUTURE STATE
FLOWCHART of TEACHING READING in GRADE VI - PEACE

3 pupils gave the meaning of

10 words were unlocked
Unlocking of Difficulties associated with standard-sized
the words based on the picture
( 5 mins.) shown.
pictures.

Asked the pupils the standards 5 pupils gave the standards of

Presentation of listening. The teacher gave listening.
(1 min.) the background of the story. All pupils listened while the teacher
read story aloud.
Read the story aloud Read the story silently.

The teacher discussed the

Discussion details of the story. Asked 10 pupils answered the
(7 mins.) questions about the story questions asked.
heard and read
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

FUTURE STATE
FLOWCHART of TEACHING READING in GRADE VI - PEACE

Followed given instruction

Gave instructions on the Read silently
Application activity. Answered the 5-item
Let pupils read the story comprehension questions in the
( 5 mins.) prepared chart.
silently.

Generalization The teacher asked the

significant details of the story Pupils generalized the lesson.
(5 mins.) read.

Evaluation Gave instructions. Followed the instruction

And time frame was given. Answered the questions in a sheet
(10 mins.) of paper. 75% pupils passed the
reading comprehension test.
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

FUTURE STATE
FLOWCHART of TEACHING READING in GRADE VI - PEACE

The teacher posted the Pupils responded YES to

Assignment assignment on the board and instruction given.
( 1 min.) let pupils copied on their
notebooks..
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

VII. FINALIZE IMPROVEMENT PLAN

Resources/
Activity Output Responsibility Due Date
Budget
Proficient Grade VI – PEACE Readers
A. Preparation of Pretest Materials 40 copies of Selection CI Head
1. Printing of 40 Copies of Reading Material CI Facilitators MOOE
CI Team
B. Preparation of Pupils’ Profile Forms 40 copies Pupils' Profile Form CI Head
1. Printing of 40 copies of Pupils’ Profile Form CI Facilitators MOOE
CI Team
C. Administration of Reading Assessment for Grade VI-PEACE Scores/Achievement Rate CI Head January 16, 2019
1. First Assessment CI Facilitators January 17, 2019
2. Second Assessment CI Team January 18, 2019 MOOE
3. Third Assessment

D. Agree on the Parent Orientation •Letters of Invitation CI Head January 21,

1. Make a Letter of Invitation for the Parents Orientation CI Facilitators 2019 MOOE
2. Send the Letters of Invitation for the Orientation CI Team

E. Orientation of Stakeholders/Administration of Pupils’ •Memorandum of Agreement CI Head February 22,

Profile •Pupils’ Profile CI Facilitators 2019
MOOE
1. Orientation CI Team
2. Interview of Parents for Pupils’ Profile
F. Conduct Voice of the Customer Affinity Diagram CI Head January 22- 24,
1. Focus Group Discussion CI Facilitators 2019
MOOE
2. Individual Interview CI Team
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

Resources/
Activity Output Responsibility Due Date
Budget
CI Head
G. Class Observation Instructional January 26 –
CI Facilitators MOOE
1. Pre-Implementation Observation of Pilot Class Supervisory Form February 5, 2019
CI Team
F. Preparation of Instructional/Reading Materials •Drill Cards CI Head February 8 – 12,
1. Purchase of materials for the production of Reading and Instructional •Video Drill CI Facilitators 2019
Materials •Jazz Chants CI Team MOOE
2. Printing of Reading Materials Grade III-
3. Production of Instructional Materials Adviser

G. Implementation of C.I. Project •Test results CI Head February 13 – 15,

1. Apply improvement plans •Instructional CI Facilitators 2019
• Conduct regular drill on wh-questions and their possible answers and Supervisory Form CI Team
vocabulary building
-using information technology ( ETV, Interactive
White Board )
MOOE
-using Jazz Chants
• Use Big Books and other colorful Reading Materials
• Use Basic Sight Words
• H.O.T.S. Type of Questioning
2. Class observation

H. Administration of Post Test for Reading Assessment Answered Sheets CI Head February 18 – 22,
1. Reading Comprehension Test CI Facilitators 2019
2. Analysis of Reading Results CI Team MOOE
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot
VIII. PILOT THE SOLUTION

Potential Problem Probable Cause L I RF Preventive Action

(1-5) (1-5) (L x I)

1. Teacher will not cooperate Time constraint 2 4 8 Teacher must be updated on the CI
Hesitant to changes project and its positive impact on the
development of the pupils’ reading
comprehension skill

2. Insufficient materials to be Insufficient school supplies 3 2 6 Allocate budget from MOOE and other
used school funds available

3. Uninterested/Uncooperati Poor in vocabulary 5 5 25 Use readable drill cards , books with

ve pupils illustrations and information
technology available in school

4. Uncooperative parents Busy with their work 5 5 25 Conduct Parents Forum on Parenting,
No follow up at home, parents rely on Orient parents with the CI project, its
teachers importance and its value to their
children
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot Pilot
Implementation Highlights
Reading Learning Process Observation Comments

DAY 1
Drill Discussion
1. Pupils were participative while singing and dancing. 1. Explicit learning was manifested
Review 2. Pupils answered the questions and expounded further by
1. 5 pupils answered the given questions the teacher
Motivation Application
1. Most of them heard the story movie viewing 1. Monitored the pupils activity and team work among the
2. Pupils pictured out a king and a queen groups was evident
Unlocking Generalization
1. Used sentence clue to get the exact meaning of the given word 1. HOTS questions were answered
2. Asked the pupils to read the given sentence Evaluation
3. Corrected the mispronounced words 1. Gave the time limit of 10 minutes on a 5- item multiple test
Presentation 2. 82% of the class passed the test
1. Picture of the characters were presented Assignment
2. Motive questions were asked 1. Gave instructions on how to answer a graph and was took
3. Used big book in reading note of it.
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot Pilot
Implementation Highlights
Reading Learning Process Observation Comments

DAY 2
Drill Discussion
1. Gave the 2nd Primer Basic Sight Words 1. Discussed the details of the story by asking the wh
Review – and how questions
1. Showed the big book of the past story Application
1. Asked wh – and how questions 1. Gave a differentiated instructions by group.
2. Maintained answering questions in a complete Generalization
sentence 1. Grouped the pupils by 5 and gave materials to be
Motivation used.
1. Showed pictures and asked what’s on the picture 2. Answered the questions posted on the board
Unlocking Evaluation
1. Gave the meaning after a matching-type – picture – 1. Pen and paper 5 – item multiple test
word association activity 2. 85% of the class got the passing score of 4-5.
Presentation Assignment
1. Gave the background of the story 1. Posted an assignment on the board and let pupils
2. Watched story through e-TV copied on their notebook.
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot Pilot
Implementation Highlights
Reading Learning Process Observation Comments
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

FORMATIVE TEST RESULTS FOR GRADE VI-PEACE CLASS

NUMBER OF PUPILS
DAY 1 DAY 2

NUMBER OF PUPILS
18
16
13
10
0 0 0 0 0 0 1 2 3 0 0 0 0 0 0 0 2 3
` 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 10
SCORES SCORES

DAY 3
Pilot
NUMBER OF PUPILS

Process 18

Performance 0 0 0 0 0 0 0 2 4
10

0 1 2 3 4 5 6 7 8 9 10
SCORES
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makabasa

Comparative Result
Day 1 Pre-Test DAY 1 POST TEST
6

5 5 17
5

NUMBER OF PUPILS
4 4 4 4
4

3 10
3

2 2
2
4
1 3
1 0 0 0 0 0 0 2

` 1 2 3 4 5 6 7 8 9 10
0
SCORES
1 2 3 4 5 6 7 8 9 10

7 out of 34 or 21% got the passing score (8 – 10) 28 out of 34 or 82% got the passing score (8 – 10)
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

Day 2 Pre-Test DAY 2 POST TEST

7
6
6
16

NUMBER OF PUPILS
5 5
5
4
4 11

3
2
2
1 1 1 0 0 0 0 0 0 0 2 3
1
0 0 0 1 2 3 4 5 6 7 8 9 10
0
SCORES
1 2 3 4 5 6 7 8 9 10

12 out of 34 or 35% got the passing score (8 – 10) 30 out of 34 or 88% got the passing score (8 – 10)
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

Day 3 Pre-Test DAY 3 POST TEST

7
6
6
16

NUMBER OF PUPILS
5 5
5
13
4
4

3
2
2
1 1 1 0 0 0 0 0 0 1 1 3
1
0 0 0 1 2 3 4 5 6 7 8 9 10
0
SCORES
1 2 3 4 5 6 7 8 9 10

12 out of 34 or 35% got the passing score (8 – 10) 32 out of 34 or 94% got the passing score (8 – 10)
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

PILOT LEARNINGS/ REFLECTION

This CIP has reminded the team and us teachers to
passionately conduct regular drill on vocabulary building and
Wh- questions, the HOTS in particular. Time allotment for Drill
Activity must be made 5 instead of 3 minutes to prepare the
pupils for the lesson. Teaching reading strategies and activities
must be varied, e.g. Tongue Twister; Jazz Chants; Think and
Read Aloud Strategy; Shared Reading, Listen and Learn (L2 );
Peer Reading or Tutoring, Silent Reading, etc. In making drill
cards it should be readable, font size must be at least 2” so that
the pupils seated at the back can visibly see what’s being
flashed in front or posted on the board.
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

In unlocking of difficulties, words should not only be

given but must also be associated with pictures to better
understand by the pupils to come up with correct
meaning and be able to use it in a sentence.
Moreover, pupils are more interested to read stories
using big books, ETV, Interactive White Boards, AVP,
and other illustrated reading materials, speech
laboratory or social media tools that are most likely
associated with pictures.
With these being put into action, our pupils will
mostly be an instructional if not all independent level
readers.
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

“Batibot”, basa tinguhang makasabot plays a vital role in

the lives of every pupil in Vicente N. Chaves Memorial Central
School (VNCMCS) especially that they are to graduate in their
elementary years and get promoted to grade 7.
It is a total fulfillment in the part of the teachers if and
when his/her pupils are able to read with comprehension. The
team still believes that the illiterates of today are those who
cannot read and write. With high hopes, no pupils of VNCMCS
will finish grade 6 who cannot comprehend what they are
reading with the involvement of the parents and cooperation of
the pupils themselves.
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

IX. ROLL OUT THE SOLUTION

It is important that the following are to be considered in

rolling out the solutions;
a.Communication
i. The exchange of information from you to others and from
others to you.
b.Participation
i. Involve the teachers in the planning and execution of a
change so they can develop shared ownership and
commitment.
c.Education
i. Provide the teachers with what they need to know so
they can successfully implement the desired changes.
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

IX. ROLL OUT THE SOLUTION

d. Commitment and covenant

Photograph and post in Facebook
Have a commitment wall inside the school
Pictures of signed commitments of the other
teachers must be placed in the commitment wall
e. Standardization
Ensures that important elements of a process are
performed consistently in the best possible way.
i. Documentation is the key
up to date and being used
ii. Flowcharts are useful
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

X. CHECK THE PROGRESS

What you need to check

a.Results
 Gather data on the same measures
identified in Assess Stage
 Use the same data collection procedures
b.Methods
 Did you follow the plan?
 Document what steps are followed
during implementation
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

X. CHECK THE PROGRESS

c. Improvement must be continuous, but

individual initiatives and project teams come to
an end.
d. Develop managerial systems to capture learning
and enable the organization to address system
issues.
e. Documentation and recognition are two critical
aspects of project team closure.

Note: Make a new team for the next School Year

A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot

X. CHECK THE PROGRESS

f. Conduct regular meeting with the parents

concerned to inform them about their children’s
academic and extracurricular performances in
the school.

g. Conduct General Assembly to inform the

parents about the CI Project “BATIBOT” Rollout
Implementation Plan for the whole school