Jocelyn B. Tehano Ed. D
Public Schools District Supervisor
NORTH DISTRICT 4
Embedded Files
Arlene A. Caballero
Principal III
MABOLO ELEMENTARY SCHOOL
Mabolo Elementary School stands majestically across St. Joseph Parish Church at M.J. Cuenco Avenue, Mabolo, Cebu City, with a total land area of 14, 518 square meters. The school is managed by Mrs. Arlene A. Caballero with the two assisting principals, Mrs. Winilinda Ybañez and Mrs. Daffodil Ywayan.
Daffodil Ywayan
Assisting Principal
Mabolo Elementary School
Winilinda Ybañez
Assisting Principal
Mabolo Elementary School
About Our CI Project
Reading is very important for almost everything starts from it. Having difficulty in reading could have a domino effect on the child's performance in school. The disability to read can frustrate both learners and teachers which can adversely affect the learner’s academic performance in school. This is most crucial especially in grade one where pupils are expected to read fluently in MTB-MLE.
The main goal of all Grade One teachers in the Department of Education is to help every child become literate. But how could we do it during a pandemic wherein having face-to-face classes is impossible?
In order to address this problem, the Mabolo Elementary School CI team was organized.
Where are we now?
Where were we before?
There are 139 non-readers out of 405 enrollees in Grade One for the school year 2020-2021, 14 of them are from section Virtue based on the Oral Reading Verification test result in MTB-MLE (1st Exposure) last January 7, 2021.
Graph showing the number of non-readers of all Grade One classes of Mabolo Elementary School. The blue- colored bar represents the male pupils, the pink for girls and the gray-colored bar for the total number of non-readers per section.
Graph showing the number of non-readers of all Grade One classes of Mabolo Elementary School. The blue- colored bar represents the male pupils, the pink for girls and the gray-colored bar for the total number of non-readers per section.
The graph showing the number of non-readers in Grade 1 - Virtue
The graph showing the number of non-readers in Grade 1 - Virtue
Focused Problem:
14 out of 30 Grade 1-Virtue pupils are non-readers in MTB-MLE in contrast to the DepEd regulation requiring 100 % of the grade one pupils as readers at the end of the school year.
Voice of the Stakeholders
Voice of the Stakeholders
We interviewed the parents of the 14 identified learners.
What did we do?
The CI team observed the actual Virtual Reading Remediation class of the teacher with the Grade 1 - Virtue target learners and found out the following:
Some pupils were late.
The preliminary activities presented were too long.
Sounds of letters were not introduced before presenting syllables to read.
The syllables introduced were not the basis for the new words build.
The words in the reading passage given are not taken from the syllables and words taught during the practice.
Teacher did not give specific topic or reading material to read.
We analyzed the root causes and found out three main root causes, inadequate time conducting reading lesson, insufficient time creating appropriate reading materials and inadequate knowledge in teaching reading.
We analyzed the root causes and found out three main root causes, inadequate time conducting reading lesson, insufficient time creating appropriate reading materials and inadequate knowledge in teaching reading.
Two out of three root causes are valid. These are insufficient time creating appropriate reading materials and inadequate knowledge in teaching reading. From these valid root causes, we developed solutions.
How did we do it?
We planned and made a timetable for all the activities to be done.
To help our target learners get over their frustration in their academic performance in school, we developed this solution, "Today a Reader, Happy Forever".
This is a 20-day reading program which aims to help the non-readers become literate. The teacher will conduct a virtual Reading Remediation to the target learners using the alphabet of Sinugboanong Binisaya.
Each day, a new letter sound will be taught. Letters will be used to form syllables, syllables to build new words and words to make a story.
Result: The 14 non-readers become readers.
Lessons Learned
Ensure that new teachers in grade one are well-versed or have undergone training in Beginning Reading.
Proven effective teachers in grade one must stay in the grade level unless promoted.
Teaching materials must be updated regularly based on the needs of the learners.
Master Teachers who are curriculum experts must focus on the monitoring of the reading development of the primary learners and mentor/coach teachers who need technical assistance.
What's in the future?
PLANS
School Roll Out of the CI Program
on the next School Year 2021-2022.
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