Republic of the Philippines

Department of Education
REGION VIII – EASTERN VISAYAS
SCHOOLS DIVISION OF SOUTHERN LEYTE
BONTOC 1 DISTRICT
BONTOC NATIONAL HIGH SCHOOL

HEAL
“HONING THE ENGLISH ABILITIES OF THE LEARNERS IN READING”

RATIONALE

Reading is a vital ability that the students must master because reading

cannot be separated in the process of teaching and learning. Comprehending simple

texts, decoding, identification of key sight words and fluency in reading are reading

skills that are essential for the students to acquire before entering secondary

(Parker, 2020).

In a 2018 global survey called Programme for International Student

Assessment (PISA), a worldwide study that examines student’s knowledge in

reading, mathematics, and science - published that the Philippines scored the lowest

in reading comprehension, among 79 participating countries. The exam was

conducted by the Organisation for Economic Co-operation and Development

(OECD), and the test results showed that Filipino students scored a mean of 340

points in the reading comprehension exam — lower than the OECD average of 487

points (CNN Philippines, 2019). The news sent the country in an uproar, and

teachers got it hard especially because teachers tend to give their all in teaching the

students, working religiously six days a week in teaching the lessons to the students,

teaching them with the appropriate materials and even working longer hours to

comply with and submit the needed paperwork.

When Phil. IRI Assessment toll was conducted for three consecutive years in

Bontoc National High School, the teachers found out that there were more number of

students who belonged to Frustration Level. With this case in mind, the teachers

intend to look for solutions and interventions that would benefit the students, the

teachers, the administration, and the community.

THEORITICAL AND CONCEPTUAL FRAMEWORK

HEAL (Honing the English Abilities of the Learners in Reading)

READING INTERVENTION PROGRAM

Learners with Scaffolding of Lev Vygotsky Improved Level of

Frustration Level Reading Intervention Phil-IRI Result
of Phil-IRI Result (with the help of the teachers) (after the reading
intervention)
(before the  FWAW Strategy
reading  PERR Strategy
intervention)  DEAR Strategy

Reading is a fundamental skill that everyone should have in their repertoire to

succeed in life. It is about learning new things and improving one’s vocabulary. It is

important in writing and communication. Reading and comprehension will go hand in

hand for one’s learning. Without comprehension, children gain no meaning from

what they read. Reading comprehension is the ability to read text, process it and

understand its meaning. It can directly affect the learnings of the students from other

disciplines. Thus, it is important to hone the learners’ reading abilities.

HEAL (Honing the English Abilities of the Learners in Reading) is a reading

intervention program for those learners who belong to the Frustration level after

taking the Phil-IRI in the first quarter of the school year. This intervention is

supported by the theory of scaffolding of Lev Vygotsky which states that when the

learners are given the support they need while learning something new, they stand a

better chance of using that knowledge independently. To improve the reading level

of the learners with frustration level, they will be provided with the HEAL intervention

as the scaffold. The HEAL intervention includes the three strategies of reading

namely: FWAW (Five Words a Week), PERR (Program for Effective Reading and

Writing, and DEAR (Drop Everything and Read). After giving the intervention, the

learners will take the Phil-IRI for the second time (third quarter) to track their

progress.

PROGRAM DESCRIPTION
Basing on the Big 6, the program is a 6-month long activity which will help the
students improve their comprehension skills. This program seeks to help the slow,
and non-readers improve their reading skills. This program consists of different
activities such as FWAW, PERR, and DEAR strategies.
The program should be done three times a week, that is Monday,
Wednesday, and Friday. This activity shall be done 15 minutes before the first period
in the morning begins.
Reading Comprehension is involved in different aspects of learning not just
the English or Filipino subjects, but all Learning Areas. Thus, all teachers will be the
one to conduct the said program.
Monday
Drop Everything and Read activity will be done. In this activity students are given
different reading materials. They need to drop everything that they have on their
hands and focus on the reading material and read. While reading they must take
note of 5 words that struck them. The teacher then, will let the students read the
words they got from the reading materials. The teacher must assist the students with
proper pronunciation of the words. The teacher will assign the students to look for
the meaning of the words.
Wednesday
Five Words a Week activity will be conducted every Wednesday. From the Mondays’
Activity, the five words will be presented to the teacher and classmates. The
students will read the meaning of each word. The teacher should have the copy of
the different words. The teacher may further explain the meaning of the different
words. After comprehending the different meaning of the words, the students will
choose 5 words out of all the words given by the classmates. After choosing the 5
words, they need to use it in a sentence. Afterwards sharing of sentences will be
conducted. The teacher may vary the activity every week, i.e., use the words in
conversation, role playing or poetry writing.

Friday
Program for Effective Reading and Writing strategy will be conducted. Every Friday,
students are required to read a specific reading material silently with timer. After
reading the material, Comprehension Questions will be answered. After answering
the questions, students will write their reflection about their reading development
based on the week’s activity. These will be checked by the teachers, and they will
determine if there is a development happening in each student. Every week the
teacher will use different approaches in teaching reading.

OBJECTIVES
The objectives of this program are:
 This program seeks to help the slow, and non-readers improve their
reading skills.
 Students' reading competence will be increased and improved via the
use of engaging exercises.
 To improve reading skills and instill to students a sense of personal
responsibility for their own success.

PROCESS IMPLEMENTATION

Step 1: To conduct an oral and comprehensive admission test. Students who will be
enrolled in a remedial reading class are chosen and identified through the Phil. IRI
Pre-test.
Step 2: To provide students and parents with an overview and background on
remedial reading to encourage and promote their children's love of reading. Parents
and learners are being oriented through letters, online conferences, and
conversations.
Step 3: To conduct the Drop Everything and Read Strategy. All students who are
identified to be enrolled in remedial reading class shall participate in the activity.
Students will cite the 5 words, and to be assisted by the teacher with the proper
pronunciation. (Oral Language, Phonological Awareness and Phonics of the Big 6-
Elements of Reading are applied).
Step 4: To conduct the Five Words a Week activity. The remedial reading students
will share the meaning of the words they got from Monday’s activity. Then, after
knowing the meaning of the different words, students will choose different words and
apply them to a conversation or other activities. (Vocabulary and Fluency are
applied).
Step 5: To conduct the PERR strategy. Students will undergo silent reading or oral
reading with comprehension check. Also, a reflection will be answered by the
students. (Comprehension and Fluency are applied.)
Step 6: Teacher will monitor the progress of the students every Friday.

PROGRAM CLASS DELIVERY

Monday- Oral Language, Phonological Awareness and Phonics Development
Wednesday- Vocabulary and Fluency Development
Friday- Fluency and Comprehension Development

MATERIALS
Reading Materials
TV
Bond papers
Card Boards
Sample Materials for Grade 7
ABELENS, A NEW MOUNTAIN TRIBE

The Abelens are small people, almost of pygmy size. The average height of a
grown up girls four feet and a young man about four feet and eight inches. They are
entirely different from the Negritoes among whom they have lived for a thousands of
years. Abelens have long straight hair, not curly like that of the Negritoes. Their
complexion is light brown much lighter than the dark distinct red tint on their hair.
Their eyes are brown. Their features are fine. They are quite a savage people. They
used to make drinking cups from skulls of their enemies. Although they know the
Negrito language, their Abelens have a language of their own.
DAPHNE
Daphne was a beautiful nymph. The son God, Apollo, fell in love with her but she
rejected him. Once, Apollo saw her and pursued her. Daphne sought shelter behind
a big tree. She was out of breath from running. Now, as she learned on the tree, she
looked back with frightened eyes. Was Apollo still running after her? She threw
herself upon her knees and prayed to be saved from her pursuer. She rose with
outstretched arms. Then her fingers fluttered gently, as if blown by a gentle breeze.
Little by little she was changed from a beautiful nymph to a laurel tree. Slowly she
broke into a smile. Now, she was safe. Apollo could not carry her away anymore.

Sample Activities
Monday
Teacher will provide reading materials. Students will read the materials and
choose 5 words. Students will read the 5 words loudly. Sample words are nymph,
pursued, frightened, fluttered and breeze. Teacher will cite again the words with
proper pronunciation to be followed by the students. Teacher may explain the story
or may opt to ask someone to explain the story.

Tuesday
Students will share the meaning of the words they have from the Monday’s
activity. For example, nymph is a mythological spirit of nature imagined as a beautiful
maiden inhabiting rivers, woods, or other locations. If everyone is done sharing, the
teacher will ask the students to choose 5 words and make sentences out of it. They
could do role playing as well.
Friday
Students will read silently a text and answer the comprehension question and
reflection.
The Pursuit of Happiness in Amy Tan's Joy Luck Club

Joy Luck Club sheds light on the lives of four Chinese immigrant women and
their relationships with their American-raised daughters. The mothers' collective
feeling of alienation owing to the fact that they were not born and raised in America
inspires them to create a joy luck club. This club is their way of uplifting one another
whenever they feel distressed, discouraged, and dejected.
The novel also touches upon the experiences of the mothers with war and
poverty, and how they slowly developed a detachment from their homeland. These
mothers then form their own community, and they find solace with one another.
Eventually, they are able pursue their individual happiness.

Indeed, Joy Luck Club is a beautiful novel with a poignant story to tell. More
than war and conflict, it is also about tradition, sincerity, and the reality of straddling
two worlds. The journeys of these four families are intertwined with one another as
they do their best to find their purpose, and consequently, their happiness.

Exercise
1. Why is it important for a person to take care of his/her mental health?
2. What is the difference between the tangible and intangible means of easing pain?
3. Why do you think the Joy Luck Club mothers feel alienated in America?
4. Aristotle says that happiness is a central purpose of human life and a goal in itself.
How will you be able to achieve your own happiness?
REFERENCES:
Tan, Amy. The Joy Luck Club. New York: Penguin Books, 1989.
Treddenick, Hugh. Aristotle: Nicomachean Ethics. London: Penguin, 2004.

Reflection:
Do you think you improve your reading skills based on the activities given?
Why or why not?

BUDGET

PARTICULARS AMOUNT
Bond papers 3,000php
Ink for printer 2,000php
Total 5,000php

SOURCE OF FUNDS

The funding of this program is through MOOE and the Language

Department’s fund.

Prepared by:

GENEVE T. GARZON
School Reading Program Coordinator

Checked and verified by:

DR. GRACE T. AUPE Noted:

Assistant School Principal II PERLITA L. TOMON
School Principal II