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abstract. Reporter 1. abstract. abstract. abstract.

[Audio] . ABaKaDa KA ( Ako , Babasa para sa Karunungan Daan sa Kaunlaran ) is the banner title of the reading program of Aguisan Elementary School reading teachers. This is a holistic intervention program encompassing different areas of reading that aims to address the gap on literacy level, help targeted struggling readers cope with disabilities and to boost interests in reading through varied stimulating activities which allows learners to pick from a variety of task options and to create valuable opportunities for academic growth...

[Audio] ABaKaDa KA is composed of four major areas: Remedial Reading Program entitled Project "BRIGHT" ( Beginning Readers Intervention for Grapheme-Phoneme Help Training), Developmental Reading Program entitled Project "CARE" ( Comprehension, Accuracy and Rate of speech Enhanced), Functional Reading Program entitled Project "TRACk" ( Transforming Reading Skills to Acquire Concepts and Knowledge) and Recreational or Enrichment Reading involving School-Based Reading Camp, the Mobile Library, Book pantry, Book Character Day and also adapting the Story Walk, initiated by the Division Office. These reading programs under ABAKADA KA have specific goals and objectives in each area, with different activities and reading materials intended for each. Project ABaKaDa Ka together with Project LIBRO and Project RACE will meet the end goal of making every learner a proficient reader and all aims towards fluency, vocabulary and comprehension development resulting to functional Aguisan Elementary School Learners..

Objectives. This program aims to:. To address the reading gaps of the beginning and struggling readers.

[Audio] Include CRLA and PHIL- IRI Results with discussion.

[Audio] The schematic diagram shown illustrates the process flow of Project ABaKaDa Ka. Prior to the planning and drafting of the reading program, a conference with the school head and the reading teachers as to the needs of learners was discussed. In order to identify the recipients of the program, teachers conducted the CRLA and PHIL-IRI assessments. The identified recipients of ABaKaDa Ka were then gathered together for an orientation. This program has identified 409 recipients in grades 1 to 3, to which they are categorized according to their reading level. For Key Stage 1 The 233 full refreshers belong to the remedial reading program Project BRIGHT and the 176 moderate refreshers are the recipients for developmental reading Project CARE and functional reading Project TRACT. For Key Stage 2, the identified recipients are also under Project TRACK and Project CARE. During implementation, Marungko Booklets 1 to 5 and Fuller Method remediation materials with comprehension questions are utilized following the 8-week implementation scheme. Then, learners are also introduced to functional reading materials which include grade level texts useful to learning other subjects like science, mathematics, values education, social studies, and other sight words essential in the daily life activities. In line with the recreational program, is the installation of a school mobile library which aimed to promote reading as a habitual culture among communities, bringing resources outside of the library's fixed location to all users , children and adults who otherwise may not get a chance to benefit from them. Also, under the recreational program is the story walk, where several short stories attractive to children are posted along the road of a particular purok, a school based-reading camp and the installation of school reading park. After the 8 week implementation period, a post reading assessment using the same tool for Key stages 1-2 was utilized. Results of the post assessment show that through ABaKaDa Ka, the school was able to addressed its reading gaps and increased its literacy rate..

Project ABaKaDa Ka Highlights. IMG_256. IMG_256. IMG_256.

IMG 256. IMG 256. No description available. Mobile Library.

School Reading Park. No description available.. Develops a child's enjoyment of books and other printed material, teaches them how to handle books and gives reading a real purpose..

School Based Reading Camp. Provides an enjoyable, safe place where children come to interact with literacy in entertaining yet educational ways. The activities are designed to complement other components of Literacy Boost and kindling the love of reading..

Book Character Day and Storytelling Activity. No description available.

No description available.. IMG_256. Story Walk. IMG_256.

Impact. Learners Increased the child’s reading proficiency level. Gives a child a head start on expanding their vocabulary and building independence and self-confidence. D eveloped among learners, their comprehension skills, as a requisite to learning other content or subject areas Boosts interests in reading through fun and engaging literacy activities with valuable opportunities for academic growth. Makes a child more productive in school..

Impact. Teachers Encouraged teachers to utilize the reading innovation because of its viable results.. Easier application of the reading intervention as reading materials are provided with an implementation scheme to follow. Provided additional strategies and activities to boost teaching reading skills in the areas of decoding, comprehension, and fluency for struggling readers. Classroom literacy targets are achieved..

Impact. School Increased school literacy rate. Built strong partnership with the community and its stakeholders..

Outputs and Outcomes. Outputs/Outcomes (Enumerate the outputs or outcomes produced from this innovation) Beneficiary/ies (who benefited the corresponding outputs or outcomes) Addressed the reading gaps of the beginning and struggling readers -Beginning and struggling readers of Aguisan Elementary School -Parents and Other Stakeholders -Teachers and School Head -Division Office Learners’ comprehension skills are developed, matched with improved academic performance. -Learners of Aguisan Elementary School (Instructional Readers and independent readers) -Parents and Other Stakeholders -Teachers and School Head -Division Office.

Outputs and Outcomes. Outputs/Outcomes (Enumerate the outputs or outcomes produced from this innovation) Beneficiary/ies (who benefited the corresponding outputs or outcomes) Increased level of school’s literacy rate through strengthened partnership with the community. -Teachers and School Head -Division Office - Aguisan Community Produced quality assured printed reading materials -Learners, Parents and Other Stakeholders -Teachers and School head -Division Office Developed strong partnership with the community in sustaining the mobile library, story walk and other engagements -Learners, Parents and Other Stakeholders -Teachers and School head -Division Office.

SUSTAINABILITY PLAN. The following are plans to sustain the reading program:.

4. Increase involvement of stakeholders in program development to produce more mobile reading hubs and additional reading resources..

PRE-IMPLEMENTATION MOVs. Discussion meeting of the teacher/ innovators together with the school Research Focal Person as to the crafting of an innovation program.

PRE-IMPLEMENTATION MOVs. 313635129_2332947186854984_1825269202964760067_n.

PRE-IMPLEMENTATION MOVs. Preparation and reproduction of reading materials.

PRE-IMPLEMENTATION MOVs. Preparation for the Mobile Reading Hub.

PRE-IMPLEMENTATION MOVs. Orientation on the implementation of the reading program to the teachers and volunteers.

PRE-IMPLEMENTATION MOVs. Affirmation of support from the Local Government Unit of the barangay.

PROJECT BRIGHT READING MATERIALS. IMG_256. IMG_256.

PROJECT CARE READING MATERIALS. IMG_256. IMG_256.

PROJECT TRACK READING MATERIALS. IMG_256. IMG_256.

IMPLEMENTATION.

IMPLEMENTATION MOVs. Orientation on the conduct of the reading program to the parents of participants.

IMPLEMENTATION MOVs. 311923062_482611027224130_3843618691031258385_n.