Team race (Read and Comprehea
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Transcript of Team race (Read and Comprehea
Read and
Comprehend
Effectively
Republic of the PhilippinesDepartment of Education
Division of RizalDistrict of Taytay II
SAN FRANCISCO ELEMENTARY SCHOOL
STAGE 1Get
Organized
TEAM Race
Elisa V. Magsino Leah DL. Javier Facilitator
EMELITA DJ. SAULOPrincipal
Dinalyn Z. De Vera Ma. Jesusa V. PaclebScribe
Carmencita T. Magriña Ma.Lourdes P. CatorceCommunication
Benjie U. Flores Chiqui C. VillagraciaDocumentation
Lolita A. DizonProcess Observer
Carmela V. Dela CruzTeam Leader
FUTURE STATE
BACKGROUNDBased on the Pre-Test result of the PHIL-IRI
for the S.Y 2014-2015, 170 out of 447 or 38.03% of grade three pupils belong to frustration level. The pupil scores 89% and below in word recognition or 58% and below in comprehension.
The result is alarming that immediate action is needed. In view of this, the school conducted the Read and Comprehend Effectively (RaCE) program.
CURRENT STATE
PROBLEM ANALYSIS
IMPLEMENTATION PLAN
LESSONS LEARNEDCI Program is a challenge for all of us . We should
standardize the implementation of intervention programs of all learning areas in a CI way. Become more creative in progressive learning.
TEST RESULTS
PROJECT TITLE
STAG
E 1:
AS
SESS
STAG
E 2:
AN
ALYZ
EST
AGE
3: A
CT
STAG
E 2:
AN
ALYZ
ECI Project Template
project raceRead and Comprehend Effectively
BACKGROUNDA learning disability in reading comprehension affects the learner's
ability to understand the meaning of words and passages. Students with learning disability in reading comprehension may also struggle with basic reading skills such as decoding words, but comprehension is the greater weakness. Some students with a learning disability in reading comprehension can read aloud with little or no difficulty pronouncing words, but they do not understand or remember what they've read.
Based on the Pre-Test result of the PHIL-IRI for the S.Y 2014-2015, 170 out of 447 or 38.03% of grade three pupils belong to frustration level. The pupil scores 89% and below in word recognition or 58% and below in comprehension.
The result is alarming that immediate action is needed. In view of this, the school conducted the Read and Comprehend Effectively (RaCE) program.
BACKGROUNDHistory
San Francisco Elementary School started on March 10, 1989 as the former Muzon Elementary School Annex. The school is situated at the highland of San Francisco Village, one of the Subdivisions in Barangay Muzon, Taytay, Rizal. The site was donated by the homeowners to cater the need for accessibility in education. The six-room single-story building MES Annex was used to house two classes for Grade I-III with six teachers. On June 6, 1989, the said MES Annex was renamed San Francisco Elementary School (SFES) under the supervision of the late Mrs. Anicia L. Leoncio. By that time, there were eight teachers handling eight classes (2 sections per grade I-IV) and a pre-school. Before the year ends, an additional building with three classrooms and “2-seater” toilet was constructed.
SFES has improved a lot and is popularly known as the school within a Garden, picturesquely carved from the hill flowing the contour of the land.
Outstanding achievements are now on the way due to the continuous progression of the school. The school head as well as the teaching force of San Francisco Elementary School is trying their very best to maintain the school in its highest pedestal. Due recognition must give to the school administrators.
Mrs. Emelita DJ. Saulo, our new principal, designated last October 2013, creating new rules and regulations as well as enhancing different strategies in teaching learning in order to develop pupils as well as teachers competitive globally. Furthermore, learning environment organized successfully.
RationaleEducation aims to make every child a reader. Certain problems and difficulties we encounter in reading really need an intervention program wherein we can produce school children who are life-long learners and readers through devoting time, commitment and expertise.There is only one way to control history and rein in the forces of immoral and illiterate leadership and to mold the world into something we can live in and that is to read books. If we relied on our contemporary wisdom, we will find precious little time to see us through our national and international crisis.In short, we must read books, because reading a lot is one of the powerful methods in increasing fluency, building vocabulary and improving comprehension. In addition to, this project utilizes strategies is a coordinated, unified and holistic perspective using a comprehensive approach to produce quality, proficient and independent reader. We can also implement the different strategies that will provide opportunities for children to develop the key life skill.
Talk with the Customers
Step 2
Voice of the Customer
Created and validated questionnaires
Conducted survey thru questionnaires
Gathered and tabulated the data
Analyzed the gathered data
Sample VOC Questionnaire
Questionnaire-Checklist
Part I. Respondents Personal Data Name: __________________________________ Gr/Section: _________
Directions: Please supply the needed information by placing a check ( / ) mark on the appropriate box.
Sex Female Male
Part II. Work Attitudes Directions: Answer the following questions about your reading habits. Please answer all questions truthfully. There are no rights or wrong answers. Answering truthfully will help your teachers to help your teachers to become a better reader. Please put a check ( / ) mark under the column heading which best describes your feeling in every item following the given scale. Please do not leave any item unanswered. 5 Always 4 Usually 3 Sometimes 2 Seldom 1 Never Reading Habits 5 4 3 2 1 1. I give up when I find a story or written information difficult to understand.
2. I use strategies to help me understand stories or written information which I find difficult to understand.
3. I use dictionary when I can’t understand words. 4. I guess what will happen in the story before I read it. 5. I guess what will happen next to each event throughout the story when I read.
6. I ask myself questions before I read the story. 7. I ask myself questions during onset reading of the story. 8. I ask myself questions after I read the story. 9. I relate the story to my own life when I read. 10. I can relate the story to something else e.g. TV programs, movies watched when I read.
11. My parents often read books, newspapers or any reading materials.
12. I consider myself a slow reader. 13. I spent a lot of time reading 14. I give up on reading assignments because they take too long, 15. I have trouble staying focused while I read. 16. I find myself thinking of other things as I read. 17. I am easily distracted with noise when I read at home or school. 18. I listen to music or watch TV when I am studying or reading. 19. I visualize or see pictures on my head while I am reading. 20. I express my difficulty in reading by saying “I hate reading”.
Consolidated VOC Result
- 38.03% or 170 out of 447 Grade Three pupils are belong to frustration level.- 105 male of the 170 grade three pupils; and 65 of them are female.
CRITERIA Wx Rank
1. I use dictionary when I can’t understand words 1.79 12. I consider myself a slow reader. 2.25 2
3. I am easily understand distracted with noise when I read at home or school. 2.7 3
4. I give up when I find a story written information difficult to understand. 3.1 4
WALK THE PROCESS
Step 3
Current State
SUPPLIER
INPUT PROCESS
OUTPUT CUSTOMER
Principal
Phil- IRI Materials
Conduct Reading
InterventionPhil- IRI
Results
Grade Three Pupils
CI TeamSan Francisco Elementary School
Grade 3 Teacher
SIPOC
Current State
Diagnosing pupils reading
level
Interpretation of
Results
Implement RaCE
Interventions
Identify strategies
and techniques for RaCE
intervention
Post Test Evaluati
on
IMs prepared
by Grade 3 Teachers
Use of varied Activities for
Improvement Paired
ReadingFollow-up at home
PROCESS STEP
No dictionary at home
Insufficient time for reading
Need more exciting activities
Educational attainment of Parents
STEP 4Identify Priority
Improvement Areas
Problems’ Definition
170 or 38.03% out of 447 Grade Three pupils are analyzed as children at risk in reading with comprehension during the Pre-test administration of the Phil IRI for SY 2014-2015.
Frustration Instructional Independent Non Reader0
5
10
15
20
25
30
35
40
45
50
43.18
34.68
26.85
0.45
Phil Iri Pre TestGrade 3
13.67
35.76
50.57
Graphical Representation of Grade three pupils in Frustration
level
Frustration
Instructional
Independent
Non Reader
Lack of dictionary
skills
170 out of 447 Grade Three pupils are reading without comprehension
Materials written in
small letters
Considers self as slow
reader
Written text are difficult
to understand
Easily distracted
when reading
Less exposure to unfamiliar
words
NoiseLack of
confidence
No dictionary at
home
No focus
Boredom
Need more exciting activities
Materials do not have
pictures or illustration
Boring Materials
Lack of practice at
home
Insufficient time for reading
ROOT CAUSE ANALYSISWhy- Why
Diagram
STEP 5
Root Cause ValidationProbable Cause Validation Controllability Conclusion
Method Result
No dictionary at home
VOC, interview, sampling
1.79
Controllable Needs immediate action
Insufficient time for reading
VOC, interview, sampling
2.25
Controllable Needs immediate action
Need more exciting activities
VOC, interview, sampling
2.7
Controllable Needs immediate action
Boring materials VOC, interview, sampling
3.1
Controllable Needs immediate action
Step 6
ObjectiveTo minimize the number of identified Grade Three pupils without comprehension by 75% or 128 out of 170 pupils by the end of February 2015.
Priority Root Cause
Solution Recommended Improvement
No dictionary at home
Unlocking words in every lessons
Provide dictionary in every reading corner.
Insufficient time for reading
Remedial in reading Make a schedule for reading session
Need more exciting activities
More new hands on activities
Search and create activities suited to the lesson.
Boring Materials IMs with colorful pictures and written in big letters
Prepare and reproduce big books and colorful reading materials.
Recommended Improvements
Future StateSIPOC
25
Process Steps
SUPPLIERS INPUTS PROCESS OUTPUTS CUSTOMERS
CI Team WORD RECOGNITION,
VOCABULARY and COMPREHENSION
DRILLS
RACE INTERVENTION
75% OF GRADE
THREE PUPILS CAN READ WITH
COMPREHENSION BY FEBRUARY 2015
GRADE THREE PUPILS
Grade 3 Teachers
Prepare focus skill and mood setting activities
Reading and Comprehension materials and instructions
Progress Check Take Home Task Session Recap
Step 7
Finalize Implementation Plan
STEP 8
Pilot SolutionImplementation Highlights
Series of meetings with the CI team
Implementation
Highlights
Gathering Data
IMs used by teachers
Reading Intervention Process
Monitoring and
Evaluation
Attendance are strictly monitored
Pilot LearningCI (Continuous Improvement) is essentially a small step-by-step incremental improvement strategy. It is based upon a belief that continual improvement can be brought about by a never-ending series of small changes. Even in the face of enormous innovative improvement strategies, there will always be the need and opportunity to supplement such strategies and initiatives with continual small step changes.
1. Every teacher must motivate their pupils to develop reading habit and love for reading.
2. Every pupil must be identified on their reading level.3. A yearly school based training of teachers in reading.4. To talk with parents to minimize absences in the class.5. To award the reading teacher with exemplary performance.
Step 9
Frustration Target End of February
Actual0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
100%
75%
65%
Process Performance
110 out of 170 grade three pupils have raised their reading level to instructional level.
Progress Report
Dissemination of
Information Training Standardization
1.Planning 2. Preparation3. Presentation of Results
1. Circulation of School memo2. Teachers' for the training
1. Training Design
2. Training proper3. Evaluation
1. Finalizing and Printing of Manual Operation
Process Details
Sustainability Plan
STEP 10
1. Lessen the number of pupils who belong to frustration level.2. Improve reading instructional materials and strategies.3. Time management