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Accomplishment Report Phil-Iri: School Year 2021-2022

1) The document is an accomplishment report from San Jose Elementary School that discusses conducting assessments of reading levels for Grade 6 students using the Philippine Informal Reading Inventory (Phil-IRI) and implementing remedial reading activities. 2) Based on the initial Phil-IRI assessment, some students showed poor reading comprehension skills and were at a frustration reading level. 3) After distributing reading materials and conducting remedial instruction, a post-test found an increase in the number of students at independent and instructional reading levels, showing the activities improved reading ability.

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Chaterine Joy Masayon
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17K views2 pages

Accomplishment Report Phil-Iri: School Year 2021-2022

1) The document is an accomplishment report from San Jose Elementary School that discusses conducting assessments of reading levels for Grade 6 students using the Philippine Informal Reading Inventory (Phil-IRI) and implementing remedial reading activities. 2) Based on the initial Phil-IRI assessment, some students showed poor reading comprehension skills and were at a frustration reading level. 3) After distributing reading materials and conducting remedial instruction, a post-test found an increase in the number of students at independent and instructional reading levels, showing the activities improved reading ability.

Uploaded by

Chaterine Joy Masayon
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

Region IX, Zamboanga Peninsula


Department of Education
Pagadian City Division
District 7
San Jose Elementary School

Accomplishment Report Phil-Iri


School Year 2021-2022
I. Introduction

Teachers play an important role in molding and snapping the mind and personality of every
learner. Each teacher much knows the different strategies on how he/she of great help to his/her
pupils can be able to read with understanding because reading is very important. It develops the mind
language skills of every person. Understanding the written word is one way the mind grows in its
ability. It also helps them learn to listen. Academic, emotional and social issues abound for children
who are poor readers.

II. Rationale

The Department of Education (DepEd) supports Every Child a Reader Program, which aims
to make every Filipino child a reader and a writer in his/her grade level. Thus, the DepEd through
the Bureau of Learning Delivery-Teaching and Learning Division (BLD-TLD) continue to
administer the Revised Philippine Informal Reading Inventory (Phil-IRI) assessment to learners in
public elementary schools nationwide.

III. RATIONALE
One of its objectives it to use the Phil-IRI data to serve as one of the bases in planning,
designing/redesigning the reading instruction of the teachers and the school's reading programs or
activities to improve the overall school's reading performance. San Jose Elementary School upholds
the objectives of BLD-TLD attain the objectives of country's Education for All. Based on the reading
passages and findings of the Phil-IRI which was conducted in March 2022 to all Grade 6 pupils, it
showed that some of the students had poor comprehension skills in reading and there are those
reading levels were frustration. By conducting remedial instructions and distributing reading
materials to those identified poor in reading comprehension, the pupils increased their reading levels
from frustration to instructional and independent levels.

III. OBJECTIVES
1. Increase the reading levels of Grade 6 pupils from frustration to independent level.
2. Develop a habit of reading among parents and students at home.

IV. MATERIALS/ RESOURCES


1. Books/Reading Passages
2. Coupon bond long
3. Computer and Printer

V. ACTIVITIES
The teacher-adviser served as the reading coordinator who conducted remedial reading to
those identified pupils who had reading difficulties based on the Phi-IRI Pretest. The reading
coordinator distributed reading materials to the pupils. The pupils brought the reading materials to be
read at home with their parents. After reading the comprehension questions were answered by the
students and parents. By forcing the signature of parents on the reading materials, the students gave
back the reading materials to the reading coordinators for recording.

VI. RESULT AND ASSESMENT


To assess the reading levels of the pupils, the Phi-IRI Post Test was conducted. There were
21 pupils who have been part of the Phi-IRI Assessment and their Level of Comprehension was
divided into three groups: Independent, Instructional and Frustration. From the pretest result it was
identified that were none independent readers, 13 Instructional readers and 8 Frustration readers. The
post test was then conducted after the remedial reading activities and the result gradually improved.
The post test result shows that there were 2 independent readers, 11 Instructional readers and 5
Frustration readers, which means that there is an increase percentage in dependent readers and
decrease percentage in instructional and Frustration readers from the total population of the Grade 6
pupils who are part of the Phil-IRI assessment.

Prepared by: Checked and verified by:

MERILINDA B. ZAMORA IRISH D. MACAUMBANG


Teacher III Master Teacher I

Noted:
MA. ALITA T. CEÑO
Elementary School Principal

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