Republic of the Philippines

Department of Education
REGION VIII
SCHOOLS DIVISION OFFICE OF BILIRAN
INASUYAN INTEGRATED SCHOOL
INASUYAN, KAWAYAN, BILIRAN
S.Y. 2022-2023

PROJECT PROPOSAL
TITLE
Project TICTAC: Teaching to read Interactively and
Comprehensively To build A Community
DATE
August 22, 2022 – July 7, 2023
VENUE
Inasuyan Integrated School
PERSONS INVOLVED
School Head
Reading Program Coordinator
Junior High School Teachers
Learners of Inasuyan Integrated School
PROPONENT/S
Neco P. Rizo – Reading Program Coordinator
Mirasol A. Mahinay – Reading Program Co-coordinator
Source of Funds
School Funds, School MOOE & Other Funds
Background &
Rationale The Department of Education aspires to have all learners be
literate, rather than just increasing their literacy levels. Reading
is regarded to be a valuable source of knowledge for people of
all ages and from all walks of life.
Reading is highly regarded and critical for social and
economic progress. Reading has become more important in
today's world since there is so much more to know and learn, as
well as the necessity to make a conscious effort to overcome
divisive influences. It is necessary to be able to read in order to
succeed in today's society to build a community.
According to Diamond (2006), an effective reading program
develops reading competence in all learners and is based on
proven practices. Three components are critical to the design,
implementation, and sustainability of powerful reading
instruction: professional development that equips educators
with a solid knowledge base; effective instructional tools and
nurture implementation.
General Objective/s
Project TICTAC aims to achieve the following objectives:
1. To foster a love for reading among junior high school
students.
2. To improve students' comprehension, critical thinking, and
analytical skills through reading.
3. To introduce students to diverse literary genres and styles.
4. To encourage independent reading habits outside of the
classroom.
5. To assess learners reading level through PHIL-IRI assessment
tool.
Methodologies
Materials Needed and Methodologies:
Equipment Needed 1. Phonics Instruction: Teach the relationship between sounds
and letters, enabling learners to decode words. This is
particularly effective for beginners.
2. Whole Language Approach: Immerse learners in a language-
rich environment where reading is learned naturally through
exposure to meaningful texts.
3. Balanced Literacy: Combine various approaches, including
phonics, whole language, vocabulary development, and
comprehension strategies.
4. Vocabulary Building: Introduce new words through context,
discussions, and explicit teaching, enhancing comprehension.
5. Comprehension Strategies: Teach strategies like predicting,
summarizing, questioning, and making connections to enhance
understanding.
6. Guided Reading: Small group instruction tailored to learners'
reading levels, focusing on strategies for tackling challenging
texts.
7. Repeated Reading: Practice reading the same text multiple
times to build fluency.
8. Interactive Read-Alouds: Teachers read aloud, modeling
fluent reading and engaging learners in discussions about the
text.

Materials:
1. Books: Provide a variety of age-appropriate books, including
fiction, non-fiction, and picture books, catering to diverse
interests and reading levels.
2. Vocabulary Cards: Flashcards with new words, their
meanings, and contextual sentences.
3. Reading Worksheets: Activities targeting comprehension,
vocabulary, and phonics skills.
4. Guided Reading Materials: Sets of books at varying reading
levels for small group instruction.
5. Writing Materials: Journals, notebooks, and writing tools for
learners to practice writing alongside reading.
 6. Library Access: Access to a well-stocked library with a range of
reading materials.
7. Assessment Tools: Tools to gauge students' progress, such as
reading level assessments, comprehension quizzes, and fluency
measures.
8. Supplementary Resources: Magazines, newspapers, online
articles, and other non-traditional reading materials to diversify
reading experiences.
Budget Estimate
1,000 pesos
Manpower
School Head
Requirement
Reading Program Coordinator
Junior High School Teachers
Program Description
Project TICTAC will serve as a program that will cater the needs
of those learners who falls under the category of frustrated
reader after conducting the Phil-IRI but this program also would
like to extend its purpose for those learners who are categorize
as Instructional and Independent for learning is a lifelong
process and in reading knowledge gaining is possible.
Expected Outputs
Independent reader across all grade level

Monitoring Evaluation
Monitoring will be done at the end of the quarter. If found out
that the desired outcome wasn’t realize then the program will
continue on the next quarter for that particular learner.

Prepared by:

NECO P. RIZO MIRASOL A. MAHINAY

Proponent/Reading Program Coordinator/ Co-Proponent/ Filipino Subject Teacher
English Subject Teacher

Reviewed by:

ERNITA B. NOQUERA
Master Teacher II
Verified:

JENNIFER D. VERUEN
School Head

Recommending Approval:

LUZVIMINDA A. FLORES JOSEPHINE M. CASAS

OIC PSDS – Kawayan 2 EPS, SGOD

WILMA CARREON DELIA S. QUIJANO

EPS, Filipino EPS, English

Recommending Approval:

LUCILLE C. ROA, DM JOSE B. MONDIDO, EdD

Chief, SGOD Chief, CID

MARGARITO A. CADAYONA JR. PhD

Assistant Schools Division Superintendent

Approved:

LANI H. CERVANTES, CESO VI

Schools Division Superintendent