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National Reading Program Teachers' Coaching Session

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8 views3 pages

National Reading Program Teachers' Coaching Session

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kuyachris121
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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NATIONAL READING PROGRAM TEACHERS’ COACHING SESSION

On December 06, 2024, a monitoring session was conducted at Puray Elementary School to
assess the implementation of the National Reading Program (NRP).
The session was hosted by the program leader for December, Ma’am Joanamen Brutas, and
opened with a prayer led by Ma’am Maricar Yuzon. The School Head, Ma’am Marcelina Nadunza,
formally opened the session, setting the stage for a meaningful discussion amongst educators. The
PSDS and NRP focal person, Ma’am Mil Poncio, facilitated the session, emphasizing the critical role of
reading in education. She also encouraged teachers to share their experiences and report on the
progress of their students. Ma’am Rubyjane Corpuz shared her plans to integrate the grade 1 pupils
from her advisory class with those of Ma’am Marjorie Lahoylahoy. However, she noted that this plan
might be complicated due to the large number of pupils. She explained her approach to teaching
beginning reading, primarily using Consonant-Vowel-Consonant (CVC) patterns to build decoding skills.
Ma’am Kristel Fernandez reported that she began implementing the NRP on October 18, focusing on
teaching CVC words followed by spelling practices. She noted improvements among her students, with
10 pupils in the moderate refresher category reduced to 7, and 3 of them advancing to the light
refresher level. Ma’am Jonalyn Marcelino shared her experiences in administering the NRP. She
started with 9 pupils in the full refresher category, of which 4 remained as of December 05, while the
others advanced to the moderate refresher level. Similarly, her moderate refresher group decreased
from 18 to 15 pupils, and her light refresher group increased from 5 to 8 pupils. Sir Jerimiah Ursal
discussed his approach, stating that most of his students who were recipients of BRB4 demonstrated
progress through syllable-based reading practices. Ma’am Jocery Festijo pointed out that her students
struggled with differentiating the sounds of “-f” and “-p.” Meanwhile, Ma’am Joanamen Brutas raised
challenges related to student’s attendance and retention of learning, which hindered consistent
progress. Ma’am Mil Poncio addressed these concerns by suggesting home visitations to improve
attendance and introducing a "parent the parents" initiative. This would involve counseling sessions to
educate parents on the importance of consistent attendance and active participation in their children’s
learning. She also recommended compiling student outputs into individual portfolios to monitor
progress, and suggested that students with special needs undergo proper diagnosis and assessment to
tailor their learning interventions. The session highlighted the integration of the NRP with the Matatag
Curriculum, which focuses on building foundational reading skills up to Grade 3. Key Stage 2 shifts the
focus to comprehension and decoding, while Grades 7–10 expose students to text analysis. Teachers
were reminded to master all components and domains of beginning reading to establish a strong
foundation for comprehension. Ma’am Mil emphasized the use of “controlled text,” ensuring students
are only exposed to words they have previously encountered. In developing comprehension, teachers
were guided to focus on story elements. They were encouraged to identify the problem of the story,
characters present in all events, and key traits of the main characters. The first five questions in
discussions should address story elements, with activities like summarization and sequencing of events
incorporated to deepen understanding. Informational texts could be structured using rhetorical patterns
such as procedures, cause and effect, enumeration, comparison and contrast, and descriptive
methods. Teachers were advised to assign specific daily focuses, such as dedicating Mondays to
reading, and to introduce “Words of the Day” paired with visual aids that begin with the same letter as
the word. This approach aims to strengthen vocabulary development and engagement.
Despite the challenges discussed, the session reflected the dedication of the teachers at Puray
Elementary School to address literacy challenges and improve reading proficiency among students. By
sharing insights, implementing practical solutions, and integrating reading practices with the Matatag
Curriculum, the school is committed to fostering a culture of literacy and lifelong learning.
PICTORIALS/DOCUMENTATION

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