lOMoARcPSD|12909764

Republic of the Philippines

North Eastern Mindanao State University
Rosario, Tandag City, Surigao del Sur 8300
Website: www.nemsu.edu.ph

PERFORMING MY TEACHING-LEARNING ACTIVITIES

Performance Task 1 Conducting Classroom-Based Action Research (CBAR) on a

specific teachinglearning area
Action Research Components IMPROVING READING COMPREHENSION AND
FLUENCY THROUGH THE USE OF GUIDED
READING
I. Context and Rationale Reading is an essential skill of a person for
survival. It is the fundamental skill upon
which all formal education depends on it
Hence, it is a way to understanding and
building knowledge across all levels of
education. However, without
comprehension, reading is a frustrating,
pointless, and useless human activity.
Hence, it is a way to understanding and
building knowledge across all levels of
education.
For high school students, reading
comprehension is an important academic
skill. It underpins school learning and
becomes increasingly
Using the Action Research-Based Model of the Department of Education (DO 16) 2017,
write action research on your learning area. You may ask your Cooperating Teacher for
possible research problem that you can work on together. You may also want to revisit the
action research proposal that you have done in FS 1 and FS 2.

important in all subject are as students’

progress through the grades.
Student may have ability to read the words
but failed to utilize the information because
of poor reading of comprehension. It
frustrates students when understanding of
the text is difficult to achieve. It lowers their
self-confidence when expressing their
thoughts on a topic during discussion
because of poor reading comprehension.
[Type here]
Republic of the Philippines
North Eastern Mindanao State University
Rosario, Tandag City, Surigao del Sur 8300
Website: www.nemsu.edu.ph

Poor reading comprehension leads to poor

grades and low scores in examinations and
in
standardized test such as the National
Achievement Test (NAT).
To analyze the reading comprehension of
the students, they will be grouped by their
sections to know whether if
Action Research Questions This action research sought to answer the
following questions;
1. What is the proficiency level of the
respondents in English?
2. What are the reading levels of
respondents in terms of fluency
assessment and comprehension
assessment?
3. Is there a significant difference
between the pretest and posttest
score of fluency assessment and
comprehension assessment?
4. What are the student’s perceptions
about their experiences using guided
reading?

Proposed Innovation, In order to accomplish the project

Intervention and Strategy objectives, the following processes are
necessary:
1. Professional literature on guided
reading will be reviewed.
2. Guided reading lessons will be
constructed.
3. A series of appropriate leveled texts
will be gathered and accessible in the
classroom.
4. The teacher will match
students with appropriate texts
based on ability level.
 Republic of the Philippines
North Eastern Mindanao State University
Rosario, Tandag City, Surigao del Sur 8300
Website: www.nemsu.edu.ph
lOMoARcPSD|12909764

Action Research Methods In order to accomplish the project

objectives, the following processes are
necessary:
1. The teacher will assess student
reading comprehension and fluency
abilities.
2. The teacher will decide how many
flexible groups are needed.
3. The teacher will assess the classroom
dynamic and which students are compatible
to work together in which flexible group.
4. The teacher will be prepared for
periodic assessments of student abilities in
order to allow for movement between
groups throughout the course of the
curriculum.
V. Action Research Workplan and STATED BELOW
Timelines

VI. Cost Estimates -----------

VII. Plans for Dissemination and -------

Utilization

VIII. References Anderson, T., O’Leary, D., Schuler, K., &

Wright, L. (2002). Increasing reading
comprehension through the use of
guided reading. (Master’s Theses,
St. Xavier University &
IRI/SkyLight).
Conklin, S., & Wilkins, K. (2002). Improving
student reading skills through the use
of guided reading. (Master’s Theses, St.
Xavier University & IRI/SkyLight).
Dean, S., & Trent, J. (2002). Improving
[Type here]
Republic of the Philippines
North Eastern Mindanao State University
Rosario, Tandag City, Surigao del Sur 8300
Website: www.nemsu.edu.ph

attitudes
toward reading. (Master’s Theses, St.
Xavier University & IRI/SkyLight).
Kellenberger, L., Saunders, M., & Wang, J.
(1998).
Diagnostic training and guided reading
in teacher education. Reading
Improvement, 35 (4), 178-183

Project Interventio Targeted Teacher/ Materials Time

Objective n Group Researcher Frequency
Behavior Behavior and
Duration
To increase Use leveled None Teachers Journal 1st day
reading texts, review and articles research
comprehensio graphic collect planning
n and fluency organizers professiona meeting
through the and flexible l
literature
use of guided grouping in
on guided
reading the reading
reading.
classroom.
To increase Use leveled None Teachers Journal 2nd day
reading texts, review and articles, research
collect
 Republic of the Philippines
North Eastern Mindanao State University
Rosario, Tandag City, Surigao del Sur 8300
Website: www.nemsu.edu.ph
lOMoARcPSD|12909764

comprehensio graphic professiona planners, planning

n and fluency organizers l class lists, meeting
through the and flexible literature guided
use of guided grouping in on guided reading
reading the reading reading materials
classroom. and meet
to finalize
details.
To increase None None Distribute Teacher Week 1
reading teacher survey
comprehensio survey to
n and fluency all
through the teachers.
use of guided
reading
To increase None Students Diagnostic District Week 1
reading tested pretesting provided total testing
comprehensio individual for fluency fluency and time
n and fluency -ly and as and comprehen- approximate
through the a group comprehen sion l y an hour
use of guided by - sion assessment and a half
reading classroo s
m
teacher.

Project Intervention Targeted Teacher/ Materials Time

Objective Group Researcher Frequency
Behavior Behavior and
Duration
To increase Use flexible None Review Assessment Week 2
reading grouping in assessment scores and
comprehensio the reading results and knowledge
n and fluency classroom. create of students/
through the flexible teacher
use of guided groups. observations
reading
To increase Use leveled Students Model and All center Week 3
reading texts, and in small practice materials.
comprehensio flexible groups guided
[Type here]
Republic of the Philippines
North Eastern Mindanao State University
Rosario, Tandag City, Surigao del Sur 8300
Website: www.nemsu.edu.ph

n and fluency grouping in and reading

through the the reading whole centers in
use of guided classroom. class the
reading learning classroom.
how to
use
reading
centers.
To increase Use leveled Students Model and All center Week 4
reading texts, and in small practice materials.
comprehensio flexible groups guided
n and fluency grouping in and reading
through the the reading whole centers in
use of guided classroom. class the
reading learning classroom.
how to
use
reading
centers.
To increase Use leveled Students Model and All center Week 5
reading texts, and in small practice materials.
comprehensio flexible groups guided
n and fluency grouping in and reading
through the the reading whole centers in
use of guided classroom. class the
reading learning classroom.
how to
use
reading
centers.

Project Intervention Targeted Teacher/ Materials Time

Objective Group Researcher Frequency
 Republic of the Philippines
North Eastern Mindanao State University
Rosario, Tandag City, Surigao del Sur 8300
Website: www.nemsu.edu.ph
lOMoARcPSD|12909764

Behavior Behavior and

Duration
To increase Use Students Model and Graphic Week 6
reading leveled learning practice organizers
comprehensio texts, how to using with
n and fluency graphic use graphic correlating
through the organizers graphic organizers stories
use of guided and organi- as a whole
reading flexible zers. group.
grouping in
the reading
classroom.
To increase Use Students Model and Graphic Week 7
reading leveled learning practice organizers
comprehensio texts, how to using with
n and fluency graphic use graphic correlating
through the organizers graphic organizers in stories
use of guided and organi- small
reading flexible zers. groups.
grouping in
the reading
classroom.
To increase Use Students Facilitate Leveled Week 8
reading leveled in small group books and
comprehensio texts, centers guided graphic
n and fluency graphic or with reading organizers
through the organizers the lessons and focusing on
use of guided and teacher give help character
reading flexible in guided with development
grouping in reading graphic
the reading groups. organizers if
classroom. needed.
To increase Use Students Facilitate Leveled Week 9
reading leveled in small group books and
comprehensio texts, centers guided graphic
n and fluency graphic or with reading organizers
through the organizers the lessons and focusing on
use of guided and teacher give help character
[Type here]
Republic of the Philippines
North Eastern Mindanao State University
Rosario, Tandag City, Surigao del Sur 8300
Website: www.nemsu.edu.ph

reading flexible in guided with graphic development

grouping in reading organizers if
the reading groups. needed.
classroom.

Project O Intervention Targeted Teacher/ Materials Time

bjective Group Researcher Frequency
Behavior Behavior and
Duration
To increase Use leveled Students Assess Graphic ----
reading texts, in centers graphic organizer
comprehensio graphic or with organizer rubric,
n and fluency organizers the on story students
through the and flexible teacher in mapping/ completed
use of guided grouping in guided sequencing graphic
reading the reading reading using the organizers
classroom. groups. graphic
organizer
rubric
To increase Use leveled None “Tie up all Any ----
reading texts, loose ends.” materials
comprehensio graphic not
n and fluency organizers completed
through the and flexible
use of guided grouping in
reading the reading
classroom.
To increase Use leveled Students Diagnostic District ----
reading texts, tested post-testing provided
comprehensio graphic individual for fluency fluency and
 Republic of the Philippines
North Eastern Mindanao State University
Rosario, Tandag City, Surigao del Sur 8300
Website: www.nemsu.edu.ph
lOMoARcPSD|12909764

n and fluency organizers -ly and as and comprehen-

through the and flexible a group comprehen- sion
use of guided grouping in by sion assessments.
reading the reading classroom
classroom. teacher.
To increase Use leveled None Compile all Assessment ----
reading texts, research scores and
comprehensio graphic data. knowledge
n and fluency organizers of students/
through the and flexible teacher
use of guided grouping in observations
reading the reading
classroom.
[Type here]
Republic of the Philippines
North Eastern Mindanao State University
Rosario, Tandag City, Surigao del Sur 8300
Website: www.nemsu.edu.ph

Performance Task 2 Listing references used in the CBARs following TEI prescribed
referencing and citation styles
After you have chosen your topic, you are now ready to list the references that you
may need in your action research. You may visit your Online Public Access Catalog (OPAC).
This is the online database of materials in your library. It tells you the available materials
needed in your research. Try also to search other open online resources and other programs
to enrich your research.
Budi, H. (2017). STUDENTS’ READING COMPREHENSION ON NARRATIVE TEXT AT THE
SECOND GRADE. THE STATE ISLAMIC INSTITUTE OF SURAKARTA
Gambrell, L. B., & Morrow, L. (2013). Best practices in literacy instruction (5th ed.) New
York: The
Guilford Press
LaMere, R & Lanning, J., (2000). An important aspect of guided reading: Books galore!
Classroom Connections, 2-5.
McLaughlin, M. (2012). Reading comprehension: What every teacher needs to know.
Reading Teacher, 65(7), 432–444
Montemayor, M. (2018, March 19). Class-size affects students' learning: DepEd. Philippine
News
Agency, Retrieved from https://www.pna.gov.ph/articles/1029281
Philippine Informal Reading Inventory Manual 2018, Republic of the Philippines,
Department of Education, 2018
Simplicio, J. (2003). Effectively utilizing group reading strategies to enhance comprehension.
Reading Improvement, 40 (3), 110-112.
Seitz, L. (2010). Student Attitudes Toward Reading: A Case Study. Journal of Inquiry and
Action in
Education, 3(2), 30–44. Retrieved from
http://digitalcommons.buffalostate.edu/jiae/vol3/iss2/3/
[40]
Tracy, D. H., & Morrow, L. M. (2012). Lenses on reading: An introduction to theories and
models (2nd Ed). New York: The Guilford Press.
 Republic of the Philippines
North Eastern Mindanao State University
Rosario, Tandag City, Surigao del Sur 8300
Website: www.nemsu.edu.ph
lOMoARcPSD|12909764

Performance Task 3
Sharing results of the research with an audience through any available platform.
Now that you have completed your action research, you are now ready to share the
results. Your College Supervisor and Cooperating Teacher will schedule the dissemination of
your research together with the other interns in an available learning platform.
Dissemination of your research findings will enable others to learn more from your research.

I need to write action research because it is essential not just in the part of the
teacher but for the lives of students also. It provides practitioners with new knowledge and
understanding about how to improve educational practices or resolve significant problems
in classrooms and schools.
Within education, the main goal of action research is to determine ways to enhance the
lives of children at the same time, action research can enhance the lives of those
professionals who work within educational systems. So, it is a must that I/we must write
action research. Moreover, action research is an amazing tool that will not just expand the
knowledge of a teacher but also it is a great tool that will help aid the problem being
proposed. With this being said, here are the benefits of writing action research:
(a) helps teachers develop new knowledge directly related to their classrooms,
(b) promotes reflective teaching and thinking,
(c) expands teachers’ pedagogical repertoire,
(d) puts teachers in charge of their craft,
(e) reinforces the link between practice and student achievement, (f) fosters an
openness toward new ideas and learning new things, and (g) gives teachers ownership of
effective practices.
Additionally, action research provides teachers with the technical skills and specialized
knowledge required to effect positive change within classrooms, schools, and communities.
It is a must that a teacher must have their own action research to build the gaps between
the students and the institution. To help the students in analyzing and improving their
weaknesses as they are going to the different level of learning and training ground.
[Type here]
Republic of the Philippines
North Eastern Mindanao State University
Rosario, Tandag City, Surigao del Sur 8300
Website: www.nemsu.edu.ph