AN INNOVATIVE WORK PLAN

I. Title: PROJECT CRAP+

(Continuous Reading Amid Pandemic+ Interactive multimedia instruction)

II. Introduction

The educational systems in the world academic cycle 0f 2020, in its various levels, as
well, suffered an untimely irruption with respect to the face-to-face modality; therefore, students
and teachers were forced to relearn new ways of accessing, transmitting knowledge and
interacting in Technology such as the use of the internet Even the most stultified voices and
positions with respect to new technologies had to submit to the new-networked work
environments. The adoption and integration of ICTs is of utmost importance to access
knowledge and keep up with modern developments. There is availability of global resources
such as digital libraries where professors, students, and professionals can access and share
research and course materials anytime and anywhere 24 hours a day, seven days a week New
educational approaches are possible in the process of teaching and learning through the
adoption and integration of ICTs, which provide higher order skills such as solving complex real
world problems, improving the perception and understanding of the learning process. The
adoption and integration of ICTs into the teaching and learning environment offers more
opportunities for teachers and students to work better in a globalized digital age.

One of the most salient trends in Education as teaching and learning process for more
than a decade has been the rising importance of integrating technology into the classroom and
its effects on the performance of students in reading. Reading is the mother of all study skills. It
is one of the most valuable skills a person can acquire. Reading is a complex process. Thus, it
cannot be taught in isolation. Reading as a field of teaching is considered one of the important
areas of teaching if not actually the most important ever. It is said to be one of the most
necessary academic skills. Besides, it is a major pillar upon which the teaching/learning process
is built. Reading plays a central role in the teaching/learning success at all educational stages.
Having any difficulty in this skill will result in variety of consequences on all subjects of study,
since reading includes a variety of sub-skills. Oz emir (2019) stressed that reading is
fundamental in getting knowledge as all the lessons and learning activities are mostly based on
the power of comprehensive reading; indeed, it is really necessary to read comprehensively. In
addition, reading comprehensively really affects a learner’s education and his life as a whole.
Learning in any lesson depends on understanding of the learning instrument of that lesson;
thus, a learner who cannot read comprehensively finds it difficult for him/her to be successful in
his or her lessons.

In Aguilar Integrated School, based on the previous year’s result of the School Reading
Teacher Made assessment in primary, it shows that out of forty (40) students there are ten (10)
students who can read at their grade level and thirty (30) students are categorized under
frustration level in their reading ability and in the recent Teacher Made Rubrics in reading in the
new normal setting, the results also show frustration level in most of the students in their grade
level, the students found out reading is the most difficult skills to master. They could not
understand the content of the English texts well. For example, after reading a text, they did not
manage to tell what the text was all about. Furthermore, they could not answer the questions
related to the text correctly. The condition influences other students’ English skill. This difficulty
was caused by some problems. The problems arose from some factors. They were, teacher-
centered, relying materials from book and most teachers use textbooks and printed materials to
teach students, those materials are often delivered in a monotonous way where the students
get bored, lack of opportunities for the students to involve actively in the teaching and learning
process because of limited time, students’ low motivation, the students’ passiveness during the
English teaching and learning process, and lacked of vocabulary mastery in understanding
texts. All of these factors contributed to the low level of the students’ reading skills.
Consequently, the conventional teaching techniques used nowadays could not help students
with various abilities to accomplish the teaching goals. Considering the facts above, the teacher
need to search effective ways to improve the teaching and learning process of reading in
English at Aguilar Integrated School. One of the methods which is appropriate to be applied in
the teaching and learning process in the new normal setting is interactive multimedia.
PowerPoint Presentation as Interactive Multimedia enhances the process of teaching and
learning in reading, which belonged to macro skills that is considered difficult to accomplish.
The application was used by the teachers considering the factors contributing to difficulties in
reading as part of remedial program. This helped the teachers by providing some materials
especially for reading. Moreover, it also can attract the students to enjoy the class and they
were very interested with the use of technology in the process of teaching and learning.

Based on the premises above and due to the problems in the teaching and learning
process of reading in English and other subjects at Aguilar Integrated School specifically in the
primary grades, the proponent sought to find a solution in order to facilitate students in learning
reading. In this Innovative Work plan, the proponent focused on making reading activities and
remedial activities more interesting and enjoyable by integrating interactive multimedia- based
in the reading instruction of the primary grades. The proponent termed the innovative work plan
as CRAP + which means Continuous Reading Amid Pandemic + Interactive Multimedia
Instruction.

III. Rationale

In the recent years, educational researchers have found innovative instruction

through the employment of technology-based instruction as effective. Since ICT-based
instruction is based on the learning theory of Constructivism among others, it can increase
the learning achievement of pupils in early reading. Analyzing what the K12 Program can do
to uplift the quality of education, the promotion and the retention of students would probably
be something in focus. Students learn in different ways. There are late bloomers who need
special program of instruction in developing their skills especially in early reading.
One rational program that may be implemented therefore is the use of the
technological devices that can be utilized in order to employ innovative instruction in
remedial reading using the ICT specifically interactive multimedia based instruction. The
multi-media equipment will be utilized as the means to promote multi-sensory learning in
early reading.
Today, students need to be guided in developing the ability to make use of the Internet
and multimedia technology to increase critical literacy skills. Students are motivated to read not
only to find answers to their questions about the world, but also to read for enjoyment.
Interactive -Multimedia reading materials and environments offer a variety of flexible supports
including text-to-speech, voice recognition, animation, music and sound effects, embedded
dictionaries, linked videos to boost background knowledge and vocabulary, study tools such as
highlighters and annotation capabilities, and animated agent tutors. They have the capacity to
support choice of content and tools, adjustable challenge level, and adjustable practice and
feedback. According to Parkes (2019), television and educational videos are prominent features
of children’s home environments in many high-income countries. At present our school has
been a recipient with the technology with programmed lessons on the different subject areas.
This makes teaching-learning more interesting and that students are motivated to learn. It is in
this premise that this innovative work plan was driven and created. With this, the teacher would
like to find out the effectiveness on the reading performance of primary grades using Interactive
Multimedia Instruction as part of the Remedial reading instruction called Project CRAP +.

IV. Objectives

 To employ technology-based instruction in remedial reading instruction

 To provide complete multi-sensory learning materials in reading.
 To enhance communication skills of students in English.

 Increase the reading levels of primary level from frustration to independent level.

 Develop a habit of reading among parents and students at home.

V. Strategies
1. Pre-Implementation Stage

In this phase, the proponent started gathering the data which served as reference point
in conducting the work plan. The results of the School Reading Assessment, teacher made
rubrics in reading and other assessment such as oral and written works were analyzed on how
Grades 1 to 3 students were performing. The proponent identified the respondents and these
are the Grades 1 to 3 students who gathered low scores/ frustration level in the reading
assessment in the first quarter Subsequently, the proponent prepared the intervention to
address the low performance of primary grades in reading. The intervention used was called the
Project CRAP + which emphasized on continuous reading amid pandemic and integration of
Interactive Multimedia - Based Remedial Reading Instruction specifically using the power point
presentation. Moreover, the proponent prepared series of teacher made reading activities
validated by the school head/principal and master teachers to ensure that the learning
competencies are properly distributed. On the other hand, prior to the start of the
implementation of the work plan, the proponent secured permit from the school principal and
oriented the respondents’ parents about the purpose of the work plan.

2. Implementation Stage

On this phase, the proponent promoted and started the CRAP + project and integrated
the Interactive Multimedia - Based Remedial Reading Instruction as part of the program on the
second quarter of S.Y 2020-2021. The strategy was a year round activity, wherein students
used the power point presentation as their interactive multimedia reading instruction with series
of reading activities. During the implementation of the intervention, students were provided with
varied activities such as four skills of phonemic awareness (rhyming sounds, blending sounds
and etc.) and digital worksheets to perform every after the use of interactive multimedia reading
instruction. This is to measure how the students are performing after the teaching-learning
process. They were also exposed to videos, animations, clip arts and interactive reading games
to ensure that the contents of the readings skills are clearly achieved. The project CRAP + as
the remedial reading strategy was conducted every other day of their modular and online class.
Tablets were provided by the school for students without equipment/ gadgets for the remedial
reading instruction/program.

3. Post Implementation Stage

After integrating the interactive multimedia based instruction as a supplement in remedial

reading of project CRAP+, assessment and evaluation in reading using Teacher made reading
rubrics for grades 1 -3 were administered to the students at the end of the last quarter of the
S.Y 2020-2021. The validated teacher made reading activities and rubrics were administered to
the students to gauge the effectiveness of the intervention used. The level of performance and
improvement before and after the intervention was recorded and analyzed. Furthermore, the
significant improvement in the reading performance of the Grades 1- 3 were noted and served
as the springboard for a year round remedial reading action plan/ reading work plan.

VI. Time Frame:

Activities August April

Planning Stage
Implementation
Post Implementation

VII. NARRATIVE REPORT

 All primary grade teachers in every school conducted the school Reading Assessment
(SRA) for Grade I -3 entrants. The objective of this program is to determine the reading
readiness level of the children. In this activity teachers, can easily identify pupils who are good
in reading and in the frustration level. Aguilar Integrated School teachers conducted from grade
1-3 the class reading Pre-test for both Silent and Oral reading for English subject in the first
quarter of S.Y 2021. After the assessment and having identified the students who were in the
frustration level, remedial reading instruction was conducted in the second quarter. Project
CRAP+ is one of the intervention being integrated in the remedial program for primary grades
level (see attached work plan for reading intervention details).
          After the intervention such as the remedial reading program which includes the project
CRAP + , the primary grades who are in the frustration level has immensely improved based on
the Post School reading assessment and Teacher made rubrics in Reading

VIII. CONCLUSION
 Integrating interactive multimedia as part of remedial reading instruction of Project
CRAP+ is an important innovation for both educators and student learners. It would lead to
more accurate performance in reading skills. The work plan demonstrated that using technology
enhanced reading ability of primary grades. It is concluded that in the new millennium,
technology plays a vital role in learning. Unlike in the past, students no longer depend solely on
teachers. Moreover, constant practice in reading should be performed to attain the highest level
of the reading skill in the 21st century.

IX. RECOMMENDATION

Using technology based instruction as a supplemental tool in remedial reading

instruction is important for both teachers and learners. Thus, to promote reading, it is
recommended that teachers need to explore new avenues of learning. Project CRAP+ when
properly executed and sustained can be an effective, efficient, safe and productive learning
avenue for reading. For students, it is suggested that they need to keep improving their reading
skills, the results achieved from the good reading skills need to be maintained and continually
improved, and those who get low scores should continue to practice individually and groups
using variety of reading instructions.

X. APPENDICES

A. WORK PLAN

WORK PLAN IN REMEDIAL READING INSTRUCTION FOR PRIMARY GRADES

STRUGGLING READERS
(PROJECT CRAP+)

Phases of the Goals and Activities/Strategi Persons Resources Time Success

Institutionalizati Objectives es Involved Needed Frame Indicator
on
Phase I: Pre- To assess Assessment of Remedial SRA Materials August Reports on
Implementation the reading students’ reading Reading 2020 Reading
level of the level by SRA/ Teacher, Diagnosis
students Rubrics and
through Students
SRA/
Teacher
made
reading
rubrics

Letter to
2. To give 1. Selection and Principal, Parents
SELECTION orientation Classification of Teacher in Contact August Level of
(Conceptualizati on the students who will English, Number 2020 Support to the
on of the nature, undergo on the Filipino Program
Remedial scope, and whole year Grade __ Level of
Reading and rationale of Remedial Teachers, Acceptability
ORIENTATION the remedial Reading Class and
(Orientation and reading to Remedial
Introduction of students and 2. Information Reading
Project CRAP+ parents for dissemination Teacher
as the year familiarity and Orientation of
round remedial and to parents and
reading stimulate students through
program) students love personal
for reading. conversation.

Phase II:
Implementation
Proper

CONDUCT
(Actual Teach the Teach the four Remedial Powerpoint pupils can hear
Implementation pupils to skills of Phonemic Reading presentation August and recognize
of the Project recognize, Awareness Teacher, with multi 2020 words with the
CRAP+ sound and and media same initial
integrating form the 26 Students presentation sound and
Interactive letters of the such as words with the
Multimedia alphabet- videos, same ending
based upper and cliparts, sound
Remedial lower cases animations,
Reading music on
Program/ reading  Pupils can
Instruction) hear a word
and clap the
number of
syllables
To develop
social, motor - Rhyming Remedial Interactive August-  Pupils can
and other Sounds Reading Multimedia Septem sound, blend
Readiness Teacher, Based ber and read words
skills and Remedial 2020 in CVC, CVCe ,
Students Reading CVCC pattern
activities

To develop - Blending Remedial Septem Pupils can

phonemic Sounds Reading ber-Oct. read phrases,
awareness Teacher, 2020 sentences, a 3-
e.g. b-a-t and 5 sentence
Students story and
answer
-Matching questions about
 Sounds the story

-Segmenting
Sounds

To develop  Decode Remedial Digital chart, Septem

skills in words by Reading flashcards/ ber –  Pupils can
decoding word Teacher, Multimedia Novemb sort and hunt
families and Pupils based reading er 2020 words
- short activities in
vowel powerpoint  Pupils can
sounds presentation read and write
short e, a, rhymes
i, o, u in
CVC
pattern
- long vowel
words with
silent e
ending in
CVCe
pattern
- words with
vowel
diphthong Remedial
s ay, ai, Reading
oa Teacher,
- consonant and
digraphs Students
ch, sh
- consonant
blends
(initial and
final)
consonant
clusters

To  Decode
encourage a words Novemb
sense of - Word parents, er-Jan.  Pupils can
personal sorting teacher, 2021 manipulate
responsibility and pupils, phonemes to
for one’s own hunting relatives build words
progress - Reading/w
riting Maximum
rhymes Participation of
- Manipulati the pupils
on of
 onset/rime

Building words
and manipulating
their beginning,
middle and
ending phonemes
using finger and
blocks

Embracing
reading even at
home with the
guidance of the
parents, sisters,
or brothers, etc.
Phase III: Post- 1. To 1.Evaluation of Remedial Furnish Post April Report on Mean
Implementation evaluate the students’ reading Reading Test: Oral and 2021 and Proficiency
FINAL improvement level Teacher Written Level
EVALUATION of the and Reading Test
(Diagnosis) students’ Students through
reading Validated
proficiency Teacher Made
Reading
materials
(printed and
digital ) and
rubrics in
reading /
SRA materials
as basis for
assessment
B. DOCUMENTATION

Gallery

Samples of Interactive multimedia-based remedial reading instruction

Implementation and Assessment of Interactive multimedia –based Instruction through Distance

Learning

Guided Reading Assessment with parent/ guardian

Prepared by:
GELLIE H. REPATO
Teacher III