Report of Research Project Completed

Title:  Improving Reading Comprehension Trough the Use of Higher Order Thinking Activities

Researcher:

                     Mr. Noel R. Dauran, MaEd

                     Master Teacher 1

                     Baya Elem. School

                     Baya, Ragay, Camarines Sur

ABSTRACT:

                  

This asction research project was conducted to improve reading comprehension of grade three pupils of Baya Elementary School, Ragay District, Division of Camarines Sur for the school year 2011 - 2012. The researcher intends to improve the reading  comprehension  by using the higher order thinking skill such as predicting, making connections, visualizing, inferring, questioning and summarizing. In his classroom the researcher modeled these strategies through the think aloud process and graphic organizers. This is fallowed by the pupils using these strategies through the whole class, small group, and independent practice.

The experimental one-shot case method of Research was utilized in which the treatment was the instruction of Reading Strategies. Documentary analysis was also employed since the results of the Phil-Iri and Metacomprehension Strategy Index were used as the source of data.

The researcher gatherd information prior to implementing the strategy interventions. The Metacomprehension Strategy Index indicated a lack of pupil's knowledge of strategies to use before, during, and after reading. The Phil-Iri given to the grade III pupils identified 9 out of the 16 pupils below target level.

The information gathered by the researcher after the intervention had been modeled and practiced showed improvement with the grade III pupils. The post intervention scores for the Metacomprehension Strategy Index showed a significant increase in pupil's knowledge of the reading comprehension strategies. The Phil- Iri post intervention scores indicates only 2 of the 49 pupils of the grade III pupils remained non reader . The table on Level of Reading comprehension it shows that along frustration Level, indicated a decrease of 32.65%, under Instructional indicated an increased of 32.65% and 6.13% for Independent Level.

PURPOSE:

1. To improve the reading comprehension of grade three pupils.

2. To increase the performance level of grade III pupils in the PHIL - IRI

3. Prepare the grade III pupils for the National Achievement Test

4. Improve pupil's performance in English and further enhance the teacher-facilitator teaching competencies

Design/Methodology

A. Methodology

                  

                This study employ the pre-experimental one-shot case study. According to De Jesus the pre-experimental one shot case study is a desidn in which a single group is only studied once, subsequent to a treatment is the instruction of reading strategies. It is important to teach the strategies by naming the strategy and how it should be used, modeling through think aloud process, group practice and independent use of the strategy.

Parental consent was obtained for this research project during the last week of August. To show evidence of a problem in reading comprehension  the researcher orally surveyed his grade III pupils using the Metacomprehension Strategy Index.During the first week of September, the researcher administered this oral survey to his  pupils. The survey measured each student awareness of the strategies used in the reading process. The researcher reads one part of the survey per day for three consecutive days. This tool was used to measure the pupil's awareness of their strategic reading process before the strategies were introduced.

The second tool used was the Phil- Iri administered to the pupils in the third grade classroom in the first week of July, 2011. This tool is used to determine student growth in reading comprehension.

The teacher observation checklist was used by the researcher to gather data throughout the intervention. Beginning in October 2011, once a month , the researcher used checklist to observe which reading comprehension strategies were being used by the pupils in small groups.This tool provide information of changes on how well his pupils understand and use reading comprehension strategies over time.

B. Sampling Design:

Purposive sampling was employed in selecting pupils-respondent of the study. The pupils who were selected were enrolled in the grade III class for the school year 2011 - 2012.

               

EasyHits4U.com - Your Traffic Exchange, 1:1 Exchange Ratio, FREE Traffic to your sites

EasyHits4U.com - Your Traffic Exchange, 1:1 Exchange Ratio, FREE Traffic to your sites

How to Give The Opening Remarks

      This is a very common speech situation since nearly all formal gatherings where a program is prepared needs someone who will give the opening remarks. Through apparently a simple assignment, it's role considerable importance for a large extent it sets the tone and atmosphere of the entire proceedings.
       Here are the steps suggested to easy use.

YOUR SPEECH PLAN

                                           1. Refer to the occasion

                                           2. Express goodwill

EXPLANATION

Refer to the occasion

         Tell your audience the purpose of the gatherings. What is its significance to the participants, to the audience and to the community? What interesting parts of the program awaits your listeners? What benefits will they derive their attendance of participation in such affair?

Express goodwill

          This second step to your opening remarks should be a pleasant one for you. Here you will praise the people who have come for the occasion.

          By your words and actions, make your audience feel glad they came. Make them realize the importance of their presence.

          You can also extend a word of welcome if you wish.

Sample Documents to be submitted to Earn Points For Master Teacher Position(Curriculum or Instructional Materials)

Department of Education

Region V

Division of Camarines Sur

Ragay District

Baya Elementary School

The Assistant Division Superintendent

Division of Camarines Sur

San Jose, Pili, Camarines Sur

Madam:

          The enclosed Innovative reviewer in Filipino III for the National Achievement Test is the output of the undersigned at the Roll - out on the utilization of the final Reading Standard and Assessment Tool (RSAT) held last December 6 - 8, 2010 at regent Hotel, Naga City that aims to uplift the academic performance of the pupils in the fortcoming National Achievement Test (NAT).

          In this connection, the undersigned would like to ask your approval on the utilization of the material in Ragay District, Division of Camarines Sur.

          Attached is the workplan for implementation.

          I hope that this request will merit your kind approval.

          Thank you.

                                                                                                           Very truly yours,

    

                                                                                                                 (Name)

                                                                                                                Master Teacher 1

                                                                                                                   

Noted:

                   _________________

                           School Head

Recommending Approval:

            ___________________                                   ___________________

                         PSDS                                                           ES - I Filipino

                                               Approved:

                                                                        ____________________________

                                                                      Asst. Schools Division Superintendent

      

____________________________________________________________________________________

Department of Education

Region V

Division of Camarines Sur

Ragay District

Baya Elementary School

PAGPAPAUNLAD NG KASANAYAN SA PAGBASA III

I - Deskripsyon

            Sadyang ginawa at inilaan ang pagpapaunlad ng kasanayan sa pagbasa ng may akda upang   higit pang linangin at paunlarin ang kakayahan at kasanayan sa Pagbasa ng mga mag-aaral sa ika - tatlong baitang. Binubuo ito ng limang pangunahing kasanayan sa pagbasa na: pagtukoy sa mga detalye ng binasa, pagbibigay ng pangkalahatang kahalagahan at mensahe ng binasa, paghihinuha sa maaaring mangyari at pagtukoy sa kahihinatnan ng pangyayaring inilahad, pagsunod sa tiyak na panuto, at pagbasa upang masukat ang bilis at kasanayan sa pag-unawa sa binasa.

            Sa pamamagitan ng mga pagsasanay na ito, inaasahang malilinang ang kakayahan ng mga mag-aaral sa mapanuring pag-iisip gayundin sa mabisang pagbasa, pagsulat, at sa mga pagpapahalagang pagkatauhan.

II - Mga Layunin:

              1. Naglalayong mapalawak ang talasalitaan ng mga mag-aaral at magamit ang mga 

                  bagong talasalitaan sa makabuluhang pakikipagtalastasan.

              2. Naglalayong luminang sa iba't ibang kasanayan sa Pagbasa at kakayahan sa mapa

                  nuring pag-iisip.

              3. Upang lalong mapataas ang antas ng pagkatuto sa asignaturang Filipino at mai-

                  handa ang mga mag-aaral sa ika - tatlong baitang sa National Achievement Test.

III - Work Plan

        Objectives         Activities        Time Frame      Resource                Person                Expected/

                                                                                    Requirement          Involved            Outcomes

A. Pre - Implementation

B. During- Implementation

C. Post - Implementation

                                                                                                           Prepared by:

                                                                                                                 ( name)

Noted:

             __________________

                  School Head

Recommending Approval:

                                                  ___________________            ______________

                                                                PSDS                              ES - I Filipino

                                       Approved:

                                                            _______________________

                                                                              ASDS

      __________________________________________________________________________

Department of Education

Region V

Division of Camarines Sur

Ragay District

Baya Elementary School

Filipino Reading Test

Panuto: Basahin ang bawat kwento at sagutin ang mga tanong na kasunod nito.

Para sa bilang 1 - 4

           Madilim - dilim pa, Isang araw ng Linggo ay ginising na ni aling Linda sina Nilo at Delia. Sa araw na iyon ay maglilibot ang kanilang mag-anak  sa Puerto Azul sa Tagaytay. Bakasyon ang mga bata kaya mamamasyal ang kanilang   mag-anak na magkakasama.

           Hindi nagtagal at narating ng mag-anak ang pook na nais puntahan. Pataas ng pataasang daang papunta sa Puerto Azul. Habang tumataas ang daan, lalong gumaganda ang kapaligiran. Dito ay walang kalbong bundok. Lahat ay natataniman ng mga punong kahoy at saging. Makapigil- hininga ang tanawing nakita ng mag-anak.

1. Ano ang kahulugan ng salitang may salungguhit sa talata?

    a. Napakataas na tanawin

    b. Napakagandang tanawin

    c. Napakalungkot na tanawin

    d. Nakakatakot na tanawin

2. Anong katangian nang mag-anak ang ipinakita sa talata?

    a. Mahilig magyabang

    b. Mahilig mamamasyal

    c. Mahilig umalis ng bahay

    d. Mahilig sa matataas na lugar

3. Ano ang maaaring pinaka angkop na pamagat ng talata?

    a. Ang Puerto Azul

    b. Ang Mag- anak na mayabang

    c. Ang Mag- Anak sa Puerto Azul

    d. Ang Magagandang Tanawin sa Puerto Azul

4. Ano ang angkop na wakas ng kuwento?

    a. Nagkasakit ang mag-anak

    b. Masayang umuwi ang mag-anak

    c. Nakatulog ang mag - anak sa daan

    d. Malungkot na umuwi ang mag-anak

    






              

        

TEN COMMANDMENTS OF HUMAN RELATIONS

1. SPEAK TO PEOPLE - There is nothing as nice as a cheerful word of greeting.
2. SMILE AT PEOPLE - It takes 65 muscles to frown, only 15 to smile.
3. CALL PEOPLE BY NAME - The sweetest music to anyone's ear is the sound of his name.
4. BE FRIENDLY AND HELPFUL - If you would have friends, be friendly.
5. BE CORDIAL - Speak and act as if everything you do were a genuine pleasure.
6. BE GENUINELY INTERESTED IN PEOPLE - You can like everybody if you try.
7. BE GENEROUS WITH PRAISE - CAUTIOUS WITH CRITICISM.
8. BE CONSIDERATE WITH THE FEELINGS OF OTHERS - It will be appreciated.
9. BE THOUGHTFUL OF THE OPINION OF OTHERS - There are three sides to a controversey - yours-the others fellow's - and the right one.
10. BE ALERT TO GIVE SERVICE - What counts most in life is what we do for others.

Functions of Dynamic Teachers

          It is a threatening phenomenon that some of the country's teachers are being pirated to mentor foreign youth. The reason is very obvious. The remuneration of teachers, either in public or private schools, is far below the monthly wages of domestic helpers in foreign countries. Material incentives, too, are scarce and unattractive. The waning commitment of some teachers to serve and guide the youth is a sad picture in our educational system. We cannot condemn, however, those who fly abroad to serve foreign children.

         Thanks God, the number of teachers who go abroad are only fragment of the majority who remain true and loyal to their God given challenge to serve the youth of the motherland. As a write this article, I see images of men and women who stand before their classes and impart knowledge outlined to develop the youth's intellect, behavior, and values.

         Through their sacrifices and devotion to their profession, teachers built the foundation of successful citizens occupying the limelight in the world of politics, economics, medicine, engineering, and other fields of human adventure. The roles and functions of teachers have been enumerated  in our Philippine Constitution.

• They inculcate patriotism and nationalism. Children obey their teacher's word rather than their parents' .Nationalism and patriotism are expressed in the languages spoken, anthem sung, dresses worn, food eaten, tradition celebrated, and customs practiced. Being proud of our heritage is one aspect wherein mentors excel in the promotion of nationalistic ideals.
• They foster love for humanity. Loving people is a divine mandate.Teachers share with parents the responsibility of deeply inculcating in the minds of the youth the value of accepting people and understanding different personalities. To love humanity is to treat one another as friends in the context of trust.
• They foster respect human right. Human rights are inherent to all people. Equality is the rule in the educational system. A mentor who fails to teach this virtue falls short of his personal accountability to his profession.
• They foster appreciation of the role of national heroes in the historical development of the country. Mentors serve as bridges that link the young minds to our corporate past as a free nation. Heroes are ordinary men and women who do extraordinary  commitment and sacrifice for the good of majority. Mentors open the eyes of the youth to see the sublime meaning of national unity and solidarity.
• They teach the right and duties of citizenship. Education makes people assertive of their rights and responsibility to their duties as citizens of the republic. These include paying taxes and participating in the election process.A teacher must never teach students to doubt the integrity  of law and order.

A Rich Lesson

        One day the father of a very wealthy family  took his son on a trip to the country; he wanted to show his son how poor some people can be. They spent  a couple days and nights on the farm of what would be considered a very poor family. As they were returning home, the father asked the boy, "How was the trip?"
        "It was great, Dad"
        "Did you see how poor people can be?"
        "Oh, yeah!"
        "So what did you learn from the trip?"
        The boy said, "I saw that we have one dog, and they have four. We have a pool that reaches to the middle of our yard, and they have a creek that has no end. At night we have imported lanterns, and they have the stars.
        "Our patio reaches to the front yard, and they have the whole horizon. We have a small piece of land to live on, and they have fields that go beyond our sight. We have servants who serve us, but they serve others.
        "We buy our foods, but they grows theirs. We have walls around our property to protect us. They have friends to protect them"
        Then the boy added, "Thanks, Dad, for showing me how poor we are!"


Reference:
                 Health and Home, vol.46 no.3 May-June, 2005 p.21