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Narrative Report On Catch Up Friday Reading

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39 views

Narrative Report On Catch Up Friday Reading

Uploaded by

Karen Paslon
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of Cebu Province
District of Pinamungajan 1
SAMBAGON ELEMENTARY SCHOOL

NARRATIVE REPORT ON CATCH UP FRIDAY READING

I. INTRODUCTION

Everyone is aware that reading is a tool for obtaining information from


written words and letters. A person can read by sight, sight, or touch, as in
the case of a vision-impaired person reading Braille.
In reality, reading is a multi-step, difficult process.
Although reading in the classroom can take many different forms, it is
frequently utilized to introduce new grammar or vocabulary terms.
Reading involves word recognition at its most fundamental level, from simple
letter recognition to understanding how certain words are formed to
understanding what each word means in context of a text as a whole.
We can state that reading is a crucial component of schooling. The key to
teaching reading in a classroom is understanding what we are reading, which
is undoubtedly the major goal.
"Reading is key to operate in today's society, it is a crucial ability in finding a
good career, and it is significant since it develops one's mind," claim the
creators of English Expressway Book.
Reading is a vital ability that needs to be developed in youngsters since it
can open up new worlds and enrich lives. It is magical thinking to believe
Janet Emig's (1983) teaching philosophy that "The pupils learned because we
teach."
On Earth it is generic, practical, or theoretical, therefore most of the time
there won't be any unique restrictions involved. Reading is crucial perhaps
because spoken and written words are the foundation of life. The words you
learned to read have created who you are today.

II. IMPLEMENTATION / ACTIVITIES / OBSERVATION

Every Grade teacher at every school administered the School Reading


Assessment (SRA) to Grade I students during the August 2022 enrollment
period. The goal of this program is to assess a child's level of reading
readiness.
As a result of this activity, teachers can quickly identify students who have
demonstrated or performed poorly in a certain domain.
The class reading pre-test for both silent and oral reading in English and
Filipino was administered by Eshmael Elementary School teachers to
students in grades two through six last .
After the eight-week program concluded the last week of _________, the grade
one teachers immediately gave their students the Pre-test in Reading for
Oral and Silent in English and Filipino.
On _________, Araw ng Pagbasa, students in grades I through VI participated
in a reading activity. The DEAR Program (Drop Everything And Read) and
story telling/reading were adopted by some teachers.

III. SUMMARY, CONCLUSION AND RECOMMENDATION


This narrative report describes our experiences in class and during district
events and reading program seminars. The knowledge, insights, experiences,
and learning that we gained are simply amazing.
We, the Reading Team/Teachers, learn how to deal with various
personalities, characters, and comprehension levels through these gestures.
As a result, we can state that while dealing with students, we should be fair
enough and have greater patience for the slow learners. In order to teach our
students to read and eliminate non-readers from the classroom, we have
developed interest, loyalty, and perseverance through these activities.

Conclusion:
We may infer from all the experiences gained through teaching reading that
these experiences were extremely beneficial to the reading teachers'
professional and social growth.
One can grow as a person and strengthen the positive relationship they have
with them by treating students fairly. The attention of the students can be
quickly captured and the lesson delivered effectively by employing visual or
audiovisual aids as well as the reading center and reading instructional
gadgets.
Smile when you're teaching, establish relationship with the students, and
don't make them feel reluctant to come up to you. Encourage children to
participate in reading activities at any time.

Recommendation:
The following steps are advised based on the findings made previously:
A. Those in charge of administration, the head teacher, or the school must:
1. Support reading - Provide facilities, reading materials, and send teachers
to seminars to improve their English and Filipino communication abilities.
2. By holding a seminar specifically for parents at the school level, you may
encourage parents to participate in the reading program.
3. Acknowledged the work of reading teachers. Encourage and motivate
them so they will feel more inspired and self-assured about the efforts they
have done.

B. Reading instructors need to:


1. Learn the most recent approaches, methodologies, and teaching practices
for teaching reading comprehension:
2. Give them plenty of opportunity and encourage them to express their
thoughts in class ( ex. story retelling, debate or smart - talking).
3. Make an effort to help the sluggish learners:
4. Have a session of peer tutoring.
5. Improve the students' capacity to respond to HOTS or why-and-how
queries.
6. Have the heart of a mother to students, guiding them to read properly and
hone their reading skills.

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