PROJECT M3 (THE SCHOOL-BASED READING PROJECT of Parang National High School) Rationale: Students are deprived of different learning

opportunities when they can hardly read. Reading is one of the four macro skills students need to acquire in order to be termed proficient in the language. But, not all students are good read readers. A lot of students even in high school level struggle in reading. Unfortunately, even after having spent six years of labors in elementary schools, some of our students hardly read words or sentences properly. Thus, it always appears in the previous Phil-IRI reports in Parang National High School that a number of non-readers came from the First Year (Grade 7) level. Students who cannot read well usually get low grade in almost all of the subjects because they also struggle in writing as well as in speaking, especially in English language. There is a domino effect in the studies of our students that sometimes lead to high drop-out rate. PNHS sees this phenomenon as a threat for a basic institution that vows to produce globallycompetitive graduates; thus, the school provides our non-readers with necessary intervention contextually designed so that they can achieve competence in the use of the target language. Objectives: This School-Based Reading Project aims at: 1. making all the identified non-readers good or independent readers 2. maximizing the school's resources to help out struggling students 3. improving the reading and comprehension skills of all the students

Key Players: All the English Teachers, School Librarian, Library Hub Personnel, English Enthusiast Officers, Faculty and Principal Cost: Expenses for the reproduction of the reading materials will be shouldered by the school. Descriptions: This reading project is composed of several activities that are all designed to help students to read well. The following activities are described according to how they are implemented. 1. My Buddy, My Tutee (MBMT) This maximizes the skills of the identified independent readers in the school from Grade 7 to Fourth Year. They will be paired up with identified non-readers to serve as the tutors for reading. Procedure: After the pairs have been established, materials will be distributed. Materials will be designed by the coordinator. There will only be one material every month which the struggling students have to master and have to present during assembly that happens at the last Thursday of every month. Each pair will have to meet once week after class and conduct reading tutorial which will be monitored by the project coordinator. The project coordinator will come from the officers of the English Enthusiast. The tutors have to update the coordinator regarding the attendance and performance of their tutees from time to time. Target Date Start: July 8, 2013

2. My Home, My School (MHMS) This activity involves the parents or the guardian of the indentified non-readers. Aside from the help of the other students in school, we believe non-readers have to learn at home through the assitance of their guardian. After the struggling readers have been identified, their guardians will be called up to come to school for an orientation. There will be different materials to be used in this activity. Guardians have to monitor, at the same time, assist the learners in reading the materials. Learners have to master reading the materials and have to exhibit comprehension by answering the questions included in the materials. Each material will be read for two weeks and will be presented to the teachers on the 2nd and 4th Friday of the month for evaluation. 3. Mark My Book (MMB) This reading activity has been enjoyed by students in PNHS for 3 years now. Every grading period, all students are required to read/finish one (1) book which serves as their project. Book will be borrowed from the Division Library Hub. Students will not merely read it; they will make a book review following this format: I. Title II. Author (About the Author) III. Characterization IV. Summary/Plot V. Favorite Part of the Story (Why?) VI. Favorite Character (Why?) VII. Favorite Line(s) (Why?)

VIII. Moral/Lesson Learned IX. Reflection (Thru Poem, another story, illustration (with explanation) or any other creative forms) X. New Words/Phrase Learned with meaning and sample sentence

Before each grading ends, all students will need to defend their book reviews to their respective teacher. They must be able to exhibit their understanding of the story, otherwise their grade in project will be affected. Here, all the English Teachers have to exert extra effort to really monitor if the students are reading by attending to the defense. From time to time, English Teachers will need to ask how have the students read so far, will invite the students to talk about the story during class. At the end of the school year, students will have to finish four books. There will be exhibits of best book reviews during the celebration of English Week in February.