Project BASA

B – ooks for
A – ll Children from
S – takeholders and
A – dopt-A-School Partners
Project BASA
Project BASA is a Reading Program that uses
Reflective Reading Journal as a tool for
development of reading comprehension and reading
to writing skills of Grades 4-6 struggling pupils in
collaboration with stakeholders and adopt-a-school
partners in order to create an immersive reading
experience for the learners.
Project BASA
JOHN ALBERT S. RECTO MA. JASMIN A. CHEN
Principal I Master Teacher I
Bachelor of Elem. Educ. BSEd - English
13 years of teaching 20 years of teaching

AILEEN T. CABUNGCAL JOHN RODERICK C.

Teacher III YABAO
BSEd - English Teacher III
17 years of teaching Bachelor of Elem. Educ.
7 years of teaching
 Program Overview
Project BASA is a Reading Program that involves reading age-appropriate
books and other reading materials donated by stakeholders and Adopt-A-School
partners and developing learners’ comprehension skills through a Reading
Journal. The reading teacher will be the one to process reading activities with the
support of stakeholders. After reading, students will engage in comprehension
and reflective reading activities designed to deepen their understanding of the
text, raise questions about the text, and translate into writing what they have
learned. This program will be integrated into the existing curriculum in a general
classroom setting to ensure a seamless learning experience and is conducted 30
minutes, 3 times per week. The program will run up to 8 weeks.
Program Content
Selection of Books: A curated collection of age-appropriate books and reading
materials from various genres and subjects.

Reflective Activities: Comprehension questions, journal prompts, creative

responses, and discussions related to the reading material.

Reading Sessions: Regular reading sessions will be conducted for 30 minutes, 3

times per week at 4:30-5:00 PM, supplemented by guided reading at home.
Mechanics and Implementation
Preparation: Collaborate with stakeholders and Adopt-A-School partners to
procure age appropriate books and reading materials. Prepare reflective activity
sheets and reading schedules.

Implementation: Integrate reading sessions into the weekly timetable. Students

will read assigned books and participate in reflective activities individually or as
a group.

Assessment and Evaluation: Assess students' progress through comprehension

quizzes, discussions, and reflective journal entries. Regular feedback will be
provided to guide their growth.
Expected Outputs
1. Encouraged learners to read regularly and develop a love for reading.
2. Improved 80% of the 32 struggling learners' reading comprehension abilities.
3. Promoted 100% collaboration with stakeholders and adopt-a-school partners.

Project BASA (LITERACY) aims to create a nurturing and empowering

learning environment where reading is not just a skill but a lifelong passion. By
harnessing the power of reading and reflection, this program seeks to equip
students with essential skills that will serve them well in their academic journey
and beyond.
Related Literature
On Reading Comprehension
According to the National Reading Panel's findings,
reading comprehension skills are essential for students to
access and comprehend information across subjects (National
Institute of Child Health and Human Development, 2000).
Students with strong reading skills not only excel academically
but also develop communication skills (Cunningham &
Stanovich, 1997).
Related Literature
On Reading Comprehension

Reading comprehension is considered one of the most complex

activities humans can perform (Kendeou & O’Brien, 2014; Perfetti &
Stafura, 2014) as it involves the reader, the text, and the action, all of which
are intertwined in a larger sociocultural framework (Butterfuss, R., Kim, J.,
& Kendeou, P., 2020). More formally, reading comprehension has been
defined as “the process of simultaneously extracting and constructing
meaning through interaction and involvement with written language”
(Snow, 2002, p. 11)
Related Literature
On Reading Comprehension

To comprehend a text, a reader must be equipped with a

host of abilities (e.g., attention, memory, inferencing),
motivation (e.g., reading goals, interest) and knowledge (e.g.,
domain knowledge, linguistic knowledge), all of which are
influenced by the specific texts used and the activity the reader
is engaging in (Snow, 2002).
Related Literature
On Reading to Writing

A big interconnection between reading and writing has

been observed and studies have suggested that it is better to
teach reading and writing together. According to Curriculum
Management Solutions, Inc., (2015) simultaneous instruction
aids the students’ ability to sound out words – teaching writing
at the same time as reading improves reading.
Related Literature
On Reading to Writing
Teaching decoding and encoding simultaneously leads to a sort
of “overlearning,” which helps with both reading and writing (Graham
& Hebert, 2010). Therefore, it makes logical that combining reading
and writing training around a single theme or narrative will improve,
support, and increase the linkages between the two tasks as well as aid
in the integration and establishment of new vocabulary. Naturally, this
results in greater content retention and improved comprehension.
Related Literature
On Reflective Reading Journal

According to Northern Illinois University Center for Innovative

Teaching and Learning, (2012), a reflective reading journal is a useful
teaching and learning tool where learners keep personal accounts of their
educational experiences in reflective diaries.
Studies have shown that reflective reading journals help improve the
reading skills of the learners. In fact, there is evidence that the art of
reflection can help students prepare for assignments and examinations
(Homik & Melis, 2007; Johnson, n.d.; RMIT, 2006).
Related Literature
On Reflective Reading Journal

Reflective reading journals allow students to engage with

the text on a deeper level. They are encouraged to write about
their thoughts, feelings, and connections they make while
reading. Furthermore, writing in these journals allows students
to express their opinions and personal experiences related to
the text.
Related Literature
The Phil IRI

The Department of Education mandates the administration of the

Philippine Informal Reading inventory as classroom-based assessment tool used
to gauge and define the reading skills of the learners in English and Filipino.
There are three types of assessment under Phil IRI and these are: oral
reading, silent reading and listening comprehension. As a result, learners will be
classified into Independent, Instructional and Frustration Level (DepEd Order
No. 14, 2018).
Classroom teachers can create and deliver effective reading teaching for
their pupils with the use of information gleaned from this evaluation.
Related Literature
The Fountas & Pinnell Benchmark Assessment System

The Fountas & Pinnell Benchmark Assessment System is a valuable tool

that can be used to determine a student's reading level, comprehension, and
fluency. This assessment system includes a range of leveled books and
assessments that are specifically designed for learners Grades 4-6 to help
educators gauge a student's literacy skills.
The Fountas & Pinnell Benchmark Assessment System is an effective tool
that can be utilized in projects such as "BASA (Books for All Children)." By
focusing on developing comprehension skills and fostering a love for reading
through reflective reading journals, students are given the opportunity to grow as
readers and thinkers.
 Implementation Plan
Stages Activities Expected Materials Time Frame Person/s
Outcomes Needed responsible
Preparation stage -Assess the reading -Assessed the -Phil IRI Week 1 School Head
skills of the reading skills of -Fountas & Reading
learners the learners Pinnell Teachers
-Collaborate with -Collaborated Benchmark Parents
stakeholders and with stakeholders Assessment Stakeholders
Adopt-A-School and Adopt-A- System A – dopt-A-
partners to School partners -letters School
procure a diverse to procure a -office supplies Partners
collection of books. diverse collection
-Prepare activity of books.
sheets and reading -Prepared activity
schedules. sheets and
reading
schedules.
 Implementation Plan
Implementation -Identifying the main -Identified the -Graphic Week 2 -Teacher
Stage ideas in the reading main ideas in the organizers -Volunteer
texts through graphic reading texts -Comprehension parents to guide
1. Identify the main organizers through graphic questions, the learners in
ideas in the reading organizers affective doing the
texts, including questions, journal reflection.
both fiction and prompts
non-fiction -office supplies

2. Identify the key -Identifying the key -Identified the key -Graphic Week 3 -Teacher
details in a reading details in a reading details in a reading organizers -Volunteer
texts, including texts, including both texts, including -Comprehension parents to guide
both fiction and fiction and non-fiction both fiction and questions, the learners in
non-fiction through graphic non-fiction through affective doing the
organizers graphic organizers questions, journal reflection.
prompts
-office supplies
 Implementation Plan
3. Recognize -Recognizing -Recognized -Graphic Week 4 -Teacher
literary literary literary organizers -Volunteer
elements such elements such elements such - PTA officers
as plot, as plot, as plot, Comprehensi to guide the
characters , characters , characters , on questions, learners in
setting and setting and setting and affective doing the
theme theme through theme questions, reflection.
story maps through story journal
maps. prompts
-office
supplies
 Implementation Plan
4. Identify the Identifying the Identified the -Graphic organizers Week 5 -Teacher
author’s purpose author’s purpose author’s purpose -Comprehension -Volunteer PTA
and point of and point of view and point of questions, officers to
view. view affective guide the
questions, journal
learners in
prompts
-office supplies doing the
reflection.

5. Distinguish fact Distinguishing fact Distinguished fact -Graphic organizers Week 6 -Teacher
from opinion in a from opinion in a from opinion in a -Comprehension -Volunteer
narrative narrative narrative questions, affective barangay
questions, journal officials to
prompts guide the
-office supplies learners in
doing the
reflection.
 Implementation Plan
6. Write a - Writing a Wrote a -Graphic Week 7 -Teacher
reaction simple simple organizers -Volunteer
-
about the reaction or reaction or retired
Comprehensio
story read. feelings feelings n questions, teachers
about the about the affective to guide
story read. story read. questions, the
journal learners in
prompts doing the
-office
reflection.
supplies
 Implementation Plan
Post- -Post -culminating -Certificates Week 8 -School
Implementati Assessment program -office 1 hour Head
on Stage -Culminating supplies -Reading
Activity/Progra -tarpapel Teachers
m -Parents
-Awarding -
ceremony Stakeholder
s
-Adopt-A-
School
Partners
and
learners
 Instructional Plan
Objectives Activities Materials Needed Time Frame Person/s responsible

Implementation Reading materials, -Teacher

-Identifying the main ideas in the reading texts Week 2 – 4:30-5:00 PM
through graphic organizers Day 1
-3 minutes unlocking difficulties
Stage Day 1
-For comprehension check: learners may ask
sample graphic -Volunteer
-5 minutes oral reading by the teacher
-5 minutes oral reading together (teacher
questions about the reading text
organizer and and learners)
parents to
-5 minutes silent reading by the learners
-Guide question for reflection: -5 minutes comprehension check
1. Identify the What do you like about the reading text? office supplies guide the
-7 minutes for reflective journal (answer
the guide question)

main ideas in the Day

-For comprehension check: What have you e.g., manila paper, Day 2 –
2
learners in
learned from the reading text? -3 minutes unlocking difficulties
reading texts, -Guide question for reflection: bond paper, -5-5 minutes oral reading by the teacher
minutes oral reading together (teacher
doing the
including both What do you like about the reading text? cardboard, pentel and
-5 minutes silent reading by the learners reflection.
learners)

fiction and non- Day

-For comprehension check: What have you pens
3:

learned from the reading text?

-5 minutes comprehension check
-7 minutes for reflective journal (answer
the guide question)
fiction -Guide question for reflection: Day 3 –
What do you like about the reading text? -3 minutes unlocking difficulties
-5 minutes oral reading by the teacher
-5 minutes oral reading together (teacher
and learners)
-5 minutes silent reading by the learners
-5 minutes comprehension check
-7 minutes for reflective journal (answer
the guide question)
 Instructional Plan
2. Identify the key including both fiction and non-fiction through Reading materials, Day 1 -Teacher
-Identifying the key details in a reading texts, Week 3 4:30-5:00 PM

graphic organizers -3 minutes unlocking difficulties

details in a reading Day 1 sample graphic -5-5 minutes oral reading by the teacher
minutes oral reading together (teacher
-Volunteer
texts, including -For comprehension check: learners may ask
questions about the reading text organizer and and
-5 minutes silent reading by the learners parents
learners)
to
-5 minutes comprehension check
both fiction and -Guide question for reflection:
What do you like about the reading text?
office supplies -7theminutes for reflective journal (answer guide
guide question)
the
non-fiction Day 2 e.g., manila paper, Day 2 – learners in
-For comprehension check: What have you -3 minutes unlocking difficulties
learned from the reading text? bond paper, -5-5 minutes oral reading by the teacher
minutes oral reading together (teacher
doing the
-Guide question for reflection:
What do you like about the reading text? cardboard, pentel and
-5 minutes silent reading by the learners reflection.
learners)

Day 3:
-For comprehension check: What have you
pens -5 minutes comprehension check
-7 minutes for reflective journal (answer
the guide question)
learned from the reading text?
Day 3 –
-Guide question for reflection: -3 minutes unlocking difficulties
What do you like about the reading text? -5 minutes oral reading by the teacher
-5 minutes oral reading together (teacher
and learners)
-5 minutes silent reading by the learners
-5 minutes comprehension check
-7 minutes for reflective journal (answer
the guide question)
 Instructional Plan
3. Recognize characters , setting and theme through story Story books, story Day 1 -Teacher
-Recognizing literary elements such as plot, Week 4 4:30-5:00 PM

maps -3 minutes unlocking difficulties

literary elements Day 1 maps and office -5-5 minutes oral reading by the teacher
minutes oral reading together (teacher
-Volunteer PTA
such as plot, -For comprehension check: learners may ask
questions about the reading text supplies e.g., and
-5 minutes silent reading by the learners officers to guide
learners)

-5 minutes comprehension check

characters , setting -Guide question for reflection:
What do you like about the reading text?
manila paper, -7 minutes for reflective journal (answer the learners in
the guide question)

and theme Day 2 bond paper, Day 2 – doing the

-For comprehension check: What have you -3 minutes unlocking difficulties
learned from the reading text? cardboard, pentel -5-5 minutes oral reading by the teacher
minutes oral reading together (teacher
reflection.
-Guide question for reflection:
What do you like about the reading text? pens and learners)
-5 minutes silent reading by the learners
-5 minutes comprehension check
Day 3: -7 minutes for reflective journal (answer
-For comprehension check: What have you the guide question)
learned from the reading text?
Day 3 –
-Guide question for reflection: -3 minutes unlocking difficulties
What do you like about the reading text? -5 minutes oral reading by the teacher
-5 minutes oral reading together (teacher
and learners)
-5 minutes silent reading by the learners
-5 minutes comprehension check
-7 minutes for reflective journal (answer
the guide question)
 Instructional Plan
4. Identify the view Story books, story Day -Teacher
Identifying the author’s purpose and point of Week 5 4:30-5:00 PM
1
-3 minutes unlocking difficulties
author’s purpose Day 1
-For comprehension check: learners may ask
maps and office -5-5 minutes oral reading by the teacher
minutes oral reading together (teacher
-Volunteer PTA
and point of view. questions about the reading text supplies e.g., and
-5 minutes silent reading by the learners officers to guide
learners)

-Guide question for reflection: -5 minutes comprehension check

What do you like about the reading text? manila paper, -7theminutes for reflective journal (answer the learners in
guide question)

-For comprehension check: What have you bond paper, Day 2 – doing the
Day 2

learned from the reading text? -3 minutes unlocking difficulties

-Guide question for reflection:

cardboard, pentel -5 minutes oral reading by the teacher
-5 minutes oral reading together (teacher
reflection.
What do you like about the reading text?
pens and learners)
-5 minutes silent reading by the learners
Day 3: -5 minutes comprehension check
-For comprehension check: What have you -7 minutes for reflective journal (answer
learned from the reading text? the guide question)

-Guide question for reflection: Day 3 –

What can you say about the story that you -3 minutes unlocking difficulties
read? -5 minutes oral reading by the teacher
-5 minutes oral reading together (teacher
and learners)
-5 minutes silent reading by the learners
-5 minutes comprehension check
-7 minutes for reflective journal (answer
the guide question)
 Instructional Design
5. Distinguish fact Distinguishing fact Reading materials Day 1 -Teacher
Week 6 4:30-5:00 PM

from opinion in a from opinion in a and office supplies -5-5 minutes

-3 minutes unlocking difficulties
oral reading by the teacher
-Volunteer
e.g., manila paper, (teacher and learners)
minutes oral reading together

narrative narrative. bond paper, -5-5 minutes silent reading by the learners barangay
minutes comprehension check
for reflective journal (answer officials to
cardboard, pentel -7theminutes
guide question)

-Guide question for pens Day 2 – guide the

-3 minutes unlocking difficulties
reflection: What -5 minutes oral reading by the teacher
-5 minutes oral reading together
learners in
have you learned -5 minutes silent reading by the learners doing
(teacher and learners)
the
from the text read? -7 minutes for reflective journal (answer reflection.
-5 minutes comprehension check

the guide question)

Day 3 –
-3 minutes unlocking difficulties
-5 minutes oral reading by the teacher
-5 minutes oral reading together
(teacher and learners)
-5 minutes silent reading by the learners
-5 minutes comprehension check
-7 minutes for reflective journal (answer
the guide question)
 Instructional Design
6. Write a reaction -Writing a reaction Reading -Teacher
Week 7 4:30-5:00 PM
Day 1
-3 minutes unlocking difficulties
about the story about the story materials, sample -Volunteer
-5 minutes oral reading by the teacher
-5 minutes oral reading together

read. read. graphic organizer (teacher and learners)

retired
-5 minutes silent reading by the learners
-5 minutes comprehension check
and office teachers
-7 minutes for reflective journal (answer
the guide question)
to
-Guide question for supplies e.g., Day 2 – guide the
-3 minutes unlocking difficulties
reflection: What is manila paper, -5-5 minutes oral reading by the teacher learners
minutes oral reading together
in
your reaction bond paper, (teacher
-5 minutes silent reading by the learners doing
and learners)
the
about the story ? cardboard, pentel -5-7theminutes
minutes for reflective journal (answer reflection.
comprehension check

guide question)
pens Day 3 –
-3 minutes unlocking difficulties
-5 minutes oral reading by the teacher
-5 minutes oral reading together
(teacher and learners)
-5 minutes silent reading by the learners
-5 minutes comprehension check
-7 minutes for reflective journal (answer
the guide question)
 Needs Assessment
An elementary school situated in a far-flung rural area is at risk of not getting the
support needed to improve the reading skills of the learners. Unfavorable geographical
location makes the school hard to reach and the least of priorities. Teachers need to be
creative and innovative in order to get the needed support from the administration and the
stakeholders, especially in the provision of reading materials.
From the result of the Phil IRI pre-assessment and Fountas & Pinnell Benchmark
Assessment System, it was observed that there is a prevalence of a number of Key Stage 2
(Grades 4-6) readers under frustration level. More so, these learners struggle a lot with
comprehension skills.
Thus, there is a need to address these problems.
 Monitoring and Evaluation
Assessment and monitoring prove to be important in the conduct of any program.
Experiences tell us that assessment and monitoring provide feedback on the effectiveness of the
activities and the program as a whole. This in turn allows the implementers to identify successes and
areas for improvement, enabling them to adjust their strategies and ensure that resources are used in
the most effective way.
For assessment and monitoring, the program coordinator will be the one to oversee weekly
activities, coordinate with stakeholders and ensure program goals are met.
For the assessment of learners, a post assessment using Phil IRI Fountas & Pinnell
Benchmark Assessment System will be conducted to check the reading skills of the learners and
arrive at the outcome of the program.
The program will end after eight weeks. Learners who achieved instructional to independent
levels will exit the program. Learners who stay at frustration level will be given
additional/supplemental reading materials.
The evaluation team will then assess program impact, collect feedback and suggestions and
gather relevant program data for future use.
Thank You!