I.

The Performance Background

Reading is a skill which needs to be learned by every learner, because

reading is the foundation of all academic lessons. If the pupils fail to master the

basic skills they can never hope to get through the other disciplines successfully

and thereby, deprive them of being literate and productive individuals. The

Department of Education is doing its best to achieve a quality education for all

children. These children are the future leaders for our country, but it is sad to say

that there are still many children now a days who cannot read. If these children

will not be taught on how to read properly, their future will be affected and the

future of our country as well. The Department of Education has a program to

assess the pupils’ needs especially in literacy. This is the DepEd Order No. 57, s.

2015 also called the EGRA or Early Grade Reading Assessment. This is an

individually administered oral assessment that aims to assess foundational

literacy skills of children in the early grades. That is why the department of

education has a program such as “ECARP” (Every Child A Reader Program).

The department issued an order such as DepEd Order No. 40 series of 2013.

This program is envisioned to establish and institutionalize, through a Multi

Literacy and Numeracy, a continuous, sustainable and cost-effective professional

development system to primary school teachers and thereby produce Filipino

children with literacy and numeracy skills for lifelong learning. Reading is a basic

tool in the living of a good life by Mortimer Adler. Pupils must be a reader

1
because they are the hope of our country according to Dr. Jose Rizal. “Today a

reader, tomorrow a leader” by Margaret Fuller.

Nine (9) out of twelve (12) pupils refused to read words with consonant

blends either in the beginning, middle or last part of the words during the post -

test given last January 28, 2016. This is really a problem in my part because I

know that these grades are the foundation of learning. If these pupils of mine

would still refuse to read words until the end of school year, then when they will

be in higher grades still their learning will be affected because the basic is not yet

mastered during when they were in the lower grades. I believed one of the

factors really that affects this problem is my other function in school as classroom

teacher as grades one (1) and (2) adviser at the same time as School In-

Charge, because I often left them in school or to my-co teachers due to some

functions and roles of mine such as attending meetings, seminars, submitting

reports, scouting’s and meets. Another factor that may affect the reading skills of

my pupils is lack of instructional materials that I used in teaching reading to them.

Such as charts, flash cards, big books and soon. Maybe the reading readiness

may affect also their reading skills, because whatever force that we enforce to

them, if they are not yet ready still it will not install in their minds. Another factor

that affects their reading ability is lack of parents follow up at home about the

school lessons. Maybe because their parents also have difficulties in reading,

that is why it is hard for them to help or teach their children. Accordingly if there

is a problem, there is a solution also. I know I have still a solution of this problem

before the school year will end.

2
 Last January 28, 2016, the District Reading Team had their reading

activity in our school where out of 12 pupils tested in grades I and II, nine (9) of

them refused to read the words with consonant blends.

Table 1. Phil Iri Oral Diagnostic Test result of Grades I and II Pupils for the
School Year 2015-2016.

Refused Omission Repetition

9 75% 2 17% 1 8%

Only nine (9) pupils out of twelve (12) refused to read words with

consonant blends with the equivalent of seventy-five percent (75%), two (2)

pupils omitted those words with the equivalent of seventeen percent (17%) and

one (1) pupil repeated the words with the equivalent of eight (8%) to the total

population of grades one (1) and two(2) pupils of Dahilig Elementary School.

II. The Customers

The seventy-five percent (75%) of the Grades I and II pupils who refused

to read words with consonant blends in the Phil- IRI Post Test held last January

28, 2016 are the costumers. The costumers of the study were asked by the

following questions to know their problems with regards to their reading abilities

3
and their wants which were also the basis of implementing techniques and

strategies suited to them.

Questions Pupils’ Answers

 I kept on playing only. ( 5 Pupils answered)

 My mother doesn’t teach me how to read (4 pupils

1. Why is it hard for answered)

you to read?  I am just a little kid. ( 1 pupil answered)

 Our teacher is often left us in school especially if

he had some meetings. (3 pupils answered)

2. What do you want

 I want you Sir to give enough time for me and to
me to do to be able
teach me well everyday. (9 pupils answered)
you to read?

III. The Process

Improved
Obsolete TCFOB1 Reading
Teaching Reading Skills of the
Reading Approch Grades 1
and 2 Pupils

• Traditional teaching I used in this school, pupils were not being

taught of letter sounds at the very start of the class especially in the month of

June or at the opening of the class until the end of the school year. These

teaching reading styles deprived the slow and the average readers of gaining

more knowledge how to read. Traditional and obsolete teaching reading like “

4
open your books, listen to me” and “read again”. For the next day still the

same process happened, for the whole month still the same process is being

used. This is suited only for pupils who are fast learners who can easily

capture words and they know already how to read. But for average and slow

pupils, they could not easily remember those words and it is hard for them to

read. Sometimes, they are just memorizing the passage, but in the long run

still they could not read because they forget already what they had

memorized. So, the Teacher-Researcher applied TCFOB1 Reading

Approach. This approach is a combination of different techniques in reading

such as teacher to group discussion, using charts, using flash cards, using

big and small books, one on one teaching, and one (1) o’clock reading habit.

The teacher- researcher ensured first that the pupils knew already the letter

sounds, so that it is easy for them to blend the consonant letters. The teacher

group discussion using charts, flash cards, big and small books. This is done

through reading by teacher first, teacher and pupils, group of pupils only,

and one on one reading. The teacher-researcher practiced one (1) o’clock

habit as remediation for my pupils. The purpose is to increase, develop or

master the words, sentences, paragraph, stories and passages with

consonant blends. This is done every day to ensure mastery of reading skills

of pupils. Pupils loved to read. They expect that they would learn new stories

every day. The teacher-researcher himself explained what they had read.

They loved to read too without being told due to the toys to be given to them

as reward if they could read at the end. TCFOB1 Reading Approach helped

5
 really the learners who had difficulties in reading words with consonant

blends. This strategy really would help to improve reading skills of the grades

one (1) and two (2 )pupils of Dahilig Elementary school.

IV. The Focused Problem Statement and the Target

Based on the Oral Reading Diagnostic Test result given last January 28,

2016, the teacher-researcher had found out that nine (9) out of twelve (12) pupils

in grades one (1) and two (2) were identified had difficulties in reading words

with consonant blends.

Eight (8) out of nine (9) pupils shall be able to read words with consonant

blends at the end of this research.

V. The Root Cause Analysis

Based on the Voice of the Costumers (VOC), these were the highest

number of responses and reasons of the respondents who had difficulty in

reading. words with consonant blends. They answered that they did not practice

reading. They kept on playing. Their parents were so busy at farm and had a lot

of works at home. At night, they just prayed and slept early. Their parents also

did not know how to read. They answered also that their teacher had no enough

time to teach them. Their teacher sometimes was out of school since he had

meetings, seminars, scouting and meets needed to be attended. There was an

answer of a pupil that he could not read yet since he is too young.

6
 Diagram 3: Causes of the Reading Problems of the Grades I and II Pupils of
Dahilig Elementary School.

No time for Keep on playing at home

practice
reading
At night, they just pray and
Why? sleep early
Problem They are always busy at
Causes why these farm.
nine (9) pupils Parents cannot help They have so many works at
have difficulties in to their children to home
reading words with read
consonant blends. They do not know how to
Why?
read too.

The teacher cannot focus to

Their teacher
them, there are other grades
cannot give enough
he taught to read too.
time.

Why? He is sometimes called for a

meeting, seminars, scouting
Not yet ready and meets because he is the
to read School In-Charge
Why?
Mostly of them were at the age
of 5 ¾ when they entered
grade 1 in the first day of class

When they were asked what were the possible ways for them to

read, they answered they wanted their teacher to give enough time to

teach them every day.

7
VI. The Solutions

Diagram 4. The Solution to the Problem in Reading Words with Consonant

Blends of the Grades I and II Pupils of Dahilig Elementary School.

Teacher to Daily reading Drill of words

group of charts with with
discussion consonant consonant
blends. blends using
flash cards
Improved
Reading
words with
consonant
blends

One on Reading using 1 o’clock

one big and small reading habit
teaching books

After analyzing the voice of the costumers, it was found out that these

pupils the respondents needed to be guided and given time in their reading

based upon by the following answers of them. They cannot read yet because

they were too young; their parents had no enough time to help them; they kept

on playing only; their teacher was so busy in teaching other grades who had

difficulties in reading; and busy attending scouting, meets, meetings and

seminars. It was found out also based by the answers of pupils that they wanted

still their teacher to teach them how to read because still they could learn if their

teacher would be the one teach them.

8
 The teacher-researcher decided to use unique approach in solving the

problem of his pupils specifically reading words with consonant blends. He

started to motivate the learners that if they could read those words at the end of

classes they would be given toys as prizes. He let the pupils saw the toys first

before the implementation of the solution was made to motivate the pupils. After

that, he ensured that the pupils are knowledgeable enough about the letter

sounds too. He prepared the flash cards of consonant letters blended together,

basic sight words and other words with consonant blends, charts with passages

which have words with consonant blends, big and small books. The passages

which were presented and read by the pupils at that day would be read again for

the following day, for the next day and the other coming days. It is served as drill

to familiarize by the learners the words being used by that passage. He

prepared also the oral reading passages, words, phrases and sentences with

consonant blends to be given every week as oral reading test to measure their

improvements.

During English subject, the teacher-researcher made a discussion, first to

the costumers using flash cards. Review was done before presenting the new

passage. These served also as drill every day. Every day there was only one

new passage being presented. In teaching new passages, the teacher would be

the first and the costumers just listen. Afterwards, both were reading the teacher

and the costumers . Next would be the group of costumers were reading alone

by themselves through the guidance of the teacher, and last was one on one

reading on the new passage.

9
 During Filipino subject, flash cards were still being used. These flash

cards were contained of letters in CCV pattern (Consonant-Consonant- Vowel

Pattern). Another group of flash cards contained with words with consonant

blends were formed too. Then, followed with sentences which contained of words

with consonant blends and it was written on cartolina served as charts. Passages

also were written on cartolina. Then, if the costumers were done reading with all

of these, the teacher-researcher would let customers to get reading book, small

books or big books for one on one reading. this was done through the guidance

again of the teacher. All of these were done every day.

One o’clock habit strategy was done every 1:00 to 1:30 o’clock in the

afternoon from Monday to Friday. This was done through letting the pupils read

using the big books and small books with the guidance of the teacher-researcher.

One on one teaching was done here also at this time.

When reading is done often and frequent, more words would be

encountered by the pupils, these words would be familiarized by them and it is

easier for the pupils to read time to time.

10
VII. The Finalized Improvement Plan

Implementation Plan

Timeline
Sourc
Activity Target Persons Resources
e of
output Starti Completi involved needed
funds
ng on date
date
1.Conduct Result of January January 9 pupils questionnai person

of VOC interview 28, 29, 2016 responde res al

2016 nts

2.Setting of Target January January researche Bond person

Target plan for 29, 29, 2016 rs papers, al

the 2016 computer

identified

problem

3.Formulate Identified February February researche Bond person

1,
solution strategies 1, 2016 rs papers, al
2016
to be computer

used to

solve the

problem

11
 Timeline

Startin Comple Sourc

Activity Target Persons Resources
g e of
output involved needed
date tion funds

date

4.Submit Manuscri February February Research Bond person

manuscript 2, 2016 2, 2016
pt for er papers, al
for action
action computer
research
proposal research

proposal

5.Presentati Manuscri February February Re Bond Per-

11, 11, 2016 searcher papers/ sonal
on of Action pt for
2016 computer
Research action

proposal research

proposal.

Powerpoi

nt

presentat

ion

12
 Timeline
Sourc
Activity Target Starting Compl Persons Resources
e of
output date involved needed
etion funds

date
6.Prepare Costumer February February Re Bond Per-
flash s’ 12, 14, searcher papers, sonal
cards,charts Passage 2016 2016 computer &
,big books s, flash Ink
and cards, big
passages books
for the
Imple-
mentation
7.Implement Collected February March Re Records/ Per-
the solution/ data 15, 23, searcher tables sonal
Intervention/ 2016 2016 & Pupil
Innovation responde
nts
8.Analyze & Results March March Re Result Per-
Evaluate 23, 23, searcher sonal
data 2016 2016
9.Present Final May 23, May 23, Research Bond Per-
Final Action Report 2016 2016 er papers, sonal
Research for computer
Correction
10.Submit Correcte May 27, May 27, Research Bond Perso
Final Action d Action 2016 2016 er papers, nal
Research Research computer
Final

13
VIII. The Implementation/Testing/Piloting of Solutions with Data Evaluation

The implementation, testing, piloting of the solution to the problem of

reading words with consonant blends of the Grades I and II pupils of Dahilig

Elementary School showed better results based on the results of the daily

reading activities of the pupils below.

Table 4: Summary- Daily Oral Reading Test

Passage
Reader
( Passages Word
with Phrases Reader Total No.
Days of sentences or (Phrases with words
Reader
(Words of Pupils
Activities words which which have
have consonant blends ) consonant Tested
consonant blends reader)
blends.)

Day 1 0 0 0 9
Day 2 0 0 0 9
Day 3 0 0 1 9
Day 4 0 0 1 9
Day 5 0 0 1 9
Day 6 0 1 2 9
Day 7 0 2 2 9
Day 8 0 2 2 9
Day 9 0 3 3 9
Day 10 2 3 4 9
Day 11 2 4 4 9
Day 12 4 4 4 9
Day 13 5 5 5 9
Day 14 5 5 5 9
Day 15 5 6 6 9

14
 Passage
Reader
( Passages Word
Phrases Reader
Days of with (Phrases with words
Reader Total No. of
sentences or (Words
Activities which have Pupils Tested
words which consonant blends ) consonant
have blends reader)
consonant
blends.)
Day 16 5 5 5 9
Day 17 6 6 6 9
Day 18 6 7 7 9
Day 19 6 7 7 9
Day 20 7 7 8 9
Day 21 7 7 8 9
Day 22 7 7 8 9
Day 23 7 8 8 9
Day 24 8 8 8 9
Day 25 8 8 8 9
Day 26 8 8 8 9

Word readers increased from one (1) on the third day to eight (8) at

twenty-sixth (26h) day. Phrase readers also increased from one (1) on the sixth

day and (8) at twenty-sixth (26th) day. Passage readers increased also from two

(2) at the tenth day and eight (8) at the at twenty-sixth (26th) day.

Therefore, the solution was effective for only twenty-six days of thorough

implementation. Therefore, TCFOB1 Reading Approach implemented to pupils is

very effective. Especially if it is accompanied with great enthusiasm and love of

the teacher to teach and encourage pupils to do more in their reading. It boosted

self-confidence to pupils for they can read without hesitation. Especially they are

15
motivated to be given toys if they could read already at the end of the school year

2015-2016.

Aside from their daily oral reading activities, the pupils were also given

Weekly Oral Reading Test using group of words with consonant blend. The

results were shown in the table below.

Table 5: Summary- Weekly Oral ReadingTest Results Using Group of Words

with Consonant Blends.
Total No. of
Passage
Phrase Readers Word Readers Pupils
Readers
Tested

Week 1 0 0 1 9

Week 2 2 3 4 9

Week 3 5 6 6 9

Week 4 7 7 8 9

Week 5 8 8 8 9

Weekly Oral Reading Test Inventory

9

6
No. of Pupils

5 Passage Readers

4 phrase readers
Word readers
3

0
week 1 week 2 week 3 week 4 week 5

16
 Based on the data on the line graph above: the green line is representing

the word readers which it started from one (1) pupil from first week and eight (8)

pupils at the fifth week; th maroon line is rpresenting the phrase readers which it

started from zero (0) pupils on its first week but gradually increasing to eight (8)

pupils up to 5th week; the blue line is representing the passage readers which

started from zero (0) pupils on its first week of oral-reading inventory then

gradually increasing up to eight (8) pupils at the fifth week;

IX. The Reflection

With regards to the results of this Action Research based on its Daily

Reading Inventory , it proved that TCFOB1 Reading Approach was effective to

the Grades I and II pupils of Dahilig Elementary School.

Teacher- researcher implemented DepEd Order No. 40 series of 2013, a

program of the department of education, which is the “ECARP” or Every Child A

Reader Program. Teacher- Researcher ensured that all pupils would be readers

and would become professional as they grow old. It is a big conscience in my

part if there are still pupils who cannot read in behalf of their efforts. In behalf of

how far their houses from school, even if they need to walk for how many

kilometers every day, but still they continued to come to school just to learn. So,

as exchange of their efforts, I, as teacher of this school I did my very best to

ensure that my pupils are learning from me and if possible all of my pupils are

readers both in Filipino and English subjects. Especially these grades which I

17
handled are very important, because this is the foundation of learning. If they

could not read in these grades they will be behind the lessons in the higher

grades. They could not answer the higher academic lessons since they do not

know yet how to read which is the very basic. I, as the teacher-researcher of

this school also has a target that the next school year if possible all pupils in this

school will be literate and numerate.

The laws published by the well-known philosophers are true and effective

to my research. I used it as guide in reaching my aim which is letting the pupils to

read. I used as guide the Law of Exercise by Edward lee Thorndike, means that

frequent repetition would make the lesson better mastered. That is why constant

repetition of flash cards and passages were made every day and I served it as

drill .

. I used the Law of Readiness by Edward lee Thorndike, means if the

pupils are ready then they have still the chance to read. That is why I made sure.

first that their grades were fitted to their ages not under age. Then, I made sure

that they knew already the letter sounds.

The other one that I used was Operant Conditioning Theory by

Psychologist Frederick Skinner, which means through rewards we can shape any

behavior of pupils. Through reward they are motivated to read. That is why toys

were used to motivate and it was given to them at the end of the school year.

The three laws were very effective and it helped me so much as guide to

my study.

18
 At last, as teachers we would like the learners to see the big picture of

how an education can help them throughout their lives. That is why, our pupils

must be a reader. They are the hope of our country according to Dr. Jose Rizal.

I highly recommend to continue my CI-Based Action Research. I found it

effective in our case. I also recommend this to be replicated in other schools

and other grade levels to prove and validate its effectiveness.

Bibliography

Books:

Mrs. Rosario A. Yanez, Teaching Beginning Reading

Alicia S. Bustos,ED and Socorro C. Espiritu, Ph.D. (1985)

Psychological,Sociological,Anthropologcal Foundation of Education,

Clay, M. (1994). Reading Recovery: A guidebook for teachers in training.

https://www.linkedin.com/pub/rachel-brown/.../254

Capili M.B., Ferer S.R., Condez R.R., Logue C.C., & Bagabaldo A.A.(2004)
Developing Reading Power 1

19
Curriculum Vitae:
Clemie C. Ramirez
Upper Lapinig, Balingoan, Misamis Oriental
Clemie_r@yahoo.com
09066231617

A. Education

Masters of Arts in Educational Administration

Complete Academic Requirements (CAR) May 2012
Bukidnon State University
Malaybalay City, Bukidnon

Bachelor in Elementary Education

concentration in Mathematics (BEE-English) March 2004
Bukidnon State College
Malaybalay City, Bukidnon

B. Service Record
1. 08/15/2014 up to Present, Teacher 3, Dahilig E/S, P20,92 2,Grade 13
Step1 Regular Permanent, Government
2. 6 /1 /2011 to 08/14/2014 Teacher 1,Mapua E/s, 20,922Grade 11 Step3
Regular Permanent, Government
3. 01/01/2011 to 05/31/2011, Teacher 1, Balingoan Central School
17,900, Grade 11 Step2, Regular Permanent, Government
4. 02/17/2006 12/31/2010 Teacher 1 Kalitian Elementary School
P12,933 Grade 10 Step1 Regular Permanent,
Government
5. 09/25/2005 to 11/25/2005, Teacher 1 , KinoguitanCentral School
P11,939, Grade 10 Step1, Substitute, Government
6. 04/22/2005 to 09/07/2005, Selling Clerk, SuperValue Inc., P5,250
Contractual, Private
7. 1020/2004 to 03/20/2005, Apprentice, Asia Pacific Plywood Corporation
P5,250, Contractual, Private

20
C. Trainings Attended

1. Seminar Workshop on K to 12 Curriculum,

From November 28, 2015 to January 30, 2015, 24 hours,
Phil. Professional Licensure from Various Disciplines
2. Teachers Enhancement Seminar for Transformation
From April 13, 2015 to April 15, 2015, 24 hours, Sponsored by
CivilService Commission Region X / Deped MisOr
3. Refreshing Course on School Based Management
From August 30, 2014 to August 3, 2014, 16 hours, Deped
4. Region X
5. Basic Course on School Based Management (NEAP)
From May 24, 2008 to May 2, 2008, 40 hours, Sponsored by
Deped National
6. Training Workshop for Grade Six Teachers in Science and
Mathematics from November 26, 2007 to November 30, 2007,
40 hours, sponsored by Deped National
7. National Training of Trainers on teaching Children with Dis-abilities
From November 5, 2007 to November 8, 2007,40 hours, sponsored
by Deped National

D. School Coordinatorship & Assistance

 School BSP Coordinator (2010-2014)
 BSP Assistant District Coordinator (2010-present)
 Municipal BSP Coordinator(2012-present)
 Municipal Sports Coordinator(2014-present)

21
Appendix A: Conduct of Voice of Customers (VOC)

22
23
24
Appendix B: Implementation

Teacher to Group Discussion

25
26
Charts

27
28
29
30
31
Flash Cards

32
33
 BOOKS
(Big Books)

34
REMEDIATION

35
REMEDIATION
(Small Books)

36
 REMEDIATION
NE ON ONE TEACHING,
( Big and Small Books &1:00 o’clock Habit)

37
REMEDIATION

38
REMEDIATION

39
REMEDIATION

40
REMEDIATION

41
REMEDIATION
Small Books

42
Nine (9) Pupils were given toys as reward

43
44
Appendix C. Words/Phrases/Sentences/Passages

St in stop
sta ste sti sto stu
stā stē stī stō stū
words with blends
stat stem still step stick stand Stan past last
must stone nest Stan stare stake stage steal steal steel steam
stole store stove

Pl in Plane
pla ple pli plo plu
plā plē plī plō plū

plot plug plus plan plant

plum pled plug plod play
plume plate place plane pleat

Read the sentences;

1. I saw three eggs in the nest.
2. We stop reading the story.
3. Ben stole my bag.
4. They must go to the store.
5. She gave me a long stick.
6. Please pass the plate.
7. Did you plant the seed?
8. Stan will play with me.
9. Here is the place of my dad.
10. I have a plan for you.

45
 Fr in frog

fra fre fri fro fru

frā frē frī frō frū

frat fret from frisk friz fried

frog from fred frost fran frail
frame free freeze froze fruit fries fried
frozen freedom
Sentences;
See Fred the frog.
Fred sits on the log.
Will Fred freeze?
Fred will not freeze.
Fred is not a frail frog.

Tr in train

tra tre tri tro tru

trā trē trī trō trū

trap trip trim truck tree

trash tract tribe triad tried
Sentences:
1. We rode in the truck.
2. We had a trip.
3. We tried to get the tree.
4. The tree has trash.

46
 e in me
Be he me see thee we
Sentences:
1. I love Thee, Lord.
2. We pray to Thee.
3. We want to be happy.
O in go
go so no
Sentences:
1. Please go to your Dad.
2. No, I don’t.
Y in fly
by cry fly my thy shy
try why
Sentences:
1. Why do you cry and cry?
2. We try not to be shy.
Sh in ship
Words with sh blends
shag shell shit ship shall wish hush
shed shop shack shot shut shy dash fish
she shade shave share shame sheet shake
shape shine shovel shone fresh

Sentences/Rhyme
Kay is shy.
Shall she pray?
Can God help Kay?
She sells seashells in the seashore.
What Mother may say.

47
 th in thick th in this
thumb thin thy thine
path Math then these
theme thud that those
theft hath thus this
fifth moth with the
Beth

Beth has a moth.

The moth can fly up the path.
This is a fast moth.
b in block
black block blaze blast bluff
bl in black

blake bleed blend blame blond block

bless blue blood blind bliss black

1. You color the sky blue.

2. You read the blends correctly.
3. Do not blame me.

fl in flake
flag flap flip flop fly flute flake float fleet
flash fled flick flea flee flame
Sight Words
I we like
See the flag fly.
I like to see the flag flap in the wind.

48
 cl in clock
clack clap class clash clan clef clot clip click
clock claim clay clue close cliff

Sight words
Says with three.
The clock says eight in the class.
It is time to play with clay.

Gl in glue
Words with gl blends
glass glad Glen glum glaze
glue glee gloat globe glide

Basic sight words

put does

Mom made a big pie.

She put a glaze on it.
I like to eat the glaze.
Jon does not like the glaze.
He likes to eat the cake.
br in bride
Words with br blends
brass brave brain breed brag breeze brat broke breathe
brand brush bribe brave broad brute brake bruise bride
Brent Bret
Sentences:
I saw a brave boy.
He has a brush.
It is with Bret.

49
 dr in drum
Words with dr blends
drum drift drop drug drip dry
drill dress drive drove dries dream drape drain dried drop
Sentences:
Mike has a drum.
He likes to play with his drum.
Dad does not like Mike’s drum.
Mom washed my dress.
I dream to have a new dress.

Pr in pray
prom print pride prove
press prime prone probe prop prize prick praise

Sight words :
should you have

You must pray.

We should praise God.
We have to do his will.

50
 ch in church
championship chill chin
Chit chum chat much
rich witch such watch

CHUMS
Hello, I am Chin. They call me Chin.
I chat and chat and chat.
I am Chin and this is Chit.
Chit is my chum.
Hello, I am Chit.
I am Chit so they call me chit.
This is chip.
They call her chip.
Chip is my chum. We are all chums, too.
Hello I am Chop.
I chop and chop. Chip is my chum.

51
 The Rich Man
The rich man is such a good man.
Dad and Fran are his chums.
Greg and Ted are his chums. He has such good chums.
Dad and Fran are such good chums.
Greg and Ted are such goods chums.
Fran had a wish.
He had a wish to lunch in the ranch.
He had a wish to lunch with the rich man and his chums.
He had to rush. He had to rush for lunch.
He had to rush for lunch for the rich man and his chums.
Fran had to rush for the ranch for lunch.
He gave the rich man punch.
His chums had to drink the punch, too.
The rich man and his chums had a big dish of fish.
They had a bunch of big bananas.
They all had lunch.
They had much dun.
They had fun in the ranch.

52
Sight words:
all there have our into

In The Hut
Ann was with lass.
The lass was Bess.
Bess was with Russ.
Ann, Bess and Russ saw a hut.
Let us have fun. Let us have our mess.
Let us have our mess in this hut.
Yes let us get in.
Let us get in to the mess hall of the hut.
Ann, Bess and Russ had to get into the mess hall.
Bess, Russ and Ann saw Jeff.
Jeff saw them too.
Ann, Bess, Russ do not fuss.
Do not fuss in the hut.
Let us have fun in the hut.
All of them had to get into the hut.
All of them got in the mess hall.

53
Sight words
all ball wall hall call to clang cling was
the had on a with too were

The King and His Men

The king had a big bell. The bell was on the wall. Clang the bell!
Clang the bell on the wall. Cling! Clang! Cling! Clang! Clang! Clang!
Clang!Clang the bell. Clang the bell on the wall. The men ran to the hall.
The men ran to the hall. Dad ran to the hall. He ran with the ten men. The
king saw the men. He saw the ten men. He saw dad, too. The king was
glad. He was glad. The men saw the king. Dad saw the king.The men
were glad. Dad was glad, too.

Something We Do

See Father and Mother pray. See brother and sister pray.I pray with
father and Mother. I pray with brother and sister. See brother and sister
pray. See father and mother pray. I can pray, too. Look at my little sister.
Lita is my little baby sister. She is my funny little baby. My little baby can
pray. Little Lita can pray.

54
 We Shall Have Fun

Come,” said father. “We will go to the park”

We will see something. We shall have fun.
“Will baby sister go?” said brother
Yes, yes baby sister will have to go.
Stop, Father, stop I will go down.
I am going to see something.
Will you go down with me?
Yes, yes. I will go down with you, too.

Something We Like

This is something I like.

Do you like it, too?
Father said, I like this.
I like it, too.
“I like it” said Baby.
“I like it”, said Mother.
It is what we like.
“This is something big.
This is for you.
It is what we like.
“Do you like this, too?
This is an ice cream for you.

55
 At The Park

One day, the children went to the park.

Father and mother went with them, too.
All of them were very happy.
Father, Mother and the children went to the park to play.
They all had fun in the park.

Ang mga ng at si pag tag na may ay din sa mag

/Ng/
Wika-wikang maging
Dala-dalng dumarating
Isa-isang simbolong
una-unang pasalitang
bata-batang alpabetong
sarili-sariling makabagong
lata-latang ganitong
kanya-kanyang kanyang
mata-matang maaring
1. Ang bata ay matalino at gwapo.
2. Si Ana ay mabait at matulungin.
3. Ang Tatay ay mataba at marangal na tao.
4. Ang mga papel ay maputi.
5. Ang mga aso y tumatahol.
6. Ang eroplano ay lumipad.
7. Si Nene ay maganda.
8. Ang mga bulaklak ay mababango.
9. Si Joserizal ay matapang.
10. Ang hayop ay mailap.

56
 Si Tulang
Si tulang ay isang batang matulungin. Siya ay magalang at
mabuting kaibigan. Siya ay nangunguna palagi sa mga gawaing
pampaaralan. Siya ang panganay na anak sa kanyang mga
magulang. Siya ay magalling at matalinong bata. Sa pangangalaga
ng kanyang mga magulang nangaibabaw ang pagiging batang
mabait. Ngunit kayo, kaya niyo bang maging katulad ni Tulang.

A Day on the Farm

Uncle Kulas! Uncle kulas! We are ready. We are ready to go
to the farm. Birds! Birds! Look at the birds, sara. Look at the white
birds. The white birds can walk. The white birds can fly. See the
white birds fly. Look at the carabao. Look at the white bird. Where
is the white bird? It is on the carabao’s back. The white bird is a
heron. The heron likes the carabao. The carabao and the heron are
friends.

57
 Si Emang Engkantada at ang Tatlong Haragan

Ito si aEmang Engkantada. Siya ay may pambihirang galling.

Maganda ang kanyang bakuran. Maraming prutas at gulay. Maraming
ibon at hayop. Malinis ang hangin at tubig. Ito naman ang tatlong haragan.
Si Pat Kalat, ang hari ng basura. Kalat ditto, tapon doon ito ang ugali niya.
Si Pol Putol, ang kaaway ng m ga halaman. Putol ditto, putol doon. Ito ang
libangan niya. Si Paz Waldas ang reyna ng aksaya. Mga salbahe kayo.
Wala na kayong ginawang mabuti. Galit nag alit ang mga tao. At hinabol
ng mga tao ang tatlong haragan, hanggang makarating sila sa bakuran ni
Emang Engkantada. Ang saya sirain sabi ni Pat. Sinira nila ang bakuran ni
Emang Engkantada. Dumating si Emang Engkantada ngunit hindi siya
pinasin ng talong haragan. Patuloy sila sa pagsira ng bakuran ni Emang.
Nagalit si Engkantada, at pinarusahan ang tatlong haragan. Dumating ang
malakas na hahgin at pinaikot-ikoy sila. Npunta si Pol sa disyerto. “gusto
ko ng puno, gusto ko ng tubig. Maawa na kayo” sabi ni Pol. Napunta si
Pat sa basurahan. Malaki ang langaw, ipis at daga. Hinabol siya ng ipis,
langaw at daga. Takot na takot si Pat. Tulong! Napunta si Paz madilim na
lugar. Kung saa walang tubig t kuryente. Payat na payat ang mga tao.
Naghanap ng kuryente si paz ngunit walang siyang nakita. Mamatay ako
ditto. Maawa na kayo sabi ni Paz. “Hindi napo ako magkakalat” sabi ni
Pat. “hindi nap o ako maninira” sabi ni Pol. “hindi napo ako magwawaldas”
sabi ni Paz. “maawa napo kayo”. Naawa si Emang Engkantada sat along
haragan. “ kailangan matuto kayong maglinis, magtanim at magtipid” sabi
ni Emang Enkantada. Tumolong ang talong haragan s apglilinis,
pagtatanim at pagtitpid. Tuwang-tuwa si Emang Engkantada.

58
 Ang Tinubdan sa Kasaysayan sa Barangay Dahilig

Sa unang panahon , ang mga lumulupyo sa Dahilig naila nga sakop

sa tribung higaonon. Ang pulong Dahilig gikan sa pulong higaonon
DAHILI, nagkahulugang madakin-as. Ang buot ipasabot nga ang yuta
mudahili o dali ra nga maanod sa makusog nga ulan tungod sa
pagkabakilid niini.
Nabuhi ang mga lumulupyo dinhi sa pagpanguma ug pagpamuhi
ug mananap. Ilang produkto dad-on sa lungsod para ibaylo sa ginamos,
isda, asin ug uban pa.
Sa unang panahon, ang Dahilig sakop ug sityo pa sa Barangay
Mapua. Sa tuig 1957-1967, gibutang nila si Simplicio Mansiguia ug
gihimong pangulo daning lugara. Nagplano sila nga himoong barangay
ang dahilig. Gidala nila sa kini sa lungsod ug gipasa sa pangulo sa
Pilipinas nga Si Hon. Ferdinand E. Marcos. Gidiklara kini nga usa na sa
mga barangay sa Baligoan sa tuig 1968. Ang Barangay Dahilig adunay
upat ka sityo mao ang Sityo Nabanyaran, Langit-Langit, Gindukdukan ug
Sanggaya

59
 Ang Karaang Basketbolan

Kini mao ang hulagway nga nagpakita sa karaang basketbolan

dinheng barangaya. Kini nahimutang sa tunga-tunga niining dapita.
Namugna kini dili momenos dadtong mel noybe sentos otsinta

Ang Irigasyon sa Dahilig.

Sa pagtan –aw sa kagamhanan, kining baranggaya nanginahanglan ug

ayuda, para ang luag nga kayutaan maugmad sa kadaghanan. Busa
karon kamulo na ang proyekto nga gipangandoy sa mga tagadidto.

Ang Luag nga Dalan

Sauna, piot, gamay nga dalan ug naapay dagko nga kanal

nga anaa sa tunga sa unahan, dako kini namo nga suliran kay ang abot
sa among umahan lisod madala ug mabaligya sa ubos nga mga tindahan.

Ang luag nga dalan dinhing dapita nga paingon kini sa Claveria,
maoy timailhan sa hinay-hinay nga kalamboan niining baranggaya.

Ang Kapilya

Ang kapilya maoy sandigan sa mga tawo nga haduol sa atong

Ginoo. Sa kalipay ug sa kasakit sa iya kami mosangpit .Siya ang bugtong
makagagahum among kusog ug among kalig-on. Tungod kaniya kami
nagkahiusa sa kagamay nga kapilya ulan ug init kami nagasimba.

60
 Ang Atong Tulonghaan

Ang atong tulonghaan natukod dadtong mel noybe sentos

saysentay otso. Tungod lang sa kagubot nga nahitabo tale sa gobyerno
ug sa walhong grupo , gisirado kini para ang kaluwasan masi-gurado.
Sa dosmel otso, giabrehan kini ug otro para mga bata mahimong
mga edukado. Karon ang magtutudlo didto mga gwapa ug gwapo.

Bakit Nagbago si Jose

Takot maligo si Jose. Ayaw niyang maglinis ng kanyang katawan.

Isang araw, namasyal siya sa parke. Nais niyang sumali sa mga batang
naaglalaro. Lumapit si Jose sa mga bata ngunit lumayo sila kay Jose.
Pag-uwi sa bahay, tinanong siya ng kanyang nanay kung bakit siya
malungkot. Pinayuhan siya ng kanyang nanay na dapat laging malinis
siya.

61
Words used in a weekly oral reading test

stat play fruit still nest step frog then stand

Stan past shut last plan must stone stare these
stake stage freeze steal steal steel steam stole shag
stove frat fret from frisk shack friz plug shed
fried trip sheet trim truck from frost fran frail
stick frame froze fruit share fries fried freedom plot
plum pled plug plod play shell store stem plant
shit ship shall wish hush flap dash fish plus
free shop shot shy she shave shake shape shine
shovel shone fresh thumb thin prick shade prize thy
thine path Math flute fred Stan theme thud frozen
that those shame theft hath thus this fifth moth
chat brag flake brat with the prime Beth flag
probe flip flop fly float prom print fled blond
prove press prone blue prop praise dream flash flick
flea flee flame blake bleed blend blame pride block
clef plane bless clap blood trash blind dried bliss
black clack class clash clan clot clip click brave
claim brute clay close cliff fleet clock plume plate
place pleat trap brass tribe brain breed chum broke

breathe brand witch brush bribe drove brave drug broad

bruise bride Brent drum Bret clue drift drop drip dry
drill drive dries chill drape brake drop tree tract triad
tried breeze championship chin Chit drain much
richsuch dress watch

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Phrases
1. At the farm.
2. In the market.
3. In a nearby playground.
4. At my uncle’s place.
5. My father’s thumb.
6. What a nice shade.
7. Under a mango tree.
8. The flap of the wings.
9. The prime suspect.
10. My own props.
11. My greatest dream.
12. it’s my clap.
13. A black dress.
14. A mouse trap.
15. A bad smell trash.
16. A big clock.
17. A white ball.
18. On the plate.
19. My favorite chum.
20. A green train.
21. A nice plan.
22. A papaya fruit.
23. On the stage.
24. A bird’s nest.
25. A fresh fish.

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Sentences:
1. I like to eat the glaze.
2. I tried my verybest.
3. Bret loves to eat fish.
4. A big tree has a bird.
5. My dress is blue.
6. Chin is my chum.
7. I have a gree watch.
8. My drum is new.
9. She drops her pen everyday.
10. I do not smoke.
11. I drove my own car.
12. He is a brave boy.
13. Our championship game will be tomorrow.
14. Do not brush my teeth.
15. She loves to eat french fries.
16. They want to play.
17. We stay under the shade of a tree.
18. The children went to the park.
19. A man’s hair is white.
20. You are my best friend.
21. Thier truck is frozen with ice.
22. Our church has a brown color.
23. My mother’s hands are clean.
24. I was shot by a white gun.
25. My blood is bleeding.

64
Passages:

Cleaning Yourself

Luz said, “ i am clean and pretty.

I was my face.
I put on a clean dress.
I trim my nails.
I comb my hair.
Look at me.
Am i not pretty?”

Flowers

The sampaguita is a flower.

It is white and it smells sweet.

The sampaguit isour national flower.

The gumamela is a flower too.

It does not smell sweet.

Some gumamela flowers are red.

Some are pink and some are white.

65
 Shellfish

“ Mother what is this?” Sherbet asked

showing a shell she found on the beach.
“ That is an empty home of a small
animal called shellfish. Shell fish has a soft
body so it needs hard shell to protect it from
starfish, crabs, fish or even birds.

Guess
“Can you guess who I am?” asked Tito.
‘I teach children.
I teach them to read and write and write.
I teach them to be good.
I teach them how to be polite and helpful.”

Busy Children

It was Saturday.
“ Let us clean the house,”
Said Gloria,
“ I will clean the yard,” sid Nilo.
“I will pull out the grass.
I will sweep the yard.
I will burn the dry leaves.”
Iwill water the plants,’ said Lina

66
Appendix B: Self Certification

Republic of the Philippines

Department of Education
Region 10
Division of Misamis Oriental
District of Kinoguitan
DAHILIG ELEMENTARY SCHOOL

SELF CERTIFICATION
I, CLEMIE C. RAMIREZ, of Dahilig Elementary School, Dahilig,

Balingoan, Misamis Oriental, after having been duly sworn to in accordance with

the law, do hereby depose and say:

1. That I made this CI - Based Action Research of Grades I and II pupils

in Dahilig Elementary School;

2. That I went the proper process of CI-Based Action Research;

3. That I executed this Self Certification to comply with the requirements

for the Final CI-Based Action Research.

IN WITNESS WHEREOF, I have hereunto set my signature this 27th day of May,

2016 at Dahilig, Balingoan, Misamis Oriental.

CLEMIE C. RAMIREZ
Teacher III/Researcher

67