READ ALLL PROGRAM OVERVIEW

(Across Languages, Levels and Learning Areas)

I. INTRODUCTION

Starting SY 2015-2016, BEAM-ARMM Program will intensify support to the strengthening

of reading instruction and the establishment of school-based reading program in all schools
in the Autonomous Region in Muslim Mindanao. Initially, an intensive training program on
reading will be rolled out in all grade 1 classrooms in all schools divisions. As a start, a
more structured school-based reading program will be implemented in selected public
elementary and secondary schools, and madaris in 9 schools divisions. The first round of
this implementation will involve all teachers in 4 selected elementary schools and 1
secondary school in each of the 9 schools division in the ARMM.

Dubbed the Read ALLL Program, it captures into its design the essential elements of
various reading programs that have been tried across schools and districts in Mindanao,
including those accepted as good practices in school-based reading programs of schools
and districts over the years.

It will demonstrate the use of whole school approach to the effective development of
reading skills of children as the single most important factor in improving learning
outcome in school.

The program will respond to the needs of teachers to teach reading across languages,
starting with the child’s mother tongue or first language and then other languages such as
Filipino, English, and Arabic in the case of madrasah. It will prioritize reading for the early
literacy development of children by enhancing the skills of teachers to teach developmental
reading more effectively in the language most prevalent in schools and community.
Appropriate approaches in teaching reading will also be taught across grade levels - from
elementary through high school - with emphasis on providing special remediation for
students who are not reading at their grade level. While the teaching of reading is given the
main focus in such subjects as reading and language, the program will likewise deepen the
skills of teachers of science, math and social studies to integrate the key component skills of
reading in teaching these core subjects.

II. TRAINING OBJECTIVES

Participants to this session should be able to develop the following:

1. Gain understanding and appreciation of the Read ALLL Program to support the
development and implementation of School and District-Based Reading Program;

2. Understand the objectives of the Read ALLL Program training and roll-out as follows:
 1. Enhance the skills of teachers to provide explicit instructions in reading and
writing in the mother-tongue, Filipino, English and Arabic (for madrasah);
2. Equip all teachers with innovative strategies in teaching reading across languages
(MT, Filipino, English and Arabic for Madrasah), grade levels and learning areas;
3. Enhance teachers’ skills to conduct assessment in reading, and use the results to
plan and provide intervention in reading;
4. Provide classroom-level support in reading instruction through the provision and
development of reading materials such as big books for basic literacy;
5. Strengthen support system to children who are not reading at their grade level
through well-structured remedial reading program;
6. Increase the parents and community involvement in support of school-based
reading program through direct participation in school-led activities for reading;
7. Understand the progress of students and teachers reading performances through
regular use of standard reading assessment tools such as Phil-IRI, EGRA and
Rapid Assessment of Reading Skills;
8. Provide teachers with school-based support for professional development
program through mentoring and coaching program, and self or group-managed
learning instruction activities; and
9. Enhance teachers and administrators’ capacity to plan for an effective school-
based reading program, and to provide technical support to teachers through
regular monitoring, program assessment, evaluation and collaborative planning
activities.

3. Develop understanding of the various components of the Read ALLL Program as

follows:

1. Teacher and Administrator Training Program on Reading Based on Needs

Assessment Results - Courses on Learning to Read, Reading to Learn, and Reading-
Writing Connections.

2. Student Assessment in Reading and Use of Results for Planning - Training of

administrators and teachers to use assessment tools, e.g. ORFA, Phil-IRI, SCOPE, RARS,
to diagnose students skills in reading and monitor their reading progress.

3. Planning the School Reading Improvement Program and Integrating SRIP in SIP –
Use of recommended tools to assess and monitor school reading program, and utilizing
collaborative planning approaches, and integration of the plan in the School
Improvement Plan (SIP).

4. Explicit Use of Reading Instruction in the Classroom - Use of explicit instructions on

phonics, phonemic awareness, word recognition, vocabulary development, fluency,
reading comprehension and writing, and integrating these strategies in teachers’ lesson
plan on reading.

5. School-wide activities in support of reading – Conduct of school-wide activities that

promote reading e.g. reading month celebrations, reading festivals, establishment of
classroom reading corner, school reading center or library.

6. Instructional Materials Development and Support - Provision and development of

reading materials e.g. big books, read aloud and leveled text, instructional devices, and
acquisition of other reading materials for classroom use to support student assessment,
classroom instruction, remedial and enrichment reading instructions.
7. Remedial Reading Instruction - Structured remedial reading instruction based on
results of assessment for non-readers and frustration-level readers in all grades.

8. Support from Stakeholders (Parents, LGU and Community-based organizations) –

School-initiated activities to generate support to the school’s reading program from the
parents, the PTA, LGU and other stakeholders.

9. Monitoring, Technical Support and Documentation - Regular monitoring and

technical support by school heads, district and division supervisors to implement the
reading program using standard monitoring and assessment tools, and to document its
implementation.

10. Program Assessment, Evaluation and Cyclical Planning - Periodical assessment of

program implementation using the Reading for ALLL Assessment Rubrics, and
evaluation of the program’s impact to children’s learning outcome.