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Narrative Report On CNR

The school implements Project CNR (Care for Normin Readers) to help struggling readers. Based on reading assessments, students were identified as Group A (beginning readers) and Group B (readers who can read words haltingly). Group A students are pulled from class for extra reading lessons while Group B receives support from teachers during free time. Various reading areas were created for students to read at different levels. Teachers believe these efforts will help students improve their reading skills and develop a love of reading to support their success.

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1K views2 pages

Narrative Report On CNR

The school implements Project CNR (Care for Normin Readers) to help struggling readers. Based on reading assessments, students were identified as Group A (beginning readers) and Group B (readers who can read words haltingly). Group A students are pulled from class for extra reading lessons while Group B receives support from teachers during free time. Various reading areas were created for students to read at different levels. Teachers believe these efforts will help students improve their reading skills and develop a love of reading to support their success.

Uploaded by

sarah uba
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Felipe Carreon Central School

Narratuve Report on Reading Program

BAÑA (Basa’y Aarangkada ‘Ñadero Aasenso na) our School Reading


Program fully supports Project CNR (Care for Normin Readers) because every
child’s progress is our main business.

Based on the results of the Phil IRI Pre-Test it has been found out that
that there is a number of Struggling (Frustation) Readers. They are classified
into Group A (beginning readers, pupils who cannot really read the a,e,i,o,u and
the a, ba, ka, da.) and Group B (pupils who can read words and phrases haltingly).

The Group A pupils were pulled out from classes every 3:00 to 4:00 in
the afternoon by our CNR Reading Teacher, Master Teacher II, Mrs. Arlene
C. Villanueva and on the other hand, the Group B pupils are “pulled out” by
their respective teacher during their free time for routinary reading session.

When the Group A pupils learned basic reading skill in reading syllables
(in Filipino/MTB); they are released by Mrs. Villanueva for follow-up by their
respective teachers. This eventually leads to the creation of different Reading
Avenues: Reading Lanes, Reading Nook, Reading Shade and Grade I Komikan per
grade level. This is to cater not only the struggling readers but all pupils with
different reading levels. Henceforth, pupils spend their free time reading in
the aforementioned reading avenues. Moreover, struggling and slow reading
pupils are tutored by selected independent readers.

With these efforts made by the teachers we believed that these children
will improve little by little and find love in reading. Moreover, they will value
Reading as important tool to their success.

MELODINA L. ALFECHE
Reading Coordinator
Republic of the Philippines
DEPARTMENT OF EDUCATION
Division of Ozamiz City
City of Ozamiz

Buswak FCCS
Narratuve Report
On
Implementation of
Project CNR

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