PROJECT PIE

TIAONG
ELEMENTARY
SCHOOL

(PHONEMIC INTENSIFICATION

EVERYDAY)

Department of Education
Region III
Division of Bulacan
Baliwag South District
TIAONG ELEMENTARY SCHOOL CI TEAM CHARTER
PROJECT TITLE
School Head
Facilitator
TEAM
COMPOSITION

Key Costumers
Key Process
Objectives
Brief background

Regular Meeting
Schedule
Project Schedule
Assess

Project PIE ()Phonemic

Intensification Everyday
Teofilo L. dela Cruz
Maria Krisette B. Cruz
Name:
1. Rolando Lopez
2. Flordeliza Balbabocco
3. Rommailla Santiago
4. Rhea Mariano
5. Editha V. Marquez

PROJECT CODE

ROLE:
1. Team Leader
2. Scribe
3. Communications
4. Documentation
5. Process Observer

Bulacan Model School

Resource persons
Principals and CI Teams
School Head, Grade 3 Teachers, Grade 3 pupils, Parents
Teaching- Learning Process
By the end of February 2015, at least 75% of 20 Grade 3 difficult readers shall attain
an improvement in their reading skill through the aide of Project PIE
During the oral reading test conducted in Tiaong Elementary School last
month, it was observed by the principal and the teacher that 20 out of 60 Grade 3
pupils are having difficulty in reading paragraphs and sentences written in the English
language, the same goes in reading some basic sight words intended for Grade 3
DOLCH.
Hence, Tiaong Elementary School envisions assisting the Grade 3 difficult
readers in attaining improvement in their reading skills through the aide of Project
PIE. Project PIE which stands for Phonemic Intensification Everyday is believed to
cater phonemic awareness. Phonemic awareness on the other hand is the ability to
notice, think about, and work with the individual sounds in spoken words. If the
Grade 3 difficult readers will achieve phonemic awareness there will be a greater
chance of developing them quickly as readers.
Monday- Friday 3:10-3:30pm.
Activity
1. Get
Organized

Output

Target
date

Team members
School CI
Organization/
School CI Proj.
Team charter

Nov.12,
2014

1 2 3 4 5 6 7 8 9 1 1 1
0 1 2

PROJECT PIE
(PHONEMIC INTENSIFICATION

EVERYDAY)

2. Talk with
Costumers

3. Walk the
Process
4. Identify
Improvement
Analyze

5. Do root
cause analysis

6. Develop
solutions

7. Finalize
improvement
Plans
Act

8. Pilot
Solution

9. Roll out
Solution

10. Check
progress

Rolando Lopez
Survey/
Questionnaire/
Interview
Team
Members
SIPOC
Maria Krisette
B. Cruz
Reading
Editha V.
Marquez
Why-Why
diagram
Team
Members
Re-orient the
subject of the
project and
beneficiaring
Team
Members
Solution
Improvement
Team members
and Pilot
schools
Solution
Implementatio
n
Team
members/ Pilot
Schools Rollout Plan/
Monitoring
and Evaluation
Report
Team
Members
Evaluate
progress report
based on the
set target

Submitted by: _________________________

Nov.12,
2014

Dec. 8,
2014

Nov. 13,
until
Nov. 26,
2014
Nov. 12
until
Nov. 26,
2014
Nov. 27,
2014 until
Dec.5,
2014

12/8-9/14

Jan. 5-23,
2014

Jan. 26,
2014
until
Feb.13,
2014

February
26-20,
2014

TIAONG
ELEMENTARY
SCHOOL

PROJECT PIE
(PHONEMIC INTENSIFICATION

EVERYDAY)

TIAONG
ELEMENTARY
SCHOOL

MARIA KRISETTE B. CRUZ

CI Facilitator
Noted by:

_________________________
TEOFILO L. DELA CRUZ
Head Teacher III

APPROVED BY: ______________________

WILLIAM C. ORTEGA
Baliuag South District Supervisor

A. Background of the CI Project

During the oral reading test conducted in Tiaong Elementary School last month, it was observed
by the principal and the teacher that 20 out of 60 Grade 3 pupils are having difficulty in reading
paragraphs and sentences written in the English language, the same goes in reading some basic sight
words intended for Grade 3 DOLCH.
Hence, Tiaong Elementary School envisions assisting the Grade 3 difficult readers in attaining
improvement in their reading skills through the aide of Project PIE. Project PIE which stands for
Phonemic Intensification Everyday is believed to cater phonemic awareness. Phonemic awareness on
the other hand is the ability to notice, think about, and work with the individual sounds in spoken words.
If the Grade 3 difficult readers will achieve phonemic awareness there will be a greater chance of
developing them quickly as readers.
The list of phonemes: Vowels: ai, ay, au, aw, ee, ea, ei, oo, ou, oi, oy,
Clusters: br, bl, ch, dr, dg, fr, fl, gr, gl, gh, ht, kn, kl, nt, pr, pl, st, sh, sl, sl,
th, tw, tl, wh

B. Tools used in gathering data

a. Oral Reading Test done by the Principal
Paragraph read: Karens Birthday
b. DOLCH recitation
c. Interview
List of Questions:
1. Ano ang mga salitang nahihirapan kang basahin sa wikang English?
2. Bakit ka nahihirapang basahin ang mga salitang iyon sa wikang English?
3. Ano ang pwedeng gawin ni teacher para matulungan kang bumasa ng mga salita sa wikang
English?
4. Kung magdaragdag ng karagdagang oras si teacher para turuan kayo bumasa ng mga salita
gamit ang mga tunog ng letra sa wikang English ano ang maari mong gawin?

PROJECT PIE

TIAONG
ELEMENTARY
SCHOOL

(PHONEMIC INTENSIFICATION

EVERYDAY)
C. SIPOC Chart

Project PIE
Teachers, Facilitator, CI Team
Phonemic Chart/ Flashcard Teaching

Readers
Teachingteachers, Grade 3 and Grade
4 pupils,
parents Learning Process

OSTUMERS

OUTPUT

PROCESS

INPUT

SUPPLY

D. Process Steps in Problem Solving

Preassessment
Oral reading
test
DOLCH drill
Interview

Preparation
Project PIE
flashcards and
Chart

Delivery
Teaching

Post
Assessment

20 minute PIE
teaching

Oral reading
test
DOLCH drill
Interview

E. Item Analysis on the Data Gathered

a. Oral Reading Test
Out of 60 pupils, 20 of them had a hard time reading the paragraph because they can barely read
the words. In particular, words that are lengthy and with clusters like: birthday, pretty, danced, while,
suddenly, grabbed, cried, promised, another, again were repeatedly dictated by the principal before
the pupils can perfectly utter the words.
(Note: See attached Oral Reading test Summary on the Appendices)

b. DOLCH drill analysis

PROJECT PIE

TIAONG
ELEMENTARY
SCHOOL

(PHONEMIC INTENSIFICATION

EVERYDAY)

Grade III DOLCH DRILL Result

70
60

60 60

60

60

60

60

60

60

41
36

35
25

24
19

20

was
0

words

60 60 60

39

21

42
38

22

37

23
18

11

10

60 60 60 60 60

49

50

30

60

54

52

40

60

went

tell

they

Can Read promtly

such

which

each

try

Has had difficulty in reading

think

set
0

open
0

first

Total No.of pupils

c. 1. VOC (Pupils) - Interview Conducted

Questions and the pupils Verbatim Answers:

1. Ano ang mga salitang nahihirapan kang basahin sa wikang English?
- Which, such, try, think, first, went,
- Yung mga magkakadikit po
- Yung mga mahabang salita
- Yung walang a,e,i, o,u
2. Bakit ka nahihirapang basahin ang mga salitang iyon sa wikang English?
- Kasi magkakadikit yung letters
- Mahirap po basahin
- Hindi pa po ako gaanu sanay bumasa
- Hindi na-aabakada
- Walang a,e,o,u sa pagitan ng mga letter
- Mahaba po yung salita
3. Ano ang pwedeng gawin ni teacher para matulungan kang bumasa ng mga salita sa
wikang English?
- Hiwahiwalayin yung letters
- Dapat alam namin yung sound ng mga letters
- Dapat magpractise bumasa, sasabihin ni teacher kung paano basa pag alang a,e,i,o,u
- Dapat paulit-ulit binabasa
- Tuturo ni teacher yung basa kapag alang a,e,I,o,u
4. Kung magdaragdag ng karagdagang oras si teacher para turuan kayo bumasa ng mga
salita gamit ang mga tunog ng letra sa wikang English ano ang maari mong gawin?

far
0

PROJECT PIE
(PHONEMIC INTENSIFICATION

EVERYDAY)
-

TIAONG
ELEMENTARY
SCHOOL

Makinig
Gagayahin po si teacher sa pagbasa
Magpapapractise po bumasa pag pinapabasa
Hindi po aabsent
Wag tatawa pag pinapagawa yung sound ng letters
(Note: See attached pictures of the Interview conducted and Video clip on the
Appendices folder)

c. 2. VOC (Teachers) - Interview Conducted

1. Ilan sa mga bata sa section mo ang hirap bumasa sa English?
Rolando Lopez (Teacher of Section A): 3 sa 31 pupils ko ang hirap bumasa
Maria Krisette B. Cruz (Teacher of Section B) : 17 sa 29 pupils ko ang hirap bumasa
2. Anung mga salita ang nahihirapan silang basahin?
- mga mahahabang salita gaya ng perfectly, amusement, trademark, etc
- mga words na may clusters gaya ng trace, shade, know, knight,etc.
- mga words na may magkakadikit ang a,e,i,o,u gaya ng boil, railetc.
3. Bakit kaya sila nahihirapan basahin ang mga salita na iyon?
- hindi nila siguro nakasanayan makita ang mga salitang ganun pag nagpapraktis sila sa
bahay
- kulang sa follow-up
- hindi sapat ang nakalaan na oras para sa English Class kasi may mga araw na may
grammar discussion o kaya reading topic like sequencing stories; kaunting oras lang ang
nailalaan sa Phonic Recitation
- sa lesson plan ng K-12 ang integration ng teaching the sounds of letters ay very
minimal, minsan twice a week lang
- nacoconfuse sa tunog, ginagawa nilang Filipino ang pronunciation
4. Ano ang mga intervention na nagawa mo na para maturuan silang bumasa ng wikang English?
- nagpapabasa kami ng isa-isa at kung minsan ay sabayang pagbasa
- nirereview naming ang VED
- nagkakaroon din kami ng spelling
- sa remedial classes,usually ang topic namin ay reading

PROJECT PIE
(PHONEMIC INTENSIFICATION

EVERYDAY)

TIAONG
ELEMENTARY
SCHOOL

- mayroon kaming reading area na may ibat- ibang storybooks

5. Ano pa kaya ang intervention na maaring gawin para masmabasa ng mga bata ang mga
salitang hirap silang basahin sa wikang English?
- Chart Sounds o kaya ay Phonology chart
- review at review pa ng mas madalas ssa mga cluster sounds
6. Kung sakali bang magkakaroon ng karagdagang oras sa remedial classes para sa pagtuturo ng
Phonemics or sound ng mga phonemes sang-ayon ka ba na makibahagi dito?
- ou naman dahil iyon ay makakatulong sa kanila
- ou dahil kumbaga mas magkakaroon ng direksyon ang mga topic sa remedial classes
- ou dahil base sa naobserve natin ang mga bata ay nahihirapan bumasa dahil sa hindi sila
gaanu pamilyar sa mga tunog ng letra sa wikang English

F. Focused Problem Statement

Twenty (20) out of sixty (60) Grade 3 pupils of Tiaong Elementary School are having difficulty
in reading English paragraphs and some DOLCH words during oral reading due to poor recognition of
phonemic sounds present in words with clusters and combined vowels.

G. Steps in teaching (Why-Why Diagram)

Why the 20 Grade 3 pupils has

difficulty in reading a paragraph in
English?

Because
Because
they
they
cannot
cannot
properly
properly
read
read
the
some
sentences
words in the
in the
English
Englishsentences
paragraph

AA
Why they cannot read
some English words?

Because they are not fully aware on

the phonemes or sound of the
combined letters that are present in
the English words

PROJECT PIE

TIAONG
ELEMENTARY
SCHOOL

(PHONEMIC INTENSIFICATION

EVERYDAY)

H. Proposed Solution
As a solution to the existing Problem, Tiaong Elementary School proposes assisting the Grade 3
difficult readers in attaining improvement in their reading skills through the aide of Project PIE. Project
PIE which stands for Phonemic Intensification Every day is believed to cater phonemic awareness.
Phonemic awareness on the other hand is the ability to notice, think about, and work with the individual
sounds in spoken words. If the Grade 3 difficult readers will achieve phonemic awareness there will be a
greater chance of developing them quickly as readers.
Every day, an addition of 20 minutes after dismissal shall be allotted in teaching Phonemes. It
shall cover the use of PIE chart filled with Phonetic words for intended for the day. Pupils shall be called
to recite one-by-one the words with the assigned Phoneme, sing the Phonemic alphabet, and correct
words out of jumbled letters.
Here is the list of phonemes to be discussed and assigned each day:

Vowels: ai, ay, au, aw, ee, ea, ei, oo, ou, oi, oy,
Clusters: br, bl, ch, dr, dg, fr, fl, gr, gl, gh, ht, kn, kl, nt, pr, pl, st, sh, sl, sl,
th, tw, tl, wh

I.

Finalized Improvement Plan

GANTT Chart for Tiaong Elementary CI Project PIE

Project Schedule
Assess

Activity
1. Get
Organized

2. Talk with
Costumers

Analyze

3. Walk the
Process
4. Identify
Improvemen
t
5. Do root
cause
analysis

Output

Target
date

Team members
School CI
Organization/
School CI Proj.
Team charter
Rolando Lopez
Survey/
Questionnaire/
Interview
Team Members
SIPOC
Maria Krisette
B. Cruz
Reading
Editha V.
Marquez
Why-Why

Nov.12,
2014

Nov. 12,
2014

Dec. 7,
2014
Nov.
13,until
Nov. 26,
2014
Nov.12
until Nov.
26, 2014

1 2 3 4 5 6 7 8 9 1 1 1
0 1 2

PROJECT PIE
(PHONEMIC INTENSIFICATION

EVERYDAY)

Act

diagram
6. Develop
Team Members
solutions
Re-orient the
subject of the
project and
beneficiaring
7. Finalize
Team
improvement
Members
Plans
Solution
Improvement
8. Pilot
Team members
Solution
and Pilot
schools Solution
Implementation
9. Roll out
Team members/
Solution
Pilot Schools
Roll-out Plan/
Monitoring and
Evaluation
Report
10. Check
Team Members
progress
Evaluate
progress report
based on the set
target

TIAONG
ELEMENTARY
SCHOOL

Nov. 27,
2014 until
Dec.5,
2014

Dec.8-9,
2014

Jan. 5-23,
2015

Jan. 26,
2014
until
Feb.13,
2015

February
26-20,
2015

CI Organizational Structure of Tiaong Elementary School

REINELDA M.
BLANCO

William C. Ortega
Baliuag South District
Supervisor

PROJECT PIE
(PHONEMIC INTENSIFICATION

EVERYDAY)

TIAONG
ELEMENTARY
SCHOOL

Teofilo L. Dela Cruz

TES- Head Teacher III

Maria Krisette B. Cruz

Facilitator

Rolando Lopez
Team Leader

Flordeliza
Balbabocco
Scribe

Rommailla
Santiago
Communicati

Rhea
Mariano
Chico
Documentati

Editha V.
Marquez
Process
Observer