B. Stage 1 and 2

Project COLORS- Rosario Cluster
Republic of the Philippines

DEPARTMENT OF EDUCATION
Region I
Division of La Union
Rosario District
PROJECT COLORS
(Contextualized and Localized Reading Schema)
Rosario Cluster
ROSARIO INTEGRATED SCHOOL

TANGLAG NATIONAL HIGH SCHOOL
ALIPANG NATIONAL HIGH SCHOOL
AMLANG-NAGTAGAAN NATIONAL HIGH SCHOOL
PARASAPAS NATIONAL HIGH SCHOOL
1
Project COLORS Implementers
School School Head Teacher-in-Charge
Dr. Rufino F. Aquino

Alipang NHS Mr. Abel J. Caplis
P-I
Mrs. Eva M. Ulpindo Mrs. Margarita

Amlang- Nagtagaan NHS
P-I Casison
Mr. Jessie E.
Andrada
Mr. Christian P.
Florendo
Dr. Alicia F. Aprecio
Ms. Joanne Lou C.
P-IV
Candelario
Rosario Integrated School
Mrs. Annelyn dela
Reynaldo Obungen
C. Torre
P-I
Mrs. Jeramie O.
Madarang
Ms. Jonacel O.
Ruiz
Mr. Richard G.
Henry S. Laroco
Cadizal
Tanglag NHS P-II
Mrs. Gina J. Cruz
Dr. Rolando D. Balagot
P-II
Mrs. Evangelista L.
Parasapas NHS Navas
Dr. William M.
Quiñones
P-II
2
STAGE 1
ASSESS
Step 1: Get Organized
 Project Background
Reading is one of the receptive skills other than
listening. It is a vital skill that allows learners to acquire
and process knowledge. Reading is important in the
academic achievement of learners. Without skill in
reading, learners might suffer difficulty in their study, as
well as in communication. However, reading without
comprehension is considered not reading as stated by
Anderson. It is for the basic concept that learners read in
order to understand and process reading texts. Thus,
comprehension is vital in reading.
Reading, especially comprehension skills is not easy
for beginning readers if not given sufficient support
system. Thus, contextualization comes into play, which is
the major endeavor of this project wherein the curriculum
is related to a particular situation, setting or area of
application to make the target skill (reading
comprehension) meaningful, relevant and useful to the
3
learners. This project used contextualization as approach
to teaching in a way that the language used in the design
of intervention materials is within the level of the
frustration level readers. Likewise, it is contextualized
since the implementers are catering young learners who
are fond of computers, pictures and graphics. Through
the articulate story line designed, the learners will be
motivated and interested because the design of the
materials is based on timely and creative designs suited
for the target learners.
This project is also made possible through the use
of the so-called localization (degree of contextualization)
where local information is utilized to enhance the
curriculum for personal, social and cultural awareness.
The materials used are localized in the sense that the
implementers made sure that relevant and available local
information are utilized to relate the background
knowledge and experiences of the learners.
On the other hand, reading schema is expected to
be utilized since contextualization and localization comes
into play. This schema which refers to the accumulated
experiences of the learners in a systematic way of
perceiving and responding to a stimuli (through
4
interactive multimedia) will be activated and expected to
draw positive and significant results.
The aforementioned premise is the motive why this
project is conceptualized. The need to improve or enhance
the reading comprehension of the frustration level readers
of Grade 7 in English texts in the District of Rosario,
Division of La Union for the school year 2017-2018 is the
reason behind the conceptualization of this project.
Professional assessment and evaluation to the subjects’
performances through the collaborative effort of the
school principals, and school heads and the English
teachers, the design of interactive and collaborative
multimedia instructional materials, the pedagogical
instructional skill using 4A’s of learning, and the careful
assessment of the results are the overall activities being
undertaken in this endeavor. In the end, this project
called “Project Colors (Contextualized and Localized
Reading Schema)” is conducted for the total benefits of
the Grade 7 frustration level readers. For this, the reading
comprehension of subjects is expected to be enhanced or
improved.
Each subject learner is expected be successful and
attain the learning competencies set by this project.
Through the interventions designed, there is already a
5
conceptualized and designed enrichment and intervention
activities; thus, making the project a success.
 Broad Project Background
The sole problem that the project implementers will solve
in this study is to find out if there is a significant difference in
improving or enhancing the comprehension level of the
subjects in English text through Contextualized and Localized
Reading Scheme (COLORS). The problem is also determined or
supported by the data below showing the gaps from the current
actual performance to the specified performance standard. It is
expected that at least 85% of the frustration readers will
improve on their reading comprehension.
Table 1.1. Identified Frustration Level Readers
NUMBER OF FLR
SCHOOL (in terms of
comprehension)
Alipang NHS 7
Amlang NHS 7
Parasapas NHS 12
Tanglag NHS 12
RIS 73
N=5 TOTAL = 111
6
Table 1.2. Mean/Average Of The Frustration Level
Readers During The 1st Quarter S.Y 2017-2018
SCHOOL AVERAGE/MEAN GRADE
Alipang NHS 73.86
Amlang NHS 72.34
Parasapas NHS 73.60
Tanglag NHS 74.10
RIS 74.28
N= 5 OVERALL WEIGHTED MEAN

= 73.64
Table 1.3. Phil IRI Report of the Reading Comprehension

of Grade 7 Learners
SCHOOL S.Y 2016-2017 S.Y 2017-2018

Pre- Post- % Pre- Post %
test test test -test
Alipang NHS 20 9 45.00 7 2 28.57
Amlang NHS 35 5 14.29 7 2 28.57
Parasapas NHS 22 8 36.36 12 5 41.67
Tanglag NHS 12 7 58.33 12 4 33.33
RIS 75 44 58.67 73 23 31.51
7
Table 1.4. Project Colors Template
PROJECT TITLE FUTURE STATE
Project COLORS (Contextualized Solution Generation

and Localized Reading Schema) Value Analysis
Improved Process Diagram
STAGE 2: ANALYZE
BACKGROUND
STAGE 1: ASSESS
IMPLEMENTATION PLAN
VOC + Project Scoping (SIPOC)
Tasks and Timeline
CURRENT STATE Budget and Resource
Stakeholder Analysis
Process Map + Data Gathering Evaluation of Implementation
and Presentation Risks
PROBLEM ANALYSIS TEST RESULTS

STAGE 2: ANALYZE
Problem Definition Before and After

Root Cause Analysis STAGE 3: ACT Piloting
Validation of Causes Cost Benefit Analysis
LESSONS LEARNED
Project Closure
Project Sharing
8
Diagram 1.1. CI Organizational Chart
9
Step 2: Talk to your Customers
 VOC (Voice of the Costumers)
The one-on-one interview conducted with the learners
shows their low motivations in reading. On the other hand,
their interest and attitude to learn and improve their reading
comprehension is significantly high. The common statements
from the learners were derived during the interview:
Table 1.5. Common Statements of the Clients
SCHOOLS COMMON STATEMENTS

 “Kayat kotimakabasa ken
makaawatgamennagrigatti English.”
 “Awangamentiagisursurokanyakdiaybalay sir”
 “Diakmaawatanti English gamen ta dagidiay
words narigat. Siempre kayat ko ti makabasa
sir tapnungumatotigradok.”
 “Ayawnamanakongturuannimama ko sir. Hindi
raw niyamaasikaso.”
 “Nasanaypokasiako ma’am nanasanayng
Tagalog kesasa English.”
ALIPANG NHS  “Nagatiddug met gamen ma’am diaybabasaen
AMLANG NHS ken makapaboring met ma’am.”
PARASAPAS  “Maymayat ma’am nu addakumati drawing
NHS nakaslaidi elementary kami ma’am.”
TANGLAG NHS  “Ang hirap naming sumagot sa English kasi
RIS
ma’am. Hindi koalam kung paanosasabihin.”
 “Marigatan kami ma’am ngamangibalikasiti
English words.”
 “Nagrigat met ngaawaten ma’am
diaybasbasaen mi ti English.”
10
Step 3: Walk the Process
 SIPOC (Suppliers-Input-Process-Outputs-Customers)
Diagram 1.2. Current State of English Reading Class in Rosario

District
The diagram above displays the current situation of reading
class of the grade 7 teachers in Rosario, La Union. The inputs of
11
the class are the prepared Daily Lesson Log, Multimedia
Presentation using MS PowerPoint and Grade 7 module. These
inputs are processed through the execution of intensive reading
sessions and SQ3R (Survey, Question, Read, Recite, Review)
guided by the 4 A’s (Activity, Analyze, Abstraction, Application) of
learning. Possible outcomes are the post-tests and the activities
and performance tasks.
12
 Mapping Process
Diagram 1.3.Current State of English Reading Class in Rosario

District with storm cloud analysis.
13
The project implementers identified common problems
during a typical reading class. The diagram shows that during
the pre-test (vocabulary activities), limited knowledge on
vocabulary and motivations level of the subjects are the
common problems encountered. Likewise, the subjects have
difficulty in understanding the questions being asked by the
teachers. In the execution of the activity, the SQ3R (Survey,
Question, Read, Recite, and Review) and the RAP strategy
(Rate, Accuracy, Prosody) of reading are utilized where poor
comprehension on the reading texts is encountered by the
learners. During the post-test, the learners experience difficulty
in relating the story to real life situations. Thus, if the reading
activity becomes successful, enrichment activities are
conducted. On the contrary, if the reading activity is considered
a failure, new activity is developed and teachers tend to
proceed to the regular post-test.
14
Step 4: Identify Priority Improvement Areas
 Data Collection Plan

The Pie Graphs below show the PHIL-IRI report
conducted in the District of Rosario for the S.Y. 2016-2017 and
S.Y. 2017-2018. Highlighted are the results of the Pre-test.
Table 1.3. Phil IRI Report of the Reading Comprehension

of Grade 7 Learners
SCHOOL S.Y 2016-2017 S.Y 2017-2018

Pre- Post- % Pre- Post %
test test test -test
Alipang NHS 20 9 45.00 7 2 28.57
Amlang NHS 35 5 14.29 7 2 28.57
Parasapas NHS 22 8 36.36 12 5 41.67
Tanglag NHS 12 7 58.33 12 4 33.33
RIS 75 44 58.67 73 23 31.51
15
Graph 1.1.Pie Pretest (S.Y. 2016-2017)
Alipang NHS Amlang NHS Parasapas NHS Tanglag NHS RIS
12%
f=12
46%
f=35 21%
f=75
f=22
f=12 14%
7%
Graph 1.2. Pie Graph Pretest (S.Y. 2017-2018)
Alipang NHS Amlang NHS Parasapas NHS Tanglag NHS RIS
6%
6%
f=2 f=2 11%
f=5
f=73 f=5 11%

66%
16
STAGE 2
ANALYSE
Step 5: Identify Priority Improvement Areas
 Why-Why Diagram
The diagram below shows the main problem and its
causes which can be determined through a root-cause
analysis. It can be seen from the diagram that the low reading
comprehension of the grade 7 frustration level readers is
caused by lack of vocabulary skills since they are developing
readers. This level on the other hand is caused by the
traditional or ABAKADA style of reading due to non-exposure to
new style of reading, especially the knowledge and skills on
International Phonetic Alphabet. These are not learned due to
poor study habit and lack of follow-up from their parents.
17
Diagram 2.1. Why-Why Diagram
18
Step 6: Develop Solution
The figure below shows the solutions developed by the involved
parties in improving the comprehension of the learners. These include
the administration of the teacher-made pre-test (vocabulary building
& objective type of questions), introduction of the literary texts and
the vocabulary used. The literary texts are contextualized and
localized to aid learning comprehension and for the learners to relate
with the stories. Likewise, interactivemultimedia approach of teaching
is used by the teachers. Lastly, teacher-made post-tests are designed
to evaluate any significant result of the intervention.
19
Diagram 2.2. Solutions developed by the Project Implementers
OBJECTIVE: TO IMPROVE
READING COMPREHENSION
AMONG GRADE 7 FRUSTRATION
LEVEL READERS
OUTPUT: IMPROVED
READING COMPREHENSION
IN THE POST-TEST
20

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Project COLORS- Rosario Cluster

Republic of the Philippines

ROSARIO INTEGRATED SCHOOL

Project COLORS Implementers

School School Head Teacher-in-Charge

Dr. Rufino F. Aquino

Mrs. Eva M. Ulpindo Mrs. Margarita

Step 1: Get Organized

Reading is one of the receptive skills other than

listening. It is a vital skill that allows learners to acquire

and process knowledge. Reading is important in the

academic achievement of learners. Without skill in

reading, learners might suffer difficulty in their study, as

well as in communication. However, reading without

comprehension is considered not reading as stated by

Anderson. It is for the basic concept that learners read in

order to understand and process reading texts. Thus,

comprehension is vital in reading.

Reading, especially comprehension skills is not easy

for beginning readers if not given sufficient support

system. Thus, contextualization comes into play, which is

the major endeavor of this project wherein the curriculum

is related to a particular situation, setting or area of

application to make the target skill (reading

comprehension) meaningful, relevant and useful to the

to teaching in a way that the language used in the design

of intervention materials is within the level of the

frustration level readers. Likewise, it is contextualized

since the implementers are catering young learners who

are fond of computers, pictures and graphics. Through

the articulate story line designed, the learners will be

motivated and interested because the design of the

materials is based on timely and creative designs suited

for the target learners.

This project is also made possible through the use

of the so-called localization (degree of contextualization)

where local information is utilized to enhance the

curriculum for personal, social and cultural awareness.

The materials used are localized in the sense that the

implementers made sure that relevant and available local

information are utilized to relate the background

knowledge and experiences of the learners.

On the other hand, reading schema is expected to

be utilized since contextualization and localization comes

into play. This schema which refers to the accumulated

experiences of the learners in a systematic way of

perceiving and responding to a stimuli (through

draw positive and significant results.

The aforementioned premise is the motive why this

project is conceptualized. The need to improve or enhance

the reading comprehension of the frustration level readers

of Grade 7 in English texts in the District of Rosario,

Division of La Union for the school year 2017-2018 is the

reason behind the conceptualization of this project.

Professional assessment and evaluation to the subjects’

performances through the collaborative effort of the

school principals, and school heads and the English

teachers, the design of interactive and collaborative

multimedia instructional materials, the pedagogical

instructional skill using 4A’s of learning, and the careful

assessment of the results are the overall activities being

undertaken in this endeavor. In the end, this project

called “Project Colors (Contextualized and Localized