Assumption College of Davao

I. RATIONALE:

Educators have the responsibility to ensure that the learning process by which the pupils are subjected to is one that is effective, proactive and responsive to their individual needs, skills and abilities. Learning in school need not be confined in the four corners of the classrooms during school hours and school days. This reading program will allow pupils to learn more, and to engage in more challenging tests and activities not given to everyone in their class. As they have shown and proven their aptitude through their diagnostic test results, these pupils must be given the chance to expand their knowledge beyond the daily lessons given to them so that they may be urged to use their skills, abilities and knowledge to their fullest.

II. NATURE:

Reading curricular goals are the same for high reading achievers as for all readers. Accommodating the needs of the high reading achievers is best accomplished by modifying the content, methodology, and instruction for them. A wide variety of theme literatures can be used to tap high achievers’ abilities and interests. Availability of books ranging from award-winning literature to popular serials is a primary ingredient in creating the successful literacy experience for high reading achievers.

III. OBJECTIVES:

The Assumption College of Davao Grade School has an enrichment class for reinforcement purposes. The purpose of this program is to provide opportunity for children to tap their skills in Reading.

Specifically, it is to help the child:

• Widen their interest in the subject

• Maximize the pupil’s abilities

• Serve as role models in the school and in the community

• Use their time productively

IV. ADMINISTRATION OF PROCEDURE:

The phase of the program will accommodate children who are enrolled from Grades 1 to 3 for Reading.

1. Enrichment class is conducted every semester, July to October and November to February depending on the progress of the child.

2. Enrichment class is held once a week, every Saturday for two hours.

3. Recommendees are pupils who receive a high score in English diagnostic test.

4. An enrichment fee of one hundred sixty pesos (P160.00) is paid to the school cashier. The amount will cover the cost of materials, the use of the school facilities and for the teacher’s honorarium.

5. A child who enrolls in the program is required to finish the whole session.

V. NUMBER OF CHILDREN IN THE CLASS:

The very nature of the enrichment class limits the number of children for individual follow-up. Each class has a minimum of 10 and a maximum of 15 pupils per class.

The honorarium is based on a 70-30 basis. 70% of the total income of the enrichment class goes to the honorarium of the teacher and 30% to the school for the use of facilities and collection services.

VI. SELECTION OF TEACHERS:

The selection of teacher for high reading achievers is based on the following qualifications:

1. Average intellectual ability, broad educational and cultural background.

2. Well-adjusted personality with an open-mind and creative approach to learning and teaching.

3. Interest in training and working with high reading achievers.

4. Successful classroom teaching experience and demonstrated ability in working cooperatively with other adults.

VII. SUPERVISION:

1. Principal – the person immediately responsible for the weekly supervision of the enrichment class.

2. Reading Specialists (Reading Coordinator)

3. Teacher of the enrichment class.

VIII. EVALUATION:

An evaluation on the strengths and weaknesses is conducted for further improvement of the program.

MATERIALS AND ACTIVITIES:

1. Materials – A teacher needs many special exercises. The most useful materials are basic readers and current textbooks dealing with different kinds of stories and reading skills.

2. The teacher relies heavily on the library resources and its facilities.

3. Activities in the classroom.

• There are several avenues available to meet high reading achievers’ needs in the classroom. One way to enhance the high achievers’ reading performance is to make use of curriculum compacting. Curriculum compacting assures student mastery of basic skills at a proficient rate to make for enrichment and acceleration. To make use of curriculum compacting, the teacher must develop an assessment measure that will allow him/her to identify those skills and content areas that the student has already mastered for the next reading unit. Once the skills and content have been identified as already mastered, the teacher does not have to provide instructional activities in those areas. This allows the teacher to concentrate on undeveloped skills and content and provide additional enrichment activities without losing any instructional time. This form of instruction allows the high achievers to progress through reading materials at an appropriate pace.

• Two other instructional approaches for the high reading achievers are content and process modification. Content modifications enable the high reading achievers to read more complex and in-depth selections. The selections that the high reading achiever reads can be related to the same theme, topic or genre of the regular classroom instruction.

• Process modifications require students to use higher level processes to become critical readers, and to enhance their abilities to make judgements about the authenticity, accuracy and validity of what they read. Several ways to help all students become more creative and critical readers is through effective questioning strategies, use of reading guides, and the integration of writing with reading. Integrating writing and reading to promote the development of critical thinking can be achieved by teaching writing as a thinking process. Developing writing skills as a logical thinking process enables high reading achievers to refine, synthesize and elaborate upon understanding of a particular topic.