Republic of the Philippines City of Taguig

Taguig City University

Gen. Santos Avenue, Central Bicutan, Taguig City

COLLEGE OF EDUCATION

Program: Bachelor in Secondary Education

COURSE SYLLABUS
In

DEVELOPMENTAL READING ED305/ BSEEng-32pm

University Philosophy Social transformation for a caring community and an ecologically balanced country. Vision An eminent center of excellent higher education towards societal advancement. Mission To nurture a vibrant culture of academic wellness responsive to the challenges of technology and the global community.

College Mission In support of the University vision, CED is committed to: Promote a culture of academic excellence. Advance knowledge through critical insights, creative works and breakthrough research. Provide an excellent and empowering learning experiences through innovative teaching. Develop community awareness through participation and observation that highlight the impact of education, arts, sciences and professional ethics .

Provide a strong elementary and secondary education based on the seamless integration of science, technology and the humanities. Develop globally competitive graduates who possess excellent communication skills, leadership quality, and whose profession and works will reflect honor and integrity.

College Goals Strengthening of scientific literacy, enhancing precision in numerical expression, logical thinking and problem solving and conveying a general understanding of education as a way of improving the world. Acquisition of deeper understanding on the totality of human experience and empowering students formulate for themselves a human perspective that integrate all branches of knowledge in a profound understanding of the individual and society. Offer a broad range of academic opportunities leading to a career in education. The college aims to produce highly competent educators founded on technology and values. Creation of a strong awareness of the general social problems and issues with relevance to the Philippines and the global society. Developing effective communication skills both in English and Filipino and fostering critical understanding and appreciation of how people give expression to their intellectual products and their experiences in the world. Promoting intellectual leadership and sustaining a humane and technologically advanced community where people of diverse orientation work and learn together to attain unity, cooperation and excellence in a changing world. : : : : Developmental Reading ED305/BSE ENG A 32pm 9 hours/week none

Course Title Course Code No of Hours Pre requisite Course Description:

This is a course designed to develop and improve reading skills among Elementary and Secondary Students using various approaches and strategies in teaching reading Course objectives: At the end of the semester, the students should be to: 1. 2. 3. acquire knowledge and understanding of the reading skills to enable the students to read and become fluent readers; revisit the teaching practices of reading skills to enable the students to read and become fluent readers; strengthen one's ability to interview, to give feedback, to gather information and to organize data for reporting;

4.

initiate needed shifts from the traditional to holistic modes of reading instruction for effective and meaningful classroom interaction.

Course Outline: Topics (include Readings, Exercises, Assignments) Unit I Dep Ed Module 6.1 Curriculum and Instruction : The Teaching of English Reading Unit II Bridging the Gap Between Traditional and Whole Language Perspective in Teaching Reading A. Phonics vs. Whole Language Approach B. The Reading Teacher C. Making Transitions Toward Holistic Teaching 1. Instructional Beliefs 2. Reading Materials 3. Curriculum Designs 4. Classroom Environment 5. Community Involvement Unit III Understanding Reading: Defining and Redefining Beliefs A. Understanding the Reading Process 1. Linear 2. cyclical 3.learning alphabet 1. recognizing 2. decoding 3. mouthing of words 4. fluency B. Aspects that influence reading development 1. Cognitive Aspects 2. Affective Aspects 3. Social Aspects 4. Linguistic Aspects C. Theories of Reading Process 1. Bottom-Up Theory 2. Top-Down Theory 3. Interactive Theory 4. Transactional Theory Unit IV Developing Word Recognition Skills (Word Attack or Decoding Skills) A. Phonics or Whole Language B. What is phonics instruction 1, Goal of phonics instruction 2. Content of Phonics Instruction word families C. Word Recognition Instruction 1. Alphabetic Principle 2. Alphabetic Knowledge 3. Phonemic Awareness letter-sound relationship 4. phonological Awareness ability to produce sounds 6.0 3.0 Time Allotment (in hours)

9.0

9.0

5. Print Awareness 6. Decodable Text D. Word Recognition Strategies 1. Sight Words Dolche List, Phil-IRI, Frye List 2. Context Clues 3. Structural Analysis 4. Dictionary 5. Alphabet Book and Chart 6. Songs, Chants, Rhymes and Jingles Unit V Acquiring a Reading Vocabulary A. What is vocabulary instruction B. Strategies of Building Vocabulary Structural Analysis Word Associations Context Clues Homonyms, Homographs, Heteronyms Figures of Speech Idioms Synonyms and Antonyms Word Map Unit VI Comprehending Text A. Issues in Teaching Reading Comprehension (Other Online Resources) 1. Less Time in Reading 2. Teachers Manual in Reading 3. Curriculum in Reading 4. School Management and Priorities in Reading 5. Teacher's Role in Reading B. Two Theories in Comprehending Text 1. Scheme Theory Schema? Schemata? 2. Generative Learning Theory C. Reading Difficulties and Disability A. ADHD B. Myopia C. Hyperopia D. Some Teaching Strategies in Developing Reading Comprehension A. Story Grammar B. Story Maps C. Story Frames D. Story Sequence/ Clothesline E. Cloze Procedure F. Predicting Outcomes G. Generalizing H. Noting Details I. Open-Ended Questions E. Types of Comprehension Skills 1. Literal 2. Inference 3. Prediction 4. Evaluation 5. Application 9.0

9.0

F. Bloom's Taxonomy of Cognitive Domain 1. Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis Unit VII Developing Independent and Fluent Readers A. Sustained Silent Reading (SSR) B. Fluency in Reading C. Question Answer Relationship (QAR by Raphael) D. Reciprocal Questioning (ReQuest by Dresher et. al.) Methods and Strategies 1. 2. 3. 4. 5. Directed Reading Interactive Learning Cooperative Learning Deductive Method Demonstrative Method

9.0

Each student will be required to prepare a semi-detailed lesson plan but should contain a comprehensive/ step-by-step procedure of how the motivation technique shall be delivered during the demo teaching. Additionally, the lesson proper part of the lesson plan should also contain a step-by-step procedure of how the topic assigned will be delivered, and should contain the appropriate definitions and concepts inclusive with a brief but clear explanation and examples of each. The hard copy of the Lesson Plan should be submitted 2 days before the session/ discussion of the topic/ sub-topics for the teachers comment and suggested revisions. Every student should be given a copy of the topic/ sub-topic (Lesson Proper part of the Lesson Plan only) The soft-copy (with the incorporated revisions) should be emailed to: sinead1220@gmail.com; filename: Group# Last Name of Student. Rubrics for Evaluation (Lesson Plan, and Implementation of the Motivational Tool): a) preparation (lesson plan, and appropriateness of the motivational tool) 30%, (b) interaction with the students, 10% (c) usage of classroom language, 10% (d) clarity of instruction, 10% (e) pronunciation, 10% (f) confidence, 10% (g) enthusiasm, and 10% (h) overall performance. 10% ----------------Total 100%

Format of Lesson Plan (indentions and alignments, and grammar should be strictly observed; Arial 10; 1.5 spaces per line; no borders). Every infraction is tantamount to grade/ score deductions/ demerits. Semi-Detailed Lesson Plan in Developmental Reading Objectives: At the end of the session, the students should be able to: a. (cognitive) : (proper infinitives should be used) b.(affective) : (proper infinitives should be used) c. (psychomotor) : (proper infinitives should be used) II. Subject Matter: a. Topic: Sub-topics (specify each): 1. 2. 3. b. Materials: c. Reference/s: i. Books/ journals: (title of book/ journal; Last Name, First Name, Middle Initial of author/s; ii. Online resources (copy/ paste the URL) III. Procedures: (ALL in PRESENT TENSE) a. Strategies/ Techniques: (indicate just the name of the strategy/ technique you are going to use) b. Pre-activity: i. Prayer ii. Classroom Management (what the students will do) b. Motivation: i. Title of the Motivational Tool: ii. Materials: iii.Number of Participants: (should contain a step-by-step procedure of how the tool should be delivered) Procedure for Implementation: 1. 2. 3. 4. c. Lesson Proper: (should contain the definition, explanation, and example/s of each topic/ sub-topic) 1. 2. 3. 4. d. Generalization (should contain generalizations of your topic/ sub-topics. Incorporate the definitions, concepts, etc. that the students have learned in PAST TENSE) IV. Evaluation (should contain the following tests: a. Identification (5 to 10 questions), b. Multiple Choice (15 to 20 questions), c. Essay (1 to 2 questions) V. Assignment: (should contain the description of the next topic/ sub-topics to be discussed). I.

Requirement for Mid-Term Grading 1. 2. 3. 4. Quizzes/Long Exams Reports/Research Work Attendance/Recitation Assignment/Seatwork 25% 25% 25% 25%

Requirement for Final Grading 1. 2. 3. 4. Quizzes/Long Exams Reports/Research Work Attendance/Recitation Assignment/Seatwork 25% 25% 25% 25%

Final Grade Computation Mid-Term Result Final Result 40% 60% 100%

References: Assessing and Correcting Reading and Writing Difficulties. Thomas G. Gunning. Copyright 2002. Developmental Reading. http://www.ditreading.wordpress.com

Prepared by:

DENNIS E. MALIGAYA, MAEd Assistant Professor I

Approved by:

DR. LORNA T. ENERVA Chairperson, BS in Secondary Education

Noted by :

DR. NORMITA A. VILLA Dean, College of Education