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Outcomes-Based Education (OBE) Course Design/Syllabus in EDUC 215A_(Reading in the Elementary/ Developmental

Reading 2)
Date Revised/Enhanced: Summer 2015
I. University
Vision: To be one of the top universities in Southeast Asia
Mission: To produce globally- competitive life- long learners
Core Values: Harmony, Excellence, Service
Institutional Outcomes:
II. College/Campus:
College of Education
Vision:
The COE shall maintain its reputation as the Center of Excellence for Teacher Education in the country, specifically in the areas
of elementary,
secondary, special, early childhood, adult and community education. It shall provide leadership in instruction, research and
extension among teacher education institutions in the country.
Mission:
To produce graduates in tertiary and advanced education who are dynamic, world- class and globally- competitive; possess
acceptable values,
attitudes, and skills; and practice the ethics for service and for profession.
Goals:
To provide instruction through a responsive and relevant curriculum in the undergraduate and graduate degrees/ certificate
programs that
will produce effective administrators and mentors in educational learning institutions and agencies
To initiate and utilize state- of- the art research for regional and national development
To develop and use the best educational practices to maintain the culture of excellence for teacher education
College Outcomes:
Articulate relationship of education to larger historical, social, cultural and political processes.
Facilitate learning using a wide range of teaching methodologies in various types of environment.
Develop alternative teaching approaches for diverse learning.
Apply skills in curriculum development, lesson planning, materials development, instructional delivery and educational
assessment.
Demonstrate basic and higher levels of thinking skills in planning, assessing and reporting.

Practice professional and ethical teaching standards to respond to the demands of the community.
Pursue lifelong learning for personal and professional growth.

III. Programs/Degrees:
Objectives of the Bachelor in Elementary Education (BEEd) Program:
Demonstrate in-depth understanding of the development of elementary learners.
Exhibit comprehensive knowledge of various learning areas in the elementary curriculum.
Create and utilize materials appropriate to the elementary level to enhance teaching and learning
Design and implement assessment tools and procedures to measure elementary learning outcomes.

Objectives of the Bachelor in Special Education (BSPED) Program


To provide technical and competencies to Special Education teachers in helping children with special needs become
functional and independent for greatest possible self-sufficiency and success
To initiate and undertake research in special education and collaborate with NGOs and GOs for possible intervention and
rehabilitation
To take the lead in the advancement of special education programs as it gears towards national development

I.

Program/Degree Outcomes: Based on CMO No. 30, Series 2004


Articulate and discuss the latest developments in the specific field of practice. (PQF level 6 descriptor)
Effectively communicate orally and in writing using both English and Filipino.
Work effectively and independently in multi-disciplinary and multi-cultural teams. (PQF level 6 descriptor)
Act in recognition of professional, social, and ethical responsibility.
Preserve and promote Filipino historical and cultural heritage. (based on RA 7722)

II.

Course No. and Title: EDUC 215 - Reading in the Elementary


Prerequisites: EDUC 214 (Developmental Reading)

III.

School Year/Semester Offered: Second semester

VII. Course Description:


The course, with lecture and practicum phases, deals with teaching methods, techniques, and materials in teaching
reading and their application. It puts emphasis on teaching beginning reading employing the Four-Pronged Approach.

VIII. Course Credit/Unit: 3 Units (lecture- 30 hours; practicum-20 hours)


IX.

Course Outcomes:
At the end of the term, the students must have:
1. grasped fully the nature, theories and scope of early literacy;
2. described early literacy behaviours and determined explicit ways to promote them;
3. critiqued, produced, and implemented lesson exemplars and instructional materials for beginning readers using the
Four-Pronged
Approach via minilessons; and
4. acquired hands-on experience as teacher-assistant and a demonstration teacher.

X.

Course Design Matrix:

DESIRED LEARNING
OUTCOMES (DLO)

At end of the unit, the


students must have:
1. Identified, described, and
explained the vision,
mission, core values of
the University and the
institutional,
college/campus, degree
and course outcomes
2.

internalized, and
demonstrated the vision,
mission, core values of
the University and the

COURSE
CONTENT/
SUBJECT MATTER

TEXTBOOKS/
REFERENCES

OUTCOMES-BASED
TEACHING & LEARNING
(OBTL)

ASSESSMENT OF
LEARNING
OUTCOMES
(ALO)

RESOURCE
MATERIAL

Pencil and paper


test, etc.

Video IDs

TIME
TABLE

Unit 0: Vision,
Mission, Core
Values, and
Outcomes
Lecture/discussion
1. The Universitys
Vision, Mission, Core
Values, and
Outcomes
2. The College of
Education Outcomes
3. The BEED Degree

2013 University
Code
2011 WVSU
Student
Handbook
Bulletin of
Information

Demonstration

Activity
Sheets

3 hrs

institutional,
college/campus, degree
and course outcomes

Outcomes
Etc.
4. The Course/
Subject Outcomes

At the end of the unit, the


student must have:
1. Discussed the following:
Emergent literacy
Emergent reader
Emergent writer
2. Identified and explained the
characteristics in each
developmental stage of the
emergent reader and
emergent writer
3. Discussed some ways
emergent reader and writers
learn in school and at home
4. described the emergent
reader and emergent writer
through observation in
informal settings at home and/
on school
5. described early literacy
behaviours in terms of physical
abilities, language, reading
and writing skills
6. determined the explicit
ways to promote literacy

Unit 1: The
Emergent Reader
1. Definition of Key
Terms:
Emergent Literacy
Emergent Readers
Emergent Writer
2. Transitions on the
Perspectives of
Emergent Literacy
3. The Emergent
Reader
characteristics and
Stages of Reading
4. The Emergent
Writer
Characteristics and
Stages of Writing
Development
5. Early Literacy
behaviour
6. Promoting Early
Literacy. A. Roles of
Home and the

Burns, Paul C. et
al (1999).
Teaching Reading
in Todays
Elementary
Schools,
Houghton Mifflin
Company , NY
Marquez,
Servillano I. et al.
(2009).
Developmental
Reading 2.
Lorimar
Publishing,
Quezon City,
Metro Manila

Lecture/discussion
Cooperative
learning
Activity (CLA)
Simulation
of
Developmentally
Appropriate Practice (DAP)

Portfolio of:
Phonemic & print
Awareness;
examples of
stories written by
children with
invented spelling

Focused group discussion


(FGD)

OHP/LCD
projector
Computer
Big books
Cassette
tapes and
CDs
Charts

Observation of a preschool
class

Journal on insights
gained from
observation

Matrix of the
strategies
Informal observation at employed by the
home
teacher, activities
An emergent reader done by the pupils
Matrix of early
An emergent writer
literacy behaviors

Materials for
DAP

6 hours

7. recognized the roles of the


home and school as well as
the values of language,
reading, and writing in
promoting early literacy

School
B. Values reading,
language, Writing

Value Focus: Cooperation


At the end of the unit, the
student must have:

Unit 2: The FourPronged Approach

1. Explained the rationale and


salient features of The FourPronged Approach in teaching
beginning reading

1. Rationale

2. Discussed a variety of
vocabulary instructional
techniques that make possible
diverse and creative
approaches to vocabulary
development
3. Produced sample
exercises/activities for
vocabulary development
4. described the nature of and
barriers to critical and creative
thinking skills of emergent
learners
5. demonstrated
metacognitive strategies to
develop critical and creative

2. Developing a
Genuine Love for
Reading (GLR)
a. rationale and
definition
b. Phasesmotivation, motive
question,
vocabulary building
c. vocabulary
techniques
Categorizatio
n
Picture
analysis
Word webs
Word plays
Semantic
feature
analysis
Phonetic

Aklat Adarna
Publishing house
Reference and
Guide Book for
Literature Based
Reading lesson
Plan

Lecture/discussion

OHP / LCD
projector

Oral recitation

Computer

Sample of
instructional
materials

Big and small


books

Panel discussions
Instructional material
Production
Writeshop

Balingit,
Purification C. et
al (2006).
Beginning
reading
instructional
guide to help
teachers
(BRIGHT) Part 1,
Merryland
Publishing
Corporation,
Mandaluyong
City, Metro
Manila

Pencil and paper


tests

Vignette analysis

Written outputs
(reflections,
journals, analysis,
essays, etc.)

Graphic aides
as flannel
boards,
pocket charts,
flip charts, flip
folders,
cartoons and
cut outs
Story maps

Games
Puppetry

Mini performances

Literaturebased games

Story reading

Puppets

24 hours

thinking skills
6. simulated classroom
activities that enhance prereading, during reading and
post reading skills
7. designed engagement
activities for Grammar and
Oral Language Development
(GOLD)
8. identified specific and
appropriate literacy activities
that promote meaningful
transfer of learning and skills
9. implemented some
strategies that demonstrate
the four-pronged approach.
Value Focus:
Resourcefulness and
Creativity

analysis
Word banks
d. Pre-reading
activities
Anticipation
guides
K-W-L
Semantic
webbing
3. Developing
Critical & Creative
Thinking Skills (CT)
a. Nature of Critical
and Creative
Thinking
b. Barriers to CT
c. During reading
strategies
Think-aloud
strategy
ReQuest
procedure
DirectedReading
Thinking
activity
d. During reading
activities
Story Reading
/ telling
Shared
Reading
Puppetry
e. Post reading

Burns, Paul C. et
al (1999).
Teaching reading
in todays
elementary
schools,
Houghton Mifflin
Company , NY

Choral speaking
Visual representation

Musical
instruments

Simulation programs/ mini


performances

Cassette
tapes and
CDs

Creative dramatics
Cassette and
CD players

Marquez,
Servillano I. et al.
(2009).
Developmental
reading 2.
Lorimar
Publishing,
Quezon City,
Metro Manila

Enlarged
pictures and
photos
Dialogues,
diaries and
journals
Poetry and
short stories

Roe, Betty D.,


Ross, Elinor, P.
(2006).
Integrating
language arts
through
literature and
thematic units,
Pearson
Education, Inc.,
USA
Tejero, Erlinda G
et al(2006).
Teaching reading
in the
elementary

Show and tell


Simulations

Activities
Visual
representatio
ns
Mini
performances
Creative
dramatics
4. Grammar and
Oral Language
development
Language
Items parts
of speech,
etc.
Language
Functionsshow and tell,
retelling
stories,
making
descriptions,
etc.
5. Transfer Stage
(TS)
a. Fixing of Skills
Systematic
phonic
instruction
Differentiated
instruction
b. Literacy
Experiences/
Activities

grades, National
Bookstore.

Holding conversations

Responding through
literature by written
responses, drama, art,
music, cooking

reading-language
connections
activities; pre-,
during and post
reading activities
portfolio

At the end of the unit, the


student must have:
1. performed the duties of a
teacher-assistant before actual
teaching
2. designed a lesson plan
using the Four-Pronged
Approach format
3. done micro-teaching
4. submitted a portfolio
containing a lesson plan,
instructional materials and
reading materials used in
minilessons

Story
reading/Tellin
g
Written
responses
Musical
connections
Many more

Unit 3: Practicum
and
Apprenticeship
1. Reminders / tips
for Practicum and
Apprenticeship
2. The Reading
Tactics
3. Activities
Class
Observations
Teacher
Assistantship
Lesson
Planning and
Mini Lessons
Making a
portfolio.

Balingit,
Purification C. et
al (2006).
Beginning
reading
instructional
guide to help
teachers
(BRIGHT) Part 1,
Merryland
Publishing
Corporation,
Mandaluyong
City, Metro
Manila
K-12 Curriculum

Lecture/discussion

Lesson plans using OHP/LCD


20 hours
the
four-pronged Projector
Writeshop
on
Lesson format
planning
Computer
Micro teaching
Observation of reading demonstrations
Lesson
Plan
classes
Outlines
Portfolio of lesson
Classroom demonstration
plan, instructional, Story Books/
and reading
Textbooks for
materials
elementary
grades
K-12
Curriculum
Guide

Guide
Story Books/
Textbooks for
elementary
grades
Note: This syllabus is flexible and may include additional topics and activities deemed necessary by the teacher.
XI.

Criteria for Grading


Quizzes
Long Tests
Mini performances
Outputs/Projects
Micro Teaching
TOTAL

XII.

Finals
20%
30%
15%
15%
20%
100%

Other Requirements
Portfolio, mini lessons, written examinations, mini performances

Prepared and Designed By: PROF. MAE S. BAGSIT

MRS. GENEVIEVE R. CONJUSTA

Recommending Approval: PROF. LEA L. CAOSO


Department Chair, Professional Education

Approved: DR. HILDA C. MONTAO


Dean/School Director