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Catanduanes State University

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OUTCOMES-BASED EDUCATION (OBE) COURSE SYLLABUS IN

EDUC. 4 - DEVELOPMENTAL READING 1
Date revised/enhanced: June 13, 2017

I. School
1st Semester, SY 2017-2018
Year/Semester
II. University Vision: A green university globally engaged in island research and innovations for societal advancement.
Mission Foster excellence, holistic, outcomes-based education compliant with the requirements of diverse world
market and contribute to the development of productive and value-laden lives.
Goal Uphold the tradition of excellence in instruction, research, extension and production functions in an eco-
friendly environment.
Core Values Respect, Integrity, Social Responsibility, Excellence, Commitment
Institutional Outcomes:
A. A Professional who is morally upright, socially responsible and globally employable
B. A Leader and Innovator who inspires others and is committed to social transformation and national
development
C. An Environmental Advocate committed to research, extension and production initiatives

III. College/Campus College of Education – CSU Main Campus

IV. Program/Degree Bachelor of Secondary Education (BSED)
V. Program Outcomes The graduates have the ability to:

A. demonstrate understanding of the development of secondary learners. P

B. exhibit comprehensive knowledge of various learning areas in the secondary curriculum. I
C. create and utilize materials appropriate to secondary level to enhance teaching and learning. P
D. design and implement assessment tools and procedures to measure secondary learning outcomes. P
E. practice professional and ethical teaching standards to respond to the demands of the community. I
F. support local, regional and national development plans along educational, environmental and socio- I
economic programs.
G. promote environmental awareness and concern through integration of environmental education across I
courses.
H. pursue lifelong learning for personal and professional growth. I
I – Introduced P – Practiced D – Demonstrated

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VI. Course Code/Title Educ. 4/ DEVELOPMENTAL READING 1

VII. Course Description This course is designed to sharpen the students reading proficiency in preparation for the introduction to the nature of the reading
process
VIII. Course Credit 3 units (Lecture)
IX. Prerequisite None
X. Contact Hours 3 contact hours per week (54 hours a semester)
XI. Course Outcomes At the end of the course, the students shall be able to:
COs Description A B C D E F G H
Understand fully the nature, theories and scope of the reading process to
CO1 3 2 1 1 1 1
hone critical, creative and metacognitive skills as tools for learning
Identify the basic reading that facilitate holistic development as a
CO2 professional who is morally upright, socially responsible and globally 3 1 1 1 2
employable
Develop word recognition, comprehension and study skills and devise
CO3 1 3 1 2
ways to improve them to cope with the demands of various content areas
Explain how reading cuts across the curriculum and can be integrated in
CO4 1 3 2 1 1 1 1
all learning areas
Develop a genuine love for reading as lifelong source of pleasure and
CO5 2 1 1 2 3
profit
Exemplify appreciation of the value of reading as a means for intellectual,
CO6 2 1 2 3
aesthetic and emotional growth and environmental awareness

1 – CO has minor contribution to PO 2 – CO has moderate contribution to the PO 3 – CO has major contribution to the PO

XII. Course Outline/Learning Plan

Textbooks/ Instructional
Desired Learning Course Content/ Teaching and Learning Assessment Time
POs COs References Resources/
Outcomes Subject Matter Activities (TLAs) Tasks Table
Materials
At the end of the Chapter I:
chapter the students Nature and Concepts
shall be able to: About Reading

A 1 1. Discuss the A. History of Reading Villanueva, Aida Analyzing Passages Group Output Handouts 1.5 hrs
C 3 historical S. (2008) Presentation
D 4 perspective on Developmental (Timeline) Flowchart

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Catanduanes State University
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Textbooks/ Instructional
Desired Learning Course Content/ Teaching and Learning Assessment Time
POs COs References Resources/
Outcomes Subject Matter Activities (TLAs) Tasks Table
Materials
E 5 reading and reading Reading. QC: Activity:
G 6 development using Lorimar Pub Creating timelines that
H a timeline will show reading
development
2. Describe reading in B. Reading as Neuro- Bernardo, Lecture/ Discussion Group Output Laptop 1.5 hrs
terms of physiological Process Alejandro S. Presentation
physiological (2009) Activity: LCD Projector
internal process in Developmental
the human Reading 1. Prepare a chart
organism Manila: Rex Book illustrating the
Store physiological process in
3. Determine the reading
different eye Villanueva, A.S.
movements in the (2008)….
reading process in
a chart
4. Determine the C. Reading as a Cognitive Villanueva, A. S. Workshop Submission of Sample short 1.5 hrs
levels of reading Process (2008)…. Output stories
comprehension by Activity:
analyzing a sample Bernardo, A. S. Formulating
question. (2009)…. comprehension
questions based from
5. Construct questions stories read
under each level of
comprehension
6. Discuss the close D. Reading as a Villanueva, A. S. Brainstorming Presentation Illustrations/ 1.5 hrs
relationship Communication / (2008)…. of outputs Clippings
between reading Language Process Activity:
and language using Bernardo, A. S. Collecting clippings of
a clippings of (2009)…. advertisements that Compilation
advertisements that illustrate significant traits of Advertise-
illustrate significant of language ment
traits of language

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Catanduanes State University
Virac, Catanduanes Page 4 of 9

Instructional
Desired Learning Course Content/ Textbooks/ Teaching and Learning Assessment Time
POs COs Resources/
Outcomes Subject Matter References Activities (TLAs) Tasks Table
Materials
7. Construct sample E. Reading as a Skill Villanueva, Sharing personal insights Reaction Flowcharts of 1.5 hrs
activities/ exercises A.S.(2008)…. Paper reading skills
to develop global Bernardo, A. S.
reading skills (2009)….

8. Identify and map F. Reading as a Villanueva, A. S. Question-generation Presentation LCD Projector 1.5 hrs
out the skills and Psychosocial Process (2008)…. strategies of Output
characteristics of a 1. Personality laptop
reader at each Theories and Bernardo, A. S. Activity: Quiz
developmental Reading (2009)…. Share personal
stage 2. Social-emotional experiences on how you
problems and developed reading skills
reading in early grades and high
school.
G. Reading as a
Developmental
Process

A 2 At the end of the Chapter 2: 3.0

C 4 chapter the students Factors that Affect hrs.
D 5 shall be able to: Reading
E 6 1. Cite and
G demonstrate A. Intrinsic Factors Bernardo, A.S. Small group discussion Presentation Laptop
H specific examples 1. Physical/ (2009) …. Completing a matrix on of group
on how various Physiological the different factors output LCD Projector
factors affect the 2. Psychological Villanueva, A. S. which affect reading
acquisition of 3. Emotional (2008) …. ability Journal
reading skills Articles
2. Analyzed results of B. Extrinsic Factors Reaction
research studies 1. Social Sharing of research Paper
focusing on the 2. Environmental studies retrieved from
effects of these 3. Text Organization journals
factors on reading and Structure
performance
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Catanduanes State University
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Textbooks/ Instructional
Desired Learning Course Content/ Teaching and Learning Assessment Time
POs COs References Resources/
Outcomes Subject Matter Activities (TLAs) Tasks Table
Materials
A 1 At the end of the Chapter 3 4.5 hrs
C 3 chapter the students Theories of the Reading
D 4 shall be able to: Process
E 5
G 6 1. Compare the A. The Top-Down Theory Villanueva, A S. Brainstorming Quiz Laptop
H different theories of (2008) ….
the reading process B. The Bottom-up Theory LCD Projector
using a graphic Making graphic organizer Presentation
organizer C. The Interactive Theory for each theory of the graphic handouts
presented organizer
D. Transactional theory

A 2 At the end of the Chapter 4

B 3 chapter the students Developing Basic
C 4 shall be able to: Reading Skills
D 5
F 1. Recognize and A. Vocabulary Skills Villamin, A. M. Lecture-discussion Quiz Laptop 3.0
H employ word (2009) …. hrs
recognition/ 1. Three Areas of Activity: LCD Projector
vocabulary Word study Villanueva, A. S. Completing exercises to
technique (2008) …. increase word power handouts
2. Vocabulary
2. Create activities/ Techniques Romero, A. & Answering sample
exercises for the a. Picture clues Romero, R. exercises/ activities
development of word b. Configuration (2005) ….
recognition skills clues
c. Context clues
3. Showed mastery in the d. Structural Analysis
different vocabulary e. Word Association
exercises by f. Use of Idioms and
answering vocabulary figures of speech
test/exercises

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Virac, Catanduanes Page 6 of 9

Textbooks/ Instructional
Desired Learning Course Content/ Teaching and Learning Assessment Time
POs COs References Resources/
Outcomes Subject Matter Activities (TLAs) Tasks Table
Materials
A 2 At the end of the B. Comprehension Skills 6.0 hrs
B 3 chapter the students and Dimensions
C 4 shall be able to:
D 5 1. Literal Level
F 1. Discussed the a. Noting Details Villamin, A. M. Employing cooperative Group Laptop
H nature of b. Sequencing Events (2009) …. learning strategies presentation
comprehension c. Associating of output LCD Projector
process quotations with Villanueva, A. S. Answering
speaker (2008) …. Comprehension skills Quiz handouts
2. Categorized specific exercises
skills belonging to 2. Interpretive Level Romero, A. &
the five dimensions a. Getting the main Romero, R. Group Discussion
of comprehension idea (2005) ….
b. Making inferences Concept Mapping
3. Formulated c. Predicting
questions for the outcomes DRTA
development of d. Identifying cause-
comprehension skills effect relationship
in the different e. Drawing Mini-workshop on
levels. conclusions and formulating
recommendations comprehension
f. Summarizing questions in the different
dimensions
3. Critical Level
a. Evaluating authors
style and purpose
b. Distinguishing facts
from opinions

MIDTERM EXAMINATION 1.5 hrs

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Textbooks/ Instructional
Desired Learning Course Content/ Teaching and Learning Assessment Time
POs COs References Resources/
Outcomes Subject Matter Activities (TLAs) Tasks Table
Materials
A 2 1. Categorized 4. Integrative Level Villamin, A.M. Employing cooperative Group 6.0
B 3 specific skills a. Relating previous (2009) …. learning strategies presentation Laptop hrs.
C 4 belonging to the ideas from new of output
D 5 five dimensions of ones Answering LCD Projector
F comprehension b. Associating reading Villanueva, AS. Comprehension skills Quiz
H through a concept with self and life (2008) …. exercises Handouts
map
2. Formulated 5. Creative Level Group Discussion
questions for the a. Illustrating ideas
development of and events Concept Mapping
comprehension b. Making new
skills in the different sequels of story DRTA
levels.
A 2 C. Study Skills Villanueva, A. S. Employing cooperative Group 4.5 hrs
B 3 (2008)…. learning strategies presentation Laptop
C 4 1. Demonstrated 1. Skills in organizing of outputs
D 5 independent information Activity: LCD Projector
F comprehension Read passages. Pick out Quiz
H ability a. Skimming/scan main idea and supporting handouts
ning details.
2. Showed b. Note taking
hierarchical c. Outlining Write topical outline
relationships of d. Using graphic based on paragraphs.
associated organizer
concepts Read passages and
illustrate the concept
through graphic
organizer.
POC CO5 At the end of the Unit 5 15 hrs
chapter the Reading for Specific
POE CO6 students shall be Purposes
able to:
POH CO7 1. Utilized the different A. Reading for Information Villamin, A. M. Skim an informative text Text analysis Laptop
resources in (2009) and draw out its main
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Textbooks/ Instructional
Desired Learning Course Content/ Teaching and Learning Assessment Time
POs COs References Resources/
Outcomes Subject Matter Activities (TLAs) Tasks Table
Materials
searching for B. Reading for Villanueva, A. S. idea Making LCD Projector
information Appreciation/ (2008) …. graphic
2. Chosen appropriate Enjoyment Write a text summary organizer handouts
materials for Romero, A. &
pleasure reading Romero, R. Transcode the Written exam
3. Showcased C. Reading for Critical (2005) …. informative text into
creative Understanding semantic web or concept Role Playing
interpretation of Lacia, Fredilyn map
literary materials C., et.al. (2003)
read The Literature of
4. Scan verses and the Philippines.
note down the Quezon City,
details asked for Philippines.
5. Draw out the Quezon City,
meaning of words Phil.:Rex Printing
using the poetic Com. Inc.
lines as context
clues
6. Answer critical
questions about the
text read
FINAL EXAMINATION 1.5 hrs
XIII. Suggested Readings Atienza, Leticia P. (2003). Basic Communication and Thinking Skills for College Freshmen. Meycauyan, Bulacan: Trinitas
and References Publishing, Incorporated.
Chall, Jean. Stages of Reading Development, http://newlearningonline.com/literacies/chapter14
Falca, Ma. Reginaldo. O. P. (2004). Speech Manual for Filipino Students. Volumes 1 & 2 Quezon City: Phoenix Press
Incorporated.
Garcia, Carolina U., Pieded G. Rosales and Corinta G. Barranco. (2007) A Study of Literary Types and Forms UST Literature
Series 1993., Manila, Philippines: UST Publishing House.
Lacia, Fredilyn C., et.al. (2003) The Literature of the Philippines. Quezon City, Philippines. Quezon City, Phil.:Rex Printing Com.
Inc.
Reuttzel, D.R. (2015) Teaching Children to Read: The Teacher Makes the Difference, Pearson Education, Inc. New Jearsey
A Reviewer for the Licensure Examination for Teachers (Professional Education) PNU, Manila

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XIV. Course Requirements A. Sample comprehension questions evaluated by teachers and students (Mid-term Requirement)
B. Module on Reading comprehension strategies
C. 0ral and written Rep0rt

XV. Course Policies A. Students with reasonable absences from the class will be given consideration for the missed quizzes/ examinations upon
presentation of duly signed excused letter.
B. Students who incurred more than 20% of the required number of hours shall be dropped from the rolls.
C. Submission of projects shall be on or before the due date agreed upon by the students and the faculty. Late submission will
earn a grade of 3.0
D. Cheating and plagiarism are strictly prohibited. Students caught doing these acts shall be dealt with in accordance with the
provisions in the Student Handbook.
E. Cell phone use during classes is strictly prohibited.
F. Wearing of appropriate school uniform and ID shall be strictly implemented.
XVI. Grading System Criteria:
(As per approved
Board Resolution Written Output (Quizzes) ……….. 30%
Number 4 s. 2016) Performance Output ……….. 40%
Mid-term/ final Exam ……….. 30%
Total ……….. 100%

Final Grade = 50% (Mid-term grade) + 50% (Tentative Grade)

XVII. Consultation Wednesday, 9:00 – 12:00, Friday, 9:00 – 11:00/ CED Faculty Room
Time/Venue

Prepared by: Reviewed by: Approved:

JESSICA T. SARMIENTO, LPT MARIA CHARLENE A. CANTAR, Ph.D. MARIA S. TUGANO, Ed. D.
Subject Instructor Department Chair Dean

Date: _____________________ Date: _____________________ Date: _____________________

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