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Develop Syllabus
Develop Syllabus
SULTAN KUDARAT POLYTECHNIC STATE COLLEGE
GLAN EXTENSION
Glan, Sarangani Province
COURSE SYLLABUS
Course No: English 314
Course Title: Developmental Reading
Course Description: Developing and Improving Reading Skills among Elementary and Secondary Students Using Various Approaches and Strategies in Teaching Reading
Credit Unit:
Number of Hours:
Prerequisites:
Colege Vision: The SKPSC endeavors to prepare and update itself in all instructional requisite in terms of the need to help totally transformation the vast resources not only the province of
Sultan Kudarat but also the nearby provinces through science and technology in order to provide a better life and establish a community peace, unity, equality and prosperity.
College Mission: The College shall primarily give the professional and technical training in science and technology and shall provide advanced and specialized instructions and in Literature,
Philosophy, Arts and Sciences besides providing for the promotion of scientific and technological research.
Program Goals:
Program Objectives:
Course Objectives: Acquire knowledge and understanding of the reading skills to enable the students to read and become fluent readers.
1. Revisit the teaching practices of reading skills to enable the students to read and become fluent readers.
2. Strengthen one's ability to interview, to give feedback, to gather information and to organize data for reporting.
3. Initiate needed shifts from the traditional to holistic modes of reading instruction for effective and meaningful classroom interaction.
TOPIC OUTLINE OBJECTIVES ACTIVITY/STRATEGIES EVALUATION NO. OF HOURS DATE
MIDTERM June 18, 2009
Unit I. Dep Ed Module 6.1 Curriculum 1. To discuss Directed Reading Writing Outputs 6 Hours August 23, 2009
and Instruction : The Teaching of DepED Modules Interactive Learning Online Quiz
English – Reading 6.1 Curriculum Reporting Quizzes and
and Instruction Cooperative Learning Assignments
2. To give
importance of
reading
instruction
Unit II. Bridging the Gap Between
Traditional and Whole Language Directed Reading Writing Outputs 6 Hours
Perspective in Teaching Reading 1. To discuss Interactive Learning Online Quiz
A. Phonics vs. Whole Language phonics Reporting Quizzes and
Approach instruction. Cooperative Learning Assignments
B. The Reading Teacher 2. To determine the
C. Making Transitions Toward Holistic whole language
Teaching perspective in
1. Instructional Beliefs teaching reading.
2. Reading Materials 3. To make
3. Curriculum Designs transitions
4. Classroom Environment towards Holistic
5. Community Involvement Teaching.
Unit III. Understanding Reading: 8 Hours
Defining and Redefining Beliefs Directed Reading Writing Outputs
A. Understanding the Reading Interactive Learning Online Quiz
Process 1. To define reading Reporting Quizzes and
1. Linear beliefs Cooperative Learning Assignments
2. cyclical 2. To discuss the reading
3.learning alphabet process
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 3. To explain the
4. Linguistic Aspects cognitive, affective,
social and linguistic
C. Theories of Reading Process aspects in reading.
1. BottomUp Theory
2. TopDown Theory 4. To elaborate the
3. Interactive Theory theories of reading
4. Transactional Theory
C. Word Recognition Instruction
1. Alphabetic Principle 3. To employ
2. Alphabetic Knowledge different word
3. Phonemic Awareness – letter recognition
sound relationship instruction in the
4. phonological Awareness – classroom.
ability to produce sounds
5. Print Awareness
6. Decodable Text Directed Reading
D. Word Recognition Strategies Interactive Learning
1. Sight Words – Dolche List, Reporting
PhilIRI, Frye List 4. To explain the used of Cooperative Learning
2. Context Clues DOLCHE List, PhilIRI, and
3. Structural Analysis Frye List
4. Dictionary
5. Alphabet Book and Chart
6. Songs, Chants, Rhymes and
Jingles
FINAL TERM Directed Reading Writing Outputs 8 Hours August 28, 2009 –
Unit V. Acquiring a Reading Interactive Learning Online Quiz October 2009
Vocabulary Reporting Quizzes and
A. What is vocabulary instruction 1. To define Cooperative Learning Assignments
B. Strategies of Building Vocabulary vocabulary
Structural Analysis instruction in the
Word Associations classroom.
Context Clues 2. To use different
Homonyms, Homographs, strategies in
Heteronyms building
Figures of Speech vocabulary.
Idioms
Synonyms and Antonyms
Word Map
B. Two Theories in Comprehending
Text
1. Scheme Theory – Schema? 2. To explain theories in
Schemata? comprehending text.
2. Generative Learning Theory
C. Reading Difficulties and Disability
A. ADHD
B. Myopia 3. To identify reading
C. Hyperopia difficulties
D. Some Teaching Strategies in
Developing Reading Comprehension
A. Story Grammar 4. To use some teaching
B. Story Maps strategies in developing
C. Story Frames reading comprehension.
D. Story Sequence/ Clothesline
E. Cloze Procedure
F. Predicting Outcomes
G. Generalizing
H. Noting Details
I. OpenEnded Questions
E. Types of Comprehension Skills
1. Literal
2. Inference 5. To identify the types of
3. Prediction Comprehension Skills
4. Evaluation
5. Application
F. Bloom's Taxonomy of Cognitive
Domain
1. Knowledge 6. To revisit Bloom's
2. Comprehension Taxonomy of Cognitive
3. Application Domain
4. Analysis
5. Synthesis
Directed Reading Writing Outputs 6 Hours
Unit VII. Developing Independent and Interactive Learning Online Quiz
Fluent Readers Reporting Quizzes and
A. Sustained Silent Reading (SSR) 1. To discuss Sustain Cooperative Learning Assignments
B. Fluency in Reading Silent Reading
C. Question – Answer Relationship (SSR)
(QAR by Raphael) 2. To define fluency.
D. Reciprocal Questioning (ReQuest 3. To use QAR and
by Dresher et. al.) ReQuest in
teaching reading.