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.

Course Title : Developmental Reading

Course Code : ED305/BSE ENG A 32pm
No of Hours : 9 hours/week
Pre requisite : none
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. acquire knowledge and understanding of the reading skills to enable the students
to read and become fluent readers;
2. revisit the teaching practices of reading skills to enable the students to read and
become fluent readers;
3. 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 Time Allotment (in

(include Readings, Exercises, Assignments) hours)
Unit I
Dep Ed Module 6.1 Curriculum and Instruction : The 3.0
Teaching of English – Reading
Unit II
Bridging the Gap Between Traditional and Whole 6.0
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 9.0
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 9.0
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
 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 9.0
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 9.0
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
 F. Bloom's Taxonomy of Cognitive Domain
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
Unit VII
Developing Independent and Fluent Readers 9.0
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. Directed Reading
2. Interactive Learning
3. Cooperative Learning
4. Deductive Method
5. Demonstrative Method

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

I. 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).

Requirement for Mid-Term Grading

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

Final Grade Computation

Mid-Term Result 40%

Final Result 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