Course Syllabus

Format V 2.0
Republic of the Philippines SPAMAST
SOUTHERN PHILIPPINES AGRIBUSINESS AND MARINE AND AQUATIC SCHOOL OF TECHNOLOGY
INSTITUTE OF TEACHER EDUCATION AND INFORMATION TECHNOLOGY
TEACHER EDUCATION DEPARTMENT

COURSE SYLLABUS
First Semester, School Year 2018-2019

Course No. : EDUC 7

Course Title : Developmental Reading
Course : The course sharpens the teacher’s reading proficiency Prepared by: FE T. CANOY
Description in preparation for the introduction to the nature of the Faculty
reading process
Checked/ CARLITO B. BALANDRA, Ph.D
Reviewed by: Chair, Teacher Education Program
Course Credit : 3 units
Prerequisite :
Contact Hours/ : Approved by: ROLEEN B. MOLEÑO, Ed.D
Week Dean, ITEIT

Lecture 3 hrs/week

Laboratory

SPAMAST VISION AND MISSION STATEMENT

VISION:
A leading institution of higher learning in the fields of aqua-terrestrial and technopreneurship responsive to the
development needs in Southeast Asia and beyond.
MISSION:
Imbued with sincerity, excellence, commitment and good leadership, the institution fervently carries out its functions to
provide high quality instruction, relevant researches, focused extension and self-sufficient production preserving cultural
heritage, addressing gender sensitivity and climate change.

PROGRAM OBJECTIVES

The graduates have the ability to:

1-5 (Common to all programs in all types of schools)

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

6-13 (Common to the discipline Teacher Education)

6. Demonstrate mastery of subject matter/discipline
7. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their
environments
8. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners
9. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices
10. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes
11. Practice professional and ethical teaching standards sensitive to the local, national, and global realities
12. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities
13. Exhibit competence in mathematical concepts and procedures.

14-21 (Specific to a sub-discipline and major in English)

14. Possess broad knowledge of language and literature for effective learning
15. Use English as a glocal language in a multilingual context as it applies to the teaching of language and literature
16. Acquire extensive reading background in language, literature, and allied fields
17. Demonstrate proficiency in oral and written communication
18. Shows competence in employing innovative language and literature teaching approaches, methodologies, and strategies
19. Use technology in facilitating language learning and teaching
20. Inspire students and colleagues to lead relevant transformative changes to improve learning and teaching language and
literature
21. Display skills and abilities to be a reflective and research-oriented language and literature teacher

22-23 (Common to graduates of a horizontal type of institution as defined in CMO 46, s. 2012)
22. Graduates of college are qualified for various types of employment and participate in various types of employment,
development activities, and public discourses, particularly in response to the needs of the communities one serves
23. Graduates of State Universities and Colleges (SUCs) must have the competencies to support “national, regional and local
development plans” (RA7722).
 SPAMAST GRADUATE ATTRIBUTES
(A SPAMAST Graduate shall possess. . .)

Professional competency

Critical thinking skills

communication skills

and interpersonal skills

Entrepreneurial skills

global competencyUniversal outlook and

responsiveness and Socio-cultural,

InnovativenessCreativity and

learningCapability for life-long

gender sensitivity environmental

Leadership, teamwork
Language and
PROGRAM OUTCOMES

1. Articulate and discuss the latest developments in the specific field of

practice. (PQF level 6 descriptor)
2. Effectively communicate orally and in writing using both English
and Filipino
3. Work effectively and independently in multi-disciplinary and
multicultural teams. (PQF level 6 descriptor)
4. Act in recognition of professional, social, and ethical responsibility
5. Preserve and promote “Filipino historical and cultural heritage”
(based on RA 7722)
6. Demonstrate mastery of subject matter/discipline.
7. Facilitate learning using a wide range of teaching methodologies and
delivery modes appropriate to specific learners and their
environments.
8. Develop innovative curricula, instructional plans, teaching
approaches, and resources for diverse learners.
9. Apply skills in the development and utilization of ICT to promote
quality, relevant, and sustainable educational practices.
10. Demonstrate a variety of thinking skills in planning, monitoring,
assessing, and reporting learning processes and outcomes.
11. Practice professional and ethical teaching standards sensitive to the
local, national, and global realities.
12. Pursue lifelong learning for personal and professional growth
through varied experiential and field-based opportunities.
13. Exhibit competence in mathematical concepts and procedures.
14. Possess broad knowledge of language and literature for effective
learning
15. Use English as a glocal language in a multilingual context as it
applies to the teaching of language and literature
16. Acquire extensive reading background in language, literature, and
allied fields
17. Demonstrate proficiency in oral and written communication
18. Shows competence in employing innovative language and literature
teaching approaches, methodologies, and strategies
19. Use technology in facilitating language learning and teaching
20. Inspire students and colleagues to lead relevant transformative
changes to improve learning and teaching language and literature
21. Display skills and abilities to be a reflective and research-oriented
language and literature teacher
22. Graduates of college are qualified for various types of employment
and participate in various types of employment
23. Graduates of State Universities and Colleges (SUCs) must have the
competencies to support “national, regional and local development
plans” (RA7722).
 COURSE OUTCOMES
At the conclusion of the PO PO PO PO PO PO PO PO PO PO PO PO PO PO PO PO PO PO PO PO PO PO
course, the students will be 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
able to:
At the end of the semester,
the students should be able
to:
 Develop the ability to
discuss reading in
positive ways
 Explain reading as
physiological process,
cognitive process,
communication process,
skill, psycho-social
process, and process of
development
 Analyze the questions in
a discourse
 Demonstrate
independent
comprehension ability

LEGEND:
I-INTRODUCED (The student get introduced to the concepts/principles)
P-PRACTICED (The student practices the competencies with supervision)
D-DEMONSTRATED (The student practices the competencies across different settings with minimal supervision)
COURSE PLAN
COURSE TEACHING AND
TIME ASSESSMENT RESOURCES
STUDENT LEARNING OUTCOMES CONTENT/ LEARNING ACTIVITIES
FRAME TASKS (ATs) NEEDED
SUBJECT MATTER (TLAs)
Week 1 At the end of the lesson, the students SPAMAST’s Vision, Interactive Discussion  Oral  DLP
will be able to: Mission and Core Recitation
 recall the Vision, Mission and Core Values by Pair/
Values of the institution; and Triad/
 appreciate the importance of Vision, Classroom Policies Group
Mission and Core Values of the
institution. Grading System
 Be oriented on the Classroom Policies
and Grading System
Week 2  Define and explain what is reading Preview on Reading Think-Pair-Share (TPS)  Oral  DLP
 Improve impression about reading  Defining Recitation  Rubric
 Develop the ability to discuss reading reading by Pair/
in positive ways Triad/
 Acquire motivation to improve reading Group
Interactive Discussion
skills  Individual
Writing Taks
Filling up the Chart: Yes
or No

Week 3  Acquire appreciation of the wondrous History of Reading Brainstorming  Individual

origin of reading Research
 Develop ability to highlight the epic Brief discussion and Writing
periods that gave us reading today Task
Group Work

Week 4-  Explain reading as physiological Reading as: Brainstorming  Differentiat  Manila

5 process, cognitive process, 1) Physiological ed Activity Paper
 communication process, skill, psycho- Process Jigzaw Puzzle (group  Reflection  Pentelpen
social process, and process of 2) Cognitive discussion)  Pen and  24 index
development Process Paper Test cards
 Appreciate the wondrous process of 3) Communication
Interactive Discussion
reading Process
 Become familiar with the levels of 4) Skill
reading comprehension 5) Psycho-Social
 Understand the close relationship Process
between reading and language 6) Process of
 Apply the skills ladder in lesson Development
planning
 Broaden awareness of the impact of
reading to the world
 Have a clear grasp of the concept of
developmental reading
Week 6  Develop awareness on factors that  Obstacles to Self Assesment: What are  Research on 
may affect the student’s reading Reading the challenges I faced in the
abilities  Selective Reading reading? obstacles
 Value the role of teachers in the faced by
development of students’ reading Reading
Interactive discussion
ability Teachers
 Respond to class-assigned reading, as and their
a challenge not an imposition Freetalk solution

Week 7  Appreciate the importance of reading  Reading Free Talk or Quescussion  Reading  DLP
 Value the importance of reading Comprehension Comprehension  Reading
Test
comprehension  Speed Reading Interactive Discussion Test w/
 Explain the types of reading questions
comprehension
 Regard reading as an art form
 Apply suggested reading technique in
reading comprehension

Week 8  Discuss the theories on teaching  Theories on Picture Analysis  Conduct 

reading Teaching Reading survey on
  Compare and contrast top-down 1) Top-down K-W-L Chart which
approach and bottom-up approach approach reading
 Analyze reading text in consideration 2) Bottom-up Group discussion and approach is
of the different theories and model on approach preferred by
presentation
teaching reading 3) Interactive students
 Construct meaning from literary texts Reading Model and why
4) Literary Interactive Discussion  Pen and
Appreciation Paper Test
Skill Group Activity
MID-TERM EXAMINATION
Week 9-  Enhance scanning skills  Reading for Reading Activity  Literary 
10  Increase reading achievement Specific Purposes Analysis
 Synthesize author’s ideas 1) Reading for Interactive discussion  Reflection
 Heighten awareness of the structure Information Paper
of literary selections 2) Reading for
Group activities
 Enhance appreciation of stylistic Appreciation
options and Enjoyment
 Analyze the questions in a discourse 3) Reading for
 Distinguish important issues in an Critical
argumentative discourse Understanding
 Identify connections between 4) Reading for
arguments Study
 Apply study skills for more learning
Week  Demonstrate understanding of  Applied Reading Interactive discussion  Pen and 
11 vocabulary words in context Skills Paper
 Improve word power and sense of 1) Vocabulary Reading Activities activities/
style and form Skills tests
Week  Generate meaning from the text 2) Comprehension Interactive discussion  Reading 
12-13  Enhance ability to answer Skills Comprehension
comprehension questions activities/
Reading Activities
tests

Week  Demonstrate independent 3) Study Skills Note Taking Task  Pen and 
14-15 comprehension ability Paper Test
 Improve ability to retain text material Organizing Notes taken
  Show hierarchal relationships of
associated concepts Group Reporting on the
use of graphic organizers
to improve Reading Skills
Week  Develop reading material in relation to Develop Reading Conduct reading tutorial  Reading 
16-17 their field of specialization Material/Module Material/
 Conduct reading tutorial using Module
developed reading material  Pre-test and
Post-test
result with
pictorial
FINAL TERM EXAMINATION
 COURSE REQUIREMENTS GRADING SYSTEM CLASSROOM POLICY
(List all requirements) Written Tasks - 30% Attendance is counted from the first day of regular classes
 Attendance Reading Module - 10% regardless of the date of the student’s enrolment thus classes
 Journal Performance Tasks- missed due to late enrolment shall be considered absent
 Book Review (Class 30%
Reading Challenge) Major Examination- 30% A student who has incurred absences of more than 20% of total
 Develop and Conduct TOTAL - 100% class meeting in a given time shall not be given credit for the
Reading course or subject
Material/Module (in
connection to field of Final Grade = Subjects with or without laboratory and more than 3 units
specialization) subjects is as follows:
 Major Exams MTG+ FTG Any subject meeting 1 x a week = 3 absences max. = 4 absences
× 100
2 over cut
Any subject meeting 2 x a week = 7 absences max. = 8 absences
over cut
Any subject meeting 3 x a week = 10 absences max.= 11
absences over cut
Any student who exceeds the prescribed maximum numbers of
cuts for a particular subject is considered dropped, and shall
receive a corresponding remark in the Report of Grades of
DROPPED for the semester regardless of his performance in the
class as of the date of debarment.
Note: Other classroom policies, please refer to the student
handbook
SUGGESTED READINGS AND REFERENCES Counterchecked by:
Villanueva, A. and R. Delos Santos (2008). Developmental Reading 1. Quezon
City: LORIMAR Publishing, INC. (Teacher’s Personal Copy)
Bernardez, E. (2007). Developmental Reading 1. Manila: Mindshapers Co., Inc. JASSEN FE C. CABALQUINTO, RL
Librarian