Republic of the Philippines BULACAN AGRICULTURAL STATE COLLEGE Pinaod, San Ndefonso, Bulacan INSTITUTE OF EDUCATION, ARTS AND SCIENCES, VISION ‘The Bulacan Agricultural State College as an outstanding higher education institution in the nation with its provision of affordable and excellent education MISSION ‘The Bulacan Agricultural State College shall strive for excellence in Agriculture and other allied disciplines. It shall provide for and address ever-changing edlcational needs and services for those geeking to expand their {intellectual horizons, It shall address national and intecational issues and be established as a major presence and contributor ‘othe progress ofthe global community INSTITUTE OF EDUCATION, ARTS AND SCIENCES ‘Educate and train globally competent and service-orcated professionals in education, ats with vitues and principles Conduct more relevant and responsive programs in research and eXtension to enhan and disseminate research findings to promote viable technologies in education, Prepare professionals fo responsible leadership and for innovative and v BACHELOR OF SECONDARY EDUCATION Enable leaning opportnits using a wide range of cthodolo theron scone el esis necator Apply shils inthe development and utilisation of ICT 4 pointe quali practi, : Exhibit a varie of dhinking skills in planing, mentoring as outcomes «Practice professional and tical teaching standards senso the Purse elon earning. for personal and profesional gro opportune v Suppor current thrusts ofthe National Government bytes development, wail "and gon calli emo rican eras - Express the rootedness of education in philosophigal, s0cio- context ~ BACHELOR OF ELEMENT Develop the students ndentanding ofthe nature ofthe plasically mentally, emotionally and soll through relevant program and field studies. Assist the students in appreciating the value of collaborative ‘extension activites, Practice professional and ethical teaching standards sensitive to Parsue lifelong learning. for personal and professional yrowth thro ‘opportuniis Support current thrusts of the National Government by integrating pro development, multicultural and gender equality, environmental edu curricular acas [Expres the rootedness of education in philosophical, socio-cultural, historical, psycho contest. ‘CORE VALUES —— BASC CARES ‘The Bulacan Agricultural Sate College’s vision and mission will be pursued using the following core values as ‘guiding principles: ‘Commitment ‘We commit to work with the best of our abitines and with a sense of responsibilty forthe _general welfare and advancement of the College; We advocate w achieve holistic excellence by eicing personnel 's and students best potentials: We pursue relevant, proactive and responsive research undertakings in comsonance with the ‘national development goals; We uphold the provision of affordable but excellent education in keeping, with national and gl educational trends and standards; and nmon to all programs in all types of schools) pmeaisin the specifi eld of practice ting using both English and Filipino mal-iseplinry and rl-cultrl teams to che discipline, Teacher Education) to larger historical, socal, ultra and political processes ig methodologies in various types of environment. for diverse learno son materials development, instrwotional delivery an les . Planing, ills ‘elementary level to enkance teaching and leaming, rocedures lo measure elementary learing outcomes ‘of the development of adolescent learners ledge of various eaming areas inthe secondary curriculum. ‘appropriate tothe secondary level to enhance teaching and leaning, miplement assessment tools and procedures to measure secondary learning outcomes.COURSE SYLLABUS Second Semester, 2017-2018 Course Code Edue 130 Course Title Developmental Reading | Course Description The course deals with the review of theories and study of techniques and approaches in teaching beginning reading. It provides learning opportunities for the students to be able to explain the nature, major principles, approaches, strategies, techniques, skills and theories in reading. The course sharpens the teacher's reading proficiency in the preparation for the introduction to the nature of the reading process Credit Unit 3 Units Prerequisite none Contact Hour 3 hours lecture/week = 54 hours Course Outcomes At the end of the course, the students must have: 1. practiced the concept of the vision, mission, goals, & objectives of the college to achieve excellence in education; 2. explained the various definitions of reading and tenets they have in common according to views of different authors; 3. determined the factors that affect reading comprehension to find out what causes reading disabilities; 4. identified the existing developmental reading program of the different institutions; 5. matched appropriate reading strategies to each reading situation; 6. read critically to determine the levels of comprehension; 7. developed a word bank or vocabulary as predictor for effe 8. interpreted reading texts using the reading techniques; 9._ interpreted expository text and essay and 10. used figurative language and idiomatic expression in creating poems learning; Learning Activities Problem Solving, Computer Assisted, Cooperative Learning, Research-based Learning, Reciprocal Teaching & Informal Creative Groups Values Integrated Open- mindedness, Creativity, Patience & Resourcefulness Professor/Instructor ANALIZA A. VENDICACION; NORELLINE S. GABAS. Course BSE 3 ENG A & B; BSE 3 PHYSICAL SCIENCE ® Institute of Education, Arts and Sciences Page 1 of 9COURSE OUTLINE ~ Time Content/Subject Matter Time Frame Frame in (in weeks) i eceeegaeeentitisssetote i __weeks) ae HE eek 1t0| A. Introduction Week 9 |G. Developmental Reading Program 2 1 History of the Institute and BASC, to 12 1, Developmental Reading Behaviors 2. Vision, Mission, goals and objectives of BASC. 2. Components of a Balanced Literacy Program 3.Orientation and discussion about the course. H. Reading Models B. Reading 1, Bottom-Up 1. Definition of Reading 2. Top-Down 2. Views of Reading of different Experts 3. Interactive Reading C._ Significance of Reading 1. Emerging Reading Models 1. Importance and Advantages of Reading, J. Comprehension and Levels of Comprehension 2. Skills required in Proficient Reading, 1. Indicators of Leamer’s Reading Comprehension 2.1 Phonemic Awareness 2. Comprehension Levels 22 Phonics 3. Cognitive Factors that Affect Reading 23° Fluency Comprehension 24 Vocabulary K. Reading Comprehension Strategies fesse IH 2.5 Reading Comprehension See serena Week 3 to, D. Factors Affecting Reading Power Week 13] L. Expanding Vocabulary oe 8 1. Factors Affecting Reading Comprehension to 18 1. Facts about Vocabulary Acquisition 1.1 Physical and Clinical Factors 1.2 Predictors of School Entry 1.3. Acquired Knowledge of Literacy 1.4 Family-based Risk Factors 1.5 Neighborhood, Community and School-based Factors E, Developmental Reading Stages 1. Pre-Reading/ Reading Readiness 2. Initial Reading! Decoding 3. Fluency 4, Reading for Learning the New Stage 5. Multiple Viewpoints Stage 6. Construction and Reconstruction Stage F. Stages of Reading Process and Major Stages of Reading Skills Development 2. Vocabulary Leaming Strategies M. Ways of Building Vocabulary N. Reading Techniques 1, SQ3R 3. Summarizing Expository Text Essay Figurative Language Idiomatic Expression Informal Reading Assessment Philippine Informal Reading, Inventory AeRZORO ® Institute of Education, Arts and Sciences Page 2 of 9Learning Plan © acquired motivation to improve reading skills 2. Skills roquired in Proficient Reading, 2.1 Phonemic Awareness 2.2 Phonics 2.3 Fluency 2.4 Vocabulary 2.5 Reading Comprehension Teaching and Learning | Assessment Task | Resource | Time Frame ‘ Activities (TLAs) Materials |————— Desired Learning Outcome (DLO) Course Content/Subject Matter CTAS) (ATs) perreecey| ales At the end of the course, the students must have: 1. Introduetion a ate oo oe oe ‘© Practiced the concept of the vision, 1. History of the Institute and | Question-general strategies | Oral Recitation mission, goals & objectives of the college BASC, to achieve excellence in education, Laptop me Sea 2. Vision, Mission, goals and ep | hows objectives of BASC, ail Projector | 3. Orientation and discussion about \ the course. eee SaeeaaeeaareeraEeE TL Reading Scie ee = * explained the various definitions 1. Definition of Reading Reciprocal Teaching ‘Oral Recitation Reference: 4-5 SS 2. Views of Reading of different | Use PowerPoint presentation | Making a Flowchart | 00K | hours according to views of different authors et icles ae ‘Visual Strategies ojector IL, Significance of Reading eee Quizzes bid seu * improved impression about reading 1. Importance and Advantages of i" Laptop Reading Dimensional question approach Chalkboard Institute of Education, Arts and Sciences Page 3 of 9 |een ae IV. Factors Affecting Reading Power a © determined the factors that affect reading | 1. Factors Affecting, Reading Discussion 23 prehension to fin Comprehensi s panel id out what causes comprehension Pox Teaching hours metiaiai 1.1. Physical and Clinical Factors Ff Cooperative Learning 12.P ¥f School Ent ae eae Use PowerPoint presentation 3. Acquired Knowledge of Lit oe eae en OC ere Interactive Learning, 1.4. Family-based Risk F fee acitatd Sharing of Research Studies 1.5.Neighborhood, Community and School-based Factors ~~) V. Developmental Reading Stages a ani 7 aha 7. Pre-Reading/ Reading Readiness Elaborate Schematic Laptop | 5-6 8. Initial Reading/ Decoding Discussion Diagram cpa || ee ee © enumerated the stages in reading skills 9. Fluenoy Informal Creative Groups ‘Comprehension pragcone jevelopmer k a ceo 10, Reading for Learning the New Brainstorming oo Cetiod s oat Panel Discussion ec 11. Multiple Viewpoints Stage sey reeaey Book 12. Construction and Reconstruction Strategies Stage VI. Stages of Reading Process and Major Stages of Reading Skills Development © identified the existing developmental |~ VIL Developmental Reading Performance Hand outs [3-4 | racing pognm of te cist Program Activities ut hours on 1._Developmental ReadingCooperative Learning (Oral Examination 2, Components of a Balanced | Research Assignmenv/Data Literacy Program Gathering : ee Vil. “Reading Models "| Dissemination of Information Chalkboard 7 through Oral Reading, matched appropriate reading strategies to 1. Bottom-Up e . Venn Diagram LeD. 23 reading situation | Leoture Gs rh eaneeete 2. Top-Down See Research Activities | Preleetor | hours s Interactive Exercise enhanced knowledge on the top-lown payee active Exer TTeavhased Question | -*™P approach ee IX. Emerging Reading Models obtained different views on top-reading eee ‘model analyzed written text zm X. Comprehension and Levels of | a zn 7 saaaineiiail ‘Tandem Teaching Comprehension 6-7 1. Indicators of Leamer’s Readit Check with Affective hours read critically to determine the levels of capensis tsa Use of PowerPoint Cuan Lop as comprehension presentation Projector 2 C Levels: Midterm E: Comprehension Canaan tie idterm Exam ee 3, Cognitive Factors that Affect (CAL) oe Reading, C fn out rare Cooperative Learning/Peer XI. Reading Comprehension Strategies Teaching, — Expanding Vocabulary “Dimensional Question Quizzes Charts fn Approach developed a word bank of vocabulary as 1. Facts about Vocabulary m1 Vocabulary Chalkboard | 6-7 predictor for effective learning Acquisition Brainstorming Searching ea ae ur 2. Vocabulary Learning Strategies Buzz Session Filling ont of Tables Informal Creative Groups examined word meanings through | XIII. Ways of Building “Interactive Learning Web-a word Game | Chalkboard : ona different ways of building vocabulary Vocabulary ‘Comprehension LeD1 Affixes ‘Team Building Projector | hours 2. Antonyms Cooperative Learning, Laptop 3. Synonyms Dimensional Question Reference ‘Approach 4. Context Clues — Book interpreted reading texts which reflect XIV. Reading Techniques Reciprocal Teaching ‘Quizzes | Chalkboard | 5-6 hour Seed) eet: ork otis a 1, SQ3R ‘Question-Generation Written Output | Hand outs. | "OS environmental awareness using the Seal reading techniques; 2. Making Conclusions * Hi Group Presentation 3. Summarizing ‘© interpreted expository text and essay XV. Expository Text ‘Analyzing narrative and Interpreting essays | Reference | - i t -xpository text id expository text shiny et ee (8 (cet ae ae expository texts and expository eer |e Story sharing activi sees written | Mus Free reading activities Materials ‘© used figurative language and idiomatic | XVI Figurative Language Use PowerPoini Presentation | Writing a Poem 7 ae wl z reson in, cereming “poems WHEN! Xv Idiomitie Expeeasion Interpreting Figurative Summative Test | Prelesor | 15 shows good values, work ethies and Tae ieee environmental awareness. iia Brainstorming Hand outs Role Playing/Talk Show eae = XIX. ‘nformal Reading Interactive Learning Quiz Bowl Method 127 et ‘Team Building Collaborative ae Li Activities Cooperative Learning Teeatati L i a Dimensional Question He see ee Institute of Educati , Arts and Sciences Page 6 of 9 |‘Approach Inventory (PHIL-IRI) x. ‘Philippine informal Reading Reciprocal Teaching Question-Generation Strategies Group Presentation Venn Diagram) Phi-IRT Research Activities | Mam! Testased Question | '°P Projector Laptop Hand outs 12 hours “Course Requirements and ba of computation of grades A. Grade will be computed based on the following criteria: Attendance Assessment Tasks Oral Report / Written Report’ Oral Participation (Assigned Topic) Projection ‘Term Exam B. Grading Scale 97-100 94-96 91-93 88-90 85-87 82-84 _ 79-81 16-78 15 4 73 below 1 125 1s 1S 2 2.25 25 2.75 3 4 (Conditional Failure) 5 (Failed) 5% 10% 25% 30% 30% 100% Institute of Education, Arts and Sciences Page 7 of 9Class Policies Wearing of the prescribed Uniform, ID is a must and putting of haimet for girls is also a must. 2. Punctuality must be observed. One tardiness is equivalent to I absence. A student is considered absent when he/she comes to class 15 minutes after the start of a 1 % or 2 hour class or 10 minutes of a 1 hour class. A student who has 7 ACCUMULATED ABSENCES will be considered DROPPED. 3. Only those students who have approved/excused or valid absences may request for special projects or make-up activities; however proofs must be presented (excuse letter, medical certificate, police report ete.) |. The use of cell phones, I-pod and other gadgets is prohibited during class hours. Cleanliness and orderliness of lecture and laboratory rooms must always be observed. Vandalism must be avoided. In group activity, each group should have a laptop for the presentation of theit work, PLAGIARIZED activities, quizzes, exercises, etc. will automatically be marked ZERO. Dropping must be done before the midterm examination; otherwise a failing mark (5.00) will be incurred. Cutoff grade is 60%. Consultation Hours: Norelline Gabas Time: Wednesday- 1:00pm to 2:00pm Analiza A. Vendicacion ‘Time: Monday- 10:00am to 12:00an References: Aranda, M.R. R, Baraceros.E.L,and Vizconde, C.J (2011), Enhancing Reading and Thinking Skills of College Students, Espaiia, Manila: University of Santo Tomas Publishing House. Bemardo, A.S. (2009) Developmental Reading 1. Quezon City:Rex Bookstore, Inc. Santos, Lourdes; Forbes, Jaime M. (2010) Developmental Reading. Metro Manila: TCS Publishing House Villanueva, Aida S;,Delos Santos Rogelio L. (2008), Developmental Reading. Quezon City, Metro Manila:Lorimar Publishing Inc. Bernardo, A (2013). Developmental Reading 1. Quezon City, Philippines: Rex Publishing Websites: https://ditrcading, wordpress.com hutps:/vww.stevenescheer. com/artofreading, htm http://www k2reader.comv/the-relationship-between-reading-and-writing http://eduaction.stateuniversity.com/pages/1913/Developmental-Theory. html http://www ciera.or/libraryreports/inquiry-2/2-014/2-014.himl hetp://www-raedingrockets.org/article/what-works-fluency-instruction html http://www. readingrockets.org/article/informal-reading-assessments-examples Prepared by: | @ Institute of Education, Arts and Sciences Page 8 of 9 |Instructor | Reviewed by: urnnentSe DE JESUS Discipline Chair Noted by: ornusi¥. SILVERIO, Ph. D. DeanAEAS NORHLL Instruffior 1 ES. GABAS ® Institute of Education, Arts and Seiences Page 9 of 9