OUR LADY OF FATIMA UNIVERSITY

CED-090-13-01

OLFU VISION

To improve man as man by developing individuals through a legacy of excellent education and compassionate value formation.

OLFU MISSION OLFU CORE VALUES

The noble dictum “improving man as man” embodies the existence of

Fatima Medical Science Foundation and Our Lady of Fatima University
as educational institutions dedicated to the holistic formation of men and
women imbued with the necessary skills, virtues and academic
development. To achieve this end, the university aims to:
· Commit itself to the service of society through quality
education;
· Develop the capabilities of individuals in order to maximize
their potentials;
· Nurture future professionals with the requisite academic
foundation and conventional skills so as to mold them into highly-
respected leaders and members of society;
· Respond effectively to the changing needs and conditions of
the times through continuing professional education and research;
· Inculcate social awareness through community outreach
program;
· Imbue a deep sense of nationalism and pride in our Filipino
heritage;
· Uphold virtues of truth, justice integrity, compassion and faith
in God.
Through innovative learning strategies focused on stong and
updated academic foundation with enhanced industry skills
and experience, a graduate of OLFU is expected to be an
ACHIEVER. In the community and in the workplace, an
OLFU graduate will be known as a person who:
A – Aspires To Do His Best
C – Is Credible And Compassionate
H – Is Hardworking And Honorable
I – Is An Inspiration To Others
E – Is Efficiently Entrepreneurial And Employable
V – Is A Visionary
E – Is Ethical And Has Excellent Work Habits
R – Is Responsible

PROGRAM MISSION
PROGRAM VISION

The College of Education commits itself in producing high performance

The College of Education envisions itself to be one of the
level of teacher graduates who can teach across different learning areas
country’s leading teacher- training institutions in developing
and shall take into account the students and the community welfare
globally competitive, committed, and accountable educators.
towards a humane, progressive and responsible citizenry for the country
and for the world.

PROGRAM EDUCATIONAL OBJECTIVES (PEO) PROGRAM OUTCOMES (ATTRIBUTES)

A graduate of BEEd/ BSEd is expected to:

1. demonstrate competence in teaching through the utilization of a 1. Manifest essential competence in teaching;
wide range of teaching strategies in their areas of specialization;

2. implement innovative and appropriate educational materials and 2. Employ creative and novel learning activities and
learning activities to ensure high quality instruction to diverse types materials suitable to the needs and interests of the
of learners from different learning environments; learners and their community;

3. engage in continuous personal and professional activities, as well 3. Participate in seminars, workshops, and research
as research, for the enhancement of his/her role as facilitators of activities for their personal and professional growth as
the learning process; teachers;

4. demonstrate and practice the professional and ethical requirements 4. Adhere to the ethical standards of the teaching
of the teaching profession for better and efficient fulfillment of their profession;
mission as teachers; and

5. engage in and lead socio- civic activities in the promotion of an 5. Take lead in valuable civic and social services in
educated society. the community through educational programs.
 COURSE SYLLABUS
DEVELOPMENTAL READING 2

COLLEGE EDUCATION
COURSE DESCRIPTION
This course focuses on the theories, techniques, and materials in
Major in Early teaching beginning reading and their applications.
DEPARTMENT
Childhood
COURSE EXPECTED OUTCOMES (CEO)
COURSE CODE EDUC 4222
1. Understand the theories of emergent and early literacy
2. Experience through immersion in an early literacy environment
DESCRIPTIVE Developmental
TITLE Reading 2 3. Critique, construct, implement, materials for early reader using four-
pronged approach in teaching beginning reading
PREREQUISITE (S) NONE
4. Develop competence and confidence in young children to read and write
5. Apply all the competence learned through lesson planning and proper
CREDIT UNIT (S) 3 units
execution of the lesson

CONTACT HOURS
Lecture: 3 Hrs
PER SESSION:

ALIGNMENT OF COURSE OUTCOMES (CO) WITH PROGRAM OUTCOMES (PO)

UO DESCRIPTION CO1 CO2 CO3 CO4 CO5

1 Understand the theories of emergent and early literacy

2 Experience through immersion in an early literacy environment

Critique, construct, implement, materials for early reader using four-
3
pronged approach in teaching begging reading
Develop competence and confidence in young children to read and write
4

5 Apply all the competence learned through lesson planning and proper
execution of the lesson

COURSE COVERAGE PRELIMS

TEACHING-LEARNING
ASSESSMENT TASKS (AT)
UNIT EXPECTED COURSE ACTIVITIES (TLA) RESOURCE
WEEK
OUTCOMES (UEO) CONTENT ASSESSME S
TEACHING LEARNING TOOL
NT
o
COURSE o OLFU
ORIENTATION VMV o Did o Lec o Se o R o St
o Organize o PEO, actic ture lected ubric s udent
information CEO
extracted from
o Dis Respons o An handbook
o Course e (MCQ) o Co
documents cussion swer Key
outline o Se urse
read o Course
1 o orientation lected syllabus
Descrip Respons
o tion e(MCQ)
o Course
Outline
o Se
o Grading lected
response
System
(MCQ)
o Course
Policies
 o Se o An o Re
Demonstrate the UNIT I: o Did  Discussio lected swer key ference
ability to use THEORIES OF n
strategies to develop
actic response o ru Material
READINGAND  lecture
vocabulary. brics
WRITING IN
Students will EARLY YEARS
demonstrate the ability A. Characteristics
to use strategies for of emergent and
comprehending texts. early reader
Students will B. Learning
2-3 demonstrate the ability theories that
to apply critical support early
reading strategies to literacy
construct meaning development
from text. C. Promoting
early literacy
D. Early literacy
behaviors
E. Reading
readiness
Demonstrate the UNIT II: THE Demonstratio o Lec o D o R o Re
genuine love for FOUR n ture esign ubrics ference
reading PRONGED
Construct correct and APPROACH IN Inductive
o Dis paper material
applicable objective/s, READING Method cussion o Le
material, motivation, INSTRUCTION sson plan
and procedures in A. history,
developing reading rationale and
Present the sample philosophy
lesson plan in front of B. Overview and
the class Objectives
. C. Developing a
genuine love for
reading (GLR)
1. Objectives and
4-5
rationale
2.The Rationale
3. Writing
Objectives
4. Pre- reading
activities
a. unlocking of
difficulties
b. motivation
5. During Reading
activities
a. the art of
story reading
b. developing
reading skills.

6 PRELIMINARY EXAMINATION

TEACHING- UNIT
ASSESSMEN
UNIT EXPECTED COURSE LEARNING RESOURCE EXPECTED
WEEK T TASKS WEEK
OUTCOMES (UEO) CONTENT ACTIVITIES S OUTCOMES
(AT)
(TLA) (UEO)
Developing Critical and Developing critical o Ind o Thi Group o R o Re
Creative thinking Skills and creative uctive nk-pair Presentation ubrics ference
thinking skills o De share o An Material
Matching
(CT) ductive o Lec
type swer key
ture
1. Objective and o Dis
rationale cussion
2. Post-reading
activities
a. Overview of
framework
b. Discussion
7 of Techniques
c. Engagement
activities
d. The
reading-writing
connection
i. Invented
spelling
ii. writing
letter
iii.
Conventional
writing
 Make use of grammar E. Grammar and o Dis Lecture Presentation o R o Re
and oral language Oral Language covery discussion ubrics ference
development in lesson development
planning and direct
o Proj material
(GOLD) ect method
instruction
1. objectives
and rationale
8 2. The lesson
plan
3. Direct
Instruction in oral
language
4. direct
instruction in
grammar
F. Transfer stage Demonstratio o Lec o bi o R Referenc
(TS) n ture nary ubrics e Material

Writing a
o Gui o An
1. Objective ded study Presentation swer key
and rationale lesson plan
2. the reading
o dis
act cussion
3. systematic
phonies
Demonstrate instruction in
9 differentiated instruction English
through lesson planning 4. skill
and execution development in
vocabulary
5.
differentiated
instruction
10 6. The le4sson
plan
11 G. The intangibles
of teaching

H. individual
lesson planning

12 MIDTERM EXAMINATION

Know the actual o Did Reflective Demonstrati o R

scenario in the actic on ubric s
classroom and some of
the problems the teacher Apprenticeship Referenc
13
might encounter. e material

Experience the real Practicum Inductive Reflective Actual o R o Re

world of teaching teaching ubrics ference
14
material

17 FINAL EXAMINATION

TEXTBOOKS
 Joven, Jose Romero ( (2016) Development of Writing and Reading Skills: The Critical and Creative Thinking Approach.
Mandaluyong City: Books Atbp. Publication.. F 808.066 J82 2016,c9
Estacio, Ma. Joahna M. (2016) Developing Reading and Writing Skills. Quezon City: The Phoenix Publications. F 808.0499211
E8 2016,c4
Sharratt, Lyn (2016) Leading Collaborative Learning Empowering Excellence. California: Sage. 371.395 S2 2016, c5
Colton, Amy ( 2016) The Collaborative Analysis of Student Learning: Professional Learning That Promotes Success For All.
Thousand Oaks, CA. Corwin. 371.264 C72 2016,c4.
Bernardo, Alejandro Sapitan (2015) Developmental Reading 2. Manila: Rex Book Store. F 418.4 B45 2015, c1
Lim-Borabo, Milagros (2015) Interactive and Innovative Teaching Strategies 1: A Resource Book for 21 st Century Teachers.
Quezon City: Lorimar. (F 371..102 B64 2015, bk. 1,c4
Ashmore, Lyn Ed. (2015) Learning Teaching & Development: Strategies for Action. Los Angeles: Sage. 378.17 L47 2015, c2

ALIGNMENT OF TEACHING LEARNING ACTIVITIES (TLA) WITH COURSE EXPECTED OUTCOMES (CEO)
CEO CEO
NO TEACHING CEO2 CEO4 CEO5
1 3
1 DIDACTIC - Educator tells the facts, concepts, principles and generalizations X X
INDUCTIVE - Educator facilitates; Learner arrives at the facts, principle, truth or
2 X X X X X
generalization
DISCOVERY - Educator facilitates; Learners are tasked to synthesize thoughts to
3 X X X
perceive something not known before
REFLECTIVE - educator facilitates; learners continually learn from their own
4 experiences by considering alternative interpretations of situations, generating X X
and evaluating goals, and examining experiences
CEO CEO
NO LEARNING CEO2 CEO4 CEO5
1 3
1 LECTURE - Communicating information to audience X X X X X

DISCUSSION - encouraging application of learning materials and soliciting

2 X X X
feedback
CASE STUDY - Evaluating a situation and incident through analysis beyond
3 X X X X
interpretation of facts

ASSESSMENT TASK (AT) AND TOOLS WITH COURSE EXPECTED OUTCOMES (CEO)
NO ASSESSMENT TASK (AT) CO1 CO2 CO3 CO4 CO5

1 SELECTED RESPONSE (MCQ) X X X X X

2 LITERATURE REVIEW X X

3 PRESENTATION X X X X X
CEO CEO
TOOL CEO2 CEO4 CEO5
1 3
1 ANSWER KEY X X X X X

2 RUBRIC X X X X X

ASSESSMENT WEIGHTING: HOMEWORK, WRITTEN REPORTS AND PAPERS

Homework and Assignment

(Number for the entire semester, submission mode and weight)
Particulars:

Students are required to submit a written report by the end of the prelim period and midterm
Written Reports, Concept Paper, Video
period. And by the end of the final period, a video presentation is an academic requirement
presentation, Collage making
which is equivalent to 50% of his final period grade.

GRADING SYSTEM
The final grade of the student is interpreted as shown on the table below:

ABOV 74.00
95.00 – 89.00 – 83.00 – 80.00 - 76.00- 75.0
AVERAGE E 92.00-94.00 86.00-88.00 and
97.00 91.00 85.00 82.00 79.00 0
98.00 below
FINAL
1.00 1.25 1.50 1.75 2.00 2.25 2.50 2.75 3.00 5.0
GRADE

FDA (Failure due to Absences) UW (Unauthorized Withdrawal) INC (Incomplete)

AW (authorized withdrawal NFE (No Final Examination
Lecture Prelims (20%) Midterms (25%) Finals (25%) Quizzes (20%) Research (5%) Attendance (5%)

OTHER IMPORTANT INFORMATION

OTHER COURSE POLICIES

All exercises and requirements for the course are to be complied by the students as part
STUDENTS COURSE PORTFOLIO of their portfolio and must be made available for inspection by the instructor before the
end of the semester
LANGUAGE OF INSTRUCTION ENGLISH

Per Section 1551 of CHED’s Manual of Regulation for Private Educational Institution, a
student who has incurred absences more than twenty percent (20%) of the total number
ATTENDANCE
of school days shall not be given credit to the course regardless of class standing. For
further provisions of the said policy, please refer to the OLFU Student Handbook.

COURSE CONSULTATION SCHEDULE

COURSE REVIEW AND ENHANCEMENT Chair: Dr. Rommel Maglaya,
MEMBERS Members : Mrs. Clarita dJ Tanghal, Dr.Magdalena S. Daria

PREPARED: ENDORSED: APPROVED:

MS. MARY JANE MERCIALES MRS. CLARITA DJ TANGHAL DR. ROMMEL MAGLAYA
Faculty Program Coordinator Dean, College Of Education
DATE: __________________ DATE: ________________ DATE: _______________