UNIVERSITY OF THE PHILIPPINES

College of Education
Division of Curriculum and Instruction - READING EDUCATION

EDR 221
Literature-Based Reading Programs
3 units

COURSE GUIDE

Course Description
Oh! The places you'll go!
You'll be on your way up!
You'll be seeing great sights!
You'll join the high fliers
who soar to high heights.
- Dr. Seuss

This is a course which will help you do all the above. Welcome to EDR 221! This is a course on using
children’s literature in a reading program. It aims for you to appreciate the wonders of literature and its
benefits in teaching reading to young people. You will personally experience these marvels as you read
different types of children’s literature and perform different learning tasks.

At a time when children would rather play with their gadgets than read, children’s literature shows us
that there is joy in reading. In a world where adults spew hate on each other, reading children’s books
reminds us that there is still beauty in life and hope in humanity.

Prerequisite: EDR 201/COI

Course Outcomes
After completing this course, you should be able to
1. discuss the benefits of children’s literature in reading and learning,
2. evaluate different types/genres of children’s literature,
3. analyze trends and issues in children’s literature, and
4. create a blueprint of a literature-based reading program for young learners.

Course Outline
The course will cover the following topics:

I. Hallmarks of children’s literature

A. Definition of children’s literature
B. Values of children’s literature
II. Selecting children’s literature
A. Genres/types of children’s literature
B. Guidelines for choosing children’s literature
III. Historical overview of children’s literature
A. Abroad
B. Philippines

1
 IV. Trends and issues in children’s literature
A. Abroad
B. Philippines
V. Essentials of literature-based reading programs
A. Philosophy/Underlying Assumptions
B. Materials
C. Instructional Emphasis
D. Benefits
E. Issues
VI. Designing and Planning Literature-Based Reading Programs
A. Philosophy of the Program
B. Steps in Design and Execution
1. Identifying the theme
2. Selecting the texts
3. Setting the goals and objectives
4. Developing the lessons
5. Making the assessment/evaluation tool/s
6. Organizing the logistics
7. Reflecting on the process

Mode of Delivery
Course Site
This course will be delivered remotely. Thus, for the most part, as a student enrolled in this course, you
will be studying on your own. The course has been designed and the materials and activities chosen
such that you will have guided independent learning throughout the semester. By default, our “classes”
will be conducted asynchronously in the University Virtual Learning Environment (UVLe) course site
(or any other viable platform for all concerned). Go to https://uvle.upd.edu.ph/login/index.php and
follow the instructions for logging in. Once logged in, you can enter the course site ________________
using this enrollment key: _____________.

In recognition of connectivity and health issues during this challenging time, there will be no
synchronous sessions for content “lectures” and similar input in this course. All required content will
be in the learning resources (print, audio, and video). However, I aim to regularly communicate with
you synchronously.

Communication Plan
I intend to communicate with you regularly through the means below.
• Synchronous Session
I will hold scheduled synchronous sessions with you, primarily for consultations, clarifications,
monitoring, feedback, levelling off, and similar forms of support, as well as special sessions
with guest resource persons for enrichment purposes (if any). These sessions will be conducted
on an individual, pair, small group, and/or whole class basis through Zoom (or any other viable
platform for all concerned), during a consensually agreed upon time, which may not necessarily
be the same as the CRS schedule for this course. When and where applicable and allowable,
these sessions will be recorded. The recording will be made available to you and the rest of the
class, for later or repeated viewing.

2
 • Course Site
I will post in the UVLe course site any announcements or updates relevant to the course, as they
come. These can be found in the Announcements Forum. I will also try to reply to your posts in
the Clearinghouse Forum and the discussion forums (DFs) within 72 hours, if my Internet
connection does not become problematic.
• Email
I will email you any relevant information, as needed. I will try to reply to your email within 72
hours, if my Internet connection does not become problematic.
• Viber
I will send updates, reminders, and any urgent messages to you through our class Viber group.
I will try to reply to your messages within 72 hours, if my Internet connection does not become
problematic.

If another mode, platform, or application is more viable to you, please inform me immediately so
I can act accordingly.
I highly encourage you to regularly communicate with your classmates and with me (your instructor),
not only to show support for each other but also to optimize your learning in the course.
Teaching Strategies and Learning Activities
This course uses strategies that seek to put you and your classmates at the center of the learning
process. Learning activities are designed based on this principle and are conducted in a manner that
will make you engage with the material, with your classmates (pair/group and class), and with me. As
the student, you are primarily responsible for your own learning. Evidence for this is demonstrated
to your peers and to me, through different course tasks/activities and requirements. When and where
possible, I have planned for the course activities to be experiential/hands-on, collaborative, and
interactive, to facilitate your learning and successful performance. (Please see the weekly study guides
for details.)
Assessment Strategies and Activities
Varied assessment strategies and activities are used to document learning achieved in this course. You
will get to assess yourself, and your classmates and I will assess you as well. Though not all activities
and outputs are necessarily scored and directly factored into your final grade, these are meant to
facilitate learning and/or self-reflection (e.g., Learning Log). After all, as somebody once remarked, in
learning (and in life in general), “not everything that matters can be counted, and not everything that
can be counted matters.” Thus, there are still course requirements (major processes/activities and
outputs) that will be graded, using corresponding rubrics. These are concrete ways by which it will be
determined how well you (and the rest of the class) have achieved the course outcomes. Much as I
would like for you and your classmates to simply learn and enjoy much, without thinking about grades
(especially during this challenging time), our formal educational system requires such numbers. Please
see the course requirement guides (especially the rubrics) for details.
Course Materials
To facilitate the teaching-learning process, I have prepared a course pack1 for you. This consists of the
following:
• course guide (which should be read first, in its entirety, before reading any other document),
• general study guide,
1
The original course pack used during the 1st semester AY 2020-2021 was reviewed by Prof. Ana Maria Margarita S. Salvador. The current one
is a revised version made possible by feedback from and consultation with EDR 221 students enrolled during the said semester.

3
 • weekly study guides (with at-a-glance overviews),
• activity guide,
• assignment guides, and
• learning resources.

As you can see in this document, a course guide provides you important information on the major
aspects of the course. A general study guide provides tips and suggestions on how you can make the
most of the learning resources. A weekly study guide tells you the learning objective/s or outcome/s,
procedure, and learning resources for topic/s and activities each week (or couple of weeks). An activity
guide provides details on a learning activity beyond individual study of content, beyond one
topic/lesson, and beyond one (or two) week(s). An assignment guide tells you the objective, task,
procedure, resources, submission date, and rubric for a major graded output in the course. Finally, the
learning resources are the materials (in text-based, audio, and video formats) that provide the content
that you need to help you complete the course activities and requirements.

Required text-based learning resources do not exceed 10 content pages each (excluding references),
while required audio/video clips do not go beyond 15 minutes each. (Optional resources may be longer
than the above, but do not go over 15 content pages [if in Word format] or 30 minutes.) You can access
all these materials in/through the UVLe course site. In addition, I am lending you a set of 101 hardcopy
local children’s books which you will return at the end of the semester. You may use these books in
some course activities and requirements. Please check if you have all the said course materials. If not,
please inform me immediately.

I highly recommend that you read each guide first before you read/watch/listen to any learning
resource, so that you have a clear idea on what lies ahead and what is expected of you. Start with this
Course Guide.

Study Schedule
The table below provides the calendar of course activities. It shows the weekly learning outcomes and
topics, as well as the learning activities and resources and assessment tools in connection to them. The
submission schedule of major course requirements is also indicated.

Please note that according to the UP Academic Credit Transfer System (ACTS), 1 academic credit
(unit) = 38-48 hrs of student workload (including 13-16 hours of academic instruction). Thus, 3
academic credits (units) = (a minimum of) 114 hours of student workload for the semester. Student
workload for a course is not limited to attendance in classes. It also includes study time before and after
each class, as well as time spent for assignments/projects/requirements and other course-related
activities outside class time.

With EDR 221 being equivalent to 3 academic credits (units) and this semester lasting 14 weeks
(excluding the Reading Week and Final Exams period), this translates to approximately eight (8) hours
of student workload every week. There are weeks that will be relatively “lighter” or “heavier” than
others. However, the course has been designed such that no specific topic-based weekly workload
exceeds six (6) hours (based on a conservative estimate). This is in consideration of the time needed for
major course requirements, which are accomplished across several weeks. (Please see weekly study
guides and assignment guides for details.)

4
Week/ Topic/s Learning Learning Learning Assessment
Date Resources Outcomes Activities
Week Welcome and Mrs. Magoo, n.d.; Describe the Asynchronous Answers/outputs
0 Introduction Padilla, 2020b; connection of Online in the learning
Feb. - Class Members Padilla & Agas, children’s books “personality” tasks/activities
24 to - Course Basics 2020; and reading to quizzes on
March Sweatpants & oneself and to the children’s books
2 Coffee, 2014 course and reading
Think-Pair-
(≈ 6 Explain one’s initial Share
hrs) thoughts about the (Think part)
course Class Discussion
(via UVLe or
any viable
option)

Synchronous
Think-Pair-
Share
(Pair and Share
parts)
Class Discussion
(via Zoom or
any viable
platform)

Week Orientation Course Pack Describe individual Asynchronous Answers/outputs

1 - Course and collective Independent in the learning
March - Course delivery strategies for reading of tasks/activities
3 to optimal learning in course, general
March the course, amidst study,
9 the unusually assignment, and
challenging activity guides
(≈ 6 situation Accomplishing
hrs) the Student
Information
Sheet

Synchronous
Small group and
class discussions
(via Zoom or
any viable
platform)

Week I. Hallmarks of Buzzle, 2016 ; Define children’s Asynchronous Answers/

2 children’s Council on Foreign literature Independent outputs in the
March literature Relations, 2014 Identify books that study of learning learning
10 to A. Definition of Lynch- Brown, exemplify the resources tasks/activities
March children’s Tomlinson, & values of children’s Independent Learning Log
16 literature Short, 2014a literature reading of (Individual)
B. Values of Lynch-Brown et al., selected
children’s 2014b children’s books
5
(≈ 6 literature Lynch-Brown et al.,
hrs) 2014c Synchronous
Padilla, 2020a Small group and
Padilla, 2020f class discussions
Reynolds, 2011 (via Zoom or
any viable
platform)

Week II. Selecting Chall, et al., 1996 Asynchronous Answers/

3 children’s Goldstein Library Independent outputs in the
March literature @ College of study of learning learning
17 to A. Genres/types Communication and Classify children’s resources tasks/activities
March of children’s Information literature into Independent Learning Log
23 literature (Florida State genres/types (and reading of (Individual)
University), 2011 subgenres/subtypes) selected
Instructional children’s books
Week B. Guidelines for Materials Center Apply (relevant) Collaborative
4 choosing (Appalachian State guidelines in analysis and
March children’s University), 2020 selecting (different evaluation of
24 to literature Libguides (Ashland genres/types of) selected
March University), 2020 children’s literature children’s books
30 Norton, 1987 (pair work)
Padilla, 2009 Class Discussion
(≈ 12 Padilla, 2020c (via UVLe or
hrs for Snyder, 2017 any viable
2 wks) Temple, Martinez, option)
& Yokota, 2019a;
Temple et al., Synchronous
2019b Consultation, as
The Canadian needed
Children’s Book (via Zoom or
Centre, 2020a any viable
The Canadian platform)
Children’s Book
Centre, 2020b

Week
5
March CONSULTATION TIME (for Assignment 1)
31 to Soft Deadline for Assignment 1: April 6
April
6

6
Week III. Historical Diaz de Rivera, Analyze trends and Asynchronous Answers/
6 overview of 2008 issues in the history Independent outputs in the
April children’s Flory, 2016a of children’s study of learning learning
7 to literature Flory, 2016b literature resources tasks/activities
April A. Abroad Pacis, 2018 Independent Learning Log
13 B. Philippines Padilla, 2020j Identify books that reading of (Individual)
Padilla, 2021 reflect recent trends selected
(≈ 6 IV. Trends and Santos, 2019 and issues in children’s books
hrs) issues in Short, 2018 children’s literature Collaborative
children’s Slater, 2016 analysis and
literature Tumamac, 2018 evaluation of
A. Abroad Westcott, 2014 selected
B. Philippines children’s books
(pair work)

Synchronous
Small group and
class discussions
(via Zoom or
any viable
platform)

Week
7
April ENRICHMENT SESSION ON TRENDS AND ISSUES
14 to IN LOCAL CHILDREN’S LITERATURE
April (with invited guest/s from the local children’s book industry)
20
CONSULTATION TIME (for Assignment 2)
(≈6
hrs)

Week V. Essentials of Depatillo, 2009e Discuss the benefits Asynchronous Answers/

8 Literature-based Hermosa, 1997 of and issues in Independent outputs in the
April Reading Johnson, 2020 using literature- study of learning learning
21 to Programs Yanilla-Aquino, based reading resources tasks/activities
April A. Philosophy/ 2007 programs in a Class Discussion Learning Log
27 Underlying particular context (via UVLe or (Individual)
Assumptions any viable
(≈5 B. Materials option)
hrs) C. Instructional
Emphasis Synchronous
D. Benefits Consultation, as
E. Issues needed
(via Zoom or
any viable
platform)

7
Week
9 READING WEEK
April (Wellness Break)
28 to
May 4
Week VI. Designing and Depatillo, 2009f Write a philosophy Asynchronous Answers/
10 Planning Depatillo, 2009g for a literature- Independent outputs in the
May 5 Literature- Padilla, 2020g based reading study of learning learning
to Based Reading Padilla, 2020j program in a resources tasks/activities
May Programs particular context Independent Learning Log
11 A. Philosophy of reading of (Individual)
the Program Choose the theme selected
(≈6 B. Steps in and a text for a children’s books
hrs) Design and literature-based Class Discussion
Execution reading program in (via UVLe or
1. Identifying a particular context any viable
the theme option)
2. Selecting
the texts Synchronous
Consultation, as
needed
Soft deadline for (via Zoom or
Assignment 2: any viable
May 5 platform)

Week 3. Setting the Depatillo,2009c Set the goals and Asynchronous Answers/
11 goals and Padilla, 2020e objectives of a Independent outputs in the
May objectives Padilla, 2020h literature-based study of learning learning
12 to reading program in resources tasks/activities
May a particular context Independent Learning Log
18 reading of (Individual)
selected
(≈6 children’s books
hrs) Class Discussion
(via UVLe or
any viable
option)

Synchronous
Consultation, as
needed
(via Zoom or
any viable
platform)

Week 4. Developing Burke, 1998 Outline a lesson in a Asynchronous Answers/

12 the lessons Depatillo, 2009h literature-based Independent outputs in the
May Depatillo, 2009a reading program in study of learning learning
19 to Padilla, 2020d a particular context resources tasks/activities
May Texas Education Independent Learning Log
25 Agency, n.d. reading of (Individual)
selected
children’s books
8
(≈6 Class Discussion
hrs) (via UVLe or
any viable
option)

Synchronous
Consultation, as
needed
(via Zoom or
any viable
platform)

Week 5. Making the CASLT ACPLS, Describe the Asynchronous Answers/

13 assessment/ 2015 assessment tools in Independent outputs in the
May evaluation Depatillo, 2009b a literature-based study of learning learning
26 to tool/s Depatillo, 2009d reading program in resources tasks/activities
June 1 6. Organizing Eberly Center, n.d. a particular context Independent Learning Log
the edutopia.org, n.d. Review of (Individual)
(≈6 logistics Identify anticipated previous outputs
hrs) 7. Reflecting logistical concerns (Week 10 to
on the in implementing a Week 12)
process literature-based Class Discussion
reading program in (via UVLe or
a particular context any viable
option)
Express insights on
the process of Synchronous
designing a Consultation, as
literature-based needed
reading program in (via Zoom or
a particular context any viable
platform)

Week
14
June CONSULTATION TIME (for Assignment 3)
2 to
June 8

Week Synthesis/ Integrate key Asynchronous Answers/

15 Integration learnings from the Independent outputs in the
June course with one’s reflection learning
9 to Soft deadline for life beyond it tasks/activities
June Assignment 3 and Synchronous
15 Assignment 4:June 9 Small group and
class discussions
(via Zoom or
any viable
platform)

9
 Week Hard deadline for all
16 assignments: June 16

Note: Underlined date indicates when the synchronous session will be held.

Note that a little past mid-semester (Week 9) is “Reading Week.” Since there is no official course
activity scheduled during this period, you are highly encouraged to “read” whatever you need to make
sense of, be it a course learning resource, your aching body, or your tired mind. Please do use this
opportunity to take stock of things, have a break, and do some self-care. We all should be
especially kind to ourselves during this challenging time.
Note also that the underlined date in the Study Schedule table indicates when the synchronous session
will be held. Note too there is a separate “At a Glance” document that provides a simple overview of
each week.
Finally, do note that there is no new topic/content and learning activity/task on the week before the soft
deadline for an assignment. This is for you to have time to finish the requirement and/or have a
consultation with me in aid of its accomplishment.
If you need accommodation in connection to the workload and schedule, please do tell me immediately
so I can act accordingly.

Course Requirements
You have five graded requirements in this course:
• class participation and
• four assignments
o annotation of children’s literature
o poster presentation on trends and issues in local children’s literature
o blueprint of a literature-based reading program
o learning portfolio

You are expected to individually accomplish the blueprint of a literature-based reading program and the
learning portfolio, and partly, class participation. You will work with a partner on the annotation of
children’s literature and the poster presentation on trends and issues in local children’s literature, as
well as in some tasks/activities which are part of class participation. Please see separate corresponding
guides for details on each of these requirements. Below is a brief description of each of them.

Class Participation
This requirement is meant for you to engage with the content, with your classmates, and with me (your
instructor) throughout the course. It refers to your participation in the different course activities, and is
connected to all course content and outcomes.

Annotation of Children’s Literature

This requirement aims for you to experience firsthand the wide range and remarkable quality of
children's literature and the pleasure in reading it. You and your partner will read, summarize, and
evaluate 30 children’s books.

10
Poster Presentation on Trends and Issues in Local Children’s Literature
This requirement is meant for you to learn more about the current state of Philippine children’s
literature. Using the synopses and/or blurbs of books in a publisher’s website, you and your partner will
analyze issues and trends reflected in the children’s books released during a specific period of time.
You will present the highlights of your simple survey in a poster, and record a five-minute video of its
discussion.

Blueprint of a Literature-based Reading Program

This requirement aims for you to see more concretely the benefits and contributions of children’s
literature in reading instruction. You will create a blueprint of literature-based reading program for
your chosen learner/s.

Learning Portfolio
This requirement is meant for you to look back at the course and reflect on your own learning/growth,
especially in relation to children’s literature and reading instruction. It assumes that you have
accomplished all other major course requirements, as well as the weekly learning logs.

In recognition of individual differences in resources, skills, interests, and (personal, professional, and
academic) contexts, as well as the fact that you and the other students in this course are adult learners,
each of you will have an opportunity to decide for yourself, at the end of the semester, what specific
percentage (from a given range) of your final grade each requirement is worth (with the total still
amounting to 100%). Though you are highly encouraged to accomplish the course requirements on
time, you have until the last day of classes in the course (June 9, 2021) to complete all of them
(EXCEPT for class participation and learning logs), without any deduction. This is in view of the
challenging circumstances we are all facing. Timely submission of an assignment (i.e., on or before the
soft deadline) will be rewarded with 5 bonus points, unless otherwise stated.

1. Class Participation (Individual and Pair/Group) 10-20%

2. Assignment 1: Annotation of Children’s Literature (Pair) 15-25%
3. Assignment 2: Poster Presentation on Trends and Issues in Children’s Literature (Pair) 10-20%
4. Assignment 3: Blueprint of a Literature-based Reading Program (Individual) 35-45%
5. Assignment 4: Learning Portfolio (Individual) 10-20%

If you need more support and/or accommodation other than those that I have mentioned, please do tell
me immediately so I can act accordingly. I will help you as much as I can, to the extent allowed by the
University.

Grading System (from the “Transcript Guide” section in the UP Diliman Transcript)
The grading system below will be used in this course:
1.0 Excellent 97-100
1.25 94.25
1.5 Very Good 91.5
1.75 88.75
2.0 Good 86
2.25 83.25
2.5 Satisfactory 80.5
2.75 77.75
3.0 Pass 75
4.0 Conditional 5.0 Fail Inc Incomplete
11
House Rules
You are requested to try hard to observe these house rules in our class:
1. Be kind to yourself and be gentle to others. This is already a challenging time as it is. Please do
not make it any more difficult for yourself and/or for others. Try your best to observe the
following, but if you can not do so, please tell me as soon as possible. Do believe that things
have a way of working out eventually.
a. Be mindful of time and its importance. Please try hard to
• visit the course site regularly to be updated on relevant matters;
• follow the course schedule; and
• complete/submit requirements on time, following specifications/guidelines.
b. Do your part in the learning process. Please try hard to
• read/study assigned materials/resources;
• participate in class discussions and (individual, pair, and/or group) activities; and
• treat others with respect and empathy, if not compassion.
c. Remember the values of UP. Please try hard to show honor and strive for excellence by
• respecting intellectual property rights (e.g., NOT sharing or distributing any part of the
materials/resources which have been made available to you solely for the educational
purposes of this course);
• observing academic honesty and the ethics of scholarship in the course;
• keeping in mind that any form of academic dishonesty (like plagiarism) automatically
merits a final grade of 5.0 in the course and may be subject to additional disciplinary
measure; and
• following the Basic Plagiarism Rules below.
Basic Plagiarism Rules
You have committed plagiarism when:
1. You used ideas not your own, and did not cite the source, even if you reworded the text entirely.
2. You used the wording or ideas (even if reworded) without citing the source, even if you did not
intend to plagiarize, or did not know you were plagiarizing.
3. Using at least six words, in succession, of a material without quoting and citing its source.
4. Using the same words and ideas in another language (translation).
5. Submitting the same text for two different subjects/teachers/purposes (you can plagiarize yourself).
6. Patching together, cutting up and pasting words to create a mosaic of words by the same or by
another/other author/s.
7. Patching up together ideas to create a mosaic of ideas by the same or by another/other writer/s.
8. Misquoting the words of an author.
9. Wrongly citing bibliographic data of the source, including wrongly attributing text to a source, or
inventing a bibliographic source for certain words/ideas.
- from Torrecampo, R.M. (2009). DLL 210 course guide. UP Open University, Laguna

Note: All submissions in this course will go through a plagiarism check.

d. Reach out when you need help. Immediately get in touch with a classmate and/or me for support.
e. Help your classmates and/or the instructor whenever possible. All members of the class –
students and instructor – WE – are in this journey together.
2. Follow all specific guidelines for different aspects of the course. This will facilitate the
teaching-learning process, which will benefit you.

12
3. Seize every second – take advantage of every learning moment…but look beyond the moment!
Will to learn and enjoy, not simply to earn 3 units and get a passing or good grade. You can do it!
4. If you have a medical or any other condition that could get in the way of your optimum performance
in this class, please inform me right away so I can address the matter in a timely and appropriate
manner.
5. If, for some justifiable reason and/or unavoidable/unforeseen circumstance, an adjustment in the
course needs to be made, please do get involved in the change/revision process that I will facilitate.

About Me (your Instructor)

I am Portia P. Padilla, your course instructor. I am not young anymore, so please do bear with me
(especially when and where technology is concerned). Trust me! You will reach my age eventually.
Moreover, English is only my third language. Currently, I am re-reading Matilda and re-watching It's
Okay to Not Be Okay to remind me of the treasures in children’s stories, as well as our strengths and
frailties as persons. I do “really serious” things too, such as research (like this one) and extension work
(like this). I also support efforts towards pandemic-related adaptation (like this).
That is not to say that I am not “serious” about this course. In fact, when given the chance, I always
choose to teach this course because it is close to my heart. It was when I was a student in this class
many years ago when I first held a children’s book in my hand. I come from a small town in a small
province, where I was a public school student from elementary to high school. I did not grow up
surrounded by children’s books, nor was I read to by my mother or father or any teacher when I was a
child. I fell in love with children’s literature as an adult. Well, as it has been said, “there is a first time
for everything” and “it’s better late than never.”
You can reach me at pppadilla@up.edu.ph, ______________ on Facebook/Messenger, and/or
______________ on Viber, for the educational purposes of this course. I prefer my consultation hours
to be MTWTHF 10:00am-12:00nn and 8:00pm-10:00pm, but I am open to negotiations. Remember:
“when reaching out, it’s better early than late.”
Finally, I say, “Here’s to US and OUR adventure this semester! Aja! Fighting! We can do this!”

Learning Resources (Required)

Burke, J. (1998). “103 things to do before, during, or after reading.”
Retrieved from https://www.readingrockets.org/article/103-things-do-during-or-after-reading
Buzzle. (2016). “Discover the importance of literature and why everyone needs it.”
Retrieved from https://www.youtube.com/watch?v=aXUjXohai-U
Canadian Association of Second Language Teachers (CASLT). (2015). “Using assessment and
evaluation strategies to support students.”
Retrieved from https://www.youtube.com/watch?v=-wePut0cfzA
Chall, J. S., Bissex, G. L., Conard, S. S., & Harris-Sharples, S. H. (1996). “Qualitative assessment of text
difficulty scales.” In Qualitative assessment of text difficulty: A practical guide for teachers and
writers. Brookline Books.
Council on Foreign Relations. (2014). “Who is a child?”
Retrieved from https://www.youtube.com/watch?v=FOhfuTHtzow

13
Depatillo, P. (2009a). “A literature-based lesson plan on Tight Times.” Excerpt from a learning
package submitted in EDR 235 (Development of Instructional and Assessment Materials in
Reading). UP Diliman.
Depatillo, P. (2009b). “Assessment.” Excerpt from a learning package submitted in EDR 235
(Development of Instructional and Assessment Materials in Reading). UP Diliman.
Depatillo, P. (2009c). “Goals and objectives.” Excerpt from the introduction to a learning package
submitted in EDR 35 (Development of Instructional and Assessment Materials in Reading). UP
Diliman.
Depatillo, P. (2009d). “I can! Blueprint of a Literature-Based Reading Program.” Excerpt from a
learning package submitted in EDR 235 (Development of Instructional and Assessment
Materials in Reading). UP Diliman.
Depatillo, P. (2009e). “I can! Introduction: Blueprint of a Literature-Based Reading Program.” Excerpt
from a learning package submitted in EDR 235 (Development of Instructional and Assessment
Materials in Reading). UP Diliman.
Depatillo, P. (2009f). “Learners, theme, and texts.” Excerpt from the introduction to a learning package
submitted in EDR 235 (Development of Instructional and Assessment Materials in Reading).
UP Diliman.
Depatillo, P. (2009g). “Philosophy.” Excerpt from the introduction to a learning package submitted in
EDR 235 (Development of Instructional and Assessment Materials in Reading). UP Diliman.
Depatillo, P. (2009h). “Tight Times blueprint.” Excerpt from a blueprint of a literature-based reading
program in a learning package submitted in EDR 235 (Development of Instructional and
Assessment Materials in Reading). UP Diliman.
Diaz De Rivera, L.B. (2008). Shadows on the magical landscape: Issues in children’s literature. The
RAP Journal, 31, 19-22.
Eberly Center. (n.d.). “Why should assessments, learning objectives, and instructional strategies be
aligned?”
Retrieved from https://www.cmu.edu/teaching/assessment/basics/alignment.html
edutopia.org. (n.d.). “Five keys to comprehensive assessment.” Retrieved from
https://www.edutopia.org/blog/comprehensive-assessment-action-5-keys-andrew-miller
Flory, M.P. (2016a). “History of children's literature (Part 1).”
Retrieved from https://www.youtube.com/watch?v=c40W9Mlq1HQ
Flory, M.P. (2016b). “History of Children's Literature (Part 2).”
Retrieved from https://www.youtube.com/watch?v=HmM_n3hESqY
Goldstein Library @ College of Communication and Information (Florida State University). (2011).
“Genres of children’s literature.”
Retrieved from https://goldstein.cci.fsu.edu/files/2012/10/Genres-of-childrens-lit2.pdf
Hermosa, N. (1997). “Literature-based reading programs” (from School-based reading programs: An
overview. In EDR 210 – Trends in Reading Instruction. University of the Philippines Open
University.
Instructional Materials Center (Appalachian State University). (2020). “Genres: Definitions for
children’s literature.”
Retrieved from
https://imc.library.appstate.edu/book-lists/genres-definitions-children%E2%80%99s-literature
Johnson, A. (2020). “A literature-based approach to reading instruction.”
Retrieved from https://www.youtube.com/watch?v=OsaXYlj-jTM
Libguides (Ashland University). (2020). “Children's literature genres.”
Retrieved from https://libguides.ashland.edu/childlitgen

14
Lynch-Brown, C., Tomlinson, C.M., & Short, K.G. (2014a). “Definition of children’s literature” (from
Learning about children and their literature). In Essentials of children's literature (7th Ed,
Pearson New International Edition) (pp 2-3). Pearson Education Limited.
Lynch-Brown, C., Tomlinson, C.M., & Short, K.G. (2014b). “The academic value of literature for
children” (from Learning about children and their literature). In Essentials of children's
literature (7th Ed, Pearson New International Edition) (pp 5-10). Pearson Education Limited.
Lynch-Brown, C., Tomlinson, C.M., & Short, K.G. (2014c). “The personal value of literature for
children” (from Learning about children and their literature). In Essentials of children's
literature (7th Ed, Pearson New International Edition) (pp 3-5). Pearson Education Limited.
Mrs. Magoo. (n.d.). “What type of reader are you?” Retrieved from
https://www.gotoquiz.com/what_type_of_reader_are_you_1
Norton, D.E. (1987). Through the eyes of the child: An Introduction to children’s literature (2nd ed.).
Merrill Pub. Co.
Pacis, C.M. (2018, July). The underside of sunshine: Filipino children’s books that deal with difficult
subjects. Bookwatch, 21(3), 10-18.
Retrieved from https://issuu.com/bookboard/docs/bookwatchnbdb-final-july11
Padilla, P.P. (2009). Experiencing magic: A psycho-educational look at the best-loved Filipino
storybook characters. The Reading Association of the Philippines (RAP) Journal, 32, 19-27.
Padilla, P.P. (2020a). “Academic value of children’s literature.” Video presentation created for the
course EDR 221 (Literature-based Reading Programs) AY 2020-21. UP Diliman.
Retrieved from https://www.youtube.com/watch?v=ILgBuSHNgCU
Padilla, P. P. (2020b). “EDR 221 (Literature-based Reading Programs) welcome.” Video presentation
created for the course AY 2020-21. UP Diliman. Retrieved from
https://www.youtube.com/watch?v=Qrda29NyIwg
Padilla, P.P. (2020c). “Genres of children’s literature.” Video presentation created for the course
EDR 221 (Literature-based reading programs) AY 2020-21. UP Diliman.
Retrieved from https://www.youtube.com/watch?v=dbFEH5_XxK8
Padilla, P. P. (2020d). “Guidelines for before, during, and after reading activities.” Excerpt from
Guidelines in developing a literature-based reading lesson, paper written for the course EDR
221 (Literature-based Reading Programs) AY 2020-21. UP Diliman.
Padilla, P.P. (2020e). “Guidelines in formulating objectives.” Excerpt from Guidelines in developing a
literature-based reading lesson, paper written for the course EDR 221 (Literature-based
Reading Programs) AY 2020-21. UP Diliman.
Padilla, P.P. (2020f). “Personal value of children’s literature.” Video presentation created for the
course EDR 221 (Literature-based Reading Programs) AY 2020-21. UP Diliman.
Retrieved from https://www.youtube.com/watch?v=2oBXmVQkjDU
Padilla, P. P. (2020g). “Planning and designing a literature-based reading program.” Video presentation
created for the course EDR 221 (Literature-based Reading Programs) AY 2020-21. UP
Diliman. Retrieved from https://www.youtube.com/watch?v=V2NwFOHB_gk
Padilla, P. P. (2020h). “Setting goals and objectives.” Video presentation created for the course EDR
221 (Literature-based Reading Programs) AY 2020-21. UP Diliman.
Retrieved from https://www.youtube.com/watch?v=P-irTjcGpNM
Padilla, P.P. (2020i). “There was a time when: A historical sketch of children’s literature in the
Philippines (Part 1).” Video presentation created for the course EDR 221 (Literature-based
Reading Programs) AY 2020-21. UP Diliman. Retrieved from
https://www.youtube.com/watch?v=DwVOfrHUEX8

15
Padilla, P. P. (2020j). “Topics, themes, and texts.” Video presentation created for the course EDR 221
(Literature-based Reading Programs) AY 2020-21. UP Diliman.
Retrieved from https://www.youtube.com/watch?v=sLxjI0qwYnc
Padilla, P.P. (2021). “There was a time when: A historical sketch of children’s literature in the
Philippines (Part 2)_updated.” Video presentation created for the course EDR 221 (Literature-
based Reading Programs) AY 2020-21. UP Diliman. Retrieved from
https://www.youtube.com/watch?v=ME3capxb7IQ
Padilla, P.P., & Agas, M. R. (2020). “Part of Your World (Reading).” Material created for the course
EDR 221 (Literature-based Reading Programs) AY 2020-21. UP Diliman.
Reynolds, K. (2011). “The child in and outside the book” (from Introduction: What is children’s
literature), Children’s literature: A very short introduction. Oxford University Press.
Santos, M.C. (2019). Mapping the landscape of Philippine graphic literature. Bookwatch, 21(4), 1-10.
Retrieved from
https://booksphilippines.gov.ph/wp-content/uploads/2019/01/NBDB-graphiclit-Nov30-
withbleed-compresssed.pdf
Short, K. G. (2018). What’s trending in children’s literature and why it matters. Language Arts, 95(5),
287-298.
Retrieved from https://www.coe.arizona.edu/sites/default/files/pages/files/whats-trending-
childrens-literature.pdf
Slater, D. (2016, September/October). The uncomfortable truth about children’s books. Mother Jones.
Retrieved from https://www.motherjones.com/media/2016/09/diversity-childrens-books-
slavery-twitter/.
Snyder, N. (2017). “Child development theories in children's literature.”
Retrieved from
https://owlcation.com/humanities/Child-Development-Theories-in-Childrens-Literature
Sweatpants & Coffee. (2014). “Which children's book are you?” Retrieved from
https://www.playbuzz.com/naneah10/which-childrens-book-are-you
Temple, C., Martinez, M., & Yokota, J. (2019a). “Genres of children’s literature.” (from Children’s
books in children’s hands). In Children’s books in children’s hands: An introduction to their
literature (6th Ed.), pp. 9-10. Pearson Education, Inc.
Temple, C., Martinez, M., & Yokota, J. (2019b). “Qualities of outstanding children’s literature.” (from
Children’s books in children’s hands), In Children’s books in children’s hands: An introduction
to their literature (6th Ed.), p. 26. Pearson Education, Inc.
Texas Education Agency. (n.d.). “Strategies that promote comprehension.”
Retrieved from https://www.readingrockets.org/article/strategies-promote-comprehension
The Canadian Children’s Book Centre. (2020a). “How to choose a book.”
Retrieved from https://bookcentre.ca/resources/how-to-choose-a-book#HowToChoosebyAge
The Canadian Children’s Book Centre. (2020b). “How to choose books for children and teens by
genre.”
Retrieved from https://bookcentre.ca/resources/how-to-choose-a book#HowToChoosebyGenre
Tumamac, M.J. C. (2018, July). Sources of content for Filipino children’s books today. Bookwatch,
21(3), 4-9.
Retrieved from https://issuu.com/bookboard/docs/bookwatchnbdb-final-july11.
Westcott, R. (2014, Sept). How dark is too dark in children's books? The Guardian (International
Edition).
Retrieved from https://www.theguardian.com/childrens-books-site/2014/sep/02/dark-childrens-
books-censorship-rebecca-westcott-discussion
Yanilla-Aquino, L. (2007). Of roots and wings: The cognitive and affective benefits of children’s
literature across the elementary curriculum. The RAP Journal, 32, 28-34.
16
 University of the Philippines
College of Education
Division of Curriculum and Instruction - READING EDUCATION
EDR 221
Literature-Based Reading Programs
STUDY GUIDE: WEEK 1
(approximately 6 hours)

INTRODUCTION
The activities this week aim to provide you with an orientation to the course and its remote mode of delivery,
to help you prepare well for the course throughout the semester.

Activity: Preparing for the Journey

Objective (Expected Learning Outcome)

At the end of the activity, you are expected to be able to describe individual and collective strategies for
optimal learning in the course, amidst the unusually challenging situation.

Task

➢ Asynchronous (approximately 3.5 hours)

1. Let’s begin.
The forms to be filled out are meant for you to think about factors that may influence your performance
in the course. The information you provide will help the instructor (me) in delivering the course properly,
especially during this challenging time. The different guides aim to provide you with key information
about core aspects of the course, in aid of scaffolding your learning process.

2. Read. Answer.
a. Fill out the Student Information Sheet. Upload it in the designated drop box in the UVLe EDR 221
course site before the synchronous session.
b. Read the following and take note of your questions and/or concerns in relation to each of them.
• Course Guide
• General Study Guide
• Assignment Guides (1, 2, 3, 4)
• Activity Guide (Class Participation)
c. Be ready to share the highlights of 2a and 2b during the synchronous session.

3. Think.
a. In preparation for the synchronous session, answer the following questions and take note of your
answers:
• What in your Student Information Sheet would you like to share with (a) classmate(s)?
• What do you miss most about (your) face-to-face classes (in UP Diliman/Educ)?
What can you do to still have it in this EDR 221 remote class?
• What are your questions and/or concerns about the course, general study, assignment, and activity
guides?
• What can you individually and collectively do to optimize learning in the course, amidst the
unusually challenging situation?
 ➢ Synchronous (approximately 2 hours: March 3)

b. Actively participate in the small group and class discussions during the synchronous session.

4. Dig deeper.

➢ Asynchronous (approximately 0.5 hour)

Reflect on your first “official week” in the course. Keep in mind your realizations and insights as you
continue on your EDR 221 journey.

Learning Resource
Course Pack
 University of the Philippines
College of Education
Division of Curriculum and Instruction - READING EDUCATION
EDR 221
Literature-Based Reading Programs

ACTIVITY GUIDE FOR CLASS PARTICIPATION

Objective (Course Outcome)

This course requirement is meant for you to engage with the content, with your classmates, and with
me (your instructor) throughout the course. It is connected to all course content and outcomes.

Task
Participate in the different course activities throughout the semester, since these are opportunities for
you to clarify, enhance, and/or apply your learnings in the course, with your classmates and me. You
will do individual (e.g., quiz), pair/group (e.g., “workshop”), and whole class activities (e.g.,
discussions) virtually.

Procedure
1. Asynchronous Class Discussions
Asynchronous class discussions will be conducted online, through the discussion forums (DFs) in the
University Virtual Learning Environment (UVLe) course site (or any viable option). In the discussion
forums (DFs), participate at least twice:
1) the first time to post your answer to the discussion question(s); and
2) the second time to comment on a post by at least one of your classmates.
Be guided by the specific DF questions/instructions/guidelines and schedule for each DF. Your first
post in each DF should answer the discussion question/s in a concise way and with as much analysis,
insight, and reflection as possible. A DF is a time-bound activity linked to a specific topic and learning
outcome. Remember: keep each DF post substantial, short, and direct to the point. It is not supposed
to be like an answer to an essay exam or a chapter in a master’s thesis.

Your second post in each DF should be an insightful comment on the post of a classmate, not simply
a one-liner like “I agree/disagree.” For your second post, you “should include one of the following:
- Share and/or compare a connection with a peer’s response.
- Explore a difference of opinion related to a peer’s response.
- Exchange resources and information related to a peer’s response.
- Generate a solution to a problem related to a peer’s response.”
from https://tomprof.stanford.edu/posting/1634

Also note that “your comments to peers should have the following effect on the discussion:
- Broaden the scope of the discussion.
- Reference assigned readings or other resources.
- Communicate respectfully with those who express dissenting views.
- Promote sustained dialogue with peers.
- Demonstrate ability to provide feedback to peers.”
from https://tomprof.stanford.edu/posting/1634
In light of the above, kindly upload your first post earlier in the week (i.e., first two days) so that your
classmates have time to read and think, then post a comment later in the week (i.e., last two days of the
week). Moreover, please take note of the following rules of netiquette for online DFs (from Touro
College Online Education for Higher Ed):
1. Before posting your question to a discussion board, check if anyone has asked it already and
received a reply. Just as you wouldn’t repeat a topic of discussion right after it happened in real
life, don’t do that in discussion boards either.
2. Stay on topic. Don’t post irrelevant links, comments, thoughts, or pictures.
3. Don’t type in ALL CAPS! If you do, it will look like you’re screaming.
4. Don’t write anything that sounds angry or sarcastic, even as a joke, because without hearing
your tone of voice, your peers might not realize you’re joking.
5. Always remember to say “Please” and “Thank you” when soliciting help from your classmates.
6. Respect the opinions of your classmates. If you feel the need to disagree, do so respectfully and
acknowledge the valid points in your classmate’s argument. Acknowledge that others are entitled
to have their own perspective on the issue.
7. If you reply to a question from a classmate, make sure your answer is accurate! If you’re not
100% sure when the paper is due, DO NOT GUESS! Otherwise, you could really mess things up
for your classmates and they will not appreciate it.
8. If you ask a question and many people respond, summarize all answers and post that summary
to benefit your whole class.
9. Be brief. If you write a long dissertation in response to a simple question, it’s unlikely that anyone
will spend the time to read through it all.
10. Don’t badmouth others or call them stupid. You may disagree with their ideas, but don’t mock
the person.
11. If you refer to something your classmate said earlier in the discussion, quote just a few key
lines from their post so that others won’t have to go back and figure out which post you’re
referring to.
12. Before asking a question, check the class FAQs or search the internet to see if the answer is
obvious or easy to find.
13. Check the most recent comments before you reply to an older comment, since the issue might
have already been resolved or opinions may have changed.
14. Be forgiving. If your classmate makes a mistake, don’t badger him or her for it. Just let it go –
it happens to the best of us.
15. Run a spelling and grammar check before posting anything to the discussion board. It only
takes a minute, and can make the difference between sounding like a fool and sounding
knowledgeable.

RULE OF THUMB: If you wouldn’t do or say something in real life, don’t do it online either.

- from http://blogs.onlineeducation.touro.edu/15-rules-netiquette-online-discussion-boards/

Though you are only required to post two times, please feel free to post more than twice. It will be most
welcome and highly appreciated.
There are six DFs in this course (excluding the “introductory”/“warm up” DF during Week 0 before the
official start of classes).

Each DF has a specific one-week posting period. There is a grace period of one week for each DF.
The grace period has for a 3-pronged purpose: to help you
1) make up for your failure to participate in the discussion during its official schedule;
2) review and integrate/synthesize what has been said in the forum; and
3) assess better your and your classmates’ participation in the forum.
Moreover, a Clearinghouse DF for course-related matters/concerns is available to you throughout the
semester.

A Café DF is also available throughout the semester as a venue for non-course-related and/or informal/
social interaction.

Below is the schedule of each DF with the corresponding guide question/s:

Discussion Forums (DFs)

Week DF No. Guide Question/s
4 1 What local book will you choose for each genre of children’s literature, why, and for
whom?

8 2 What are the benefits of and issues in using literature-based reading programs
(particularly in the Philippine context)? Explain.

10 3 What are your beliefs about literature and reading?

What is the theme of your program? What text is relevant to this theme?

11 4 What are the goals and objectives of your literature-based reading program?

12 5 What pre-, during, and post-reading activities facilitate the achievement of the
objectives of a particular lesson in your program?

13 6 What are the assessment tools in your program? Describe them.

What logistical concerns can/do you anticipate if you implement your literature-based
reading program?
What insights did you gain in the process of designing and planning your literature-
based reading program?

When participating in a DF, remember the following:

• To answer the guide question/s, start a new discussion/thread.
• To comment on an answer to the guide question/s, use the reply function in the same thread.
• To respond to a comment, use the reply function in the same thread...and so on.

2. Other Learning Activities

Aside from participating in the DFs, participate as well in the other learning activities throughout the
semester (e.g., quiz, Think-Pair-Share), whether they are synchronous or asynchronous. Please refer
to the separate weekly study guides for relevant details on these activities.

Assessment
Your class participation will be rated through self and peer assessments using the rubric below. This will
be done towards the end of the semester. Keep track of everyone’s participation by taking notes every
week. This will facilitate your grading of each other at the end of the semester. The score you give
yourself and those given to you by your classmates will be averaged. (See form on the last page).
 Rubric for Class Participation
(Self and Peer Assessments)

Class participation will be graded using the rubric below, based on a three-level scale (Middle values may be
given, e.g., 73).

Beginning (B): Beginning level of performance: 60-74

Satisfactory (S): Satisfactory level of performance: 75-90
Outstanding (O): Outstanding level of performance: 91-100

Criterion Beginning (B) Satisfactory (S) Outstanding (O)

60-74
Quality & Impact Contributions generally do
(65*) not add any richness, depth,
Q&I and/or breadth to the
discussion. They repeat
what has been said, and so
are not integrated in the
thread of the discussion.
They reflect little
understanding of the course
content & materials,
task/question, and/or
previous remarks/
contributions. They lack
appropriate supporting
principles, arguments,
examples, or experiences.
(min. 45)
75-90
A good number of
contributions are
meaningful and insightful.
In many instances, they are
well connected to the thread
of the discussion. They
sometimes advance the
discussion, but at other
times, do little to move it
forward. They are generally
relevant to the ongoing
discussion. However, a few
contributions are irrelevant,
lack depth/breadth, and/or
indicate lack of attention to
previous remarks/
contributions. Many
contributions are supported
by appropriate principles,
arguments, examples, or
experiences. (min. 50)
91-100
Most (if not all) of the
contributions are
meaningful, relevant, and
integrated with the thread
of the discussion and add to
the learning experience.
They consistently advance
the level and depth of the
discussion. They reflect
understanding of course
content & materials,
previous remarks/
contributions, and
significant insights. They
are well supported by
appropriate principles, valid
arguments, appropriate
examples/ illustrations/
details, and relevant
personal experiences. (min.
60)

Frequency & Contributions are seldom Contributions are generally Contributions are
Consistency made and reflect low made when they should be, consistently and actively
(20*) engagement. (min. 10) but at other times there is made at appropriate times.
F&C some “tuning out.” (min. 18)
(min.15)
Language (15*) Contributions show poor Some contributions are Contributions are
L organization, faulty organized, clear, concise, organized, clear, concise,
grammar, lack of clarity, grammatical, and polite, but grammatical, and politely
and/or little sensitivity. a few show noticeable expressed. (min. 13)
(min. 5) lapses/weaknesses in the
same areas/aspects. (min.
10)
*Perfect score

adapted from
https://www.tesol.org/docs/default-source/new-resource-library/participation-rubric.pdf?sfvrsn=0
https://www.smu.edu/-/media/Site/Law/faculty/teaching-resources/Class-Participation-Rubric.pdf
https://www.cmu.edu/teaching/assessment/examples/courselevel-bycollege/cfa/tools/participationrubric-cfa.pdf
 Class Participation
(DFs and other Relevant Activities)
Self and Peer Assessments

Name Q&I F&C L Total Remarks

(65) (20) (15) (100)

1. Self

2. Classmate 1

3. Classmate 2

4. Classmate 3

5. Classmate 4

6. Classmate 5

7. Classmate 6

8. Classmate 7

9. Classmate 8

10. Classmate 9

_______________________________
Signature above Printed Name

_______________________________
Date
 1

University of the Philippines

College of Education
Division of Curriculum and Instruction - READING EDUCATION
EDR 221
Literature-Based Reading Programs
ASSIGNMENT 1 GUIDE: ANNOTATION OF CHILDREN'S LITERATURE
Objective (Course Outcome)
This requirement is meant for you to experience firsthand the wide range and remarkable quality of
children's literature and the pleasure in reading it. It is connected to Course Outcome 1 – to evaluate
different types/genres of children’s literature. It is primarily anchored on the first two main topics –
I. Hallmarks of Children’s Literature and II. Selecting Children’s Literature. As you read the children’s
books, it is hoped that you would enjoy them enough to start and/or enrich your own collection.
Task
This assignment requires you to work with a partner in annotating different types/genres (and
subtypes/subgenres) of children’s literature. Accomplish this requirement over three weeks (more or less).
Procedure
1. Find a partner. Learning involves exchanging ideas and collaborating with (an)other(s). At the
start, you can simply browse the books. Later, you can read more leisurely. Then you can read more
critically.

2. Annotate 30 children's literary texts (in print/hardcopy and electronic/digital). You may also search
online for free children’s books, as well as read aloud videos which clearly show both the pictures and
the words of the children’s book. This way, you get to read the books yourself, not simply watch
videos. A list of pre-selected websites and channels with their corresponding URLs has been prepared
for you.a You have also been lent a set of local children’s books, as part of your course pack.
a. Make sure that the following genres/types have at least 2 annotations each (for a total of
18): 1) Poetry, 2) Traditional Literature/Folklore, 3) Modern Fantasy, 4) Contemporary Realistic
Fiction, 5) Historical Fiction, 6) Science Fiction, 7) Biography, 8) Information/al, and 9) Picture
book. The remaining 12 are free-choice books/texts.
b. Of the 30, 2 should be novels/novellas/chapter books, one of which is local (Filipino) while the
other one is chosen from among a list of pre-selected foreign titles.b
c. At least two thirds (2/3) of the 30 (or 20 texts/books) should be local (Filipino). We should know
OUR OWN children’s literature.
d. You may NOT include books that have been cited by the course instructor as examples in the lecture
video presentation on genres of children’s literature and in (a) synchronous session(s) nor those that
you used in a previous activity (e.g., discussion forum).

3. Include the following in each annotation:

Annotation No.
Title: Type/Genre:
Writer(s) or Reteller(s): Choose which one is appropriate.* Subtype/genre (if any):
Illustrator(s):
Publisher and Year of Publication: No. of Pages: Age/Grade Level Suitability**:
Award/s Received (if any):
REMARKS: NOT more than 6 sentences in all
Synopsis***: 2-3 sentences
Personal Evaluation: 2-3 sentences (Refer to lessons and/or learning resources in Topics I and II.)
 2

*A reteller is appropriate for traditional literature because folklore is a matter of oral tradition and thus, has no specific
author.
Modern texts/books that have the elements/characteristics of folklore (e.g., legend: story of the origin of something) and
have specific authors are not considered traditional literature (e.g., “Ang Alamat ng Ampalaya” by Augie Rivera).
There can also be a reteller for a text/book that was originally written by a known author (e.g., Christine Bellen retold
the Lola Basyang stories of Severino Reyes.), but this text/book does not qualify as traditional literature/folklore.

**Indicate whether the recommendation for age/grade level is for independent or for adult-conducted/adult-assisted reading.
Choose only one – either age or grade level – and use it consistently across annotations.
Be as specific as possible in the age/grade level suitability (e.g., Write “6-8 years” rather than “6 years and above” because
7 years is above 6 just as 17 years is above 6, and a book appropriate for a 7-year-old reader is not necessarily appropriate
for a 17-year-old one.).
You do not have to use the publisher’s age or grade level recommendation.

***A synopsis (or a simple summary) is not synonymous to a blurb, which is a book’s sales pitch.

4. Do NOT even attempt to finish annotating all 30 in one shot. It is definitely tempting, but you do NOT
enjoy children’s literature that way. Besides, this is NOT your usual academic requirement. Thus, try to
observe the following guidelines (adapted from Lina Diaz De Rivera, Palanca Awardee for Short Story
for Children and long-time EDR 221 instructor):

Guidelines for Annotating

1. Start working as soon as you can. But after the first five (5) seconds, you'll stop thinking of this activity
as WORK.
2. Reminder: You are hereby required to enjoy yourself while going through this major requirement.
3. However, nothing is free in this planet, so let me endow you with two sets of memos:
a. Three Invitations
• Do read joyfully all the texts.
• Do annotate the required number joyfully.
• Do joyfully promise yourself to start or enrich your own collection.
b. Three Caveats
• Don't frown. Smile instead. These are great texts.
• Don't sigh with sorrow. Rather, sigh with awe.
• Don't walk. Run to the nearest book sale…for copies of your own.
(Because we are living during these challenging COVID-19 times, the book sale will have to be
an online one. – PPP)

5. Include the following prior to the actual annotations:

a. table of contents, and
b. statement on the target readers for the age/grade level suitability (i.e., socio-economic status [SES],
first and additional language/s (if applicable), residence (e.g., urban or rural), school/education (e.g.,
public or private), and development (e.g., typical or atypical).
NOTE: It is necessary to make all these explicit because an English book that is appropriate for a typically developing
upper-middle-class student in a Makati private school is not necessarily appropriate for a child with low SES who speaks
English as a third language, has dyslexia, and studies in a public school in a small town in a province in Southern
Mindanao -- even if both students are of the same age or in the same grade level.

6. Write a brief reflective collaborative essay (of not more than one page) on the joy/s you experienced,
difficulty/ies you encountered in doing the task (if any) and how you dealt with it/them, and the
insight/s you gained from this requirement. This will eventually be part of your Learning Portfolio.

Assessment
Be guided by the given rubric.
 3

Rubric for the Annotation of Children's Literature

This requirement will be graded using the rubric below, based on a three-level scale: beginning (B),
satisfactory (S), and outstanding (O). (Middle values may be given, e.g., 6, 9.)

Beginning (B): Attempts to meet the indicators but can still be improved
Satisfactory (S): Meets the indicators adequately
Outstanding (O): Demonstrates excellent application of the indicators

Component Scale Score

B S O
Completeness
There are 30 books/texts annotated. 1 3 5
The annotations contain all the information required. 1 3 5
Choice of Texts
The texts are representative of the different genres/types (and subgenres/ 5 7 10
types, if any) of children's literature.
The texts follow the prescribed [local (Filipino)-foreign] distribution. 1 3 5
The choice of titles is outstanding. 5 7 10
The books are appropriate for the age/grade level indicated. 1 3 5
Remarks
The synopses show comprehension of the texts. 5 7 10
The remarks show an understanding of children’s developmental 5 10 15
characteristics.
The remarks reflect insights on the range, values, and qualities of good 5 10 15
children’s literature.
Essay
The reflective essay is collaborative and includes the required information. 5 7 10
Grammar, Organization, and Mechanics
The requirement is organized, clear, concise, and grammatically correct. 5 7 10
BONUS: Creativity (5 points)
The requirement shows creativity in conceptualization and/or presentation.
BONUS: Timely Submission (5 points)
The requirement was submitted on or before the soft deadline.
Total
/100

Submission
Submit this requirement on or before April 6, 2021.
 4

a. List of Pre-selected Websites, Youtube Channels, and Facebook Account

1. Read Aloud Books

https://www.youtube.com/channel/UC34cGhV4GmNBy4RPtnxok1g
2. Kids Stories 4 You
https://www.youtube.com/channel/UCakx1mGX6BEqeNLOKF_wjFg
3. MsBeckyAndBear'sStoryTime
https://www.youtube.com/channel/UCKpyraU6pF3200DyTzZrqqA
4. Storytime with Erin
https://www.youtube.com/playlist?list=PLCSxf7-NPGSzUR64XDtOXxLNKtbDSUC6e
5. StoryTime at Awnie's House
https://www.youtube.com/channel/UCbqmj1hzxuAXsjk08k-KP6w
6. Nosy Crow
https://www.youtube.com/user/NosyCrow/videos
7. ReadaRoo Kids
https://www.youtube.com/channel/UCG9pG5xfU11nANg6SNRAJXg
8. Brightly Storytime
https://www.youtube.com/channel/UCvQagFNHMrGgQpYunk4rHXg
9. Ollybolly Online Picturebook (This website has Asian books, including a few from the Philippines.)
http://ollybolly.org/en/en-home/?fwp_cartoon_new_or_pop=en-new
10. Marissa Rivera (This channel shows some Philippine children’s books being read aloud.)
https://www.youtube.com/channel/UCTkSJbcZ8tWBizNBaVmIDdA
11. Storyteller MNL (This channel shows some Philippine children’s books being read aloud.)
https://www.youtube.com/channel/UCny6HqLnC_frTstWHXiicpA
12. Oxford Owl for Home
https://home.oxfordowl.co.uk/
13. International Children’s Digital Library (There are 21 books from the Philippines in this site.)
http://en.childrenslibrary.org/
14. Free Kids Books
https://freekidsbooks.org/
15. StoryWeaver (There are 22 stories/books in Tagalog in this site.)
https://storyweaver.org.in/
16. http://www.canvas.ph/art-and-stories (This site has all the CANVAS contest-winning stories.)
17. https://www.facebook.com/watch/UPLBDHFDS/ (This Facebook account of the UP Los Baños
Department of Human and Family Development Studies contains Tsikiting Stories on topics like
gender equality and COVID-19.)
18. The Infinite Library and Other Stories
https://vrocampo.com/
This is the website of award-winning Filipino writer Victor Fernando R. Ocampo. Some of his articles
in this site contain links to literary works that he mentions, like in the article “A Short and
Incomplete History of Philippine Science Fiction”
at https://vrocampo.com/2014/05/05/a-short-and-incomplete-history-of-philippine-science-fiction/ .
 5

b. List of Pre-selected Children’s Novels/Novellas/Chapter Books

All these books have free copies downloadable online.

1. A Wrinkle in Time
https://www.readingsanctuary.com/wp-content/uploads/2018/10/A-Wrinkle-in-Time.pdf
2. Bridge to Terabithia
https://www.e-reading-lib.com/bookreader.php/135126/katherine-patterson-bridge-to-terabithia.pdf
3. Charlie and the Chocolate Factory
http://jssisdubai.com/Document/Uploaded/CharlieAndTheChocolateFactory.pdf
4. Charlotte’s Web
http://ebooks.rahnuma.org/1422091405-Charlotte_s_Web_Complete.pdf.html
5. The Graveyard Book
http://s3.amazonaws.com/scschoolfiles/1396/the_graveyard_book.pdf
6. The Phantom Tollbooth
https://mrkingrocks.com/files/phantom.pdf
7. The Diary of Anne Frank
https://freeditorial.com/en/books/the-diary-of-a-young-girl
8. Fantastic Mr. Fox
http://www.school93.edu.kh.ua/Files/downloads/dahl__roald_-_fantastic_mr._fox.pdf
9. Inkheart (Book 1)
http://mscerdasenglish.weebly.com/uploads/8/3/7/2/83721436/inkheart_by_cornelia_funke.pdf
10. Winnie the Pooh
https://pdfget.com/pdf-the-complete-tales-and-poems-of-winnie-the-pooh-winnie-the-pooh-1-4-
download/
11. Are you there God? It’s me, Margaret.
https://epdf.pub/queue/are-you-there-god-its-me-margaret-5ea6a5d30a000.html
12. The Hunger Games (Book 1)
https://docs.google.com/viewer?a=v&pid=sites&srcid=c21jc3R1ZGVudHMuY2F8bXItbGFsb25kZS1zL
WNsYXNzfGd4OmNiOWE1MjhlZDk5ZWEwYg
13. The Little Prince
https://verse.aasemoon.com/images/f/f5/The_Little_Prince.pdf
14. Sarah, Plain and Tall
http://arvindguptatoys.com/arvindgupta/sarah.pdf
15. The Secret Garden
https://www.globalgreyebooks.com/secret-garden-ebook.html
16. The Thief Lord
http://dl.booktolearn.com/ebooks2/forchildren/9780545227704_The_Thief_Lord_4551.pdf
17. Tuck Everlasting
https://docs.google.com/viewer?a=v&pid=sites&srcid=ZWhvcm5ldHMub3JnfGVmbXMtbGFuZ3VhZ2
UtYXJ0c3xneDo0YmRkZjY2MDAxMTIwY2Vh
18. The Princess Bride
https://pdfget.com/pdf-epub-the-princess-bride-download/
 6

19. Holes
http://www.hayatschool.com/kuwait/articles/Holes_by_Louis_Sachar1.pdf
20. Matilda
http://jssisdubai.com/Document/Uploaded/Matilda.pdf
21. The Giver
https://sawyerela.weebly.com/uploads/5/8/8/1/5881058/the_giver__giver_quartet_book_-_lois_lowry.pdf
22. Pippi Longstocking
https://pdfget.com/pdf-epub-pippi-longstocking-download/
23. The Velveteen Rabbit
https://www.globalgreyebooks.com/velveteen-rabbit-ebook.html
24. Number the Stars
https://www.abss.k12.nc.us/cms/lib02/NC01001905/Centricity/Domain/3797/number-the-stars-lois-
lowry.pdf
25. A Series of Unfortunate Events (Book 1)
https://www.pdfdrive.com/the-bad-beginning-a-series-of-unfortunate-events-book-1-d185531137.html
26. James and The Giant Peach
http://ebooks.rahnuma.org/1508584971-Roald.Dahl_James_and_the_Giant_Peach.pdf.html
27. Harry Potter
http://pdf-harry-potter.com/jk-rowling/harry-potter-and-the-sorcerers-stone-pdf/
28. The Wonderful Wizard of Oz
https://english.hku.hk/staff/kjohnson/PDF/BaumFrankWONDERFULWIZARDOZ1900.pdf
29. The Lion, The Witch, and The Wardrobe
http://www.samizdat.qc.ca/arts/lit/PDFs/LionWitchWardrobe_CSL.pdf
30. Alice's Adventures in Wonderland
http://www.gasl.org/refbib/Carroll__Alice_1st.pdf
31. Wonder
https://www.readingsanctuary.com/wp-content/uploads/2018/10/Wonder.pdf
32. Walk Two Moons
http://schools.misd.org/upload/page/0716/wtm%20print%20edition.pdf
Name: Course: Date:
Remote Learning Readiness Survey*

Please indicate your level of agreement with each of these statements: Strongly Agree (4), Agree (3),
Disagree (2), or Strongly Disagree (1).

Expectations
____ 1. I understand that learning is my responsibility.
____ 2. I understand that a remote course is not easier than a face-to-face course.
____ 3. I understand that I will interact and work with people I might never see in person.

Self-direction
____4. I am good at setting goals and deadlines for myself.
____5. I finish what I start.
____6. I can keep myself on track and on time.

Learning Preferences
____7. I can learn well by reading.
____8. I can learn well from auditory content, such as lectures, recordings, or podcasts.
____9. I can learn well on my own.
____10. I can work well in a virtual classroom within a learning management system
(like the University Virtual Learning Environment or UVLE).

Study Habits
____11. I can dedicate a specific time of day or night to do course work.
____12. I can ignore distractions around me when I study.
____13. I am willing to spend 5-10 hours each week on a remote course.

Learning Strategies
____14. I use strategies (like notetaking, summarizing) which help me learn.
____ 15. I reflect on what I learn in every lesson.

Language Skills
____ 16. I am confident with my reading skills.
____ 17. I am confident with my writing skills.

Technology Skills
____18. I am comfortable working with different applications in a computer/laptop.
____19. I am comfortable navigating the Internet.
____20. I can download files and add attachments.

Technology-mediated Communication Skills

____21. I am comfortable communicating via email and/or other asynchronous means.
____22. I am comfortable with synchronous audio/video interactions using applications
(like Messenger and Viber) and platforms (like Zoom).

Hardware/Software Requirements
____23. I have a computer that runs reliably on Windows or Mac OS._
____24. I have Internet access with a good, reliable connection.
____25. I have (access to) a printer.
Evaluating the Results
Total the values you used to rate yourself. The highest number you can get is 100. The higher your score,
the more likely your success is in remote courses. The evaluation summaries below may help you in
determining your readiness for taking a remote course:

100 - 75
You seem well-suited for taking courses remotely. You seem to be self-aware and could easily navigate
courses taken at a distance.

74 - 55
You could do reasonably well in remote courses. You could do even better if you work on some of your
weaknesses.

54 - 25
You might be more suited to an on-campus/face-to-face course but participation in remote group settings
could be valuable to you. Seek help from your instructor whenever you need it.

24 and below
You would benefit by taking some assessments of your learning prior to taking a remote course. If you
are already enrolled in one, you need to immediately communicate your concerns to your instructor so
you could receive timely and appropriate support.

*adapted by Portia P. Padilla from the Online Readiness Assessment by Vicki Williams and The Pennsylvania State University
and the Distance Learning Readiness Assessment of the Eastern Wyoming College
 University of the Philippines
College of Education
Division of Curriculum and Instruction - READING EDUCATION
EDR 221
Literature-Based Reading Programs

LEARNING LOG

Week: _____ Lesson/Topic: ____________________________________________

Complete briefly and honestly each statement in relation to this week’s lesson/topic.

I used to think that___________________________________________________________________________.

Now I know that____________________________________________________________________________.

However, I am not sure ______________________________________________________________________.

I found the activity (specify) _______________________________________________________________ easy

because ___________________________________________________________________________________.

I found the activity (specify) ____________________________________________________________ difficult

because ___________________________________________________________________________________.

I hope there would be a change in_______________________________________________________________

because ___________________________________________________________________________________.

Overall, I feel ___________________ because ___________________________________________________.