Republic of the Philippines

BANGSAMORO AUTONOMOUS REGION IN MUSLIM MINDANAO

SENATOR NINOY AQUINO COLLEGE FOUNDATION
Old Marawi City Division, Brgy. Kilala Marawi City
COLLEGE DEPARTMENT
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Course Syllabus in EDUCATION 8b

(DEVELOPMENTAL READING 2)
2nd Semester, A.Y. 2021-2022

Course Code: EDUC. 8b

Course Title: Developmental Reading 2
Pre-requisite: None
Credit Unit: 3 Units
Contact Hours: 3 Hours/Week (18 weeks, 54 hours total)

Course Description:

This three (3) hour per week course designed and help students in intensive reading
intervention program that helps educators confront the problem of adolescent illiteracy and special
needs reading on multiple fronts, using technology, print and professional development. It is proven to
meet the needs of struggling readers whose reading achievement is below proficient level. The
Program directly addresses individual needs through differentiated instruction, adaptive and
instructional software, high interest literature, and direct instruction in reading, writing and vocabulary
skills.

Course Objectives:
Generally, at the end of the semester,
 Recognize literacy as an integrated process that result in comprehension/communication as a
product, engage students in activities that promote instinct motivation to read and write for
pleasure and information.
 Identify components of a comprehensive literacy program in the primary grades.
 Gain understanding of how the primary grade child develops reading and writing skills in a
supportive print-rich environment.
 Demonstrate an understanding of the theory of language acquisition and teaching,
reading/language arts to the culturally diverse and English learners (EL).
 Demonstrate an understanding of the Common Core State Standard for English Language Art.
 Explore various authentic and formalized assessment tools as a variable form of evaluation.
 Gain understanding of the structure and function of early intervention models that are being
used to support struggling readers in the early primary grades.

Course Contents:
Intended Learning Outcomes Content Suggested Teaching Suggested
(ILOs) Learning Activity/s Assessment Tool/s
PRELIM
 Differentiate and W1: Academic reading:  Lecture and  Oral reading
practice skimming, skimming, Scanning, Browsing Discussion Presentation
scanning, browsing,  Brainstorming  Quizzes
note taking, W2: Note Taking, organizing,  Individual  Home Work
organizing and and outlining. Exercise  Group/Team
outlining.  Quizzes Activity
 Discussion of the W3: Aid to comprehension:  Web Search
Basic steps in Graphic organizers, direct  Sentence drill
Graphic organizing. reading, and SQ3R.
 Direct reading and
SQ3R W4: Use of Reference
 Apply research skills materials
using various
reference: W5: Narrative structure: its
encyclopaedia, Elements and Story Grammar
dictionary, atlas, and
thesaurus
 Analyse the narrative
structure of text.

MIDTERM
 The importance of W6: Different reading and  Lecture and  Oral reading
Reading types of information materials Discussion Presentation
 The types of and their resources.  Brainstorming  Quizzes
informational  Individual  Home Work
materials and their W7: Aesthetic reading, Exercise  Group/Team
resources. Reading traditional tales and  Quizzes Activity
 Appreciate reading knowing their patterns and  Web Search
materials visually. variants.  Role Playing
 Analyse text that
creates vivid images. W8: Reading Modern Short
 Appreciate reading Story and its Elements
traditional tales.
 Elements of Short W9: Poetry as Shape, imagery,
story. voice and experience
 Discuss the themes,
subplots and W10: Reading a Play,
characters of the Persuasive materials, and
story read. reading to write.
 Elements of Poetry

SEMI-FINAL
 Explain the Neuro- W11:Reading as a Neuro-  Lecture and  Oral reading
physiological physiological process Discussion Presentation
process of reading.  Brainstorming  Quizzes
 Describe the context W12: Reading as a Language  Individual  Home Work
of Fries on reading Process Exercise  Group/Team
 as a language  Quizzes Activity
process. W13: Reading as a Cognitive  Web Search
Process
FINAL
 Illustrate the W15: (Piaget) as skill/ skills  Lecture and  Oral reading
cogitative process of (Gray/Gates) Discussion Presentation
reading as skill/skills.  Brainstorming  Quizzes
 Discuss reading as W16: Reading as a Psycho-  Individual  Home Work
Psycho-Social social process Exercise  Group/Team
process.  Quizzes Activity
 Explain why reading W17: Reading as a
 Web Search
is a Developmental Developmental Process
process.
 Discuss the W18: Extrinsic factors for
Pygmalion effect reading achievement.

W19: The Pygmalion Effect

Teaching –Learning Activities (TLA)

 Lecture/Hand outs
 Group work/ Demonstration
 Practical Exercises
 Attendance
 Quizzes
 Recitation
 Role Playing

Computation of Scores/Grading System

Prelim to Midterm Semi-Final to Final

Written Works 20% Written Works 20%

Quizzes Quizzes
Assignments Assignments
Seatwork Seatwork
Long test Long test

Performance Task 60% Performance Task 60%

Attendance Attendance
Reporting Reporting
Projects Projects
Demonstration Demonstration
Team Activity Team Activity

Exams 20% Exams 20%

100% 100%

Suggested Readings and Reference:

Book:

 Advance Grammar Book, Milagros G.L, Eight Edition

 Josephine B. Serano vol. 12,5 & 8 1993

Online:

 http://www.grammarnet/english/repacts/ra1998/ra_6657_1998.html
 Photo sources: http://www.google.com/search?

Course Requirements:
 Reflection paper
 Research paper
 Role Playing
 Written exercises
 Reaction paper

Prepared by: Noted by:

KHALID B. SAMBITORY MRS. LADY M. GUINAR

Instructor Dean of College

Approved By:

DAYALYN P. ACOON-TINGARAAN
School President