Republic of the Philippines

Ramon Magsaysay Technological University

(Colegio de Castillejos building/Castillejos National High School Compound)
Castillejos Campus, Castillejos, Zambales
Tel/Fax No. (047) 602-1548
crmtu@yahoo.com.ph

COLLEGE OF TEACHERS EDUCATION

Course Syllabus
Developmental Reading 1
First Semester 2017 - 2018

XI. LEARNING PLAN

LEARNING METHODO- TIME
TOPIC RESOURCES ASSESSMENT
OUTCOMES LOGY FRAME
 Define reading I. What is Reading -Powerpoint -LCD -Quizzes 11
clearly and A. Reading is a skill presentation Projector -Worksheets
scientifically; B. Reading is a process -Lecture -Laptop -Assignments
 Identify the various C. Reading is a tool -Discussion -Blackboard/ -Recitation
factors affecting D. Reading is strategic Whiteboard
reading abilities; E. Reading is continuous -Chalk /
 Analyze situations II. What Reading Can do? Marker
to find out what III. Characteristics of a Good Reader
causes reading IV. Why Reading is Important
disabilities; V. Essential Components of Reading
 Underscore the role A. Phonemic Awareness
of “nature” and B. Phonics
“nurture” in the C. Fluency
reading process; D. Vocabulary
 Acquire functional E. Comprehension
understanding of the F. Spelling
various VI. Factors Affecting Reading
developmental A. Physical and Clinical Factors
stages in reading B. Predictors of School Entry
process; C. Family-based Risk Factors
D. Acquired Knowledge of
Literacy
E. Neighborhood, Community,
and School-Based Factors
VII. Stages of Reading Process
A. Process 1: Making Early
Connections – Describing
Pictures
B. Process 2: Forming a Story by
Connecting Pictures
C. Process 3: Transitional Picture
Reading
D. Process 4: Advance Picture
Reading
E. Process 5: Early Print Reading
F. Process 6: Early Strategic
Reading
G. Moderate Strategic Reading
VIII. Developmental Reading Stages
A. Stage 0: Reading
Readiness/Pre-Reading
B. Stage 1: Initial Reading or
Decoding
C. Stage 2: Fluency
D. Stage 3: Reading for Learning
the New Stage
E. Stage 4: Multiple View-points
Stage
F. Construction and
 Reconstruction Stage
PRELIMINARY EXAMINATION
 Understand the I. Reading Models -Powerpoint -LCD -Quizzes 22
underlying A. Bottom-up Reading Model presentation Projector -Worksheets
principles of reading B. Top-down Reading Model -Lecture -Laptop -Assignments
strategies and C. Interactive Reading Model -Discussion - -Recitation
models and apply II. Comprehension and Levels of Blackboard
them when you read Comprehension /
in different content A. What is Comprehension? Whiteboard
areas; B. Indicators of Learners’ Reading -Chalk /
 Identify and Comprehension Marker
describe the C. Comprehension Levels
different C.1. Level One: Literal
comprehension C.2. Level Two: Interpretative
levels arranged C.3. Level Three: Applied
according to D. Skills that are Important for
complexity of Comprehension
reading skills III. Comprehension Strategies
required and read A. Skimming
short and longer B. Scanning
texts with full C. Extensive Reading
comprehension; D. Intensive Reading
 Efficiently employ E. Visualizing
reading F. Monitoring and Repairing
comprehension Understanding
strategies; G. Synthesizing
 Define, discuss the H. Determining Important Ideas
importance of I. Synthesizing
vocabulary; J. Inferring
 Identify an array of K. Using Background Knowledge
vocabulary learning L. Questioning
strategies; IV. Expanding Your Vocabulary
 Expand your A. Facts about Vocabulary
 Acquisition
vocabulary by B. Vocabulary Learning Strategies
analyzing roots, B.1. Determination (DET)
affixation, use of B.2. Social (SOC)
antonyms and B.3. Memory (MEM)
synonyms. B.4. Cognitive (COG)
 Explain, know the B.5. Metacognitive (MET)
different types, and V. Analyzing Roots
unlock unfamiliar VI. Affixes
words with the use VII. Antonyms
of context clues. VIII. Synonyms
IX. Context Clues
MIDTERM EXAMINATION
 Explain what is I. Understanding Idiomatic -Powerpoint -LCD -Quizzes
idiomatic Expressions presentation Projector -Worksheets 21
expressions and II. Skimming and Scanning -Lecture -Laptop -Assignments
decipher the III. Reading Technique – SQ3R -Discussion - -Recitation
meaning of it A. Survey Blackboard
independently; B. Question /
 Differentiate C. Read Whiteboard
between skimming D. Recite -Chalk /
and scanning; IV. Noting Details Marker
 Discuss and employ A. Examples
SQ3R in reading B. Facts
texts; C. Statistics
 Note details in texts D. Reasons
read; E. Definitions
 Discuss and identify F. Descriptions
what topics, main V. Identifying Topics, Main Ideas,
ideas, and and Supporting Details
supporting details in VI. Making Inferences
texts read; VII. Drawing Conclusions
 Discuss and make VIII. Summarizing
 inferences based on IX.
the texts read;
 Discuss and draw
conclusions from
texts reads;
 Discuss what is
summarizing is and
describe effective
summaries;
 Discuss what and X. Recognizing Author’s Purpose
apply critical
thinking in reading XI.
texts; XII.
 Discuss why it is
necessary and
identify an author’s
purpose and point of
view;
 Tell what a good
argument is and
identify authors’
arguments in texts XIII.
read;
 Discuss what
content area reading
is;
 Discuss what
XIV.
expository text is;
 Discuss, give the
classifications, and
read essays
XV.
effectively;
Figures of Speech
 Discuss what
Critical Thinking and Reading
A. What is Critical Thinking
B. Uses of Critical Thinking
C. Attributes of a Critical
Thinker
D. What is Critical Reading
E. Characteristics of Critical
Readers
F. Steps in Critical Reading
and Point of View
Identifying Arguments
Content Area Reading
A. Definition
B. Reasons for Teaching
Content Area Reading
C. Content Area Texts vs.
Literary Texts
D. How to understand Content
Area Texts
E. Content Area Vocabulary
Reading Expository Texts
A. Problem and Solution
B. Cause and Effect
C. Comparison
D. Sequence
E. Description
Reading Essays
A. Suggestions on effectively
read essays
B. Understanding Essays
Figurative Language
 figurative language A. Simile
is, give and describe B. Metaphor
the most commonly C. Metonymy
used figures of D. Synecdoche
speech; E. Personification
 Differentiate F. Apostrophe
between tone and G. Overstatement (Hyperbole)
mood; H. Understatement
 Discuss what poetry I. Alliteration
is and interpret J. Assonance
poems effectively; K. Onomatopeia
 Discuss, give and XVI. Identifying Author’s Tone
describe a short A. Author’s Tone and Mood
story and its B. Nostalgic Tone
elements; C. Sentimental Tone
 Demonstrate D. Moralizing Tone
understanding of E. Cynical Tone
graphs, charts, and XVII. Reading Poetry
tables. A. Poetry
B. Specific poetic devices
C. Steps to reading a poem
XVIII. Reading Short Stories
A. Setting
B. Plot
C. Conflict
D. Characters
E. Point of View
F. Theme
XIX. Reading Graphs, Charts and
Tables
Interpreting Graphs, Charts and
Tables
Graphs
 A. Circle/Pie Graph
B. Bar Graph
C. Line Graph
Tables
FINAL EXAMINATION

XII. SUGGESTED READING AND REFERENCES:

Developmental Reading 1 by Alejandro S. Bernardo
XIII. COURSE REQUIREMENTS:

a. Quizzes
b. Major Exams
c. Reading Exercises and Projects

XIV. GRADING SYSTEM:

Class Standing: 70%
Homeworks/Seatworks - 10%
Quizzes/Activities - 20%
Attendance/Attitude - 10%
Project / Notes - 30%
Examination: 30%
Total 100%

FINAL GRADE:
Preliminary 30%
Midterm 30%
Final 40%
Total 100%

XV. CLASSROOM POLICIES:

1. A student who misses any of the major tests must present a valid reason why he/she
was absent before he/she can take the special examination
2. Allowance of 15 minutes is considered before one will be marked absent
3. All other policies stipulate in the Student’s Handbook related to academics and proper
decorum are also included (haircut, uniform, no. of allowable absences, etc.)
4. Usage of cellular phones and other communication/entertainment gadgets are not
allowed inside the classroom during the class hours
5. Any form of cheating are strongly prohibited.
6. Students are not allowed to have more than 11 hours absences semester (20% of
allocated hours), she/he may be automatically be dropped in the subject.

XVI. CONSULTATION HOURS:

Monday/Wednesday - 1:00 – 2:00 PM