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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 C.2. Level Two: Interpretative comprehension C.3. Level Three: Applied levels arranged D. Skills that are Important for according to Comprehension complexity of III. Comprehension Strategies reading skills A. Skimming required and read B. Scanning short and longer C. Extensive Reading texts with full D. Intensive Reading comprehension; E. Visualizing Efficiently employ F. Monitoring and Repairing reading Understanding comprehension G. Synthesizing strategies; H. Determining Important Ideas Define, discuss the I. Synthesizing importance of J. Inferring vocabulary; K. Using Background Knowledge Identify an array of L. Questioning vocabulary learning IV. Expanding Your Vocabulary strategies; A. Facts about Vocabulary Expand your 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. Critical Thinking and Reading the texts read; A. What is Critical Thinking B. Uses of Critical Thinking Discuss and draw C. Attributes of a Critical conclusions from Thinker texts reads; D. What is Critical Reading Discuss what is E. Characteristics of Critical summarizing is and Readers describe effective F. Steps in Critical Reading summaries; X. Recognizing Author’s Purpose Discuss what and and Point of View apply critical XI. Identifying Arguments thinking in reading XII. Content Area Reading texts; Discuss why it is A. Definition necessary and B. Reasons for Teaching identify an author’s Content Area Reading purpose and point of C. Content Area Texts vs. view; Literary Texts Tell what a good D. How to understand Content argument is and Area Texts identify authors’ E. Content Area Vocabulary arguments in texts XIII. Reading Expository Texts read; A. Problem and Solution Discuss what B. Cause and Effect content area reading C. Comparison is; D. Sequence Discuss what E. Description expository text is; XIV. Reading Essays Discuss, give the A. Suggestions on effectively classifications, and read essays read essays B. Understanding Essays effectively; XV. Figurative Language Discuss what Figures of Speech figurative language A. Simile is, give and describe B. Metaphor the most commonly C. Metonymy used figures of D. Synecdoche speech; E. Personification F. Apostrophe Differentiate G. Overstatement (Hyperbole) between tone and H. Understatement mood; I. Alliteration Discuss what poetry J. Assonance is and interpret K. Onomatopeia poems effectively; XVI. Identifying Author’s Tone Discuss, give and A. Author’s Tone and Mood describe a short 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 FINAL EXAMINATION
XII. SUGGESTED READING AND REFERENCES:
Developmental Reading 1 by Alejandro S. Bernardo XIII. COURSE REQUIREMENTS & GRADING SYSTEM Class Attendance 10% Homeworks/Quizzes 10% Activities 20% Term Projects 30% Prelim, Midterm, & Final 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.