Teaching and Assessing Reading Literacy: An Online Training Program for Teachers

COURSE SYLLABUS
Description
The online training program on Teaching and Assessing Reading Literacy introduces teacher-participants to the
important characteristics, components, and strategies for reading comprehension instruction so that adolescent
learners will become independent, strategic, and effective readers. It will guide participants on the application
of the method of direct teaching for comprehension strategy instruction. It will also lead participants to
understand how various assessment strategies can be used to assess the processes and products of reading
comprehension – including skills in locating information from texts, understanding, evaluating and reflecting on
texts. The appreciation of the effectiveness of these strategies will be grounded in relevant, cognitively- and
metacognitively-based theoretical conceptions of the reading process and of the development of reading skills.

Objectives
At the end of the training, participants will be able to:
• Demonstrate an increased understanding of the nature and processes of Reading
• Recognize the importance of understanding the reading process, the developmental stages of reading,
strategic reading behaviors, text structure, and vocabulary development in comprehending texts and in
teaching strategies for text comprehension
• Integrate their knowledge of the reading process, developmental stages of reading, strategic reading
behaviors, text structure, and vocabulary development as they plan the teaching and learning activities
that address the literacy skills and needs of adolescent readers or learners
• Apply the direct instruction method in designing lessons for teaching the essential comprehension
strategies and text evaluation strategies
• Assess the process and product of reading comprehension – including skills in locating information from
texts, and understanding, evaluating and reflecting on texts
• Reflect on their own reading processes vis-a-vis their practices in teaching reading to identify areas that
can be modified or improved
• Recognize the role of school leaders in promoting literacy development

Cycle 2 Program Schedule

Week Date Topic/ Activity Outputs
Course Registration
0 Accomplishment of Participant’s Profile
Sheet
Mar 17-25, 2022 Topic 1: Theoretical Models of Reading Topic 1
Topic 2: Stages of Reading and BDA • WS 1: Process of reading (Due Mar
Strategies 23)
• WS 2: Theories of reading (Due Mar
Asynchronous (4.5 hrs to complete)
23)
1 − Download the learner’s guide and
• WS 3: Writing literal, inferential,
worksheets
evaluative and critical questions
− Read and study the lessons by
(Due Mar 24)
watching the recorded video
lectures • WS 4 : Reflection on how the
participants can integrate the

Course Syllabus and Reminders, RL Cycle 2 Page 1 of 5

Week Date Topic/ Activity Outputs
− Answer and submit the required models of reading in teaching
exercises reading (Due Mar 24)
− Answer the Learning Feedback Topic 2
Diary (LFD)
• WS 1: Stages of Reading (Due Mar
25)
• WS 2: BDA Strategies (Due Mar 25)
• WS 3: Reflection on what the
participants learned from the topic
and how they will integrate this in
teaching reading. (Due Mar 25)
Mar 26, 2022 Synchronous (9-11am, 2 hrs)
− Attend the live Q&A session for
topics 1 & 2
− *Participants are encouraged to
attend this Live Q&A Session but
attendance is not mandatory for
course completion
Mar 27-Apr 1, Topic 3: Text organization and text Topic 3
2022 patterns • WS 1: Text Patterns - Using a given
Topic 4: Meaningful Language text, identify the text pattern and
Processing: Vocabulary give a brief explanation of their
answer and create a graphic
Asynchronous (5 hrs to complete)
organizer that will visually present
− Download the learner’s guide and
the information of the text. (Due
worksheets
Mar 30)
− Read and study the lessons by
• WS 2: Story Map - Using a given
watching the recorded video
story, record the different elements
lectures
of the narrative using a story map.
− Answer and submit the required
(Due Mar 30)
exercises
• WS 3: Write a reflection on how
− Answer the LFD
teachers should teach text patterns
2 to their students. (Due Mar 30)
Topic 4
• WS 1: Essay on how the teacher will
modify a past strategy used to teach
and develop vocabulary knowledge
and skills of their students. (Due Mar
31)
Apr 2, 2022 Synchronous (9-11am, 2 hrs)
− Attend the live Q&A session for
topics 3 & 4
− *Participants are encouraged to
attend this Live Q&A Session but
attendance is not mandatory for
course completion
Apr 3-7, 2022 Topic 5: Meaningful Language Topic 5
Processing: Reading Comprehension • WS 1: Essay discussing how a past
3 Topic 6: Essential Reading strategy used in teaching reading
Comprehension Strategies comprehension skills to students can
Asynchronous (4 hrs to complete)

Course Syllabus and Reminders, RL Cycle 2 Page 2 of 5

Week Date Topic/ Activity Outputs
− Download the learner’s guide and be both understood as a product
worksheets and a process. (Due Apr 6)
− Read and study the lessons by • WS 2: Instructional Strategies on
watching the recorded video how to teach grade 8 – 10 students
lectures to read with comprehension. (Due
− Answer and submit the required Apr 6)
exercises
− Answer the LFD
Apr 8 & 9, 2022 Topic 7: Direct and Explicit Instruction of
Reading
Required Synchronous sessions (Apr 8:
5-8pm, 3 hrs; Apr 9: 9am – 12pm; 3 hrs)
− Attend the synchronous session on
topic 7
− *Participants are required to
attend the synchronous session,
attendance is mandatory for
course completion
Apr 17-22, 2022 Topic 7: Direct and Explicit Instruction of • WS 1: Group lesson plan that will
Reading teach the assigned reading
comprehension strategy (based on
Asynchronous (3 hrs to complete)
the fab 4). (Due Apr 20)
− Accomplish and submit the
• WS 2: Individual lesson plan to teach
required exercises
one of the four reading
− Answer the LFD
comprehension skills. The teacher
should apply the direct instruction
approach in the lesson plan. (Due
Apr 22)
4 Apr 23, 2022 Topic 7: Direct and Explicit Instruction of
Reading
Topic 8: Assessment of Reading Literacy
Required Synchronous session (9am –
12pm, 3 hrs)
− Attend the synchronous session on
Topics 7 and 8
− *Participants are required to
attend the synchronous session,
attendance is mandatory for
course completion

Course Syllabus and Reminders, RL Cycle 2 Page 3 of 5

 Week Date Topic/ Activity Outputs
Apr 24-29, 2022 Topic 8: Assessment of Reading Literacy Topic 8
Topic 9: Text Evaluation • WS 1: Assessment Plan - Teacher will
develop an assessment activity that
Asynchronous session (5 hrs to
will evaluate how well the students
complete)
have learned the reading skill that
− Accomplish and submit the
they chose to teach in the previous
required exercise for topic 8
lesson plan (output of direct and
− Download the learner’s guide and
explicit instruction of reading). (Due
worksheet for topic 9
Apr 26)
− Read and study topic 9 lessons by
watching the recorded video Topic 9
lectures • WS 1: Lesson Plan on teaching one
− Answer and submit the required of the two text evaluation strategies.
5 exercise for topic 9 (Due Apr 28)
− Answer the LFDs of topics 8 & 9
Apr 30, 2022 Synchronous session (9-11am, 2 hrs)
− Attend synchronous session on
topics 8 & 9
*Participants are encouraged to attend
this Live Q&A Session but attendance is
not mandatory for course completion
Asynchronous session
− Answer the post assessment and
overall training program feedback
form

REMINDERS
IMPORTANT DATES
Save the dates of the worksheets submission and the synchronous sessions.
• The following synchronous sessions are optional, but everyone is encouraged to attend. The speakers
will give key points on the topic, discuss worksheet answers, and address questions or clarifications that
you may have about the topic. Get the most out of these sessions by having a live discourse with the
speakers.
− March 26, 2022 (Saturday), 9:00 – 11:00 AM
− April 2, 2022 (Saturday), 9:00 – 11:00 AM
− April 30, 2022 (Saturday), 9:00 – 11:00 AM
• The following synchronous sessions are required, and attendance is mandatory for course completion:
− April 8, 2022 (Friday), 5:00 – 8:00 PM
− April 9, 2022 (Saturday), 9:00 AM – 12:00 PM
− April 23, 2022 (Saturday), 9:00 – 11:00 AM

SYNCHRONOUS SESSIONS
• Admission to the zoom room during synchronous sessions starts 30 minutes before the scheduled time.
• During synchronous sessions, make sure to use your full name – First Name and Last Name, as
participant. This would ensure that your attendance is recorded. If you need help in changing your name

Course Syllabus and Reminders, RL Cycle 2 Page 4 of 5

 as you enter zoom, you may visit this link https://www.ficpa.org/how-change-your-display-name-zoom
or watch this video https://www.youtube.com/watch?v=JVSFPJqwpe4 for instructions.

ASYNCHRONOUS SESSIONS
• Watch the video tutorial on how to access the course in the CEM Continuing Professional Development
(CPD) Online thru this link
https://www.youtube.com/watch?app=desktop&v=HZaPJ6HuP60&feature=youtu.be
• It is recommended to watch the recorded video lessons sequentially. You need to finish a video before
you can move to the next one or the next part of the course. However, if you need to skip a video for
some reason, you may do so by playing the video and fast forwarding it near the end then wait for it to
finish. You can go back anytime to the videos you want to watch again.
• The recorded video lectures have subtitles and transcriptions are also provided for your convenience.
Use the Learner’s Guide (LG) to write down notes or questions about the topic.
• For every topic, there is a learning feedback diary (LFD) that needs to be accomplished before you can
proceed to the next part of the course.
• After the last synchronous session on April 30, 2022, please answer the post assessment and accomplish
the overall feedback form.
• An e-certificate will be given to those who will complete the course.
• Please check both your inbox and spam folders regularly, program updates and reminders will be sent to
your registered email.

SUBMISSION OF OUTPUTS
• Each participant will be given a google drive folder where the accomplished worksheets can be saved.
Facilitators who will check, review and give feedback to the outputs will also be given access to the
folders. The link to the google drive folder will be sent to the email address you provided in the
registration or Participant’s Profile Sheet. Please check both your inbox and spam folders. You might
want to watch this video on how to save files in the google drive:
https://www.youtube.com/watch?v=TuMgY3cLBlM&t=3s
• Submit accomplished worksheets in MS Word file (.doc or .docx) and use the format for the file name:
− Lastname_Firstname_Topic#_WS#; example, Abad_Alice_Topic2_WS3
− For group work, use the file name format: Group#_Topic#_WS#

TARL Co-facilitators
• Aside from having Dr. Rosalyn Mirasol and Teacher Victor Villanueva as resource speakers, groups of
participants are assigned a co-facilitator who are also teachers and are practicing reading specialists.
They will help guide you throughout the course and give feedback on your written work. The co-
facilitators will create FB Messenger group chats for the participants they are handling for easier and
more efficient communication. If you wish to join, you may send your Facebook profile link or send us a
direct message at https://www.facebook.com/cem.pds. There is no need to add the Cem pds FB as
friend, only messenger will be used.

GOT QUESTIONS?
For inquiries, email CEM at cem.readingliteracy@gmail.com or call 0999 221 2549.

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