Republic of the Philippines

Republic of the Philippines

SULTAN KUDARAT POLYTECHNIC STATE COLLEGE

GLAN EXTENSION

Glan, Sarangani Province

COURSE SYLLABUS

Course No: English 314

Course Title: Developmental Reading

Course Description: Developing and Improving Reading Skills among Elementary and Secondary Students Using Various Approaches and Strategies in Teaching Reading

Credit Unit:

Number of Hours:

Pre-requisites:

Colege Vision: The SKPSC endeavors to prepare and update itself in all instructional requisite in terms of the need to help totally transformation the vast resources not only the province of Sultan Kudarat but also the nearby provinces through science and technology in order to provide a better life and establish a community peace, unity, equality and prosperity.

College Mission: The College shall primarily give the professional and technical training in science and technology and shall provide advanced and specialized instructions and in Literature, Philosophy, Arts and Sciences besides providing for the promotion of scientific and technological research.

Program Goals:

Program Objectives:

Course Objectives: Acquire knowledge and understanding of the reading skills to enable the students to read and become fluent readers.

1. Revisit the teaching practices of reading skills to enable the students to read and become fluent readers.

2. Strengthen one's ability to interview, to give feedback, to gather information and to organize data for reporting.

3. Initiate needed shifts from the traditional to holistic modes of reading instruction for effective and meaningful classroom interaction.

TOPIC OUTLINEOBJECTIVESACTIVITY/STRATEGIESEVALUATIONNO. OF HOURSDATE

MIDTERM

Unit I. Dep Ed Module 6.1 Curriculum and Instruction : The Teaching of English Reading

Unit II. Bridging the Gap Between Traditional and Whole Language Perspective in Teaching Reading

A. Phonics vs. Whole Language Approach

B. The Reading Teacher

C. Making Transitions Toward Holistic Teaching

1. Instructional Beliefs

2. Reading Materials

3. Curriculum Designs

4. Classroom Environment

5. Community Involvement

Unit III. Understanding Reading: Defining and Redefining Beliefs

A. Understanding the Reading Process

1. Linear

2. cyclical

3.learning alphabet

1. recognizing

2. decoding

3. mouthing of words

4. fluency

B. Aspects that influence reading development

1. Cognitive Aspects

2. Affective Aspects

3. Social Aspects

4. Linguistic Aspects

C. Theories of Reading Process

1. Bottom-Up Theory

2. Top-Down Theory

3. Interactive Theory

4. Transactional Theory

Unit IV. Developing Word Recognition Skills (Word Attack or Decoding Skills)

A. Phonics or Whole Language

B. What is phonics instruction

1, Goal of phonics instruction

2. Content of Phonics Instruction

word families

C. Word Recognition Instruction

1. Alphabetic Principle

2. Alphabetic Knowledge

3. Phonemic Awareness letter-sound relationship

4. phonological Awareness ability to produce sounds

5. Print Awareness

6. Decodable Text

D. Word Recognition Strategies

1. Sight Words Dolche List, Phil-IRI, Frye List

2. Context Clues

3. Structural Analysis

4. Dictionary

5. Alphabet Book and Chart

6. Songs, Chants, Rhymes and Jingles

FINAL TERM

Unit V. Acquiring a Reading Vocabulary

A. What is vocabulary instruction

B. Strategies of Building Vocabulary

Structural Analysis

Word Associations

Context Clues

Homonyms, Homographs,

Heteronyms

Figures of Speech

Idioms

Synonyms and Antonyms

Word Map

Unit VI. Comprehending Text

A. Issues in Teaching Reading Comprehension (Other Online Resources)

1. Less Time in Reading

2. Teachers Manual in Reading

3. Curriculum in Reading

4. School Management and Priorities in Reading

5. Teacher's Role in Reading

B. Two Theories in Comprehending Text

1. Scheme Theory Schema? Schemata?

2. Generative Learning Theory

C. Reading Difficulties and Disability

A. ADHD

B. Myopia

C. Hyperopia

D. Some Teaching Strategies in Developing Reading Comprehension

A. Story Grammar

B. Story Maps

C. Story Frames

D. Story Sequence/ Clothesline

E. Cloze Procedure

F. Predicting Outcomes

G. Generalizing

H. Noting Details

I. Open-Ended Questions

E. Types of Comprehension Skills

1. Literal

2. Inference

3. Prediction

4. Evaluation

5. Application

F. Bloom's Taxonomy of Cognitive Domain

1. Knowledge

2. Comprehension

3. Application

4. Analysis

5. Synthesis

Unit VII. Developing Independent and Fluent Readers

A. Sustained Silent Reading (SSR)

B. Fluency in Reading

C. Question Answer Relationship (QAR by Raphael)

D. Reciprocal Questioning (ReQuest by Dresher et. al.)

1. To discuss DepED Modules 6.1 Curriculum and Instruction

2. To give importance of reading instruction

1. To discuss phonics instruction.

2. To determine the whole language perspective in teaching reading.

3. To make transitions towards Holistic Teaching.

1. To define reading beliefs

2. To discuss the reading process

3. To explain the cognitive, affective, social and linguistic aspects in reading.

4. To elaborate the theories of reading

1. To discuss the word recognition skills.

2. To elaborate the goals and contents of phonics instruction.

3. To employ different word recognition instruction in the classroom.

4. To explain the used of DOLCHE List, Phil-IRI, and Frye List

1. To define vocabulary instruction in the classroom.

2. To use different strategies in building vocabulary.

1. To discuss the issues in teaching reading comprehension.

2. To explain theories in comprehending text.

3. To identify reading difficulties

4. To use some teaching strategies in developing reading comprehension.

5. To identify the types of Comprehension Skills

6. To revisit Bloom's Taxonomy of Cognitive Domain

1. To discuss Sustain Silent Reading (SSR)

2. To define fluency.

3. To use QAR and ReQuest in teaching reading.

1. To design a classroom reading program.

Directed Reading

Interactive Learning

Reporting

Cooperative Learning

Directed Reading

Interactive Learning

Reporting

Cooperative Learning

Directed Reading

Interactive Learning

Reporting

Cooperative Learning

Directed Reading

Interactive Learning

Reporting

Cooperative Learning

Directed Reading

Interactive Learning

Reporting

Cooperative Learning

Directed Reading

Interactive Learning

Reporting

Cooperative Learning

Directed Reading

Interactive Learning

Reporting

Cooperative Learning

Directed Reading

Interactive Learning

Reporting

Cooperative Learning

Presentation of OutputWriting Outputs

Online Quiz

Quizzes and Assignments

Writing Outputs

Online Quiz

Quizzes and Assignments

Writing Outputs

Online Quiz

Quizzes and Assignments

Writing Outputs

Online Quiz

Quizzes and Assignments

Writing Outputs

Online Quiz

Quizzes and Assignments

Writing Outputs

Online Quiz

Quizzes and Assignments

Writing Outputs

Online Quiz

Quizzes and Assignments

Writing Outputs

Online Quiz

Quizzes and Assignments6 Hours

6 Hours

8 Hours

8 Hours

8 Hours

8 Hours

6 Hours

3 Hours

June 18, 2009 -

August 23, 2009

August 28, 2009 October 2009

Evaluation Measures:

Course Requirements:

Quizzes:................................... 20%

1. Compilation of Output/ Portfolio

Exam (MT/FT)....................... 50%

2. Class Attendance

Oral Recitation/Reporting....... 10%

3. Online Outputs (Reactions/Comments)

Project/Assignment................ 20%

MTG + FTG = Final Grade

2

References:

Assessing and Correcting Reading and Writing Difficulties. Thomas G. Gunning. Copyright 2002.

Developmental Reading.

http://www.ditreading.wordpress.comPrepared by:

Recommending Approval:

Approve by:

ROGELIO B. LASCONIA JR.

________________________________

___________________________

Instructor

Dept. Chairman

Dean