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SYLLABUS IN EDUC9

DEVELOPMENTAL READING

VISION

We at the USST Colleges envision a PREMIER EDUCATIONAL INSTITUTION committed towards providing EQUAL ACCESS AND
OPPURTUNITY in helping individuals achieve personal, academic and social transformation to become brilliant, dedicated and productive leaders
in Trade, Business, Arts, Humanities and Science and Technology.

MISSION

Our mission is to CREATE and SUSTAIN a WORLD CLASS LEARNING ENVIRONMENT that will nurture creative, innovative and
reflective critical THINKERS and LEADERS committed in creating a QUALITY WAY OF LIFE for themselves and for the others through
EXCELLENCE, FAITH and INTEGRITY.

GOALS AND OBJECTIVES

To provide professional, scientific, technological, technical and vocational instruction and training in trade, business, arts, sciences and
technology and other areas of education in order to meet the manpower needs of business and industries in the region in the Philippines.

1. Strive for academic excellence in instruction and research, social and community involvement through accreditation.
2. Provide appropriate and continuing faculty and staff development programs.
3. Provide and maintain appropriate technologies, instructional facilities, materials and equipment.
4. Produce quality graduates who are globally competitive to meet the needs of business and industry and,
5. Attain university status through Unity, Solidarity, Sublimity and Teamwork(USST)
Course Name Developmental Reading
Course Credits 3 units
Course Schedule Monday/Wednesday 9:30-11:00
Course Description The course introduces the students to the nature, theories and scope of the reading process to enhance their reading
proficiency, hone critical, creative and metacognitive reading skills as a tool for learning:
Contact Hours/Weeks 3 hours
Prerequisite None
Course Objective At the end of the semester, the students must have:
1. Understood fully the nature, theories and scope of the reading process;
2. Explained the factors affecting acquisition of reading skills;
3. Developed word recognition , comprehension and study skills and devise ways to improve them; and
4. Developed a genuine love for reading as lifelong source of pleasured profit.

COURSE OUTLINE:

Week Desired Learning Course Content/Subject Teaching and Assessment Task Resource Time Table
Outcomes (DLO) Matter Learning Activities (ATs) Materials
(TLAs)
At the end of the unit, the Unit 1: Nature And Concept Question-generation Written Quizzes OHP
students must have: About Reading: strategies 15 hours
1. Explained the A. Reading as a Neuro- Oral recitation
nature and concept Physiological Process Reciprocal teaching Laptop
about reading as:  General principles of Brainstorming Group presentation
 A neuro- Human Information of outputs
Physiological Processing. LCD Projector
process  Eye Movements and Facilitation of
Week  A language Directionality. assigned topic
1-5 process B. Reading as a Sample activities/ Illustrations
 A psycho-social Cognitive Process exercises produced
process  Concept Development Flowchart of
 A developmental and Reading reading skills
process
 A skill C. Reading as a
2. Identified specific Communication
classroom Process
scenarios to  Components of
illustrate correct Language
interpretation of  Theories of Language
the nature of and Acquisition
concepts about  Characteristics of
reading language
3. Identified and D. Reading as Skill/Skills
mapped out the  Global Reading Skills
skills and and Sub-Skills
characteristics of a  Reading Skills Ladder
reader at each (Grace Goddel)
developmental  Reading as a
reading stage Psychosocial Process
4. Constructed  Personality Theories
sample activities/ and Reading
exercises to
 Social-Emotional
develop global Problems and Reading
reading skills of:
E. Reading as a
 word
developmental
recognition
Process
 Comprehensio
 Fries’ Stages of
n
Reading
 study skills
 Chall’s Stages of
Reading
At the end of the unit, the Unit II:
students must have: A. Factors That Affect Brainstorming Written Quizzes Projectors 12
1. Identified and Reading hours
distinguished the  Intrinsic Factors Panel Discussion Facilitation of Charts
intrinsic and  Physical/Physiological Assigned Topics
extrinsic factors  Visual Adequacies Reciprocal Teaching Manila paper,
affecting  Hearing Group Reports cartolina
acquisition of Adequacies Role Playing/Talk
reading skills  Perceptual Factors Show A Matrix of “The Short narrative
2. Cited and Profile of an Ideal for story
demonstrated  Psychological Designing Matrix of Reading Teacher” grammar
specific examples  Learning styles “The Profile of an analysis
on how these  Multiple Ideal Reading Reaction Paper
varied factors Intelligence Teacher” Expository
affect the  Emotional Story texts
acquisition of  Self-Concept and Sharing research Grammar/expositor
reading skills Motivation studies retrieved from y text analysis
3. Designed a matrix Theories journal
of the “Profile of  Reading Interests
an Ideal Reading B. Excercising Factors Analyzing narrative
Teacher”  Social/ Environmental and expository texts
Week 4. Shared research  The Family and
6-9 studies focusing on Peers
the effects of these  The Reading
factors on reading Teacher- a scholar
performance and romanticist
 The Text
Organiation and
Structure
C. Study Skills and
Aesthitic Reading
 Skills in Organizing
Information
 Skimming/Scannin
g
 Note Taking,
Outlining
 Summarizing

At the end of the unit, the Unit III. Word Recognition


students must have: and Meaning Vocabulary Listening of Skills Written Quizzes Hand-outs on 12
1. Recognized and A. Three Areas of Word word hours
employed word Study Small group Samples of recognition,
recognition/vocabu  Word Knowledge discussion Activities vocabulary
lary techniques  Recognition techniques
2. Created  Analysis Mini-workshop on Compilation of
activities/exercises B. Vocabulary Techniques creating Activities
for the  Word Associations activities/exercises
development of  Using Collocations, for word
word recognition Clusters and Clines recognition/vocabular
skills  Identifying Specific y
and Generic Terms
Week Presentation of
 Using Context
10-13 outputs
Clues
 Identifying Words
and Multiple
Meanings
 Understanding Root
Words
 Using Idiomatic
Expressions
 Creative Words

At the end of the unit, the Unit IV. Developing


students must have: Comprehension Skills Buzz Session Written Quizzes Samples of 12 hours
1. Discussed the A. Comprehension Skills Passages for
nature of the and Dimensions Micro-Teaching Facilitation of Comprehensio
comprehension  Literal Level Assigned Topics n with
process  Noting Details Mini-Workshops on Questions in
2. Developed their  Sequencing Formulating Making a Checklist the Different
comprehension Events Comprehension of Comprehension Levels
skills in the five  Associating Questions in the Skills
(5) dimension Quotations with Different Dimension Story Books
3. Categorized Speakers, etc.
specific skills  Interpretive Level LCD Projector
belonging to the  Getting the
Week five (5) levels of Main Idea Laptop
14-18 comprehension  Making
4. Formulated Inferences Speaker
questions for the  Predicting
development of Outcomes
comprehension  Identifying
skills in the Cause and
different levels Effect
Relationship
 Drawing
Conclusions
and
Generalizations
 Summarizing
 Critical Level
 Evaluating
Authors’ Style
and Purpose
 Distinguishing
Facts from
Opinions
 Integrative Level
 Relating
Previous Ideas
with New Ones
 Associating
Reading with
Self and Life
 Creative Level
 Illustrating
Ideas and
Events
 Making New
Sequels of a
Story, etc.
B. Efferent Reading via
Informational Materials
 Reference Books
 Non-Book
Materials-
pamphlets,
clippings, EMC
materials
 Graphics-maps,
graphs, charts

C. Tales, Modern Short


Stories, Plays,
Book/Movie Tie-ins,
Essays, Poetry
Suggested Readings and
References
Course Requirements 1. Regular class attendance
2. Major examinations
Prelim Examination
Mid-term Examination
Pre-Final Examination
Final Examination
3. Activities, seat works and short quizzes
4. Portfolio/ Projects(s)Reflection paper(s)

Grading System Attendance -10%


Decorum -15%
Quizzes -20%
Participation (Recitation, Assignments,
Projects, Portfolios,etc.) -25%

Major Examination -30%

TOTA -100%

Classroom Policies 1. Attendance is checked regularly. Late comers will not be admitted after 15 minutes.
2. Students wearing incomplete/improper school uniform will not be admitted. Likewise, proper dress code should
be observed during school activities.
3. Electronic devices (cell phones, iPods, etc.) need to be turned off or muted during class.
4. Requirements for the subject should be submitted on time. Late submission of projects is not acceptable.
5. Students who are cheating or plagiarizing materials in the course will not receive credit for the assignments,
projects or tests which will likely to lead failure in the course.

Prepared by: Approved by:

________________________________ ___________________________
CARMELITA L. DASALLA DR. MERCEDES L. MALLARI
Instructor Vice President for Academic Affairs

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