F.L.

Vargas College
Tuguegarao City, Cagayan
Telephone No. (078) 844-0585

COURSE TITLE: Building and Enhancing Literacies Across the Curriculum

COURSE DESCRIPTION: Literacy across the curriculum requires children and young people to have skills which enable
them to interpret and compose texts across different disciplines. This involves teaching that prompts
learning that

 embeds a grasp of how different language choices and patterns represent and document
ideas and views of the world through a range of genres; and
 develops a sense of the way disciplinary knowledge is organized (for example, in
mathematics, science, history or geography).

UNITS: Three (3)

OBJECTIVES:
1. Acquire competencies in understanding the English Language Arts Curriculum;
2. Gain understanding and competencies on the domains of literacy;
3. Identify and master skills in the increasing level of awareness among Mathematics teachers in reading and
comprehension skills of learners;
4. Apply learned skills in coping problems in reading abilities of learners; and
5. Develop lesson exemplars in teaching explicit instruction to foster literacies;
 F.L. Vargas College
Tuguegarao City, Cagayan
Telephone No. (078) 844-0585
COURSE SYLLABUS
TIME Content Objective Activities Assessment
1. The English Language Arts  Defines and identify end goal of 1. Active group Oral
Curriculum English Language Arts participation Assessment
1.1 The English Curriculum Curriculum.
3
Framework 2. Giving views, ideas and Active
1.2 The Core Standards and Key reflections participation
Stage Standards in English
2. The Domains of Literacy in  Gain understanding on the 3. Research-Reporting of Q and A
English domains of literacy and its assignment
2.1.Oral Language implication in the understanding Composition
2.2. Phonemic Awareness of other content learning areas 4. Journal Writing, Essay Writing
2.3 Book and Print Orientation Writing, Lesson Planning,
2.4 Alphabet Knowledge  Acquire competencies in dealing Group dynamics Diads, peer
2.5 Word Recognition with learner’s problem in each evaluation
2.6. Fluency domains of literacies 5. Rubric making,
9 2.7.Spelling assessment cards, matrix Assignment
2.8. Handwriting making
2.9 Composition Research, video
2.10.Grammar Awareness 6. Oral reports, graded clips, news
2.11.Vocabulary recitation, peer report,
2.12 Listening and Reading discussions powerpoint
Comprehension
2.13 Attitude Towards Language,
Literature and literacy
TIME Content Objective Activities Assessment
2.14.Study Strategy Written
Assessment

3. Reading Across the Curriculum  Develop skills and knowledge in

3.1. Overview of the Reading reading processes
Process
 Deepen understanding and
9 3.2. Experiencing the Reading competencies in teaching
Process reading across all learning areas

3.3. Tips in Promoting Reading

4.Literacy Across Curriculum  Acquire KSAs in developing

4.1. Importance of Literacy Across students’ literacy skills across
Curriculum curriculum

4.2. What Does an Effective Literacy  Demonstrate ability in

Program Look Like? developing balanced literacy
9
programs in schools
4.3 Characteristics of an Effective
Literacy Program

4.4 Planning a Literacy Program

5. Using Literacy Strategies in  Develop mechanisms in

Teaching Mathematics
5.1 Teaching Math Vocabularies
9
5.2 Using Schema
5.3 Making Connections
5.4 Making Predictions
5.5 Teaching Learners to Visualize
teaching literacy strategies in
Mathematics
 Maximize time to develop skills
and strategies in mastering
literacies in Mathematics

6. Teaching Reading in  Develop mastery in teaching

6 Mathematics reading in Mathematics class
TIME Content Objective Activities Assessment
6.1. Three Interactive Elements in  Gain comprehensive knowledge
Reading in integrating Reading and
6.2. Strategic Processing comprehension skills in
6.3. Strategic Teaching Mathematics class
6.4. Six Assumptions about
Learning
6.5. Reading Strategies
6.5.1 Vocabulary Development
6.5.2 Informational Text
6.5.3 Reflection Strategies

9 6. 7. Learning and Assessing  Demonstrate understanding and

Mathematics Through Reading competencies in teaching the
and Writing macro skills ie. Reading and
7. 7.1. Reading and Writing in the Writing connections.
Mathematics Classroom
8. 7.2.The Goal for Reading and
Writing in the Mathematics
Classroom
9. 7.3 Improving the Classroom
Climate for Reading and Writing in
Mathematics
7.4. Techniques for Increasing
Reading and Writing in Mathematics
7.5 Mathematics Recommendations
in Increasing Reading
Comprehension

9 8. Explicit Instruction: A Strategy  Apply acquired skills through 1

in Reading , Writing Mathematics demonstration teaching with the
for Students with Learning use of explicit teaching
Disabilities
8.1 Steps in Teaching Explicit
Instruction
8.2 Developing Lessons through
Explicit Instruction
TIME Content Objective Activities Assessment
6 9. Reading and Math Connections  Identify the connections of
9.1 Language Proficiency and Math language proficiency to Math
Performance Performance and in building
9.2 Difficulties in Numeracy Skills other literacy and numeracy
9.3 Addressing Difficulties in domains
Numeracy Skills

Prepared by:

RONNIE F. TEJANO
Instructor