P H I L C S T: Philippine College of Science and Technology

PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY
Old Nalsian Road, Nalsian, Calasiao, Pangasinan, Philippines 2418

Tel. No. (075)522-8032/Fax No. (075)523-0894/Website:www.philcst.edu.ph
ISO 9001:2015 CERTIFIED, Member: Philippine Association of Colleges and Universities (PACU), Philippine Association of Maritime Institutions (PAMI)
DETAILED TEACHING SYLLABUS (DTS) AND INSTRUCTORS GUIDE (IG’S)

EDU130 (Developmental Reading)
PHILOSOPHY
The PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY is committed to the pursuit of excellence relative to student’s professional growth and development.
VISION
PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY envisions producing quality graduates fully equipped with knowledge, attitudes, values, and skills and who are
globally competitive in their chosen profession ever ready to render quality services.
MISSION STATEMENT
PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY provides quality education to every student through a well-balanced research oriented learning environment that
develops critical and creative thinking for maximum development of individual’s talents and capabilities.
INSTITUTIONAL OBJECTIVES
In pursuit of its Vision and Mission, PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY will achieve the following:
1. Provide programs and activities that will enhance the development of the students physically, intellectually, culturally, emotionally, socially, spiritually and morally.
2. Provide college education opportunities to poor but deserving students through the PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY scholarship grants.
3. Train students with globally competitive technical skills that will make them competent and capable of handling challenges in life.
4. Provide manpower needs of the country with professionally qualified graduates imbued with dignity and high moral values who are mature, productive, self-reliant,
responsible and self-disciplined citizens.
SPECIAL OBJECTIVES
To provide the country with globally competitive and professionally licensed graduates as integral part of the total manpower needed for the economic development in the
national and international levels.
CORE VALUES
Professionalism High Spirituality Integrity Love of Humanity Compassionate Solidarity Transformative

and Competent
Page | 1 CONTROLLED COPY FORM NO.: BSEEDU130 DEVELOPMENTAL READING APPROVED BY: SCHOOL PRESIDENT
COLLEGE OF EDUCATION AND JOURNALISM
PROGRAM DESCRIPTION:
The Bachelor of Secondary Education major in Science program (BSE-SCI) of Philippine College of Science and Technology provides a strong foundation on
the nature of science, matter and its properties, forces, waves, lights, optics and magnetism which are necessary to prepare students for working as high
school science teachers. The program also trains students in preparing relevant and effective teaching strategies and materials.
This degree is designed for those who are interested in teaching general science in high school. The program provides a solid background in general sciences
including chemistry, physics, mechanics, astronomy, thermodynamics, botany and physical science.
BACHELOR OF SECONDARY EDUCATION MAJOR IN SCIENCE
PROGRAM OUTCOMES:
A graduate of Bachelor of Secondary Education Major in Science program at Philippine College of Science and Technology should:
1. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts;
2. Demonstrate mastery of subject matter/discipline;
3. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments;
4. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners;
5. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices;
6. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes;
7. Practice professional and ethical teaching standards sensitive to the local, national, and global realities;
8. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities;
9. Demonstrate deep understanding of scientific concepts and principles;
10. Apply scientific inquiry in teaching and learning;
11. Utilize effective science teaching and assessment methods, and;
12. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the sciences.
Prepared by: Recommended by: Approved by:
________________________________ ________________________ ________________________
College of Education and Journalism Eva S. Barrientos, Ed. D. Engr. Raul B. Gironella, DMin
Instructor College Dean VP for Academic Affairs/QAM
Issue Date: June, 2019 Revision Status: 0 Revision Date: June, 2019
PART A
COURSE SPECIFICATION
PROGRAM EDUCATIONAL OBJECTIVE (PEO)
The BSE major in Science program of Philippine College of Science and Technology shall produce graduates who:
a. Exercise leadership in the practice of the profession;
b. Demonstrate professional and social responsibilities;
c. Pursue lifelong learning for continuous development; and
d. Possesses creativity and critical thinking skills to become globally competitive guided with values of integrity and honesty
PROGRAM DESCRIPTION : CMO 75, s. 2017 - SECTION 5.1
PROGRAM OUTCOMES : CMO 75, s. 2017 - SECTIONS 6.1, 6.2, 6.3
NAME OF PROGRAM : Bachelor of Secondary Education major in Science (BSE)

COURSE CODE : EDU130
COURSE PREREQUISITE : 3rd Year Level
: Developmental Reading
DESCRIPTIVE TITLE CO-REQUISITE : None
COURSE The course is all about developing and improving reading skills among elementary and secondary education students using
:
DESCRIPTION various approaches and strategies in teaching reading
LECTURE CONTACT LABORATORY CONTACT
COURSE CREDITS : 3 Units : 3 Hours : 0 Hours
HOURS PER WEEK HOURS PER WEEK
CO1: Acquire knowledge and understanding of the reading skills to enable the students to read and become fluent readers.
CO2: Revisit the teaching practices of reading skills to enable the students to read and become fluent readers.
COURSE OUTCOMES : CO3: Strengthen one's ability to interview, to give feedback, to gather information and to organize data for reporting.
CO4: Understand the need to shift from the traditional to holistic modes of reading instruction for effective and
meaningful classroom interaction.
FACULTY
: CMO 75, s. 2017, Section 14
REQUIREMENTS
REFERENCE/S : 1. CMO No.75, s. 2017: Policies, Standards and Guidelines for Bachelor of Secondary Education (BSE)
PART B
COURSE SYLLABUS
TEACHING-
EQUIPMENT, MATERIALS AND INDICATIVE
LEARNING OUTCOMES TOPIC LEARNING ASSESSMENT
REFERENCES HOURS
ACTIVITY (TLA)
Teaching Activity:  Villamin, Araceli M. et al., Performance 6 Hours
Interactive classroom Gateways and Skyways to Assessment:
discussion on the Developmental Reading. Quezon
topic. City, Philippines: Katha Formative
Publishing Co., Inc. 2001 Assessment with
Student Activity:  Villanueva, Aida S. and De Los Simple Recall Test
Students perform a Santos, Rogelio L., on the basic
simple recall on the Developmental Reading 1. knowledge of the
discussion of the Quezon City, Philippines; topic.
1. Discuss Dep Ed topic
Unit I. Dep Ed Module Lorimar Printing Co., Inc. 2008
Modules 6.1 Curriculum
6.1 Curriculum and  Romero, Angelita D. and
and Instruction
Instruction: The Teaching Romero, Rene C.,
2. Give importance of
of English – Reading Developmental Reading: A Skill
reading instruction
Text for College Students.
Manila, Philippines; Rex Book
Store. 2009
 Anonat, Rosa D., Developmental
Reading 1. Mandaluyong City,
Philippines; Books Atbp.
Publishing Corp. 2012Handouts
 Whiteboard, markers, and
erasers
 Multimedia presentation
1. Discuss phonics Unit II. Bridging the Gap Teaching Activity:  Villamin, Araceli M. et al., Performance 6 Hours
instruction. Between Traditional and Interactive classroom Gateways and Skyways to Assessment:
TEACHING-
REFERENCES HOURS
ACTIVITY (TLA)
Publishing Co., Inc. 2001 Assessment with
Whole Language Student Activity:  Villanueva, Aida S. and De Los Simple Recall Test
Perspective in Teaching Students perform a Santos, Rogelio L., on the basic
Reading simple recall on the Developmental Reading 1. knowledge of the
A. Phonics vs. Whole discussion of the Quezon City, Philippines; topic.
Language Approach topic Lorimar Printing Co., Inc. 2008
2. Determine the whole
B. The Reading Teacher
language perspective in  Romero, Angelita D. and
C. Making Transitions
teaching reading. Romero, Rene C.,
Toward Holistic
3. Make transitions Developmental Reading: A Skill
Teaching
towards Holistic Text for College Students.
1. Instructional Beliefs
Teaching. Manila, Philippines; Rex Book
2. Reading Materials
Store. 2009
3. Curriculum Designs
4. Classroom
Environment
5. Community
Involvement
erasers
1. Define reading beliefs Unit III. Understanding Teaching Activity:  Villamin, Araceli M. et al., Performance 6 Hours
2. Discuss the reading Reading: Defining and Interactive classroom Gateways and Skyways to Assessment:
process Redefining Beliefs discussion on the Developmental Reading. Quezon
3. Explain the cognitive, A. Understanding the topic. City, Philippines: Katha Formative
affective, social and Reading Process Publishing Co., Inc. 2001 Assessment with
linguistic aspects in 1. Linear Student Activity:  Villanueva, Aida S. and De Los Simple Recall Test
reading. 2. Cyclical Students perform a Santos, Rogelio L., on the basic
4. Elaborate the theories 3. Learning alphabet simple recall on the Developmental Reading 1. knowledge of the
of reading 1. Recognizing discussion of the topic.
TEACHING-
REFERENCES HOURS
ACTIVITY (TLA)
2. Decoding topic Quezon City, Philippines;
3. Mouthing of words Lorimar Printing Co., Inc. 2008
4. Fluency  Romero, Angelita D. and
B. Aspects that Romero, Rene C.,
influence reading Developmental Reading: A Skill
development Text for College Students.
1. Cognitive Aspects Manila, Philippines; Rex Book
2. Affective Aspects Store. 2009
3. Social Aspects  Anonat, Rosa D., Developmental
4. Linguistic Aspects Reading 1. Mandaluyong City,
C. Theories of Reading Philippines; Books Atbp.
Process Publishing Corp. 2012Handouts
1. Bottom-Up  Whiteboard, markers, and
Theory erasers
2. Top-Down Theory  Multimedia presentation
3. Interactive Theory
4. Transactional
Theory
PRELIMINARY EXAMINATION
1. Discuss the word Unit IV. Developing Word Teaching Activity:  Villamin, Araceli M. et al., Performance 9 Hours
recognition skills. Recognition Skills (Word Interactive classroom Gateways and Skyways to Assessment:
2. Elaborate the goals Attack or Decoding discussion on the Developmental Reading. Quezon
and contents of phonics Skills) topic. City, Philippines: Katha Formative
instruction. A. Phonics or Whole Publishing Co., Inc. 2001 Assessment with
3. Employ different Language Student Activity:  Villanueva, Aida S. and De Los Simple Recall Test
word recognition B. What is phonics Students perform a Santos, Rogelio L., on the basic
instruction in the instruction simple recall on the Developmental Reading 1. knowledge of the
classroom. 1. Goal of phonics discussion of the Quezon City, Philippines; topic.
4. Explain the used of instruction topic Lorimar Printing Co., Inc. 2008
TEACHING-
REFERENCES HOURS
ACTIVITY (TLA)
2. Content of Phonics  Romero, Angelita D. and
Instruction - word Romero, Rene C.,
families Developmental Reading: A Skill
C. Word Recognition Manila, Philippines; Rex Book
Instruction Store. 2009
1. Alphabetic Principle  Anonat, Rosa D., Developmental
2. Alphabetic Reading 1. Mandaluyong City,
Knowledge Philippines; Books Atbp.
3. Phonemic Awareness Publishing Corp. 2012Handouts
– letter-sound  Whiteboard, markers, and
relationship erasers
4. phonological  Multimedia presentation
DOLCHE List, Phil-IRI,
Awareness – ability to
and Frye List
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
1. Define vocabulary Unit V. Acquiring a Teaching Activity:  Villamin, Araceli M. et al., Performance 9 Hours
TEACHING-
REFERENCES HOURS
ACTIVITY (TLA)
Interactive classroom Gateways and Skyways to Assessment:
Reading Vocabulary Publishing Co., Inc. 2001 Assessment with
A. What is vocabulary Student Activity:  Villanueva, Aida S. and De Los Simple Recall Test
instruction Students perform a Santos, Rogelio L., on the basic
B. Strategies of Building simple recall on the Developmental Reading 1. knowledge of the
Vocabulary discussion of the Quezon City, Philippines; topic.
Structural Analysis topic Lorimar Printing Co., Inc. 2008
instruction in the Word Associations  Romero, Angelita D. and
classroom. Context Clues Romero, Rene C.,
2. Use different strategies Homonyms, Developmental Reading: A Skill
in building vocabulary. Homographs, Text for College Students.
Heteronyms Manila, Philippines; Rex Book
Figures of Speech Store. 2009
Idioms  Anonat, Rosa D., Developmental
Synonyms and Reading 1. Mandaluyong City,
Antonyms Philippines; Books Atbp.
Word Map Publishing Corp. 2012Handouts
erasers
MIDTERM EXAMINATION
1. Discuss the issues in Unit VI. Comprehending Teaching Activity:  Villamin, Araceli M. et al., Performance 9 Hours
teaching reading Text Interactive classroom Gateways and Skyways to Assessment:
comprehension. A. Issues in Teaching discussion on the Developmental Reading. Quezon
2. Explain theories in Reading Comprehension topic. City, Philippines: Katha Formative
comprehending text. (Other Online Publishing Co., Inc. 2001 Assessment with
3. Identify reading Resources) Student Activity:  Villanueva, Aida S. and De Los Simple Recall Test
TEACHING-
REFERENCES HOURS
ACTIVITY (TLA)
difficulties 1. Less Time in Reading Students perform a Santos, Rogelio L., on the basic
4. Use some teaching 2. Teachers Manual in simple recall on the Developmental Reading 1. knowledge of the
strategies in Reading discussion of the Quezon City, Philippines; topic.
developing reading 3. Curriculum in topic Lorimar Printing Co., Inc. 2008
comprehension. Reading  Romero, Angelita D. and
5. Identify the types of 4. School Management Romero, Rene C.,
Comprehension Skills and Priorities in Developmental Reading: A Skill
6. Revisit Bloom's Reading Text for College Students.
Taxonomy of 5. Teacher's Role in Manila, Philippines; Rex Book
Cognitive Domain Reading Store. 2009
B. Two Theories in  Anonat, Rosa D., Developmental
Comprehending Text Reading 1. Mandaluyong City,
1. Scheme Theory – Philippines; Books Atbp.
Schema? Schemata? Publishing Corp. 2012Handouts
2. Generative Learning  Whiteboard, markers, and
Theory erasers
C. Reading Difficulties Multimedia presentation
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
TEACHING-
REFERENCES HOURS
ACTIVITY (TLA)
F. Predicting Outcomes
G. Generalizing
H. Noting Details
I. Open-Ended
Questions
E. Types of
Comprehension Skills
A. Literal
B. Inference
C. Prediction
D. Evaluation
E. Application
F. Bloom's Taxonomy of
Cognitive Domain
A. Knowledge
B. Comprehension
C. Application
D. Analysis
E. Synthesis
1. Discuss Sustain Silent Unit VII. Developing Teaching Activity:  Villamin, Araceli M. et al., Performance 9 Hours
Reading (SSR) Independent and Fluent Interactive classroom Gateways and Skyways to Assessment:
2. Define fluency. Readers discussion on the Developmental Reading. Quezon
3. Use QAR and ReQuest A. Sustained Silent topic. City, Philippines: Katha Formative
in teaching reading. Reading (SSR) Publishing Co., Inc. 2001 Assessment with
4. Design a classroom B. Fluency in Reading Student Activity:  Villanueva, Aida S. and De Los Simple Recall Test
reading program. C. Question – Answer Students perform a Santos, Rogelio L., on the basic
Relationship (QAR by simple recall on the Developmental Reading 1. knowledge of the
Raphael) discussion of the Quezon City, Philippines; topic.
D. Reciprocal topic Lorimar Printing Co., Inc. 2008
TEACHING-
REFERENCES HOURS
ACTIVITY (TLA)

Romero, Angelita D. and
Romero, Rene C.,
Developmental Reading: A Skill
Manila, Philippines; Rex Book
Questioning Store. 2009
(ReQuest by Dresher
et. al.)
erasers
FINAL EXAMINATION
PART C
COURSE REQUIREMENTS
GRADING CRITERIA:
Final Grades of the students will be based from knowledge and understanding of the course which will constitute fifty percent (50%) of the final grade. The other fifty percent
will be based from the Assessment Result (Evaluation of the course outcomes)
Knowledge and understanding will be evaluated according to the following:
1. Examinations (Check-Up Examination, Preliminary Examination, Mid-Term Examination, Semi-Final Examination, and Final Examination);
2. Recitations (Preliminary Recitation; Mid-Term Recitation; and Final Recitation);
3. Quizzes, and;
4. Assignments
5. Including the laboratory experiments, and laboratory report if the course has a laboratory component.
The final course grade will be computed according to the following formula:
1. [(Knowledge and Understanding Result) x 0.50] + [Assessment Result] x 0.50,
2. The passing standard shall be the grade of 75% but the student must have attended at least eighty percent (80%) of the total number of required meeting of
the course, and must have a rating of “Competent” in all the Assessment Result.
3. The table below shows a sample of the range of percentage marks and their corresponding equivalents.
PERCENTAGE LETTER FIVE POINT

DESCRIPTIVE RATING REMARKS
GRADE GRADE GRADING
97% – 100% A+ Very Excellent 1.00 Meets minimum competence with exceptional score
94% – 96% A- Excellent 1.25 Meets minimum competence with exceptional score
91% – 93% A Very Good 1.50 Meets minimum competence with exceptional score
88% – 90% B+ Good 1.75 Meets minimum competence with over and above average score
85% - 87% B- Good 2.00 Meets minimum competence with over and above average score
82% - 84% B Very Satisfactory 2.25 Meets minimum competence with above average score
78% - 81% C+ Very Satisfactory 2.50 Meets minimum competence with above average score
76% - 77% C- Satisfactory 2.75 Meets minimum competence with average score
75% C Satisfactory 3.00 Meets minimum competence with average score
Below 75% D Failed 4.00 Does not meet the minimum competence
COURSE POLICIES:
A. Attendance Procedure: Attendance will be taken at the beginning of each class. Students are expected to attend every class. Students are responsible for all
material covered during any absence and assignments must be completed by the due date for credit. The absence of more than twenty percent (<20%) of the
required number of meetings in lectures and/or laboratory will result in a “DROPPED” grade (DRP). Missed exams will require proof of extenuating circumstances for
any make-up consideration.
B. Absence due to Illness: If you are sick, DO NOT ATTEND THE CLASS. Contact the instructor by e-mail, telephone, or cell phone to discuss how you will keep up
with the coursework assignments and complete the Laboratory Experiments.
C. Methods of Instruction: Methods will include round-robin discussion and demonstrations that discuss key terms, concepts and formulae of the assigned chapter.
During the discussion, a quiz about the basic concepts of each chapter will be given. The student is expected to read one chapter and solve the assigned problems
each week. This will require an average of five hours of study outside of the classroom each week. The previously assigned problems will be collected for grading and
the solutions will be derived in class. This process is designed to help the student thoroughly understand the concepts and applications of the material covered.
D. Academic Honesty: All students are expected to behave with academic honesty. It is not academically honest, for example, to misrepresent another person’s words
or ideas as one’s own, to take credit for someone else’s work or ideas, to copy and paste material from another document or from the internet, to accept help on a test
or to obtain advanced information or confidential test materials, or to act in a way that might harm another student’s chance for academic success. When the
instructor believes that a student has failed to maintain academic honesty, he or she may be given an “FAILED” grade, either for the assignment, lab report, quiz,
examination, or the course depending upon the severity of the offense.

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PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY

Old Nalsian Road, Nalsian, Calasiao, Pangasinan, Philippines 2418

DETAILED TEACHING SYLLABUS (DTS) AND INSTRUCTORS GUIDE (IG’S)

Professionalism High Spirituality Integrity Love of Humanity Compassionate Solidarity Transformative

COLLEGE OF EDUCATION AND JOURNALISM

BACHELOR OF SECONDARY EDUCATION MAJOR IN SCIENCE

NAME OF PROGRAM : Bachelor of Secondary Education major in Science (BSE)

PERCENTAGE LETTER FIVE POINT

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