Course Outline BEED 1A and B Second Semester 2012-2013

Course Outline BEED 1A and B
Developmental Reading 2

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

Course Objectives:

  1. Acquire knowledge and understanding of the reading skills to enable the students to read and become fluent readers.
  2. Revisit the teaching practices of reading skills to enable the students to read and become fluent readers.
  3. Strengthen one’s ability to interview, o give feedback, to gather information and to organize data for reporting.
  4. Initiate needed shifts from the traditional to holistic modes of reading instruction for effective and meaningful classroom interaction.

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  (1. Ocino, Gellie/Andalan, Honey Queen)

B. The Reading Teacher  (2. Perjes, Kimberly Joy/Ambos, Zarry Nity)

C. Making Transitions Towa rd Holistic Teaching  (3. Abellanosa, Michael/Borres, Johanamae)

1. Instructional Beliefs  (4. Edulza,John Bert/Sina, Iren)

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 (5. Tribunalo, Noralyn/Enciso, Rizabel)

  1. Linear
  2. cyclical
  3. learning alphabet
  4. recognizing
  5. decoding
  6. mouthing of words
  7. fluency

B. Aspects that influence reading development

1. Cognitive Aspects (6.Talle,  Kevin Glenn/Pablo,Catherine)

2. Affective Aspects (7. Empinado, Rose Marie Fe/Pontilar, Novie Cates)

3. Social Aspects

4. Linguistic Aspects

C. Theories of Reading Process

  1. Bottom-Up Theory (8. Colasito, Joan/Belandres, Gladys)
  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(9.Devocion, Anthony Jay/Alvarez, Conrad Rey)

1. Goal of phonics instruction

2. Content of Phonics Instruction

- word families (10. Sandag, Armina/Yorsua, Charlene Lou)

C. Word Recognition Instruction

  1. Alphabetic Principle (11. Abalora, Sarah Mae/ Zata, Relien)
  2. Alphabetic Knowledge (12. Sarmiento, Aileen/Morales, Nick  Jun)
  3. Phonemic Awareness – letter-sound relationship
  4. Phonological Awareness – ability to produce sounds
  5. Print Awareness (13. Tupaz, Cerelyn/Alvarez, Fredelyn)
  6. Decodable Text (14. Naraga/Tostolado)

D. Word Recognition Strategies

  1. Sight Words – Dolche List, Phili-IRI, Frye List (15. Pepito,Ruselle/Basalo,Leslie)
  2. Context Clues (16. Villa, Jenelyn)
  3. Structural Analysis (17. Albarracin, Lealyn)
  4. Dictionary (18. Barcoma, Dona)
  5. Alphabet Book   (19. Asotilla, Jay Ghem) and Chart
  6. Songs, Chants, Rhymes and Jingles

Unit V. Acquiring a Reading Vocabulary

A. What is vocabulary instruction

B. Strategies of Building Vocabulary

  1. Structural Analysis
  2. Word Associations
  3. Context Clues (20. Ismael, Gennie)
  4. Homonyms, Homographs, Heteronyms
  5. Figures of Speech (21. De Asis, Catherine)
  6. Idioms (22. Luma-ad, Lovelyn)
  7. Synonyms and Antonyms (23. Monforte, Marry Glanns)
  8. Word Map (24. Rodrigo, Eva Mae)

Unit VI. Comprehending Text

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

  1. Less Time in Reading (25. Bello, Lbiera)
  2. Teachers Manual in Reading
  3. Curriculum in Reading
  4. School Management and Priorities in Reading
  5. Teacher’s Role in Reading
  6. Beliefs in Reading (26. Icao, Claudine)

B. Two Theories in Comprehending Text

  1. Schema Theory – Schema? Schemata? (27. Vicente, Merlina)
  2. Generative Learning Theory (28. Resuento, Jovelyn)

C. Reading Difficulties and Disability

  1. ADHD (29. Dimalaluan, Daisy Jane)
  2. Myopia (30. Baron Cristine)
  3. Hyperopia (31. Mamugay, Roselyn)
  4. Dyslexia (32. Bajao, Jocelyn)

D. Some Teaching Strategies in Developing Reading Comprehension

  1. Story Grammar (33. Caparoso, Rommel)
  2. Story Maps  (34. Canoy, Marjoy)
  3. Story Frames
  4. Story Sequence/ Clothesline (35. Barluado, Jerome)
  5. Cloze Procedure (36. Sabellano, Febie))
  6. Predicting Outcomes (37. Torno, Jhonrose)
  7. Generalizing
  8. Noting Details
  9. 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 (38. Asilo, Geronimo)

  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.) (40. Sobejano, Michelle)

VIII. Evaluation Matrix for Reading Programs (39. Pablo, Jimboy)

One Response to Course Outline BEED 1A and B Second Semester 2012-2013

  1. Good day, sir. I am an instructor at University of La Salette and I happen to open your page while looking for materials in developmental reading 1. Although it’s unethical, I copied some parts of your syllabus. I’m sorry and thanks. :)

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s

Follow

Get every new post delivered to your Inbox.

Join 2,159 other followers

%d bloggers like this: