Final Exam Pointers S.Y. 2014-2015

March 21, 2015

REVIEW THIS COURSE OUTLINE FOR FINAL EXAMINATION

Course Outline BEED 1A & 1B 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, to 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

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 / Family Involvement

Unit III. Understanding Reading: Defining and Redefining Beliefs

A. Understanding the Reading Process

  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

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 – Dolch List, Phili-IRI, Fry List
  2. Context Clues
  3. Structural Analysis
  4. Dictionary
  5. Alphabet Book 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
  4. Homonyms, Homographs, Heteronyms
  5. Figures of Speech
  6. Idioms
  7. Synonyms and Antonyms
  8. 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
  6. Beliefs in Reading

B. Two Theories in Comprehending Text

  1. Schema Theory – Schema? Schemata?
  2. Generative Learning Theory

C. Reading Difficulties and Disability

  1. ADHD
  2. Myopia
  3. Hyperopia
  4. Dyslexia

D. Some Teaching Strategies in Developing Reading Comprehension

  1. Story Grammar
  2. Story Maps
  3. Story Frames
  4. Story Sequence/ Clothesline
  5. Cloze Procedure
  6. Predicting Outcomes
  7. Generalizing
  8. Noting Details
  1. 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.)

VIII. Evaluation Matrix for Reading Programs


Rico J. Puno Music and Laughter with Marco Sison

March 7, 2015

Rico J. Puno Music and Laughter with Marco Sison on March 8, 2015 6pm DST@ Olympia de Montréal. Call  514.560.0398

See updates at https://www.facebook.com/CaPRM?pnref=story

Visit www.cprmfm.com

music&laughter


Phil-IRI Post Test is now available

February 1, 2015

To BEED 1 A & BEED 1B, the Phil-IRI is now available. Just click the link below

Phil-IRI Post Test English

Phil-IRI Post Test Filipino

 

Note: Please login to submit your form.


Developmental Reading 2 S.Y. 2014-2015 Second Semester

December 8, 2014

Course Outline BEED 1A  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, to 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 (1. Ibardolaza, Rohanna) vs. Whole Language Approach (2.Castanarez, Sunny )

B. The Reading Teacher(3. Moranos, Jonathan )

C. Making Transitions Toward Holistic Teaching(4. Plana, Janice P.)

1. Instructional Beliefs(5. Opiar, Arnel B. )

2. Reading Materials (6. Tamandan, Jeshebeab Y.)

3. Curriculum Designs (7. Tabacon, Bengerico)

4. Classroom Environment (8. Somohid, Melanie)

5. Community Involvement (9. Canoy, Mariecar C.)

Unit III. Understanding Reading: Defining and Redefining Beliefs

A. Understanding the Reading Process (10. Dela Torre, Flora Mae)

  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 (11. Ogong, JessamieB. )

2. Affective Aspects (12. Rosco, Ivan)

3. Social Aspects

4. Linguistic Aspects

C. Theories of Reading Process

  1. Bottom-Up Theory (13. Ongcoy, Hazel D.)
  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 (14. Salcedo, Aileen L.)

C. Word Recognition Instruction

  1. Alphabetic Principle (15. Duenas, Ryan James )
  2. Alphabetic Knowledge (16. Salvador, Grace)
  3. Phonemic Awareness – letter-sound relationship
  4. Phonological Awareness – ability to produce sounds (17. Legarde, Judelyn V.)
  5. Print Awareness (18. Sumbrana, Rowina M.)
  6. Decodable Text (19.Magbanua, Agnes)

D. Word Recognition Strategies

  1. Sight Words – Dolche List,(20.Eduyan, Mutya V.) Phili-IRI, Frye List
  2. Context Clues
  3. Structural Analysis
  4. Dictionary
  5. Alphabet Book and Chart
  6. Songs, Chants, Rhymes and Jingles (21. Robledo, Rovelita P.)

Unit V. Acquiring a Reading Vocabulary (22. Pontilar, Princess Nova)

A. What is vocabulary instruction

B. Strategies of Building Vocabulary

  1. Structural Analysis
  2. Word Associations
  3. Context Clues
  4. Homonyms, Homographs, Heteronyms (23. Sarmiento, Sherry Lou )
  5. Figures of Speech (24. Basilan, Miichael John C. )
  6. Idioms (25. Devero, Justine Mariz)
  7. Synonyms and Antonyms
  8. Word Map

Unit VI. Comprehending Text (26. Corazon, Ma. Ana)

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

  1. Less Time in Reading (27. Eona, Catherine J.)
  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 (28. Duenas, John Ray)

B. Two Theories in Comprehending Text

  1. Schema Theory – Schema? Schemata?  (29. Gabrillo, Raffy G.)
  2. Generative Learning Theory (30. Ybanez, Aprilyn)

C. Reading Difficulties and Disability

  1. ADHD (31. Gulada, Lorica)
  2. Myopia (32. Salutan, Marlo Jame )
  3. Hyperopia (33. Atibula, Laiza S.)
  4. Dyslexia (34.De Guzman Geisha Ryle)

D. Some Teaching Strategies in Developing Reading Comprehension (35. Pamela, Ocino C. )

  1. Story Grammar (36.Lorjane Joy Solis E. )
  2. Story Maps (37. Belimac, Allora Mae O. )
  3. Story Frames (38.Plarisan, Melanie M.)
  4. Story Sequence/ Clothesline (39. Gallo, Chandra Lee A.)
  5. Cloze Procedure (40. Gelacio, Grace T.)
  6. Predicting Outcomes (41. Yaman, Princess Grace)
  7. Generalizing
  8. Noting Details (42. Zonio, Jeanette, A.
  1. Open-Ended Questions (43.Melendriz, Mevil )

E. Types of Comprehension Skills (44.Monton, Jecel Love B. )

  1. Literal
  2. Inference
  3. Prediction
  4. Evaluation
  5. Application

F. Bloom’s Taxonomy of Cognitive Domain  (45. Salvador, Oni L.)

  1. Knowledge
  2. Comprehension
  3. Application
  4. Analysis
  5. Synthesis

Unit VII. Developing Independent and Fluent Readers (46. Estella, Heide)

A. Sustained Silent Reading (SSR)

B. Fluency in Reading

C. Question – Answer Relationship (QAR by Raphael)

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

VIII. Evaluation Matrix for Reading Programs


BSED 1A READING 1 COURSE OUTLINE 1ST SEMESTER S.Y. 2014-2015

June 25, 2014

BSED I
Course No. :Rdg 1
Course Description: Developmental Reading
Course Outline

Midterm

PART I. A PREVIEW ON READING – 1.VENTURA, ELLEN
The History of Reading – 2. JARDIN, DINDI MARIE
Reading as a Cognitive Process – 3. ALAGDON, GRACE
Reading as a Communication Process – 4. AUGIS, KAREN JEAN
Reading as Skill/Skills – 5. CASENAS, MARIEL
Reading as a Physiological Process – 6. ORIO, JANNIE MAR
Reading as a Process of Development – 7. GAPAS, RONIE
Obstacles to Reading – 8. BUDIMAN, YENNIE
Selective Reading – 9. LANGOMEZ, DANILEN
Reading Comprehension – 10. ALBOR, MICHELLE J.
A Basic Technique in Reading Comprehension – 11. MACABUDBUD, HAZEL
An Overview of Speed Reading – 12. DIAWE, LAIZA B.

PART II. THEORIES ON TEACHING READING – 13. IDALO, WENSLE-J
The Top-Down Approach – 14. MACAMPAO, KRYZ FAITH
Bottom-Up Reading Model – 15. CRISTOBAL, EFREN VINCENT M.
Interactive Reading Model – 16. DEL ROSARIO, MARICRIS
Literacy Appreciation Skills – 17. DEVOCION, BIANCA ELLA
PART III. READING FOR SPECIFIC PURPOSES – 18.OMEGA, CHRISTEN JESSA L.
Reading for Information – 19. ALAGDON, GRACE
Reading For Appreciation and Enjoyment – 20. TRIBUNALO, BENJIE S.
Reading For Critical Understanding – 21. GALANG, WOWIE B.
Reading For Study – 22. QUIJANO, DARREN MAE H.

PART IV. APPLIED READING SKILLS -23. MONOKE, ROSSINI SHAIRA T.
Vocabulary Skills – 24. ENCISO, ROBELYN A.
Comprehension Skills – 25. VILLAROSA, DEONABEL P.
Study Skills – 26. PACATANG, JELIAN F.

PART V. GATHERING AND ORGANIZING INFORMATION – 27. PONCARDAS, ARJAY FRITZ H.
Notetaking – 28. NAVARETTE, NORMAN M.
Outlining – 29.TRIBUNALO, JAIME M.
Summarizing –
Using References –
Noneprose Reading –
Reading Graphs –
Reading Table –
Reading an Index –

PART VI. OTHER READING SKILLS
Scanning –
Skimming –
Reading Chronological Order –
Whetting Ones Appetite for Reading –

PART VII. UNDESTANDING PASSAGES AND OTHER SELECTIONS
What is Comprehension –
Noting Details –
Getting the Main Idea –
Inferring –
Making Generalizations
Predicting Outcomes

References:

Developmental Reading. A Skill Text For College Students. Romero, A. D. et. al. 2006.
Developmental Reading. Villanueva, A. S. 2008.


BEED1A Course Outine in Reading 1 FIRST SEMESTER S.Y. 2014-2015

June 22, 2014

Course Outline for Developmental Reading1

Course No. :Rdg 1

Course Description: Developmental Reading

Course Outline

MIDTERM

Unit I – THE READING PROCESS

Reading Defined

Theoretical Models of Reading -1.)MORANOS, JONATHAN D.

The Perceptual Nature of Reading Process – 2.)SUMBRANA, RONINA M.

Factors That Affect Reading – 3.) ARANA, MAILYN Z.

Reading as a Developmental Task – 4.)TALISIC, JENNIFER

Unit II- TEACHING EMERGENT LITERACY

Reading Readiness – 5.) ANDONG, CHAYLEN

Theories on Readiness – 6.) LAGUMBAY, ANA MARIE

Reading Readiness and Emergent Literacy – 7.) MAGBANUA, AGNES V.

Skills of the Emergent Reader – 8.)MONTON, JECEL LOVE

Left-Right Progression – 9.)ESTELLA, HEIDE B.

Visual Discrimination – 10.) GELACIO, GRACE T.

Auditory Discrimination – 11.)MANGILA, RUDY S.

Sounds and Letter Names –12.) EDUYAN, MUTYA V.

Comprehension Skills of the Emergent Reader – 13.) ROBLEDO, ROVELITA P.

Unit III. TEACHING BEGINNING READING 

Teaching the Alphabet – 14.) DIMALALUAN, GRACE S.

Teaching Word Recognition – 15.) GALLO, CHANDRA LEE

Teaching the Service Words – 16.)SALCEDO, AILEEN L.

Reading Phrases, and Sentences – 17.) HAZEL D. ONGCOY

Teaching Comprehension Skills of the Beginning Reader – 18.) BABA,MARY MAY

Unit IV. TEACHING BASIC COMPREHENSION SKILLS

Reading Comprehension Defined – 19.) DEVERO, MA. ANA CORAZON M.

Barret’s Taxonomy of Reading Comprehension – 19.) DEVERO, JUSTINE MARIZ M.

The Questioning Technique to Develop Comprehension – 20.) TAMANDAN, JESHEBEAB

Fraenkel’s Taxonomy of Questions – 21.) GULADA, LOVERICA S.

Bloom’s Taxonomy Applied to Questioning Levels –22.) YBANEZ, APRIL LYN G.

Questioning and the Levels of thinking –23.) CANOY, MARIECAR CLAVER

Purposes of Questions – 24.) SOMOHID, MELANIE T.

Characteristics of Questions – 25.) SALVADOR, ONI

Do’s in Asking Questions – 26.) DUENAS, RYAN JAMES

Sample Exercises for Developing Comprehension Skills – 27.) LEGARDE, JUDELYN VESTODIO

Noting Details – 28.) PLANA, JANICE

Sequencing Ideas – 29.) DUENAS, JOHN RAY

Arranging Events in a Story – 30.) MELENDRES, MEVIL V.

Predicting Outcomes –31.) YAMA, PRINCESS GRACE T.

Answering “Wh” Questions – 32.) CASTANARES, SUNNY B.

Unit V. TEACHING LITERARY APPRECIATION SKILLS

Teaching Literature to Children – 33.) ROSCO, IVANNE

Literary Appreciation Skills – 34.) PLARISAN, MELANIE

Verses for Children – 35.) OGONG, JESSAMIE B.

Poetry for Children – 36.) ATIBULA, LAIZA S.

Fables – 37.) SOLIS, LORJANE E.

Legends – 38.) BELIMAC, ALLORA MAE O.

Storytelling – 39.) GUZMAN, GEISHA RYLE R.

Choral Reading/Speaking – 40.) SARMIENTO, SHERRY LOU

Drama in the Classroom – 41.) PONTILLAR, PRINCESS NOVA B.

Unit VI. TEACHING RATE AND STUDY SKILLS

Rate and Comprehension in Reading – 42. DELA TORRE, FLORA MAE

Study Skills and Library Skills –43.)  ZONIO, JEANETTE

Reading a Textbook – 44.) SALUTAN, MARLO JAME T.

Reading Reference Materials – 45.) OCINO, PAMELA C.

The Encyclopedia – 46.) EBONA, CATHERINE J.

Thesaurus –

Biographical References –

Atlases –

Almanacs –

The Dictionary –

Unit VII. TEACHING READING METHODOLOGIES

Teaching Vocabulary –

The Dimensional Approaches –

Semantic Webbing –

The Gradual Psychological Unfolding Approach –

Directed Reading Thinking Activity (DRTA) –

Sustained Silent Reading –

Language Experience Approach –

Dialogical Thinking Reading Lesson (DRTL) –

Phono-Visual-RAP –

Unit VIII. DIAGNOSIS AND REMEDIATION

Diagnosis in Reading –

Remediation in Reading –

Unit IX. ASSESSMENT IN READING

Assessing the Three Domains of Learning – 

Achievement Testing –

Assessing Reading as a Language Arts –

The Cloze Test –

Unit X. READING GAMES

The Gaming Method –

Simulations and Games –

Hints on How to Use Games –

Word Games –

Treasure Hunt

Classifying Games

References:

Teaching Reading in Elementary Grades. Tejero, E. & Catchillar, Gerry C. 2006

Developmental Reading. Romero, Angelita D. & Romero, Rene C. 2006

Developmental Reading. Villanueva, A. S. & Delos Santos, R. 2008

Innovative Strategies in Communication Arts. Villamin, Aracei M. et. al. 1994


Reading 1 Course Outline BEED1B FIRST SEMESTER S.Y. 2014-2015

June 22, 2014

Course Outline for Developmental Reading 1

Course No. :Rdg 1

Course Description: Developmental Reading

Course Outline

MIDTERM

Unit I – THE READING PROCESS

Reading Defined

Theoretical Models of Reading – 1. SANTILLAN, IAN JOY

The Perceptual Nature of Reading Process – 2. TANAP, RONA JOY Y.

Factors That Affect Reading – 3. LIBASA, RUSTAN T.

Reading as a Developmental Task – 4. RENDON, RICHARD

Unit II- TEACHING EMERGENT LITERACY

Reading Readiness – 5. MELENDRES, FLORA MEA

Theories on Readiness – 6. BARCELONA, JASON

Reading Readiness and Emergent Literacy – 7. TABOCON, BENGERICO

Skills of the Emergent Reader – 8. ODIANO, JUVEL C.

Left-Right Progression – 9. VILLORENTE, ARIEL

Visual Discrimination – 10. OPIAR, ARNEL

Auditory Discrimination – 11. SOLIVIO, JANICE A.

Sounds and Letter Names – 12. JABAR, MONTASIR A.

Comprehension Skills of the Emergent Reader – 13. DIANTOC, MIRNA G.

Unit III. TEACHING BEGINNING READING 

Teaching the Alphabet – 14. SALMIGAN, MERCY C.

Teaching Word Recognition – 15. CUYOS, SHERLYN JOY B.

Teaching the Service Words – 16. ALCOIDE, JULIE CURL B.

Reading Phrases, and Sentences – 17. QUIA, GRETCHEN T.

Teaching Comprehension Skills of the Beginning Reader – 18. CASICAS, RIZZEL ROSE O.

Unit IV. TEACHING BASIC COMPREHENSION SKILLS

Reading Comprehension Defined – 18. CASANAYAN, JOHN GLENN P.

Barret’s Taxonomy of Reading Comprehension – 19. PLENOS, EDELITO JR. M.

The Questioning Technique to Develop Comprehension –20. CEREZO, MARY ANN L.

Fraenkel’s Taxonomy of Questions – 21. RODRIGO, ALDRIN DE GRACIA

Bloom’s Taxonomy Applied to Questioning Levels – 22. GOMEZ, MIRA MAE T.

Questioning and the Levels of thinking – 23. PELAYO, MARJORIE

Purposes of Questions – 24. CANATA, CHERRY ANN A.

Characteristics of Questions – 25. HEREDIANO, DANTE

Do’s in Asking Questions – 26. PATINDOL, REGINE G.

Sample Exercises for Developing Comprehension Skills – 27. ACEBES, CLEMARIE A. 

Noting Details – 28. DAGOHOY, MARK ANTHONY S.

Sequencing Ideas –

Arranging Events in a Story –

Predicting Outcomes –

Answering “Wh” Questions –

Unit V. TEACHING LITERARY APPRECIATION SKILLS

Teaching Literature to Children –

Literary Appreciation Skills –

Verses for Children –

Poetry for Children –

Fables –

Legends –

Storytelling –

Choral Reading/Speaking –

Drama in the Classroom –

Unit VI. TEACHING RATE AND STUDY SKILLS

Rate and Comprehension in Reading –

Study Skills and Library Skills –

Reading a Textbook –

Reading Reference Materials –

The Encyclopedia –

Thesaurus –

Biographical References –

Atlases –

Almanacs –

The Dictionary –

Unit VII. TEACHING READING METHODOLOGIES

Teaching Vocabulary –

The Dimensional Approaches –

Semantic Webbing –

The Gradual Psychological Unfolding Approach –

Directed Reading Thinking Activity (DRTA) –

Sustained Silent Reading –

Language Experience Approach –

Dialogical Thinking Reading Lesson (DRTL) –

Phono-Visual-RAP –

Unit VIII. DIAGNOSIS AND REMEDIATION

Diagnosis in Reading –

Remediation in Reading –

Unit IX. ASSESSMENT IN READING

Assessing the Three Domains of Learning – 

Achievement Testing –

Assessing Reading as a Language Arts –

The Cloze Test –

Unit X. READING GAMES

The Gaming Method –

Simulations and Games –

Hints on How to Use Games –

Word Games –

Treasure Hunt

Classifying Games

References:

Teaching Reading in Elementary Grades. Tejero, E. & Catchillar, Gerry C. 2006

Developmental Reading. Romero, Angelita D. & Romero, Rene C. 2006

Developmental Reading. Villanueva, A. S. & Delos Santos, R. 2008

Innovative Strategies in Communication Arts. Villamin, Aracei M. et. al. 1994


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