Course Outline Developmental Reading 2 Second Semester S.Y. 2013-2014

November 29, 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 (1. Peter Barotil) vs. Whole Language Approach (2. Jesson Alido)

B. The Reading Teacher (3. Mark Angelo Lacay)

C. Making Transitions Towa rd Holistic Teaching (4. Cherry Cabarrubias)

1. Instructional Beliefs  (5. Nibelito Pamatian)

2. Reading Materials (6. Eric Anton Autor)

3. Curriculum Designs  (7. Monaliza A. Ambot)

4. Classroom Environment  (8. Cristel Joy Dayanan)

5. Community Involvement  (9. Mariani Sagintong)

Unit III. Understanding Reading:

Defining and Redefining Beliefs

A. Understanding the Reading Process (10. Stephanie Calamayan)

  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. Ladylyn Balanay)

2. Affective Aspects  ((12. Kristel Zaulda)

3. Social Aspects

4. Linguistic Aspects

C. Theories of Reading Process

  1. Bottom-Up Theory  (13. Joveth Ian Lambatin)
  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. Jolina Cabarubias)

C. Word Recognition Instruction

  1. Alphabetic Principle   (15. Glanissa J. Cabreara)
  2. Alphabetic Knowledge  (16. Rodrigo P. Robledo)
  3. Phonemic Awareness – letter-sound relationship
  4. Phonological Awareness – ability to produce sounds  (17. Flora G. Caliwan)
  5. Print Awareness (18. Reah Poncardas)
  6. Decodable Text  (19. Gretchen Carcueva)

D. Word Recognition Strategies

  1. Sight Words – Dolche List,(20. Jenneth M. Cabal)     Phili-IRI, Frye List
  2. Context Clues
  3. Structural Analysis
  4. Dictionary
  5. Alphabet Book    and Chart
  6. SongsChantsRhymes and Jingles  (21. Charity Dogomeo)

Unit V. Acquiring a Reading Vocabulary (22. Jayveecris Villorente)

A. What is vocabulary instruction

B. Strategies of Building Vocabulary

  1. Structural Analysis
  2. Word Associations
  3. Context Clues
  4. HomonymsHomographs, Heteronyms  (23. Sheila Mae P. Marquez)
  5. Figures of Speech  (24. Jessmar Rabago)
  6. Idioms   (25. Jijilyn C. Tabanao)
  7. Synonyms and Antonyms
  8. Word Map

Unit VI. Comprehending Text (26. Angielica G. Jayme)

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

  1. Less Time in Reading  (27. Fern S. Asugue)
  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. Saira L. Wahab)

B. Two Theories in Comprehending Text

  1. Schema Theory – Schema? Schemata? 29. (Meriel B. Delos Reyes)
  2. Generative Learning Theory (30. Allen Jan Tribunalo)

C. Reading Difficulties and Disability

  1. ADHD (31. Glady Mae E. Pableo)
  2. Myopia (32. Vincent M. Cadungog)
  3. Hyperopia (33. Ritchy E. Ledesma)
  4. Dyslexia (34. John Louie  C. Sobel)

D. Some Teaching Strategies in Developing Reading Comprehension (35. Rotsen L. Ningasca)

  1. Story Grammar (36. Maevelle Q. Erida)
  2. Story Maps (37. Jerry M. Sururama)
  3. Story Frames (38. Kenny E. Ledesma)
  4. Story Sequence/ Clothesline (39. Margeliza S. Eroyla)
  5. Cloze Procedure (40. Rose Ann L. Sumpay)
  6. Predicting Outcomes (41. Adrian D. Patindol)
  7. Generalizing
  8. Noting Details
  9. Open-Ended Questions (42.  John Hypol G. Rana)

E. Types of Comprehension Skills (43. Reyvleg Bevz Corpus)

  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


Course Outline Reading 1 S.Y. 2013-2014

June 23, 2013

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

The Perceptual Nature of Reading Process

Factors That Affect Reading

Reading as a Developmental Task

Unit II- TEACHING EMERGENT LITERACY

Reading Readiness –

Theories on Readiness –

Reading Readiness and Emergent Literacy – 

Skills of the Emergent Reader –

Left-Right Progression –

Visual Discrimination –

Auditory Discrimination –

Sounds and Letter Names –

Comprehension Skills of the Emergent Reader –

Unit III. TEACHING BEGINNING READING - Cadungog, Vincent

Teaching the Alphabet –Alido, Jesson

Teaching Word Recognition –Ambot, Monaliza

Teaching the Service Words –Asugue, Fern

Reading Phrases, and Sentences –Autor, Eric Anton

Teaching Comprehension Skills of the Beginning Reader – Balanay, Ladylyn

Unit IV. TEACHING BASIC COMPREHENSION SKILLS

Reading Comprehension Defined –Baricuatro, Norieca

Barret’s Taxonomy of Reading Comprehension – Barotil, Peter

The Questioning Technique to Develop Comprehension –Cabarrubias, Cherry Mae

Fraenkel’s Taxonomy of Questions –Cabbarubias, Jedina

Bloom’s Taxonomy Applied to Questioning Levels – Cabat, Jenneth

Questioning and the Levels of thinking –Calamayan, Stephanie

Purposes of Questions –Caliwan, Flora G.

Characteristics of Questions –Carcueva, Gretchen

Do’s in Asking Questions –Colanao, Pretty Patria

Sample Exercises for Developing Comprehension Skills – Dahis, Marivic

Noting Details –Delos, Reyea, Meriel

Sequencing Ideas –Dogomeo, Charity

Arranging Events in a Story –Erida, Maevelle

Predicting Outcomes –Erida, Mark John

Answering “Wh” Questions –Estoon, Mary Joy

Unit V. TEACHING LITERARY APPRECIATION SKILLS

Teaching Literature to Children –Ibardolaza, Rhoanna May

Literary Appreciation Skills –Jayme, Angielica

Verses for Children –Jayme, Grace Ann

Poetry for Children –Lacay, Angelo

Fables –Lambatin, Joveth Ian

Legends –Ledesma, Kenny

Storytelling –Ledesma, Rictchy

Choral Reading/Speaking –Lingko, Ruthcelyn

Drama in the Classroom –Marolina, Soteco

Unit VI. TEACHING RATE AND STUDY SKILLS

Rate and Comprehension in Reading –Marquez, Sheila Mae

Study Skills and Library Skills –Ningasca, Rotsen

Reading a Textbook – Ogong, Ma. Pinky

Reading Reference Materials – Pableo, Glady Mae

The Encyclopedia –Pamatian, Nibelito

Thesaurus –Patindol, Adrian

Biographical References –Pedro, Kajie Boy

Atlases –Poncardas, Rhea Mie

Almanacs –Rabago, Jessmar

The Dictionary –Rana, John Hypol

Unit VII. TEACHING READING METHODOLOGIES

Teaching Vocabulary –Ranises, Maricar

The Dimensional Approaches –Robledo, Rodrigo

Semantic Webbing –Sagintong, Mariani

The Gradual Psychological Unfolding Approach –Sobel, John Louie

Directed Reading Thinking Activity (DRTA) –Sumanday, Marvie

Sustained Silent Reading –Sumpay, Rose Ann

Language Experience Approach –Tabanao, Gigilyn

Dialogical Thinking Reading Lesson (DRTL) –Teleron, Jennifer

Phono-Visual-RAP –Villajuan, Ritchelle

Unit VIII. DIAGNOSIS AND REMEDIATION

Diagnosis in Reading –Villorente, Jayveecris

Remediation in Reading –Wahab, Saira

Unit IX. ASSESSMENT IN READING

Assessing the Three Domains of Learning – Eroyla, Margieliza

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


Announcement for Reporting in Final Term BEED 1A and BEED 1B

January 30, 2013

List of Reporters is on update. Just refer your assigned topic on the course outline.

Happy reporting,

From Sir Lasconia


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

November 14, 2012

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)


Reporter on Teaching Speaking

August 20, 2012

Reporters

Group 1
Masagnay, Christine
Navacilla, Ramoises Jr.

Topics: Teaching Strategies: Speaking – Underlying Principle –
Pronunciation Drills (pages 51-52)

Group 2
Camogao, Sharmaine
Gregorio, Gille Gay
Alayon, Marilou

Topics: Contrast Drills (pages 53-59)

Group 3
Bana, Marven V.
Andoy, Willie G.

Topics: Pitch ,Stress, Juncture (pages 60-65)

Group 4
Belasa, Liezel Jane
Tribunalo, Rachelle Jay
Navarez, Archie

Topics: Improving Students’ Speaking Abilities
Rhymes
Songs (pages 65-69)

Group 5
Genete, Ellen Joy E.
Poncardas, Phoebe Cate
Zonio, Rey-an C.

Topics: Games (page 6)

Group 6
Vidad, Ricjhon
Alido, Eldin
Abasola Kenny
Mantalaba, Jephte

Topics: Dialogues (pages 71-76)

Group 7
Pangalao, Fria Mae
Dejan, Lorie Grace
Ascaño, Josie Mae

Topics: Phonetics: The Sounds of Language (pages 211-215)

Group 8
Endilong, Amera
Cortez, Lejoy
Cortez, Mae

Topics: Articulatory Phonetics (pages 216-220)

Group 9
Duran, Roxanne
Herediano, Angelie

Topics: Nasal and Oral Sounds (pages 220-224)

Group 10
De Pedro, Cathlyn Mae
Eda, Wevien
Del Pilar, Osealita

Topics: Phonetic Symbols for American English Consonants (pages 224-230)

Reporters

Group 1
Masagnay, Christine
Navacilla, Ramoises Jr.

Topics: Prosodic Features (pages 231-235)

Group 2
Camogao, Sharmaine
Gregorio, Gille Gay
Alayon, Marilou

Topics: Phonology: The Sound Patterns of Language (pages 244-251)

Group 3
Bana, Marven V.
Andoy, Willie G.

Topics: Allophones of /t/ (pages 251-254)

Group 4
Belasa, Liezel Jane
Tribunalo, Rachelle Jay
Navarez, Archie

Topics:Distinctive Features of Phonetics (pages 254-258)

Group 5
Genete, Ellen Joy E.
Poncardas, Phoebe Cate
Zonio, Rey-an C.

Topics: Natural Classes of Speech Sounds (pages 258-264)

Group 6
Vidad, Ricjhon
Alido, Eldin
Abasola Kenny
Mantalaba, Jephte

Topics: Dissimilation Rules (264-273)

Group 7
Pangalao, Fria Mae
Dejan, Lorie Grace
Ascaño, Josie Mae

Topics: Sequential Constraitnts of Phonemes (273- 281)

Group 8
Endilong, Amera
Cortez, Lejoy
Cortez, Mae

Topics: Language Acquisition (pages (296-301)

Group 9
Duran, Roxanne
Herediano, Angelie

Topics: The Innate Hypothesis (pages 302-306)

Group 10
De Pedro, Cathlyn Mae
Eda, Wevien
Del Pilar, Osealita

Topics: Segmenting the Speech Pattern (pages 307-319)

 


Course Outline on Teaching Listening and Reading

June 23, 2012

Course Outline

Eng 213

(The Teaching of Listening and Reading)

BSED II

Download this file: https://ditreading.files.wordpress.com/2009/06/module-6-1-english.pdf

At the end of this lesson, you should be able to:

1. explain the listening process;

2. give reasons for doing listening;

3.differentiate the types of listening;

4. prepare varied listening activities for listening comprehension.

Part I. An Introduction

Definition of Listening

Five Main Reasons Why People Listen

1. To be able to engage in social rituals

2.To get information

3.To be able to respond to “controls”

4. To respond to feelings

5. To enjoy

Five steps in the listening process

  1. Receiving
  2. Understanding
  3. Remembering
  4. Evaluating
  5. Responding

Listening can be classified into several types depending on how you pay attention to what is being said or heard

  1. Marginal/Passive Listening
  2. Attentive Listening
  3. Critical/Analytical Listening
  4. Appreciative Listening

Choosing Listening Text

  1. authentic Text
  2. Advertisements
  3. newscasts
  4. weather reports
  5. announcements
  6. homilies
  7. doctor-patient consultation
  8. job interviews

Activities in Integrating Listening with Other Macro Skills (Speaking, Reading, Writing,Viewing)

  1. Pre-Listening
  2. Tape Script
  3. The TQLR Technique (Jocson, 1999)

Part II. Teaching Strategies: Listening

Importance of Listening

The Nature of Listening Skill

Barriers to Listening

How to Become an Active Listener

Levels of Listening Ability

Mapping

Format For Exercises in Listening Comprehension

Suggested Listening Comprehension Activities

  • Identification
  • Identification and Selection without retention
  • Identification and Guided Selection with Short-Term Retention
  • Identification, Selection, and Long-Term Retention
  • Information Search
  • Passage
  • Picture Communication
  • Listening for Word Order
  • Reflecting Language
  • Matching Converstions with the Correct Pictures
  • Identifying People in a Photograph
  • Giving Directions
  • Identification of Places
  • Looking for a Job
  • Following the main points of a dialogue/narration
  • Identifying a situation by listening to a dialogue
  • Comprehension of short narratives
  • Understanding detailed description of Two Pictures
  • Can You Follow Directions?

Part III. Teaching Strategies: Reading

Meaning and Nature of Reading: Old and New Views

Levels of Comprehension

Three Models of Reading Strategies

Useful Aids to Comprehension

Pronunciation Activities Focused on Communication via Cooperative Learning

Concepts, Theories and Principles of Vocabulary and Reading Comprehension

  • Context Clues in Vocabulary Building
  • Multiple- Meanings of Words
  • Word Associations
  • Collocations
  • Clusters
  • Cline
  • Clipping
  • Acronymy
  • Blending
  • Reduplication
  • Denotation
  • Generic vs. Specific Words
  • Propaganda Devices

Sample Activities on Antonyms and Rhyming Words

Vocabulary on Feelings: Affective Domain

Factors that Influence the Acquisition of Reading Ability

Required Reading Skills

Essentials of Reading Comprehension

Taxonomy of Reading Comprehension

Competencies and Learning Objectives in Reading

Study Reading Abilities and Skills

Formulating Objectives Key Phrases to Use With Taxonomy

Reading Strategies for Specific Purposes

Strategies for Various Reading Programs

Goal-Oriented Instructional Model

An Excellent, Balanced Reading Program

Methods and Techniques in each Reading Period

Reading Readiness Period

Linguistic Approach to Reading

-Bloomfield Approach

-Fries Approach

-The Gibson-Richards Linguistic Approach

-Alphabetic Approach

-Phonic Approach

-Phonovisual Method

Story Grammar: A Structural Approach to Facilitate Comprehension

Cloze Procedure Technique for the Improvement of Reading Comprehension

Improving Comprehension through Semantc Webbing

Prototype Instructional Materials using Story Grammar Technique

Reading Activities for the Development of Reading Comprehension

Dimensional Approach Material

Word Recognition Activities

Some Sample Materials for Remediation

More Modern Strategies

Question-Answer Relationship (QAR)

Mapping Concepts and Stories

Activate Prior Knowledge

K-W-L Strategy

Evaluation Measures: Course Requirements:

Quizzes:…………………………….. 20% 1. Compilation of Outputs/Portfolio

Exam (MT/FT)………………….. 50% 2. Class Attendance

Oral Recitation/Reporting……. 10% 3. Written Outputs

Project/Assignment……………. 20%

MTG + FTG = Final Grade

2

Suggested Listening Comprehension Evaluation

  1. Spoken text requiring open-ended answers
  2. Spoken texts requiring multiple-choice answers
  3. Responding to oral instructions
  4. Identification of sounds
  5. Identification of meaning carried by stress and intonation
  6. Identification of true/false statements, using dialogue
  7. Oral summary of a passage recorded or read aloud.
  8. Notetaking of lecturettes
  9. Dictation

References:

Teaching Strategies I.For Teaching Communiation Arts: Listening, Speaking, Reading, and Writing.  Alcantara, Rebecca et. al

Look, Listen & Learn Video CD. Rodolfo C. Torres

Module 6.1 Curriculum and Instruction: The Teaching of English. Department of Education

Assessing and Correcting Reading and Writing Difficulties. Gunning, Thomas G.

http://www.ditreading.wordpress.com


List of Reporters

March 5, 2012

Course Outline

Developmental Reading

Course Description: Developing and Improving Reading Skills Among Elementary 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 - (Marisa T. Motoy )vs. Whole Language Approach (Marilou N. Subista)

B. The Reading Teacher (Ma.Delia Q. Geronimo)

C. Making Transitions Toward Holistic Teaching (Teofilo Tamona)

1. Instructional Beliefs (Pinky Marie Gapas)

2. Reading Materials (Afghan Macatimbol)

3. Curriculum Designs (Poncardas, Dhen Rose)

4. Classroom Environment (Marjorie Estrada)

5. Community Involvement (Jarlyquin Malino)

Unit III. Understanding Reading:

Defining and Redefining Beliefs (Ma. Bebs Hipe)

A. Understanding the Reading Process (Anna L. Insik)

  1. Linear (Lovely A. Herediano)

  2. cyclical (Cristopher H. Gino)

  3. learning alphabet (Miralyn R. Ebias)

  4. recognizing (Marvelyn Abaten)

  5. decoding (Macate, Elfrance)

  6. mouthing of words (Abalora, Cherryline)

  7. fluency (Dayanan, Joreymae P.)

B. Aspects that influence reading development

1. Cognitive Aspects (Moran, Nilgena A.)

2. Affective Aspects (Landusa, Amor A.)

3. Social Aspects

4. Linguistic Aspects

C. Theories of Reading Process

  1. Bottom-Up Theory (Geronimo, Jerry)

  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 (Matundo, Carol Angelin)

C. Word Recognition Instruction

  1. Alphabetic Principle (Tan, Maisara)

  2. Alphabetic Knowledge (Enderes, Apple Grace)

  3. Phonemic Awareness – letter-sound relationship (Canonio, Joylaine Z.)

  4. Phonological Awareness – ability to produce sounds (Juanillo, Jonalyn)

  5. Print Awareness (Arocha, Arby Lee)

  6. Decodable Text (Salminang, Myla C.)

D. Word Recognition Strategies (Asa, Samra)

  1. Sight Words – Dolche List, Phili-IRI, Frye List (Asa, Fatima)

  2. Context Clues (Albiro, Lovelyn Gui M.)

  3. Structural Analysis (Camasora, Reysel)

  4. Dictionary (Watin, Jenny S.)n

  5. Alphabet Book  (Nadela, Janet) and Chart (Sohomid, Geome)

  6. SongsChantsRhymes and Jingles

Unit V. Acquiring a Reading Vocabulary (Encabo, Gleeny)

A. What is vocabulary instruction (Sualim, Anachelle)

B. Strategies of Building Vocabulary (Alido, Chrsitelyn)

  1. Structural Analysis (Macatimbol, Haries)

  2. Word Associations (Edres, Norlaine)

  3. Context Clues (Ali, Hamera)

  4. HomonymsHomographs, 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. Scheme 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

  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

  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.)

 


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