OUR LADY OF FATIMA UNIVERSITY

COLLEGE OF EDUCATION

COURSE SYLLABUS IN DEVELOPMENTAL READING

CED-013-13-01

OLFU VISION

To improve man as man by developing individuals through a legacy of excellent education and compassionate value
formation.
OLFU MISSION OLFU CORE VALUES
Through innovative learning strategies focused on
The noble dictum “improving man as man” embodies the strong and updated academic foundation with enhanced
existence of Fatima Medical Science Foundation and Our industry skills and experience, a graduate of OLFU is
Lady of Fatima University as educational institutions expected to be an ACHIEVER. In the community and in
dedicated to the the workplace, an OLFU graduate will be known as a
holistic formation of men and women imbued with the person who:
necessary skills, virtues and academic development. To A – Is Aspires To Do His Best
achieve C – Is Credible And Compassionate
this end, the university aims to: H – Is Hardworking And Honorable
 Commit itself to the service of society through I – Is An Inspiration To Others
quality E – Is Efficiently Entrepreneurial And Employable
education; V – Is A Visionary
 Develop the capabilities of individuals in order E – Is Ethical And Has Excellent Work Habits
to maximize their potentials; R – Is Responsible
 Nurture future professionals with the requisite
academic foundation and conventional skills so
as to mold them into highly-respected leaders
and members of society;
 Respond effectively to the changing needs and
conditions of the times through continuing
professional education and research;
 Inculcate social awareness through community
outreach program;
 Imbue a deep sense of nationalism and pride in
our Filipino heritage;
 Uphold virtues of truth, justice integrity,
compassion
and faith in God.
PROGRAM MISSION PROGRAM VISION

The College of Education commits itself in producing a The College of Education envisions itself to be one of the
high performance level of teacher graduates who can country’s leading teacher – training institutions in developing
teach across different learning areas and shall take into globally competitive, committed, and accountable educators.
account the students and the community welfare towards
a humane, progressive and responsible citizenry for the
country and for the world.

PROGRAM EDUCATIONAL OBJECTIVES (PEO) PROGRAM OUTCOMES

A graduate of BEED / BSEd is expected to:

1. Demonstrate competence in teaching through 1.Manifest essential competence in teaching;

the utilization of a wide range of teaching 2. Employ creative and novel learning activities and
strategies in their areaso0f specialization; materials suitable to the needs and interests of the
2. Implement innovative and appropriate learners and their community;
educational materials and learning activities to 3. Participate in seminars, workshops, and research
ensure high quality instruction to diverse types of activities for their personal and professional growth
learners from the different learning as teachers;
environments; 4. Adhere to the ethical standards of the teaching
3. Engage in continuous personal and professional profession;
activities as well as research, for the 5. Take a lead in valuable civic and social services
enhancement of his role as facilitators of the in the community through educational programs.
learning process;
4. Demonstrate and practice the professional and
ethical requirements of the teaching profession
for better and efficient fulfillment of their mission
as teachers; and
5. Engage in and lead socio-civic activities in the
promotion of an educated society.
 COURS E SYLLABUS

DEVELOPMENTAL READING 1

COLLEGE EDUCATION COURSE DESCRIPTION:

DEPARTMENT PROFESSIONAL This course sharpens the teacher’s reading proficiency in

EDUCATION preparation for the introduction to the nature of the reading process.

COURSE CODE EDUC 3214 COURSE OUTCOMES (CO):

DESCRIPTIVE DEVELOPMENTAL 1. Enrich reading proficiency through

TITLE READING a. mastery of general skills in academic reading
b. re-acquaintance with the basic elements of literature
PREREQUISITE c. honing of critical, creative and meta-cognitive reading skills
d. differentiating efferent from aesthetic reading
CREDIT UNITS (S) 3
2. Develop a comprehensive overview of psychology of reading
through
a. mastery of the theories on the nature of reading as complex
CONTACT HOURS 3 HRS / WEEK process
PER SESSION: b. identification of the intrinsic and extrinsic factors that affect
reading performance

UEO DESCRIPTION CO1 CO2

1 State and explain the vision-mission statement, policies of the university; x x

2 Describe and apply the basic parts of speech; x x

3 Identify types of comprehension aids and prepare your own x x

comprehension aid

4 Explain and cite examples on the concepts of reading for appreciation and x x
enjoyment

5 Define and explain the basic elements of poetry and play x x

6 Define and explain the basic concepts of essay and short story; x x
.
7 Recall and explain the types of reading as process x x

8 Give the factors for reading achievement x x

TEACHING-LEARNING
WEE UNIT COURSE Assessment Tasks (AT) Resources
ACTIVITIES (TLA)
K OUTCOMES CONTENT
(UO) TEACHING LEARNING ASSESSMEN TOOL
T

1 1.Explain the ORIENTATION Didactic Lecture Cooperative Rubrics Student

mission- A. Mission Learning Handbook
vision and the B. Vision Inductive Discussion Activity Answer
policies of C. School -Find Key Course
OLFU Policies Discovery Someone Who Syllabus

Short Quiz

2 2.Describe I . Academic
and apply the Reading Lecture Brainstorming Interactive Answer Course
basic types of a. Skimming Discussion Key Syllabus
speech; b. Scanning Reading
c. Browsing Comprehensi Handout
d. Note- on Check-up
taking
e. Organizin
g
3 f. Outlining Deductive
3.Identify Short Quiz
types of Cooperativ
comprehensio II. Comprehension e
n aids and Aid Learning
prepare your a. Graphic Activities
own Organizer
comprehensio s
n aid b. Direct
Reading
c. SQ3R
d. The
 Dictionary
e. The
Encyclope
dia
f. The Atlas,
etc
4-5 4.Apply the III. A. Expository Interactive Persuasive
concepts of Structures Discussion Essay Writing Brainstorming Rubrics Course
expository a. Elements Syllabus
and narrative b. Linguistic - Allowing a Answer
structures Signals continuous Short Quiz Key Handout
c. Discourse two-way
Patterns process of
d. Lexicon discussion

B. narrative Deductive
Structures
a. Elements
b. Story Grammar

PRELIMINARY EXAMINATION

7 1.Explain and I. Aesth Interactive Reading Appreciative Answer Course

cite examples etic Discussion Comprehensi Reading Key Syllabus
on the Reading on Check up
concepts of - Allowing a Handout
reading for II. Short continuous
appreciation Story two-way Brainstorming
and and process of
enjoyment Its discussion Short Quiz Rubrics
Elem
ents
8 2. Develop III. A. Characters Deductive Bubble Dialog Lecture
and apply the B. Sub plots Course
assumptions C. Themes Syllabus
of reading a Lecture Journal Writing Rubrics
book and Handout
movie tie-in
9 3.Define and IV. A. Poetry Deductive Drill Cooperative
explain the a. Shape/ Learning Course
basic Measurem Activity Syllabus
elements of ent Brainstorming Rubrics
poetry and b. Imagery Handout
play c. Experienc
e

B. Reading A Play Quiz

a. Simple
Interpretations
b. Creative
Classroom
10-11 Dramatics Interactive
4.Explain the Discussion
concepts of
reading V. Reading - allowing a
persuasive Persuasive continuous
materials Materials two-way
a. Essays process of
b. Editorial discussion
Columns
c. Advertisements

Reading to Writing
a. Book
Report
b. Journal
Writing
MIDTERM EXAMINATION

13-14 1.Recall and I.Reading as a Lecture Group

explain the Neuro- Presentation Reading Rubrics Course
types of Physiological Appreciativ Comprehensio Syllabus
reading as Process e Reading n Check up
process a. The Eye Handout
b. The Ear
c. The Brain
d. Dominance

II.Reading as a
15 Language Process
III.Reading as a
Cognitive Process Individual Answer
Presentation Key
 IV.Reading as Skill

V. Reading as
Psycho-social
Process

VI. Reading as
16-17 2. Give the Development Quiz
factors for Process Interactive
reading Discussion
achievement VII. Intrinsic
Factors for Reading - allowing a
Achievement continuous
a. Motivation two-way
b. Intelligenc process of
e discussion
c. Learning
Styles
d. Self-
Concept
e. Interest

VIII. Extrinsic
Factors for Reading
Achievement
a. The
Material
b. The
Teacher
as X
Factor

FINAL EXAMINATION

REFERENCES

Tandoc, Shiella D. (2016) Reading and Writing Skills for Senior High School. Manila: Mindshapers Co., Inc.. F 418.4 T 15
2016,c8
Arizpe, Evelyn, et.al. (2016) Children Reading Picture books: Interpreting Visual Texts, 2nd Edition. New York: Routledge.
371.335 A4 2016
Hoover, John J. (2016) Why Do English Learners Struggle With Reading?: Distinguishing language acquisition from
Learning Disabilities, 2nd Ed. California: Corwin. 371.9144 H76 2016
Hayes, Rachael (2016) Understanding and Supporting Pupils With Moderate Learning Difficulties. London: Routledge
371.9 H 32 2o16
Tennent, Wayne (2015) Understanding Reading Comprehension: Processes and Practices. Los Angeles: Sage. 2015
372.47 T25 2015, c4
Ginsberg, Margery B. (2015) Excited to Learn: Motivation and Culturally Responsive Teaching. California: Sage. 370.154
G43 2015,c2
Mauk, Johon ( 2014) Think About It: Critical Skills for Academic writing. Australia: Wadsworth. 808.042M44 2014,c7
Bernardo, Alejandro S. (2013) Developmental Reading 1. Manila: Rex Book Store. F 418.4 B45 2013,c4

NO TEACHING CO1 CO2

1 Deductive x x
2 Lecture x x
3 Interactive Discussion x x

NO LEARNING
1 Brainstorming x x
2 Group Discussions x x
3 Individual Presentations x x
4 Conversational Activities x x

NO ASSESSMENT TASK (AT) CO1 CO2

1 Cooperative Learning x x
2 Short Quiz x x
3 Interactive Discussion x x
4 Letter Writing x x
NO TOOL
1 Rubrics x x
2 Answer Key x x

ASSESSMENT WEIGHTING: HOMEWORK, WRITTEN REPORTS AND PAPERS

Homework and Assignment Particulars: 6
Written Reports and Project Paper Each student is required to submit a written report by the end of the prelim
Particulars: period and
 midterm period. And by the end of the final period, writing a speech piece
and speech presentation is an academic requirement which is equivalent to
50% of his final period grade.

GRADING SYSTEM
The final grade of the student is interpreted as shown on the table below:

ABOV
95.00 – 80.00 - 76.00- 75.0 74.00 and
AVERAGE E 92.00-94.00 89.00 – 91.00 86.00-88.00 83.00 –85.00
97.00 82.00 79.00 0 below
98.00
FINAL
1.00 1.25 1.50 1.75 2.00 2.25 2.50 2.75 3.00 5.0
GRADE

FDA (Failure due to Absences) UW (Unauthorized Withdrawal) INC (Incomplete)

AW (authorized withdrawal NFE (No Final Examination

Lecture Prelims (20%) Midterms (25%) Finals (25%) Quizzes (20%) Research (5%) Attendance (5%)

OTHER IMPORTANT INFORMATION

OTHER COURSE POLICIES
STUDENTS COURSE PORTFOLIO All exercises and requirements for the course are to be complied by the students
as part of their portfolio and must be made available for inspection by the
instructor before the end of the semester
LANGUAGE OF INSTRUCTION ENGLISH
ATTENDANCE Per Section 1551 of CHED’s Manual of Regulation for Private Educational
Institution, a student who has incurred absences more than twenty percent (20%)
of the total number of school days shall not be given credit to the course
regardless of class standing. For further provisions of the said policy, please refer
to the OLFU Student Handbook.
COURSE CONSULTATION
SCHEDULE
COURSE REVIEW AND Chair: Dr. Rommel Maglaya,
pENHANCEMENT Members : Mrs. Clarita Dj Tanghal, Dr. Magdalena S. Daria
MEMBERS

PREPARED BY: ENDORSED BY: APPROVED BY:

MA. CARMEN P. CASEROS MRS. CLARITA DJ TANGHAL DR. ROMMEL MAGLAYA

Faculty Program Coordinator Dean, College Of Education
DATE: __________________ DATE: ________________ DATE: _______________