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Holy Angel University

Angeles City
School of Education

HAU MISSION AND VISION

We, the academic community of Holy Angel University, declare ourselves to be a Catholic University. We dedicate ourselves
to our core purpose, which is to provide accessible quality education that transforms students into persons of conscience, competence,
and compassion.
We commit ourselves to our vision of the University as a role--‐model catalyst for countryside development and one of the
most influential, best--‐managed Catholic universities in the Asia--‐Pacific region.
We will be guided by our core values of Christ--‐ centeredness, integrity, excellence, community, and societal responsibility.
All these we shall do for the greater glory of God. LAUS DEO SEMPER!

School of Education (SED)

Vision
The leading Catholic institution of teacher education in the region that serves as a benchmark for quality instruction, research
and other best teaching learning practices.
Mission
To provide quality education that enables students to be critical thinkers, mindful of their responsibilities to society and
equipped with holistic education catering to the heart and soul as well as to the body and mind.
Goals

To offer programs and projects that promote Christ centeredness, integrity, excellence, community and societal responsibility,
leadership, scholarship, lifelong learning, effective communication, innovation, gender sensitivity and technological
integration

Objectives
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1. To provide students with the opportunities and exposure to develop them and become highly competent educators, leaders and
experts who continuously work for the advancement of educational thinking and practice

2. To instill in the students the spirit of community involvement through relevant programs/projects and become more responsive
to the challenges of a progressive and dynamic society

3. To continuously hire academically and professionally qualified and competent faculty equipped with expertise and exposure
needed in the practice of the profession

4. To serve as a benchmark for quality instruction, research and best teaching learning practices
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Teacher Education Program Outcomes

1. Have the basic and higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning
2. Have a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in
their students
3. Have a deep and principled understanding of how educational processes relate to a larger historical, social, cultural, and
political processes
4. Have a meaningful and comprehensive knowledge of the subject matter they will teach
5. Can apply a wide range of teaching process skills ( including curriculum development, lesson planning, materials
development, educational assessment, and teaching approaches)
6. Have direct experience in the field/classroom ( e.g. classroom observation, teaching assistant, practice teaching)
7. Can demonstrate and practice the professional and ethical requirements of the teaching profession
8. Can facilitate learning of diverse types of learners, in diverse types of learning environments, using a wide range of teaching
knowledge and skills
9. Can reflect on the relationships among the teaching process skills, the learning processing in the students, the nature of the
content/subject matter, and the broader social forces encumbering the school and educational process in order to constantly
improve their teaching knowledge, skills, and practices
10. Can be creative and cooperative in thinking of alternative teaching approaches, take informed risks in trying out these
innovative approaches, and evaluate the effectiveness of such approaches in improving student learning ; and
11. Are willing and capable to continue learning in order to better fulfill their mission as teachers.
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Faculty: YU, ALMA D.

Course Title: DEVRED 2

Course Code:

Number of Units: 3 units

Contact Hours per Week: 3 hours

Pre-requisite subject/s: DEVRED 1

COURSE DESCRIPTION:

Developmental Reading 2 is designed to enable college students to become more aware of themselves as readers and to develop
strategies and skills to meet the demands of college reading. The course will prepare the pre-service teachers for a more challenging
job when they will be in the actual world of teaching. It will examine the components of the reading process, the relationship of
reading to writing and oral language and the cultural and social influences on reading/literacy development.

COURSE LEARNING OUTCOMES:

At the end of the course the student should have gained the ability to:
1. Enrich thesis word power by having acquired means to vocabulary development.
2. Discuss, interpret and summarize reading selections in language courses and in content areas.
3. Demonstrate the application of reading as a tool for intellectual advancement and as a vehicle for literary
appreciation.
1. Apply study skills that lead to successful learning experiences.
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5. Speak with confidence before a large audience.

VALUES OBJECTIVE:

1. Develop awareness on the importance of furthering one’s proficiency in reading for personal and professional vantage.
2. Instill the value of collaboration, creativity, enthusiasm, empathy and positivity toward an engaging and successful reading
activities and developments.
3. Show discrimination in the choice of different text types designed to give information and pleasure and develop appreciation
for reading.

COURSE CONTENT:

Timetable Desired Learning Course Teaching and Assessment Evaluation Resource

Outcomes Content/Subject Learning Task/Student Tool Materials
Matter Activities Output
(Methodology)

Week 1 Orientation
Day 1
Get acquainted with Course Objective Interactive Course outline Copy of the
the course objectives, Course Outline discussion of acknowledge Syllabus for
course outline, Grading System classroom rules and and signed by DEVRED
grading system and Reference expectations the students
reference for
DEVRED

Week 1-2 A Review of

5 hours Developmental
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Reading 1
Acquire a Essay type of
comprehensive review What is Reading Eliciting prior quiz Rubric Developmenta
of developmental knowledge l Reading 2
reading. Developmental by Buendicho
Reading Interactive
Define the kinds of discussion Gateways and
reading skills Kinds of Reading Skyways to
Skills Skills Development Developmenta
Explain the strategies l Reading
for improving Teaching Reading Comprehension by: Villamin,
comprehension Comprehension Check et. al.

Illustrate the general

framework for
reading
comprehension
Week
3- 4 The Reading Act Developmenta
6 hours l Reading 2
Illustrate the reading Reading Stages Interactive Quiz by Buendicho
process in T-chart Components of discussion
Reading

Explain the levels of

comprehension -Phonemic Skills Gateways and
Awareness Development Group activity Rubric Skyways to
Differentiate -Phonics (written Developmenta
proficient readers -Reading Fluency Group work output) l Reading
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from ineffective -Vocabulary by: Villamin,

readers Development Comprehension et. al.
-Reading Check
Comprehension
Strategies

1 hour PRELIMINARY EXAMINATION

Week 6-7
6 hours Explain each kind of Reading Models Interactive
reading models Discussion quizzes

Cite theories related Methods in Skills

to beginning reading Beginning Reading Development

Discuss reading Foundations of Comprehension

readiness and Emergent Literacy Check
emergent literacy

Discuss cognitive Cognitive Process

process of reading of Reading
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Week 8
3 hours Present a simulation Group activity Oral output Rubric
how to help a child Genuine Love for (Simulation)
develop a love for Reading
reading
Week 9 The Four-Pronged Developmental
3 hours Approach in Reading 2
Reading by Buendicho
Instruction
Gateways and
State the Parts of the Four- Interactive Skyways to
philosophical pronged Approach discussion Quizzes Developmental
foundations of the Reading
four-pronged Skill Development by: Villamin,
approach et. al.
Comprehension
check
Week
10-11 Explain how to foster
6 hours critical and creative Importance of Interactive Written output Rubric
thinking within Critical and discussion Quizzes
various school Creative Thinking
subjects Skill Development

Developing a
Demonstrate how to Comprehension
Climate Conducive
develop a climate Check
to Critical and
conducive to critical
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and creative thinking Creative Reflection

1 hour MIDTERM EXAMINATION

Week Teaching Developmenta
12-13 Grammar and l Reading 2
6 hours Stages of Oral by Buendicho
Language
.
Development
Gateways and
Demonstrate how to Developing Interactive Quizzes Skyways to
teach grammar using Grammar Activities Discussion Developmenta
a specified sequence l Reading
of grammatical topics Skill Development by: Villamin,
as organizing et. al.
principle
Comprehension
Check
Week Stages of Oral
14 - 15 Develop /Use Language Interactive Quizzes
6 hours instructional material Development Discussion
in teaching grammar
Young Children”s Skills Development
State the importance Oral Language
of teaching sight Development Comprehension
words Check
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Week Write a sample lesson Sample Lesson Skill Development Written output Rubric
16-17 plan and activities Plans and Activities Group activity (lesson plan)

1 hour FINAL EXAMINATION

Textbook:
Flordeliza C. Buendicho, Ph.D., Developmental Reading 2. First Edition. Rex Book Store.

Course Requirements:

Prelims:
-
Midterms:
- Simulation
Finals
- Sample lesson plan and activities
Classroom Policies:
1. Attendance and Punctuality.
The student is expected to come to class regularly and on time. For absences, please refer to Policy on Absences below.
2. Active class participation.
The student is expected to participate actively in class recitations, discussions, and other activities as the case maybe. Please
refer also to Expectations from Student below.
3. Group work requirements.
The student is expected to work harmoniously with her group mates and contribute to the preparation of their group work.
4. Peer group evaluation.
The student shall also be evaluated by her peers and feedback shall be taken into consideration.

Expectations from students:

The student’s responsibility is to come to each class prepared. She is also expected to take all examinations on the date
scheduled. She is expected to attend each class and participate actively in the discussions.

ACADEMIC DISHONESTY:
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All students are expected to be academically honest. Cheating, lying and other forms of immoral and unethical behavior will
not be tolerated. Any student found guilty of cheating in examinations or plagiarism in submitted course requirements will (at a
minimum) receive an F or failure in the course requirement or in the course. Plagiarism and cheating refer to the use of unauthorized
books, notes or otherwise securing help in a test; copying tests, assignments, reports or term papers; representing the work of another
person as one’s own; collaborating without authority, with another student during an examination or in preparing academic work;
signing another student’s name on an attendance sheet; or otherwise practicing scholastic dishonesty.

POLICY on ABSENCES:

The allowed number of absences for College students enrolled in a 3-hour class is a maximum of 10 absences and 7 absences
for a 1-1/2 hour class - based on student handbook. Request for excused absences or waiver of absences must be presented upon
reporting back to class. Special examinations will be allowed only in special cases, such as prolonged illness. It is the responsibility
of the student to monitor her own tardy incidents and absences that might be accumulated leading to a grade of “FA.” It is also her
responsibility to consult with the teacher, chair or dean should her case be of special nature.

Grading System:
A. Major Examinations – 30%
Prelims
Midterms
Finals

B. Class Standing – 70%

Quizzes
Long Tests
Class Participation
Group Activity
Individual Written and Oral Activities
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References: including e-books, journals, etc.

Alcantara, Rebecca D. et. al. Teaching Strategies fir the Teaching of Communication Arts. Philippines: Katha

Publishing Co., Inc. 1996.

Manzo, Anthony and Ula Manzon. Content Area Reading: A Heuristic Approach.

Rasinski, Timothy and Nancy Padak. Effective Reading Strategies.

Vacca, Jo Ann and Richard T. Vacca.Reading Learning to Read.

CONSULTATION HOURS:

Days Time Room