San Jose Community College

San JoseMalilipot, Albay

COURSE OUTLINE IN Teaching Literacy in the Elementary Grades Through

Literature

COURSE TITLE : Teaching Literacy in the Elementary Grades Through Literature

COURSE CODE : MC English 102
INSTRUCTOR’S NAME : SHARIN B. BERMAS
NUMBER OF UNITS: 3 UNITS
NUMBER OF HOURS: 3 HOURS

COURSE DESCRIPTION :

This course will focus on Children’s Literature in English to include riddles,

poetry, stories, dramas, and other written works as an avenue to teach English
Language. Teaching methodologies in the use of literature shall be emphasized.

COURSE LEARNING OUTCOMES:

1. Gain a clear understanding of the reading process and its implications for
teaching beginning and primary school readers.
2. Explain the relationship between beginning and primary school readers and the
goals and stages of literacy learning.
3. Identify the competencies in the different domains of literacy and illustrate how
these are developed in the child’s mother tongue and to his/her second
language/s.
4. Design integrated lessons and instructional materials that are culturally relevant
and developmentally appropriate for the beginning and primary school readers
using children’s literature in English.
5. Apply the different strategies in teaching reading through exercises, well
developed lesson plans, and micro-teaching activities.

COURSE CONTENT
PRELIM and MIDTERM FINALS

1.Overview of the Course 8. Developing reading fluency

2. Literacy and the Young Readers ∙ The difficulties in oral reading
 ∙ Characteristics of emergent,
beginning and primary readers
∙ Goals of beginning literacy and the
characteristics of emergent,
beginning, and primary readers
3. The Languages Curriculum in the K-
12 Program
∙ Domains of Literacy and the
competencies to be developed in
each domain
∙ Literacy in the mother tongue and the
second language/s: Bridging among
languages
4. Content and Approaches
∙ Developing Love for Reading
o Role of children’s literature in
developing love for reading
o Ways of sharing stories to
young readers
o Development of book and print
orientation skills
5.Pre-, During, and Post-Reading
Activities ∙ Pre-reading Activities
o Unlocking difficult words
o Motivation-motive Question
tandem (K-W-L, Prediction
chart, etc.
o During Reading Activities
o Post-reading Activities
- developing listening
comprehension: levels of
comprehension questions
- other post-reading
activities
6.Oral Language Development
and Grammar Awareness:
Integration of Literature and Skills
∙ Ways of developing oral language in
L1 and L2
∙ Lessons on Grammatical Structure
∙ Using a story as a springboard in a
grammar lesson
∙ Explicit instruction in a Grammar
Lesson
∙ Designing a Grammar Lesson
7.Developing Vocabulary and Spelling Skills
∙ Strategies in developing reading
fluency
∙ The relationship of fluency to
reading comprehension
9. Developing Composing Skills
∙ Putting down ideas on paper: the
stages of writing development
∙ The issue on invented spelling and
mechanics of writing
∙ Teaching the mechanics of writing
10. Vocabulary Development:
understanding what one reads
∙ Vocabulary and comprehension
∙ Developing vocabulary skills
11.Comprehension: the ultimate goal
of reading
∙ Listening and reading
comprehension
∙ Formulating questions of different
levels about selection read
∙ Explicit instruction of composing
skills
12. Developing Study Skills
13. Teaching the Literacy Skills in
an Integrated Way
∙ Micro-teaching Activities
14. Addressing Differences in
handling ability differentiated
instruction
∙ Micro-teaching activities
in L1 and L2.
∙ The role of phonological awareness
∙ Word Recognition and Vocabulary
Development
∙ Spelling

GRADING SYSTEM (Campus ++):

Class Interaction:50%
Attendance: 10%
Exam: 30%
Project : 10%
Total: 100 %

REFERENCES:

Hickman, P and Durodola S. (2009). Dynamic read-aloud strategies for English

learners: building language and literacy in the primary grades. Delaware
International Reading Association.

Hermosa, N. (2006). The psychology of reading. Quezon City: UP Open University

Machado, J. (2007). Early childhood experiences in language arts early literacy, 8th

edition, Thomson Delmar Learning.

Manning, M., Morrison, G and Camp, D. (2009). Creating the best literacy block ever.

NY: Scholastic .

Pado, F. (2000). A literature-based approach in teaching beginning readers: a sample

lesson plan in Literacy in multiple contexts, Ocampo D., editor. Reading
Association of the Philippines

Pado. F. and Hermosa, N. (2004) One-Year lesson guides on beginning reading in

Filipino (for Mc Donald's Bright Minds Project). Quezon City: Adarna Publishing
House
Rog, L. (2007). Marvelous minilessons for teaching beginning writing k-3. Delaware:
International Reading Association