South East Asian Institute Technology

Crossing Rubber, Tupi, South Cotabato

Education Department

VISION:
We, in South East Asian Institute of Technology Inc. envision ourselves as a recognized Institution of quality Education. A leader in promoting and upholding learning and achievement through
demonstrated and established excellence and a community of people who contribute to the society in many ways.

MISSION:
Guided by our vision, we aim to promote individual creativity and intellectual distinction, produce highly competent professionals through an enriched curriculum, quality teaching and
improved facilities.

Course Title: Developmental Reading 2

Course Code: ENG 312

Course Description: Theories, techniques and materials in teaching beginning reading and their application.

Subject Intended Learning Outcomes: At the end of the course, the students are expected to:
1. Gain practical perspectives of children’s literacy through actual observations of their behavior both at home when these children interact with their families and in the school as they
interact with their classmates.
2. Create and modify lesson plans to suit the skills and needs of the children.
3. Guide children in their beginning reading and maximize their reading experience.
4. Apply the four – pronged approach in various meaningful literacy activities.
5. Do the full – experience of teaching – learning process.

Program Intended Learning Outcomes: Graduates of this course are expected in:
1. Understanding child growth and behavior and relate knowledge gained to the developmental process called reading.
2. Understanding how children learn to read and the factors which contribute or may interfere with learning the complicated and symbolic process of reading.
3. Using a wide variety of techniques in order to achieve their objectives in teaching reading
4. Being guided by principles to follow in developing the different skills in reading.
5. Having an experience through immersion in an early literacy environment.
6. Doing critiques, constructions, and implementation of materials for early readers using four – pronged approach in teaching beginning reading.
7. Developing competence and confidence in young children to read and write.
Time Desired Learning Course Content Outcome-Based Assessment of Learning Outcomes Resource Material/s Skills, Values Integration
Table Outcomes (DL0) Teaching and and Social Issues
Learning(OBTL)
Week 1. note the introduced a. school policies and core values 1. interactive lecture The pre – service teachers enrich Developmental 1. acquire counterparts of
1 school policies and core their vocabulary through defining Reading A Work book responsibilities in heeding
values, course description b. course description, objectives, 2. small group the words assigned to each group; 2013 Edition school policies and core
and how to complete it. content, requirements discussion P. D. Sinodlay et. al. values
Share opinions about the
2. acquire deeper I. THE NATURE OF READING 3. brainstorming development of reading to the ½ yellow paper, pen 2. patronize personal ideas
understanding on the a. Understanding reading class; and and opinions
nature of reading b. What is developmental 4. situational analysis
reading? Analyze situations to differentiate 3. use higher order thinking
c. Processes that affect the processes that affect reading. skills
reading

Week 1. explain the importance II. READING IN THE EARLY 1. action learning The pre-service teachers do the Developmental 1. understand the
2 of home literacy to early YEARS / EMERGENT situation analysis given by the Reading 2 importance of early literacy
literacy READER 2. class discussion teacher; S. T Marquez Jr., Ph.D
et. al. 2. make use of personal
2. analyze situations for a. Emergent literacy and its 3. concept mapping Construct their own concept resources to achieve
appropriate transitions transitions definition for emergent literacy; and Pre-existing case files originality and uniqueness
application b. Learning theories
supporting early literacy Synthesize the concepts of Clay, 3. use higher order thinking
3. discuss theories on development Teale and Sulzby (webbing). skills
early literacy development c. The constructivist model
d. Views on reading

Week 1. describe early literacy e. Characteristics of emergent 1. nursery rhyming The pre-service teachers sing Developmental 1. show appreciation to the
3 behavior in terms of and early readers nursery rhymes on reading; Reading 2 contribution of nursery
physical abilities, language f. Early literacy behavior 2. gapped learning S. T Marquez Jr., Ph.D. rhymes in teaching children
reading and writing skills g. General competencies of Determine what general et. al.
emergent readers 3. reflective learning competency is being developed or 2. show confidence on
2. identify the theories of h. Theories on reading performed in a given situation; and Developmental presenting their researched
learning and early literacy acquisition 4. oral recitation Reading 2 theories
i. Reading readiness and its (during discussion) Recite and defend their researched R. D. Anonat,
3. research and present factors theories on “When should reading Ed.D. 3. defend their assignment
theories on “When should instruction start?” individually with higher order thinking
reading instruction start?” (graded). skills
Week 1. elaborate each stage of III. PIAGET’S COGNITIVE THEORY 1. small group The pre-service teachers discuss Developmental 1. listen attentively
4 cognitive development a. Stages of cognitive discussion learning theories in their small Reading 2 throughout the discussion
development group; R. D. Anonat, Ed.D.
2. demonstrate different b. Constructivist learning 2. lecture 2. use higher order thinking
cognitive activities of the theory demonstration Play “paint me a picture” of stages Copies of learning skills
emergent learners after c. Interactive learning theory of cognitive development per group theories
class discussion d. Reader response learning 3. collaborative (with scoring criteria); and 3. cooperate harmoniously
theory activity Pre-existing case files with group
3. perceive the e. Some variations of the Compare and contrast ZPD with
importance of ZPD and Piagetian themes scaffolding with their peers.
Scaffolding f. Zone of proximal
development (ZPD)
g. Scaffolding

Week 1. discuss theories on IV. WRITING IN THE EARLY YEARS 1. community The pre-service teachers observe Developmental 1. show passion and respect
5 early writing development / EMERGENT WRITER immersion the behavior of their family of their Reading 2 through excellence in
relatives whose kid is 2 – 4 year old S. T Marquez Jr., Ph.D. academic pursuit
2. determine the changes a. Theories on early writing 2. learning partner but is not yet sent to any preschool et. al.
on the views of writing development or day care center; and 2. use critical thinking in
b. Early writing acquisition 3. think – pair – share Developmental understanding ones
3. apply theories in real c. Stages of the writing Do the “think-pair-share” on the Reading 2 behavior
context process stages of the writing process of the R. D. Anonat, Ed.D.
observed child
Guide questions
Week 1. compare and contrast d. Characteristics of an 1. nursery rhyming The pre-service teachers sing a Developmental 1. display camaraderie with
6 the different writing emergent writer nursery rhymes on writing; Reading 2 peers
process and e. Stages of writing 2. oral recitation R. D. Anonat, Ed.D.
characteristics development recite orally the stage of writing 2. interpret the tables with
f. Reading and writing 3. workshop development assigned to them; and Printed tables of reader higher order thinking skills
2. interpret the tables of independence and writer learning
reader and writer Interpret the tables of reader and independence 3. respond to the follow-up
independent learning writer learning independence by questions cordially
group

PRELIMINARY EXAMINATION
Week 1. determine explicit ways I. PROMOTING EARLY 1. workshop The pre-service teachers play Developmental 1. promote sportsmanship
7 to promote early literacy LITERACY tongue twisters; Reading 2 during the play
a. Vehicles to early literacy 2. reflective learning S. T Marquez Jr., Ph.D.
2. recognize the roles of b. The role of home in Brainstorm with their peers to et. al. 2. pronounce the words
the home, language promoting early literacy 3. group discussion design their personal way on how to fluently
reading, writing and c. The value of language in promote early literacy to be 4 tongue twisters
school promoting early literacy 4. reading presented to the whole class; 3. show respect with the
d. The value of reading in assignment Pictures ideas of your group mates
3. design an early literacy promoting early literacy Compare the observations in the
program based on e. The value of writing in home and school by determining the Marker, whiteboard 4. learn in a reflective
learning theories, early promoting early literacy common aspects which these two manner
literacy behavior, home f. The role of the school in environments share to promote
and school environment promoting early literacy early literacy; and
literacy and literacy
materials Analyze situations

Week 1. discuss the II. APPROACHES TO TEACHING 1. word play Working in groups, the pre-service Developmental 1. demonstrate teamwork
8 development of four – READING: A PHILIPPINE teachers play Dizzy words; Reading 2 with group mates
pronged approach PERSPECTIVE 2. book analysis S. T Marquez Jr., Ph.D.
a. Development of the four – (comparison and Examine the approaches, lessons et. al. 2. showcase critical thinking
2. share insights on the pronged approach contrast) and activities in two English in analysis and interview
goals of teaching English b. Subject nomenclature and textbooks used in grade school; Colorful, small pieces (follow up questions)
language description for English 3. homework of papers with words
c. Goals of English instruction Interview a senior elementary 3. exhibit punctuality in
3. present effective in the elementary level teacher about his/her comments on 2 English elementary submission and completion
personal ways in teaching d. Goals in teaching English the implementation of the four – textbooks
study skills and language pronged approach; and
comprehension e. Goals in teaching reading Guide questions
Submit the recorded documentation
f. Study skills and of the interview with your learnings Flashdrives with
comprehension skills in on the four-pronged approach recording of
reading issues. documentations

Week 1. gather comments on III. THE FOUR – PRONGED 1. word play The pre-service teachers play Developmental 1. demonstrate teamwork
9 the implementation of the APPROACH Cappings; Reading 2 with group mates
four – pronged approach a. Rationale of four – pronged 2. curriculum analysis S. T Marquez Jr., Ph.D.
approach Submit an interview report with a et. al. 2. showcase critical thinking
2. discuss the importance b. The missing code 3. picture analysis reading teacher or reading in analysis and interview
of the missing code (seatwork) specialist; Developmental (follow up questions)
IV. FIRST PRONG: DEVELOPING Reading 2
3. integrate vocabulary A GENUINE LOVE FOR 4. “Say It” Examine how the basic education R. D. Anonat, Ed.D. 3. establish creativity in
building activities in lesson READING (GLR) OR curriculum is implemented in the picture analysis
planning for elementary PREPARATION school in terms of explicit language Small strips of paper
reading a. Pre – reading activities and reading instruction; with words 4. show confidence in
b. Building reading interest pronunciation of sounds
4. master different sound (Heilman, 1967), and Analyze a picture of a story; and Guide questions
patterns and spelling motivation 5. be fluent in pronunciation
c. Vocabulary building Recite different sounds and practice Printed pictures
through picture analysis more on spelling especially
uncommon words. ¼ yellow paper, pen
d. Phonics and phonemic
awareness

Week 1. integrate vocabulary e. Development of 1. word play The pre-service teachers play Developmental 1. display camaraderie with
10 building activities in lesson vocabulary, Homophones; Reading 2 peers
planning comprehension, and 2. board work S. T Marquez Jr., Ph.D.
writing skills (spelling) Identify the terminologies being et. al. 2. make evident of being
2. read stories for children f. Prediction as pre – reading discussed; honest for not using mobile
with enhanced story and during reading activity 3. assigned reading Developmental dictionaries
reading skills g. The art of story reading Listen to the recordings of words Reading 2
h. Developing reading skills 4. class discussion and spell them; R. D. Anonat, Ed.D. 3. enhance listening skills
3. predict what is the story i. Developing reading
to be read about comprehension 5. lesson planning Read a story and answer the Small strips of paper 4. heighten reading
j. Word identification following questions and predict with words comprehension
4. craft a lesson plan with strategies what will happen; and Word recordings,
a story theme k. Assessing student’s reading speaker/s 5. improve lesson planning
fluency Develop a full blown lesson plan abilities
5. assess student’s fluency l. Sample lesson plan based on the given election. Reading material
through a validated employing grade 5
Guide questions
checklist
1 whole yellow paper,
pen

MIDTERM EXAMINATION
Week 1. describe the nature of I. SECOND PRONG: 1. word play The pre-service teacher play Developmental 1. promote sportsmanship
11 critical and creative DEVELOPING CRITICAL AND Conundrums; Reading 2 during the play
thinking skills of emergent CREATIVE THINKING SKILLS 2. interactive S. T Marquez Jr., Ph.D.
learners (CT) OR OVERVIEW discussion Answer a multiple choice test based et. al. 2. pay respect to the idea of
a. Nature of critical thinking on the 2nd approach; others
2. determine the and creative thinking 3. reflective learning Developmental
importance of creative b. Barriers to critical thinking Write a reflection based on the Reading 2 3. improve reflective
thinking to critical thinking and creative thinking 4. DRTA actual observation on how genuine love for R. D. Anonat, Ed.D. learning
thru activity-integration in c. Process of thinking practice reading is developed in elementary
Lesson planning d. Language and thought reading classrooms; and Written riddles on 4. use higher order thinking
e. Directed reading-thinking colorful, small pieces of skills
3. identify the barriers of activity (DRTA) plan Do the DRTA as they read a story by papers
critical and creative f. Individualized reading- group and individually.
thinking thinking activities Reading material

4. design activities which g. Skills acquired in DRTA

promote critical and
creative thinking of young
learners with DRTA
Week 1. identify post-reading II. POST – READING ACTIVITIES 1. nursery rhyming The pre-service teachers play Developmental 1. show appreciation to the
12 techniques appropriate to a. Reading and writing nursery rhymes; Reading 2 contribution of nursery
develop critical and connection 2. class discussion S. T Marquez Jr., Ph.D. rhymes in teaching children
creative thinking skills b. Writing process Do “show and tell” (3 possible things et. al.
c. Teaching spelling 3. workshop used by their family member); 2. make evident of being
2. craft activities to d. Sample lesson plan in Developmental honest for sharing
engage children maximize critical and creative 4. group learning Write a description on the picture Reading 2 statements about one’s
their reading experience thinking skills shown by the teacher; and R. D. Anonat, Ed.D. family members

3. design lesson plan “The Boy and the Mermaid” by Reexamine the lesson plan on “The Nursery rhymes copies 3. use higher order thinking
which integrates reading Maximo Ramos Boy and The Mermaid”. skills
and writing with critical Common things found
and creative thinking in the house

Lesson plan

Week 1. enumerate the domains a. THIRD PRONG: GRAMMAR 1. grammar play The pre-service teachers play “All Developmental 1. display camaraderie with
13 of teaching oral language AND ORAL LANGUAGE levels English grammar” app in Reading 2 peers
 skills DEVELOPMENT (GOLD) OR 2. lecture - discussion cellphone; S. T Marquez Jr., Ph.D.
THE CLOSER READING et. al. 2. feel at home in sharing
2. name ways of teaching b. Grammar and its 3. community Share personal teaching grammar experiences
grammar dimensions immersion encounters in FS and propose the Developmental
c. Theories of language best solutions; Reading 2 3. actualize analytic skills in
3. construct ways of development 4. actual learning R. D. Anonat, Ed.D. grammar quiz
grammar lessons based on d. Hallmarks of language Answer written quiz in grammar;
the selection read development Cellphones (touch 4. respond positively to the
e. Language acquisition Use English as a medium of screen with new classroom rule to speak
f. Learning a foreign language communication in the room; and Wordscapes App) in English
g. Direct instruction in oral
language Submit an observation on the ¼ yellow paper, pen 5. exhibit punctuality in
h. Language experience reading-grammar / oral language submission and completion
approach connection of a certain class.
i. Direct instruction in
grammar
j. Teaching grammar
k. Oral language development
l. Teaching speaking

Week 1. recognize the value of III. FOURTH PRONG: TRANSFER 1. group discussion The pre – service teachers enrich Developmental 1. listen attentively to the
14 transfer stage in children’s STAGE (TS)/ TRANSFER their vocabulary through context Reading 2 discussion
literacy LEARNING (TL) OR REVIEW 2. assigned reading clues; S. T Marquez Jr., Ph.D.
a. Specific literacy experience: et. al. 2. be responsible on how to
2. determine children’s The reading act 3. think – group – Propose a best way on how to transfer learning effectively
knowledge, skills, and b. Variety of transfer effects share transfer learning with certain topic; Developmental
abilities in reading, writing c. Literature circles Reading 2 3. heighten reading
and language d. Monitoring and assessing 4. workshop Read short stories and determine R. D. Anonat, Ed.D. comprehension
student’s learning which element should be learned
3. create variety of e. Survey, question, read, and transferred by the learner; and Notebooks, pen 4. show teamwork
options in monitoring and recite, review (SQ3R)
assessing student’s work Do the SQ3R while reading. Reading materials
and learning

4. master SQ3R
individually

PRE – FINAL EXAMINATION

Week 1. design specific and f. Skill development in 1. interactive The pre-service teachers play six Developmental 1. try to combine enjoying
15 appropriate literacy vocabulary, comprehension learning (play) types of context clues; Reading 2 while learning
activities that promote and writing R. D. Anonat, Ed.D.
transfer stage thru lesson g. Guidelines for teaching 2. work along Provide the homophone of the given 2. showcase best works
planning vocabulary (Tompkins, activities word; ¼ yellow paper, pen
2003) 3. increase critical and
2. provide activities which h. Components of word study 3. lesson plan Hunt for different intelligences in ½ yellow paper, pen creative thinking
develop critical and i. Differentiated instruction overlook the room; and
creative thoughts during j. Learning styles Reading material
transfer stage k. Sample lesson in critical Read “The Untouchable Trees” by
and creative thinking Juan Flavier and perform the best
3. enrich vocabulary thru transfer way of learning transfer.
reading “The Untouchable Trees” by Juan
Flavier
4. determine one’s
learning style

Week 1. review international I. Systematic phonics 1. background The pre-service teachers spell out Developmental 1. be confident in sharing
16 phonetic alphabet (IPA) instruction in English knowledge probe the words being pronounced; Reading 2 prior knowledge to the class
a. Vowels R. D. Anonat, Ed.D.
2. transcribe what is being b. Consonants 2. board work Pronounce the words properly; 2. improve pronunciation
pronounced c. Blending into words 1 whole yellow paper,
d. Rimes and rhymes 3. oral recitation Transcribe the words being written pen 3. advance word
3. enhance pronunciation on the board individually/by group; transcription
and
4. master variety of
sounds Play “Racing Rhymes”.

Week 1. formulate matrix of the II. PRACTICUM AND 1. collaborative The pre-service teachers observe a Developmental 1. practice teaching to read
17 weekly activities for APPRENTICESHIP learning reading class based on the matrix of Reading 2
apprenticeship and a. Important reminders weekly activities; S. T Marquez Jr., Ph.D. 2. progress one’s
practicum during the apprenticeship 2. matrix completion et. al. understanding on children
and practicum period Present their assignment to the class development
2. submit a case study on b. Ten steps for implementing 3. problem solving on how they teach a child how to Developmental
an emergent reader with a repeated reading tactic read; and Reading 2 3. manage time wisely
tactic used in teaching to c. Reading practices during 4. small group R. D. Anonat, Ed.D.
read actual classroom assignments Present a personal tactic in teaching 4. be a creative and a hearty
participation (application) to read. Reading materials pre – service teacher
3. observe a reading class d. A prediction/
in accord to time summarization tactic 1 long bond paper,
arrangements ruler, pen
 e. A text lookback tactic

Week 1. create a big book for f. The verbal retelling tactic 1. collaborative The pre-service teachers play Developmental 1. freshen up the known
18 story telling g. A storytelling tactic learning “Who’s” thru cabbage pealing based Reading 2 short stories and novels
h. Some flexible grouping on the common stories and novels; R. D. Anonat, Ed.D.
2. design a personal strategies to enhance 2. craft big books for 2. be fluent and creative in
flexible grouping reading story-telling Assess crafted big books and story- Coloring and drawing telling stories
strategies to enhance i. Round – robin reading telling; and materials
reading j. Template triangle of key 3. work along 3. enhance drawing and
points, connections, and activities Perform new strategies to help 2 cartolinas (white) coloring skills
3. reflect from the reading questions enhance reading and telling.
context and report to the k. Student reflection after 4. advance pedagogical skills
class reading in retelling

FINAL EXAMINATION

Course Requirements: lesson plans (based on four – pronged approach), big books, case study on an emergent learner

Grading System: Quizzes 40%

Activities/Seat works 20% Total: 100%
Exam/Project 40%

Prepared By: Approved by: References:

Developmental Reading A Work book 2013 Edition (P. D. Sinodlay et. al.)

MS. FLORELYN O. AFRICA FRANCISCO Z. LORENZO JR., MAED Developmental Reading 2 (S. T Marquez Jr., Ph.D. et. al)

Instructor Dean Developmental Reading 2 (R. D. Anonat, Ed.D.)