PASS College

Quezon Avenue, Alaminos City, Pangasinan

COURSE SYLLABUS
2nd Semester 2019-2020
College Department

Course Name : Developmental Reading 2

Course Credits : 3 units
Course Description : This course deals with the theories, techniques, materials and approaches in teaching beginning reading and their application. The subject will enrich the
knowledge of both teachers and students about teaching children from emergent reading stage, beginning reading stage, till they are capable of independent
reading.
Contact Hours/week : 3 hours/week
Vision : In pursuit of excellence and innovation in all its dimension, PASS College as leading Higher Education Institution, is committed to build holistic and
transformative learning community dedicated towards academic excellence, ethical and values formation of competent leaders with relevant
social skills and dynamic citizenship that will produce globally competitive professionals responsive to the demand in today’s diverse environment.
Mission : Committed to providing the students quality and well – rounded education to effect relevant social transformation and to uplift their quality of life that
will serve as their passport to success, PASS College espouses the following mission through a dynamic academic community interaction:

Quality Service and Institutional Development

Optimum access to PASSian education and service in a caring and responsive atmosphere and innovative management processes that acquires,
disseminates and utilizes appropriate technology to enhance the institution’s educational services and fosters an organizational culture that
nurtures employee productivity and satisfaction.

Establish linkages, partnerships and collaborations that will be the source of learning for the academic community as well as serving as an active mover
in providing efficient and effective delivery of educational services.

Research and Community Centered

Aggressive pursuit of knowledge through advancement and research undertaking discovering, processing, documenting, transmitting and utilizing
results for community service towards economic development as well as environmental sustainability.

Instruction and Leadership

Provide equitable access to necessary knowledge, learning and skills through innovative industry based and environment-conscious programs meeting
the demand and requirement of today’s world by producing and developing skilled and competent professionals, who would provide leadership in
different disciplines and levels by emphasizing the acquisition of functional knowledge and skills thereby contributing towards nation building and global
citizenship.

Professionalism
Produce empowered professionals with wholesome values and attitudes towards work environment and the community and who are globally
competent, socially and ethically responsible, God centered, nationalistic and environment conscious as employee, entrepreneurs and leaders of
choice in both public and private sectors.

Institutional Policy : As a learning and transformative community, our philosophy is to cultivate the potential in every student to achieve a high level of competence in
their own field of endeavor, to inculcate in them the love of God and to manifest empathy and commitment to fellow beings by inspiring positive
change, embracing diversity and the full richness of our community.

To make education a tool in attaining the goals of social justice, unity, freedom and prosperity, PASS College believes that education should produce a
 Filipino who respects human rights, whose personal discipline is guided by strong spiritual and moral values, who can think critically and creatively,
exercise responsibly his rights and duties as a citizen, whose mind is informed by science and also from Jose P. Laurel’s philosophy: truth and fortitude
and for God and country, the great teacher, an educator, a lawyer, a legislator, a statesman, philosopher and thinker who said:
“An Education program that geared exclusively to the need and problems of the individual and country would be fruitless and dangerously inadequate,
if it did not take into account the problems of the modern worlds, and if it did not inculcate certain virtues and social values that would make for
international peace which after all is the universal desire of man.”

With this philosophy, PASSS College commits itself to the following development goals for its courses:
 To lead in developing the citizens into a highly skilled individuals with proper work attitudes and with deep concern for the society and ecology,
that will make them better citizens of the community imbued with strong moral values and faith in God and love of fellowmen.
 To be a center for training and professional development of accountants, managers, businessmen, entrepreneurs, information technology experts,
developers, bankers, criminologist, hoteliers, health caregivers, teachers and other professional careers.
 To develop a pool of manpower who are goal-oriented, value oriented, service-oriented, development-focused, productive and resource-oriented;
and,
 To establish a strong linkage between the academe and the industry in the development of a manpower pool.

Core Values : PASSian Education aims to IGNITE the following traits and characteristics among its stakeholder:

INTEGRITY - Academic integrity is the foundation of all core values upon which our reputation rests. Through integrity, fortified by our commitment to
service, we strive to foster symbiotic relationship under the principle of justice, fair play and equity. We strive to do what is morally right for our people,
for our community and for our country. PASSian community is built upon strong moral foundation. It grow strong when members practice honesty and
accept responsibility for their actions and words by demonstrating commitment to the value of integrity in word and deed.

GOD-CENTERED - PASSians flourish in a community where love of God, country and fellow beings is cultivated and nurtured. Compelled by the love of
God, PASSian community is keen in making known the glory of God’s grace and how to live the God–centered life in this contemporary age.
Living the God-centered life is a calling and stewardship as God’s beloved.

NATIONALISM – PASSian Education is dedicated to the achievement of the highest quality in education that promotes holistic development
alongside with the unwavering loyalty and devotion to a nation, especially a sense of national consciousness, respect and identity. Informed and
empowered citizens are essential to the creation of a civil and sustainable society. We values the development of responsible citizenry, grounded
on honesty, courage and compassion and committed to advancing democratic and patriotic ideals.

INNOVATIVE – Independent learning and collaborative learning are basic to being well educated, PASSian education provides interdisciplinary learning
experiences through an integrated school curricula to have the students develop the ability to think in terms of whole systems marked by innovation or
by using or showing new methods, ideas; tending to innovate or using/showing new methods and ideas to further understand the frontiers of knowledge
and its interrelatedness across discipline.

TRANSFORMATIVE – We recognize the expertise of all members of the PASSian community and encourage individual contribution towards change,
whereby we include the stakeholders in making decisions that affect them, treat them with dignity and encourage feelings of self-worth, promote
trust through professional courtesy and fair treatment and recognize support employee and student contributions in addressing the challenges
of change management. PASSian community protects academic freedom and freedom of inquiry and expression, we aspire to inspire change
or causes a shift in viewpoint as social catalyst and transformist, whereby affecting a change in philosophical, practical and strategic process to affect
significant change within oneself and the society, to catalyze sociocultural, socioeconomic and sociopolitical change. We also recognize that diversity
is a source of renewal and vitality, hence we are committed to developing capacities for living together harmoniously, where community climate offers
condition of openness in which students, faculty and staff interact with respect, tolerance and equity towards transforming the society and the global
community to become a better place to live in.

EXCELLENCE – We strive to develop and pursue higher standard by maintaining highly qualified, competent and committed human resources that
will be the backbone of the institution. We also strive to maintain and deliver top of the line facilities and services, updated programs and
responsive services anticipating the needs of academic community thus promoting continuous growth excellence. Emphasis is placed on the
development of teamwork through collaborative efforts across the departments. Evaluation of all functions in necessary for improvement andcontinuous
 renewal. PASS College is committed to studying its effectiveness through quality assurance by
self-assessment and accreditation.

SOCIAL AND ETHICAL RESPONSIBILITY- Social responsibility is an ethical framework and suggests that an entity, be it an organization or individual, has an
obligation to act for the benefit of society at large. Social responsibility is a duty of every individual has to perform so as to maintain a balance
between the economy and the ecosystems. Though community based learning, PASSian education engages students in community involvement
and formal reflection on the value of these experiences to become socially and ethically adept to the growing challenges and responsibility that we have
to foster as steward of creations.

Thus, PASSian Education is committed to the formation of empowered Filipino men and women who find fulfillment in intelligent fellowship and responsible
leadership in igniting their passion towards responsibilities to God, country, and fellowmen.

Course Outcome :
At the end of semester, the students must have:
1. Explained the meaning of developmental reading
2. Stated the importance of reading and its components
3. Explained the theories of emergent and early literacy
4. Discussed the parts of the four-pronged approach in reading instructions
5. Demonstrated the application of the four-pronged approach to teaching beginning reading
6. Exemplified genuine efforts in development competence and confidence in young children to read and write
COURSE OUTLINE AND TIMEFRAME
Course Content
Week 1-21 CHAPTER 1: A REVIEW OF DEVELOPMENTAL READING 1
 What is Reading?
 State the importance of reading
 Define developmental reading
 Kinds of reading skills
 The Reading Act
 Essential components of reading.
CHAPTER 2: THEORIES: READING AND WRITING IN THE EARLY YEARS
 Characteristics of emergent and early readers
 Learning theories that support early literacy development
 Promoting early literacy
 Early literacy behavior
CHAPTER 3: READING READINESS
 Definition of reading readiness
 Reading readiness skills
 Developing reading readiness
CHAPTER 4: THE FOUR-PRONGED APPROACH TO TEACHING BEGINNING READING
 History, rationale and philosophy
 Overview and objectives
 First Prong: Developing a genuine love for reading (GLR)
 Pre-reading activities
a. Unlocking of difficulties
b. Motivation
 During Reading activities
a. Oral reading and silent reading
b. Developing reading comprehension
c. Five types of reading skills (Tompkins, 2003)
 Second Prong: Developing critical and creative thinking skills (CT)
  Objective and rationale
 Reading is thinking
 The process of thinking
 Language and thought
 The Directed Reading-Thinking Activity (DRTA) Plan
 Third Prong: Grammar and Oral Language Development (GOLD)
Theories of development
 Language Experience Approach (LEA)
 Direct Instruction in Grammar
 Fourth Prong: Transfer Stage/Transfer of Learning (TS/TL)
 Objectives and rationale
 Literature circles
 Monitoring and assessing students learning
 Benefits of using literature circles
CHAPTER 5: THE READING AND WRITING CONNECTION
 Reading and writing strategies
 Reading and writing skills
 The lesson plan
 Blooms Taxonomy of educational objectives
 Importance of lesson plan
 Sample lesson plans

LEARNING PLAN
TEACHING AND
ASSESSMENT RESOURCE/
DESIRED LEARNING COURSE CONTENT TEXTBOOKS LEARNING ACTIVITIES CORE VALUES TIME TABLE
TASK (ATs) MATERIALS
COMPETENCIES (DLC) (TLAs)
1. Acquired a CHAPTER 1: A REVIEW OF Developmental Reading 2 (projector, laptop, Week 1
comprehensive DEVELOPMENTAL Flordeliza C. Buendicho 2010 Lecture Think-Pair-Share Collaboration meta cards, marker, 3 Contact Hours
review of READING 1 Edition ball pen and paper)
developmental • What is Reading? Q-A Discussion Research Work Transparency
reading 1  State the importance of Developmental Reading 2
2. Explained the reading Rosa D. Anonat Active (projector, laptop,
reading act and its  Define developmental reading 2011 Edition Brainstorming Involvement meta cards, marker,
components  Kinds of reading skills ball pen and paper)
 The Reading Act Leadership
 Essential components of
reading Written Quiz Mastery

Empowerment
1. Discussed the CHAPTER 2: THEORIES: Developmental Reading 2 Lecture Brainstorming Collaboration (projector, laptop, Week 2-4
theories of early READING AND WRITING Flordeliza C. Buendicho 2010 meta cards, marker, 9 Contact Hours
literacy IN THE EARLY YEARS Edition Q-A Discussion Mix-Pair Transparency ball pen and paper)
development • Characteristics of emergent Discussion
and early readers Developmental Reading 2 Recap of past lessons (projector, laptop,
 Learning theories that support Rosa D. Anonat Active meta cards, marker,
early literacy development 2011 Edition Turn and Talk Involvement ball pen and paper)
 Promoting early literacy
 Early literacy behavior Leadership
Interactive Lecture
Mastery
 Empowerment

1. Explained the CHAPTER 3: READING Developmental Reading 2 Week 5-8

indispensability of READINESS Flordeliza C. Buendicho 2010 Lecture Collaboration (projector, laptop, 12 Contact Hours
reading  Definition of reading Edition Small Group meta cards, marker,
preparedness of the readiness Q-A Discussion Discussion Transparency ball pen and paper)
learners during the  Reading readiness skills Developmental Reading 2
reading instruction.  Developing reading Rosa D. Anonat Recap of past lessons Group Evaluation Active (projector, laptop,
2. Identified the readiness 2011 Edition Involvement meta cards, marker,
reading skills ball pen and paper)
appropriate to a Leadership
particular age group
3. Described the Mastery
learners’ reading
readiness for a Empowerment
particular mode of
reading activities
and/or performance
1. Explained how to CHAPTER 4: THE FOUR- Developmental Reading 2 Lecture Week 9-11
teach genuine love PRONGED APPROACH TO Flordeliza C. Buendicho 2010 Collaboration (projector, laptop, 9 Contact Hours
for reading to TEACHING BEGINNING Edition Q-A Discussion Small Group meta cards, marker,
children (First READING Discussion Transparency ball pen and paper)
Prong: GLR)  History rationale and Developmental Reading 2 Recap of past lessons
2. Explained the four philosophy Rosa D. Anonat Group Evaluation Active (projector, laptop,
parts of the four-  Overview and objectives 2011 Edition Involvement meta cards, marker,
pronged approach in  First Prong: Developing a ball pen and paper)
reading instruction genuine love for reading Leadership
(GLR)
 Pre-reading activities Mastery
a. Unlocking of
difficulties Empowerment
b. Motivation
1. Explained the four  During Reading activities Developmental Reading 2 Seatwork exercises Collaboration (projector, laptop, Week 12-14
parts of the four- a. Oral reading and Flordeliza C. Buendicho 2010 Lecture meta cards, marker, 9 Contact Hours
pronged approach in silent reading Edition Oral quiz Transparency ball pen and paper)
reading instruction b. Developing reading Q-A Discussion
(second prong: CT) comprehension Active
c. Five types of reading Group Activity Midterm Exam Involvement
skills (Tompkins, Developmental Reading 2
2003) Rosa D. Anonat Leadership
 Second Prong: Developing 2011 Edition
critical and creative thinking Mastery
skills (CT)
 Objective and rationale Empowerment (projector, laptop,
 Reading is thinking meta cards, marker,
 The process of thinking ball pen and paper)
 Language and thought
 The Directed Reading-
Thinking Activity
(DRTA) Plan

1. Explained the four Third Prong: Grammar and Oral Developmental Reading 2 Lecture Seatwork exercises Collaboration (projector, laptop, Week 15-17
parts of the four- Language Development (GOLD) Flordeliza C. Buendicho 2010 meta cards, marker, 9 Contact Hours
pronged approach in  Theories of development Edition Oral quiz Transparency ball pen and paper)
reading instruction  Language Experience Q-A Discussion
(third prong: Approach (LEA) Active (projector, laptop,
GOLD)  Direct Instruction in Involvement meta cards, marker,
(fourth prong: Grammar ball pen and paper)
TS/TL)  Fourth Prong: Transfer Developmental Reading 2 Group Activity Leadership (projector, laptop,
Stage/Transfer of Learning Rosa D. Anonat meta cards, marker,
(TS/TL) 2011 Edition Mastery ball pen and paper)
 Objective and rationale
 Literature circles Empowerment
 Monitoring and assessing
students learning
 Benefits of using
literature circles
1. Cited the points CHAPTER 5: THE Developmental Reading 2 Lecture
wherein reading and READING AND WRITING Flordeliza C. Buendicho 2010 Brainstorming Collaboration (projector, laptop, Week 18-21
writing processes CONNECTION Edition Q-A Discussion meta cards, marker, 12 Contact Hours
are inextricably • Reading and writing Transparency ball pen and paper)
connected strategies Developmental Reading 2 Research work
2. Enumerated the  Reading and writing skills Rosa D. Anonat Mix-Pair Active (projector, laptop,
strategies they use  The lesson plan 2011 Edition Discussion Involvement meta cards, marker,
for both reading and  Blooms Taxonomy of ball pen and paper)
 writing educational objectives Leadership
 Importance of lesson plan
 Sample lesson plans Interactive Lecture Mastery

Empowerment

Suggested Readings and References Developmental Reading 2, Flordeliza C. Buendicho

Developmental Reading 2, Rosa D. Anonat
Course Requirements Quiz (Oral and Written), Class recitation, Seatwork, Group Reporting, Activities
Grading System Quizzes (Oral, Written) 25%
Examination 40%
Outputs (Assignment, Projects) 10%
Participation (Attendance, Values and Attitudes, Recitation, Reporting and the like) 25%
TOTAL 100%
Classroom Policies  No phones are allowed during class. All phones MUST be in silent mode and kept inside the bag
 Avoid unnecessary talking while discussion is on-going
 Strictly observe proper seating arrangement. You are not allowed to exchange seats with your classmates every time
 Proper wearing of ID’s and uniform and/or appropriate attire will be strictly noted as well
 Be sure to clean your area before going out of the classroom

Prepared by: Checked by: Approved by:

ROSENDO C. BERNABE, JR., Ph.D VIOLETA O. AQUINO, Ed.D. CHRISTIAN REUBENS M. MORANTE
College Instructor Dean, Academic Affairs College Director/EAP