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Semester Adopted: 2nd Sem

Revision Status: 1st Draf


Republic of the Philippines Revision Date: November 10, 2017
Western Mindanao State University Noted: Dr. Florentino B. Sagudang
EXTERNAL STUDIES UNIT Recommending approval: Dr. Ricardo A. Somblingo
Approved: Dr. Ma. Carla A. Ochotorena
Tungawan, Zamboanga Sibugay

OUTCOMES-BASED EDUCATION (OBE) COURSE SYLLABUS IN PED 108.1 – DEVELOPMENTAL READING 1


2nd Semester, Academic Year 2017-2018

Goals for the BEED Program


VISION
The University of Choice for Higher learning with strong research orientation
a. Provide
that produces high quality teacher
professionals whoeducation thatresponsive
are socially is responsive to education-for-
to and responsible
for human development, ecological sustainability, and peace needs
all in the nation and education-for-sustainable-development in the
and security
world.and beyond the region.
within
b. Realize the threefold institutional thrust of instruction, research, and
community outreach in higher MISSION
education.
c. Hone students to the competencies
The Western Mindanao State University, set in culturally and skills a new breed of 21 st
of environment,
diverse
century
shall pursue teachers,
a vibrant such as of agenda
socio-economic information-media literacy-communication skills,
that includes:
 A civic literacy,
relevant and global
instruction awareness,
paradigm among
in the others. and training of
education
d. Create an environment for transformational
competent and responsive human resource for societal leadership
and among
industrystudents
who will be imbued with energy, enthusiasm and passion for positive change
needs
in the for
 A home teaching profession.
intellectual formation that generates knowledge for people
e. Instill the value for
empowerment, social transformation lifelong learning among graduates
and sustainable who will desire to
development;
become not only full-fledged professionals but
 A hub where science, technology and innovation flourish, enriched also molders and artists
by who
theblend
wisdom theofnatural qualities
the Arts and strong
and Letters desire to be the best in the profession.
and Philosophy.

Program Objectives
GOALS
PROGRAM OBJECTIVES (PO)
a b c d e
a) have a deep and principled understanding of a wide range of teaching processes (including curriculum development,
lesson planning, materials development, educational assessment and teaching approaches) and the role of the teacher in √ √ √ √ √
facilitating these processes in their students;
5. Course Description: √ √ √ √ √
b) have creativity and innovation in applying alternative teaching approaches, while demonstrating basic and higher level of
Developmental Reading 1 is a course designed
literacy, communication, numeracy, critical thinking, and learning skills needed for higher learning in diverse types of to develop further and refine the
learning environments; and student’s vocabulary comprehension, literary appreciation and and study skills to
c) can demonstrate and practice the professional and ethical requirements helpof him becomeprofession.
the teaching an independent and efficient reader. √ √It includes
√ √brief √
background knowledge of the nature and psychology of the reading process and
various topics related to the acquisition and refinement of reading skills. It further
Effective Date: 13-NOV.-2017
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subsumes multi-level exercises in developing vocabulary comprehension,
literary appreciation, speech, study skills, critical and creative writing activities.
1. Course Code PED 108.1
2. Course Title Developmental Reading 1
3. Pre-requisite None
4. Credit 3 Units

6. Course Learning Outcomes


Program Objectives
Course Learning Outcomes
a b c
At the end of the semester, the students can:

a) discuss the definitions of reading given by different authorities and explain the significance and factors affecting reading √ √ √
power;

b) identify the stages of developmental reading and components of a balanced literacy program; √ √ √

c) examine different reading models and emerging reading models; √ √ √

d) interpret and construct specific information through coherent discourses and with the utilization of varying language √ √ √
teaching-learning theoretical devices; and

e) develop full grasp of the various requisite skills to successfully become functional and efficient readers. √ √ √

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7. Course Content

Course Objectives, Outcomes-Based (OBA) Course Program


Desired Student Evidence of Outcomes Values Integration
Topics, Time Allotment Activities Outcome Objectives
Learning
Topic 1 and Time Allotment: WMSU VMGO, Classroom Policies, Course Overview, Course Requirements, Grading System (3 hours)

1.0 Discuss the VMGO of 1.0 Students can discuss Individual participation in Use a rubric score card to
the University, Classroom the purpose of class discussion assess their quality of
Policies, Course Overview, developmental reading participation
Course Requirements, cd c Value of appreciation
and their relations to
Grading System
VMGO.

Topic 2 and Time Allotment: Reading: An Overview (1.5 hours)

2.0 Define reading 2.0 Students can define Students make an acronym Teacher rates group and
reading for the word READING individual active
participation using rubric
2.1 Discuss the significance 2.1 Students can discuss Students look for magazine
of reading the significance of reading or textbook articles that talk
about the relevance of the
Value of responsibility,
ability to read or abcde ab
hard work and honesty
comprehend to academic
success. Cite examples of
successful people and how
reading has brought them
to where they are now.

Topic 3 and Time Allotment: Factors Affecting Reading Power (1.5 hours)

3.0 Identify the factors that 3.0 Students can identify Students do a simple Teacher rates group and
affect the reading the factors that affect the research on dyslexia and individual active
development and reading reading ability of a person other reading problems. participation
comprehension
Identify possible causes of
these reading disorders Value of responsibility,
abcde ab
and share the information hard work and honesty
3.1 Find out what causes 3.1 Students can find out
reading disabilities gathered in class.
what causes reading
disabilities

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Topic 10
4 and
andTime
TimeAllotment:
Allotment:Developmental
Analyzing Roots
Reading
(1.5 hours)
Stages (1.5 hours)

10.0Acquaint
4.0 Be introduced
with the
to the 10.0Students
4.0 Studentscan
candiscuss
exploreIndividual
Using the guide
participation
questionsin Teacher rates group and ab Value of responsibility,
stagesofofLatin
world developmental
and Greek the purpose
Latin and Greek
of roots below,discussion
class let students individual active hard work and honesty
reading
roots developmental reading interview another participation
and their relations to Students lookwho
student/pupil for more
belongs
4.1 Identify stages of the English words with Latin, abcde
reading process VMGO. to any of the development Use a rubric score card to
Greek or Spanish roots,
stages e.g. grade 6 pupil, assess their quality of
4.2 Identify the major 4.1 Students can identify enumerate these words
freshman student, and the participation
stages of reading skills stages of the reading and write their definitions
like. Write your interview
development process report as regards the
Topic 11 and Time Allotment: Building Vocabulary through Affixes (1.5 hours)
student’s reading progress
4.3 Enumerate the types of 4.2 Students can identify
11.0 Define affix 11.0 Students canofdefine while he/she
Individual is in his/her
participation in Teacher rates group and ab Value of responsibility,
readers the major stages
affix
reading skills development current
class developmental
discussion individual active hard work and honesty
stage. participation abcde
abcde Value of responsibility, 8
11.1 Discuss affixation as a 11.1 Studentscan
4.3 Students can discuss Students do a Web-a-Word ab
specific word formation hard work and honesty
. affixation
enumerate asthe
a specific
types of How would
game you describe
as take-off activity
technique readers youraffixes
reading ability?
word formation technique for

Topic 12 and Time Allotment: Building Vocabulary through


WhatAntonyms (1.5have
reading skills hours)
you developed?
12.0 Review and 12.0 Students can review Students read a poem as Teacher rates group and ab Value of responsibility,
strengthen knowledge of and strengthen knowledge take-off
Are you activity
aware of foryour individual active hard work and honesty
antonyms of antonyms antonyms
developmental reading participation
stage?
Students compose /write abcde
their
Howown antonym
do your poem.
parents and
teachers help you in your
reading?
Topic
Topic 13 andTime
5 and TimeAllotment:
Allotment:Developmental
Building Vocabulary
Readingthrough Synonyms
Program (1.5 hours)
(1.5 hours)
13.0 Definedevelopmental
5.0 Define synonyms 13.0 Studentscan
5.0 Students candefine
define
Students
As part ofdo thea Prelim
“As Many as Teacher
Teacher rates
rates group
group and
and ab Value of responsibility,
reading program synonyms
developmental reading You Can” game as take-off individual active
individual active hard work and honesty
requirement, students look
program activity for synonyms participation
participation
13.1 Widen vocabulary for sample developmental
5.1 Describe the reading 13.1 Students can widen
through reading programs
Students on the
make a research
pyramid the use of vocabulary
5.1 Studentsthrough the
can describe Use a rubric score card to abcde
abcde
synonyms about hyponyms,
internet , do a contrastive
the reading pyramids
use of synonyms assess their quality of
homographs,
analysis of theseheteronyms
programs participation ab Value of responsibility,
5.2 Identify the components
and hard work and honesty
of a balanced literacy 5.2 Students can identify and homonyms. Define
present a formal report
each and give various
program the components of a on the summary of the
examples
balanced literacy program. results of your analysis.
Topic 14 and Time Allotment: Building Vocabulary through Context Clues (1.5 hours)
Topic 6 and Time
14.0 Discuss Allotment:
the types of Reading
14.0 Models
Students can(1.5 hours)Students read a sample
discuss Teacher rates group and ab Value of responsibility,
context clues individual active hard work and honesty
6.0 Identify different reading the
6.0 types of context
Students clues
can identify article andparticipation
Individual derive meaning
in Use a rubric score card to
of the discussion participation
underlined words in Page abcde Effective Date: 13-NOV.-2017
models and emerging different reading models class 4 of their
assess 5 quality of
reading models and emerging reading the article using context participation
models clues
Using Venn Diagram,
A. Course Requirements
1. Regular class attendance and active participation in class
2. Serve as facilitators / discussants of identified topics as listed in the syllabus
3. Successfully pass the examinations

B. Grading System
Written Examinations……………………..40%
Quizzes……………………………………..25%
Assignment/Output/Task………………….25%
Attendance………………………………….10%
Total…………………………………………100%

9. Reference
1. Bernardo, Alejandro S. Developmental Reading 1. Rex Publishing, Inc., 2013

Prepared by: Noted: Recommending Approval: Approved:

NOSCA BONNA AR D. TAASIN, LPT FLORENTINO B. SAGUDANG JR., Ed. D RICARDO A. SOMBLINGO, Ed. D MA. CARLA A. OCHOTORENA, Ph.D.
Faculty Unit Coordinator Dean, External Studies Unit Vice President for Academic Affairs

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