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Course Outline for Developmental Reading1

 Course Outline for Developmental Reading1

Course No. :Rdg 1

Course Description: Developmental Reading

Course Outline

MIDTERM

Unit I – THE READING PROCESS

Reading Defined

Theoretical Models of Reading –

The Perceptual Nature of Reading Process –

Factors That Affect Reading –

Reading as a Developmental Task –

Unit II- TEACHING EMERGENT LITERACY

Reading Readiness –

Theories on Readiness –

Reading Readiness and Emergent Literacy –

Skills of the Emergent Reader –

Left-Right Progression –

Visual Discrimination –

Auditory Discrimination –

Sounds and Letter Names –

Comprehension Skills of the Emergent Reader –

Unit III. TEACHING BEGINNING READING 

Teaching the Alphabet 

Teaching Word Recognition –

Teaching the Service Words –

Reading Phrases, and Sentences –

Teaching Comprehension Skills of the Beginning Reader –

Unit IV. TEACHING BASIC COMPREHENSION SKILLS

Reading Comprehension Defined –

Barret’s Taxonomy of Reading Comprehension –

The Questioning Technique to Develop Comprehension –

Fraenkel’s Taxonomy of Questions –

Bloom’s Taxonomy Applied to Questioning Levels –

Questioning and the Levels of thinking –

Purposes of Questions 

Characteristics of Questions 

Do’s in Asking Questions –

Sample Exercises for Developing Comprehension Skills –

Noting Details –

Sequencing Ideas –

Arranging Events in a Story –

Predicting Outcomes –

Answering “Wh” Questions – 

Unit V. TEACHING LITERARY APPRECIATION SKILLS

Teaching Literature to Children –

Literary Appreciation Skills –

Verses for Children – 

Poetry for Children –

Fables –

Legends –

Storytelling –

Choral Reading/Speaking –

Drama in the Classroom –

Unit VI. TEACHING RATE AND STUDY SKILLS

Rate and Comprehension in Reading –

Study Skills and Library Skills –

Reading a Textbook –

Reading Reference Materials –

The Encyclopedia –

Thesaurus –

Biographical References –

Atlases –

Almanacs –

The Dictionary –

Unit VII. TEACHING READING METHODOLOGIES

Teaching Vocabulary –

The Dimensional Approaches –

Semantic Webbing –

The Gradual Psychological Unfolding Approach –

Directed Reading Thinking Activity (DRTA) –

Sustained Silent Reading –

Language Experience Approach –

Dialogical Thinking Reading Lesson (DRTL) –

Phono-Visual-RAP –

Unit VIII. DIAGNOSIS AND REMEDIATION

Diagnosis in Reading –

Remediation in Reading –

Unit IX. ASSESSMENT IN READING

Assessing the Three Domains of Learning – 

Achievement Testing –

Assessing Reading as a Language Arts –

The Cloze Test –

Unit X. READING GAMES

The Gaming Method –

Simulations and Games –

Hints on How to Use Games –

Word Games –

Treasure Hunt –

Classifying Games –

References:

Teaching Reading in Elementary Grades. Tejero, E. & Catchillar, Gerry C. 2006

Developmental Reading. Romero, Angelita D. & Romero, Rene C. 2006

Developmental Reading. Villanueva, A. S. & Delos Santos, R. 2008

Innovative Strategies in Communication Arts. Villamin, Aracei M. et. al. 1994

 

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Reading 2 Course Outline

Course Outline

Developmental Reading 2 Course Description: Developing and Improving Reading Skills Among Elementary pupils Using Various Approaches and Strategies in Teaching Reading Course Objectives:

  1. Acquire knowledge and understanding of the reading skills to enable the students to read and become fluent readers.
  2. Revisit the teaching practices of reading skills to enable the students to read and become fluent readers.
  3. Strengthen one’s ability to interview, to give feedback, to gather information and to organize data for reporting.
  4. Initiate needed shifts from the traditional to holistic modes of reading instruction for effective and meaningful classroom interaction.

Unit I. Dep Ed Module 6.1 Curriculum and Instruction : The Teaching of English – Reading

Unit II. Bridging the Gap Between Traditional and Whole Language Perspective in Teaching Reading

A. Phonics vs. Whole Language Approach

B. The Reading Teacher

C. Making Transitions Toward Holistic Teaching

1. Instructional Beliefs

2. Reading Materials

3. Curriculum Designs

4. Classroom Environment

5. Community Involvement / Family Involvement

Unit III. Understanding Reading: Defining and Redefining Beliefs

A. Understanding the Reading Process

  1. Linear
  2. cyclical
  3. learning alphabet
  4. recognizing
  5. decoding
  6. mouthing of words
  7. fluency

B. Aspects that influence reading development

1. Cognitive Aspects

2. Affective Aspects

3. Social Aspects

4. Linguistic Aspects

C. Theories of Reading Process

  1. Bottom-Up Theory
  2. Top-Down Theory
  3. Interactive Theory
  4. Transactional Theory

Unit IV. Developing Word Recognition Skills (Word Attack or Decoding Skills)

A. Phonics or Whole Language

B.What is phonics instruction

1. Goal of phonics instruction

2. Content of Phonics Instruction – word families

C. Word Recognition Instruction

  1. Alphabetic Principle
  2. Alphabetic Knowledge
  3. Phonemic Awareness – letter-sound relationship
  4. Phonological Awareness – ability to produce sounds
  5. Print Awareness
  6. Decodable Text

D. Word Recognition Strategies

  1. Sight Words – Dolch List, Phili-IRI, Fry List , SREA
  2. Context Clues
  3. Structural Analysis
  4. Dictionary
  5. Alphabet Book and Chart
  6. Songs, Chants, Rhymes and Jingles

Unit V. Acquiring a Reading Vocabulary

A. What is vocabulary instruction

B. Strategies of Building Vocabulary

  1. Structural Analysis
  2. Word Associations
  3. Context Clues
  4. Homonyms, Homographs, Heteronyms
  5. Figures of Speech
  6. Idioms
  7. Synonyms and Antonyms
  8. Word Map

Unit VI. Comprehending Text

A. Issues in Teaching Reading Comprehension (Other Online Resources)

  1. Less Time in Reading
  2. Teachers Manual in Reading
  3. Curriculum in Reading
  4. School Management and Priorities in Reading
  5. Teacher’s Role in Reading
  6. Beliefs in Reading

B. Two Theories in Comprehending Text

  1. Schema Theory – Schema? Schemata?
  2. Generative Learning Theory

C. Reading Difficulties and Disability

  1. ADHD
  2. Myopia
  3. Hyperopia
  4. Dyslexia

D. Some Teaching Strategies in Developing Reading Comprehension

  1. Story Grammar
  2. Story Maps
  3. Story Frames
  4. Story Sequence/ Clothesline
  5. Cloze Procedure
  6. Predicting Outcomes
  7. Generalizing
  8. Noting Details
  1. Open-Ended Questions

E. Types of Comprehension Skills

  1. Literal
  2. Inference
  3. Prediction
  4. Evaluation
  5. Application

F. Bloom’s Taxonomy of Cognitive Domain

  1. Knowledge
  2. Comprehension
  3. Application
  4. Analysis
  5. Synthesis

Unit VII. Developing Independent and Fluent Readers

A. Sustained Silent Reading (SSR)

B. Fluency in Reading

C. Question – Answer Relationship (QAR by Raphael)

D. Reciprocal Questioning (ReQuest by Dresher et. al.)

VIII. Evaluation Matrix for Reading Programs

Developmental Reading

Course Outline BEED 1A / 1B /1C

Developmental Reading 2 Course Description: Developing and Improving Reading Skills Among Elementary pupils Using Various Approaches and Strategies in Teaching Reading Course Objectives:

  1. Acquire knowledge and understanding of the reading skills to enable the students to read and become fluent readers.
  2. Revisit the teaching practices of reading skills to enable the students to read and become fluent readers.
  3. Strengthen one’s ability to interview, to give feedback, to gather information and to organize data for reporting.
  4. Initiate needed shifts from the traditional to holistic modes of reading instruction for effective and meaningful classroom interaction.

Unit I. Dep Ed Module 6.1 Curriculum and Instruction : The Teaching of English – Reading

Unit II. Bridging the Gap Between Traditional and Whole Language Perspective in Teaching Reading

A. Phonics vs. Whole Language Approach

B. The Reading Teacher

C. Making Transitions Toward Holistic Teaching

1. Instructional Beliefs

2. Reading…

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Game #5. “Compound” Ties

Game #5. “ComPound” Ties

Directions:There are three groups to be assigned as Elves, Wizards and Giants. The Elves stay at SSG Cottage and the Wizards occupy the TLE Cottage while the Giants live at the Math Shed. In the group, the leader assign the two members as partners whose name tags are Com and Pound. Com and Pound pick the first rolled paper question to the camp quiz master. There is one set of two answers to be arranged and paired by Com and Pound. Going back to their assigned area, Com and Pound ask the members to help them in unlocking the question. The correct answer is written in paper . Again, the leader choose another members to act as Com and Pound.If the groups are done with the 15 questions. They will sing this jingle “Merry Go Around.”The group gets the highest score wins. For example:

What compound words that report and forecast typhoons?

Answer: WEATHERMAN

Com

Pound

EEATHERW

AMN

Question 1.

What compound words care for children?

Com

Pound

YABB

TERTSI

Question 2.What compound words mean as an expert swimmer employed to watch beach goers?

Com

Pound

ILEF

URDGA

Question 3.

What compound words make trousers and clothes?

Com

Pound

RESDS

AKEMR

Question 4.What compound words train soldiers for military service?

Com

Pound

LRDIL

SAMTRE

Question 5.

What compound words engaged in cutting trees?

Com

Pound

RBULME

CAKJ

Question 6.What compound words handle scenery, properties and lights during shows in TV?

Com

Pound

ATSAEG

DANH

Question 7. What compound words do reporting in radios and televisions?

Com

Pound

SENW

TAECSR

Question 8. What compound words start up a business or activity in addition to ones’s regular occupation and income?

Com

Pound

DSIE

IELN

Question 9.

What compound words transport people and goods?

Com

Pound

OROMT

LYCEC

Question 10.What compound words designed to operate outside the earth’s atmosphere?

Com

Pound

EAPSC

PHSI

Question 11.What compound words issued to a person to travel abroad?

Com

Pound

SPSA

ROTP

Question 12.What compound words form an arc or circle of colors that is opposite the sun?

Com

Pound

ARNI

WBO

Question 13.What compound words having a large oblong or rounded fruit with sweet red pulp and many seeds?

Com

Pound

EATRW

OENML

Question 14. What compound words which is a track-driven machine having broad horizontal blade for pushing?

Com

Pound

UBLL

ORZED

Question 15. What compound words that left impressions by walking.

Com

Pound

OFTO

NRSTPI

 

Answers: 1. BABYSITTER 2. LIFEGUARD 3. DRESSMAKER 4. DRILLMASTER 5.LUMBER JACK 6. STAGEHAND 7.NEWSCASTER 8.SIDELINE 9.MOTORCYCLE 10. SPACESHIP 11. PASSPORT 12.RAINBOW 13.WATERMELON 14. BULLDOZER 15. FOOTPRINTS

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Game Number 1 Summer Reading Camp 2011

 

SUMMER READING CAMP MATERIALS

 

Game #1

REVERSE ME!

Select the pair of words whose spelling is the reverse of each other. No. 1 has been done for you.If you want a clue to your puzzle, you will perform a task in every station.There are 3 stations to be completed with 4 pairs of reverse words.When your group complete all puzzles,your group will sing the “Summer Reading Camp Jingle” at the venue. Do it as quick as you can. Have fun! Reading is fun!

 

Station 1. At the SSG Cottage

  1. I’m the high point. Reverse me and I’m something to cook in. Answer TOP-POT
  2. I’m uncook. Reverse me and I’m armed conflict.
  3. I’m a portion of the whole. Reverse me and I’m something to catch something in.
  4. I perceived with the eyes. Reverse me and I’m something that existed.
  5. I’m heavy weight. Reverse me and I’m negative.

—————————————————————————————————————————

Game #1

REVERSE ME!

Select the pair of words whose spelling is the reverse of each other. No. 6 has been done for you.

If you want a clue to your puzzle, you will perform a task in every station.

There are three stations to be completed with 4 pairs of reverse words. A total of 12 items.

When your group complete all puzzles,your group will sing the “Summer Reading Camp Jingle” at the venue.

Do it as quick as you can. Have fun! Reading is fun!

Station 2. At the TLE Cottage

  1. I’m a wild animal. Reverse me and I move like water. Answer WOLF-FLOW
  2. I’m a number. Reverse me and I’m an open-meshed fabric used for catching fish.
  3. I’m an obstruction, which is used to hold back water. Reverse me and I’m crazy.
  4. I was victorious. Reverse me and I’m present time.
  5. I dug minerals out of the ground. Reverse me and I’m a rough cloth that is made of.

 

—————————————————————————————————————————

Game #1

REVERSE ME!

Select the pair of words whose spelling is the reverse of each other. No. 11 has been done for you.

If you want a clue to your puzzle, you will perform a task in every station.

There are three stations to be completed with 4 pairs of reverse words. A total of 12 items.

When your group complete all puzzles,your group will sing the “Summer Reading Camp Jingle” at the venue.

Do it as quick as you can. Have fun! Reading is fun!

Station 3. At the Venue

  1. I’m the prize.Reverse me and I’m something used for keeping things.Ans. REWARD-DRAWER
  2. I’m a sticky substance. Reverse me and I’m used for walking.
  3. I’m the Almighty. Reverse me and I’m a four-legged animal.
  4. I’m a brand of milk. Reverse me and I’m a drink rich in calcium.
  5. I mean to get married. Reverse me and I’m condensed moisture.

 

———————————————————————————————————————–

Answers: Station 1. At the SSG Cottage

1. TOP-POT 2. RAW-WAR 3. PART-TRAP 4. SAW-WAS 5. TON-NOT

———————————————————————————————————————-

Answers: Station 2. At the TLE Cottage

6. WOLF-FLOW 7. TEN-NET 8. DAM-MAD 9. WON-NOW 10. MINED-DENIM

———————————————————————————————————————-

Answers: Station 3. At the Venue

11. REWARD-DRAWER 12. GEL-LEG 13.GOD-DOG 14. KLIM-MILK 15. WED-DEW

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