SAN CARLOS CAMPUS

Rizal Ave, Pobalsion, San Carlos City Pangasinan

College of Teacher Education
Syllabus in Developmental Reading I
Course Title: Developmental Reading I
Course Description: Deepens the teachers reading proficiency in preparation for the introduction to the nature of the reading process.
General Objectives: At the end of the course, the students are expected to:

Identify the basic reading skills and how each one is responsible for the holistic development of the learner.
Discuss how reading plays an important part in the teaching-learning process.
Determine how reading cuts across the curriculum and can be integrated in all the learning areas.
Develop reading skills in order to be lifelong learners.
Develop ownership of reading as a tool of learning.
Show genuine love for reading as lifelong source of pleasure and profit.

Specific Objectives: Cognitive:

Define reading as one of the four (4) macro skills.
Identify the historical perspectives, nature, components, purposes and functions of the reading process.
View reading in different forms
Differentiate the four (4) Basic Reading Skills

Psychomotor:
Conduct research on the different theories of thre reading process.
Complete exercises on developing vocabulary skills, comprehension skills, study skils and literary
appreciation skills.
Develop compilations and projects.
Affective:
Demonstrate enthusiasm in all the activities

I.

Topic/Content
Review of the
Principles of High
Quality Assesment

II. Process Oriented

Performance Based
Assesmen
2.1 Process Oriented
Learning Competencies
2.2 Task Designing
2.3 Scoring Rubrics

Learning Objectives
Choose the most
suitable assesment
method
Plan instructionally
useful classroom
assesment

Time Allotment
6 hours

Understand the
relationship between
ceriteria selection
and setting
performance levels
6 hours
in scoring rubrics
Understand the
definition of and
purposes for process
oriented learning
competencies

Teaching Methodolopic
Examine a text for
primary and
secondary grade
children
Describe the
similarities and
differences between
the two measures

Learning Assesment
Quizzes
Assignments
Chapter Tests
Graded Recitation
Major examination
(interview a tacher
about classroom
decision making.
Ask how he/she
Visit a classroom
sizes up students at
where performance
the start of the
assesment are used.
school year. What
Identify the
characteristics are
assesments used that
considered on what
demonstrate what
basis are decision
the student can do
about students
or can apply
made, etc. Ask
teacher. What are
the two or three
most important

2.4 Criteria Selection

2.5 Setting of
performance levels
2.6 Utilization of
information

Describe second
types of task
designing and how
they are used.
Describe how
utilization of
information is being
done.

decisions made
when planning
instruction and the
three most important
made while teaching
a lesson. Finally ask
what decisions are
important when
assesing students
learning.

Quizzes
Assignments
Chapter Tests
Graded Recitation
Major examination
(select a subject are
you might like t
teach and identify of
objective in that
subject that cannot
assesed by selection
or essay questions.
Construct a
performance or
product assesment
instrument to assess
this objectives.
Provide the
following

information.
a) The objective and a
brief description of
the behavior or
product upon will
assess and the grade
level at which it is
taught.
b) A set of at least 10
observable
performance criteria
for judging the
performance or
product
c) A method to score
student performance
and
d) A method to
summarize
performance into a
single score. The
assesment procedure
used may be in the
form of a checklist
or a rating scale. A
two to three page
documents should
be sufficient to
provide the needed
information. Be sure
to focus on the

clarity and
practicality of the
scoring procedure.
III. Product-Oriented
Performance-Based
Assesment
3.1 Process Oriented
Learning Competencies
3.2 Task Designing
3.3 Scoring Rubrics
3.4 Criteria Selection
3.5 Setting of
performance levels
3.6 Utilization of
information

Define the purpose of

product oriented
learning competencies
learning components
Identify task
designing for
product-oriented
performance-based
assesment.
Develop criteria
selection for scoring
rubric
Develop setting of
performance levels
for scoring rubrics.
Identity/utilization
of information for
product-oriented
performances-based
assesment.

IV. Affective Assesment Describe a situation

where affective

6 hours

Select a learning
objective suitable
for student.
Design assesment
that use
observations,intervi
ew, game
Describe how you
would conduct the
observation and
analyze the results.

Review a recent
journmal article on a

Quizzes
Assignments
Chapter Tests
Graded Recitation
Major examination
(rewrite in cleare form
the following
performance criteria
assesing a students
poem, remember what
you are typing to do is to
write performance
criteria that most people
would understand and
interpret the same way
Poem is original
Meaningfulness
Contains rhymes
Proper length
Well focused
Good title
Appropriate
vocabulary
level
Quizzes

4.1 Affective Learning

Competencies

4.2 Attitude and

Predisposition
4.3 Interest and
Motivation

4.4 Self Efficacy

4.5 Development of
Assesment Tools

4.6 Checklist
4.7 Rating Scale
4.8 Likert Scale
4.9 Semantic
Differential

assesment is needed
and indicate why.
Describe the
affective learning
competencies and
give example of
each
Distinguish between
attitudes and predisposition
Distinguish among
checklist rating
scales, Likert
Scales, semantic
differential,
sentence completion
and written
reflections.
Describe utilization
of information in
affective assesment.

7 hours

topic related to
current issues in the
testing and
assesment.
The article should
have been published
within the last five
years.
Describe the major
points in the article
and your response.
Be prepared to share
in small group.

Assignments
Chapter Tests
Graded Recitation
Major examination
(conduct three
observations of
development . For each
observation use a
different types of
observation for each,
selected from anecdote
records, running records,
time sampling and event
sampling.

4.10 Sentence
Completion
4.11 Written Reflections
4.12 Utilization of
information
V. Portfolio Assesment

Define portfolio

Design a portfolio to Quizzes

5.1 Purpose
5.2 Principle
5.3 Types
5.4 Development
5.5 Evaluation

assesment in terms
of its purpose,
principles, types,
development and
evaluation
State portfolio
criteria for a given
portfolio
Construct an
assesment of a
portfolio

7 hours

VI. Grading Reporting

4.1 Basis for grading

Set standards on
score continua to
4.2 Methods of reporting
decisions on grading
grades
reporting
Describe
4.3 Letter Grades
philosophical and
methodological
4.4 Pass-fail Grades
issues related to the
basis of grading
4.5 Criteria for reporting Assign letter grades
System
7 hours
as a basis for

be used with the

students
Includes (1) sections
or dividers for the
portfolios (2) the
types of teacher
assesments you use
and (3) how you
would repeat the
students progress

Assignments
Chapter Tests
Graded Recitation
Major examination
(suppose you had to
construct a teaching
portfolio that would
show a prospective
employers your
qualifications for a
teaching position. What
performance or product
evidence would you
include in your
portfolio? Why would
you want them to be
include?

4.6 Focus
4.7 Fairness
4.8 Accuracy
4.9 Consistency
4.10 Defensibility
4.11 Planning and
Implementing Parent
Teacher Conference

grading
Assign pass-fail
grades as a basis a
for grading
Describe the focus,
fairness,accuracy,co
nsistency and
defensibility as
criteria for repoting
system.
Set standards in the
planning and
implementing parent
teacher conference
for grading and
reporting.

References:
Villanueva, Aida S. And Rogello delos Santos, (Developmental Reading I) Quezon City, Lorina Publishing Inc., 2008
Kagar, Spencer and Migule Kagar, (Multiple Intelligence) The Complete MI. Book, San Clemente California; Kagar Cooperative
Learning, 1998
Prepared by:
MS. ROSITA G. CARVAJAL