NDC-Tagum Foundation, Inc.

Apokon Road, Tagum City

COURSE SYLLABUS
VISION

MISSION

GOALS

An institution of learning fully committed to

produce physically, mentally, socially and spiritually
developed individuals for the up building of the
progressive society and for the assurance of life
that is to come

To establish an excellent academic venue which

shall transform the individual to become well-balanced and
fully developed citizens through reasonable and legitimate
standards of institutions, research, community involvement
and spiritually related undertaking in the pursuit for
meaningful and excellent education.

1. To establish a learing venue that attracts individuals to maximize their potentials in their quest for
excellence in physical, intellectual, social, moral and spiritual developments.
2. To nourish the individuals with the kind of values, attitudes and skills that can prepare them for
more efficient, acceptable and quality service in society.
3. To produce the kind of graduates who shall serve with utmost devotion, loyalty, integrity and
fidelity.
4. To enhance the kind of education that is Christ centered and spiritually lasting.

Course Name

Developmental Reading (Educ 11)

Course Credits

3 Units

Course Description

This course provides background information on hows and whys of reading and exercises that fall under three main areas: vocabulary, comprehension, and skills.

Contact Hours/Week

3 hours per Week

Prerequisite

NONE

Course Objectives

This course facilitates students to let them know that reading is vital for learning; its an access to knowledge in the various disciplines. It will help the students to make things
possible through imagination in the reading process.
Prepared by: Ms. Ronalyn B.
Manzano

Approved by: Dr. Daniel D. Dial

and Mrs. Cherlita T.

Mendoza
COURSE OUTLINE AND
TIMEFRAME

Course Content/ Subject Matter

UNIT I: NATURE AND CONCEPTS ABOUT READING

Week 1-18

1. What is Reading?
a.
b.
c.
d.
e.

Reading is a complex process

Reading is a two-way process
Reading is largely a visual process.
Reading makes use of linguistic system
Effective reading is partly dependent on the readers prior knowledge or background
experiences.

UNIT II: UNDERSTANDING PASSAGES AND OTHER SELECTIONS

1. What is Comprehension?
2. Noting Details
3. Getting the Main Idea
- Inferring
4. Making Generalizations
5. Predicting Outcomes
UNIT III: WORD RECOGNITION AND MEANING VOCABULARY

1. Three Areas of Word Study

- Word Knowledge, Recognition and Analysis
2. Vocabulary Techniques
a. Picture Clues
b. Configuration
c. Context Clues

d.
e.
f.
g.

Structural Analysis
Word Association
Word Builders
Use of Idioms

Unit IV: DEVELOPING COMPREHENSION SKILLS

1. Comprehension Skills and Dimensions
a. Literal Level
-Noting details
-Sequencing Events
-Associating quotations with speakers
b. Interpretive Level
-Getting the main idea
-Making inferences
-Predicting outcomes
-Identifying cause-effect relationship
-Drawing conclusions and generalizations
-Summarizing
c. Critical Level
- Evaluating authors style and purpose
- Distinguishing facts from opinions, etc.

d. Integrative Level
Relating previous ideas with new ones
Associating reading with self and life
e. Creative Level
Illustrating ideas and events
Making new sequels of a story

UNIT V: STUDY SKILLS AND AESTHETIC READING

a. Skills in Organizing Information
-Skimming/ Scanning
-Note taking, outlining
-Summarizing
b. Efferent Reading via Information Materials
-Reference books
-Non- book materials- pamphlets, clippings, EMC materials
(graphic- maps, graphs, charts)
Tales, modern short stories, plays, book/ movie tie-ins, essays, poetry.

LEARNING PLAN
Desired Learning
Outcomes
(DLO)

Course Content/ Subject Matter

Textbooks/ References

Teaching and Learning

Activities
( TLAS)

Assessment Task (ATs)

Resource Materials

Time Table

At the end of the unit, the

students must have:
1

Explained the
different definition
of reading

Unit I: What is Reading?

- Why Read?
- What to read?
- How to read?

Angelita D. Romero
Rene C. Romero

*Laptop
*Projector
*Photocopy

Week 1-3

Book
*Photocoy

Week 4-7

*Brainstorming and critical *Quiz

thinking
*Essay writing from the text
*Reading with
read
Comprehension

Identify the process

of reading

At the end of the unit the

students must:

Unit II: Understanding Passages and

Other Selections

Angelita D. Romero
Rene C. Romero
Developmental Reading

Know how to
comprehend well

Get the main idea

of the story

*Individual Recitation

Developmental Reading

State the
importance of
reading
3

*Discussion/ Lecture

Make different
generalizations
Be able to predict
variety of
outcomes.

1. What is comprehension?
- Important keys for
comprehension

*Lecture/ Discussion

*Graded Oral recitation

*Practice Drills
*Students reporting

* Written exam
*Reading Passages
*Written activity

*Lecture/ Discussion

*Graded Oral Recitation.

*Practice Drills

*Written Quiz

2. Reading and Evaluating stories:

- Mothers Day Today
- The Applicant
3. Getting the Main Idea
( Inferring )
- The More, The Merrier
Other Reading Selections for
Comprehension

the end of the unit the

students must:

Unit III: Word Recognition and Meaning

Vocabulary

Angelita D. Romero
Rene C. Romero
Developmental Reading

*Book
*Photopoy
*Visual Aids

Week 8-10

recognized and
employed word
recognition/
vocabulary
techniques.
created activities/
exercises for the
development of
word recognition
skills.

At the end of the unit the

students must:
1

discussed the
nature of the
comprehension
process

developed their
comprehension
skills in five (5) five
dimensions

categorized specific
skills belonging to
the five (5) levels of
comprehension
formulated

1. Three Areas of Word Study

-

Word Knowledge,
Recognition and Analysis

Angelita D. Romero
Rene C. Romero

*Student's Reporting

*Actual demonstration
*Vocabulary Activity

2. Vocabulary Techniques
- Picture Clues
- Configuration
- Context Clues
- Structural Analysis
- Word Association
- Word Builders
- Use of idioms and figures of
speech

Unit IV: DEVELOPING

COMPREHENSION SKILLS
1. Comprehension Skills and
Dimensions
a. Literal Level
-Noting details
-Sequencing Events
-Associating quotations with
speakers
b. Interpretive Level
-Getting the main idea
-Making inferences
-Predicting outcomes
-Identifying cause-effect
relationship
-Drawing conclusions and
generalizations

Angelita D. Romero
Rene C. Romero
Developmental Reading

*Lecture/ Discussion
*Brainstorming and critical
thinking

*Essay writing
*Oral Recitation
*Reading Activities

*Book
*Paper
*Visual aids

Week 11- 14

questions for the

development of
comprehension
skills in the different
levels.

-Summarizing
c. Critical Level
- Evaluating authors style and
purpose
- Distinguishing facts from
opinions, etc.
d. Integrative Level
- Relating previous ideas with
new ones
- Associating reading with self
and life
e. Creative Level
- Illustrating ideas and events
- Making new sequels of a story

At the end of the unit the

students must:
1

recognized the
different skills in
organizing
information

utilized the different

resources in
searching for
information

chosen appropriate
materials for

UNIT V: STUDY SKILLS AND

AESTHETIC READING
c. Skills in Organizing
Information
-Skimming/ Scanning
-Note taking, outlining
-Summarizing
d. Efferent Reading via
Information Materials
-Reference books
-Non- book materialspamphlets, clippings, EMC
materials
(graphic- maps, graphs,
charts)
Tales, modern short stories, plays, book/

Angelita D. Romero
Rene C. Romero
Developmental Reading

*Brainstorming and critical

thinking
*Brainstorming and critical *Reading Printed Materials
*making Book Review
thinking
*Discussion/ Lecture

*Reading with
Comprehension

*Book
*Visual Aids
*Books

Week 15-18

pleasure reading
showcased creative
interpretations of
literary materials
read

movie tie-ins, essays, poetry