Teaching and Assessment of Macro-Skills Syllabus

 

Republic of the Philippines City of Taguig

TAGUIG CITY UNIVERSITY

Gen. Santos Avenue, Central Bicutan, Taguig City

College of Education

TCU PHILOSOPHY 

SOCIAL TRANSFORMATION FOR A CARING COMMUNITY AND AN ECOLOGICALLY BALANCED COUNTRY.

TCU VISION

AN EMINENT CENTER OF EXCELLENT HIGHER EDUCATION TOWARDS SOCIETAL ADVANCEMENT.

TCU MISSION

TO NURTURE A VIBRANT CULTURE OF ACADEMIC WELLNESS RESPONSIVE TO THE CHALLENGES OF TECHNOLOGY AND THE GLOBAL COMMUNITY. In support of the University vision, CED is committed to:

CED MISSION

CED OBJECTIVES

 

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Promote a culture of academic excellence.

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Advance knowledge through critical insights, creative works and breakthrough research.

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Provide excellent and empowering learning experiences through innovative teaching.

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Develop community awareness awareness through participation and observation that highlight the impact of education, arts, sciences and professional ethics

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Provide a strong elementary and secondary education based on the seamless integration of science, technology and the humanities.

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Develop globally competitive graduates who possess excellent communication skills, leadership quality, and whose profession and works will relect  honor and integrity.

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Strengthening of scientiic literacy, enhancing precision in numerical expression, logical thinking and problem solving and conveying a general understanding of arts and science as a way of looking at the world.

 

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Acquisition of deeper understanding on the totality of human experience and empowering students formulate for themselves a human perspective that integrate all branches of knowledge in a profound understanding of the individual and society.

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Offer a broad range of academic opportunities leading to a career in education. The college aims to produce highly competent educators founded on technology and values.

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Creation of a strong awareness of the general social problems and issues with relevance to the Philippines and the global society.

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Developing effective communication skills both in English and Filipino and fostering critical understanding and appreciation of how people give expression to their intellectual products and their experiences in the world.

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Promoting intellectual leadership and sustaining a humane and technologically advanced community where people of diverse orientation work and learn together to attain unity, cooperation and excellence in a changing world.

College of Education Department of Secondary Education/Elementary Education Course Title: TEACHING AND ASSESSMENT OF MACRO-SKILLS

Course Code: ENG MAJ 18

Pre-requisite: NONE

Course Credit: 3

Course Description:

 

This course allows the pre-service English teachers to explore the nature of the macro skills and the theoretical bases, principles, and methods and strategies in teaching and assessing listening, speaking, reading, writing, and viewing. It aims to provide various strategies for pre-lesson, during lesson, and post-lesson to develop research-based knowledge and principles in teaching the macro skills while using differentiated teaching to suit learners’ lear ners’ gender gender,, nee needs, ds, strengths, strengths, interests, interests, and experiences experiences.. Also, Also, they will be able to iden identify tify lear learning ning outcom outcomes es aligned aligned with the learning learning competencies competenc ies and provide timely, accurate, and constructive feedback to improve learners’ performance in the macro skills.

Institutional Learning Outcomes (ILOs)

 A TCU graduate graduate must be able to demonstrate the following competencies:

Program Learning Outcomes (PLOs)

Course Learning Outcomes (CLOs)

Upon completion of the Bachelor of Elementary Education/Bachelor   At the end of of the Course the students sho should uld be of Secondary Education, the graduate must pass the Licensure able to: Examination for Teachers (LET) and must be able to demonstrate:

1

Crea Creati tive ve an and dc cri riti tica call thinking

1

Possess broad knowledge of language and literature for effective learning; CMO No. 75, s 2017 p. 4

1

select differentiated learning tasks in teaching the macro skills to suit learners’ gender, needs, need s, stren strengths gths interests interests,, and experiences; (EnglishPrototypeSyllabiCom pendium P 74)

2

Effective communication

2

Use English as a global language in a multilingual

2

  demonstrate how to provide timely, accurate, and

 

context as it applies to the teaching of language and literature; ; CMO No.

cons constr truc ucti tive ve feed feedba back ck to improve learner performance in the diffe different rent tasks in the

75, s 2017 p. 4

m acro skills simulations;

through

(EnglishPrototypeSyllabiCom pendium P 74) 3

Coll Collab abor orat ativ ive e and and team team player

3

Acquire extensive reading background in language, literature and allied fields; ; CMO No. 75, s 2017 p. 4

3

craft a learning plan acco accord rdin ing g to the the Engl Englis ish h curric curricula ula that that is dev develo elope ped d fr o om m research-based knowledg know ledge e and prin principle ciples s of  the the five five lang langua uage ge macr macroocomponents and the theoretical bases, principles, metho met hods, ds, and str strate ategi gies es in teaching these componen components; ts; and (EnglishPrototypeSyllabiCom pendium P 74)

4

Str on ong se ser vi vice orientation

4

Demonstrate proficiency both in oral and written communication; communicatio n; ; CMO No. 75, s 2017 p. 4

4

conduct a teaching demonstration of the assigned learning competen comp etencies cies in the macro skills. (EnglishPrototypeSyllabiCom

 

pendium P74) 5

Ad Ade eptn tne ess in the the responsible use of

5

technology

6

Community engagement

Shows competence in employing innovative language and literature teaching approaches, methodologies and strategies; CMO No. 75, s 2017 p. 4

6

Use technology in facilitating language learning and teaching; ; CMO No. 75, s 2017 p. 4

7

Pass Passio ion n to to lif lifee-lo long ng learning

7

Inspire students and colleagues to lead relevant and transformative changes to improve learning and teaching language and literature; and ; CMO No. 75, s 2017 p. 4

8

High High llev evel el o off lead leader ersh ship ip and organizational skills

8

Display skills and abilities to be a reflective and research-oriented language and literature teacher. ; CMO No. 75, s 2017 p. 4

 

 

9

Sens Sense e of of p per erso sona nall and and professional ethics

10 Globa Globall respons responsive ivene ness ss and sense of nationalism

Course Plan

W e e k

1

Topic

ORIENTATION ●

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TCU Philosophy, Philosophy, Vision and Mission CED Mission and Objectives

Learning Outcomes

Be informed and feel proud of VMGO the institution

Activities

Orientation

Getting to Know Activity Internalize the expected outcomes in terms learning skills acquisition and

Resources

Assessment

TCU Student Manual

Submission of a written report on student contribution to realize the VMGO of the institution

CED Student Manual

 

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13

CED Policies and Procedures

appreciation of the course

Discussion re: Course requirements

Subject/Course Learning Outcomes

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1. AN OV OVERV ERVIEW IEW ON THE TEACHING OF

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THE MACROSKILLS ●

Receptive vs. Expressive Macro Skills

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Macro Skill Competencies in

rec recog ogniz nize e import importan antt concep concepts ts in teaching the macro skills in English; discuss the connectio discuss connection n of teaching teaching th the e macr macro o sk skil ills ls with with th the e ot othe her  r  language skills and competencies;

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  iden identify tify appropri appropriate ate methods methods and approa app roache ches s to teach teach the Englis English h macro skills; and

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list list do down wn qu qual aliti ities es of an effect effective ive English teacher in the macro skills.

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Viewing as a New Macro Skill

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Connection of the Macro Skills with Vocabulary,

vs Macr Macro o

Skills ●

the English K to 12 Curriculum ●

Differentiating Receptive Expr Expres essi sive ve

Group analy Group analysis sis and and identification of   appropri app ropriate ate activ activities ities fo forr the the Sp Spe eakin king, Listen Listening ing,, Rea Readin ding, g, Writing, Writi ng, and Viewi Viewing ng compe com peten tencie cies s in the English K Curriculum

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to

12

Lecture discussion on Engl Englis ish h La Lang ngua uage ge Macro Skills Teaching concepts, approache approaches s and methods

 Anderson, R.C. et al. (1985). Becoming a nation of  readers: The report of the commission of  reading. Washington, D.C.: The National Institute of 

Restricted Essay Test

Concept Map

Venn diagram as forma formative tive assessment in understand understanding ing English Macro Skills concepts

Education.

Butler, S. M. & McMunn, N. D. (2006). A teacher’s guide to classroom

Document Docum entati ation on and Gro Group up Pre Presen sentat tation ion of Ana Analyz lyzed ed Macro Skill Skills s Comp Competen etencies cies (focusing on Critical Thinking Show Shown, n, Comp Comple lete tene ness ss,, Teamwork and Collaboration Collaboration,, and Ap Appro propri priate ate Activi Activitie ties s

 

Grammar and Literature ●

Review on Communicative Competence

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BICS vs. CALP • Content-Based Instruction

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Communicative Language Teaching

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Qualities of an Effective English Macro Skills Teacher 

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assessment: Listing and classification of   Understanding and using researche rese arched d activ activitie ities s

Designed)

appropriate te teac achi hing ng the the skills

Reflection Essay on Qualities of an Effective English Macro Skills Skill s Tea Teacher cher (focusin (focusing g on Uniq Unique ue Idea Ideas s Pr Pres esen ente ted, d, Organiza Orga nization tion of Idea Ideas, s, and Concepts/Approaches Concepts/App roaches Cited)

for   assessment to macr macro o improve student learning. USA: John Winley ● Giving of examples of  and Sons, Inc. act activi ivitie ties s in BIC BICS S or  Cruickshank, D. CALP, CBI, and CLT R., Jenkins, D. a sample B., & Metcalf, K. ● Analyzing lesson plan lesson plan/tea /teachin ching g de demon monstr strati ation on of an ESL class and identi identifyi fying ng appro approach ach and qualities shown

K. (2006). The act of teaching. USA: McGrawHill.

Lang, H. R. and Evans, D. N. (2006). Models, strategies, and methods for  effective teaching. USA: Pearson Education, Inc.

 

Norton, D. E. (2007). The effective teaching of  language arts. USA: PrenticeHall, Inc.

Orlich, D. C., et al. (2004). Teaching strategies: A guide to effective instruction. USE: Houghton Mifflin Company.

Roe, B. D. and Ross, E. P. (2006). Integrating language arts through literature and thematic units.

 

USE: Pearson Education, Inc.

Tompkins, G. E. (2009). Language arts: Content and teaching strategies. USA: Merrill Prentice Hall. 47

2. THE EXPRESSIVE

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MACRO SKILLS – SPEAKING ●

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Nature Purposes Speaking

and of  

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Mechanic Mech anics s and Process of   Speaking ●

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Sp Speec eech h Styles Styles an and d Re Regis gister ters s (Frozen, Formal,

select diff select differen erentiate tiated d lear learning ning task tasks s in teachi teaching ng speaki speaking ng to su suit it learne learners’ rs’ gender, needs, strengths interests, and experiences; demonst dem onstrate rate how to provide provide time timely, ly, accurate, and constructive feedback to improve impr ove learner learner performa performance nce in the differ different ent tasks tasks in speaki speaking ng throu through gh simulations; craft a learning plan according to the Englis Eng lish h cur curric ricula ula that that is de devel velope oped d from researchresearch-base based d knowledg knowledge e and pr prin inci cipl ples es of spea speaki king ng an and d th the e theoretical bases, principles, methods, and and st stra rate tegi gies es in te teac achi hing ng th thes ese e

Cr Crea eati ting ng summ summar arie ies s  Anderson, R.C. et al. (1985). an and/o d/orr mind mind ma maps ps on Becoming a the nature and nation of  pu purp rpos oses es,, proc proces ess, s, readers: The sp spe eech sty styles les and report of the registers regi sters,, spee speech ch acts, ph phon onol olog ogy y revi review ew,, commission of  reading. modes of   Washington, commu com munic nicati ation on,, and and D.C.: The formats in speaking National Stay-Team Team Stray ● One StayInstitute of  acti activi vity ty to shar share e the the Education. summaries/mind summaries/m ind maps made made on impo import rtan antt concep con cepts ts in teachi teaching ng Butler, S. M. &

●

Restricted Essay Test

Concept Map

Oral Oral

parti partici cipa pati tion on

(OST (OSTS S

activity) activ ity) in shar sharing ing impo important rtant concepts in teaching speaking

Speaking Task/Performan Task/Performance ce (focus (focusing ing on Con Confid fiden ence, ce, Speaking Simulation, Varied

 

Consultative, Casual, Intimate,  Aggressive, Passive,  Assertive) ●

 Austin and Searle’s Speech  Acts (Locutionary, Illocutionary, and Perlocutionary)

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Review on Segmentals, Suprasegmental s, Modes of   Communication, Types of   Speech Delivery)

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Speaking Formats (Interaction, Transaction, Performance)

speaking

components; and ●

conduct cond uct a teaching teaching demonstra demonstration tion of  the assigned learning competencies in speaking.

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●

Individual/pair/group preparation and presentation of   speaking tasks (st (story orytel tellin ling, g, ora oratio tion, n, act acting ing,, conver conversat sation ion simul simulati ation, on, rol role e play, play, theatrical play, etc.) Pair

feedbacking

McMunn, N. D. (2006). A teacher’s guide

Speaking Concepts Applied)

to classroom assessment: Understanding and using assessment to improve student learning. USA: John Winley and Sons, Inc.

Speaking Task Feedbacki Feedbacking ng Simu Simula lati tion on (foc (focus usin ing g on Feedbacking Feedbackin g Process, Use of  Rubr Rubric ics, s, and and Appr Approp opri riat ate e Tips/Fee Tips/ Feedba dback ck Provi Provided ded to Learner)

Makin Mak ing g a Learn Learning ing Plan in Cruickshank, D. Teaching Speaking (focusing Completeness, R., Jenkins, D. on  Appropriate Approach Used, B., & Metcalf, K. ● Pair lear arni nin ng plan lan K. (2006). The and Facilitative Process) making maki ng in acco accordan rdance ce act of teaching. to the English curricula USA: McGrawspeaking competencies Hill. Teaching Teac hing Demo Demonstra nstration tion in Sp Spe e ak akin ing g ( fo f o cusi cu sin n g on ● Te Teac achi hing ng spea speaki king ng Teac Te ache herL rLik ike e Simu Si mula lati tion on, , de demo monst nstrat ration ion on the Prep Pr epar arat atio ion, n, Clas Cl assr sroo oom m Lang, H. R. and assigned/chosen Ma Mana nage geme ment nt,, Lear Learni ning ng Evans, D. N. learning competencies and (2006). Models, Environment, Feedbacking Feedbackin g of instructor  strategies, and Feedbacking/Evaluation to demonstrator on Process) methods for  teaching speaking effective practice and simulation on speaking task performed

teaching. USA:

 

●

Lesson Design Lesson Design in Teaching Speaking

Pearson Education, Inc.

●

Ma Mate teri rial als s and and Reso Resour urce ces s in Teaching Speaking

●

PerformanceBased  Assessment in Teaching Speaking

Norton, D. E. (2007). The effective teaching of  language arts. USA: PrenticeHall, Inc.

●

Feedbac Fee dbacking king in  Assessing Speaking

Orlich, D. C., et al. (2004). Teaching strategies: A guide to effective instruction. USE: Houghton Mifflin Company.

Roe, B. D. and Ross, E. P. (2006).

 

Integrating language arts through literature and thematic units. USE: Pearson Education, Inc.

Tompkins, G. E. (2009). Langua Lan guage ge arts: Con onte ten nt and teaching strategies. USA: Merrill Merr ill Pren Prentice tice Hall. 8- 3. 11

THE EXPRESSIVE MACRO MAC RO SKI SKILLS LLS  – WRITING ●

●

Nature Purposes Writing

and of  

Mechanic Mecha nics s Process

an and d of  

●

●

●

select differentiated learning tasks in teaching writing to suit learners’ gender er,, needs ds,, st strr e en ngth ths s interests, and experiences; experiences; demo demons nstr trat ate e how how to prov provid ide e timely, accurate, and constructive fe feed edba back ck to impr improv ove e le lear arne ner  r  performance in the different tasks in writing through simulations; craft a learning plan according to

●

●

Roundtable  Anderson, R.C. discussio disc ussion n on the et al. (1985). challenges of   Becoming a writing as a macro nation of  readers: The skill and teachin teaching g writing report of the commission of  Individual/pair/grou reading. p prep preparat aration ion and Washington, pres presen enta tati tion on of  D.C.: The writing tasks National (wri (writi ting ng stor storie ies, s,

Restricted Essay Test

Concept Map

Oral parti participa cipation tion in shari sharing ng chal challe leng nges es and and issu issues es in teaching writing

 

Writing ●

●

●

●

Co Conc ncer erns ns and and St Strr ate ategi gie es in Pre-Writing, Drafting, Revising, Editing, Proofreading, and Publishing Lesson Design Lesson Design in Teaching Writing Mate Materi rial als s an and d Re Res sour c ce es in Teaching Writing

poem poems, s, essa essays ys,, creati creative ve outpu outputs, ts, researches, etc.)

th the e Engl Englis ish h cu curr rric icu ula th that at is develope deve loped d from rese researcharch-base based d kn know owle ledg dge e and and prin princi cipl ples es of  writing and the theoretical bases, principles, methods, and st stra rate tegi gies es in te teac achi hing ng th thes ese e components; and ●

conduct a teaching demonstration demonstration of the assigned learning competencies competenci es in writing.

●

●

●

Performance and and Port Portfo foli liooBased  Assessment in Teaching Writing

●

Feedbacking Feedback ing  Assessing Writing

in

●

Institute of  Education.

Writin Writing g Task/ Task/Pe Perfo rforma rmance nce (focusing on Organization of  Ideas, Ideas, Writin Writing g Sim Simula ulatio tion, n,

Vari Varied ed Wr Writ itin ing g Conc Concep epts ts Butler, S. M. &  Applied) McMunn, N. D. (2006). A teacher’s guide Writin Writing g Ta Task sk Fee Feedb dback acking ing to classroom Simu Simula lati tion on (foc (focus usin ing g on Pair learning learning plan assessment: Feedbacking Feedbackin g Process, Use of  making in Understanding Rubr Rubric ics, s, and and Appr Approp opri riat ate e Tips/Fee Tips/ Feedba dback ck Provi Provided ded to and using accordan acco rdance ce to the Englis Eng lish h curric curricula ula assessment to Learner) writing improve student Makin Mak ing g a Learn Learning ing Plan in learning. USA: competencies Teaching Teac hing Writin Writing g (focu (focusing sing John Winley Te Teach achin ing g writin writing g on Completeness, and Sons, Inc.  Appropriate Approach Used, demonst dem onstratio ration n on the Cruickshank, D. and Facilitative Process) R., Jenkins, D. assigned/chosen B., & Metcalf, K. learning competencies K. (2006). The Teac Teaching hing Demo Demonstra nstration tion in act of teaching. Writing (focusing on TeacherFeed Feedba back ckin ing g of  USA: McGrawLike Simulation, Preparation, instructor to Hill. Classr Classroom oom Ma Mana nagem gemen ent, t, demo demonst nstrat rator or on Learning Lear ning Envi Environm ronment, ent, and teaching writing Feedbacking/Evaluation Lang, H. R. and Process) Evans, D. N. Pair Pair feedb feedback acking ing practice and simulation on writing task performed

 

(2006). Models, strategies, and methods for  effective teaching. USA: Pearson Education, Inc.

Norton, D. E. (2007). The effective teaching of  language arts. USA: PrenticeHall, Inc.

Orlich, D. C., et al. (2004). Teaching strategies: A guide to effective instruction. USE: Houghton Mifflin Company.

 

Roe, B. D. and Ross, E. P. (2006). Integrating language arts through literature and thematic units. USE: Pearson Education, Inc.

Tompkins, G. E. (2009). Langua Lan guage ge arts: Con onte ten nt and teaching strategies. USA: Merrill Merr ill Pren Prentice tice Hall. 11

Midterm Examination

12 4. THE THE RE RECE CEPT PTIV IVE E MA MACRO CRO SKI SKILL LLS S – 15 LISTENING ●

 Active Listening Skill

●

select different select differentiate iated d learning learning tasks in teaching teaching listeni listening ng to suit lear learners’ ners’ gender, gender, needs, needs, st strr e en ngth ths s inte interr e es sts ts,, an and d experiences;

Summative Test ●

Lecture  Anderson, R.C. disc discus ussi sion on on et al. (1985). Becoming a the relevance of  listen listening ing in the nation of  readers: The communication

Restricted Essay Test

Concept Map

 

●

●

●

●

Nature and Purposes of Listening Listening Comprehensi on and SubSkills in Listening

●

●

Listening Techniques and Strategies  Approaches in  Approaches Teaching Listening (Bottom-Up, Top-Down, Interactive) • Lesson Design in Teaching Listening • Materials and Resources in Teaching Listening • Performance and

demo demonst nstrat rate e ho how w to pro provid vide e timely, accurate, and co cons nstr truc ucti tive ve fe feed edba back ck to

process, nature, purposes purp oses,, subskills, and

report of the commission of  reading.

improve learner performance in the different different tasks in listening listening through simulations;

techniques techniqu es and stra trateg tegies ies in listening effectively

Washington, D.C.: The National Institute of  Education.

craft a learning plan according to the English curricula that is developed develope d from research-based kn knowl owled edge ge an and d pri princ ncipl iples es of  listen listening ing an and d the theore theoretic tical al bases, principles, methods, and strate strategie gies s in teach teaching ing the these se components; and

●

●

Varied teac Varied teacherherled activities activities on testing listening comprehension and sub-skills

●

conduct a teaching demonstration demonstrat ion of the assigned lear le arni ning ng co comp mpet eten enci cies es in listening. ●

●

Pair  feedbacking pr act actiice and simu simula lati tion on on listen listening ing tasks tasks performed

Various objective comp compre rehe hens nsio ion n task tasks s in listening liste ning as diag diagnost nostic ic and formative assessments

Listening Task Feedbackin Feedbacking g Simu Simula lati tion on (foc (focus usin ing g on Feedbacking Feedbackin g Process, Use of  Rubr Rubric ics, s, and and Appr Approp opri riat ate e

Butler, S. M. & McMunn, N. D. Tips/Fee Tips/ Feedba dback ck Provi Provided ded to (2006). A Learner) teacher’s guide to classroom assessment: Makin ing g a Learn Learning ing Plan in Understanding Mak Teaching Listening (focusing and using Completeness, assessment to on improve student  Appropriate Approach Used,

Differentiating/a learning. USA: and Facilitative Process) nalyzing John Winley listening liste ning lesso lesson n and Sons, Inc. plans plans apply applying ing Making Original Instructional bottom-u bottom-up, p, top- Cruickshank, D. Ma Mate terr ia ials in Teach chin ing g down, and R., Jenkins, D. List Listen enin ing g ( fo focusin sing on interactive B., & Metcalf, K.  Appropriateness  Appropriateness and K. (2006). The approaches Resourcefulness) act of teaching. Pair Pair

lear learni ning ng

 

ObservationBased  Assessment

plan plan ma makin king g in accord accordan ance ce to the English

in Teaching Listening • Feedbacking in Assessing Listening

curricula listening competencies

●

●

●

USA: McGrawHill.

Lang, H. R. and Evans, D. N. (2006). Models, Pair synthesis of  strategies, and original learning methods for  mater ter ia ials for for   effective listening teaching. USA: appropr app ropriate iate for  Pearson learners and the Education, Inc. assigned/chose n competencies Teaching listening demonstration on the assigned/chose

Norton, D. E. (2007). The effective teaching of  language arts.

n learning competencies

USA: PrenticeHall, Inc.

Feedbacking Feedba cking of  instr str uc uctor tor to demonstrator on Orlich, D. C., et al. (2004). teaching Teaching speaking strategies: A

Teaching Teac hing Demo Demonstra nstration tion in List Listen enin ing g ( fo focusin sing on Teac Teache herL rLik ike e Simu Simula lati tion on,, Prep Prepar arat atio ion, n, Clas Classr sroo oom m Ma Mana nage geme ment nt,, Lear Learni ning ng Environment, and Feedbacking/Evaluation Process)

 

guide to effective instruction. USE: Houghton Mifflin Company.

Roe, B. D. and Ross, E. P. (2006). Integrating language arts through literature and thematic units. USE: Pearson Education, Inc.

Tompkins, G. E. (2009). Language arts: Content and teaching strategies. USA: Merrill Prentice Hall.

 

16 5. THE THE RE RECE CEPT PTIV IVE E - MAC ACRO RO SK SKIL ILL LS – 18 READING ●

●

●

●

●

Nature and Purposes of Reading Reading Comprehension and Sub-Skills in Reading

●

Goddell’s Reading Skills Ladder and Stages of Reading

●

interests, and experiences; experiences; ●

●

Reading Techniques and Strategies  Approaches in Teaching Reading (Bottom-Up, Top-Down, Interactive)

select differentiated learning tasks in te tea ach chin ing g re ea ading ing to su suit it learners’ gender, needs, strengths

●

demo demons nstr trat ate e how how to prov provid ide e timely, accurate, and constructive fe feed edba back ck to impr improv ove e le lear arne ner  r  performance in the different tasks in reading through simulations; craft a learning plan according to th the e Engl Englis ish h cu curr rric icu ula th that at is develope deve loped d from rese researcharch-base based d kn know owle ledg dge e and and prin princi cipl ples es of  reading and the theoretical bases, principles, methods, and st stra rate tegi gies es in te teac achi hing ng th thes ese e components; and

●

●

Sharing of reading  Anderson, R.C. et al. (1985). advocacies (video Becoming a or live) by NGOs,

Various objective comp compre rehe hens nsio ion n task tasks s in rea readin ding g as diagno diagnosti stic c and and

famous personal pers onalities ities,, and advocates

formative assessments

Class Class discus discussio sion n on the rel releva evance nce of reading, nature, purposes, comprehension, subsub-sk skil ills ls,, and and tech techni niqu ques es and and strategies in reading Varied teacher-led activities on testing reading comprehension and sub-skills

conduct a teaching demonstration demonstration of the assigned learning competencies in reading ●

nation of  readers: The report of the commission of  reading. Washington, D.C.: The National Institute of  Education.

Reading Read ing Task Fee Feedba dbacking cking Simu Simula lati tion on (foc (focus usin ing g on Feedbacking Feedbackin g Process, Use of  Rubr Rubric ics, s, and and Appr Approp opri riat ate e Tips/Fee Tips/ Feedba dback ck Provi Provided ded to Learner)

Makin Mak ing g a Learn Learning ing Plan in Butler, S. M. & Teaching Reading (focusing McMunn, N. D. on Completeness, (2006). A  Appropriate Approach Used, teacher’s guide and Facilitative Process) to classroom

assessment: Understanding Making Original Instructional and using Mate terr ia ials in Teach chin ing g Pair Pair feedb feedback acking ing assessment to Ma R e a d i n g ( fo f o c u s i n g o n practice and improve student  Appropriateness and simulation on learning. USA:  Appropriateness Resourcefulness) reading tasks John Winley performed and Sons, Inc.

 

●

Reading Program and the Good Reader 

●

Lesson Design in Teaching Reading

●

Materials and Resources in Teaching Reading

●

●

●

●

Performance and ObservationBased  Assessment in Teaching Reading

●

Differentiating/anal yzing lesson plans apply applying ing bottom bottom--

Cruickshank, D. R., Jenkins, D. B., & Metcalf, K.

Teaching Teac hing Demo Demonstra nstration tion in Reading ( fo focusing on Teac Teache herL rLik ike e Simu Simula lati tion on,,

up, topd topdown own,, and interactive approaches

K. (2006). The act of teaching. USA: McGrawHill.

Prep Prepar arat atio ion, n, Clas Classr sroo oom m Ma Mana nage geme ment nt,, Lear Learni ning ng Environment, and Feedbacking/Evaluation Process)

Identi Identifyi fying ng skills skills and stages of   rea reade ders rs in varied varied situ situa atio tions and discussing appropriate strategies for   rea readi ding ng pro progra gram m implementation Pair learning learning plan making in accordan acco rdance ce to the English Englis h curric curricula ula reading competencies

Feedbacking in  Assessing Reading ●

Lang, H. R. and Evans, D. N. (2006). Models, strategies, and methods for  effective teaching. USA: Pearson Education, Inc.

Norton, D. E. (2007). The effective teaching of  Pair Pair synthe synthesis sis of  language arts. ori origin ginal al learn learning ing USA: Prenticematerials for   Hall, Inc. reading appr approp opri riat ate e for  for 

 

learne learners rs and and the assigned/chosen competencies ●

●

Orlich, D. C., et al. (2004). Teaching Teachin Tea ching g read reading ing strategies: A demonst dem onstratio ration n on guide to the effective assigned/chosen instruction. learning USE: Houghton competencies Mifflin Company. Feed Feedba back ckin ing g of  instructor to demo demonst nstrat rator or on teaching speaking

Roe, B. D. and Ross, E. P. (2006). Integrating language arts through literatureunits. and thematic USE: Pearson Education, Inc.

Tompkins, G. E. (2009). Langua Lan guage ge arts:

 

Con onte ten nt and teaching strategies. USA: Merrill Pren Merrill Prentice tice Hall.

FINAL EXAMINATION

16

Summative Test

Course Grading System for Midterm and Finals Attendance/Quizzes

30%

Assignment/Projects/Seatwork

20%

Participation/Recitation

20%

Exam

30%

Total

100%

 

Midterm Grade

50%

Final Grade

50%

PREPARED BY:

 APPROVED BY:

CHECKED BY:

Faculty

PROF. ARCHIE L. FERRER

DR. JENIFER E. TOLANG

Chairperson

Dean