Republic of the Philippines

Region III
Commission on Higher Education
Megabyte College Foundation Inc.
Floridablanca, Pampanga

The Teaching of Reading Syllabus

Course Description

This course is designed to give classroom teachers confidence with research-based instructional
techniques and strategies in the area of reading. Course topics include assessment and instruction in
word-level skills (including phonics, phonemic awareness and word recognition), vocabulary, fluency, and
comprehension. Last, course participants consider frameworks for meeting the instructional needs of all
children, including grouping and differentiating for instruction through the implementation of a
comprehensive reading program.

Competencies

Upon completion of this course, students will be able to;

 Summarize instructional routines and strategies in the five major components of reading
instruction;
 Promote the development of word recognition capabilities with systematic, explicit approaches;
 Increase student knowledge of word meanings through teaching of vocabulary to promote
comprehension;
 Promote fluency by using research-supported techniques to promote accurate, rapid, prosodic
reading;
 Use a variety of explicit, research-supported comprehension strategies to support students’
understanding of text;
 Plan instruction that promotes the development of students’ word-level, vocabulary, fluency, and
comprehension skills using systematic, explicit approaches;
 Articulate to a variety of audiences the essence of a research-based comprehensive reading
program that meets the instructional needs of all children.

Cases Used

 Ready or Not
 Room to Grow
 Shifting Gears
 Show and Tell
 Reason It Out
 Riddle Me
 Session 1
Literacy Development

Essential Knowledge/Skills: 1.1

Part 1: Becoming an Effective Teacher of Reading

Readings

 Reading in the Twentieth Century

 Nineteenth Century Schoolbooks
 21st Century Literacies

Discussion

Post one entry introducing yourself to your classmates. You may choose to describe your
professional background and experience, relevant personal information, or why you are taking this
course. (100 words or fewer)

Essential Knowledge/Skills: 1.2

Part 2: Examining Children’s Literacy Development
Part 3: Assessing Young Children’s Literacy Development

Case
Show and Tell
The teacher will show pictures of different scenarios and the students will give their ideas
or insights with that specific picture.

Readings

 Differentiated Instruction for English Language Learners

 Scaffolding Early Learning
 Ten Reading Readiness Skills for Junior High School Students
 Developing Concept of Word: The Work of Emergent Readers

Discussion

How does emergent literacy differ from reading readiness? Brainstorm ways teachers can scaffold
children’s literacy learning. Then, describe tools teachers can use to monitor children’s learning in the
classroom. As you post, identify the issues that must be considered to deliver effective instruction to all
students.

Session 2
 Phonological and Phonemic Awareness

Essential Knowledge/Skills: 2.1

Part 4: Cracking the Alphabetic Code

Case
Ready or Not
The teacher will give passage to the students and given an ample time to scan and analyze
the given passage, afterwards they will be talking in front about that passage.

Readings

 Put Reading First: The Research Building Blocks for Teaching Children to Read, Phonemic
Awareness and Phonics portions
 Phonemic Substitution Video
 Letters and Sound Video
 An Overview of Reading First

Discussion
Using knowledge from this week’s reading and your own research, develop a metaphor or an
analogy to describe the relationship among these terms: phonological awareness, phonemic
awareness, and phonics. Consider the perspective of an emergent reader developing phonemic
awareness (PA). Why is developing PA difficult for some students? Why is developing PA so easy
for other students?

Session 3
Phonics, Spelling and Word Study

Essential Knowledge/Skills: 3.1

Part 5: Phonics Portion

Case
Shifting Gears
With regards to this activity the teacher will give spelling words that they need to study first,
after that the student need to keep their notes for the teacher will give them activity to spell
the words given the meaning and correct pronunciation of it.

Readings

 Put Reading First: Phonics

 Systematic Phonics Instruction: Findings of the National Reading
 Phonics and Decoding

Discussion
 Review the ancillaries provided in Shifting Gears and Ready or Not. The cases provide an
opportunity to view lesson plans, student texts, writing samples, spelling samples, and examples of
sight words and word walls. First, based on those ancillaries, identify three (3) examples of
research supported teaching practices that you see in the cases. Second, share two (2) additional
instructional techniques the teachers in the cases could use to further their students’ word-level
skill.

Session 4
Phonics, Spelling and Word Study - Part II
Essential Knowledge/Skills: 4.1
Part 6: Learning to Spell

Case
Shifting Gears
With regards to this activity the teacher will give spelling words that they need to study first,
after that the student need to keep their notes for the teacher will give them activity to spell
the words given the meaning and correct pronunciation of it.

Readings

 Reconceptualizing Spelling Development and Instruction

 Why Phonological Awareness Is Important for Reading and
 Spelling
 Word Study: A New Approach to Teaching Spelling

Discussion
The teacher uses the pocket chart to teach sight words and a word wall. Review both
visuals in the case, and watch the video in which describes how the use of pocket charts with the
students. As a group, brainstorm ways use these two instructional tools to further students’ spelling
and phonics skills.

Session 5
Fluency
Essential Knowledge/Skills: 5.1
Part 7: Developing Fluent Readers and Writers

Case
Reason It Out
The teacher will give the students different topics about the current issues and then they
will be given 5 minutes each to construct and develop their ideas, afterwards they will be
delivering it to the class.

Readings
 Findings and Determinations of the National Reading Panel
 Fluency: The Bridge from Decoding to Reading Comprehension
 2005 Hasbrouck & Tindal Oral Reading Fluency Data

Discussion

Brainstorm explicit intervention techniques you would use across these fluency targeted
categories: those designed to increase students’ reading rate, those designed to improve students’
accuracy, and those designed to improve the qualitative aspect of students’ reading (prosody). Which
explicit instructional strategies for supporting fluency development could you add to your core,
comprehensive reading program?

Session 6
Vocabulary – Part I
Essential Knowledge/Skills: 6.1
Part 8: Expanding Children’s Knowledge of Words

Case
Riddle Me
The teacher will give riddles and then the students will answer it upon answering they need
to define that vocabulary word which is the answer from the given riddle.

Discussion

Based on your professional knowledge and experience, describe a children’s book that you
have found useful in creating a “lively verbal environment.” If you don’t have a book to recommend,
explore a book new to you listed within the textbook chapter. Identify the title and author, grade
level you used it in, and how it was useful to you in introducing or expanding students’ vocabulary.
Describe accommodations or special considerations that may need to be made for second
language learners.

Session 7
Vocabulary – Part II
Essential Knowledge/Skills: 7.1
Part 9: Distinguishing Words

Case
Room to Grow
After you knew the answer from the riddles and defined each of them. This time it is the
students’ turn to make their own riddle.

Readings
 Word Maps
 Vocabulary Instruction
 Using cognates to develop comprehension in English
Discussion
 Make a rubric regarding this activity, and discuss to your students what would be the
possible outcome of this activity. Make sure that it is clearly understand by everyone.
Riddle Me
Contents 1–2 3 4 5

Student did not Student gave Student gave Student was able to write a
write a riddle that one statement two statement riddle with three or more
made sense. clues. clues statement clues.

Ideas 1–2 3 4 5

Student was not Student was Student was Student was creative and all the
creative and some creative and very creative clues had something to do with
of the clues had most clues and all clues the answer and student used
something to do had something had something creative word choices.
with answer to do with to do with
answer. answer.

Spelling/Grammar 1–2 3 4 5

Student had more Student had 2 Student had 1 Student had no errors in
than 3 errors in or 3 errors in or no errors in grammar or spelling.
grammar or grammar or grammar or
spelling. spelling. spelling

Total

Session 8
Comprehension
Essential Knowledge/Skills: 8.1
Part 10: Facilitating Student’s Comprehension, Reader Factors
Part 11: Facilitating Student’s Comprehension, Text Factors

Case
Room to Grow
After creating your own riddles, your classmates will then answer each of your riddles and
by that they need to comprehend well to your self-made riddle.

Readings
 Findings and Determinations of the National Reading Panel (Comprehension Only)

Discussion
Review the eight comprehension strategies in your text, and help your students incorporate those
strategies to navigate the online information. As you read your colleagues’ posts, brainstorm
modifications that could make to meet the needs of young students, advanced students, English
Language Learners or students with reading comprehension difficulties.

Session 9
 Comprehensive Reading Programs

Developmental Domain/s:
Part 12: Reading
Part 13: Vocabulary
Part 14: Grammar
Part 15: Fluency

Case
None this session

Readings
 The 6 Ts of Effective Literacy Instruction
 Just Think of the Possibilities: Formats for Reading Instruction in the High School
Classroom
 Supplemental Reading Programs Work Better When Aligned with Core Curricula

Discussion
Consider the 6 T’s of effective literacy instruction presented in this session’s reading, and
the author’s acknowledgement that in exemplary teaching, “the six Ts actually operate
interactively.” Share with your colleagues the issues particular to your teaching position that pose
problems or opportunities in your efforts to operate interactively. For example, Allington (2007)
describes curricular constraints, teaching models, and school calendars as issues that many
educators face. As you read your colleagues’ posts, help brainstorm some actions that might
improve the opportunities for focusing on the 6 Ts, including ways to promote home/school
connections that support student growth in reading.