ISO 9001:2015

TÜV-R 01 100 1934918 Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
San Jose, Pili, Camarines Sur 4418
www.cbsua.edu.ph

CBSUA-PIL-SYL-CDE-EL1

COLLEGE OF DEVELOPMENT EDUCATION

PHILOSOPHY UNIVERSITY GOALS

Education for Sustainable Human Development 1. Provide quality education experience to the students
2. Generate innovative technologies for commercialization
VISION 3. Empower communities and other stakeholders
A leading university of agriculture in the Philippines by 2018 and 4. Enhance university resources
in the ASEAN Region by 2024
CORE VALUES
MISSION  Quality and Excellence
We are committed to produce globally competitive  Professionalism
graduates, to develop viable agri-industrial technologies, and  Teamwork and Unity
to help build resilient and sustainable communities.  Institutional Pride
 Liberalism

COLLEGE GOALS UNIVERSITY

GOALS
1 2 3 4
1. Nurture quality pre-service teachers who will demonstrate excellent performance in the areas of instruction, √ √ √ √
research and publication, and extension.
2. Promote quality teacher education programs that prepare world-class teachers. √ √ √
3. Develop relevant and responsive educational technologies through research √ √
4. Catalyze development through community engagement. √
5. Improve human and physical resources. √

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 ISO 9001:2015
TÜV-R 01 100 1934918 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
San Jose, Pili, Camarines Sur 4418
www.cbsua.edu.ph

CBSUA-PIL-SYL-CDE-EL1

COLLEGE
PROGRAM OUTCOMES GOALS
After four years, the graduates of the BEED program shall: 1 2 3 4 5
1. Articulate the relationship of education to larger historical, social, cultural and political processes. √ √ √ √ √
2. Facilitate learning using a wide range of teaching methodologies in various types of environment. √ √ √ √ √
3. Develop alternative teaching approaches for diverse learners. √ √ √ √ √
4. Apply skills in curriculum development, lesson planning, materials development, instructional delivery and √ √ √ √ √
educational assessment.
5. Demonstrate basic and higher levels of thinking skills in planning, assessing and reporting. √ √ √ √ √
6. Practice professional and ethical teaching standards to respond to the demands of the community. √ √ √ √ √
7. Pursue lifelong learning for personal and professional growth. √ √ √ √ √

STUDENTS OUTCOMES (BEED PROGRAM OUTCOMES) PROGRAM OUTCOMES

By the time of graduation, the students of the BSE & BEED program shall be able to:
1 2 3 4 5 6 7
a. Demonstrate in-depth understanding of the development of adolescent learners. √ √ √ √ √ √ √
b. Exhibit comprehensive knowledge of various learning areas in the Elementary and Secondary √ √ √ √ √ √ √
curricula.
c. Create and utilize materials appropriate to the Elementary and Secondary level to enhance teaching √ √ √ √ √ √ √
and learning.
d. Design and implement assessment tools and procedures to measure Elementary and Secondary √ √ √ √ √ √ √
learning outcomes.

COURSE SYLLABUS

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 ISO 9001:2015
TÜV-R 01 100 1934918 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
San Jose, Pili, Camarines Sur 4418
www.cbsua.edu.ph

CBSUA-PIL-SYL-CDE-EL1

1. Course Number ENG 2

2. Course Name Teaching English in the Elementary Grades Through Literature
This course emphasizes English as a second language with main focus on language teaching
3. Course Description methodologies in the elementary grades to improve knowledge and fluency in the English language using
literature as learning scaffold.
4. Credit Units 3 Units
5. Contact Hours 3 hours/ week
6. Prerequisite None
Love for Reading, Resourcefulness,

7. Values Integration Individual Differences, Perseverance, Objectivity, Flexibility, Honesty, Responsibility, Time management,
Friendship, Inclusivity, Unity, Adaptability, Cooperation, Respect for others, Trust, Punctuality, Patience,
Creativity, Self-confidence, Open-mindedness, Fairness
8. Program Outcomes addressed by the Course Outcomes: Students Outcomes*
After completing this course, the student must be able to: a b c d
1. Gain a clear understanding of the reading process and its implications for teaching beginning and primary
D D D D
school readers.
2. Identify the competencies in the different domains of literacy and illustrate how these are developed in
D D D D
search of second language fluency.
3. Develop awareness on the value of literature as an avenue to teach second language literacy. D D D D
4. Familiarize with the different approaches used in acquiring literacy skills. D D D D
*Level: I – Introductory, P- Practice, E- Enabling, D- Demonstrate

9. Course Coverage
Course Teaching-Learning Time
Topic Learning Objectives Assessment Tasks Frame
Outcome Activities (hour)

Orient the CBSUA PVMGO and In this learning Virtual Meeting Interactive Participation 3

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 ISO 9001:2015
TÜV-R 01 100 1934918 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
San Jose, Pili, Camarines Sur 4418
www.cbsua.edu.ph

CBSUA-PIL-SYL-CDE-EL1

experience, the students

students about
course Orientation are expected to:
the course and
refresh them on
Be oriented the students
the PVMGO of
about the course and be
the CBSUA as
refreshed on the PVMGO hrs.
anchorage of all
of the CBSUA as
educational
anchorage of all
undertakings of
educational undertakings
the Institution
of the Institution

CO 1: Identify I. About Literacy, In this learning

the stages of the Literature, Emergent experience, the
reading process Reading and students are expected
and the factors Emergent Writing to:
involve on A. What is Literacy? a. Recall previously a. Virtual meeting and a. Online and modular 9
reading B. What Is applied or observed online submission of activities hrs.
development Literature? reading strategies activities/requirements
C. Emergent Reading b. Discuss why b. Modular lesson delivery
D. Top Ten reading and writing
Characteristics of are interrelated
Emergent Reading skills
E. Stages of the c. Express opinion on
Reading Process issues pertaining to
F. Factors Involved in literacy
the Development
of Reading
G. Reading and

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 ISO 9001:2015
TÜV-R 01 100 1934918 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
San Jose, Pili, Camarines Sur 4418
www.cbsua.edu.ph

CBSUA-PIL-SYL-CDE-EL1

Writing
Independence
H. Characteristics of
an Emergent
Writer

CO 2: Explain II. Developing Love for In this learning

given concepts Reading (GLR) experience, the students
about literature A. The Values of are expected to:
and love for Children’s a. Write an essay on the a. Virtual meeting and a. Online and modular 6
reading Literature importance of two key online submission of activities hrs.
B. Ten Ways features in GLR activities/requirements b. Reflective essay
Children’s b. State opinion on a b. Modular lesson delivery
Literature Can Be chosen value of
Integrated into the literature which they
Beginning consider as the most
Reading important one
Workshop c. Expound statements
C. Concepts of Print about the value of
1. Concept of literature and
Book extensive reading
2. Directionality d. Identify the concepts
3. Mechanics of print
D. Alphabet
Knowledge
E. Genuine Love for
Reading through
Story Sharing

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 ISO 9001:2015
TÜV-R 01 100 1934918 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
San Jose, Pili, Camarines Sur 4418
www.cbsua.edu.ph

CBSUA-PIL-SYL-CDE-EL1

1. Preparing a
Context for
Reading: Pre-
reading
Activities
2. Rationale and
Objectives of
GLR

CO 3: Get III. Preparing Context In this learning

acquainted with for Reading: Pre-, experience, the students
strategies used During, and Post- are expected to:
by readers to Reading Activities a. Identify attributes of a. Virtual meeting and a. Online and modular 6
resolve A. Strategies to good readers online submission of activities hrs.
comprehension Explore b. Use a graphic activities/requirements
issues Unfamiliar organizer to show b. Modular lesson delivery
Vocabulary, connections
Motivation- between concepts
Motive Tandem, c. Compose an essay
Other Pre- expressing ideas
reading on the stages of
Activities the reading
B. Techniques for process
Unlocking d. Discuss selected
Difficult Words post-reading
or Concepts activities
C. Sample
During and

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 ISO 9001:2015
TÜV-R 01 100 1934918 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
San Jose, Pili, Camarines Sur 4418
www.cbsua.edu.ph

CBSUA-PIL-SYL-CDE-EL1

After Reading
Activities

CO 4: Acquire IV. Oral Language In this learning

understanding on Development and experience, the students
the effectiveness Grammar Awareness: are expected to:
of literature as an Integration of a. Discuss the value a. Virtual meeting and a. Online and modular 6
avenue for Literature and Skills of stories as the online submission of activities hrs.
teaching A. Effectively best type of activities/requirements
grammar Teaching literature to use in b. Modular lesson delivery
Grammar: What teaching grammar
Works (and b. Expound a
What Doesn't research finding
Work) about teaching
B. Storytelling and grammar in an
Anecdotes: integrated
Activities for approach
Storytelling and c. Enumerate the
Anecdotes ways on how to
C. How to Create a create grammar
Grammar lessons for novice
Lesson Plan for ESL learners
a Beginning
ESL Class

CO 5: Identify the V. Developing In this learning

different Vocabulary and experience, the students
strategies to Spelling Skills Through are expected to:

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 ISO 9001:2015
TÜV-R 01 100 1934918 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
San Jose, Pili, Camarines Sur 4418
www.cbsua.edu.ph

CBSUA-PIL-SYL-CDE-EL1

teach young Literature a. Gain insights on a. Virtual meeting and a. Online and modular 6
learners to A. How Literature the role of literature online submission of activities hrs.
develop Enhances to vocabulary activities/requirement b. Reflective essay
vocabulary Vocabulary building b. Modular lesson delivery
B. The Importance b. Recognize the
of Phonological importance of
Awareness in phonological
Reading and awareness in
Spelling reading and
C. The Importance spelling
of Vocabulary c. Enumerate their
Development own ways on how
1. Differences to improve
in Early vocabulary
Vocabulary
Development
2. How
Vocabulary
Affects
Reading
Development
3. Incidental
and
Intentional
Vocabulary
Learning
4. Research-
Supported

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 ISO 9001:2015
TÜV-R 01 100 1934918 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
San Jose, Pili, Camarines Sur 4418
www.cbsua.edu.ph

CBSUA-PIL-SYL-CDE-EL1

Vocabulary-
Learning
Strategies
5. How to
Teach
Spelling
Words

CO 6: Acquire VI. Developing In this learning

ideas on how to Reading Fluency experience, the students
help develop A. The are expected to: a. Virtual meeting and a. Online and modular 6
young readers’ Relationship a. Recognize the online submission of activities hrs.
fluency in reading Between Relationship activities/requirement
Reading Speed, Between Reading b. Modular lesson delivery
Fluency and Speed, Fluency
Comprehension and
B. Developing Comprehension
Reading b. Identify the
Fluency strategies in
1. Direct maintaining fluency
Approach for elementary
2. Indirect students
Approach c. Familiarize with the
C. Maintaining approaches to
Reading develop reading
Fluency for On- fluency
Level Readers
D. Five Surefire

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 ISO 9001:2015
TÜV-R 01 100 1934918 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
San Jose, Pili, Camarines Sur 4418
www.cbsua.edu.ph

CBSUA-PIL-SYL-CDE-EL1

Strategies for
Developing
Reading
Fluency

CO 7: Relate VII. Developing In this learning

composing skills Composing Skills experience, the students
learned to actual A. Stages of are expected to:
observations in Writing a. Discuss the stages a. Virtual meeting and a. Online and modular 6
real life Development of writing online submission of activities hrs.
B. Inventive or development activities/requirement b. Final Examination
Invented b. Explain the b. Modular lesson delivery
Spelling in concept of
School invented spelling
C. The Mechanics c. Identify the
of Writing mechanics of
Composition writing
D. Strategies for d. Recognize
Teaching strategies for
Writing teaching writing

CO 8: Get VIII. Developing Study In this learning a. Online and modular 6

acquainted with Habits experience, the students a. Virtual meeting and activities hrs.
habits that help A. Study Habits are expected to: online submission of a. Final Examination
develop study That Can a. Identify which among activities/requirement
skills Improve Grades the enumerated study b. Modular lesson
and habits are effective for delivery

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 ISO 9001:2015
TÜV-R 01 100 1934918 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
San Jose, Pili, Camarines Sur 4418
www.cbsua.edu.ph

CBSUA-PIL-SYL-CDE-EL1

Performance them based on their

B. Helping own experience
Children with b. Discuss identified
Organization organization and
and Study Skills study skills
c. Prepare a detailed list
of their own study
habits

10. Course Evaluation

Assessment 1 – 30%
Assessment 2 – 30%
Assessment 3 – 40%
TOTAL 100%

11. Resources Needed

Primary Texts:
A. Textbooks
Hickman, P and Durodola S. (2009). Dynamic read-aloud strategies for English learners: building language and literacy in the
primary grades. Delaware International Reading Association
Hermosa, N. (2006). The psychology of reading. Quezon City: UP Open University
Machado, J. (2007). Early childhood experiences in language arts early literacy, 8 th edition, Thomson Delmar Learning
Pado, F. (2000). A literature-based approach in teaching beginning readers: a sample lesson plan in Literacy in multiple contexts,
Ocampo D., editor. Reading Association of the Philippines
Pado. F. and Hermosa, N. (2004) One-Year lesson guides on beginning reading in Filipino (for Mc Donald's Bright Minds Project).
Quezon City: Adarna Publishing House

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 ISO 9001:2015
TÜV-R 01 100 1934918 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
San Jose, Pili, Camarines Sur 4418
www.cbsua.edu.ph

CBSUA-PIL-SYL-CDE-EL1

Various online resources

Equipment:
Laptop, Android phone

Course Title: Prepared by: Recommending Approval: Approved:

Teaching English in the

Elementary Grades Through
Literature

Date Effective: AQUILINO P. MATEO, JR. CHRISTOPHER B. DACER RAQUEL M. REAPOR

1st Semester, SY 2020-2021 Instructor Chairperson, Dean, CDE
Elementary Education Program
Date Signed:

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