TETL

TEACHING –
LEARNING OBJECTIVES TIME ALLOTMENT
TOPIC LEARNING ASSESSMENT TASK
(TOPIC) (HOURS)
ACTIVITIES
I. Course Orientation and CBSUA To orient the students about the Virtual Orientation Written output 3 (WK 1)
PVMG, CDE Goals and Program course and refresh them on the PVMG    
Thrusts of CBSUA as anchorage of all
  educational undertakings of the
Institution.
 
II. About Literacy, Literature,  Group discussion Online and Modular 6 (WK 2-3)
Emergent Reading and Emergent Experiential Sharing Interaction
Writing Consensus Building Group participation
 What Is Literacy Group Processing Group dynamics
 What Is Literature? Cooperative     output
 Emergent Reading Learning
 Top Ten Characteristics Differentiated
of Emergent Reading Instruction
 Stages of the Reading Self-Paced Learning
Process Multiple Learning
 Factors Involved in the Tools
Development of Reading
 Reading and Writing
Independence
 Characteristics of an
Emergent Writer
III. Developing Love for Reading Group discussion 9 (WK 4-6)
 The Values of Children’s Experiential Sharing
Literature Consensus Building
 Ten Ways Children’s Group Processing
Literature Can Be Cooperative
Integrated into the Learning
 Beginning Reading Differentiated
Workshop Instruction
 Concepts of Print Self-Paced Learning
 Genuine Love for Multiple Learning
Reading through Story Tools
Sharing

IV. Preparing Context for Group discussion 6 (WK 7-8)

Reading: Pre-, During, and Post- Experiential Sharing
Reading Activities Consensus Building
 Strategies to Explore Group Processing
Unfamiliar Vocabulary, Cooperative
Motivation-Motive Learning
Tandem, Other Pre- Differentiated
reading Activities Instruction
 Sample Self-Paced Learning
During and After Reading Multiple Learning
Activities Tools

V. Oral Language Development Group discussion 6 (WK 9-10)

and Grammar Awareness: Experiential Sharing
Integration of Literature and Consensus Building
Skills Group Processing
 Effectively Teaching Cooperative
Grammar: What Works Learning
(and What Doesn't Differentiated
Work) Instruction
 Storytelling and Self-Paced Learning
Anecdotes: Activities for Multiple Learning
Storytelling and Tools
Anecdotes
  How to Create a
Grammar Lesson Plan for
a Beginning ESL Class

VI. Developing Vocabulary and Group discussion 6 (WK 11-12)

Spelling Skills Through Literature Experiential Sharing
 How Literature Enhances Consensus Building
Vocabulary Group Processing
 The Importance of Cooperative
Phonological Awareness Learning
in Reading and Spelling Differentiated
 The Importance of Instruction
Vocabulary Development Self-Paced Learning
1. Differences in Early Multiple Learning
Vocabulary Tools
Development
2. How Vocabulary
Affects Reading
Development
3. Incidental and
Intentional
Vocabulary Learning
4. Research-Supported
Vocabulary-Learning
Strategies
5. How to Teach Spelling
Words
VII. Developing Reading Fluency 6 (WK 13-14)
 The Relationship
Between Reading Speed,
Fluency and
Comprehension
  Developing Reading
Fluency
1. Direct Approach
2. Indirect Approach
 Maintaining Reading
Fluency for On-Level
Readers
 Five Surefire Strategies
for Developing Reading
Fluency

VIII. Developing Composing Skills Group discussion 6 (WK 15-16)

 Stages of Writing Experiential Sharing
Development Consensus Building
 Inventive or Invented Group Processing
Spelling in School Cooperative
 The Mechanics OF Learning
Writing Composition Differentiated
 Strategies for Teaching Instruction
Writing Self-Paced Learning
Multiple Learning
Tools

IX. Comprehension: The Ultimate 6 (WK 17-18)

Goal of Reading
 Listening and Reading
Comprehension
Activities/Strategies
 Formulating Questions
to Develop All Levels of
Thinking
 Explicit Instructions in
 Language Learning

X. Developing Study Habits

 Study Habits That Can
Improve Grades and
Performance
 Helping Children with
Organization and Study
Skills

XI. 3 (WK18)
https://www.nwaea.org/connections-blogs/reading-blog/2014/03/18/the-roles-of-children-s-literature-in-the-primary-grades
https://www.education.vic.gov.au/childhood/professionals/learning/ecliteracy/emergentliteracy/Pages/readingwithchildren.aspx
https://www.luther.edu/oneota-reading-journal/archive/2012/the-value-of-childrens-literature/
https://www.education.vic.gov.au/childhood/professionals/learning/ecliteracy/emergentliteracy/Pages/conceptsofprint.aspx
https://schoolsmanagement.blogspot.com/2012/11/teaching-beginning-and-developmental_8195.html#:~:text=The%20Four-Pronged%20Approachin
%20Teaching%20Beginning%20Reading.%20%E2%80%A2%20Sharing,language%20structures.%20%E2%80%A2%20To%20develop%20word%20attack
%20skills.
https://files.eric.ed.gov/fulltext/ED496343.pdf
https://www.pre-kpages.com/concepts-of-print-in-preschool/
https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/readingviewing/Pages/litfocusconceptsprint.aspx

This course emphasizes English as a second language with main focus on language teaching methodologies in the elementary grades to improve knowledge
and fluency in the English language in listening, reading, writing, speaking, and viewing.

https://www.readandspell.com/how-to-teach-spelling-words
https://www.verywellfamily.com/literacy-skills-1449194
https://www.lifehack.org/articles/communication/how-to-improve-your-spelling-skills.html
https://www.readingrockets.org/article/why-phonological-awareness-important-reading-and-spelling
https://www.readnaturally.com/research/5-components-of-reading/vocabulary
http://www.exforsys.com/career-center/english-vocabulary/literature-can-enhance-your-vocabulary.html
https://www.7speedreading.com/the-relationship-between-reading-speed-fluency-and-comprehension/comment-page-1/
https://www.scholastic.com/teachers/articles/teaching-content/5-surefire-strategies-developing-reading-fluency/
https://www.readingrockets.org/article/developing-fluent-readers
http://webhome.auburn.edu/~murraba/fluency.html

https://blog.listenwise.com/2016/12/listening-reading-related/#:~:text=%20How%20are%20Listening%20and%20Reading%20Related%3F
%20,Comprehension.%20After%20seeing%20the%20connections%20between...%20More%20
https://primarylearning.org/teaching-tips/strategies-to-improve-reading-fluency-and-increase-comprehension/

https://www.writereader.com/blog/stages-of-writing-development/#:~:text=%20Stages%20of%20Writing%20Development%20%201%20Audio,gained
%20an%20initial%20understanding%20of%20phonics%2C...%20More%20
https://www.verywellfamily.com/what-is-inventive-spelling-620901
https://www.thoughtco.com/mechanics-composition-term-1691304
https://www.readingrockets.org/teaching/reading101-course/modules/writing/writing-practice
https://www.thoughtco.com/strategies-for-teaching-writing-p2-2081816

https://blog.allaboutlearningpress.com/listening-comprehension/#:~:text=Listening%20comprehension%20is%20the%20precursor%20to%20reading
%20comprehension%2C,words%20and%20relate%20to%20them%20in%20some%20way.
https://www.thoughtco.com/reading-comprehension-strategies-7952
https://penandthepad.com/listening-comprehension-activities-kids-6966069.html
http://www.bloomstaxonomy.org/Blooms%20Taxonomy%20questions.pdf
https://www.understood.org/en/school-learning/for-educators/universal-design-for-learning/what-is-explicit-instruction

http://www.ldonline.org/article/5884
https://www.thoughtco.com/great-study-habits-1857550
http://mathandreadinghelp.org/study_habits.html
This course focuses on Children’s Literature in English to include riddles, poetry, stories, dramas, and other written works as an
avenue to teach English Language. Teaching methodologies in the use of literature shall be emphasized .

This course emphasizes English as a second language with main focus on language teaching methodologies in the elementary
grades to improve knowledge and fluency in the English language using literature as learning scaffold.