This document outlines a training course to help English Language Learner (ESL) students succeed in community college. The 15-week course will focus on developing skills in six key modules: attitude, time management, task precision, problem solving, student networking, and family support. Target students are "Dreamers" who were brought to the US as children. Over the course, students will practice speaking, listening, reading, writing, vocabulary, and using educational technology. Instructional strategies include group work, presentations, journals, and software practice. The goal is to help ESL students navigate college and feel supported in their educational goals. Student progress will be evaluated through quizzes, assignments, presentations, and computer activities.

1. Name and Title: College Success for ESL Students: A Training Session for Community
College.
Descriptionand Purpose: The purpose is to introduce to the English Language Learner
(ESL) student skills necessary for their success at the college level and to assist with language
skills that will enhance their education for opportunities in the job market and society. There will
be six modules for the college success course that will be measured as follows:
 Attitude-the student’s reactions towards and how they address the work assigned, peers,
faculty, guest speakers and how well they adapt to the college level environment.
 Time Management: the student’s ability to successfully complete assignments on task in
and out of the classroom also in group assignments, oral presentations, computer work,
role playing and in and out of classroom discussion forums.
 Task Precision- given a starting point of the measured level of education by assessment
of reading writing skills grammar and speaking and listening skills for ESL students who
do have some proficiency in the English language, the students’ progress will be charted
to see how well they can stay on task with given assignments and measurement of their
growth in areas in which they have weaknesses.
 Problem Solving- the student’s ability to solve problems using English language skills
that may occur in given assignments, computer work, on their job, in society, in their
homes and in a secondary education environment level with various situations as young
adults.

2.  Student Networking- communication is key among peers who have similar experiences
they can share in and out of the classroom, at college functions for students, at the
student’s affairs for ESL student’s office, with different members of the college
community, ESL Advisors, faculty and administrators of the college and even social
media.
 Family Support- family support is big in encouraging the student to continue with their
schooling, touring the campus, meeting the student’s faculty and advisors, making
presentations on their culture in the student’s classroom as a guest speaker and attend
school and job fairs with their student.
The TargetAudience:The Audience is made up of Dreamers (Development Relief and
Education for Alien Minors). These students were given protection by laws instituted by
President Obama to assist them with Social Security numbers for jobs in the United States and
the rights for an education in our schools and colleges. Under President Obama’s law there
would be deferred action for those children who were and are arrivals into the United States.
These students have been through the K-12 public school’s systems in the United States. They
want to further their education in college and increase their reading and writing skills to get them
up to par. There is a fear within many of these students of deportation due to the new political
legislation from our current President Donald Trump.
Length of Course:This course will run each week 1.5 hours on a Tuesday and 1.5 hours on a
Thursday of the same week from 9:00am until 10:30am for a total period of fifteen weeks.

3. Goals:
1. During the training sessions, the students will develop skills to use to successfully
implement some of the modules listed in the ESL college success course description.
2. The students will be able to personalize some of the modules according to their need and
decide which ones will assist them in the college success course, on the job and in
society.
3. Students will be able to navigate the college systems as it pertains to their educational
goals, jobs (future) and home life. One of the main goals will be to make sure this course
will make the student’s feel welcome.
Objectives:
1. Given common words used in everyday American society the ESL student who has some
proficiency in English should be able to speak understandable sounds, stresses, rhythm
and intonation in basic grammar words by the end of the course with less or no error.
2. Given illustrations in video, power point presentations and audio, by practice, role
playing using simulations the ESL student that has some proficiency in English should
be able to conduct a basic oral conversation using common everyday English language to
greet, identify self and others, make request and give information, express
preferences/interests for jobs interviews and other societal situations by the end of the
course with less or no error.
3. Given basic common English language spoken by guest speakers, peers, lectures and
audio devices the ESL student who has some proficiency in English should be able to

4. listen, identify and describe in intelligible English the main points, supporting details and
specific information in spoken everyday English language by the end of the course with less
or little error.
4. Given basic reading and writing of English with examples including short sentences ,
short stories and short paragraphs in the English language the ESL student who has
some English proficiency in reading and writing in English should be able to read and
write simple to some complex surface information, and read and write simple to some
complex details , read and recall surface information , read and write with
comprehension, write with basic punctuation and write legible by the end of the course
with less or little error.
5. The ESL student with some English proficiency should have Improved the knowledge of
new English vocabulary words by understanding the meaning when reading in a
sentence, story or paragraph, use them to improve their writing in sentences, stories and
paragraphs and use with spoken language by the end of the course with little or less
effort and error.
6. The ESL student with some English proficiency should be able to use the computer
program system for this course for enhancing all skills in reading, writing, listening and
grammar with less or little difficulty by the end of this course.

5. Instructional Strategies-These students having been through our countries public school
systems have some proficiency in English but in some cases only speak their native tongue
outside of the school environment. Because of the uncertainty of their plight the first strategy
would be to show respect to them in the classroom and encourage them to just be themselves. I
would try to familiarize myself with each student by calling them by the name they would feel
more comfortable using. The classroom setting would be informal with the chairs in a semi-
circle and each student facing inward. To get an assessment of what level of reading writing and
speaking the language, I would have them right a short paragraph on an easy topic of interest as
well as they could in English and read it aloud, give feedback and discuss with the other students
their perspective of the paragraph. This would be a starting point for me to chart their strengths
and weaknesses along with their progress as the course goes on. The software for quizzes and
computer practice in the classroom would have a virtual effect for the students to stimulate and
enhance an interest learning and also be easy to use. The use of power points, video’s, graphic
organizers and charts would be used by instructor and students to teach with and relay
information from instructor to student and the student would be encouraged to use the same
types of resources when making classroom presentations. The use of guest speakers who they
could identify with can present real life information on expectations, challenges and offer advice
for their future. Getting previous students to come in and give their testimony on the course can
speak with the student’s and offer encouragement on facing each challenge one step at a time and
show they are a real live testimony on completing the course successfully.
Each class time during the course will build upon the last class lesson with a variety of classroom
engagements to hold each student’s attention. Each student will have to journal whatever

6. personal experiences, reflections, expectations, challenges etc. they would like to share with the
instructor who will read and offer feedback to help the student during the course gain skills for
success in college.
Instructional Technologies:
Power point presentations for visual applications.
Smart Board with document camera for projecting reading and vocabulary.
Video Projector.
Audio Devices for listening.
Tape recorder to hear what students sound like during presentations and listening to assignments.
Easy to use computer with the software to assist the students in the classroom.
ResourcesNeeded:
Composition note books for journaling
Pens/pencils
Whiteboard markers
Power points
Paper
Access to classroom easy to use computer software
Access to library with same computer easy to use software
Smartboard
Projector
Video
Copy machine
Audio tape recorder

7. The course will be a total of fifteen weeks
Individuals Involved:
Students
Former Students
Guest Speakers
Faculty
ESL Advisors
Instructor
All stakeholders relevant to student success
Implementation: The course will be implemented by the number of objectives. We will
spend 2 weeks total working on 1 objective at a time during the daytime from 9:am until
10:30am. 3 hours a week or 1.5 hours on a Tuesday and 1.5 hours on a Thursday. 6 hours of
course time for each objective will be taught.
Week 1 & 2
Day 1- Introduction of former ESL student who has completed the course gives testimony in
native tongue and English. Gives class advice, talks about what to expect, challenges and how to
obtain success. Answers questions the students may have. Have students start journaling
Introduction of the speaking component of the English language through audio of conversations
of pronunciations. Practice by oral presentations and group discussions of what has been learned.
Progress over two weeks interval charted. Computer practice in classroom and in spare time in

8. the library. These students have some proficiency in the English language. Collect journals at the
end of week 2 and give feedback then give back to students
Week 3 & 4:Video of basic conversations in everyday situations, also helps with interviewing
for a job and other everyday functions in the United States. This is when we role play different
situations and use simulations to act out basic conversations, this helps enhance the speaking
component from week 1 & 2. Collect journals for progress end of week 4 give feedback and
hand back to students
Week 5 & 6:Various guest speakers, have students ask guided pertinent questions giving
practice use of spoken English and basic conversation, students discuss and then write as well as
they can the main points, details and specific information from speakers. Give quiz for
understanding and to make sure class was paying attention to the speakers. Collect journals for
progress at the end of week 6 give feedback and return to students
Week 7, 8, 9, & 10:Reading and Writing component combined. Power point, video
examples of writing short sentences, stories and paragraphs using basic punctuations. Working in
teams each student writes a portion of a paragraph and reads their portion to the class Choral
read with class short stories and short articles. Have students practice reading aloud. Give
feedback Use of computer software for practice in the classroom and at the library. Computer
practice in the classroom and library Collect journal at the end of each week 7,8,9 & 10 to check
writing progress, understanding, legibility give feedback and give back to students.

9. Week 11 & 12:Introduce new vocabulary words via power point, video and audio have
students use it in writing assignments and assign books and articles to read that uses new
vocabulary. Handouts on matching words with definitions, use of words in content and fill in
the blank with the correct vocabulary words Quiz students on new vocabulary. Computer
practice in the classroom and library Have students journal at the end of week 11 & 12 using new
vocabulary words give feedback then return to students.
Week 13 & 14: Use classroom and library time to create a presentation of all the skills
accumulated over the 14 weeks of class time presenting it orally, written, power point
presentation, video, graphics, chart, role playing, or by simulations of the challenges, experience,
what you learned and what you would recommend to the next incoming ESL incoming class to
take the course. Have students do final weeks 13 & 14 of journal.
Week 15-Final Class Days Students give final presentations to class mates and all
involved with ESL college success. Chart final progress of journals and give final comments.
Give journals back to students. The final presentations will measure the level of growth and
progress with my ESL learners. The formative assessments were the quizzes where checks for
understanding and the computer software which gave me a record of learning progress and how
often the student practiced and did work in and outside of the classroom environment. The
journaling by my students gave me a record of how they progressed from day one to their final
entries. The writing fluency, creativity, and understanding should have progressed from the
simple to more complex.

10. Evaluations Instruments-
Vocabulary Building-using words in content and fill in the blank handouts.
Matching -giving words to match definitions
Reading Assignments with rubric
Writing assignments with rubric
Oral presentations with rubric
Presentations of themselves in class with scenarios and discussions
Journals measured levels of development
Computer practice and quizzes on computer
Criteria:
Quizzes, participation in various discussions covered in course
On the 8th week of the course the instructor will hold individual conferences with students to
update them on progress
Oral assignments
Written assignments
Computer work
Journaling
Final Presentation

11. Attendance
Students with a grade average less than a “C” will not pass the course.