Ez English talk corp.

English as Second Language

School Development Plan
School year 2015 2017
Learning
Goal

OBJECTIVE

STRATEGIES

PEOPLE
INVOLVED

Time frame
YEAR1

1. Develop
Students
ReadingComprehens
ion Skills
using
English
materials

Students will
critically read
and analyze
college level
texts.
Phonemic
awareness
Vocabulary
development
Reading
Comprehension
Remediation
Exercises

Assist pupils at
risk to improve
their reading and
writing skills
Conducted
Intensive
Remedial
Reading Program
using Sight
Words.
Implemented &
participated
activities on
READ-A-THON.

ESL
Instructor,
Academy
Teacher

o Ask the student

to gather a
variety of
books on the
same subject
o Teach them
comprehension
first. (Skills like
phonics,
develop and
establish or
receptive
vocabulary
o Plan
comprehension
-building
activities

YEAR2
o

Brainstorm with
the whole class
to generate
a Word Bank for
Writing.
Give queries
using pictorial,
semantic, and
syntax cues,
and conventions
of print to read
for meaning.
Let them
predict, confirm,
and self-correct.
Let the student
generate a list of
questions about
what you are
reading.

PERFORMANCE
INDICATOR
YEAR3
o Discuss new
words in context.
o Ask the student
to classify and
sort words by
spelling and
provides
opportunities to
transfer spelling
concepts from
reading to
writing.
o Let the student
integrate reading
with writing and
use a variety of
genres and
formats as a
springboard for
writing activities.

The students will be able

to:
Determine the author's
purpose, intended
audience, tone and the
texts general context
Recognize and
understand a works
thesis or theme and the
methods of
organization used to
support the thesis or
develop the theme
Summarize,
paraphrase, synthesize
ideas from what they
have read
Evaluate the evidence
presented and state an
opinion about what
they have read.

2. Train ESL
stud
ents
on
acad
emic
writi
ngs

3. Formulate
effec
tive
and
good
and
Spea
king

ESL students will

demonstr
ate basic
competen
ce in
managing
the
writing
process
and
producing
effective
written
products
including
college
essays
and
similar
types of
academic
writing.

Allow students to
record lectures.
Provide an outline
of lecture.
Emphasize key
points.
Use visuals.
Write down critical
vocabulary.
provides students
with a starting
point and a
skeleton of idea

ESL students will

develop
effective
speaking
skills
such that
they can

Teacher should:
use visual aids
modify speech
focus on key
vocabulary
ask for physical
responses

ESL Instructor,
Academy
Teacher

ESL Instructor,
Academy
Teacher

o Allow students
to consider and
formulate initial
contributions to
group
discussions
o Give learners
alternative
models of
addressing a
writing task.
o Let the
students
research and
gather data by
viewing,
reading,
talking,
interviewing,
and searching
reference
books or
internet.

Ask the student

to draft and write
their own ideas
down using the
language and
structures
generated
during the prewriting activities.
Allows students
to take risks and
experiment with
language.

Let the
students
enable to
move beyond
subject/verb/o
bject format by
encouraging
students to
make complex
sentences.
Let the student
developed an
organized
composition,
report, or
article than
one
paragraph.
Ask them to
explain their
point of view
simply.

Demonstrate effective
word choice,
vocabulary, idioms,
grammar and sentence
structure allowing
accurate
communication of
meaning in written
work.
Brainstorm, draft, and
outline ideas for essays
and other forms of
academic writing
Develop a thesis and
supporting topics and
organize evidence
using basic rhetorical
patterns
Revise the organization
of written work to
increase unity,
coherence and
emphasis
Integrate material from
outside sources
logically and gracefully
with their own writing
Converse with general
clarity using
pronunciation/stress/
intonation patterns
which allow for overall
intelligibility.
Demonstrate effective

Skill
s

be
understoo
d by
classmat
es,
faculty,
staff, and
others for
academic
and
social
purposes
including
conversat
ions,
classroo
m
discussio
ns and
oral
presentati
ons

o Guide the
student in
focusing on
specific
pronunciation
features such
as:
- Voicing
- Aspiration
- Mouth position
- Intonation
- Linking
- Vowel length
- Syllables
- Specific
sounds
o Let the
students read
short paragraph
in every class
and practice
mispronounce
words

o exposed the
students to long
and short vowels
through listening
and oral work
o Let the learners
think actively
about their
pronunciation
and how to
repair it if
necessary..

o Encourage
them to
converse more
frequently with
native English
speakers.
o Ask the
students to
speak more
English at
home or take
part in activities
that require
them to speak
or read English.
o Let the students
express their
daily
experiences,
thoughts, or
whatever they
have in mind.
o Give a situation
and practice
them to give
their own
perception or
point of view.

word choice,
vocabulary, idioms,
grammar and
sentence structure
allowing accurate
communication of
meaning in written
work.
Articulate in
conversation and oral
presentations clearly
organized ideas and
supporting evidence in
a vocabulary
appropriate to the
target audience.
Recognize their own
verbal mistakes and
correct them.
Give a standard oral
presentation which
informs and/or
persuades the
audience.
Integrate material from
outside sources
logically and gracefully
into an oral
presentation
Cite sources according
to conventional
documentation style,
and maintain
academic integrity in
their work.

4. Enhance
stud
ents
unde
rstan
ding
thro
ugh
Liste
ning

5. Grammar
patte
rns,
struc
tures
of
the
lang
uage
and
Voca

Students in the ESL

program
will be
able to
listen to
and
understan
d the
main
ideas and
significant
relevant
details in
various
listening
contexts.

To help
ESL
Students
communica
te using the
Universal
Language
effectively
Engage the
students in
communica

Involved the
students with
different audio
materials
Provide musical
or theatrical clips
to watch and
listen

ESL Instructor,
Academy
Teacher

Provide
comprehensible
input for ELLs
Use visual
representations of
new vocabulary
and use graphs,
maps,
photographs,
drawings and
charts

ESL Instructor,
Academy
Teacher

o Exposed the
students to long
and short vowels
through listening
and oral work
o Let the learners
think actively
about their
pronunciation
and how to
repair it if
necessary.
o Let the students
listen to English
music and take
down note
adjectives, verbs
and adverbs
he/she hears

o Provide a 2 to 3
minutes
conversation clip
and ask the
student to take
down note the
issues on the
clip.
o Instruct the
student to jot
down new
vocabularies, let
him/her define
and construct
sentences

o Let the
students know
which points
are important
and give them
more time to
ask questions
o Ask the
students to the
things that
they have
learned and
aspects of the
lesson that
they are
unsure of write
down all
o Encourage the
students to
ask for
clarification
when they do
not understand
certain words.

Understand and
discuss ideas
delivered in academic
lectures and social
conversations
Develop and ask
questions appropriate
to a given listening
context
Understand and
respond appropriately
to the speech of
multiple speakers
Paraphrase the ideas
of classroom lessons
and turn them into
coherent and well
developed notes
Understand and
discuss ideas
delivered through
various media

o Exposed the
students to part
of speeches,
verb-tenses and
grammar pattern
o Give the
students other
activities where
they practice

o Have them use

grammar drills
and patterns.
o Involve the
student with the
classroom
activity
o Let them do
brainstorming,
hangman,

o Let the ELLs

express their
thoughts, ideas,
feelings in the
way they want
o Let the ELLs

practice what
they have
learned in
REAL or

o
o

Fluently communicate
using the Universal
Language
Competitive when it
comes to English as
Second Language
Determine key
concepts for the
unit and define
language and
content objects for

bular
y.

tive
situations
using
appropriate
language
and
patterns

Link instruction to
the students
personal, cultural,
and world
experiences.
Give them
homework to
force them to
revise this at a
later time.

Prepared by:
Jerahmeel B. Revicente
ESL Instructor

structures of the
language
o Have them
familiarize with
the basic
grammar pattern
and do activities
o Provide them
with exposure to
real language
and real
situations IN
CONTEXT.

puzzle, and
crosswords
o Instruct them to
construct
complete
sentences using
the words form
in the activities
o Encourage

them to be
more
communicative
as possible

REALISTIC
communicative
situations.
o Enable
students to
reach gradelevel
benchmarks in
their academic
subjects by
effectively
coordinate
instructional
approaches
that collaborate
with the general
educ. program.

each lesson.
Develop and express
appropriate ideas to a
given
queries/questions in
the context
Demonstrate effective
word choice,
vocabulary, idioms,
grammar and sentence
structure allowing
accurate
communication of
meaning in written
work.