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Is a popular strategy in language learning classrooms throughout the world.
TPR provides a set of commands in the target language to which students respond by taking a  specific action or actions.
Students can demonstrate their comprehension by responding with their whole bodies within the context of a variety of academic lessons or tasks (pg.166)

Examples:
-Thumbs up or thumbs down (true or false).
-Students have their own whiteboards to put their responses on and then show to the class.
- Students can act out or do a skit from a story

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ESL Teaching Strategies: #1 TPR or Total Physical Response (VIPKID)

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These tasks require students to listen to a source of spoken language, then complete a task that demonstrates their comprehension (p.166)
- Audio isn't always best; students don't have background knowledge and sometimes won't understand what is being said to them.
- Video can be better; students can see and hear the oral language being spoken and make connections. This is more of an authentic approach.
Listening and comprehension tasks should be determined by each students level of English proficiency. (pg. 167)
Some examples would be:
-YouTube, TED Talks, Scholastic videos

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This is a designated spot in the classroom with a tape, CD, or MP3 player, iPod/iPad, with multiple headphones where students typically listen to recordings of books and follow along with hard copies (p.167)
Audiobooks are popular for these centers. Typically, the audiobook is accompanied with a hard copy of the book that the student is listening to.
Listening centers provide a space in the classroom where students can receive comprehensible input in a low-stress environment.
Beneficial for ELLs because the repetition helps with understanding and comprehension.

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Oral retellings is commonly used as a comprehension check with students. Oral retellings are explanations students give in their own words of something they heard or read (p.168).
This process allows teachers to make quick assessments on ELLs for new target words and language structures.
This process can be done whole group or in small groups.

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Interactive Story Retelling: Encouraging Retelling with Picture Supports

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Using rhythm and music is a big part of classrooms for ELLs of all ages and proficiency levels. (p.169)
For added support, you can use words projected on a screen, and include graphics.

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A simple and effective way to demonstrate oral presentations is show & tell. This allows for speaking time, listening time, and promotes meaningful interaction. It gives ELLs a chance to bring something from home as well so other students can learn about their culture. (p.169)
Presentations, either whole group or small group allows for language skills to be practiced, and a good formative assessment on vocabulary usage.

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These are words or phrases that differ by only one phoneme.
(p. 169)
This can help ELL students differentiate between words that may sound the same to them. It can help with pronunciation practice also.
Pictures when teaching minimal pairs is more interactive and meaningful.
example:
-"bye/pie"
The use of picture flashcards and asking questions is a great resource.

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Refers to student collaboration in pairs or in small groups to solve and complete a specific task, or project. (pg170)
1. an effective strategy for helping ELL's learn both language and academic content.
2. cooperative learning is a form of scaffolding.
3. talking and listening is required
4. Small groups strengthen interaction.
(pg171)

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This is when the teacher asks a question related to what the class is learning. The students think about their answers, pair up and talk about their answers with a partner and then share their answers with a larger small group, or as a whole group.
This is an effective learning strategy because of the wait-time, both for teachers and students.
ELLs only have to talk to one peer, not the whole group, which makes them feel more safe. If by chance they are called on to share with the whole class, they will have already had a chance to practice their answer with their partner. (p. 171)

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This is a small group activity where the students are to discuss and give examples for one topic being discussed.
ELLs benefit from this because they are in a small group and can learn new vocabulary.

example of topic:
-brainstorm what you may find at the beach or at your local park.

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This is another great speaking and listening strategy for ELL students. According to the text, the repetition of the task with new partners provides beneficial practice, each time the ELL will feel more comfortable and confident, and the conversations will feel more natural (p.172).

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This kinesthetic discussion activity invites students to be active listeners and speakers and to interact with a wide range of classmates.

Advisory

Civics & Citizenship

English & Language Arts

History

Social Studies

The resources I'm getting from my colleagues through Facing History have been just invaluable.

- Claudia Bautista, Santa Monica, Calif

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This kinesthetic discussion activity invites students to be active listeners and speakers and to interact with a wide range of classmates. Advisory Civics & Citizenship English & Language Arts History Social Studies The resources I'm getting from my colleagues through Facing History have been just invaluable.

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This is another form of a brain storming task, similar to think-pair-share. The students must rely on each other and talk to make sure they all have the correct answers if they are called on. This is effective for ELLs because they can converse and prepare their answers in the event they are called on to speak. This is a great speaking and listening technique for ELLs. Having other students to converse with will help ELL students feel comfortable speaking in front of the class.

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Instead of reading from a book, students have the opportunity to act it out. The book gives the example of a sales person and a customer that wants to buy shoes (p.173).
This is effective for ELLs because they get to practice speaking and listening, but in a "real life" situation.

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Example #1- Read a book together
As a whole group, read a book together. Once the book is complete, have a student retell the story. This would assess vocabulary, fluency and pronunciation.

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Example #2 - Oral Presentation
Have the students create an oral presentation on a book that was read in class or one that they read on their own.

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Example #3- Talking!

This is my favorite way to assess students! Talking to your students assesses more than you might think. You will cover all of the SOLOM categories and the students will feel more comfortable talking to you and the class in a low pressure situation. This will give you an idea of where the students stand and where their areas of improvement are so you can better help them!