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(TPR) is a popular strategy in language learning classroom. throughout the world (p.165). Teachers using TPR use commands in L2 or target language to which students use actions to demonstrate understanding. For example, "Please grade your worksheet from the homework bin" or "please sign out to use the bathroom" or "Place your box of crayons on your desk". The goal is for students to take the role of the teacher where they can give commands in target language.

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A designated spot in the classroom with a tape,Cd, or MP3 player with multiple headphones where students listen to recordings of books and follow along in hard copies. Books with audios can be found at local libraries and are easily bought through publishing companies. Listening center provides a low-stress environment where students can receive comprehensible input. Materials in these centers should correlate with the material being taught in the classroom.Since repetition is valuable for ELLs, teachers can place a reading already gone over in class in the listening center for students to revisit.p.167

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Students collaborate in pairs or groups. Involves students working together, solving problems, creating, communicating, and listening. A form of scaffolding provided by classroom peers that contributes to the oral development of ELLs in several ways. p.170. ELLs tend to be more comfortable talking to peers in a small group while they use their target word in L2 to practice understanding and pronunciation.

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Can be used as a formative assessment. Students can record themselves talking, answering a question or presenting a topic. "Voice-over protocols (VOIP), Skype and other video chatting programs can enable meaningful interactions between ELLs and proficient English speakers beyond their classroom. p.175

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Teacher divides class into two equal groups.One group makes a circle, with each student facing out. The other group makes a circle around the first circle, with each student paired off with a facing student in the inner circle. The pairs answer a question the teacher has just asked and then one of the circles rotates. This is done several times so students have several different partners. Great for ELLs as they get an opportunity to listen to the peers in target language as well as respond.

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Songs and chants can help make learning new vocabulary and language structures easier p.169
helps ELL students not only help with vocabulary but also pronunciation. Many songs, raps, and chants can be found on Youtube

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Learn and Speak English Present Tense Grammar Vocabulary Rap Song with Fluency MC

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Phoneme- Smallest unit of sound.
"words or phrases that differ by only one phoneme. "pen/pan" , "he bit the boy/he hit the boy" p.169 using minimal pairs can help ELLs discriminate between words that initially sound alike to them. Minimal Pairs can help ELLs with their pronunciation

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Tasks that have students listen to a source of spoken language and then complete a task that demonstrates their comprehension.p.166. Videos of authentic speech is noted to be a better source for listening comprehension tasks as the combination of seeing and hearing resembles real life face to face interaction

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Commonly used with reading as a comprehension check. Students retell a story or a part of a chapter in either a small group setting or whole group setting so that they can practice their target language. This helps with learners understanding the various contexts words can take in various stories. p.168

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1. SOLOM rubric can be used as a diagnostic tool early in the year so that you the teacher can plan the differentiated instruction.
2. The SOLOM rubric can be used during oral presentations. While the student is talking, the teacher can sit in the back and jot down notes based on pronunciation and grammar.
3.The SOLOM rubric can be used as a formative assessment while students are interacting with their peers. The teacher can walk around to each group and score students based on the SOLOM rubric. Can their peers understand them, are they comprehending what their peers are saying to them etc.

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students are placed in groups of 2-3 students. A sheet of paper is given to the records. Each student contributes an idea on the topic and the recorder writes it down. Great for ELLs as they get a chance to collaborate with a small group of peers as well as practice listening skills (listening to their peers so that they do not repeat the same idea) ELLs tend to pick up on new vocabulary during roundtable p.172

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Teacher asks a thought provoking questions, pairs students up and students must communicate with their partner about their ideas. Students can report back to the class what they learned from their partner as a way to further practice their target language.

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an example of a simple yet effective oral presentation would be Show-n-Tell. Oral presentations allow students ample opportunities to practice Target language in front of a group of peers. Technology websites such as Prezi, Sway, and Powerpoint allow for great visuals and guidance for ELLs during presentations.

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Students are assigned to groups of four. Each group is given a number. In that group, each student is given a number (student 1,2,3,4). groups word on a question together. Teacher calls a random group and student number to report findings.A

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Students are put in pairs.One student in each pair is the designated artist and is given paper and a pencil. The partner is given a pattern or picture, which he or she places behind some type of barrier where the artist can not see. The partner looks at the pattern or picture and then using English, and no hand motions , tells the artist how to draw it. ELLs are able to use target vocabulary in L2.

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Allows for an interactive way for students to get out of their seats and demonstrate their knowledge while also practicing target language.Role plays should mirror real life situations the students are likely to find themselves in.

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Suited for begining ELLs. Students are paired up. One student is blindfolded and the other is not. The student that is blindfolded must make it through an obstacle course with the help of their partner giving them directions in target language. ELLs must first know vocabulary like "walk backwards, step aside" p.173

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Students all wear a headband with a card on the front that they cannot see but other can. Student asks their peers questions to try and guess his or hers card. Teachers should teach vocabulary needed before completing this activity.

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Students learn a great deal from reading such as vocabulary and grammar. Students collaborate with their peers on their tasks and then must internalized what they have read with ought talking.

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ELL Reading Strategy - Story Reenactment