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SOLOM-R in the Classroom
The first way I would use this rubric is when the students use the 'Round Robin' oral reading strategy to verbally share what they learned during our novel reading. I would walk around and assess the students while they are speaking. I would meet with them one-on-one and provide them with 1-2 areas of focus. This will ensure I don't overwhelm them by focusing on all five aspects.

The second way I would use this rubric is in our daily guided reading of our novel. When the students are done reading, they write their 5-element paragraph. I would meet with each student one-on-one, and have them focus on 1-2 things a week in their writing.

The third way I would use this rubric is when my students create their end of unit video presentation. This presentation has written words, spoken words, and acting. This would be a great rubric to use along with the following rubric:
Collaboration: (20 Pts.)
• Each member has a significant part in the planning, recording, and completion of the video.
• Each member works with their team members collaboratively and with respect.
Ideas: (10 Pts.)
• Supports a clear claim and addresses a counterclaim (1) with relevant reasons and evidence from 1 accurate source.
• Uses persuasive appeals effectively.
• Integrates engaging multimedia features to clarify ideas.
Structure: (10 Pts.)
• Demonstrates extensive evidence of collaboration and preparation.
• Has an introduction that engages and informs the audience.
• Sequences ideas and quotations smoothly with transitions.
• Concludes with a clear call to action.
Use of Language: (10 Pts.)
• Communicates to a target audience with a persuasive tone and diction
• Demonstrates command of the conventions of Standard English grammar, usage, and language (including correct mood/voice)
• Cites and evaluates (1 source) thoroughly.

Overall, I think this is a great rubric to help ELLs and native English speakers. It narrows down the focus of proficiency to help ensure success in our learners.

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Rountable
A strategy where a teacher assigns students to a small group of 3 to 6 students. Each group is given a piece of blank paper to brainstorm ideas. According to Wright, (2015) "For example, students might be asked to brainstorm ideas about why a character acted a particular way... or about alternative endings" (p. 171).

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Think-pair-share
This is a partner strategy that gives each student a set time to think of their answer before sharing. According to Wright, (2015) "The teacher can wander around and eavesdrop on the conversations, providing support as needed" (p. 171). This is a great strategy to use for getting to know each other, or ice breakers, at the beginning of the year. You can do this strategy with students sitting, standing, moving around the room.

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Cooperative Learning
According to Wright, (2015). "Cooperative Learning
Refers to students collaborating in pairs or in small groups to solve a problem, complete a task, or complete a project" (p. 170). This can be most effective when each student in the pair or group has a defined role. It is very important to model how to interact in a group or pair early in the year, so students can be successful using this strategy.

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Foundations for Teaching English Language Learners:  Research, Theory, Policy, and Practice

Wright, W. (2015).
Foundations for teaching
English language
learners:  Research,
theory, policy, and
practice.  Philadelphia,
PA: Caslon Publishing.

https://www.youtube.com

https://search.creativecommons.org/

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Technology for Speaking Practice
This strategy uses technology to practice speaking a language. According to Wright, (2015) "A number of ESL software programs include opportunities for students to practice speaking" (p. 175). Some great technologies and software are those that allow the student to produce work online in an authentic manner, where they know that they'll have an audience listening to them. This will encourage the speaker to be accountable for their language knowing that the world can be listening.

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Acting Out Stories
In this strategy, students can act out scenes from a story using words and actions. According to Wright, (2015) "Acting out stories is a great way for students to internalize new language learned from reading by incorporating it into the oral performance" (p. 174). This would be a very engaging activity that would allow the student to be creative along with analytical.

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What am I?
A strategy where students all where a card on the front of their heads with a picture of an animal or object on it, that they cannot see, but others can. According to Wright, (2015) "Each student has to figure out what is on his or her card by asking questions of other students, such as, "Am I an animal?" "What color am I?" "Do I have winds?"" (p. 174). This would be great in the beginning of the year as an ice breaker get to know you activity.

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Obstacle Course
In this strategy, the teacher sets up an obstacle course in the classroom or outside, and students are put into small groups or pairs. According to Wright, (2015) "One student in each pair or group is blindfolded and must make int through the obstacle course guided only by instructions from his or her partner or teammates, who must speak in English and may not touch the blindfolded student." (p. 173). This strategy is a lot like 'Barrier Games' in that the student has to be precise with their language and speak slow.

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Barrier Games
This strategy is where students are put in to pairs, one being the artist who will draw and one who has to describe the picture that is being drawn. According to Wright, (2015) "The partner is given a pattern or picture, which he or she places behind some type of barrier where the artist cannot see it. The partner looks at the pattern or picture and then, using English and with hands behind... back.... tells the artist how to draw it." (p. 173). Like other strategies, teachers should pre-teach vocabulary and language structures for the student to be successful.

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Role Play
This strategy brings authenticity to the lesson and allows students to play an authentic role that they will see in their future. According to Wright, (2015) "For example, if a students is practicing forming and asking questions, they could role play a situation where a student is buying shoes at a shoe store" (p. 173). This means that this type of strategy will keep the student engaged knowing that what they are learning will help them in their future and the real world.

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Numbers Heads Together
In this strategy, students are assigned to groups of four, with each member assigned a number 1-4 and is given a task to complete. Each member must write the answer on a piece of paper. According to Wright, (2015) "Because any member could be called on to answer the question for the group, each group must make sure that each member is ready to respond."" (p. 172). I think this is a great strategy because it holds each student accountable to answer about their topic correctly.

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SOLOM-R
This is a rubric used to assess a students oral language proficiency. According to Wright, (2015) "SOLOM-R helps the teacher focus on five different aspects of a student's oral language proficiency: 1. Comprehension... 2. Fluency... 3. Vocabulary... 4. Pronunciation... 5. Grammar... " (p. 176). In each of the following sections, a student is graded with a 1-5, 1 being a beginning level, and 5 being a proficient English speaker.

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Oral Presentations
Show-and tell is a way for students to use this strategy. According to Wright, (2015) "The student who is showing and telling is highly motivated to speak, and the other students are highly motivated to listen" (p. 169). This means that when the student is explaining a personal item, they are more likely to speak passionate about their object and speak longer. Another type of oral presentation is when a student presents information from a PowerPoint Keynote, or Prezi multimedia platforms.

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Songs and Chants
Learning while singing starts in the earliest of grades and continues throughout education. According to Wright, (2015) "Because learning to sing songs in English can be an enjoyable way to learn language,... for ELLs of all ages and proficiency levels." (p. 169). This means that learning through music crosses all ages and decades. As is shown in this School House Rock video about 'Interjections" that was made in the 1970s.

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Oral Readings
Students use this strategy to verbally share their understand of specific information they learned. They may explain a story they just read, summarize a section from a textbook, or give instructions for an assignment to a small group. According to Wright, (2015) "Oral retellings can be presented in front of the whole class or in pairs or a small group." (p. 168). I use this strategy after our daily reading from a novel using 'Rally Robin' Kagan strategy. This is where students work in pairs, with the letter A going first, sharing verbally what they learned from the reading, while letter B listens. Then, letter B does the same, while A is listening.

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Minimal Pairs
These are words that only differ by only one phoneme, i.e., pen/pan or bit/hit. According to Wright, (2015) "This strategy can help ELL's discriminate between words that initially may sound the same to them" (p. 170). Teachers can also use visual aids with this strategy to help make it more meaningful. You could show a picture of a baseball getting 'hit' with a bat. Then, you could show a picture of an apple getting 'bit' by a child.

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Concentric Circles
This strategy is when the teacher divides the class into two equal groups, where one group is in the outside group and one group is in the inside. According to Wright, (2015) "The teacher asks a question or announces a particular topic to discuss or task to complete... On the teacher's signal, the students in the inner circle give their answers and then the student in the out circle give theirs" (p. 172). This can be used with a number of topics, while the teacher becomes the facilitator walking around and monitoring the students responses.

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Total Physical Response
TPR is used as a set of commands in the target language that a teacher uses in the classroom to evoke a student respond by taking a specific action. An example of this in my classroom is when I say, "My hands up, your hand is up." This evoke my students to raise their hand and get quite. According to Wright, (2015) "Today TPR is used by many teachers in its broadest sense to describe any strategy or technique that requires students to physically respond when listening to the target language" (p. 166). This means that TPR can be used to evoke a response in words or a physical movement. Other ways I use it is asking students to stand up if they agree with a specific question.

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

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Listening Comprehension Tasks
A student is asked to listen to a source of spoken language and then complete a task to confirm their understanding and comprehension. According to Wright, (2015) "Videos of authentic speech samples may be a better source for listening comprehension tasks." (p. 167). This means the use of videos also gives the students a visual clues with their eyes, so they are using their eyes and ears to comprehend.

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Listening Centers
These are centers that are setup in a classroom designated for students to listen to audio recordings using technology, Tablet, Phone, Computer, MP3 player. Students can listen to a story from a book or from an informational text, or teachers instructions for a project or lesson. According to Wright, (2015) "Teachers can create their own listening comprehension excerises and tasks for students to complete at the cneters" (p. 167).
Many times in my classroom, I will create a video with audio instructions for my lessons, so the student can listen and rewind as many times as they need to comprehend the instructions.