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Total physical response (TPR) is the act of using the body to respond by taking a specific action in an activity. TPR is a strategy teachers can use to get students actively involved in learning, rather than passively learning while slumped over in a chair. Page 165 states, "For example, a simple TPR lesson for beginning students might entail commands such as, "Stand up," "Sit down," "Pick up your book," "Put your book on the table," and "Put the pencil next to the book." Please see video clip below for an example of total physical response.

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How to Teach Using Total Physical Response TPR

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When students listen to spoken language and complete a task that demonstrates their comprehension of the spoken language is referred to as listening comprehension tasks. If your students use the Imagine Learning program, they are used to these types of tasks, but the computerized voice is not always easy to understand, making it difficult to successfully complete the task. Teachers can include tasks that require students to demonstrate their comprehension of audio clips, movie clips, speeches, face-to-face conversations, etc. to get more authentic practice for students.

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Listening centers provide a quiet space for students to listen to a book/article on tape/CD. The students have the opportunity to listen to the book/article on tape/CD multiple times, helping build their comprehension of the material.

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Oral retellings are when students retell, in their own words, something they have heard or read. This is a great way for teachers to quickly check a students reading or listening comprehension.

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Teachers can include songs or chants to go with the skills they are learning. These can be made up by the teachers or students and sung/chanted at a moderate pace. Teachers should ensure that all students are clearly pronouncing each phoneme in the words. Lyrics to the songs/chants can be projected for all to see for added support. Teachers can use graphics to illustrate key vocabulary in the song/chant.

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Days of the Week Song | Day of the Week Rap Back | Educational Songs | Jack Hartmann

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Oral presentations require students to present material out loud in front of the class. This generally begins with show-and-tell in preschool/kindergarten and progress to PowerPoint presentations in upper elementary, continuing through middle/high school and college. Alternatives to PowerPoint presentations are Keynote, Prezi, Storybird, etc.

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Minimal pairs refers to words that only differ by one phoneme, "bat"/"bet," or "pen"/"pan." This should not be the main focus of any lesson as students learn to differentiate these sounds without drilling. Teacher might need to teach mini-lessons in small groups focusing on this skill with students who are struggling to differentiate the different phonemes in minimal pairs.

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Page 170 defines cooperative learning as, "student collaboration in pairs or in small groups to solve a problem, complete a task, or complete a project." During this group work, ELL students can practice using new vocabulary in a smaller setting and may feel more comfortable participating, as opposed to the whole class listening to them share. To avoid burnout using the same strategy every time students work together, teachers should utilize all of the available strategies for cooperative learning throughout the year.

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In this model of cooperative learning, teachers pose a question and allow students time to think about their response. When teachers  give the cue, students can share their response with their face or shoulder partner. Students are able to share their thoughts/answer and listen to their partners response/answer. Students can also be taught to give feedback in thier sharing groups.

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This strategy allows students to work in a small group on a narrow task, such as identifying character traits. One of the students acts as a recorder and the group goes around the table as students share their ideas/input. This is a great strategy for ELL students as the task is narrow and they have the support of their small group. They are able to get ideas as the group shares and can offer input similar to what they are hearing.

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Concentric circles, also known as inside-outside circle, allows all students to share on a given topic, rather than just a few students getting the chance to share. The teacher poses a question and allows the students time to think. The inside circle then shares their response with the outside circle. When time is up, the teacher instructs one circle to move and the process is repeated with a new partner. The students have the opportunity to share with several partners.

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This strategy requires all students to be active participants in the activity and to know what is going on in the discussion. Teachers group students into small groups. Each small group is numbered as a whole. In each group, each student also receives a number. Once the students have completed the task, the teacher can use a spinner, dice, etc. to pick a number. The teacher calls on a student, for example, "Group 4, student 2." This student needs to answer the question related to the group discussion. The student can use their own answer or one that was shared in the group discussion. The process continues for several questions. This allows ELLs to participate in the discussion without feeling the pressure to automatically know the answer, as they can use one that was shared by another student in their group.

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Role play allows ELL students the opportunity to practice using specific vocabulary in real-life situations. The students can role play asking and answering questions, interviewing each other, being a cashier at the grocery store, being a teacher, etc. The possibilities are endless! The complexity of the role playing situation is easily adjusted based on an ELL student's ELP.

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Students work with one partner. One person is the artist and the other person gives the description of a picture or pattern (assigned by teacher). The student giving the direction can only give directions orally. For ELL students with lower ELP, teachers will want to keep the picture/pattern simple and ensure they have pretuaght all necessary vocabulary.

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Obstacle courses are a great way for students to learn basic vocabulary without realizing they are learning it. Two students work together to get through an obstacle course set up by the teacher. One student has to give specific directions for their blindfolded partner to safely make it through the course. ELL students who are guiding their partner through the course, can see that their words have specific actions/responses to them and if they give the wrong one, their partner may not make it through the course. This is an easy way to make learning vocabulary fun!

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This activity requires students to wear a headband with a vocabulary word on it. Students have to guess what their headband says by asking questions to the other students. The more specific the questions, the closer the students are to correctly guessing their own headband. This game is a great way for ELL students to practice vocabulary words as they have to think of questions to help guess theirs and help answer questions so other students can guess their own headband. This activity is easily adapted to students' ELP level.

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Acting out stories is like putting on a play for an audience. Teachers can use Reader's Theatre scripts for students to act out. This allows the students to internalize new language they have read by including it in their oral performance.

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Technology is a great way for students to practice speaking. They can use technology to create podcasts, videos, or narrated presentations. This allows them to practice authentic communication, rather than just recite words or stories to a computer as practice. ELL students can also communicate with English proficient students, via programs like Skype, to practice authentic communication. Teachers will need to monitor technology use closely to ensure it is being used appropriately.

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This rubric allows me to assess my students' listening comprehension, oral fluency with correct pronunciation of words and grammar usage, and their use of grade level and content specific vocabulary. I can use the SOLOM-R with just about any activity in my classroom. As it states in chapter 7, "Any time students are listening and speaking teachers have an opportunity for assessment." Teachers can use this rubric for formative or summative assessment, making it a universal tool. Here are a few ways I see myself using this tool in my classroom:

1. Oral Presentations-I can use the SOLOM-R to assess my students when they present on a given topic.

2. Guided Reading Groups-This rubric can help me assess students oral language as they participate in a small guided reading group.

3. Breakfast/Lunch Conversation-Using the rubric during this unstructured time will provide me with useful information about how the students are applying what they learn during academic time in their "free" time. This will give me a clear picture of what skills the student has mastered and where he/she still needs help.

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All information in this project was gathered from our Foundations for Teaching English Language Learners.

Video clips are linked to YouTube.