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TPR is still a commonly used strategy. The teacher says a command and the student follows and does the action. Once the student has understood the command, they can take the role of the teacher.
Examples:
- Students using their thumbs to agree or disagree with statement made by teacher
- Using individual white boards to record answers
- Pointing to pictures when a word is read aloud
- Students acting out a skit from a story
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Students complete a task after listening to a given statement. Students then complete the task that proves their comprehension. Video is much better than audio especially for ELL because of the understanding of the person speaking can be difficult.
Example:
- Students listening to questions through audio then answering
Page 166-167

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Specific area in classroom where there is a listening device with headphones for multiple students. Having a listening center in a classroom is essential but these listening centers can also be created at home.
Example:
- Students listening to book on a listening device and following along
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Students explaining or retelling a story that they have read themselves or have been read.
Example:
- Students telling small group in class the summary of story
Page 168

Link: https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=17268&context=rtd

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Leaning to a song or chant make the information memorable and can help students with proper intonation of words and phrases.
Example:
- Students watching lyrics on projector and singing or chanting the words to music
Page 169

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Student present and explain a particular object that they have brought with them. This can also be explanation of a poster board / presentation they have created.
Example:
- Show & Tell
Page 169

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These are words that can sound the same but differ by one phoneme. This can help ALL students to determine between words that they could find similar and confusing.
Example:
- Using pictures that have a similar word (bit, hit) and have students distinguish between the two differences
Page 170

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Small groups working and solving problems together. Students at all levels use different strategies. Cooperative learning is a form of scaffolding.
Example:
- Small group of students work together practicing vocabulary words and meanings
Page 170

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Student is assigned a partner and they answer questions they are assigned. They both write a idea of the answer and then when the teacher signals they compare their answers with that partner. Provides built-in wait time in a low-risk environment.
Page 171

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Small groups of 3-6 students. Using a blank paper students brainstorm ideas based off of what they are currently learning. Students then add onto the list as the paper words around the group.
Page 171-172

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Class is divided into two groups. Each group faces each other in a circular pattern and teacher directs questions. Students share their answers with facing student then move onto the next student from the opposing group.
Page 172

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Students are put in groups of 4 and assigned a group number. Students also are given a number. Students complete tasks and with use of a tool (dice, spinner) a number is picked and that particular student responds.
Page 172

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By use of target form students will reenact situations that a teacher has created. Teacher should create situations that students would find connection to themselves.
Page 173

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Connect 2 English for Teachers: Role play

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Students are in groups of pairs and one student is the artist. Partner looks at a pattern or a picture and without the artist seeing the picture the partner tells them how to recreate the picture or pattern.
Page 173

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Teacher sets up obstacle course. In pairs or small groups, one student is blindfolded. The other student(s) direct them to get through the obstacle course.
Page 173

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Student will wear headband with a card on the front with a name of a particular object. Student wearing the headband asks the other students questions and tries to figure out what the word on the card is.
Page 174

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Using communication students plan together how they will act out a story they have read or been exposed to. This helps students with developing oral language.
Page 174

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Class discussions are essential for ELLs' oral language and academic development. Discussions push students to show their knowledge and express their ideas with their peers and their teacher. Discussions can be done during many parts of learning.
Examples:
- Book discussion
- Video discussion
- Content area discussion
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In this practice, students record their voice and the teacher will review their recording. Students can produce certain assignments such as a narrated presentation by speaking to the technology.
Page 175

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Student Oral Language Observation Matrix

Example 1 - Have students create story board or diorama based off of a current book they are reading.

Example 2 - Have student create and present an oral presentation based off of current lesson or topic.

Example 3 - Have student read book aloud and use the SOLOM matrix to assess student