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TPR came onto the scene in the 70's. This methods works by the students do a specific action after the teacher give a command in the target language. An activity that would pair well with TPR is 'Simon Say's". Below is a video about total physical response.

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Total Physical Response (TPR) - Teacher Training film no. 8

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This activity requires students to listen to a sample of spoken language and demonstrate comprehension by completing tasks related to the sample. For ELL's this can be difficult because they listen to audio without any background information. In real life conversations there is redundancies and in a listening activity there is not, they can make it difficult for student to pick up on what is being discussed. Using visual aids can help ELL's understand what is being discussed.

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This is a spot in the classroom where students can listen to audio recordings and follow along in the hard copy of a book. These recording do not always mimic real speech and therefore can be difficult to understand. Listening centers are useful for providing students comprehensible input in a low stress environment.

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Oral retelling is when students give an explanation of something they have hear or read, in their own words. As a teacher we refer to this technique as summarizing. Teacher can use this technique as a quick assessment of comprehension. Students can do this in small groups, partners, or one on one with the teacher. The more students are able to use their new language with authentic purposes the more progress they will make using the English language.

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Have you ever learned your multiplication facts to a song? According to our text book, "when you add a rhythm or tune to a piece of text it becomes more memorable" (p.169). For the best outcome with ELL's the words need to be clear, and the pace should be moderate.

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Seven Times Table Song (Cups by Anna Kendrick Cover) with Classroom Instruments

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The most notable form of an oral presentation know to date is the infamous, show and tell. Other forms of oral presentation give ELL's the chance to complete projects and use their language skills. It also aids students to have visual such as a power point, video, or poster board when giving an oral presentation.

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Minimal pairs are words / phrases that differ by one phoneme. Helping student become familiar with these can aid them when they need to discriminate between the words. This is especially helpful if their home language does not contain certain phoneme the English language does.

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This is a conversational method used in many classrooms. In the method teachers pair student together, ask a topic related question, and then allow students to get together and talk about the question. The teacher usually wonders and interjects when necessary. When time is up student turn and discuss whole group. This is useful for ELL students because there is low pressure compared to a group setting and also gives them a chance to engage in content based discussion.

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Cooperative learning is when students are in small groups or pairs working together to solve a problem or project. It works best when each student pulls their weight and has a clear roll in the group. Cooperative learning is thought to be like scaffolding by peers instead of the teacher. This is great for ELL's because they may feel more comfortable learning from their peers. It is best is while working with others ELL's are practicing their vocabulary words.

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This is done with a small group assigned by the teacher of three to six students. Each group is given a piece of paper and a task relevant to what is being learned. This task usually involves some sort of brainstorming. "Round tables work well with ELL's because they are working collaboratively with a small group of their peers on a fairly narrow task" according to our text book (p. 172).

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This method allows for ELL student to practice target language. This technique is also useful for review and use of new language. Also, this method allows for each student to hear a new perspective each time they switch partners.

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This method is very interesting because it calls for each student in all groups to know the answer to the question as the teacher will ask questions randomly. If you get called in your group and you were the writer and not the speaker you still need to know the answer. This is good for ELL's because they will be required to participate in conversation and know what is going on.

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Writing
This rubric can be used when rating a students narrative piece. Students may not write well about every subject but when given the opportunity to write about themselves or something they enjoy they will write better.

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When using role play in the class room it is best if it mimic real life situations. For example, a sales person and customer at a store.

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In this activity students are put in pairs and one partner draws while the other partner tries to explain to them what to draw. The partner who is explaining can not use their hands or gesture. For this to be useful "with ELL's at a lower level the teacher should pre-teach necessary vocabulary and language structures"(p.173)

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This game is much like a barrier game, the only difference is that it's an actual obstacle course. The leader is blindfolded and the people behind the leader tell him/her where to go. This helps students work on giving precise direction to get everyone to the other side.

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So this is a version of the classic game called "head bands". Students are in groups they have a picture or word on their back or in their head band. They have a certain amount of time to ask question like, "What color am I, Am I an animal"? They objective is to figure our what is on the card. For lower level ELL students this activity could help with basic vocabulary.

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students playing headbands - Google Search

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"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). When using this method with ELL's have them begin with simple stories and characters.

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Class discussions are important for ELL's because it allows them the opportunity to demonstrate their knowledge and share ideas and thoughts. Discussion should happen in connection to reading a book, watching a video, or part of a content lesson. This is typically when you would hear key vocabulary discussed.

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Engaging ELL's in authentic communication is the best way to use technology. This can be achieved by having students make podcasts, videos, and narratives. Then you can have students share their work as this gives them an audience and they produce their best work.

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Listening
Part of this rubric is assessing if students can understand speech even if it's rapid. So when you give students a listening assessment (like we took about the guy from Switzerland) you checking for comprehension. If you notice they aren't catching words or their is gaps in their understanding of what happened then according SOLOM rubric they are not a level 5 yet.

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Speaking
When students are presenting a project or a piece or writing check for things like, are they using extensive vocabulary, is their pronunciation and intonation correct, can express self fluently with proficient speakers, and uses proper word order. Let's say students are presenting a science project and they are in groups. They should properly be using the vocab. words like experiment, hypothesis, and conclusion. They should pick up on ques such as not hogging the presentation, when one person stops talking then it is your turn to pick up where they left off. They should pronounce every letter in words like experiment and hypothesis. If they are skipping over letters or not fully saying words then they would receive less than a 5 on the rubric.