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TPR is a language teaching approach in which students physically respond to language input to internalize the meaning and to demonstrate their comprehension of the language. (pg. 325, Wright)

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

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Require students to listen to a source of spoken language and then complete a task that demonstrates their comprehension (pg. 166, Wright) Students may listening to a Ted Talk, National Public Radio, or Randall's ESL Cyber Listening Lab. Videos help students see additional clues while trying to figure out the meaning of what is being spoken.

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A space in the classroom where students listen to recordings of books and follow along with hard copies of the book.

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Listening Center: Supporting Understanding with Props (Virtual Tour)

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Allows teachers to make a quick assessment of an ELL's comprehension and provide opportunities for ELL's to practice using new target words and language structures (pg. 168, Wright)

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Rhythm or a tune can help text become more memorable. It is a fun way to learn a language and can help students master proper intonation of words and phrases.

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Show and tell. This allows students to show something cool they have brought from home and tell their classmates about it. Small group projects using Glogster, Powerpoint and Prezi make great presentations to help ELL students with oral presentations.

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Words or phrases that differ by only one phoneme ex. "pen"/"pan"

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English Pronunciation Practice: 30 Minimal Pairs To Practice The Vowel Sounds In English

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An activity that provides built-it wait time in a low risk environment.

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In a group of three to six students, they are given a blank piece of paper and a task that involves brainstorming ideas related to whatever they are currently learning.

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Students in the class are divided into two equal groups. The first group makes a circle with the students facing out and the other group makes a circle around the first group facing the other student. The students are broken up into pairs. The teacher will ask a question and the student in the inner circle answers the questions first and then the other student answers. On the teachers signal one of the circles will rotate to the next partner.

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Students act out situations where they will need to use the target form. Students can role play a specific standard they are learning in class, ex. practicing forming and asking questions, or they can role play real life situations such as interviewing for a job or talking to the school counselor.

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An activity where the teacher either sets up a course inside or outside the classroom. Students are broken up into pairs or small groups. One student from each group is blindfolded and is given instructions from another team-mate.

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A card with a picture is placed on the back of a students shirt and the student has to figure out what they are by asking questions to other students, i.e. "What color am I?", "Where do I live?", etc.

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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 (pg. 174, Wright).

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Some technology that students can use to help them with their practice includes podcasts, videos, and Skype. These can help students feel that they will have an audience which will help motivate them to try their best.

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One way I can implement the SOLOM is by having them and I read a book together.

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One way I can implement the SOLOM is by having them and I read a book together.

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Reading a book together and asking questions afterward will help me identify their comprehension, fluency, vocabulary, pronunciation, and grammar.

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A second way I can implement the SOLOM is by having a conversation with them.

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A second way I can implement the SOLOM is by having a conversation with them.

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Having a conversation with the student around something that interest them. Finding out what they like to do after school or what is their favorite holiday, will help them open up and answer with more than one word answers.

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A third way I can implement the SOLOM is by showing them a picture and asking questions about the illustration. 

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A third way I can implement the SOLOM is by showing them a picture and asking questions about the illustration. 

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Asking questions such as what do they see, what colors are there, what do they think is happening, will let me understand how they are comprehending the picture.