Illinois Resource Center TOTAL PHYSICAL RESPONSE FOR BEGINNING ELLs Jeanette Gordon, Illinois Resource Center

Where do we start when they don’t speak any English?

Total Physical Response Start with commands. Model action while saying commands. Students follow commands. Don’t ask students to repeat. They will begin to repeat when ready. Use to prepare for class directions, picture books, and standards-based content.

Please Understand! I am not teaching you Spanish. I want you to experience the approach. I’m teaching a strategy you can use to teach ENGLISH.

Objectives Apply Total Physical Response to: teach entering and beginning ELLs, incorporate TPR (giving directions) into multilevel classes, progress to ELL-friendly literacy tasks teach the strategy to mainstream students, so they can use it to assist ELLs.

Example of TPR

Introduce nouns with action.

Students all do actions.

Introduce only 7 new words. Others are review.

Constantly review familiar words (cat, put) as you introduce and practice new words.

Prepare for literacy tasks.

Easiest reading: TPR commands martillo Clava con el martillo. clavos Clavo el clavo con el martillo.

Clava el clavo en la madera con el martillo. Carpintero clava los clavos en la madera. No pongas los clavos en la boca.

Corta la madera con el serrucho. madera y serrucho serrucho Carpintero corta la madera con el serucho.

Pinta con la brocha. brocha Pinta la casa con la brocha. brocha . El pintor está pintando las paredes en la casa.

Construye una casa.

Teach skills in context. El carpintero está clavando el clavo. La carpintera está clavando el clavo.

Los pintores están pintando. La pintora está pintando. El pintor está pintando.

Los trabajadores están trabajando. Ellos están construyendo una casa.

Teach thematically with related readings for review and expansion of vocabulary. By Rebel Williams, Illustrated by Celeste Enriquez

Additional slides: provide examples of incorporating TPR in grade-level instruction Teach thematically Identify what students will understand, know and be able to do. Incorporate higher-order thinking for all learners Use learning logs with sentence prompts. Use multilevel literacy resources and tasks.

What do you want them to know? Select Theme Identify things of interest with which you want them to become familiar. What do you want them to know? What deeper understandings do you want them to obtain? Deeper understandings need to be uncovered, often discovered by the learner. Adapted from Slide Presentation by Jay McTighe at 2005 ASCD and DI Summer Conference

Adapted from UBD slide presentation, ASCD

Topical Understandings People and many other animals need shelters. Workers need the right tools and materials to make shelters. Some people make their own shelters; others hire special workers to make their homes. Climate and resources affect the shelters people build.

Overarching Understandings People form communities to help them meet their needs and wants. When people work together, it is easier to meet the needs of the community. Climate, topography and resources influence settlement patterns and life styles. There is a process for making things and usually ways to improve the process. People make choices and exchange something of value for goods and services. Standards enable people to measure, to communicate effectively, and to make and duplicate products.

What do you want students to know and be able to do? Measure accurately. Match currency and coins with cost. Add costs of building supplies. Subtract costs to compare prices. Use comparisons to estimate. Use a Venn diagram to compare and contrast two stories. KNOW Linear measurements. Money units. Addition and subtraction facts. Strategies for comparing and contrasting.