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
Please Understand!
I am not teaching
you Spanish.
• I want you to
experience the
• I’m teaching a
strategy you can
use to teach
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
Clava con el martillo.
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
Carpintero corta la
madera con el
Pinta con la brocha.
Pinta la casa con la brocha.
El pintor está
pintando las paredes
en la casa.
Construye una casa.
Teach skills in context.
• El carpintero
está clavando el
• La carpintera
está clavando el
Los pintores están pintando.
La pintora está pintando.
El pintor está
Los trabajadores están trabajando.
Ellos están construyendo una casa.
with related
readings for
review and
expansion of
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
• Use learning logs with sentence prompts.
• Use multilevel literacy resources and
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
Teach to Standards
Science Standards
B. Know and apply concepts that describe the interaction between
science, technology and society.
13.B.1b Explain how using measuring tools improves the accuracy of
Social Science Standards
A. Understand how different economic systems operate in the
exchange, production, distribution and consumption of goods and
B. B. Understand that scarcity necessitates choices by consumers.
15.B.1 Explain why consumers must make choices.
Reading Standards for Informational Texts K-5
1. Compare and contrast the most important points presented by two texts on
the same topic.
Common Core Standards in Math
Grade 1 Overview (in part)
Operations and Algebraic Thinking
• Represent and solve problems involving
addition and subtraction.
• Understand and apply properties of
operations and the relationship between
addition and subtraction.
• Work with addition and subtraction
Number and Operations in Base 10
• Use place value understanding and
properties of operations to add and subtract.
Measurement and Data
• Measure lengths indirectly and by iterating
length units.
• Reason with shapes and their attributes.
Mathematical Practices
1. Make sense of problems and
persevere in solving them.
2. Reason abstractly and
3. Construct viable arguments and
critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in
repeated reasoning.
English Language Proficiency (ELP)
World-Class Instructional Design and Assessment
WIDA is a consortium of states dedicated to the design and
implementation of high standards and equitable educational
opportunities for English language learners.
To this end, the WIDA Consortium has developed English language
proficiency standards and an English language proficiency test aligned
with those standards (ACCESS for ELLs®).
In addition, WIDA has developed Spanish language arts standards and is
planning a system of parallel academic assessments for beginning
English language learners (ONPAR™).
Topical Understandings
• People and many other animals need
• 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.
Topical Understandings
• People and many other animals need
• Workers need the plans, the right
materials and tools 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
• When people cooperate, it is usually easier to get
work done.
• There is a process for making things.
• People can often improve a process.
• Measurement helps people describe and make
• There are strategies people can use to perform
skills well.
• Workers use safety precautions to avoid injuries.
• Consumers make many decisions when they
purchase goods and services.
What do you want students to know
and be able to do?
• Linear measurements.
• Money units.
• Measure accurately.
• Match currency and coins
with cost.
• Addition and subtraction
• Add costs of building
• Subtract costs to
compare prices.
• Strategies for comparing
and contrasting.
• Use comparisons to
• Use a Venn diagram to
compare and contrast two
Vocabulary: Select content vocabulary and
academic toolkit words
• shelters
frame, roof, door, window, floor
• materials
wood, shingles, nails, tar paper, bricks,
cement, paint
• tools
tape measure, pencil, hammer, saw,
paint brush, sandpaper, saw horse, rope
• purchase
buy, price, cost, pay, sale, save, money,
ads, on sale, discount, total, change,
dollar, quarter, dime, nickel, penny
• linear measurements
length, width, height, foot, feet,
process, steps
•natural resources
trees, rocks, sand, sod, animal skins

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