SESSION 3

Elementary Example of Total Physical Response: A Strategy for Beginning ELLs

Prepare !y "eanette #or on$ Illinois Reso%rce &enter '''(thecenter'e!(org )*+,- *.3/3001

TOTAL PHYSICAL RESPONSE FOR NEWCOMERS Total Physical Response )TPR- e2elope !y "ames Asher )03*1- Learning another language through actions: The complete teachers guidebook. The metho 'as esigne primarily for st% ents in the early stages of lang%age ac4%isition( Since comman s can !e ma e comprehensi!le to st% ents 'ith 2ery limite lang%age$ Asher %se comman s as the !asis for TPR( The teacher or a more proficient st% ent gi2es a comman $ emonstrates the comman $ an then st% ents respon physically to the comman ( Beca%se st% ents are acti2ely in2ol2e an not expecte to repeat the comman $ anxiety is lo'$ an st% ent foc%s is on comprehension rather than pro %ction( 5ence$ they emonstrate comprehension !efore their spea6ing s6ills emerge( After an intro %ction to 6ey 2oca!%lary$ st% ents 'atch a emonstration of the comman an then follo' the comman ( 7or example$ 8paper )teacher shows a stack of paper) a piece of paper )teacher holds up one piece)$ ta6e o%t )teacher does action with different objects) Ta6e o%t a piece of paper(9 Ne' 2oca!%lary is intro %ce an pre2io%s 2oca!%lary re2ie'e in a series of relate comman s( Ne' comman s are a e %ntil st% ents can respon to 2ariations of se2eral( S%mmary of the steps follo's: 0( St% ents 'atch emonstration of 6ey 'or s an then a comman %sing them( 1( St% ents listen again an 'atch as the teacher performs the action( 3( The teacher gi2es the comman an mo els the action again$ this time ha2ing st% ents perform the actions sim%ltaneo%sly( +( The teacher gi2es the comman to the gro%p 'itho%t mo eling the action( :( The teacher gi2es the comman to an in i2i %al 'itho%t mo eling the action( ;( The teacher mo els 2ariations < com!inations for the gro%ps( ,( St% ents perform 2ariations < com!inations( *( If some st% ents are rea y$ they gi2e comman s to classmates( TPR is a 'ell/6no'n !eginning ESL metho $ !%t TPR/!ase acti2ities can !e a apte an incorporate into mainstream or m%lti/le2el classes$ partic%larly in areas 'here 2isi!le irections can !e gi2en( It is 2ery helpf%l to ESL st% ents 'hen mainstream teachers incorporate TPR into their instr%ction( This is partic%larly easy to o in physical e %cation$ art$ an other classes 'here irections are commonly %se for 2is%al acts( E2en in science an math st% ents can gain a great eal of comprehensi!le inp%t thro%gh the %se of TPR( 7or example$ any science experiment can !e an opport%nity to in2ol2e !eginners thro%gh TPR( TPR also pro2i es a !ase for literacy e2elopment in the secon lang%age as st% ents learn to rea the comman s they follo'e ( A apte !y "eanette #or on$ Illinois Reso%rce &enter CHOOSING THE INSTRUCTIONAL FOCUS FOR TPR It is critical$ as for all instr%ction$ that the content chosen for any TPR lesson help st% ents meet a%thentic nee s( The examples liste reflect f%nctional classroom instr%ctions an !egin to also intro %ce the lang%age for math since ESL st% ents can profit from some math instr%ction e2en 'ith 2ery limite English s6ills( Too often$ the comman s many p%!lishe TPR lessons s%ggest o not pro2i e the lang%age that is most nee e !y ne' ESL learners( &omman s s%ch as: 8Snee=e$ giggle$ 'et yo%r lips$

scratch yo%r nose9$ an so forth are f%n !%t on>t incl% e 2oca!%lary$ content$ nor classroom irections that are partic%larly %sef%l to an ESL st% ent( 7%n comman s$ ho'e2er$ can !e incorporate 'hich %se f%nctional an p%rposef%l 2oca!%lary s%ch as$ 8?rite the ans'er on yo%r han (9 8?rite9$ 8ans'er9$ an 8han 9 are %sef%l for many classroom irections( 8Thumbs up9 an 8high five %se in the sample that follo's may not !e high fre4%ency 'or s in English$ !%t they help esta!lish a positi2e an s%pporti2e classroom en2ironment that is critical for re %cing anxiety an helping st% ents e2elop a sense of camara erie( O%tsi e of the ESL classroom$ these s%pporti2e signs may also !e one of the first 'ays an ESL st% ent 'ill try to comm%nicate 'ith a nati2e spea6er$ an these gest%res typically e2o6e a positi2e response( 7ollo'ing are samples of comman s that 'o%l re2ie' an expan %pon classroom proce %res an intro %ce content lang%age for a math class( The st% ents easily %n erstan the math in this sample an are learning the lang%age for 'hat they alrea y 6no'( TPR can also !e %se to teach ne' content( The teacher 'o%l contin%e to %se TPR an the math 2oca!%lary intro %ce in this sample to teach ne' concepts( 5o'e2er$ 'hene2er the concepts are ne'$ they 'o%l !e intro %ce first 'ith math manip%lati2es prior to %sing n%m!ers( In a TPR acti2ity$ only a!o%t , of the 'or s are ne'( It is important to re2ie' an !%il %pon the 2oca!%lary learne pre2io%sly( The ne' 'or s are highlighte ( In this sample ESL st% ents are 'or6ing in teams of + as they follo' the comman s( Ta6e o%t a piece of paper( Pic6 %p yo%r pen( ?rite yo%r name on yo%r paper in the %pper/right/han corner( ?rite an add 1 + + = @@@@ Raise yo%r han ( N%m!er 1s stan ( Sho' %s the ans'er 'ith yo%r fingers( &opy the problem 1 + 03 = ___( Sol e the problem! C"e#$ the pro!lem of the person next to yo%( &opy this add%&%o' problem( 1: + 3 = ___! 7irst$ add the n%m!ers on the right( ?rite a + %n er the 3( ?rite the 0 a!o2e the 1( A 0 an 1( ?rite 3 on the line in front of the +( &o%nt the n%m!ers in the problem( ( &o%nt the d%(%&) in each n%m!er( Loo6 at the add%&%o' problem) on the !oar ( N%m!er 3s$ go to the !oar an )ol e one problem! St% ents$ #"e#$ the ans'ers( +s$ congrat%late yo%r teammate( #i2e yo%r teammate a 8high/fi2e(9

E2eryone 'rite one add%&%o' problem on yo%r paper( Ase only 1 n%m!ers in yo%r pro!lem( Ase 0 or 1 igits in yo%r n%m!ers( Pass the paper to the right( Sol e the problem( Pass the paper to the right( &hec6 the ans'er( P%t yo%r 8th%m!s %p9 if the ans'ers are correct(

A) )&*de'&) +ollo, &"e #omma'd)- &"e. are 'o& a)$ed &o repea&! This re %ces anxiety an ena!les attention to !e foc%se on comprehension( Soon$ ho'e2er$ se2eral st% ents 'ill !egin to repeat 'or s$ phrases or sentences( As soon as some are comforta!le saying the comman s$ they may !egin gi2ing similar irections to other st% ents( The acti2ities that prece e this one 'o%l ha2e incl% e fe'er comman s$ shorter comman s an more limite 2oca!%lary( ?hen re2ie' is caref%lly incorporate into a se4%ence of TPR acti2ities$ complexity can increase 4%ic6ly( ?itho%t this type of re2ie'$ progress is 2ery slo'$ an st% ent retention is ramatically re %ce ( LITERACY WITH TPR FOR NEWCOMERS Once st% ents can follo' oral comman s$ this comprehensi!le an meaningf%l 2oca!%lary an context can !e %se to teach literacy( O'e o+ &"e ea)%e)& &"%'() +or a per)o' &o read %) a )%mple #omma'd )/"e 0*)& per+ormed! ( Since literacy rea iness in a secon lang%age 'ill !e etermine primarily !y literacy s6ills in the first lang%age$ there 'ill !e a 'i e range of performance in class e2en among the st% ents 'ith no prior English instr%ction( 7or a perio of time )%ni4%e to each st% ent- those 'ho are illiterate may not !e a!le to emonstrate many of the in epen ent literacy s6ills in the se4%ence of s%ggeste acti2ities that follo'sB ho'e2er$ st% ents 'ith lo'er s6ills are still !eing expose to 6ey concepts an principles relate to literacy( The follo'ing se4%ence is a s%ggestion for an ESL instr%ctor or ai eB ho'e2er$ mainstream teachers 'o%l !e a!le to replicate some of the acti2ities 'ith their ESL st% ents( Often mainstream st% ents can assist in pro2i ing the comman s an in 'riting them for ESL learners( 7or example$ as mainstream st% ents learn TPR strategies$ they can gi2e comman s$ mo el them$ an 'rite the comman s on 3 !y : car s( The ESL st% ent then ra's an accompanying pict%re of the action on the !ac6( POSSI1LE SE2UENCE OF LITERACY ACTI3ITIES 0( The instr%ctor shares the 'ritten form of some of the ne' 2oca!%lary( St% ents emonstrate %n erstan ing of each$ copy the 'or s in the 2oca!%lary section of their !in ers$ an ill%strate each 'or in a 'ay that is meaningf%l to them( Literate st% ents may a a nati2e lang%age translation( 1( #i2en a 'ritten list of the ne' comman s from an oral acti2ity$ st% ents follo' along as the instr%ctor rea s them( A classmate 'ill act o%t each comman to ins%re comprehension( In TPR it is 2ery !eneficial to %se a camera to recor st% ent action( St% ents ta6e t%rns ta6ing pict%res of classmates emonstrating each comman ( After the mo eling$ st% ents rea along 'ith the instr%ctor an then 'ith each other( They colla!orate to ill%strate the comman s for later %se( It is easy no' 'ith electronic cameras for st% ents to create their o'n se4%ences of pict%res 'ith relate comman s( 3( 7ollo'ing re2ie'$ st% ent pairs 'ill %se a set of comman s on sentence strips an ta6e t%rns rea ing an acting o%t the comman s( They 'ill then match the sentences 'ith their o'n ill%strations an se4%ence the comman s in a logical manner(

+( #i2en some !eginnings of sentences an the en ings of others$ st% ents 'ill colla!orate 'ith a partner 'ho has the missing en ings an !eginnings to com!ine the sentences( ?hen finishe they can se4%ence the com!ine sentences( :( #i2en a fill/in/the !lan6 acti2ity ma e from a meaningf%l se4%ence of comman s$ st% ents 'ill 'rite in possi!le 2oca!%lary( Some st% ents may nee a 'or !an6( ;( St% ents 'ho are rea y 'ill 'rite comman s ictate !y the instr%ctor( Others 'ill attempt to fill in the !lan6s in sentences as they are ictate ( Since st% ents are at a 2ery !eginning le2el of English$ one i ea is to ha2e them assess themsel2es !y first i entifying anything they i #orre#&l.$ rather than loo6ing for errors( They can %n erline their s%ccesses )an initial consonant$ a single 'or spelle correctly$ a capital letter or a perio $ the correct n%m!er of 'or s$ anything-( They can then expan on this correctness !y a ing to an Cor changing 'or s an p%nct%ation( ,( St% ents may then !e rea y to 'rite their o'n sentences or se4%ences an com!ine the 2oca!%lary in original 'ays( They can ill%strate their sentences an ha2e classmates match the ra'ings 'ith the sentences( The st% ents can also create fill/in/the/!lan6 acti2ities for other st% ents( *( A%thenticity an p%rpose is enhance if st% ents e2elop a class proDect( They can colla!orate 'ith their teammates to 'rite a meaningf%l se4%ence for a class !oo6( St% ents can list the se4%ences st% ie in class an each team can choose one( They %se copies of the pict%res ta6en of st% ents an 'rite a series of irections to accompany the selecte pict%res( The follo'ing are sample titles: 8Eirections for Opening a Loc6er9$ 8Being Prepare for &lass9$ 8Asef%l Eirections 7or &lass an #ro%p ?or69$ 8?ays to Enco%rage an Respect Others9$ 8Proce %res in the &afeteria9 8&ommon &omman s in Physical E %cation9$ 8Reporting an Emergency9$ 8&hec6ing O%t Li!rary Boo6s9$ an so forth( 3( As st% ents learn more English$ they can a entries to the !oo6( 7or example$ st% ents escri!e 'hat a st% ent$ or gro%p of st% ents 8isCare oing9 in relate pict%res( They might 'rite a!o%t 'hat one st% ent 8 oes e2ery ay9 to prepare for class$ an so forth( St% ents 'ill also !egin 'riting ialog%es that are rele2ant to the sit%ations pict%re ( The class contin%es to a to this !oo6 thro%gho%t the year 'ith pict%res of themsel2es an the accompanying text as they st% y other school sit%ations( #ra %ally more school content irections are incl% e s%ch as the irections for a science experiment or irections for %sing a comp%ter( 0.( St% ents can role/play an tape or 2i eo/tape responses to a series of comman s an ialog%es relate to ifferent sit%ations( They can pro2i e a 'ritten text to accompany the tapes an 2i eos( Nati2e English spea6ers )peer t%tors or 2ol%nteers- can assist in ins%ring acc%racy an comprehensi!ility of the pro %cts( The class !oo6 is a frien ly 'ay for st% ents 'ith lo' literacy s6ills to i entify 'ith literacy$ to re2ie' an experience peer mo eling$ an to emonstrate personal s6ills at the point of rea iness( At early stages an illiterate st% ent may !e copying comprehensi!le 'or s or sentences 'ritten !y a classmate an practicing letter formation an mo2ement from left to right !efore copying a sentence into the !oo6( Fet from the !eginning$ hisCher contri!%tions are part of the class proDect$ an photographs of the st% ent an Cor ra'ings one !y the st% ent are al'ays incl% e (

7or all learners$ rea ing an 'riting instr%ction 'ill imme iately foc%s on p%rposef%l acti2ities( E2en at !eginning stages$ in a ition to personal rele2ance$ st% ent proDects 'ill incorporate 'riting that !enefits others( 7or example$ the class !oo6s$ as 'ell as the 2i eos an tapes 'ith their accompanying text 'ill !e a 2al%a!le reso%rce for other st% ents 'ho enter the school later in the year as 'ell as for ne' st% ents the follo'ing year( Gany st% ents ha2e access to 2i eos in learning centers an in their homes( ?atching 2i eos of themsel2es an other classmates is 2ery pleasant home'or6 for a !eginning ESL st% ent( St% ents are often anxio%s to share this type of home'or6 assignment 'ith their parents( Gany nati2e spea6ers enDoy participating in pro %cing these 2i eos to pro2i e appropriate mo eling for some of the comman s$ to help incorporate a%thentic interaction$ an to e it the accompanying text( TPR IN LARGE OR MULTILE3EL CLASSES &OOPERATIHE SA##ESTION: It is often !eneficial for st% ents to participate in TPR acti2ities 'ithin gro%ps of fo%r( If there are not eno%gh manip%lati2es for each st% ent to ha2e hisCher o'n$ the teacher can gi2e irections to a esignate person in a gro%p( It is not as !eneficial in a large class to ha2e only one st% ent o an acti2ity that the rest of the class 'atches( E2en for comman s s%ch as: 8?al6 to the oor$9 or 8?rite on the !lac6!oar 9 can !e irecte to 8N%m!er 3$ 'al6 to the oor(9 Other'ise in a large class$ st% ents ha2e to 'ait too long for their t%rn( )See sample TPR acti2ities(GALTILEHEL SA##ESTIONS: In a m%ltile2el classroom$ the more a 2ance st% ents 'ill not respon to the TPR comman s since the acti2ity 'o%l !e too lo' le2el for them( 5o'e2er$ it is important to remem!er that they 'ill !e istracte !y the physical acti2ity in the room %nless they themsel2es are in2ol2e in an engaging acti2ity( One i ea is for these st% ents to %se the oral acti2ity as ictation practice( They may 'rite the comman s on the !oar as they are gi2en an peer e it their 'or6( Beca%se they are 'ritten on the !oar $ it is easy for the teacher to chec6 them( An alternati2e 'o%l !e to 'rite a escription of 'hat a st% ent 8is oing9( The teacher may as6 one of the more a 2ance st% ents to gi2e the comman s to the !eginners 'hile sChe chec6s the 'ritten 'or6( It is helpf%l if the teacher first i entifies the sentences 'ith errors an the st% ents colla!orate to fin an correct them( 7or errors st% ents are %na!le to fin $ the teacher in icates 'here the error occ%rs in the sentence$ an the st% ents try again( Th%s$ the teacher corrects only those errors that the st% ents cannot correct themsel2es( Once the sentences ha2e !een e ite $ the more a 2ance st% ents can ta6e t%rns rea ing the comman s as the !eginning st% ents follo' along or rea them an then perform the action( Another i ea is for the more a 2ance st% ents to ans'er more complex 4%estions( 7or example$ if a teacher incorporates TPR into a science experiment$ all st% ents follo' the TPR irections for con %cting the experiment( St% ents 'ith some lang%age s6ills are as6e to escri!e 'hat st% ents are oing as they o the steps of the experiment an ans'er simple 4%estions( The st% ents 'ith the most English lang%age proficiency ans'er more complex 4%estions an explain 'hy they are oing 'hat they are oing( 7or example$ they may explain the rationale for the hypothesis$ escri!e the controls an 2aria!les in the experiment$ an explain the res%lts( Prepare !y "eanette #or on$ Illinois Reso%rce &enter

TPR Sample4 Comm*'%&%e) POPULATION 1n / 3r gra e ESL st% ents$ 1 ne' arri2als$ most 'ith a!o%t 3 months in the co%ntry Stages of English Lang%age Proficiency: entering$ !eginning$ an e2eloping PURPOSE OF THE ACTIVITY To intro %ce ESL st% ents to 2oca!%lary relate to Illinois State #oals of Science I01( An Social Science$ #oal 0:( Theme: Comm*'%&%e) Big i ea: Comm*'%&. member) ,or$ &o(e&"er &o (ro,- prod*#e- pro#e))a'd prepare +ood! Essential concept: I'&erdepe'de'#e To re2ie' an reinforce 2oca!%lary from pre2io%s acti2ities on Pla'&)$ FoodCo')*mer) a'd Prod*#er) 3OCA1ULARY 5Ne, o#ab*lar. %' bold6 NOANS animal hen cat og see 'ater ,"ea& m%ll do*(" o2en ta!le 'ater HERBS help ma6e coo6 ta6e p%t eat plant gro' c%t (r%'d p%sh to%ch pay !%y money IEIOGS: 8p%t in9 8ta6e o%t9 8ta6e off9 PREPOSITIONS next to in on to o%t EJPRESSIONS than6 yo% please set the ta!le MANIPULATI3ES AN8 3ISUALS se4%ential pict%re !oo6s a!o%t planting$ gro'ing$ har2esting$ an processing 'heat an ma6ing !rea : What oes !nto "read# $ow "read is %ade# Wheat# &ifferent 'inds of "read )S%nshine Boo6s Science$ The ?right #ro%p- Wheat )Social St% ies Emergent Rea ers$ Scholastic- "read# "read# "read# !y Ann Gorris$ The Loaf of "read# (ee $ow !ts %ade# Go ern &%rric%l%m Press real see s$ real 'heat$ real flo%r )samples for each teamP%#&*re )e& +or ea#" &eam: each animal in the story of The Little )ed $en$ ta!le$ sto2e 'ith o2en$ 'heat$ 'heel!arro'$ !ag of flo%r$ mill$

plant +lo*r ,"eelbarro, mo2e 'ater m%7

SAMPLE COMMAN8S 5Im%&a&e a#&%o') ,%&" %)*al)!6 0( N%m!er 0$ p%t the hen next to the og( 1( N%m!er 1$ p%t the %c6 next to the cat( 3( N%m!er 3$ ta6e the og( Fo% are the og( +( N%m!er +$ ta6e the cat( Fo% are the cat( :( N%m!er 1$ ta6e the %c6( Fo% are the %c6( ;( N%m!er 0$ ta6e the hen( Fo% are the hen( ,( Eog$ p%t the see on the ta!le( *( 5en$ ta6e o%t the money( B%y the see ( 3( &at$ plant the see ( 0.( E%c6$ 'ater the ,"ea&( 00( E2eryone gro' from a see to ,"ea&( 01( E2eryone to%ch the ,"ea&( 03( 5en$ c%t the ,"ea&( 0+( &at$ p%t the ,"ea& in the ,"eelbarro,( 0:( Eog$ p%sh the ,"ea& to the m%ll( 0;( E%c6 p%t the ,"ea& in the m%ll( 0,( &at$ to%ch the m%ll( 0*( 5en$ to%ch the m%ll( 03( E2eryone (r%'d the ,"ea&( Gr%'d- (r%'d- (r%'d- (r%'d the ,"ea&( 1.( Eog pay the man in the m%ll! 10( &at$ ta6e the ,"ea& o%t of the m%ll( 11( 5en$ p%t the +lo*r in the ,"eelbarro,( 13( E%c6$ p%sh the +lo*r to the cat( 1+( &at$ p%t the +lo*r on the ta!le( 1:( E2eryone to%ch the +lo*r( 1;( 5en$ p%t 'ater in the +lo*r an ma6e the do*("( 1,( &at$ help m%7 the do*("( 1*( E2eryone help m%7 the o%gh( M%7- m%7- m%7$ the do*("( 13( 5en$ ma6e the !rea ( 3.( &at$ p%t the !rea in the o2en( 30( E%c6$ please help set the ta!le( 31( Eog$ ta6e the !rea o%t of the o2en( 33( 5en$ p%t the !rea on the ta!le( 3+( &at$ c%t the !rea ( 3:( E2eryone$ eat the !rea ( PROCE8URE 0( St% ents loo6 thro%gh the content/relate se4%ential pict%re !oo6s prior to !eginning the TPR acti2ity( As st% ents loo6 thro%gh the pict%res$ they tal6 'ith each other in their home lang%ages( St% ents 'ho o not ha2e a classmate 'ho spea6s hisCher lang%age sit 'ith the teacher an listen as sChe tal6s thro%gh some of the pict%res( 1( Teacher mo els as nee e ( Teams of st% ents )+ per team$ n%m!ere 0/+each ha2e a set of pict%res an colla!orate 'ith each other to physically follo' the comman s( 3( St% ents o not nee to repeat( 5o'e2er$ some st% ents may choose to repeat$ an more a 2ance st% ents may gi2e some of the comman s(

CONNECTIONS TO OTHER CURRICULUM Rela&ed TPR a#&% %&%e) &"a& pre#eded &"%) o'e9 Planting see s an oing plant nee s experiments Acti2ities that pre2ie'e rea ing !ig !oo6s a!o%t planting an caring for plants: *ust +ne (eed# ,ood ,rom -lants: .oncept (cience# The oat in the .hile -atch Acti2iites relate to !%ying$ preparing an ser2ing foo : going to the store$ setting the ta!le$ ma6ing a 2egeta!le sala $ eating a meal$ cleaning %p Acti2ities that pre2ie'e the !ig !oo6 /egetable (oup( Follo, *p a#&% %&%e)9 8Rea Alo% 9 the TPR comman s( 0Teacher or student teams choral read# students read if read1.) Listen to The Little )ed $en an rea along if rea y( Listen to or rea escriptions of se4%ential actions that reflect the se4%ence of gro'ing 'heat$ processing 'heat$ ma6ing an eating !rea ( Gatch escriptions 'ith the pict%res( Other TPR acti2ities: Ga6e p%ppets for The Little )ed $en$ role/play an participate as a!le %ring re/telling( 8Rea Alo% 9 the irections for ma6ing the p%ppets( Ga6e &hapatis$ an In ian !rea similar to tortillas$ 8Rea Alo% 9 irections( $ow "read is %ade )S%nshine Boo6s Science$ The ?right #ro%pIf not rea y to rea yet in English$ se4%ence pict%res of the process for ma6ing &hapatis( If rea y to rea $ match irections 'ith the pict%re se4%ence( &lassification acti2ities Se4%ence pict%res sho'ing pro#e)) +rom ,"ea& )eed &o bread! &lassify pict%res of ifferent 6in s of !rea in se2eral ifferent 'ays( &lassify 2oca!%lary as either relate to 'heat an !rea or not relate ( Eo a itional classification for !rea an 'heat 2oca!%lary in many ifferent 'ays( &lassify pict%res into t'o gro%ps$ 'heat pro %cts or not 'heat pro %cts( &lassify pict%res as grain pro %cts or not grain pro %cts( &olla!orate 'ith others on a poster sho'ing the prod*#&) of one grain( &olla!orate on a m%ral sho'ing the process from the 'heat see to !rea in a &rad%&%o'al #*l&*re an a moder' #*l&*re! Incl% e as many la!els as possi!le( Ide'&%+. ,"ere mo'e. %) 'eeded! &olla!orate 'ith the class on a Henn iagram comparing an contrasting the tra itional an technological metho s( &ontin%e prod*#er) a'd #o')*mer)$ emphasis on math acti2ities relate to pro %cing$ processing$ selling an !%ying foo (

Prepare !y "eanette #or on$ Illinois Reso%rce &enter

TPR Sample Le))o'4Co')er a&%o' Prepared 1. 8ebora" 1o&" )'ith permission for %se !y the Illinois Reso%rce &enter to share 'ith teachers as a sample-

Population (Grade/s and levels of ESL)1st and 2nd grade native language S anis! students in "ilingual #lassroo$% Stages of Englis! Language &rofi#ien#'( entering) "eginning) and develo ing
P*rpo)e o+ &"e a#&% %&. To intro %ce st% ents to English 2oca!%lary relate to Illinois State #oal Science I 03 B( 0c an Eistrict :+ En2ironmental A'areness ProgramCNat%re &enter fiel trip! T"eme9 &onser2ation 1%( %dea9 5%man !eha2ior affects the earth an o%r nat%ral reso%rces( E))e'&%al #o'#ep&)9 Re %ce$ re%se an recycle( 3o#ab*lar. )ne' 2oca!%lary in !ol No*') airplane for6 b%' gar!age !oy girl flo'ers 0ar father 0*( (la)) 3erb) co%nt rin6 loo6 point rea 'ash mil6 mother paper ta!le pla)&%#

p%t ta6e pic6 )%p6

re*)e re#.#le red*#e

Ma'%p*la&% e) a'd %)*al) ?here oes the trash goK SEI:+ Science Anit ?e ta6e care of the Earth The Earth an I 7ran6 Asch Pict%res of gar!age %mps$ tr%c6s$ an lan fills &oncrete items for each team: plastic for6$ glass Dar$ plastic D%g$ one sheet ne'spaper$ gar!age can$ !l%e recycle !in Pict%re set for each team: !oy$ girl$ mother$ father$ flo'ers Sample comman s 0( N%m!er 1 ta6e the girl( Fo% are the girl( 1( N%m!er 1 ta6e the !oy( Fo% are the !oy( 3( N%m!er 3 ta6e the mother( Fo% are the mother( +( N%m!er + ta6e the father( Fo% are the father( :( Boy$ pic6 %p the pla)&%# for6( ;( #irl$ 'ash the (la)) Dar( ,( Gother$ rin6 all the mil6 from the pla)&%# 0*(( *( 7ather$ rea the paper( 3( Boy$ p%t the pla)&%# for6 in the gar!age( 0.( #irl$ p%t the (la)) 0ar in the gar!age(

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00( Gother$ p%t the plastic for6 in the gar!age( 01( 7ather$ p%t the paper in the gar!age( 03( E2eryone$ loo6 at the gar!age( 0+( E2eryone$ co%nt the things in the gar!age( )one$ t'o$ three$ fo%r0:( E2eryone$ loo6 at the re#.#le b%'( 0;( E2eryone$ co%nt the things in the re#.#le b%'( )=ero0,( Boy$ red*#e the gar!age( Ta6e o%t the pla)&%# for6 an 'ash it( 0*( #irl$ red*#e the gar!age( Ta6e o%t the (la)) 0ar an gi2e it to the mother( 03( Gother$ red*#e the gar!age( Ta6e o%t the pla)&%# 0*( an 'ash it( 1.( 7ather$ red*#e the gar!age( Ta6e o%t the paper an ma6e a paper airplane( 10( Boy$ re#.#le the spoon an p%t it !ac6 on the ta!le( 11( #irl$ re*)e the glass Dar an p%t flo'ers in it( 13( Gother$ re#.#le the pla)&%# 0*( an p%t it in the b%'( 1+( 7ather$ gi2e the paper airplane to the !oy( 1:( E2eryone$ loo6 at the gar!age( 1;( E2eryone$ co%nt the things in the gar!age( )=ero1,( E2eryone$ loo6 at the re#.#le b%'( 1*( E2eryone$ co%nt the things in the re#.#le b%'( )one13( #irl$ point to the pla)&%# 0*( 'e re#.#led( 3.( Boy$ point to the pla)&%# for6 'e 'ill re*)e( 30( Gother$ point to the (la)) 0ar 'e re*)ed( 31( 7ather$ point to the paper 'e re*)ed( 33( E2eryone$ point to the gar!age 'e red*#ed( Co''e#&%o' &o o&"er #*rr%#*l*m Rela&ed TPR a#&% %&%e) &"a& pre#eded &"%) o'e9 Ase TPR to pre2ie' the poem$ 8Eirt ma e my l%nch9( The 5ampton Bro'n poster an sing/along from !nto 2nglish connects earth$ soil$ an irt to animals$ plants an things 'e eat$( Roc6s to soil TPR acti2ity to mo ify a SE I:+ Science acti2ity Ase TPR to pre2ie' the poem 8The San 'ich9/ The 5ampton Bro'n poster an chant from !nto 2nglish connects foo 'ith plants an sho's examples of glass an plastic Eisc%sse comm%nity 'or6ersCgar!age collectors Follo, *p a#&% %&%e)9 Ase istrict :+ reso%rce material: 8?hat is a lan fillK9 8?ays yo% can re%se an recycle9 8?hat>s in the trashK9 Rea *ust a &ream !y &hris Han Alls!%rg$ an The Lora3 !y Er( Se%ss Rally ta!le/recycling 2oca!%lary an pict%res &lassify pict%res of o!Dect in ifferent 'ays: Things I recycle$ things I on>t$ Things 'e alrea y recycle in the classroomChome$ an 'hat 'e co%l also recycle &olla!orate on Henn iagram/items that are plastic$ glass$ or !oth Sort an prioriti=e pict%resC2oca!%lary/things 'e sho%l recycle Ga6e recycle !ins$ 'rite an rea /alo% the irections(

+a,e #lassroo$ osters a"out -!' -e re#'#le%

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