Social Studies ESOL Strategies

Strategy 1:

SS.2.C.1.1 Explain why people form governments.

ELD. K12.ELL.SS.1 English Language learners communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies.

Visual Scaffolding: Providing Language support through visual images

Visuals are very important for ESOL students. A topic such as social students and government can seem very confusing especially when it is not being presented in your first language. In order to create a visual scaffolding lesson for social studies teachers need to: identify the vocabulary that is going to be used in the lesson, collect visuals, reproduce and organize the visuals, engage the students, and build a file of ongoing pictures. For a social stuides lesson on governemnt I provided the students with a video explaining the different roles in government and why people form governments. Throughout the video the student's will be encouraged to write down any questions as well as new vocabulary they want to know.

https://www.youtube.com/watch?v=vdh9xo47OWM

Source: Herrell, A., & Jordan, M. (2012). Visual Scaffolding: Providing Language support through visual images. In 50 strategies for teaching English language learners (4th ed.). Boston, MA: Pearson.

Strategy 2:

SS.2.C.1.2 Explain the consequences of an absence of rules and laws

ELD. K12.ELL.SS.1 English Language learners communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies.

Vocabulary Role-Play: Building Vocabulary through dramatization.

This can be done with several social studies lessons however I think it would be fun and interesting to see the students' act out what they think would happen if rules and laws were not in place. In the beginning of the lesson I would have students verbalize ideas on what they think would happen. Then the students' would be put into groups of 3 or 4 and have to act out a scene that would happen because no rules and laws were in place. They would be given a few new vocabulary words that would need to be integrated into the lesson. For example: rules, law, and government. Vocabulary role play helps ESOL students identify key vocabulary, teach the lesson or through reading a book, connect with the experiences, plan to use the words in the drama, and perfom in front of their peers. This helps ESOL students also by connecting with new vocabulary and seeing how it is used in real-life application.

Source: Herrell, A., & Jordan, M. (2012). Vocabulary Role-Play: Building Vocabulary through dramatization. In 50 strategies for teaching English language learners (4th ed.). Boston, MA: Pearson.

Strategy 3:

SS.2.C.22 Define and apply the characteristics of responsible citizenship

ELD. K12.ELL.SS.1 English Language learners communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies.

Story Reenactment: Making Stories Come to Life!

The strategy involves creating props and reenacting stories so that the ESOL students' can utilize the language from the book that they have already heard, read, or comprehended. Acting the information out helps them to comprehend and retain the information a lot better and for a lot longer. Children's play and story reenactment can involve teachers, students, and props all in the same story. First the story needs to be read to the students, then retold, then the props and groups need to be assembled, then the acting of the retelling can take place. For a social studies lesson this can be done for many lessons. This specific lesson can teach the students' how people in the community play a huge role in school and in potentially the lives of the students'. The students' can pick and influencial person from the community and research who they are. Then the students will have to reenact their jobs as well as their role in the community. These people can be: police officers, fire mens, city council, teachers, etc. Each student will have their own person in the community however the students' will act them out in groups depending on who they are. This is great experience for the ESOL students with the English Language.

Source: Herrell, A., & Jordan, M. (2012). Story Reenactment: Making Stories Come to Life! In 50 strategies for teaching English language learners (4th ed.). Boston, MA: Pearson.

Strategy 4:

SS.2.G.1.2 Using maps and globes, locate the student's hometown, Florida, and North America, and locate the state capital and the national capital.

ELD. K12.ELL.SS.1 English Language learners communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies.

Total Physical Response and Total Physical Response Storytelling (TPR and TPRS): Integrating Movement into Language Acquisition.

This strategy helps student's to locate where they live as well as see where their classmates came from. This helps student's to listen and acquire the receptive language before they attempt to speak it. They begin to develop the language by understanding through moving their bodies, and being active in the classroom. They are also developing their language through the activity by the development of oral language through talking with peers. It enhances total physical response and helps students gain confindence in classroom participation. I would have each student locate where they came from on the map and name the state or country as well as capital. It would be an interactive strategy.

Source: Herrell, A., & Jordan, M. (2012). Total Physical Response and Total Physical Response Storytelling (TPR and TPRS): Integrating Movement into Language Acquisition. In 50 strategies for teaching English language learners (4th ed.). Boston, MA: Pearson.

Strategy 5:

SS.2.A.1.2 Utilize the media center, technology, or other informational sources to locate information that provides answers to questions about a historical topic.

ELD. K12.ELL.SS.1 English Language learners communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies.

Bilingual Books and Labels: Supporting Biliteracy Awareness

Using outside sources to incorporate into a social studies classroom is so important. It is important to use bilingual books and books from other cultures. Also books written in the native language of the ESOL students should be presented to the class. Teachers should bring awareness to these books and encourage the students to read with their parents at home as well. Mulitple languages, cultures and traditions need to be used in the classroom. This can easily be done in Social Studies by having students explore and read differnt book on their own in and outside of class. One example is to assign non-fiction mini books to the students to hvae them learn some Spanish and experience other cultures through literacy.

Source: Herrell, A., & Jordan, M. (2012). Bilingual Books and Labels: Supporting Biliteracy Awareness. In 50 strategies for teaching English language learners (4th ed.). Boston, MA: Pearson.

Strategy 6:

SS.2.A.2.4 Explore ways the daily life of people living in Colonial America changed over time.

ELD. K12.ELL.SS.1 English Language learners communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies.

Repitition and Innovation: Exploring a Book to Deepen Comprehension

For this activity I had my students in groups exploring differnt books in order to learn more about Colonial America. The student's will be in groups and will have to write down specific facts about Colonial America. This strategy incorporates the text's vocabulary and concepts of the student's writing new vocabulary. It helps the students to read and review the text and work with a partner. They are able to play with words and create their own wall stories.

Source: Herrell, A., & Jordan, M. (2012). Repitition and Innovation: Exploring a Book to Deepen Comprehension. In 50 strategies for teaching English language learners (4th ed.). Boston, MA: Pearson.

Strategy 7:

SS.2.A.2.2 Compare the cultures of Native American tribes from various geographic regions of the United States.

ELD. K12.ELL.SS.1 English Language learners communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies.

KWL and Data Charts: Researching and Organizing Information

Charts such as the KWL and Data Charts can be used for almost any information and subject area. For this lesson the students will fill out the K of the chart on information that they already know about the Native Americans and tribes of the U.S. They will also fill out the W for what they want to know. Then after the lesson they will fill out the L of the chart filling what they learned. The chart is a good assessment tool for all students. It also helps the students to organize their information and keep lists.

Source: Herrell, A., & Jordan, M. (2012). KWL and Data Charts: Researching and Organizing Information. In 50 strategies for teaching English language learners (4th ed.). Boston, MA: Pearson.

Strategy 8:

SS.2.A.1.2 Utilize the media center, technology, or other informational sources to locate information that provides answers to questions about a historical topic.

ELD. K12.ELL.SS.1 English Language learners communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies.

Mulitmedia Presentations: Oral Reports for the New Millennium

Media and technology is a great strategy to incorporate and use oral reports for the students. The approach is for both learning and teaching. Students benefit because the media adds context to the topic. Technology allows exploring, synthesizing and summarizing. Students will create a multimedia, oral report on a historical topic of their choice.

Source: Herrell, A., & Jordan, M. (2012).Mulitmedia Presentations: Oral Reports for the New Millennium. In 50 strategies for teaching English language learners (4th ed.). Boston, MA: Pearson.

Strategy 9:

SS.2.A.3.1 Identify terms and designations of time sequence.

ELD. K12.ELL.SS.1 English Language learners communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies.

Creating a Timeline

Using the website or their own resources the students will create a timeline of history. They will begin with the Native Americans until present day. The students will need to identify at least 10 events with descriptions and pictures. This is a good interactive strategy for the ESOL students. It gives a visual aid of the information as well as interaction with peers.

Source: https://www.hstry.co

Strategy 10 :

SS.2.A.1.1 Examine primary and secondary sources

SS.2.c.2.5 Evaluate the contributions of various African Americans, Hispanics, Native Americans, veterans, and women.

ELD. K12.ELL.SS.1 English Language learners communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies.

Creating a Bibliography

The students will have the opportunity to create a bibliography of a important person in history or their community. They will have to describe the person and their role in the community or history. The students will also present their bibliography to the class. This activity focuses on the students using outside sources to find information as well as learning about the people in history in their community. ESOL students will have the opporunity to share about someone who was affected their history or where they came from.