Social Studies Strategies (Realia Strategies)

Social Studies Strategies 

10. Realia Strategies 
Realia is a term that describes real things that are used to draw background knowledge for vocabulary. 

• The teacher will begin with identifying opportunities to use realia in the classroom.
• Then the teacher will collect realia, either from the students or alone. 
• The teacher will then begin to build a library of realia in the classroom.
• The teacher could use field trips as realia.
• The teacher could use the students finding realia as a assessment. 

Ways the teacher could implement this in the classroom:

1. Taking students to a museum
2. Having the students bring things from home that represent the social studies topic at the time
3. Have students journal about objects that could benefit the idea of realia in the classroom based on that topic. 

What Realia may look like in the Classroom: 

Social Studies Strategies (Cohesion Links)

Social Studies Strategies 

9. Cohesion Links
Cohesion links are the important parts of written and spoken paragraphs that connect sentences, to make them whole. 

• The teacher will be with using a sample paragraph.
• The teacher will read one sentence at a time.
• The teacher will finish modeling that paragraph and then allow the students to practice it in pairs.
• The teacher will review the connections on the overhead projector or whatever technique it takes to present it to the class. 
• The teacher will assess students progress on a regular basis with this strategy. 

Worksheets that practice this strategy:

Link to website for practice/; http://www.uefap.com/writing/exercise/exwripar.htm

Social Studies Strategies (Cooperative Learning)

Social Studies Strategies 

8. Cooperative Learning 
Cooperative Learning is a term used for a collection of strategies in which students work together to accomplish a group task.

• The teacher will begin with assigning the students to groups.
• The teacher will then assign the roles within the groups. 
• The teacher will then assign the task.
• The teacher will then walk around to ensure full participation. 
• Then the teacher will allow the groups to summarize what they did, in a discussion with the whole class.
• Then the teacher will take the time to examine the groups progress. 

Pictures of what this looks like in the classroom: 

The students can work in these groups for social studies to create a timeline for an event: 

Social Studies Strategies (Reporting Back)

Social Studies Strategies 

7. Reporting Back
Reporting Back is a strategy that supports students in bridging the gap between spoken and written language. 

• The teacher begins with preparing the students for action.
• Then the teacher will have the students listen as they verbalize the actions.
• The teacher will allow for verbal practice.
• The teacher will Celebrate the students achievements in the activity.
• The teacher will have the students write their reports. 
• The teacher will monitor students progress.  
• The teacher will evaluate how effective the activity of reporting back was. 

Graphic Organizer to help students find important information to report back on.

Social Studies Strategies (Leveled Questions)

Social Studies Strategies

6. Leveled Questions
Leveled Questions are used when teachers adapt the way they ask questions so that students can respond to them according to their language acquisition stage. 

• The teacher will begin with observing and documenting the students language levels.
• Then the teacher will gather materials.
• Then the teacher will plan the questions.
• Then the teacher will involve all the students in planning the questions.
• The students will then be allowed to answer the questions.
• The teacher will assess the progress and monitor the students. 
• The teacher will have a rubric to self check their levels of creating questions. 

Ways to Create Questions: 

Social Studies Strategies (Cultural Studies)

Social Studies Strategies 

5. Cultural Studies
Cultural Studies are studies in which students research and share information about their own personal cultural history. 

• The teacher begins with finding an age appropriate project.
• The teacher then sets up goals for the project.
• The teacher makes the expectations for the project clear.
• The teacher plans the activity.
• The teacher assess the students growth and progress through the process. 
• The teacher may decide to add technology. 

Worksheets/Projects: 

Social Studies Strategies (Cognate Strategies)

Social Studies Strategies

4. Cognate Strategies 
Cognates are words in two languages that share a similar meaning, spelling, and pronunciation. 

• The teacher will begin by looking through the lesson being taught and find all the cognates. 
• The teacher will then teach the words in both English and Spanish, while providing the meanings. 
• The teacher will then focus on the differences of the words in the two languages.
• The teacher will post the cognates in the classroom as they are studied. 
• The teacher will observe the students and how the are adapting to knowing the difference. The teacher will then decide what need to be retaught. 
• Have students write in their journals using these cognates. 
• The teacher will then evaluate themselves on the use of cognates. 

Worksheets :

Social Studies Strategies (Read Aloud Plus)

Social Studies Strategies

3. Read Aloud Plus 
Read Aloud Plus is a strategy that can be used whenever students must read "tough text". 

• The teacher will begin with pre-reading and finding the support materials.
• The teacher will explain the process to the students.
• The teacher will read and clarify the vocabulary and difficult sections of the text.
• Then the teacher will engage the students actively in the activity.
• The teacher will review all of the key concepts.
• The teacher will assess and monitor students growth with this activity. 

Worksheets that can work for this strategy:

Social Studies Strategies (GIST)

Social Studies Strategies 

2. GIST 
GIST is generating interaction between schemata and text, this is a strategy for supporting comprehension of informational text. This is very helpful when the students have to read long text and need to get to the gist of it. 

• The teacher will begin with identifying appropriate text that will work for finding the GIST.
• The teacher will then group the students.
• The teacher will demonstrate finding the point of a certain section.
• The teacher will discuss what a summary sentence is and how to write one.
• The teacher have the students read and summarize within their groups. 
• Then the class and teacher will compare summary sentences. 
• The teacher will assess and document students participation. 

Video Link of a entire lesson and Getting the GIST: 

Link: https://www.youtube.com/watch?v=KJicIqI3Esg

Worksheets:

Social Studies Strategies (Advanced Organizers)

Social Studies Strategies 

 1. Advanced Organizers 
Advanced Organizers are brief presentations of abstract concepts given before a lesson to help learners make connections between their existing knowledge and the new information being presented.

• The teacher will begin by identifying the main topics in the lesson that need to be taught.
• The teacher will design away to connect prior knowledge with the new information being taught.
• The teacher will then present the advanced organizer.
• The teacher will begin teaching the new information.
• The teacher will assess the students understanding of the new knowledge. 

Graphic Organizer Ideas for the Classroom:

Social Studies Standards

Social Studies Standards

1. 5th Grade:

SS.5.A.2.1:Compare cultural aspects of ancient American civilizations (Aztecs/Mayas; Mound Builders/Anasazi/Inuit).

2. 6th Grade: 

SS.6.E.1.1:Identify the factors (new resources, increased productivity, education, technology, slave economy, territorial expansion) that increase economic growth.

3. 7th Grade:

SS.7.C.2.11:Analyze media and political communications (bias, symbolism, propaganda).

4. 8th Grade: 

SS.8.A.1.5: Identify, within both primary and secondary sources, the author, audience, format, and purpose of significant historical documents.

5. 9th Grade: 

SS.912.A.1.5 :Evaluate the validity, reliability, bias, and authenticity of current events and Internet resources.

ESOL Performance Standards:

1.1.c: Use a range of resources in learning about the cultural experiences of ELLs and their families to guide curriculum development and instruction.

1.1. f: Understand and apply knowledge about concepts related to the interrelationship between language and culture for students from diverse backgrounds and at a varying English proficiency.

2.1.a : Demonstrate knowledge of the components of language and understanding of language as an integrative and communicative system. 

2.1. c: Demonstrate knowledge or rhetorical and discourse structures as applied to second language and literacy learning. 

2.1. e: Identify similarities and differences between English and other languages reflected in the ELL students population. 

Math Strategies (Attribute Charting)

Math Strategies 

10. Attribute Charting 
Attribute Charting is a way of visually organizing information to support students understanding of the attributes of the concept being studied. 

• The teacher will begin with choosing a concept to be charted.
• The teacher will then discuss the attribute /traits.
• The teacher will explore the materials.
• Then the teacher will use the charted material.
• Once it is mastered on paper the teacher will add technology to complete the charts. 

Worksheets of Charting in Math: