Cyndi Kappas

ELAR/Social Studies 4-8 Instructional Strategies

Tarleton State University

EDUC 5315

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 Social Studies 4-8 Instructional Strategies

1- Build conceptual understandings- By delving into other cultures

and learning how they live; the student can gain understanding into global societies by
learning how citizens participate in their community and gain a sense of belonging. As they
explore how others live, they gain an understanding of the nature of humanity and the
problems that can arise when cultures collide. “Concepts help learners to organize new
information by categorizing groups of facts according to patterns of similarity and
difference. This process is a method of enabling students to develop their own way of
viewing the world” (Stoll, Fink, and Earl, 2003, p.58).

HOW TO USE-
1. Pretest understanding and knowledge of the specific topic from the student before
implementing this strategy. It will help to determine their comprehension level.
2. The student will consider the values, beliefs, and diversification in cultures to develop
conceptual understanding through social inquiry.
3. As they explore how others live, they gain an understanding of the nature of humanity
and the problems that can arise when cultures collide.
4. Create open ended questions that require thoughtful responses on topics that include
conflict and resolution between cultures they are studying.

WHEN TO USE:

1. This is beneficial when learning about any wars the United States has been involved in. It
gives the student the ability to see both sides of the story and how cultures were affected
by the outcomes.
2. This strategy helps the student explore other cultures around the world and gain
perspective through global views such as the effect of the Great Depression on a world-
wide level.
3. The student can use conceptual understanding when studying the economic impact on
other cultures that are involved in conflict with the United States.
4. Conceptual understanding is important when studying about immigration and the
conflicts that arise when there is little tolerance or acceptance of other cultures such as
the Civil Rights Movement.
5. This can be used when learning the impact that the railroads had on the plight and
eventual demise of the American Indian.

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VARIATIONS-

1. The students can work in groups, each exploring a different event in the United States
and how cultures collided, analyzing the outcome for both sides that were involved
2. The teacher can bring in a guest that has been affected by changes brought on through
cultural conflict and speak to the importance of becoming a global citizen that
participates in the peaceful merging of views and ideals.
3. The students can share their own views on the importance of tolerance and acceptance of
other cultures and how they can contribute as a global citizen.

2-Social inquiry
“Through social inquiry, students ask questions, gather information, and examine the
background to important societal ideas and events. They are able to explore and analyze
values and perspectives relating to these ideas and events; and develop understandings
about issues and the ways that people make decisions and participate in social action” (The
New Zealand Curriculum, p.30).
HOW TO USE-
1. Social inquiry is a process that allows the student to explore and examine issues and ideas
of a particular society. The students will develop questions, do research, and examine the
issues pertaining to society. They will explore and analyze people’s values and
perspectives;
2. The teacher will assist the students by asking open ended questions that help the student
critically think and reflect on the reasons why people participate the way they do in their
culture and society.
3. The student will reflect and evaluate why the information is relevant to them and what
they can learn from it (New Zealand Curriculum).

WHEN TO USE:
1-Students can use this to analyze and explore characteristics of human society on a
global or regional basis.
2-Teachers can use this strategy when asking students to research other cultures through
specific topics throughout the course of lessons
3- The teacher can use this as a method to have students evaluate the perspectives of
other cultures and how they are viewed in by the world.
4-Students can use the social inquiry approach to see how history could have different
outcomes in specific events.
5-Teachers can set up the social inquiry approach when asking students to research past
cultures and contrast them to current cultures.

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VARIATIONS-
1-”Through the course of the social inquiry process, students revisit concepts and conceptual
understandings by examining them with a different emphasis and in a variety of contexts and
settings” (Ministry of Education, 2008)
2-Teachers can use the social inquiry approach to explore various aspects of cultures.
3- Students can work in groups to ask each other open ended questions and delve into their own
schema of cultures in their own families.

3-Structured Academic Controversy- Gives the students a platform to

address issues that require critical thinking in a way that is productive and positive. It
helps with a higher order of Bloom’s Taxonomy by building on their analyzing skills. It
helps the student to develop listening skills and consider others’ viewpoints that is vital to
becoming a global citizen and understanding the diversification of cultures.
HOW TO USE-
Introduction- The teacher set the rules for the deliberation and introduces a question on a specific
topic.
1. Careful reading of the text- The students will read the material in small groups or
individually to gain understanding of the topic.
2. The students agree on several facts that they find interesting
3. Clarification- The teacher will check for understanding of the question.
4. Presentation of Positions- The students will work in their small groups that are divided
into pairs that are labeled A and B. Each pair is to take a particular position that will
result in them saying YES to the question posed by the teacher. The students that are
labeled B find reasons to say NO to the question. The A’s teach the B’s two reason that
the question should be a YES and the B’s teach the A’s two reasons why the answer to
the question should be a NO.
5. The pairs then reverse their position. The pairs should select the best reasoning they
heard from the opposing team and add to that reason with one they come up with on their
own.
6. They enter a Free Discussion by dropping their group opinions and make a personal
choice decision based on the evidence they heard and logic.
7. The teacher leads the class in a whole group discussion to reach a level of deeper thinking
and understanding of the question.
8. Student Reflection- The students will complete a reflection form as an informal
assessment

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WHEN TO USE-
1. This can be used when examining the different outcomes of conflicts and how it affected
specific cultures that were involved in the conflicts
2. It can be used as the student learns how progress can change opinions on certain topics
and issues surrounding progress
3. Teachers can use this as a tool to guide the students to think ‘outside the box’ and
consider other ways that differences can be handled peacefully as they study the Civil
Rights Movement, segregation, or any civil unrest that led to clashing of cultures.
4. Students will learn that others opinions matter and there are many viewpoints as they
study government locally and nationally in social studies.
5. This can be used a debate tool as students learn about economic changes and how
ecological struggles collide with economics in Texas pertaining to the oil industry
regarding fracking and off-shore drilling.
VARIATIONS-
1. The students come up with their own question and pose it to the class.
2. The students select a topic from current events and poise questions based on multiple
opinions.
3. The students ask guest speakers to come and give their views on a selected topic, after
which, the students get into groups and defend one side or the other.

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 ELAR 4-8 Instructional Strategies

1-READERS AND WRITERS WORKSHOP: This focuses on

students as readers and writers with an emphasis on mentoring while working in a
collaborative environment. It is student centered and allows the student to take control of
their own learning process.

HOW TO USE:

1.There is a mini-lesson that lasts about 10-15 minutes where the teacher models a reading or
writing strategy that s(he) will have the students do. The Teacher can check for prior schema
before starting.
2.Guided or independent student practice will last 40- 45 minutes. The student will adapt the
modeled strategy in small groups or individually. The teacher will take notes and give support to
learners who might be having difficulty with the predetermined strategy.
3.Reflection- This takes 5-10 minutes and consists of the class coming back together as a whole
and sharing what they learned. They will reflect on whether the strategy worked for them or not.

WHEN TO USE:

1. This can be used when students are struggling in reading and writing as a small group
activity
2. Students who are ELL’s will benefit from a reading and writing workshop as the material
can be tailored to their needs
3. Students who have learning disabilities will benefit from this instructional strategy as
they can go at their own pace since they are in charge of their own learning progress.
4. Students can use this as a tool to gain understanding of the concepts of reading and
writing and elevate their understanding through peer support.
5. The teacher can use this to check for retention of information and to help students build
schema on reading and writing strategies.

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VARIATIONS-

1.Students can select their own material to introduce to their reading group
2.The student can use a reflective journal to keep track of what strategies work for them
and gain understanding.
3.The teacher can ask the students to work as a tutor buddy to help by pairing different
levels of readers together.

2- Encourage independent reading: Students are encouraged to select the

books that they read based on their current level of reading, not above their level.

HOW TO USE: 1.
The teacher models how to select a book for reading.
2.Students read for 30 minutes each day and keep a reading journal that they log their progress
into.
3.It helps the student build stamina as they acquire reading skills

WHEN TO USE:

1. The teacher can implement this strategy at the beginning of the year to set up good
reading habits
2. It will help the student take control of their own learning progress as they gain
independence as readers
3. It is a great strategy when teaching ELL’s as they can gain understanding of the language
through exploring books on topics that they find interesting
4. It is a good strategy to use with struggling readers as it takes pressure off them to get to
the next level and allows them to read for pleasure at their own pace
5. It teaches accountability when teaching self-monitoring to students

VARIATIONS:

1. The teacher allows the student to select the style of book that they read as in graphic
novels, or coloring style of books
2. The student writes summaries or word webs based on their selected readings
3. The teacher has the students read with a peer buddy, sharing their books with each other.

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3-Self- Questioning: Teaching with Technology: This type of
strategy engages the struggling learner by allowing them to self-monitor their
understanding of the passage. This strategy helps the learner engage in self- questioning
techniques that will increase their comprehension and allow for higher order thinking by
asking thoughtful questions. This is incorporated with various technology, which
strengthens technology skills, as well.

HOW TO USE:

1.Model Clear Explanations by defining literal, inferential, and evaluative questions.

These are the three basic types of questions that readers can ask to help them comprehend
what they are reading.” Literal questions: The answers are "right there" in the text (e.g.,
details, key works, main idea, core concept). Inferential questions: To find the answers,
readers must think deeply and use context clues to look beyond what is stated outright.
Evaluative questions: Readers must consider different perspectives, make a judgment,
and/or take a position” (Institute of Education Sciences, 9, 2010).

2. Let the student know that they can use many avenues to ask questions. They can write
in the margins of the passage, use a computer to take notes, making a recording, create a
word map, or talk it over with a peer partner.

3.Model for the students the example that the teacher created. This example would be a
four-column chart that they would use to note their questions that they have before,
during, and after their reading of the passage. They should use headings like: What do I
know about my topic? What am I learning and what do I want to know? (IES,2010).

4.Give the students strategies and models that show them the types of questions they
would ask themselves before, during, and after the reading: Does what I am reading make
sense? What am I supposed to be learning? Where am I getting stuck? How does this
relate to what I already know? What am I learning? (American Institute for Research).
PowerUp What Works.

5.Model the types of questions they would ask before they start to read and then
questions they need to ask at the end to check for understanding. Use core course texts to
show that these self-questioning techniques can be used across their entire curriculum.

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When to Use:

1.This technique is very beneficial when teaching ELL’s that struggle with comprehension in
reading.
2.This can be used when scaffolding the guided reading practice to help students gain
understanding of the passage.
3.This can be used during the independent practice portion of a lesson.
4.Teachers can use this strategy to build upon what they already know to introduce new material.
5.This can be used with the beginning to intermediate ELL who may struggle with concept
differences between our languages.

VARIATIONS:
1. Students can use this as a peer buddy strategy and ask each other questions
2. The teacher can pose a word wall of questions that the students can select from
3. The students can create a questionnaire that they will keep in their reading journal/diary as a
resource for future reading projects.

References:

American Institutes for Research. Institute of Education Sciences. Retrieved on March 13, 2019
from: https://ies.ed.gov/ncee/wwc/PracticeGuide/14

American Institutes for Research. Institute of Education Sciences. PowerUp. What Works. Self-
Questioning. Teach with Tech. Retrieved on March 13
from: https://powerupwhatworks.org/strategy-guide/self-questioning-teach-tech

Institute for Education Sciences: What Works Clearinghouse. (2010, September). Improving
Reading Comprehension in Kindergarten Through 3rd Grade. Retrieved on March 14,
2019 from: https://ies.ed.gov/ncee/wwc/PracticeGuide/14

Mansaray, H. Nine Strategies for Reaching All Learners in English Language Arts. Edutopia.
(May 22, 2013).Retrieved on March 11, 2019 from:https://www.edutopia.org/blog/stw-
expanded-learning-time-individualized-learning-hassan-mansaray

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Ministry of Education: Te Kete Ipurangi.(2007). The New Zealand Curriculum Online. Retrieved
on March 13, 2019 from: http://ssol.tki.org.nz/Social-studies-years-1-10/Teaching-and-
learning/effective_teaching_in_social_studies/Social-inquiry/Approaches-to-Social-
Inquiry

Ministry of Education: Te Kete Ipurangi. (2008). Building Conceptual Understandings in the

Social Sciences Approaches to Social Inquiry. Learning Media Limited. Wellington, New
Zealand. www.learningmedia.co.nz Downloaded on March 12, 2019 to:
file:///C:/Users/Owner/Downloads/Social_Inquiry.pd https://www.tki.org.nz/

Pappas, P., (2013, June,26) How to Teach Structured Academic Controversy. Retrieved on
March 13, 2019 from https://peterpappas.com/2013/06/how-to-teach-structured-
academic-controversy.html

Stoll, L., Fink, D., & Earl, L. (2003) pg.58. It’s about learning (and it’s about time). London:
Routledge Falmer. Downloaded on March 14, 2019 to:
file:///C:/Users/Owner/Downloads/9780203994795_googlepreview.pdf

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