Created by Meghann Bizzarro for EDEL 531
This haiku deck outlines strategies that can be used in a high school social studies course to assist ELL students in learning both English and content area knowledge. The specific course this list of strategies was created for is World History.

This is a strategy to be used consistently every day. "Because English learners do not always understand everything that is said in the classroom, having set patterns, routines, and signals helps them relax and not worry as much about being able to follow the sequence of events and activities during the school day," (Herrell & Jordan, 2012, p. 23). The workshop model should be utilized to create a clear structure for each class period. This model also allows the instructor ample opportunity to check in and provide additional instruction for those students who need it.

Social Studies is a vocabulary dense content area and a special focus on vocabulary will benefit all students (Sousa, 2011). Through this strategy students are "introduced to new vocabulary and given an opportunity to discuss and use the vocabulary in context through role-playing," (Herrell & Jordan, 2012, p. 47). Role-playing can be a fun way to learn new content, but it also provides a unique experience and will help with vocabulary retention throughout the student's studies. An additional educational technology tool to assist in vocabulary instruction is the use of Quizlet to create digital flash cards.

The read-aloud plus strategy should be used with a tough text. This strategy can help with clarifying vocabulary, checking for understanding, and "providing and activating knowledge that helps students make connections between text and personal experience," (Herrell & Jordan, 2012, p. 63). Some key extensions to this activity involve visuals and illustrating texts. Online resources such as Haiku Deck help to increase the visual element of content studies in social studies courses.

While traditionally graphic organizers exist as a print resources or are student generated with pen and paper, new educational technology resources have become available. Students and teachers may make use of sites such as Diagram.ly, Grpaholite, and Bubbl.us to create, save, and share mind maps and diagrams. Regardless of the media used graphic organizers "support English learners by taking a lot of potentially confusing English voacbulary and concepts and presenting them in an organized visual format," (Herrell & Jordan, 2012, p. 190). Student created graphic organizers also require students to reread, discuss, and explore a text which all lead to greater depth of learning.

Herrell, A. & Jordan, M. (2012). 50 Strategies for Teaching English Language Learners. Pearson. - Fifth Edition.

Sousa, D. (2011). How the ELL brain learns. Thousand Oaks, CA: Corwin.