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Oral language is the knowledge and skills that are required in order to speak and understand spoken language.

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To promote growth in oral language for social studies students, teachers can:

1. Encourage class discussions- This can help students express their opinions and ideas in a safe classroom environment.

2. Role-Playing Activities- Students will feel more impactful when participating in a simulation. An activity like this can promote good oral language practices.

3. Structured Conversation- Along with role-playing if a structured conversation is introduced students with oral limitations may benefit from a scripted response.

4. Vocabulary Development- Practicing sight words and keywords about social studies terminology can help students communicate effectively.

5. Feedback and Reflection- Constructive feedback and students' reflection on growth and opportunities can help students navigate their growth in harnessing oral language.

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The ability to recognize and manipulate the sounds of spoken language.

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Social studies teachers can assist students achieve phonological awareness by integrating strategies such as:

1. Mnemonic Devices- Teachers can assist students use rhymes to remember historical facts. In turn, it can reinforce phonological awareness by helping memory retention.

2. Storytelling parts of history- It will enhance student's listening skills while also requiring students to pay attention to phonetic details.

3. Creating a Word Wall- With words that pertain to the unit we are covering.

4. Incorporating music- Students can engage with the music and in turn, enhance their auditory skills.

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Phonics is the instructional approach that emphasizes relationships between letters and how they sound, while decoding is the application of that knowledge in written and spoken language.

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Even though phonics and decoding are usually focused at the elementary level, there are creative ways educators can apply phonic and decoding strategies within a social studies setting. I would apply this to assist ELL students still grasping the English language in middle or high school.

1. Creating Learning Stations - Students can be separated into different stations and each station can be dedicated to a specific task. For example, Station 1 could be close reading/highlighting a primary source document. Station 2 could be used to analyze a timeline/map and station 3 could be dedicated as a zone where the teacher can assist and go through the primary source document together. In the last station, students will have more one-on-one time for teachers to assist with their reading.

2. Label the pronunciation - Labeling the phonetic spelling can be a useful tool for students to learn a new word. When introducing important key terms as it pertains to social studies teachers can label the phonetic spelling next to the word. For example, Century (sen-chuh-ree).

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Print awareness is the understanding of how a particular text is designed.

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Understanding the purpose of how a text is designed is essential to understanding the text itself. Students who are struggling to grasp the English language can succeed in grasping the language when they understand how certain text is set up. There are a few ways I would try to accomplish this:

1. Close reading: Pointing out titles, headings, bold words, pictures, and their captions is useful for students to gather an understanding of the text.

2. Types of Literature: Having students realize what type of text they are reading is important in understanding the text itself. Is the text argumentative or expository?

These strategies are normally explored at the elementary level but especially for ELL students who may not have an elementary education in the US this can prove to be vital in grasping the English language faster.

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Fluency is the ability to read or speak with ease, accuracy, and speed with few limitations.

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Some ways that a social studies classroom can enhance this skill would be to:

1. Oral presentation - students can practice speaking by presenting a project based on a historical topic.

2. Class reading - have students read aloud so they have an opportunity to practice their fluency.

3. Role-playing - This opportunity can allow students to practice their use of the English language through a fun activity that is impactful.

Students can develop effective communication skills when a classroom can implement these strategies. Students will learn to convey their ideas clearly and confidently and set them up for success when reaching higher education.

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Comprehension is the ability to understand and interpret different forms of text. It requires the skill of students to process information and extract meaning from the text.

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To enhance comprehension within a social studies classroom I would activate students prior knowledge before starting a new unit. Activating prior knowledge is a good first step so students can bypass knowledge they already possess and focus on newly learned information. Another great technique is to summarize parts of texts. Students can extract key points from long pieces of text and gain a better understanding of the topic. During a close read of a primary source document, students can number each paragraph and annotate important points next to each paragraph. This will allow social studies students to comprehend the main ideas of the topic.

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Vocabulary is an important part of the reading process. Learning vocabulary is an essential part for students to comprehend a topic or theme. When trying to understand these themes or topics, different contents use content-specific vocabulary that usually is only discussed when talking about that topic.

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There are several ways in which educators in the social studies content can implement fundamental learning of vocabulary within their lessons.

Student-led approach: This is one of the best ways I have personally found students grasping the meaning of important vocabulary terms. Students better understand verbiage from someone their age compared to someone older. They can relate to one another in ways an adult cannot.

Habitual-led approach: Coming up with a routine strategy for students to learn words such as creating a word wall is a great way for students to learn content-specific vocabulary. The routine and structure provided by a strategy like this will teach important skills students can use as they go on to higher education.

Educator-led approach: The most conventional way of teaching content-specific vocabulary but it has proven to be essential. The educator themselves decides what vocabulary is necessary for understanding the content and educators must keep in mind to emphasize and elaborate points so that students can better understand the significance of a word.

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Writing allows students to engage with the subject matter in order to deepen their understanding. As a student's writing develops so too will their reading. Writing allows students to synthesize information they have received through text.

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Writing is a critical aspect when it comes to the social studies subject. In social studies, students will be analyzing primary source documents to gain a better understanding of any given topic. Writing can be used to build a student's ability to comprehend, it can also build a student's ability to synthesize important information. Both skill goes hand in hand. As students read and reflect on historical significance through text, they enhance their understanding through writing exercises.