12 Literacy Strategies to Incorporate in a Social Studies Classroom:

1. Semantic Feature Analysis

Definition: A grid that displays topics going down the side and related features within the topic
across the top.
Application in the Classroom: I would use this strategy in order to allow students to have
continual practice with vocabulary words specific to social studies. Vocab words repeatedly
found within specific units could be labeled across the top of the grid, while primary source
documents could be labeled down the side of the grid. Students could analyze the documents,
looking for specific vocabulary words. Students would then be able to compare and contrast
documents based on the presence or absence of specific vocabulary words, applying their
knowledge of the vocab.

2. Questioning the Author

Definition: Students create questions for the author of the text, in order to practice and
understand the importance of asking questions while reading, especially when the author is not
quite clear to the student.
Application in the Classroom: While students read a text, they are to read and analyze closely
in order to produce effective questions. Students approach this activity as a way to challenge the
author and content of the text.

3. RAFT
Definition: A writing strategy utilized in order to provide students with a role-playing
opportunity. This strategy strengthens both writing skills in providing structed target goals (R:
role of writer A: audience F: formal T: topic) while also strengthening student engagement and
participation levels.
Application in the Classroom: I would incorporate this strategy into my lessons as a formative
assessment / closure activity. Students would have creative range and expression, within
following the RAFT guidelines, in communicating their content knowledge and comprehension
while also practicing their writing skills and development.
 4. Reader’s Theatre:
Definition: Students evaluate and analyze a text (literature, video) in order to participate in a
role-playing activity to effectively communicate their interpretations and comprehension of the
text.
Application in the Classroom: I would incorporate this strategy into my classroom as a
formative reading comprehension assessment. Having students physically and verbally
communicate their comprehension of a text allows the teacher to gauge student understanding
and application of concepts described within the text. I may also use this strategy in evaluating
approximate Lexile levels of my students. If the majority of my class does an unanticipated
interpretation of a text, I will need to adjust to the needs of my students in order to find literature
that is challenging but not exceeding expectations for my students.

5. Jigsaw Groups
Description: This strategy requires students be divided into groups by the teacher, in order for
students to specialize in a literacy task that contributes to an overall class objective. Students
specialize in their literacy in preparation to share their findings with the entire class in answering
/ addressing a common goal/
Application in the Classroom: I would utilize this strategy in my classroom when conducting
document analysis on multiple literacies. I would not have students utilize this activity for every
analysis, however, I believe this strategy is the most effective in having students analyze and
overview a multitude of documents in the quickest manner. This strategy would also be useful in
establishing self-efficacy within students, as they are the expert in their document, being
responsible for communicating their analysis on the literature.

6. Guided Discussion
Description: A class discussion that is moderately proctored by the teacher in order to develop
discipline specific (social studies) concepts, clarify meaning, and promote understanding in a
student centered (student needs considered / student friendly vocabulary) approach.
Application in the Classroom: I would incorporate this strategy into my lessons as a tool for
students to practice the application of learned social studies skills and concepts. Students would
be able to critically think in both academic and authentic/real world applications of social studies
themes. I enjoy the formal flexibility within guided debates. While students should remain
respectful to one another and the classroom environment, students are able to discuss these
concepts in student friendly terms (a skill teachers believe they possess but are often mistaken).
 7. Anticipation Guides
Description: A series of statements students respond to before reading a text
Application in the Classroom: I would use this strategy to promote the development of higher
order thinking skills. Making predictions concerning a text requires students to activate any prior
/ real world knowledge they possess on the topic. This would also potentially increase student
engagement as they read to confirm their predications. This strategy is also useful in having
students recognize their individual and equally valid claims and contributions to classroom
content and discussions.

8. KWL Chart
Description: A graphic organizer sectioned into four categories: What I Know, What I Want to
Know, What I Have Learned / Still Need to Learn, and Categories of Information I Expect to
Use. Students fill out and complete the chart as they progress through their learning activity.
Application in the Classroom: I would utilize this strategy as an introduction in regularly
incorporating graphic organizers into content organization and comprehension. Graphic
organizers are useful in their simplistic and straightforward approach. The layout is simple to
follow, and many students are familiar with the filling out procedures. As a result, a KWL Chart
may be useful for ELL and LD students, as the chart is both straightforward in requirements and
familiar to students.

9. Word Exploration
Description: A writing to learn activity that promotes vocabulary development. Teachers
provide students with a discipline specific / content related word. Students have predetermined
amount of time to write as much as they know on the word / concept.

Application in the Classroom: I would use this activity as a preassessment at the beginning of a
unit. This would be an effective assessment for me to gauge students’ prior knowledge in order
to adjust to their needs, while also providing students with an effective writing practice activity.
 10. Microthemes
Description: Mini essays assigned for briefly analyzing, interpreting, and summarizing
concepts.
Application in the Classroom: I would utilize this concept as a closure activity and formative
assessment. Incorporating this strategy into my lessons will be effective, as students will still be
held to high expectations concerning comprehending and communicating content, however, as
students are still learning and practicing with connecting and applying thematic concepts, I do
not always want students overwhelmed with the technicalities of formally writing through their
learning process. This is especially true of ELL and LD students. While it remains important for
students to practice formal writing skills and communications, there are also times in which I
only want to know what the students know. There does not always need to be rigorous writing
expectations in the classroom. Formative assessments are opportunities for students to continue
practicing application of content
.

11. Learning Logs

Description: Students respond to content specific (social studies) questions in order to track
their progression and gained knowledge of content. Must be consistently used in order to be
effective.

Application in the Classroom: I would use this strategy in order to allow students to feel more
involved and responsible for their learning outcomes. I would ask students what concepts,
events, figures, etc. they wish to learn about throughout a unit. In order to hold both students and
myself accountable for these learning goals, students would keep their graphic organizers,
writing activities, and formative assessments in a learning log.

12. Problem and Solution Outline:

Description: A graphic organizer categorized into four sections: Depicting the Problem,
Attempted Solutions, Outcomes of Attempted Solutions, and Final Result. Students fill out and
complete their graphic organizer as they progress through the learning activity.

Application in the Classroom: I would use this strategy as an additional approach in

demonstrating problem solving development and critical thinking. The problem solution
relationship is highly relevant within social studies concepts. Having students recognize these
relationships with content will allow students to better connect, comprehend, and apply their
content knowledge. This strategy would also allow for the introduction of authentic/ real world-
based scenarios to be introduced and incorporated into social studies concepts.