If one were to search for classroom strategies for English Language Learners (ELLs), it would not take much time to find many different types of activities that are all useful with ELLs. Additionally, if one were to search for social studies strategies to use with native English speakers, he or she would have little difficulty in finding a variety of innovative and clever approaches. However, if one were to search for strategies that would be effective for both ELLs and native English speakers in the same classroom, he or she would be hard pressed to find a good integration of theory and classroom strategy that would result in quality learning for both groups. Yet, this challenge is exactly the dilemma faced by thousands of primary education teachers as they implement the typical social studies curriculum. This article brings theory into practice and demonstrates how to apply commonly accepted language acquisition theories to lesson plans designed for native speakers. Using an everyday social studies lesson designed for primary grade classrooms, the authors reveal how to adapt objectives for ELLs and how to analyze lessons in order to modify the language demands of each lesson. (Contains 1 figure and 6 notes.)