1. HOW TO MAKE INTEGRATION WORK IN ELEMENTARY SOCIAL STUDIES PUTTING IT ALL TOGETHER AND FITTING IT ALL IN:

2. AKA WEAVING LEARNING TOGETHER Our goals for today: Understand integration of ELA and Social Studies Plan for dynamic and effective integration Explore ways to teach both ELA/Social Studies with fidelity Discuss time management and scheduling Develop an emphasis on writing Consider resources for effective integration

3. WEAVING OURSELVES TOGETHER Man does not weave this web of life. He is merely a strand of it. Whatever he does to the web, he does to himself. Chief Seattle Pick a piece of yarn from your table. Get to know your table mates by:  explaining why you picked the piece you did  tying one end of each of your pieces together  become better acquainted by braiding or weaving your yarns together…each time you intertwine, tell them something else about you  share your finished group braid with the large group

4. A LITTLE NOTE ABOUT TAKING NOTES As we move through our day, you will want to take note of things to remember, resources you want to look at further, or other big ideas. Although we do many things electronically these days, there is still value in taking notes by hand. See the story from NPR about paper notebooks & why they may work better for some things. http://www.npr.org/2015/05/27/408794237/in-a-digital- chapter-paper-notebooks-are-as-relevant-as-ever http://www.npr.org/2015/05/27/408794237/in-a-digital- chapter-paper-notebooks-are-as-relevant-as-ever Many writers, and students learning to be writers, benefit from keeping a Writer’s Journal or notebook….by hand!

5. INTEGRATION: WHAT IT IS AND IS NOT Talk with your table mates and discuss this. Jot your ideas for what it is and what it is not, one on each sticky note. Pick one table talker to share your ideas and post them on the group chart. If a group puts one of your ideas up, you don’t need to add the same. Compare the elements on the chart with the definition on the next slide.

6. INTEGRATION: WHAT IT IS AND IS NOT Part 1 There is a designated time for Literacy instruction each day. Within that time, much of the background information (for social studies and science) can be provided via informational text, vocabulary work, guided reading and writing group skills, and speaking and listening opportunities. The focus during the Literacy block is the CCGPS for ELA.

7. INTEGRATION: WHAT IT IS AND IS NOT Part 2 There is also a designated time for science and social studies each day (although some grades and schools alternate schedules daily/weekly/or by unit to cover these two subjects in meaningful ways). The focus during that time is the GPS for the subject area. This is the time that teachers would guide simulations, primary source analysis, dramatizations, research, experiments and other “hands-on” content area instruction.

8. INTEGRATION: WHAT IT IS AND IS NOT Part 3 Integration does not mean that everything is taught within the ELA block. It also doesn’t mean that every ELA lesson integrates science or social studies. Where it can be done effectively we should try to integrate in order to connect the learning and to be able to teach all of the standards for which we are responsible.

9. WHY INTEGRATE?  Stop and jot down your responses.  Turn and talk with your elbow partner about what you wrote.  Combine your lists, then travel to another table and find a pair with whom to share lists. Note similarities and differences.  Go back to your table and pick the top 3 ideas for integrating. Post them on the chart with this heading using sticky notes.

10. THREADS FOR SUCCESSFUL INTEGRATION Start with the standards for both ELA and Social Studies Go through the Social Studies standards one at a time and put a sticky flag by each standard that could connect with ELA in some way. Now do the same with the ELA standards that could connect with Social Studies. (Standards alignment activity) Now pick a unit, work in groups, and jot down some assessment tasks that would let students show their mastery of both ELA and Social Studies skills. Think about resources you could connect. Share out “Ahas!”

11. SCHEDULING AND TIME MANAGEMENT TIPS What are some things to consider in order to fit it all in? What might need to stay the same? What might need to change? How could you find time in your schedule to teach in a more integrated way?

12. LOOKING AT INTEGRATION IN ACTION View and discuss the video clips below: https://m.youtube.com/watch?v=rV5M3HAGbw4 http://www.youtube.com/watch?v=-iTOoco6D3g To Look For: What standard is driving the train in each lesson? How are the different segments integrated?

13. WEAVING IN WRITING The importance of writing and how it connects to integration…. Star Spangled Writing in Social Studies

14. DEBRIEF/Q & A

15. TIME FOR LUNCH!!

16. WEAVING IN PICTURE BOOKS Picture books – a natural bridge from Social Studies to ELA Why? Let’s explore a few titles together and talk about how we could use each in multiple ways for both subjects. You will then have the chance to read a title new to you (oh my!) and use it to brainstorm ideas. We will share out so that everyone hears about multiple titles. You will receive a booklist of these titles. Our first title to look at together is:

17. MY NAME IS NOT ALEXANDER By Jennifer Fosberry Illustrated by Mike Litwin

18. READ & BRAINSTORM Read one or more picture books and jot down ideas for integration that this book inspires. Be ready to share with classmates at: 2:45

19. HOME PLACE By Crescent Dragonwagon Illustrated by Jerry Pinckney

20. NOW IT’S YOUR TURN BOOK GO-GO-MO Give one, get one, move on. Think of a great children’s book title that can be used for both social studies and ELA & one idea for using it. Put that in the first row of your sheet. Share that information as you meet others. Collect other ideas on the following rows.

21. TIME TO WEAVE YOUR OWN PLANS Work individually or in a small group to sketch a plan. Harvest your standards (both ELA and SocSt) Come up with an EQ Think about the assessment or performance task Begin brainstorming activity ideas Don’t forget to add picture book titles and primary sources that work. Keep notes & we’ll share.

22. SHARE OUR WORK Jot down the good ideas that you hear. How could we capture the good ideas that we have had today?

23. INTEGRATION: REWARDS & CHALLENGES We have delved into integration, both the HOW and the WHY. Let’s think about the Rewards and Challenges of integrating our teaching and learning. Work individually or in a small group for one last sticky note activity: jot one reward or challenge on each sticky note. Rank order them in order of importance. Wait to share with the large group & we’ll place items on the chart in rank order from most to least importance.

24. DEBRIEF/Q & A

25. CLOSING “Habit is a cable; we weave a thread of it each day, and at last we cannot break it.” Horace Mann In closing, let’s think beyond tests, standards, lessons, and units to the most important reason we are teachers. I want to end with this:

26. CLOSING EACH KINDNESS BY JACQUELINE WOODSON ILLUSTRATED BY E. B. LEWIS