1. Amy Fitchett

2.  “...education that is organized in such a way that it cuts across subject-matter lines, bringing together various aspects of the curriculum into meaningful association to focus upon broad areas of study. It views learning and teaching in a holistic way and reflects the real world, which is interactive. (Shoemaker-1989, p. 5)”

3.  According to NC DPI:  “Integrating instruction when appropriate and possible helps to provide students with an understanding of the relationship of parts to a whole. It provides students with a means for making learning their own. Your efforts to help students make connections may provide links to students who may not be reached in other ways. Collaborating with other teachers improves relationships, increases knowledge, and cultivates appreciation for all areas of study. Integration can help to build parent, administrator, and public support for your arts education program. Finally, integration is an important means for educating the whole child.”

4.  Research says:  Reading processes and scientific processes are similar, so integrating them reinforces and makes sense  Reading in the content areas and supported in other areas of the curriculum leads to increased test scores  It supports ELL students and develops understanding

5.  Time  Resources  Schema  It’s Fun  It Works!

6.  “Before attempting to integrate instruction with an activity, lesson or unit, a teacher should ask him/herself the following questions:  Can I teach the goals and objectives of my curriculum with the topic being considered? (The teacher should then define the objectives and the criteria for achievement).  Will my efforts to integrate most likely increase student learning and understanding? (Is it relevant)?  How will what I do affect students' learning? (Identify the outcomes - your personal outcomes and the expected outcomes for the other area(s) being studied with the integrated lesson or unit)”  http://www.ncpublicschools.org/curriculum/artsed/resources/handbook/music/46introduction

8.  http://www.corestandards.org/ELA- Literacy/RL/4/ http://www.corestandards.org/ELA- Literacy/RL/4/  http://www.dpi.state.nc.us/docs/acre/stand ards/support-tools/unpacking/social- studies/4th.pdf http://www.dpi.state.nc.us/docs/acre/stand ards/support-tools/unpacking/social- studies/4th.pdf  https://wakek5science.pbworks.com/w/pag e/49844328/4th%20Grade%20NC%20Essential %20Standards https://wakek5science.pbworks.com/w/pag e/49844328/4th%20Grade%20NC%20Essential %20Standards

9.  Critical Questions:  Where do these areas meet?  Where do I need to solely focus on one content area?  How can I meet all the standards?

10. American Indian Groups in NC

11.  Checklist of standards  Meaningful activities and assessments  Opportunities for synthesis  Stakeholders  Feedback

12.  Formative assessments  Student buy in  Feedback  Refine and Grow- data!

13.  Summative assessments  Reflection on pros and cons  Student thoughts  Data to drive instruction and make changes for next time

14.  Lets try it

15.  Amy Fitchett  afitchet@uncc.edu afitchet@uncc.edu  704-699-0496