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Elementary Content Integration Nuts and Bolts: Research, Resources, and Tools

Kimberley Astle

Associate Director Elementary Science and Content Integration

Office of Superintendent of Public Instruction (OSPI)

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Who’s in the Room and Why?

In the Chat:

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  • Your role
  • Location
  • What are you hoping to take away from this particular session?

Image by Hiroko Nishimura from Unsplash

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Session Dashboard

  • Buffet-style session- tastes of resources, you choose to go back for more.
  • All session resources are in the Dashboard.
  • Signposts on slides tell you the resource number for easy reference.

Dashboard #19B

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Anchoring Content Integration in Explaining Phenomena and Designing Solutions to Problems

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SCIENCE SEEKS TO UNDERSTAND AND EXPLAIN PHENOMENA

Rich science learning experiences should begin with and build understanding around a phenomenon/ phenomena.

A phenomenon is a specific, observable event or series of connected events of scientific 

interest.

A phenomenon is subject to scientific exploration, description and explanation.

It is represented as a statement naming the specific phenomenon. (How can we explain that) “On July 13, 2020 A 2000 mile stretch of land all the way from the panhandle of Florida to California was under a heat advisory or warning”

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A Shift to “Figuring Out” or “Sensemaking” of Phenomena

  • “By centering science education on phenomena that students are motivated to explain, the focus of learning shifts from learning about a topic to figuring out why or how something happens.”

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  • “For example, instead of simply learning about the topics of photosynthesis and mitosis, students are engaged in building evidence-based explanatory ideas that help them figure out how a certain tree grows.”
  • phenomenon- (How can we explain)“The large increase in the size of this tree over 125 years”.

Quote from Using Phenomena in NGSS-Designed Lessons and Units

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Phenomena for NGSS Collection

Collection of phenomena collections- housed in Wakelet to anchor integrated learning experiences

Dashboard #2A

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Dashboard #2B

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Math skills from K-5 Common Core Math standards with application in K-5 science.

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Applied mathematics in today’s science goes far beyond just measurement.

Dashboard #7

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Research: Why Teach Content and Integrate Content?

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Research Shows

From Literacy in Science Minnesota Frameworks

Reading to explore science topics, combined with first-hand investigation and discussions, can help students acquire reading strategies even better than direct instruction in those strategies can.

Science inquiry is a powerful motivator for learning to speak, write and read effectively. Students find compelling occasions to use writing in the context of scientific inquiry.

Science texts offer numerous opportunities to expand student background knowledge and vocabulary, which is key given the relationship between knowledge and reading achievement.

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Reading Comprehension Research Article

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Tier 1 Instructional Strategies to Improve K-4 Reading Comprehension ( EdResearch for Recovery - June 2022, Harvard University, James S. Kim & Zhongyu We)

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Dashboard #3

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Looking to Research for Literary Success

Dashboard #5 A

  • ASCD Blog
  • 10 Recommendations on following slides

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Build Knowledge Through Language

2. Grow Student Vocabulary

3. Lead Discussions That Promote Student Talk and Comprehension

1. Build Knowledge from Birth

from Looking to Research for Literary Success- ASCD Blog

Dashboard #5 B

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Expand Access to Texts That Build Knowledge

5. Foster Foundational Skills

6. Apply Strategies for Sense- Making

4. Give Read- Alouds a Central Role

from Looking to Research for Literary Success- ASCD Blog

Dashboard #5 C

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Set the Conditions to Build Knowledge

8. Coherent, Knowledge-Building Curriculum

9. Use Texts as Tools

7. Engage and Excite

10.Safeguard Science and Social Studies Instruction

from Looking to Research for Literary Success- ASCD Blog

Dashboard #5 D

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Edutopia Feb 21, 2021- New Research Makes a Powerful Case for PBL

“Two major new gold-standard studies—both funded by Lucas Education Research, a sister division of Edutopia—conducted by researchers from the University of Southern California and Michigan State University, provide compelling evidence that project-based learning is an effective strategy for all students, outperforming traditional curricula not only for high achieving students, but across grade levels and racial and socioeconomic groups.”

Dashboard #4

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Dashboard #4

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Dashboard #4

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Integrated SEL

Integrating with content can also strongly provide for social-emotional learning.

5 CASEL Competencies for SEL- image from CASEL site

Dashboard #6B

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SEL Sub-Competencies

Image from Instructional Practices That Integrate Equity-Centered Social, Emotional, and Academic Learning

Dashboard #6A

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Mutually Supportive Integration:

Overlaps, Complements, and Discipline-Specific Practices

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Mutually Supportive Integration

  • Academically healthy content integration is mutually supportive, meaning that the integration addresses and advances student learning in all content areas being integrated without negatively affecting a content area or simply absorbing one content area into another.
  • This also means that the student practices specific to each content area are leveraged, applied, and woven together with those of other content areas to create coherence, engagement, and rigor from the student perspective.
  • This interweaving can elevate the student learning experience and outcomes beyond what any one content area can accomplish on its own.

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Science

Social Studies

Mathematics

Language Arts

  • Ask questions and define problems.
  • Develop and use models.
  • Plan and carry out investigations.
  • Analyze and interpret data.
  • Use mathematics and computational thinking.
  • Construct explanations and design solutions.
  • Engage in argument from evidence.
  • Obtain, evaluate, and communicate information.
  • Develop questions and plan inquiry.
  • Gather and evaluate sources.
  • Seek diverse perspectives.
  • Develop claims and use evidence.
  • Present arguments and explanations.
  • Engage in civil discourse and critique conclusions.
  • Take informed action.
  • Make sense of problems and persevere in solving them.
  • Reason abstractly and quantitatively.
  • Construct viable arguments and critique the reasoning of others.
  • Model with mathematics.
  • Use appropriate tools strategically.
  • Attend to precision.
  • Look for and make use of structure.
  • Look for and express regularity in repeated reasoning.
  • Demonstrate Independence.
  • Build strong content knowledge.
  • Respond to the varying demands of audience, task purpose, and discipline.
  • Comprehend as well as critique.
  • Value evidence.
  • Use technology and digital media strategically and capably.
  • Come to understand other perspectives and cultures.

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Science

Social Studies

Mathematics

Language Arts

  • Ask questions and define problems.
  • Develop and use models.
  • Plan and carry out investigations.
  • Analyze and interpret data.
  • Use mathematics and computational thinking.
  • Construct explanations and design solutions.
  • Engage in argument from evidence.
  • Obtain, evaluate, and communicate information.
  • Develop questions and plan inquiry.
  • Gather and evaluate sources.
  • Seek diverse perspectives.
  • Develop claims and use evidence.
  • Present arguments and explanations.
  • Engage in civil discourse and critique conclusions.
  • Take informed action.
  • Make sense of problems and persevere in solving them.
  • Reason abstractly and quantitatively.
  • Construct viable arguments and critique the reasoning of others.
  • Model with mathematics.
  • Use appropriate tools strategically.
  • Attend to precision.
  • Look for and make use of structure.
  • Look for and express regularity in repeated reasoning.
  • Demonstrate Independence.
  • Build strong content knowledge.
  • Respond to the varying demands of audience, task purpose, and discipline.
  • Comprehend as well as critique.
  • Value evidence.
  • Use technology and digital media strategically and capably.
  • Come to understand other perspectives and cultures.

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Science

Social Studies

Mathematics

Language Arts

  • Ask questions and define problems.
  • Develop and use models.
  • Plan and carry out investigations.
  • Analyze and interpret data.
  • Use mathematics and computational thinking.
  • Construct explanations and design solutions.
  • Engage in argument from evidence.
  • Obtain, evaluate, and communicate information.
  • Develop questions and plan inquiry.
  • Gather and evaluate sources.
  • Seek diverse perspectives.
  • Develop claims and use evidence.
  • Present arguments and explanations.
  • Engage in civil discourse and critique conclusions.
  • Take informed action.
  • Make sense of problems and persevere in solving them.
  • Reason abstractly and quantitatively.
  • Construct viable arguments and critique the reasoning of others.
  • Model with mathematics.
  • Use appropriate tools strategically.
  • Attend to precision.
  • Look for and make use of structure.
  • Look for and express regularity in repeated reasoning.
  • Demonstrate Independence.
  • Build strong content knowledge.
  • Respond to the varying demands of audience, task purpose, and discipline.
  • Comprehend as well as critique.
  • Value evidence.
  • Use technology and digital media strategically and capably.
  • Come to understand other perspectives and cultures.

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Science

Social Studies

Mathematics

Language Arts

  • Ask questions and define problems.
  • Develop and use models.
  • Plan and carry out investigations.
  • Analyze and interpret data.
  • Use mathematics and computational thinking.
  • Construct explanations and design solutions.
  • Engage in argument from evidence.
  • Obtain, evaluate, and communicate information.
  • Develop questions and plan inquiry.
  • Gather and evaluate sources.
  • Seek diverse perspectives.
  • Develop claims and use evidence.
  • Present arguments and explanations.
  • Engage in civil discourse and critique conclusions.
  • Take informed action.
  • Make sense of problems and persevere in solving them.
  • Reason abstractly and quantitatively.
  • Construct viable arguments and critique the reasoning of others.
  • Model with mathematics.
  • Use appropriate tools strategically.
  • Attend to precision.
  • Look for and make use of structure.
  • Look for and express regularity in repeated reasoning.
  • Demonstrate Independence.
  • Build strong content knowledge.
  • Respond to the varying demands of audience, task purpose, and discipline.
  • Comprehend as well as critique.
  • Value evidence.
  • Use technology and digital media strategically and capably.
  • Come to understand other perspectives and cultures.

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Science

Social Studies

Mathematics

Language Arts

  • Ask questions and define problems.
  • Develop and use models.
  • Plan and carry out investigations.
  • Analyze and interpret data.
  • Use mathematics and computational thinking.
  • Construct explanations and design solutions.
  • Engage in argument from evidence.
  • Obtain, evaluate, and communicate information.
  • Develop questions and plan inquiry.
  • Gather and evaluate sources.
  • Seek diverse perspectives.
  • Develop claims and use evidence.
  • Present arguments and explanations.
  • Engage in civil discourse and critique conclusions.
  • Take informed action.
  • Make sense of problems and persevere in solving them.
  • Reason abstractly and quantitatively.
  • Construct viable arguments and critique the reasoning of others.
  • Model with mathematics.
  • Use appropriate tools strategically.
  • Attend to precision.
  • Look for and make use of structure.
  • Look for and express regularity in repeated reasoning.
  • Demonstrate Independence.
  • Build strong content knowledge.
  • Respond to the varying demands of audience, task purpose, and discipline.
  • Comprehend as well as critique.
  • Value evidence.
  • Use technology and digital media strategically and capably.
  • Come to understand other perspectives and cultures.

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Science

Social Studies

Mathematics

Language Arts

  • Ask questions and define problems.
  • Develop and use models.
  • Plan and carry out investigations.
  • Analyze and interpret data.
  • Use mathematics and computational thinking.
  • Construct explanations and design solutions.
  • Engage in argument from evidence.
  • Obtain, evaluate, and communicate information.
  • Develop questions and plan inquiry.
  • Gather and evaluate sources.
  • Seek diverse perspectives.
  • Develop claims and use evidence.
  • Present arguments and explanations.
  • Engage in civil discourse and critique conclusions.
  • Take informed action.
  • Make sense of problems and persevere in solving them.
  • Reason abstractly and quantitatively.
  • Construct viable arguments and critique the reasoning of others.
  • Model with mathematics.
  • Use appropriate tools strategically.
  • Attend to precision.
  • Look for and make use of structure.
  • Look for and express regularity in repeated reasoning.
  • Demonstrate Independence.
  • Build strong content knowledge.
  • Respond to the varying demands of audience, task purpose, and discipline.
  • Comprehend as well as critique.
  • Value evidence.
  • Use technology and digital media strategically and capably.
  • Come to understand other perspectives and cultures.

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Science

Social Studies

Mathematics

Language Arts

  • Ask questions and define problems.
  • Develop and use models.
  • Plan and carry out investigations.
  • Analyze and interpret data.
  • Use mathematics and computational thinking.
  • Construct explanations and design solutions.
  • Engage in argument from evidence.
  • Obtain, evaluate, and communicate information.
  • Develop questions and plan inquiry.
  • Gather and evaluate sources.
  • Seek diverse perspectives.
  • Develop claims and use evidence.
  • Present arguments and explanations.
  • Engage in civil discourse and critique conclusions.
  • Take informed action.
  • Make sense of problems and persevere in solving them.
  • Reason abstractly and quantitatively.
  • Construct viable arguments and critique the reasoning of others.
  • Model with mathematics.
  • Use appropriate tools strategically.
  • Attend to precision.
  • Look for and make use of structure.
  • Look for and express regularity in repeated reasoning.
  • Demonstrate Independence.
  • Build strong content knowledge.
  • Respond to the varying demands of audience, task purpose, and discipline.
  • Comprehend as well as critique.
  • Value evidence.
  • Use technology and digital media strategically and capably.
  • Come to understand other perspectives and cultures.

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Science

Social Studies

Mathematics

Language Arts

  • Ask questions and define problems.
  • Develop and use models.
  • Plan and carry out investigations.
  • Analyze and interpret data.
  • Use mathematics and computational thinking.
  • Construct explanations and design solutions.
  • Engage in argument from evidence.
  • Obtain, evaluate, and communicate information.
  • Develop questions and plan inquiry.
  • Gather and evaluate sources.
  • Seek diverse perspectives.
  • Develop claims and use evidence.
  • Present arguments and explanations.
  • Engage in civil discourse and critique conclusions.
  • Take informed action.
  • Make sense of problems and persevere in solving them.
  • Reason abstractly and quantitatively.
  • Construct viable arguments and critique the reasoning of others.
  • Model with mathematics.
  • Use appropriate tools strategically.
  • Attend to precision.
  • Look for and make use of structure.
  • Look for and express regularity in repeated reasoning.
  • Demonstrate Independence.
  • Build strong content knowledge.
  • Respond to the varying demands of audience, task purpose, and discipline.
  • Comprehend as well as critique.
  • Value evidence.
  • Use technology and digital media strategically and capably.
  • Come to understand other perspectives and cultures.

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Science

Social Studies

Mathematics

Language Arts

  • Ask questions and define problems.
  • Develop and use models.
  • Plan and carry out investigations.
  • Analyze and interpret data.
  • Use mathematics and computational thinking.
  • Construct explanations and design solutions.
  • Engage in argument from evidence.
  • Obtain, evaluate, and communicate information.
  • Develop questions and plan inquiry.
  • Gather and evaluate sources.
  • Seek diverse perspectives.
  • Develop claims and use evidence.
  • Present arguments and explanations.
  • Engage in civil discourse and critique conclusions.
  • Take informed action.
  • Make sense of problems and persevere in solving them.
  • Reason abstractly and quantitatively.
  • Construct viable arguments and critique the reasoning of others.
  • Model with mathematics.
  • Use appropriate tools strategically.
  • Attend to precision.
  • Look for and make use of structure.
  • Look for and express regularity in repeated reasoning.
  • Demonstrate Independence.
  • Build strong content knowledge.
  • Respond to the varying demands of audience, task purpose, and discipline.
  • Comprehend as well as critique.
  • Value evidence.
  • Use technology and digital media strategically and capably.
  • Come to understand other perspectives and cultures.

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Science

Social Studies

Mathematics

Language Arts

  • Ask questions and define problems.
  • Develop and use models.
  • Plan and carry out investigations.
  • Analyze and interpret data.
  • Use mathematics and computational thinking.
  • Construct explanations and design solutions.
  • Engage in argument from evidence.
  • Obtain, evaluate, and communicate information.
  • Develop questions and plan inquiry.
  • Gather and evaluate sources.
  • Seek diverse perspectives.
  • Develop claims and use evidence.
  • Present arguments and explanations.
  • Engage in civil discourse and critique conclusions.
  • Take informed action.
  • Make sense of problems and persevere in solving them.
  • Reason abstractly and quantitatively.
  • Construct viable arguments and critique the reasoning of others.
  • Model with mathematics.
  • Use appropriate tools strategically.
  • Attend to precision.
  • Look for and make use of structure.
  • Look for and express regularity in repeated reasoning.
  • Demonstrate Independence.
  • Build strong content knowledge.
  • Respond to the varying demands of audience, task purpose, and discipline.
  • Comprehend as well as critique.
  • Value evidence.
  • Use technology and digital media strategically and capably.
  • Come to understand other perspectives and cultures.

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Science

Social Studies

Mathematics

Language Arts

  • Ask questions and define problems.
  • Develop and use models.
  • Plan and carry out investigations.
  • Analyze and interpret data.
  • Use mathematics and computational thinking.
  • Construct explanations and design solutions.
  • Engage in argument from evidence.
  • Obtain, evaluate, and communicate information.
  • Develop questions and plan inquiry.
  • Gather and evaluate sources.
  • Seek diverse perspectives.
  • Develop claims and use evidence.
  • Present arguments and explanations.
  • Engage in civil discourse and critique conclusions.
  • Take informed action.
  • Make sense of problems and persevere in solving them.
  • Reason abstractly and quantitatively.
  • Construct viable arguments and critique the reasoning of others.
  • Model with mathematics.
  • Use appropriate tools strategically.
  • Attend to precision.
  • Look for and make use of structure.
  • Look for and express regularity in repeated reasoning.
  • Demonstrate Independence.
  • Build strong content knowledge.
  • Respond to the varying demands of audience, task purpose, and discipline.
  • Comprehend as well as critique.
  • Value evidence.
  • Use technology and digital media strategically and capably.
  • Come to understand other perspectives and cultures.

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Science

Social Studies

Mathematics

Language Arts

  • Ask questions and define problems.
  • Develop and use models.
  • Plan and carry out investigations.
  • Analyze and interpret data.
  • Use mathematics and computational thinking.
  • Construct explanations and design solutions.
  • Engage in argument from evidence.
  • Obtain, evaluate, and communicate information.
  • Develop questions and plan inquiry.
  • Gather and evaluate sources.
  • Seek diverse perspectives.
  • Develop claims and use evidence.
  • Present arguments and explanations.
  • Engage in civil discourse and critique conclusions.
  • Take informed action.
  • Make sense of problems and persevere in solving them.
  • Reason abstractly and quantitatively.
  • Construct viable arguments and critique the reasoning of others.
  • Model with mathematics.
  • Use appropriate tools strategically.
  • Attend to precision.
  • Look for and make use of structure.
  • Look for and express regularity in repeated reasoning.
  • Demonstrate Independence.
  • Build strong content knowledge.
  • Respond to the varying demands of audience, task purpose, and discipline.
  • Comprehend as well as critique.
  • Value evidence.
  • Use technology and digital media strategically and capably.
  • Come to understand other perspectives and cultures.

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Science

Social Studies

Mathematics

Language Arts

  • Ask questions and define problems.
  • Develop and use models.
  • Plan and carry out investigations.
  • Analyze and interpret data.
  • Use mathematics and computational thinking.
  • Construct explanations and design solutions.
  • Engage in argument from evidence.
  • Obtain, evaluate, and communicate information.
  • Develop questions and plan inquiry.
  • Gather and evaluate sources.
  • Seek diverse perspectives.
  • Develop claims and use evidence.
  • Present arguments and explanations.
  • Engage in civil discourse and critique conclusions.
  • Take informed action.
  • Make sense of problems and persevere in solving them.
  • Reason abstractly and quantitatively.
  • Construct viable arguments and critique the reasoning of others.
  • Model with mathematics.
  • Use appropriate tools strategically.
  • Attend to precision.
  • Look for and make use of structure.
  • Look for and express regularity in repeated reasoning.
  • Demonstrate Independence.
  • Build strong content knowledge.
  • Respond to the varying demands of audience, task purpose, and discipline.
  • Comprehend as well as critique.
  • Value evidence.
  • Use technology and digital media strategically and capably.
  • Come to understand other perspectives and cultures.

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Integrated Storyline Example

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Weird WA Weather

  • Observe news video for about 1 minute (no sound, stop at 1:17).
  • Drop observations into the chat.
  • Hazards?
  • What questions do you have? Drop into chat.

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Weird Weather and You

  • What weird weather in Washington have you experienced yourself?
  • In other places?
  • Hazards?

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What’s the Weather Like Right Now Where You Are?

In Chat- When Prompted for your region

  • Quantitative Data- Look up the temperature where you are right now.
  • Qualitative Data- look out the window, write a one sentence description of your weather right now.

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What’s the Weather Like Right Now Where You Are?

Current Weather Map

In Chat

  • What do you notice?
  • What do you wonder?
  • What is one statement we can make about Washington’s weather?

Dashboard # 6A

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WA Temperature: 2 Points of Data

6:00 AM May 14

11:00 AM May 14

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Group Think

In the Chat:

  • What content integration opportunities do you see so far?
  • What content integration opportunities do you see building on next?

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On the Same Day in March

  • Interactive Read Aloud
  • Wayne RESA
  • Slide deck (photos that are similar scenarios as the book)

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Storyline Thinking for Weaving Together Content

  • Intentional design and planning for a sequence of student learning experiences.
  • Learning activities are connected and build coherently on each other from the student perspective.
  • Mutually supportive integration/weaving of science, ELA, math, social studies, the Arts, technology etc…
                  • Second-hand informational texts and inputs after first-hand observations and/or investigations

Activate Thinking Prior Knowledge

Elicit and Record Prior Knowledge

Observation of Phenomenon/Problem

Hands-on Exploration/ Investigation

Secondhand Investigations: Visual and Written Texts

Communicate Learning/

Explanations

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Multiple and Varied Lines of Evidence for Sensemaking

Weather/ Climate Differences in Washington

Experiential Qualitative and Quantitative Data

First Hand Observations and Investigations

Second- hand Observations Through Photos, Maps, and Video

Reading Visual and Written Texts

Writing

Discourse (partner, group, class)

Co-Constructed Modeling

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Third Grade Weather Integrated Storyline

Link to Storyline in progress

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Dashboard #16B

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Obtain and combine information to describe climates in different regions of the world. 3-ESS2-2

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Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. RI.3.5

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Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. SL.3.4

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Social Studies: G1.3.1 Examine and use maps and globes to understand the regions of North America in the past and present.

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Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. RI.3.4

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Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. RI.3.3

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Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. 3.MD.B.3

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Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.3.MD.B.3

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Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. 3-ESS2-1

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Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). RI.3.7

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Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. RI.3.5

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Recall information from experiences …and sort evidence into provided categories. W.3.8

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Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. 3-ESS3-1

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What content area standards are integrated/woven together in this storyline?

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Resources

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Quick Guide-Content Area Lenses for Integration When Science is the Anchoring Context

Lenses and thinking about potential integration with other core subjects when science is the anchoring context.

Dashboard #8

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K-5 NGSS Resource Sets for Teaching Science and Integrating with ELA

  • Posted on the WA OER Commons
  • Documents are listed by grade level
  • All follow the same format. (see next slide)

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Dashboard #11

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  • Posted on the WA OER Commons
  • This resource lists freely available activities, lessons, and units for every K-5 NGSS standard.
  • It also includes freely available informational “texts” (articles, passages, e-books, videos, podcasts) to support every NGSS Performance Expectation (standard) in grades K-5.
  • This is to support elementary teachers to design for integrated science/ELA learning.

K-5 NGSS Resource Sets for Teaching Science and Integrating with ELA

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Integrative Read-Aloud Guides

Dashboard #12 A

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Novel Engineering

  • Novel Engineering projects are designed around books that teachers choose, generally trade books with interesting plots, rich characters and detailed descriptions of the setting.
  • As they read the text, students are prompted to identify problems faced by characters in the text and whether these problems are ones that might be addressed with a product or process that the students could design in the classroom.

Dashboard #12 B

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Unite For Literacy

  • Primary Grades/Dual Immersion
  • In English and Spanish

Dashboard #13

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Elementary Open Education Resources That Include Integration

Dashboard #14

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Article Shared Today by Tiffany Ingham

Killing Two Birds with One Stone:

Meeting science and ELA standards using science notebooks.

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Tools

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Time/Sequence Weaving/Planning Tools

If you find them useful, here are some time planning tools to help you lay out and visualize your weaving.

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Dashboard #15

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Elementary Integrated Storylining Template

Storyline Planning Tool Revised for Elementary Content Integration

  • Elements of UBD, block scheduling, and Storylining built in.

Dashboard #16A

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Share-A-Thon

Please drop into the chat your favorite resources and tools that could support integrating content.

image by Gem Designs from Noun Project

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Elementary Integration Cadres 2024-2025

  • OSPI will be opening up applications for elementary integration teacher cadres and instructional leader cadres for the 2023-2024 school year in August.
  • Sign up for OSPI updates to make sure you get cadre details and application link.

bit.ly/ospi-updates

Dashboard #17

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Questions?

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Thank you for being here today and for all you are doing for our students!

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Connect:

Kimberley Astle kimberley.astle@k12.wa.us

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Image from Unsplash