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Making the Case for Integrated Core Curricula

K-2 core ELA and social studies in one block

Districts are being asked to raise outcomes with less time and less money. Integrating ELA and social studies changes the ROI on the ELA purchase you're already making: the same dollars cover two subjects in one instructional block, and social studies content does double duty as the knowledge that supports reading.

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What's inside

  • Your schedule has no minutes left to give, so the time case is about reclaiming what a full day already loses rather than adding to it.
  • New money for a second core subject isn't coming, and one adoption means licensing, PD, onboarding, and procurement stop doubling every year.
  • If reading scores have flattened despite the literacy investment, there's evidence here on what content knowledge contributes to comprehension.

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About Inkwell

K-2 core ELA and social studies in one, 70-minute instructional block.

Inkwell is an inquiry-based HQIM for both ELA and social studies, designed so each subject strengthens the other. Students develop their literacy by reading, writing, and discussing within sustained social studies investigations.

  • Supports mastery of ELA and social studies standards in one block
  • Grounded in the Science of Reading
  • Embeds explicit writing instruction in daily lessons
  • Builds knowledge through content-rich social studies investigations
  • Connects and deepens learning through inquiry

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Save time

Inkwell’s 70-minute block replaces two separate ELA and social studies blocks. Teachers no longer have to choose between ELA and social studies, and the time they get back goes to foundational skills, math, and intervention.

Deepen comprehension

Inkwell’s integrated design develops the background knowledge and academic vocabulary comprehension depends on. And, each unit students apply that knowledge to a new text, task or idea to deepen comprehension and extend their learning.

Give writing purpose

Inkwell writing starts with explicit daily instruction and asks students to use writing to make meaning of texts. Then, it asks students to go one step further and use the knowledge they’ve built as evidence for a broader disciplinary idea.

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