Presented by: Jenni DelVecchio, Renee Mathis, and Kevin Powell Thematic Instruction Presented by: Jenni DelVecchio, Renee Mathis, and Kevin Powell

What is thematic instruction? Thematic instruction is an instructional method that uses an overall theme to teach one or many concepts. The theme capitalizes on students’ prior knowledge in order to integrate topics throughout the content areas. It emphasizes exploration and discovery through research, use of technology, group activities and discussions.

Why use thematic instruction? Students learn, discuss and research practical real-world knowledge in depth. Connects the necessary elements of language learning: reading, writing, listening, speaking, and thinking. Involves using different reading materials for a variety of challenging topics. Uses prior knowledge of the world and past experiences with language and text to create relationships among various sources of information.

Why use thematic instruction Encourages decision-making, interacting, teamwork, and building relationships. Learning is meaningful and useful in the real world. Encourages self-assessment, setting learning goals and monitoring progress. Facilitates total participation, regardless of ability, level of language development, or background.

Planning thematic instruction A. Select the theme.  The theme is the overall central idea that shapes the planning, instruction and testing.  Teachers  have to assess what the students already know, what they are interested in, with the intent of  making it meaningful and comprehensive.   B. Choose topics relevant to the theme.  In general, topics should be chosen for their relevance to the overall theme, ability to engage the students, integrate language acquisition and content knowledge, appropriateness with multiple skill areas (subjects), have available resources and materials, and provide for higher-level language and academic skills.   

Planning thematic instruction In your group… A. Select a theme that could be used in more than one subject area. B. Choose 3 topics relevant to the theme. 

Planning thematic instruction C. Create language and content objectives.  The language and content objectives should be based on the topics, with a close examination of the students’ linguistic, sociocultural, academic, and academic needs.   D. Gather the appropriate instructional materials.  When gathering appropriate materials teachers need to ensure that each resource reflects each of the lessons within the theme, provides for cross-curriculum connections, supports use of technology, and promotes higher level thinking and language skills by engaging students.  

Planning thematic instruction In your group… C. Create 3 language and content objectives.    D. Identify places to Gather the appropriate instructional materials. 

Planning thematic instruction E. Arrange the classroom environment.   The classroom should be set up to accommodate different types of grouping that facilitate the lessons. It should support a classroom culture that feels safe and shows respect for everyone. Supporting materials on the walls should reflect the theme and support the overall classroom culture as well.

Planning thematic instruction In your group… E. Create 2 possible classroom arrangements for this theme. Identify what types of supporting materials would support this theme and add to the overall classroom culture and environment.  

Strategies you can use Choose authentic themes that cross the curriculum. Use cooperative grouping.  Design inquiry-based learning experiences.  Use student choice as much as possible. Provide plenty of sources. Make use of and involve the local surroundings. Collaborate with other teachers. Provide timely and constructive feedback.  Design assessments that ask students to apply what they've learned.  Use technology effectively. 

Resources Vogt, M. (1997). Cross-curricular thematic instruction. Retrieved from http://www.eduplace.com/rdg/res/vogt.html Herrera, S. G., & Murray, K. G. (2011). Mastering ESL and Bilingual Methods: Differentiated Instruction for Culturally and Linguistically Diverse (CLD) students. (2nd ed.). Boston, MA: Allyn & Bacon. Focus on effectiveness. (2005). Retrieved from http://www.netc.org/focus/