THEMATIC TEACHING

DEFINITION
• Thematic instruction is the organization of a curriculum around macro
“themes.”
• Thematic instruction integrates basic disciplines like reading, math,
and science with the exploration of a broad subject, such as
communities, rain forests, river basins, the use of energy, and so on.
BASIC ELEMENT

• Choosing a theme–Themes often involve a large, integrated system

(such as a city, an ecosystem, and so on) or a broad concept (such as
democracy, weather, and so on).
• Instructors often strive to connect the theme to the students’
everyday life. In some cases, students participate in choosing the
theme or themes.
• Thematic instruction is where a single theme is tied into multiple
subject areas.
• This method of teaching has been shown to be very effective in
special education classrooms.
• A “theme” could be anything from a current event, honing the skill of
reading comprehension, a writing topic or a historical event.
• For example, a historical event could be tied into all other subjects.
The theme should be attention-getting — something that will grab
the students’ interest and keep them engaged.
 TEACHING STRATEGIES

• Select a suitable topic or theme

• Select goals of the unit
• Select suitable specific learning objectives
• Detail the instructional procedures
• Plan for preassessment and assessment of student learning
• Provide for the materials for instruction
 THEMATIC TEACHING
• - Using Song Boards in the classroom is a great way to increase student
engagement, encourage expressive language, work on multi-step
directions and increase gross and fine motor skills. These song boards
have visual icons to depict the song and are organized by themes.

- 5 Little Monkeys
- I Like Baby Animals
- Baa Baa Black Sheep

- Rhyming Books. Students can draw pictures of objects that rhyme or cut
out rhyming pictures found in magazines and place them in their books.
• Bradley, L., & Bryant, P. (1985). Rhyme and reason in reading and spelling. Ann
Arbor, MI: University of Michigan Press.
• Bryant, P., MacLean, M., & Bradley, L. (1990). Rhyme, language, and children's
reading. Applied Psycholinguistics, 11, 237-252.
• Moats, L. & Tolman, C. (2008). The Development of Phonological Skills.
• Snow, C., Burns, M., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in
young children. Washington, DC: National Academy Press.