Thematic Instruction for English Language Learners
We encourage your to read through our page on thematic instruction.
Take what you can, and feel free to share any of your own experiences.
Background Information
"Effective thematic instruction involves using a theme as 'conceptual glue'
for learners, strengthening bonds to knowledge"
(Northwest, 2005).
Though many educational instructional methods may seem hard to understand, and even more difficult to use in the classroom, thematic instruction is actually (yes, it gets our stamp of approval) easy to comprehend, and is a natural method to adopt for your classroom once you know the basics. Thematic instruction involves using a central theme or idea in teaching a wide audience of ranging abilities. The On Purpose Associates elaborate, "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" (2001-2008). Because you're using a broad idea, you can experiment and have fun in the classroom, using projects, small groups, and discussion to accommodate and interest your ELL students. Advantages to Thematic Instruction in an ELL Classroom
"Incorporating Thematic Instruction and teaching with Big Questions
enables all ELL students to participate in active learning" (Barto, 2007).
Using thematic instruction in the classroom can
benefit ELL students in many ways.
Through thematic instruction you will be able to
- Accommodate a variety of English language learners and their needs
- Provide students with a "big picture" educational experience
- Instill vocabulary naturally throughout the lesson
- Involve all students through inclusive themes
- Reinforce a central theme through creative projects, interesting lesson plans, and applicable, hands on approaches to learning
- Create a community of learners through inclusive instruction
- Integrate a variety of language functions into each lesson plan due to flexability in lesson planning
- Utilize interdisciplinary thematic instruction, or teaching central themes across subjects (Barto, 2007)
Examples of Themes
- Diversity
- Good and Evil
- Invention
- Adversity
- Environmental Awareness and Conservation Practices
- Self Esteem
- Society vs. the Individual
- Food in Society
- Community
- Culture
- All About Me
Steps To Planning a Thematic Unit
"Thematic instruction can be a powerful tool for reintegrating
the curriculum and eliminating the isolated, reductionist nature of teaching
around disciplines rather than experience" (On Purpose, 2001-2008).
Planning a thematic unit does not have to be stressful. Following a few steps will have you started in no time! The steps below will help to introduce you to planning a Thematic Unit, and are mirrored after MaryEllen Vogt's guide to planning a cross-cultural thematic unit. MaryEllen Vogt is an Associate Professor of Education at California State University at Long Beach.
Step One: Pick a Theme
When selecting a theme you should keep the interests of your students in mind.
Choosing a topic that all students can relate to will allow your lessons the flexability needed to connect to each individual learner, no matter their language, grade, gender or maturity level. Themes should be clear and meaningful in order to appeal to all learners and avoid possible confusion. The theme should drive the lessons and allow for a natural learning order. Students should be able to comprehend and adopt the central theme or message by the end of the unit.
Example: Community
Step Two: Select Concepts or Ideas to Convey a Message
A concept will reinforce the theme and provide a direction for the lesson plans. Key ideas will provide even more clarity for students, because they provide a platform on which students can continue to build their own opinions, and explore their beliefs, expectations, and limitations within the given theme. The concept will provide a safety net for students who are still unsure of their position on the theme.
Ex: A successful community is made up of individuals with distinct roles and diverse backgrounds.
Step Three: Identify Language Functions, Skills, and Strategies
We believe lesson plans should be mindful of skills and strategies, and should include instruction in multiple language functions connected to reading, writing, speaking and listening. Language functions, skills and strategies should not only be the end result, but should inspire activities and be threaded throughout the entire lesson to provide optimum comprehension.
Ex(s):
Language Function(s): Infer, Describe, Persuade
Skills: Compare and Contrast, Analysis
Strategy: Lists, Venn Diagram, 5 W's
Step Four: Gather Resources and Plan for Activities
In order to embrace the concepts of the thematic unit, you should choose resources that inspire students to connect to the theme and the concept(s). Choose literature and texts that have real world applications, are age appropriate and are up to date. Students recognize material that is dated and immature, so being conscious of your audience is more than important-it's a necessity. Resources to seek out in order to stay current, compelling, and inclusive are blogs, newspapers, short stories, creative nonfiction, student's academic work and online journals. The literature will also help to provide a base for activities. Activities should help to reinforce both the theme and concept(s), and should allow a creative outlet for all students. Remember, offering choices in education is always encouraged.
Ex(s):
Resources: Graphic Novels, Student Blogs, Music Lyrics
Activities: Create your own cartoon related to the central theme or literature; have students bring in their favorite songs; encourage students to engage in debates, Slam poetry, and even writing "clean" raps in place of poetry
10 Things to Keep in Mind While Planning
- Theme
- Concept
- Language Functions
- Age Appropriateness
- Real World Aplicability
- Student's Cultures and L1's
- Goals for the Unit
- Student's Individual Interests
- Student's English Language Levels
- WIDA and State Requirements
Our Experiences with Thematic Instruction
Through our connection to an educational and cultural institute, we have had the pleasure of being able to create and implement a summer program geared toward ELLs and reading and writing. We wanted our to program to get to the root of a longstanding concern in the field of English language learners-literacy, before our students reached high school, or even middle school. What followed was the plan to design a summer program driven by thematic instruction. Our theme seemed clear to us from the beginning-community. We wanted to express solidarity through our differences, and introduce books that would highlight this theme. Our key concept also developed naturally. We wanted to illuminate that through understanding, and the support of families and community, we could celebrate our differences and create change. The texts we chose reflect our theme and central key concept(s). Currently, the program meets for two hours once a week, and instructs learners from a myriad of backgrounds, ages, and language levels. Though our lessons are grounded by a distinct theme and clear concepts, they retain the fluidity required to address the various needs of our ELLs.
Selected Literature from our Thematic Unit
- Stellaluna By Janell Cannon
- Adelita By Tomie dePaula
- The Legend of the Bluebonnet By Tomie dePaula
- Cloud Tea Monkeys By Mal Peet & Elspeth Graham
References
Barto, M. (n.d.). Bridging the gap for ell students in the academic classroom.
Retrieved from http://www.njtesol-njbe.org/handouts/BridgingtheGap.pdf
Retrieved from http://www.njtesol-njbe.org/handouts/BridgingtheGap.pdf
Haynes, J. (1998-2008). Activities for summer school esl. Retrieved from
Johnson, B. (2009, January 14). Active learning is key to differentiated instruction
[Web log message]. Retrieved from http://www.edutopia.org/
differentiated- instruction-active-learning
[Web log message]. Retrieved from http://www.edutopia.org/
differentiated- instruction-active-learning
Northwest Regional Educational Laboratory, Initials. (2005). Thematic
instruction. Retrieved from http://www.netc.org/focus/strategies/them.php
instruction. Retrieved from http://www.netc.org/focus/strategies/them.php
On Purpose Associates. (1998-2008). Thematic instruction. Retrieved from
Randle, I. (1997). The measure of success: Integrated thematic instruction.
Clearing House, 71(2), 85. Retrieved from EBSCOhost.
Clearing House, 71(2), 85. Retrieved from EBSCOhost.
Vogt, M. (1997). Cross-curricular thematic instruction. Retrieved from
