Hi, I do think that thematic teaching does include reading and writing while teaching social studies/science concepts as well. The reading strategies are reflected in guided reading group or mini lesson, and the strategy is also incorporated in their writing. For example during our butterfly unit in science, we read trade books on various levels of butterflies and discuss the strategy of important ideas as well as questions when reading the non-fiction texts. The writing related to the reading is non-fiction informational writing as well. So when the students are not in guided reading group, the are working on other stations that include, writing, reading other books on butterflies, puzzles about life cycles, and word work relating to butterflies. The theme continues using other strategies and writing when we read fiction, poetry, etc. It opens up time in the day while covering strategies. I think it helps primary students to be immersed in the topic/theme so that they have the time, exploration, materials etc. to understand not only the concepts of science/social studies but to apply reading and writing in content areas.
________________________________ From: [email protected] on behalf of Andrea Jenkins Sent: Sun 4/26/2009 4:02 PM To: [email protected] Subject: [MOSAIC] Thematic Units or Reading Across the Curriculum Hello friends. I am leading a Mosaic book study with teachers at my school. Many, if not all, of the teachers say they "integrate reading and writing and teach it across the curriculum". I believe this is code for not specifically teaching reading and writing, but rather assigning reading and writing assignments/activities, and calling that their instruction of reading/writing. What they are actually teaching is social studies or science, with throwing in reading and writing assignments with no instruction on how to read or write strategically. Personally, I believe in the workshop framework for both reading and writing, and believe in directly teaching reading and writing strategies through mini-lessons. They believe, wholeheartedly, that their thematic, integrated approach to teaching is working and best practice. I believe differently. How do I combat this response of "integrated" instruction? Am I missing a crucial piece? Perhaps I am wrong here and many of you also use thematic units and content areas to teach strategies. How do other teachers of workshop model classrooms handle the balance between reading and social studies? Many thanks! Andrea Jenkins _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
_______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
