Fourteen examples are given of teacher-created day-long celebrations which are designed to sharpen students' thinking skills and incorporate math, science, reading, and language arts. The special days include Janus Day, Twins Day, Friendship Day, Interactive Reading Fair, Sixties Day, Clash Day, Generation Day, and Back-to-the-Future Day. (IAH)

Argues that the unique interrelationship of art, reading, and writing offers teachers a variety of opportunities to nurture students' artistic imagination. Describes several strategies that can be used to explore images through writing and to explore images through reading. (SR)

Reviews research and raises questions about instruction that integrates reading and writing or that focuses on thematic units. Concludes with guidelines for integrated instruction. (SR)

The advantages of using themes as the foundation of a language arts program for hearing-impaired students are outlined. Methods for developing new themes, recycling old themes, having children choose their study materials, and structuring classroom activities are presented. Examples from an insect theme illustrate the approach. (JDD)

Continuing with his suggestion from previous issues that themes of interest to most children can tie together reading, writing and language arts, the author presents classroom activities and reading suggestions based on four more themes: fairness and unfairness; cultural identity; overcoming weaknesses or handicaps; requited and unrequited love.…

Reviews "Favorites, Friendships, Food, and Fantasy: Literature-Based Thematic Units for Early Primary" (A. Lukasevich and F. Pieronek), a two-volume publication that presents four literature-based thematic units for use in the language arts curriculum. The units are designed to be used sequentially in 12- or 15-day segments, and each lesson has 4…

Encouraging interactive learning and motivating K-5 students, this book presents step-by-step directions, drawings, black line masters, and photographs for 48 thematic classroom projects that use everyday items. The first chapter discusses the history of the "bag ladies." The second chapter describes how to gather, make, and store classroom…

Intended as a practical planning and instructional tool, this teacher resource manual was developed to assist Alberta (Canada) classroom teachers to implement the high school Integrated Occupational English Language Arts Program. The manual contains: (1) additional information about the goals and objectives of the curriculum; (2) thematic contexts…

Describes a collaborative project between instructors in language arts and social studies at the middle school level that produced a joint educational venture that made reading and writing more meaningful, challenging, and exciting for students and teachers. Describes a "Who's Who" thematic unit integrating reading, writing, and drama.…

The major purpose of this book is to describe the basis, features, and future of the whole language movement. Topics included in the book include: (1) a description of what is known about language and language development; (2) presentation of a whole language perspective on literacy development, involving both reading and writing; (3) presentation…

Based on the belief that the teaching and learning of language are inextricably intertwined, this book addresses the challenge of providing an integrated language arts program in the elementary and middle school level that bridges traditional instruction and thematic, whole language, or literature-based instruction. The book also presents ways to…

Elementary preservice teachers (n=185) in a blocked program of methods courses developed integrated thematic units focusing on social studies and science that viewed reading, language arts, and mathematics as tools students use to study the major content areas in the elementary school program: social studies and science. This was a complex task…

Provides two fully developed library media activities that are designed for use with specific curriculum units in reading, language arts, and social studies. Library media skills, curriculum objectives, grade levels, resources, instructional roles, activities and procedures, evaluation, and follow-up are described for each activity. (LRW)

Provides six fully developed library media activities that are designed for use with specific curriculum units in reading, language arts, science, and social studies. Library media skills, curriculum objectives, grade levels, resources, instructional roles, procedures, evaluation, and follow-up are described for each activity. (LRW)

Provides five fully developed school library media activities that are designed for use with specific curriculum units in reading/language arts, science, and social studies. Library media skills objectives, curriculum (subject area) objectives, grade levels, resources, instructional roles, activity and procedures for completion, evaluation, and…