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Raphael, Taffy E., Ed.; Au, Kathryn H., Ed. – 1998
Making a case for the value of literature-based instruction, this book presents an overview of the extensive knowledge base supporting literature-based approaches to literacy instruction. It notes that literature-based instruction goes beyond simply changing the kinds of texts children read--also required in literature-based instruction are an…
Descriptors: Childrens Literature, Curriculum Development, Elementary Education, Literacy
Roberts, Patricia L. – 1993
Using a dinosaur unit as an example throughout the chapters, this book presents an organizational plan for developing a thematic unit for literature-based instruction for grades K-6. The book is designed as a resource for preservice and inservice teachers new to literature-based instruction. The book shows how a content topic can be used as a…
Descriptors: Childrens Literature, Class Activities, Content Area Reading, Dinosaurs
Peer reviewedSauder, Carol R. – Volta Review, 1995
A teacher of preschool and kindergarten students with hearing impairments recounts her increasing use of whole language, process-oriented teaching methods. Considers the teacher's new role, the classroom environment, use of thematic units, emergent reading, emergent writing, and evaluation. (DB)
Descriptors: Beginning Reading, Childrens Writing, Classroom Techniques, Emergent Literacy
Peer reviewedLamme, Linda Leonard; Hysmith, Cecilia – International Journal of Social Education, 1993
Asserts that the whole-language approach is a philosophy of learning in which children construct knowledge by actively engaging in classroom projects that have real meaning for them. Describes thematic studies using a whole-language approach in which children (with teacher assistance) decide what themes will be studied. (CFR)
Descriptors: Childrens Literature, Class Activities, Cognitive Processes, Curriculum Design
