Picture Word Inductive Model Using Pictures to Enhance

Picture Word Inductive Model Using Pictures to Enhance Literacy Skills

What is the Picture Word Inductive Model ? � The Picture Word Inductive Model (PWIM) is an inquiry based language arts strategy that uses pictures of familiar objects or actions to elicit words from student’s listening and speaking vocabularies. � The PWIM is designed to teach reading, writing, and the language system. � A major principle of the model is that students have the ability to make generalizations that can help them master the conventions of language.

Why Use PWIM? � Leads students to inquire about words � Adds words to sight vocabulary and writing vocabulary � Helps students discover phonetic and structural principles � Helps students use observation and analysis in their study of reading, writing, comprehending, and composing

Getting Started � Selecting Pictures ◦ Select pictures and photographs that are familiar, tangible, concrete and attractive ◦ For older students choose pictures that also relate to other content areas ◦ The picture can open an area of study or serve as a focal point for discussion

Sources for Pictures � Calendars � Posters � Old Magazines � Enlarged Photographs � Grades 3 -6 should need about 15 -20 pictures for the entire school year

Identify Themes and Ideas in the Picture � Students visually read the picture � “Shake out” the words – generate a list of words that identify items or actions found in the picture � Teacher records the words as students generate them leaves whiskers mask gray nose

Reading and Reviewing the Picture Word Chart � After generating the word list, begin all following PWIM lessons by reading and reviewing the chart together. � With older students try to move the class toward silent practice and individual reading. � Select certain words for reading or spelling emphasis.

Classifying the Words � After reading and reviewing the words, students will need to classify the words � Some examples of classifications: physical characteristics, food sources, plurals, words that begin with the same letter, color words � Older students should become more articulate about the categories they form and their attributes

Adding Words � Once students have generated the original word list, ask them to find other words that belong � Scan other literature about the topic to locate new words to add to the chart � Older students need to be given more responsibility for locating additional words

Generating Sentences and Paragraphs � Take the categories from classifying words and generate sentences and paragraphs. � In this way, students can understand how classifying content can help them organize their ideas into informative prose. � Classify sentences into groups that form the basis for paragraph development.

Reading and Reviewing Sentences and Paragraphs � Read and review the sentences and paragraphs generated by the students. � Allow students the opportunity to do independent writing in their journals and create new sentences related to the chart. � Use opportunities to create multiple paragraph works that are related to other content areas like science or social studies.

In Conclusion… � “Using an integrated language arts approach to teaching and learning is not simply ideological, but is an instructional tool that saves time and builds learning skills that will last a lifetime for students. ” (Calhoun, 1999)w � The PWIM is an extremely effective tool for teachers to use as they strive to meet this goal for all students.