Picture Word Inductive Model

1. Picture Word Inductive Model Using Pictures to Enhance Literacy Skills

2. 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.

3. 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

4. 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

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

6. 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

7. 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.

8. 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

9. 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

10. 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.

11. 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.

12. 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.