Using Pictures to Enhance Literacy Skills

 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.

 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

 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

 Calendars  Posters  Old Magazines  Enlarged Photographs  Grades 3-6 should need about pictures for the entire school year

 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 whiskers mask gray leaves nose

 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.

 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

 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

 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.

 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.

 “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.