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Achieving Balanced Literacy through the
Picture Word Inductive ModelThe Picture Word Inductive Model (PWIM) is an inquiry-oriented language arts model which provides a framework for balanced literacy in the classroom. PWIM uses large photographs to elicit words from children’s listening and speaking vocabularies, while integrating curricular connections to science, social studies, or health. Through this model, teachers use the generated vocabulary to lead students into inquiring about words, studying word properties (discovering phonetic and structural principles), composing sentences and writing paragraphs. The model is designed to help students develop as independent learners, readers and writers as they foster confidence in their ability to learn. When implemented in conjunction with explicit instruction through Read Alouds, Talk Alouds, and Think Alouds, the PWIM offers a balanced literacy approach (Figure 1) engaging students through inquiry and higher level thinking skills.
Modelled
ReadingShared Reading
Scaffolded-
Guided Reading
Independent
Reading
Modelled/
Shared Writing
Interactive Writing
Independent Writing
Read Aloud
Talk Aloud
Comprehension
Talk AloudWriting
Think Aloud
PWIM
Figure 1 Balanced Literacy through PWIM
Literacy Support for First Nations Inuit Metis (FNIM) Students
In a recent publication released by Aboriginal Affairs and Northern Development Canada (2012), the First Nation Student Success Program (FNSSP) has recognized PWIM as one of the ‘tried, tested and true’ instructional models in supporting early literacy development. The PWIM allows for the infusion of FNIM content as cultural connections come alive through carefully chosen photographs.
Literacy Support for English as an Additional Language Learner (EAL)
PWIM has proven to be an effective strategy for supporting the language development of EAL students. The use of a photo to generate vocabulary provides a visual support for students as they learn to read new words and use the properties of these words when decoding new vocabulary. The photo also serves as a ‘picture dictionary’ to support writing development of EAL students.
The National Reading Panel has completed extensive research to determine the most effective ways in which to teach students how to read. Their research revealed that when the following five components are effectively taught, they lead to the highest chance of reading success. These five are known as the Five Pillars of Reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Figure 2 represents the components of reading instruction (The Five Pillars + Writing)
Comprehension Fluency PhonicsPhonemic Awareness
Vocabulary Development
Writing
Read Aloud
Talk Aloud for Comprehension
Talk Aloud for Writing
Think Aloud
PWIM
Figure 2