The Concept of Picture Word Inductive Model (PWIM)
According Calhoun in his book, The PWIM is an inquiry-oriented language arts strategy that uses pictures containing familiar objects and actions to elicit words from children’s listening and speaking vocabularies. Teachers used the PWIM with classes, small groups, and individuals to lead them into inquiring about words, adding words to their sight-reading and writing vocabularies, discovering phonetic and structural principles, and using observation and analysis in their study of reading and writing.
PWIM can help student notice phonetic principles of word and expand their sight word knowledge. Many young children have a rather wide range of words in their speaking and listening vocabularies, and this strategy seeks to get those words into their writing and reading vocabularies.
According to Adams, Johnson, & Connors,in Calhoun’s book say that “the concept of using pictures as a stimulus for language experience activities in the classroom was developed specifically for teaching young students to read and write well.
Whereas, according to Rowena Douglas, Picture Word inductive Model (PWIM) is a language arts strategy teacher uses with two or three units a year. Teacher put up a picture or poster that relates the topic the class is discussing.
Moreover, Picture Word Inductive Model (PWIM) is designed to teach reading, writing, and the language system. It is designed to help students develop as independent learners and independent readers and to foster confidence based on knowledge that they secure for themselves as learners.
The Principles of Picture Word Inductive Model (PWIM)
The principle of PWIM is to build on children’s growing storehous of words and syntactic forms and to accelerate the transition to write forms. Besides, an essential principle of the PWIM is that the model respect the children’s language development: their words are used and their ability to make associations is cultivated. Thus, a major principle of the model is that students have the capability make generalizations that can help them to master the conventions of language.
The Advantages of Picture Word Inductive Model
The Picture Word Inductive Model (PWIM) is a satisfying and pleasurable activity. They enjoy finding objects and action in the picture, seeing the words and sentences the generate expressed in print and become part of the curriculum, classifying words and sentences, and discovering useful language concepts and generalization. The PWIM motivates students because most become successful learners. Learners succeed when using the model because the PWIM is based on inquiry into how children learn and how to enhance their learning, including their development of language, the process of learning to read and write, and the reading and writing connection.
PWIM is that it approaches the development of sight vocabulary directly. Therefore, it can add vocabulary students to make descriptive text.
Strengths of the Picture Word Inductive Model (PWIM)
The basic moves of the PWIM stress this components of phonics, grammar, mechanics and usage:
• Students hear the words pronounced correctly many times and the picture word chart is an immediate reference as they add these words to their sight vocabulary. The teacher can choose to emphasize almost any sound and symbol relationship (introduce or taken mastery).
• Students hear and see letters identified and written correctly many times.
• Students hear the words spelled correctly many times and participate in spelling them correctly.
• In writing the sentences, the teacher uses standard English (transforming students sentences if necessary) and uses correct punctuation and mechanics (e.g, commas,capital letter). As different mechanical and grammatical devices are used, the teacher describes why the device is used . after many lessons and experiences with the teacher modeling the devices, the students learn how to use them too.
The Application of Picture Word Inductive Model to Improve Writing Descriptive
Application of Picture Word Inductive Model in writing descriptive text, there can be a cycle or a series for the teaching process. The teacher should do some activity that as follow are:
a) Select a picture.
b) Ask the student to identify what they see in the picture.
c) Label the picture parts identified. (Draw a line from the identified objector area, say the word, write the word; ask students to spell the word aloud and then to pronounce it).
d) Read and review the picture word chart aloud.
e) Ask students to read the words (using the lines on the chart if necessary) and to classify the words into a variety of groups. Identify common concepts (e.g., beginning consonants, rhyming words) to emphasize with the whole class.
f) Read and review the picture word chart (say the word, spell it, say it again).
g) Add words, if desired, to the picture word chart and to the word banks.
h) Lead students into creating a title for the picture word chart. Ask students to think about the information on the chart and what they want to say about it.
i) Ask students to generate a sentence, sentences, or a paragraph about picture word chart. Ask students to classify sentences; model putting the sentences into a good paragraph.
j) Read and review the sentences and paragraphs.
PWIM (Picture Word Inductive Model) to develop students’ vocabulary, as well as sentence and paragraph structures. Our classroom used a PWIM poster, but not in the usual way. Rather than “shaking out” words, categorizing words, writing sentences, organizing them, and writing paragraphs, we used them to practice the skill of fact and opinion. Our science bulletin board had a PWIM poster on it of elephants in their environment. Students could easily “shake out” elephant structures (ears, tusks, trunks, etc.), but they didn’t know the functions of these structures. Students used nonfiction text to research the structures and discover the functions that help them survive in their environment. Rather than write words on the poster, fact statements were written about an elephant’s structures and functions during their research process.