Wednesday, November 11, 2015

Picture Word Inductive Model

Theme: School
I enjoy using photographs in the classroom daily! I find that photos are applicable to all age groups, realistically portray daily life, are high-interest or captivating to distracted students, relevant to content and the learner, and fit thematic pathways to vocabulary acquisition.  It is simple to find photos and does not complicate my planning process. Therefore, I was intrigued to implement the Picture Word Inductive Model (PWIM) recommended by Larry Ferlazzo.  

Theme: School
I have been gradually using the strategy and various implementation suggestions with my Adult ESL class.  I started, in September, by using PWIM to review the vocabulary presented in each of the picture dictionary themes - school, work, weather, holidays, etc.   Initially, I sat with the students and recorded all of the words the small group randomly pointed to and identified.  I quickly released control and let the students cooperatively annotate the photos.  Each student uses a marker and the small group works together to hit the target - 20 words. The student must verbally share his or her contribution before writing it on the paper. It's an exhilarating observation of rapid fire speaking, listening, reading, and writing!  

An example chart created by a student
We write simple sentences or questions after the lightning round of identifying details of the photographs. I ask the students to use the words we generated to write sentence captions for the photo(s). The students independently and silently write in his or her notebook first.  Our cooperative labeling experience provided an entry way to the composition and I do not want them to merely copy what an another student said.  I circulate, preview the sentences, and provide bite-sized feedback to encourage the range of writers.  Discussion and charting occurs after I have made sure everyone attempted to write something in the notebook.  I write on the board or type the sentences and questions offered by volunteers. This is my full circle opportunity to highlight and extend the grammar skills we have previously studied in isolation! 

I used the PWIM model the day before Veterans Day to prepare students for the vocabulary and significance of the day off from school.  Again, I observed rapid fire writing, reading, speaking, and listening. The participation rate has increased and the vocabulary target has been exceeded. The students' sentences are gaining in complexity, spelling has dramatically improved, and confidence is soaring!  
Veterans Day

Veterans Day

My next steps will include compare and contrast, paragraphing, and technology. Stay tuned!  In the meantime, be sure to read further background and the multiple suggestions from Mr. Ferlazzo.

The Best Ways To Modify The Picture Word Inductive Model For ELLs

y Ferlazzo: The picture word inductive model

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