Leslie Rothenberger

RE 5730

Dr. Moorman

Spring, 2011

Staff Development Workshop

Teaching Older Students Using the Picture Word Inductive Model

Focus of the Workshop

The focus of my workshop is to provide teachers in the upper elementary grades (3-6) with another instructional strategy to use in the literacy block, especially for writing. Since many students in the upper elementary grades continue to struggle in literacy and have not mastered skills necessary for them to be successful readers and writers, teachers must continue to find innovative ways to address these needs. The Picture Word Inductive Model can also help teachers in the upper elementary grades provide a better instructional balance between fiction and narrative writing and nonfiction writing by focusing lessons on composing nonfiction prose.

Instructional Activities

  • PWIM Lesson

Theoretical Perspective

  • The Picture Word Inductive Model (PWIM) is a multidimensional approach that addresses several aspects of literacy simultaneously. The purpose of using PWIM is to develop students’ vocabulary, concepts about words, and sentence and paragraph structures through the content subjects of reading, math, science, or social studies.
  • With respect to older students with low literacy levels, Calhoun states, “Some things do not change, despite students' ages and abilities. The constant instructional goals remain critical in lesson and unit design and in teacher-and-student interactions: (1) building sight vocabulary; (2) helping students build confidence in their ability to learn; and (3) teaching students how to inquire into language and use what they know and find to read and write and participate fully in their own educational progress.” (Calhoun, 1999).
  • The PWIM was designed to engage students in an inquiry based approach to discovering words, adding words to their sight and writing vocabularies, discovering phonetic principles, and guiding them in composition.
  • The PWIM uses several teaching methods including modeling, demonstrations, explanations, and applications to build knowledge and skill.

Calhoun, E.F. (1999). Teaching beginning reading and writing with the picture word inductive model. Alexandria, VA: Association for Supervision and Curriculum Development.

Objectives

  1. Participants will become knowledgeable about the PWIM instructional strategy.
  2. Participants will learn how to implement the PWIM in the classroom.
  3. Participants will understand that the PWIM can be adapted for all grade levels and is useful in all content areas.
  4. Participants will understand how the PWIM develops and expands students’ vocabularies, their knowledge of language usage, and the mechanics of spelling.
  5. Participants will learn to use the PWIM to focus lessons on composing and comprehending informative prose.

Outline

One 2 hour session, One 1.5 hour session

Session 1

Icebreaker activity – 15 minutes

Comic Strip Chaos

  • Provide four multiple-frame comics from the Sunday paper cut into individual frames.
  • Ask participants to choose a frame from a container.
  • After everyone has a frame, participants begin to search for others with the same comic strip sequence.
  • After participants have found everyone in their group, they must arrange themselves so that the sequence is in the correct order.
  • Upon completion, newly formed groups sit down together.

Introduction – 5 minutes

Provide participants with background information and purpose of workshop.

Introduce the Picture Word Inductive Model using a power point – 25 minutes

Provide each participant with a hard copy of the power point with room for taking notes.

Discuss the components of the PWIM as presented in the power point

Provide opportunities for questions and comments throughout the presentation.

Whole/Small Group Activity – Sample PWIM Lesson -45 minutes

Show participants a picture of a lion yawning. (The picture should be laminated and taped to the center of a large sheet of chart paper.)

Ask participants to visually read, or “shake out,” the words from the picture. As participants generate the words, the teacher/leader should record the words on the chart by drawing a line from the item or action in the picture out onto the chart paper and then writing the word that names it.

The leader should spell and read each word as she reads it and have participants echo.

Once all the words have been “shaken out” of the picture, ask participants to think about words they could add to the picture. What information do they know about lionsthat is not shown in the picture? As more words are generated, write these on the chart as well. (Since all participants work with upper elementary students, this is an important component of the PWIM.)

Read and review the words on the chart. Participants may echo or choral read the words.

Next, ask participants to categorize the words. Refer back to the examples provided in the power point. Ask participants to offer suggestions and create a separate chart on large chart paper that lists the words in the categories designated by the group.

Once the words have been categorized, assign each of the small groups created in the icebreaker activity one of the categories. Provide them with chart paper and markers. Instruct them to create sentences using the words in that category. Groups should be prepared to share their sentences.

Once the sentences have been created, instruct each group to create a paragraph using their sentences. Again, each group will share the paragraph they have written.

Display the paragraphs in the room and instructeach group to try to arrange them so that they create one complete composition about lions.

Share final compositions.

Remind participants that this process would take several days in the classroom and that each step/lesson in the PWIM should begin with a review of the word chart. Students may work in groups to complete the initial PWIM lesson, but as students become more familiar with the PWIM model, they should move toward writing independently.

Discussion – 15 minutes

Ask participants to share any thoughts, questions, or comments they may have regarding the PWIM lesson.

Wrap Up – 15 minutes

Assign homework for next session

  • Participants should conduct a PWIM lesson in their classroom
  • Be prepared to share in small groups how they felt about the lesson – What worked well? What didn’t? Were students engaged?
  • Participants should bring a sample of student work.
  • Gather 2 pictures that are related to other content areas and bring to next session.

Complete evaluation of the session

Session 2

Icebreaker –15 minutes

Fact or Fiction – Each participant will say three things about themselves, one of which is made up. Other participants must guess which fact is really fiction.

Small group discussions – 30 minutes

Break into small groups and discuss with the group what they discovered when they implemented the PWIM lesson in their classroom.

Each group will share how they felt about the lesson, including what worked well and any problems they encountered. Participants should share any work samples that are relevant to the discussion.

Sharing Session – 30 minutes

Ask each participant to share the two pictures they gathered and describe how they could be used to integrate writing into another content area. What concept would they address? Grade levels could share the pictures for lessons throughout the year.

Wrap Up - 15 minutes

Review strengths of the PWIM

  • Uses an integrated language arts approach to literacy
  • Enhances students’ reading and writing vocabularies
  • Picture Word Chart can serve as an illustrated dictionary, a focal point for discussion, as a base of evidence for informative writing and as a support to integrating curricula

Allow time for thoughts, questions, or concerns

Complete evaluation

Follow Up Activities

Have an additional session for those who are interested to share any results from additional PWIM lessons conducted in classrooms after Session 2.

Create a blog for teachers to post a reflection about the workshop and the usefulness of the PWIM. Encourage participants who continue to use the PWIM to post comments and feedback on the effectiveness of the lessons.

Observe other teachers conducting a PWIM lesson and provide feedback

Read Teaching Beginning Reading and Writing With the Picture Word Inductive Model by Emily F. Calhoun.

If responses are favorable, provide a workshop for K – 2 staff on the PWIM.

Assessment of Effectiveness of the Workshop

Evaluations: Participants will complete evaluation (See attached)

Blog

Create a section on the blog titled “Positive Impacts on Student Learning”

Participants will use this area of the blog to share student successes and information about how the PWIM has positively impacted student learning in the classroom.

 Survey participants at a later date to determine how many are continuing to use the PWIM.

How often do they use it?

Do they use it strictly for language arts, or are they using it for other content areas as well?

Session 1 Evaluation Form

Picture Word Inductive Model Staff Development
All of the Time
4 / Most of the Time
3 / Some of the Time
2 / None of the Time
1
The material covered was appropriate for someone with my level of knowledge about the subject.
The content of the material was applicable to my grade level
The material was presented in a clear and logical manner
There was sufficient time in the session to cover the material that was presented
The instructor was knowledgeable of the subject
The instructor provided good examples
The instructor was respectful of participants
The instructor was accessible for questions

Session 2 Evaluation Form

Name: ______Date of Training: ______

1. What did you enjoy most about today?

2. What did you learn in today’s session that you anticipate using in your classroom?

3. Was there anything you did not understand in today’s session? Please provide specific examples.

4. What is the most valuable thing you learned today (knowledge or skill)?

5. What other specific comments do you have?

Thank you for your participation!