1 / 9

PWIM 4

PWIM 4. We’re ready for another cycle … and another … and. Sequence of the Pictu r e- W o r d Inductive Model 1. Select a picture. 2. Have students identify what they see in the picture.

yanni
Download Presentation

PWIM 4

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. PWIM 4

  2. We’re ready for another cycle … and another … and

  3. SequenceofthePicture-WordInductiveModel 1. Selectapicture. 2.Have studentsidentifywhatthey seeinthepicture. 3.Label the picturepartsidentified.(The teacherdrawsaline fromthe pic- turetothe word,says the word,spells the wordand pointstoeach letter with herorhisfingerorthemarker,saysthewordagain,and studentsspell thewordwith theteacher.) 4.Read/reviewthepicture-wordchart. 5.Havestudentsclassifythewordsinto avarietyofgroups.Identifycommon conceptsinthewordstoemphasizewith theclass asawhole.Thestudents “read” the wordsbyreferringtothe chart ifthe wordisnot intheirsight vocabulary. Phonics/Grammar/Mechanics/Usage 1.Studentshear the wordspronouncedcorrectlymanytimes,and they have animmediatereferencesource touse(the picture-wordchart)asthey add thesewordsto theirsightvocabulary.Atthe teacher’sdiscretion,almost anysound/symbolrelationshipcan beemphasized(introducedortakento mastery). 2.Studentshearand seethelettersidentifiedcorrectlymanytimes,and they seethemformedcorrectlymanytimes.

  4. 6.Read/reviewthepicture-wordchart(say,spell, and say). 7.Addwords,ifdesired,tothepicture-wordchartand tothewordbanks. 8.Have studentsthinkofatitle for theirpicture-word chart.(The teacher leadsstudentstothinkaboutthe“evidence”and informationintheirchart and aboutwhatthey wanttosayaboutthis information.) 9.Have studentsgenerate asentence,sentences,oraparagraphdirectlyre- latedto theirpicture-wordchart.Studentsmay classifygroup-generated setsofsentences.Theteachermodelsputtingthesentencestogetherinto a good paragraph. 10. Read/reviewthesentencesorparagraphs.

  5. Rationale • Link students’ natural listening-speaking language directly to print. • Students inquire from the beginning – starting with studying a picture and identifying objects and actions in it. The words they “shake out” of the picture become the content of instruction.

More Related