Teaching Beginning Reading and Writing with the Picture Word Inductive Model

Teaching Beginning Reading and Writing with the Picture Word Inductive Model

Teaching Beginning Reading and Writing with the Picture Word Inductive Model

Teaching Beginning Reading and Writing with the Picture Word Inductive Model

Synopsis

Glimpsing the model in kindergarten and 2nd grade -- Describing the picture word inductive model -- Using the model in a language arts unit -- Designing multidimensional reading and writing instruction -- Getting started in your classroom or school -- Working with older beginning readers..

Excerpt

This book is about teaching beginning reading and writing. It is based on the belief that we can teach children to be more observant and conscious of the patterns at work as people communicate—particularly through reading and writing—and that as teachers we can use what they are able to do and what they are able to see to bring them rapidly and naturally into greater literacy.

As author, I have three primary objectives: (1) to share the picture word inductive model (PWIM) for teaching beginning reading and writing; (2) to encourage the writing and reading of informative prose with beginning readers; and (3) to promote continuous focused inquiry into the development of literacy and into the results of teacher-andstudent interactions.

Objective one is specific and limited to introducing and explaining the picture word inductive model. The PWIM is a strategy that uses an integrated language arts approach to teaching beginning reading and writing, and it includes the component skills of phonetic analysis, structural analysis, spelling, and mechanics.

Objective two is simple but potentially far-reaching: Increased attention to writing and reading informative prose could improve the quality of students' writing and their comprehension of informative and expository prose. In most classrooms and schools, we do much more with fiction and narrative writing and reading in our primary curriculum than we do with nonfiction and the development of informative, high-quality prose. The PWIM can help us to provide a better curricular and instructional balance by focusing lessons on composing and comprehending nonfiction prose.

Objective three is general and complex and includes illustrating a teaching stance that analyzes how language works, teaches students to . . .

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