2. Researcher
Emily Calhoun is credited with coming up with Picture
Word Inductive Model.
She is the author of the book “Teaching Beginning Reading
and Writing with the Picture Word Inductive Model”. She
has also written several other books about teaching.
Calhoun has taught both elementary and high school, and
is currently the Director of Phoenix Alliance, which
provides long-term support to school districts and
state/regional agencies that are committed to improving
student achievement through investing in staff learning at
the school level.
3. Overview of PWIM
The Picture Word Inductive Model uses pictures
containing familiar objects, actions and scenes to draw
out words from children’s listening and speaking
vocabularies.
The PWIM goals are to:
1) Build sight vocabulary as a basis for reading, learning
phonics and spelling generalizations.
2) Gain confidence in one's ability to learn.
3) Learn how to inquire into language and use
knowledge and skills to read, write and participate
fully in education.
4. Steps Involved in PWIM
1. Select a picture.
2. Ask students to identify what they see in the picture.
3. Label the picture parts identified. (Draw a line from the identified object or area,
say the word, write the word; ask students to spell the word aloud and then to
pronounce it).
4. Read and review the picture word chart aloud.
5. 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.
6. Read and review the picture word chart (say the word, spell it, say it again).
7. Add words, if desired, to the picture word chart and to the word banks.
8. 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.
9. Ask students to generate a sentence, sentences, or a paragraph about the
picture word chart. Ask students to classify sentences; model putting the
sentences into a good paragraph.
10. Read and review the sentences and paragraphs.
5. Applying the Strategy
After reading a book, beginning a new science or social
studies lesson, or learning new math concepts follow
the steps from the previous slide.
This strategy can be used with the whole class, in small
groups, pairs, or individually.
PWIM is appropriate for children in Kindergarten
through 6th grade.
7. Content & Standards
This strategy can essentially be used in any content area; however, it is most
commonly used in reading and language arts.
Standards for 1st Grade:
RF.1.2. Demonstrate understanding of spoken words, syllables, and
sounds (phonemes).
RF.1.3. Know and apply grade-level phonics and word analysis skills in
decoding words.
L.1.4. Determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grade 1 reading and content,
choosing flexibly from an array of strategies.
L.1.5. With guidance and support from adults, demonstrate
understanding of figurative language, word relationships and nuances in
word meanings.
L.1.6. Use words and phrases acquired through conversations, reading
and being read to, and responding to texts, including using frequently
occurring conjunctions to signal simple relationships (e.g., because).
