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Abstract

In this paper I investigate the Picture Word Inductive Model (PWIM) as an effective classroom tool for vocabulary instruction. I review the literature related to recent developments in the area of vocabulary research, the importance of effective vocabulary instruction in a balanced literacy program, and why PWIM is such a valuable program for teaching vocabulary in the classroom. In the Connections to Practice section I have included my experiences using PWIM in my Grade One French Immersion classroom, a look at the inherent strengths of PWIM and how it can be used in a classroom for vocabulary instruction of theme related curriculum, and a PowerPoint presentation created for a District Day Pro D workshop (February 2011) for colleagues teaching at the Primary level (English and French) as well as Intermediate, French as a Second Language, teachers. I include a teacher resource package in the appendix. My goal in writing this paper is to inform the reader not only about the value of the Picture Word Inductive Model as a vocabulary instructional tool, but also to help them better understand why it is so effective. "The limits of my language are the limits of my mind. All I know is what I have words for." Luther Wittgenstein.