The Third Phase of the Picture Word Inductive Model

iii)Titles , Topics, and Main Ideas

 The ability to title and understanding the purpose of titles, is very important because it relates to reading comprehension strategies such as determining importance and synthesizing. The development of critical thinking skills are also addressed through titling.

Critical thinkers work from evidence and can back up their opinions with facts. A title based on evidence demonstrates an understanding of the concept.

Asking students to generate accurate titles asks them to think about the picture as a whole using abstract thinking. Titling represents curricular evidence present in the photo.

Titling also assists in learning and remembering the words. It is another place to add in those essential high frequency words. Just like words, Titles can be classified.

Titling needs to be modeled. Bring in pictures and look at books/magazines and even DVD and game titles. Using Book titles and covers establishes categories. Students also title their word and sentence categories and of course their paragraphs . Modeling helps kids expand their  repertoire not getting enough good titles is always due to insufficient modeling-model many kinds of book titles-one word,two-word , alliteration, repeating words..

I tell students “When someone walks into this classroom they should know which picture the title they have chosen goes with “

Discuss the photographer’s intent about when the photograph was taken. Was the photographer taking a photograph of the plant or the sharks swimming around the plant? The purpose is just like an author’s purpose in writing. The title indicates that purpose.

In teaching writing, we use titles to establish topic and theme. Real authors choose titles with great care. The title is a promise to the reader. That promise helps the reader make a connection to prior knowledge /predict textual content and read for meaning. The title will be an indicator from the author about the main idea.

The co construction of criteria with students of what makes a good title vs. what is a sentence,  is great way to reinforce understanding. Create an anchor chart  with your class of what makes a good title. Mask the title on books and ask students to brainstorm possible titles. Reveal the actual title and discuss why the author would have chosen that particular title.

hint-Title the photo in stages-it doesn’t have to be all at once. Not all of the students need a title.