K-W-L Chart
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A K-W-L chart is a graphic organizer that helps to activate prior knowledge of the given content or text. It will build knowledge once the graphic organizer is complete. In the example to the left, the class is completing a K-W-L chart on the topic of government. It is important to note that in order to use a K-W-L chart, students need to have a little bit of knowledge on the topic to complete the graphic organizer. This is why this strategy is used to activate prior knowledge rather than build prior knowledge.
The graphic organizer contains three columns (variations can occur- look at the bottom of this page). The first column for the standard K-W-L chart is titled "What we Know," which is where students would write down their prior knowledge. The second column is titled "What we want to learn." In this section, students should be applying their prior knowledge of the content to what they are observing or thinking before reading the text or starting a lesson. This is a type of brainstorming exercise as well. The first two columns should be completed before reading. The last column, "what we learned," should be completed during and after reading/learning the content. |
When scaffolding students towards using this strategy independently, it would be a good idea to model the procedure through a think-aloud strategy. Eventually should be able to use this strategy independently to help them activate their prior knowledge and improve their comprehension.
What are the benefits of using a K-W-L Chart? -It gives students a feeling of purpose for reading
-It helps them monitor their comprehension -By scaffolding (modeling, guidance, and repeated practice) students can use it independently to increase comprehension -Can incorporated other strategies with it, like the think-aloud |
Variations to a K-W-L Chart
There are several variations of the K-W-L chart, which is beneficial because as a teacher, you can adjust the graphic organizer to meet the needs of your specific discipline or lesson. Here are three variations to the K-W-L chart:
1) K-W-H-L Chart- this chart is like the standard chart except it incorporates the "how we will find out" column. This column is for recording sources, which is beneficial in middle school levels because it helps students start to understand references.
2) K-W-L-S Chart- This chart adds an extra column to the end of the graphic organizer that is titled, "still want to learn." This portion of the this graphic organizer can be helpful for teachers to get an idea of a student's comprehension and interest in the topic.
3) B-K-W-L-S Chart- This variation to the K-W-L chart is one of the more extensive ones. The B stands for "Information from activity before," which is a portion of a lesson that builds background knowledge. The S stands for the same thing as the second variation, "still want to learn."
1) K-W-H-L Chart- this chart is like the standard chart except it incorporates the "how we will find out" column. This column is for recording sources, which is beneficial in middle school levels because it helps students start to understand references.
2) K-W-L-S Chart- This chart adds an extra column to the end of the graphic organizer that is titled, "still want to learn." This portion of the this graphic organizer can be helpful for teachers to get an idea of a student's comprehension and interest in the topic.
3) B-K-W-L-S Chart- This variation to the K-W-L chart is one of the more extensive ones. The B stands for "Information from activity before," which is a portion of a lesson that builds background knowledge. The S stands for the same thing as the second variation, "still want to learn."
K-W-L Chart Example in MathematicsThe video to the right is a great example of how a teacher could implement the K-W-L chart across disciplines, like mathematics. It activates prior knowledge and also works on improving comprehension of word problems (in this example).
Implement WritingWriting is incorporated in this strategy by filling out the graphic organizer. However, to incorporate more writing, students could write in a journal about what they learned or still have questions about after filling out the graphic organizer. This will help the students with comprehension as well.
Common Core State Standard W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
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Resources
References
Gamble, L. (2011, November 1). Using a KWL Chart to Solve a Word Problem. Retrieved June 12, 2015, from https://www.youtube.com/watch?v=X7u3Jy5KyT8
KWL Chart. (2012, June 18). Retrieved June 12, 2015, from https://www.youtube.com/watch?v=oK6hi79OJns
Miller, M., & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students grades 5-12. Boston: Pearson.
Using "KWL" in the Classroom. (2015). Retrieved June 12, 2015, from https://www.teachervision.com/graphic-organizers/skill-builder/48615.html
KWL Chart. (2012, June 18). Retrieved June 12, 2015, from https://www.youtube.com/watch?v=oK6hi79OJns
Miller, M., & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students grades 5-12. Boston: Pearson.
Using "KWL" in the Classroom. (2015). Retrieved June 12, 2015, from https://www.teachervision.com/graphic-organizers/skill-builder/48615.html