KWL+Chart

 they will be engaged in these lessons. Using this strategy can also ensure that the class has read a text closely. They have made connections to their own life in the “know” column, asked relevant and interesting question in the “want to know” column and then looked for the answers within the reading. This is a great way to get students thinking as they are reading. When giving a particularly challenging reading, this strategy can also be a useful scaffolding tool. It is a way for students to break down a reading into smaller questions. They can warm-up by making connections to the subject and then delve into the reading when they have a few questions to read for. In this way, students are not overwhelmed by the intensity or length of a reading and can be focused by their own questions. Ogle, D.M. 1986. K-W-L: A teaching model that develops active reading of expository text. //Reading Teacher// 39: 564-570. Thompson, G. (2010). //Literacy for the 21st century: a balanced approach//. Upper Saddle River: Pearson Education Alexandra Seaha
 * More information:**

Know---Want to Know---Learned


 * Strategy:**

The “Know-Want to Know-Learned” strategy uses a graphic organizer to guide student’s thinking about any given reading. The K-W-L organizer can be used as a before-reading strategy or an after reading strategy as it capitalizes on both background knowledge and content knowledge. To apply this strategy, students may be given the K-W-L organizer and a reading at the same time. Students will look at the title of the reading and write down everything they know about the subject in the “know” column before reading the text. After having read the text students then fill in the “want to know” column with questions they still have concerning the content. The “want to know” column may also be filled in before reading the text with students pending questions. In the “learned” column, students fill in what they found most relevant or interesting about the text.

**Usefulness to students:**

This strategy allows students to brainstorm about a reading both before and after looking into the text. The “know” column gives students a chance to recall any background knowledge about a subject. Based on a student’s background knowledge on a reading, the “know” column may encourage deeper engagement with the text. The “want to know” column”, if used before reading the text, can guide student thinking when they are dissecting the text. By formulating questions before the reading, students can give their reading a purpose. The last column allows students to then answer some or all of the questions they proposed at the beginning of the reading. This also serves as a chance to reflect on their learning.

**Usefulness to teachers:**

The K-W-L strategy allows instructors to be more interactive in their reading assignments. While student are filling in the “know” column, teachers can see how much students know about a subject before any formal lesson takes place. The “want to know” column can serve as an interest survey as well. Any questions that are not answered in the “learned” column can be addressed in later lessons. Since students asked these questions themselves, they will be engaged in these lessons. Using this strategy can also ensure that the class has read a text closely. They have made connections to their own life in the “know” column, asked relevant and interesting question in the “want to know” column and then looked for the answers within the reading. This is a great way to get students thinking as they are reading.

When giving a particularly challenging reading, this strategy can also be a useful scaffolding tool. It is a way for students to break down a reading into smaller questions. They can warm-up by making connections to the subject and then delve into the reading when they have a few questions to read for. In this way, students are not overwhelmed by the intensity or length of a reading and can be focused by their own questions.


 * More information:**

Ogle, D.M. 1986. K-W-L: A teaching model that develops active reading of expository text. //Reading Teacher// 39: 564-570.

Thompson, G. (2010). //Literacy for the 21st century: a balanced approach//. Upper Saddle River: Pearson Education