K-W-L
Charts
Objective:
to
activate students' background knowledge and provide a purpose for reading.
-
`K' stands
for what we know
`W' stands
for what we want to know
`L' stands
for what we've learned
-
Use this
strategy at the beginning of a new theme cycle/unit, before showing a film
or introducing a new topic
-
K-W-L
is a graphic organizer that can be used with a large group or on an individual
basis
-
When a
new topic is introduced, teacher uses the chalkboard, overhead projector,
large piece of chart paper or individual worksheets divided into three columns
- one for each letter
- Before
a new topic is introduced, students brainstorm everything they know about
the topic. Teacher records this information under the `K' column.
- Next,
students generate questions about the topic. Teacher records all the questions
students have about the topic in the `W' column. Students can add to this
column as they become involved in activities related to the topic.
-
Lastly,
when the unit is finished, students go back to the K-W-L chart and fill in
everything they have learned about the topic under the `L' column. This allows
students to reflect upon what they have learned as well as see themselves
as learners.
-
K-W-L
charts can be used with any type of text, although it seems most suited to
expository text. This strategy involves students in both reading and writing
activities. It provides students with a purpose for reading and helps them
to organize their writing. This strategy helps the self-directed reader to
expand and elaborate topic knowledge, ties together background knowledge and
text and helps the passive reader to assess the understanding she/he has developed
through reading.
Bibliography
1. Ogle,
D.M. (1986). K-W-L: A teaching model that develops active reading of expository
text.
The Reading Teacher, 39, pp. 564-570. In Bainbridge Edwards, J. &
Malickey, G. (1996). Constructing Meaning: Integrating Elementary Language
Arts. Scarborough, Ontario: Nelson Canada.
2. Tompkins,
G.E. (1994).
Teaching Writing: Balancing Process and Product (p. 30). Englewood Cliffs,
NJ: MacMillan Publishing Company.
3. Walker,
B.J. (1996).
Diagnostic Teaching of Reading: Techniques For Instruction and Assessment,
Third Edition. (pp. 225-228). Englewood Cliffs, NJ: Prentice-Hall, Inc.