KWL Chart
(Texas Educational Agency, 2002)
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Purpose
Purpose
A KWL chart is a graphic organizer that helps students write what they already know, what they want to learn, and what they have learned as a result of the lesson/reading. A KWL chart can be used as a formative assessment for the students to self-monitor their comprehension. Students use this organizer before, during, and after a lesson.
Rationale
Rationale
In order to activate background knowledge, educators should provide students with an advanced organizer. This visual tool helps students situate their thoughts to determine what they already know about a topic, what they want to learn, and what they have learned. A KWL chart is useful because students can include illustrations, statements, and questions regarding a topic and fill out the chart as the lesson progresses. If students do not have background knowledge on the topic of discussion, perhaps the educator can show a video or read a story that pertains to the topic. This may help students visualize new information.
Steps of the Strategy
Steps of the Strategy
Create a chart that contains 3 columns. If you already have a pre-made model, label the columns “K,” “W,” and “L”.
Before the lesson and/or before reading, write what you already know in the column labeled “K”.
In the column labeled “W,” write any statements and/or questions that describe what you want to learn as a result of listening and/or reading.
After engaging in the activity, write what you have learned in the column labeled, “L”. Here, you may include answers to your questions or drawings.
Generalization Plan
Generalization Plan
Educators should utilize this tool during reading, social studies, science, and math lessons when introducing a new topic. It is important to gauge students’ knowledge. Sometimes, we find that students have a wealth of knowledge in a particular content area, and for this, we may be able to spend less time explicitly teaching the topic. In addition, this tool can help us see if students know how to generate original questions, use higher-order thinking skills, and take notes. Students may learn how to actively engage in lessons if they are given an advanced organizer.
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