Information about the strategy:
The first comprehension strategy is K-W-L. It is a three column chart with the heading of K, W, and L. K stands for what we know, W stands for what we want to know, and L stands for what we learned. Before students read a given text they fill out the first two columns, K and W, of the chart. The students write what they already know about the topic in the K section and write questions they have about the topic in the W section. After reading the text the students write what they learned in the L section of the chart. The purpose for this strategy is to activate readers prior knowledge and is most effective when used to build prior knowledge. This strategy also gives the readers a purpose to read a particular text and helps students monitor their comprehension of the text. After a teacher successfully models and teaches this strategy and the students have plenty of practice, they may choose to use this strategy on their own. This strategy works best if used with expository texts. It can also be used across all content areas. K-W-L can be completed as a class, but they students should have their own chart in front of them. If a question the students had is not answered by the text, they should be encouraged to use another source to find the answer. How this strategy can be used in a classroom: This strategy can be used in the classroom to activate the students prior knowledge. Before the teacher reads a text, in any content area, they should introduce the topic and ask the students to fill out the first two columns in the chart. Having the students think about what they already know about the topic allows for them to activate their prior knowledge. The students could do a think-pair-share with their elbow partner if the students seem to be having trouble coming up with what they already know. A second way this strategy could be used in the classroom is as a pre-assessment. Having the students share what they already know about the topic allows the teacher to know what they already know and the gaps that need to be filled. Also having the students create questions would allow for the teacher to understand what should be covered to help engage the students in the topic being discussed. Writing standard:
Graphic organizers would fall under the writing standard of W2. That standard is, write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. |
Research:
"Research has made quite clear the importance of the active, constructive nature of reading and learning; good learners link their prior knowledge to new information, reorganize it and create their own meanings (Anderson, 1984; Steffenson, Joag-Dev, & Anderson, 1979; Taboada & Guthrie, 2006). The KWL strategy is designed to help readers do just that. KWL provides a framework for learning that can be used across content areas to help students become active constructors of meaning." ( Ogle, D., n.d.). Video examples and explanations:
This video shows a teacher using the KWL strategy. It is beneficial to watch this video to see how a successful lesson can be taught using this strategy.
This video further explains what the KWL strategy is. It goes into great detail and then shows an example of how to fill it out using owls.
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Example:
Sources:
K-W-L (Know, Want to Know, Learned). (n.d.). Rss. Retrieved July 21, 2014, from http://www.nea.org/tools/k-w-l-know-want-to-know-learned.html
Miller, M., & Veatch, N. (2011). Strategies to Increase Comprehension. Literacy in context (LinC): choosing instructional strategies to teach reading in content areas for students grades 5-12 (). Boston: Pearson.
Ogle, D. (n.d.). KWL In Action: Secondary Teachers Find Applications that Work. Retrieved July 21, 2014, from http://www.kendallhunt.com/contentarealiteracy/Articles/Ogle.pdf
K-W-L (Know, Want to Know, Learned). (n.d.). Rss. Retrieved July 21, 2014, from http://www.nea.org/tools/k-w-l-know-want-to-know-learned.html
Miller, M., & Veatch, N. (2011). Strategies to Increase Comprehension. Literacy in context (LinC): choosing instructional strategies to teach reading in content areas for students grades 5-12 (). Boston: Pearson.
Ogle, D. (n.d.). KWL In Action: Secondary Teachers Find Applications that Work. Retrieved July 21, 2014, from http://www.kendallhunt.com/contentarealiteracy/Articles/Ogle.pdf