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In 1986, Donna M. Ogle, the Emerita Professor of Reading and Language at National Louis University in Chicago, invented the KWL chart. At the time, she was doing deep research into the various strategies that can help educators effectively teach students literacy and reading comprehension.

In her 1986 paper, K-W-L: A Teaching Model That Develops Active Reading of Expository Text , Ogle posited that prior knowledge plays a critical role in how students interpret what they read and what they learn from reading. According to Ogle, “To read well, we must access the knowledge we already have about the topic, or make it available appropriately so that comprehension can occur”.

While Donna Ogle created the KWL chart specifically to help teachers teach students how to read properly, many educators around the world have successfully adapted the chart to different subjects, including Science and History. 

If you’re looking for a new way to engage your students in the learning process, KWL charts may be exactly what you need. Read on to find out what a KWL chart is, the benefits of using KWL charts in class, and how to use it to improve the teaching and learning process. 

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What is the KWL Chart Teaching & Learning Strategy?

Benefits of using kwl chart teaching & learning strategy, how to use kwl chart teaching & learning strategy, kwl chart example, kwl chart template, other teaching & learning strategies similar to kwl chart, tips to implement kwl chart teaching & learning strategy effectively, improve your teaching process with kwl charts.

A KWL chart is a  graphic organizer and learning tool that helps students share their prior knowledge about a topic, understand new lessons, and give feedback about what they learned. KWL is an acronym for: 

• Know – What I already know
• Want – What I want to know
• Learn – What I learned 

Before the lesson, students share what they already know about a topic and what they wish to learn from their teacher’s explanation. After the class, they share what they learned during the lesson. This learning strategy is great for helping students comprehend lessons because it encourages them to connect their prior knowledge, their desire to learn more, and the new information they just absorbed. 

With KWL charts, teachers can engage students and help them cultivate an interest to learn a new topic. And because they’re actively participating in their learning process, students feel like they’re in charge of their education, which helps them learn quickly.

As a teacher, you can also use KWL charts to gauge your students’ knowledge gaps so you can figure out ways to bridge them. This way, you’re not merely teaching students what you think they should know, but what they actually need to know. 

If you’re thinking of integrating KWL charts into your teaching strategy, you definitely should. Here are some reasons why: 

KWL charts enhance learning

Students love to do creative things. So using KWL charts to engage your students can boost their interest in learning new things and help them easily understand the topic you’re explaining. 

A huge reason this happens is that KWL charts involve analyzing your students’ prior knowledge of the subject matter. When they know that the new topic is somewhat related to something they’ve learned before, they’ll be more eager to learn more about it. 

KWL charts promote active participation

Right off the bat, a KWL chart requires each student to brainstorm the topic and write down (or talk about) their previous experience with it and what they look forward to learning in the new session. They’re not just sitting passively listening to a teacher drone on about a topic for an hour; they’re actually talking about what they think and actively influencing how their teacher approaches the lesson. 

This active participation during the lesson increases their capacity for comprehension, retention, and academic success. 

KWL charts encourage collaborative learning

A typical session with KWL charts requires students to speak with their teachers and classmates. They bounce ideas off one another, engage in group discussions , and even work on group projects. Depending on what class the students are in, teachers may encourage them to peruse one another’s work/projects and give feedback on them. 

KWL charts help track students’ performance

KWL charts help teachers track their students’ performance and learning progress. The K and W sections of the chart contain students’ previous knowledge and their goals for the class. At the end of the class, students will fill out the L section, which helps the teacher assess whether the students achieved their learning goals or not. 

If they have, the teacher can move on to the next topic. But if they haven’t, the teacher will be able to see the gap in the chart and revisit the part of the topic students didn’t understand. 

Using a KWL chart in a lesson is pretty straightforward. Here are the three steps you need to follow: 

Make a KWL chart

The first step is to make a KWL chart with columns for the K, W, and L sections. You can either draw the chart on the board or use a KWL chart template with your students (see templates below). 

Ask students what they already know about the new topic

Before starting the class, introduce the new topic briefly and ask your students what they know about it. If they’re old enough to write, have them write down everything they know about (or associate with) the topic in the K (Know) column. 

If the class is a follow-up of a previous lesson, your students can fill out what they learned in the last class. You may break the class into small groups and have each group share their previous knowledge with the rest of the class. 

This exercise helps you see what your students understand collectively or what they misunderstand from previous lessons. Depending on the situation, you can either correct students’ misunderstandings or use the information to inform this new lesson. 

Ask your students what they Want to know 

When all your students have identified what they already know about the topic, ask them what they want to know. Students often get stuck in this section because it requires them to think about things you haven’t introduced to them yet. To fix this, split your class into smaller groups and encourage each group to bounce ideas off one another to fill up the W (Want) column. 

If your class doesn’t have much knowledge about the topic or they’re struggling with this section, help them by providing prompt questions that will guide their thinking process. A great way to do this is to ask your students to write one of each of the following types of questions: Who, What, When, Where, Why, and How?

This journalistic approach to writing can spark ideas and initiate conversations. This step is powerful because it helps you identify your students’ interests and the questions they want you to answer during the lesson. When done well, you’ll end up with engaged students and better learning outcomes . 

Let your students tell you what they Learned

After your students tell you what they want to know, you can start teaching the topic. During the class, allow your students to refer to their KWL chart to confirm that their questions are being answered.

As you answer their questions, your students can start to fill out the L (Learn) column with what they learned throughout the class. This step helps your students track their performance by tying in their previous knowledge to the information you just explained. This way, they can correct any misconceptions they had from the K (Know) column and share anything they found interesting/surprising. 

When your students complete their KWL charts, discuss with them about the lesson. Ask them questions to reinforce their knowledge, give them feedback on their charts, and ask for their feedback on the entire class.

Note:  Some teachers like to have their students fill out the L section after the lesson, rather than during it. That’s fine, too, as long as you’re able to review their learning and track their progress. 

Let’s look at an example of a KWL chart in practice. Say, you’re teaching elasticity to a 9th-grade Physics class. Here’s what a completed KWL chart may look like for this class: 

TOPIC: Elasticity

To get started with KWL charts, here are our free KWL templates (PDF). All you have to do is download the one that is most appropriate to your students’ ages and class, and encourage them to fill out the sections.

If you’re working with advanced students or you want a more thorough process, you can add a few more steps to your KWL chart. The two most popular alternatives are the KWHLAQ chart and the KWLSIFR chart.

KWHLAQ Chart

KWHLAQ charts expand upon the KWL chart to incorporate more metacognition and encourage continual learning and real-life application in students.

In this chart, the K, W, and L columns function the same as in a regular KWL chart. The H, A, and Q columns, however, give teachers the opportunity to learn more about their students’ thinking processes, and better impart 21st-century literacies and skills.

Here are what these three new steps mean and how they play out in an actual classroom setting:

H – How will I learn it?

This step is crucial because it allows students to find, analyze, and curate information that will help them understand the topic better. To fill out this section, encourage your students to think about how and where they’re going to get more information about the topic on their own. This could be from books, articles, online websites, social media forums, or YouTube videos. 

Whatever resources they want to use to learn more about the topic, put it in the H column. 

A – How will I Apply my knowledge?

This step helps students connect what they learned in class to the real world. Ask them, “How will you apply your new-found understanding in real-life situations?” If your students get stuck in this section, share some analogies or even real stories that demonstrate how one can apply new knowledge in other contexts.

Give your students time to brainstorm different actions they could take based on what they just learned. These actions go into the A column. 

Note: This step is especially important if you’re teaching a skill that students will need to apply to different situations in the real world, e.g. digital marketing and programming languages.

Q – What new Questions do I have?

Encouraging your students to ask more questions reinforces the idea that learning is a continual, interconnected process and that every new knowledge leads to more questions that need answers. Your students will understand that they’re not done with a topic just because the class has ended, they’ve read a book, or they’ve completed a project.

At the end of the class, ask your students to reflect on their initial questions (W column) and the answers you’ve provided, and signal if they have other questions on the topic they’d like to ask. Record these questions in the Q column.

Note: These new questions help you, as a teacher, identify the limits of your students’ current knowledge and emerging knowledge gaps that you can fill with future lessons.

KWHLAQ Chart Example

Topic: The Cold War

KWL+ SIFR chart 

The KWL+ SIFR chart is simply a KWL chart with some added sections. Just like the KWHLAQ chart, this chart encourages students to extrapolate the lesson by thinking about what their teacher has not touched on in the topic. 

Here are what these four new sections mean: 

S – Still want to know/learn 

After the class, ask your students if they have answers to all their questions from the W (Want to know)  column. Also, ask them if there are new questions that popped up during the lesson. Any new questions and/or unanswered questions from the W column go into the S column. 

This allows you to address your students’ questions before moving on to the next topic.

I – Importance 

To fill this column, ask your students why they think the information in the lesson is important to them. Understanding why the lesson is relevant helps students put the lesson into context, stay motivated during the learning process, and figure out how best to apply their knowledge. 

Note: Students can fill this section during or after the class. 

F – Where I Found information

If your students are independent learners, this step is important as it helps students keep track of where they found more information on the topic. This is especially useful if they need to look up the information again as they study or reference their sources in an assignment/project. 

If you teach middle school or high school students, the F column can help you and your students discuss relevant and reputable sources of information.

R – Want to Remember 

The R column is where students can note key information they want to remember. You can use this section to help students realize the most important parts of the lesson, as well as how the information they absorb affects their understanding of other topics (or subjects) they’ll learn in the future. 

This section is also great for helping students prepare for tests and examinations.

Before introducing KWL charts to your students, here are some tips to remember: 

• Allow each student or group to fill out their charts themselves. If there are any inaccuracies in their previous knowledge, don’t correct them right away. Instead, correct those misconceptions during the lesson and have them write the right concept in the L column.
• Use the information in your students’ KWL charts to plan your current (and future) lessons . 
• At the end of the class, discuss the use of KWL charts (or their variations) with your students. Ask them if the charts made it easier or harder for them to understand the topic, and encourage them to give you some tips on how you can make the learning process smoother for them.

Ever since 1986, KWL charts have helped students actively participate in the learning process and improve their understanding of topics they cover in class. On the flip side, these charts help teachers create lesson plans that center the interests and needs of their students.

If you’re thinking of including KWL charts in your teaching strategy, these KWL chart templates are a great place to start. 

CTA for KWL Chart Templates 

What is a KWL Chart?

A KWL Chart is a graphic organizer that helps students organize their thoughts and learning process. It is commonly used to activate prior knowledge, set goals, and monitor learning progress.

How do I use a KWL Chart?

To use a KWL Chart, follow these steps:

• Ask students what they already know about the topic (K: Know)
• Ask students what they want to know about the topic (W: Want)
• After learning about the topic, ask students what they learned (L: Learn)

Can I customize my own KWL Chart?

Yes, you can customize your KWL Chart based on the topic, learning objective, and the students’ age and learning style. There are also downloadable KWL chart templates available (like the ones above) that you can modify to suit your needs.

What are the benefits of using a KWL Chart?

Using a KWL Chart can help students become more engaged and active in their learning process, increase their retention and understanding of the topic, and enhance their critical thinking and problem-solving skills.

Althea Storm is a B2B SaaS writer who specializes in creating data-driven content that drives traffic and increases conversions for businesses. She has worked with top companies like AdEspresso, HubSpot, Aura, and Thinkific. When she's not writing web content, she's curled up in a chair reading a crime thriller or solving a Rubik's cube.

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Pros and Cons of KWL Charts

You might think KWL charts are just another time-consuming activity, but they can actually greatly benefit your learning experience.

By using KWL charts, you actively engage with the material, activate your prior knowledge, and set clear learning goals.

Additionally, you reflect on what you've learned and develop important metacognitive skills. Collaboration and discussion are encouraged, fostering a deeper understanding.

While there may be potential limitations and challenges, the pros of using KWL charts outweigh the cons.

Key Takeaways

• KWL charts increase student engagement and foster a sense of ownership and curiosity.
• KWL charts help activate prior knowledge and enhance critical thinking.
• KWL charts actively engage learners and promote reflection, discussion, and ownership.
• KWL charts foster critical thinking skills, improve information retention, and set the foundation for exploration and analysis.

Increased Student Engagement

You'll notice a significant increase in student engagement when using KWL charts. These charts are a simple yet effective tool that allows students to actively participate in their own learning process. With a KWL chart, students are encouraged to think critically and reflect on what they already know, what they want to know, and what they've learned. This active involvement in the learning process fosters a sense of ownership and curiosity, which in turn leads to increased engagement.

By starting with the 'K' or 'What I already Know' section of the chart, students are able to activate their prior knowledge and make connections to new information. This not only helps them build a foundation for learning but also boosts their confidence as they realize they already have some understanding of the topic. As a result, students become more motivated to learn and actively seek out new knowledge to fill in the gaps in their understanding.

The 'W' or 'What I Want to Know' section of the chart further enhances student engagement. By encouraging students to ask questions and identify their own learning goals, they become more invested in the learning process. They're motivated to seek answers and explore the topic further, leading to deeper learning and a heightened sense of engagement.

Finally, the 'L' or 'What I Have Learned' section of the chart allows students to reflect on their learning and consolidate their understanding. This reflection process not only reinforces their knowledge but also encourages metacognition and critical thinking. Students become more aware of their own learning process and can identify areas where they may need further clarification or additional resources, leading to a more active and engaged approach to their learning.

Activation of Prior Knowledge

When it comes to activating your prior knowledge, KWL charts have a lot to offer. They enhance your learning engagement by allowing you to connect new information to what you already know.

By encouraging critical thinking, KWL charts help you analyze and reflect on your prior knowledge, making it easier to make connections and understand new concepts.

Additionally, they improve information retention by helping you organize and remember the information you have learned.

Enhances Learning Engagement

One of the main benefits of using KWL charts is that it actively engages learners by activating their prior knowledge. By prompting students to think about what they already know about a topic, KWL charts create a sense of curiosity and interest, making the learning process more engaging. This engagement is enhanced through the use of three key strategies:

• Reflection : Students reflect on their prior knowledge and experiences, which helps them make connections to new information and deepen their understanding.
• Discussion : KWL charts promote collaborative discussions among students, allowing them to share their knowledge, ask questions, and build on each other's ideas.
• Ownership : By taking an active role in the learning process, students feel a sense of ownership over their learning, which boosts their motivation and engagement.

These strategies combined make KWL charts an effective tool for enhancing learning engagement and promoting a deeper understanding of the subject matter.

Encourages Critical Thinking

Use KWL charts to activate your prior knowledge, fostering critical thinking skills and deeper understanding of the topic. KWL charts are an effective tool that encourages you to engage with the subject matter by stimulating your existing knowledge on the topic. By filling in the "K" (what you already know) and "W" (what you want to know) columns, you are prompted to think critically about the topic and identify any gaps in your understanding. This process activates your prior knowledge and sets the foundation for deeper exploration and analysis. The following table illustrates the structure of a KWL chart:

Improves Information Retention

Improve your information retention by activating your prior knowledge through the use of KWL charts. KWL charts are a helpful tool that enable you to organize and connect new information with what you already know.

By starting with the 'K' or 'Know' column, you can jot down what you already know about a topic. This activates your prior knowledge, making it easier to remember new information.

Then, in the 'W' or 'Want to Know' column, you can identify gaps in your knowledge and set specific goals for learning.

Finally, in the 'L' or 'Learned' column, you can record new information as you acquire it. This process helps reinforce learning and improve information retention.

So, next time you need to remember important information, give KWL charts a try.

• Activating prior knowledge enhances memory
• Organizing information improves retention
• Setting goals for learning increases engagement

Goal Setting and Learning Focus

Set specific goals to enhance your learning focus with the help of KWL charts. By setting clear objectives, you can stay motivated and focused on the task at hand. KWL charts provide a visual representation of what you already know, what you want to know, and what you have learned. This allows you to identify gaps in your knowledge and set specific goals to fill those gaps.

When using KWL charts for goal setting, start by brainstorming what you already know about the topic. This helps you establish a baseline and build on your existing knowledge. Next, write down what you want to know or what questions you have about the topic. This helps you pinpoint areas where you need to focus your learning. Finally, as you learn new information, record it in the 'learned' column of the chart. This gives you a sense of accomplishment and helps you track your progress towards your learning goals.

Setting specific goals through KWL charts enhances your learning focus by providing a clear roadmap for your studies. It keeps you engaged and motivated as you work towards filling in the gaps in your knowledge. With the help of KWL charts, you can set achievable goals and stay on track to improve your understanding of any subject.

Reflection on Learning

Now it's time to reflect on your learning.

Take a moment to think about the most effective self-assessment techniques you've used.

Consider how metacognitive thinking has benefited your learning process.

Effective Self-Assessment Techniques

Take a moment to reflect on your learning journey and consider the effectiveness of self-assessment techniques. Self-assessment is a valuable tool that helps you gauge your progress and identify areas for improvement.

Here are three effective self-assessment techniques to enhance your learning experience:

• Regular journaling: Writing down your thoughts, insights, and challenges in a journal can provide you with a chance to reflect on your learning and track your growth over time.
• Peer feedback: Seeking feedback from your peers can provide you with a fresh perspective and valuable insights. Peer feedback allows you to identify blind spots and gain a better understanding of how others perceive your work.
• Goal setting and reflection: Setting clear goals and regularly reflecting on your progress can help you stay focused and motivated. By setting achievable targets and reflecting on your achievements, you can continuously improve your learning journey.

Benefits of Metacognitive Thinking

As you reflect on your learning journey, you will discover the numerous benefits of metacognitive thinking. Metacognitive thinking refers to the act of thinking about your own thinking, and it plays a crucial role in enhancing your learning process. By engaging in metacognitive thinking, you become more aware of your strengths and weaknesses, allowing you to make informed decisions on how to improve your learning strategies. Additionally, metacognitive thinking helps you to monitor your own understanding of a topic, enabling you to identify areas where you may need further clarification or practice. Furthermore, it promotes self-regulation, as you learn to set goals for yourself and evaluate your progress towards achieving them. Overall, metacognitive thinking empowers you to take control of your learning and become a more effective and efficient learner.

Supports Metacognitive Skills

An article that discusses the pros and cons of KWL charts supports your metacognitive skills. By utilizing KWL charts, you're actively engaging in the process of metacognition, which involves thinking about your own thinking. This practice allows you to become more aware of your learning strategies, strengths, and areas for improvement.

Here are three ways in which KWL charts support your metacognitive skills:

• Reflection: When filling out the 'What I Know' and 'What I Want to Know' sections of the KWL chart, you're reflecting on your prior knowledge and identifying gaps in your understanding. This reflection helps you become more aware of what you already know and what you need to learn.
• Self-Monitoring: As you proceed through the learning process and gather new information, you can update the 'What I Learned' section of the KWL chart. This self-monitoring allows you to assess your progress, evaluate your understanding, and make adjustments as needed.
• Goal Setting: The 'What I Want to Know' section of the KWL chart allows you to set goals for your learning. By identifying what you want to learn, you can create a clear direction for your studies and set specific objectives to guide your learning process.

Utilizing KWL charts not only supports your metacognitive skills but also enhances your overall learning experience.

Encourages Collaboration and Discussion

Engage in collaborative discussions with your peers when using KWL charts. One of the main benefits of using KWL charts is that they encourage collaboration and discussion among students. When you begin a new topic or unit of study, you can create a KWL chart as a class and invite students to share their prior knowledge. This collaborative process allows students to learn from one another and build on each other's understanding.

During the discussion phase, students can ask questions, share insights, and explore different perspectives. The KWL chart serves as a visual tool that prompts further discussions and helps students to organize their thoughts. By actively engaging in discussions, students can deepen their understanding of the topic and develop critical thinking skills.

Collaboration also promotes a sense of community within the classroom. Students feel more connected to their peers when they work together to fill in knowledge gaps and expand their understanding. This collaborative approach fosters a positive and supportive learning environment.

Moreover, by discussing their thoughts and ideas, students not only gain new insights but also develop their communication skills. They learn how to express their opinions, listen to others, and engage in respectful debates. These communication skills are essential for their future academic and professional endeavors.

Potential Limitations and Challenges

While using KWL charts can have many benefits, it's important to be aware of potential limitations and challenges. These limitations and challenges may arise in various situations and can impact the effectiveness of using KWL charts.

Here are three potential limitations and challenges to consider:

• Time constraints: Creating and filling out a KWL chart takes time and effort. In busy classrooms or work environments, finding the time to complete a thorough KWL chart may be difficult. This can lead to rushed or incomplete charts, which may not provide the desired depth of understanding.
• Limited space: KWL charts are typically designed to fit on a single sheet of paper or a whiteboard. This limited space can be a challenge when trying to capture complex or detailed information. Students or participants may struggle to condense their thoughts and ideas, resulting in a lack of clarity or depth in their responses.
• Varying engagement levels: Not all individuals may engage equally with the KWL chart process. Some may be more enthusiastic and actively contribute, while others may be less interested or reluctant to participate. This can create an imbalance in the group dynamic and limit the effectiveness of the collaborative element of KWL charts.

Understanding and addressing these limitations and challenges can help educators and facilitators optimize the use of KWL charts and ensure that they're used effectively to enhance learning and promote collaborative discussions.

Frequently Asked Questions

How can kwl charts be used to assess student learning and progress.

To assess your learning and progress, KWL charts can be used. They help you organize your knowledge, identify what you want to learn, and reflect on what you have learned.

Are There Any Specific Strategies or Tips for Effectively Implementing KWL Charts in the Classroom?

To effectively implement KWL charts in your classroom, start by engaging students in a pre-assessment discussion. Then, have them fill out the "K" and "W" sections before teaching the lesson, and revisit the "L" section for reflection and evaluation.

Can KWL Charts Be Adapted for Different Grade Levels and Subject Areas?

Yes, KWL charts can be adapted for different grade levels and subject areas. They provide a flexible framework for students to engage with new material, regardless of their age or the topic being studied.

What Are Some Alternative Methods or Tools That Can Be Used Alongside KWL Charts to Enhance Student Learning?

You can use graphic organizers, like mind maps, to enhance student learning. They help organize ideas visually and allow for connections between concepts. For example, a student can create a mind map to explore a topic before using a KWL chart.

How Can Teachers Address Potential Challenges or Limitations When Using KWL Charts in the Classroom?

To address potential challenges or limitations when using KWL charts in the classroom, you can encourage students to reflect on their prior knowledge, provide guidance in creating meaningful questions, and offer support in connecting new information to their existing knowledge.

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Jordon Layne

K-W-L Charts: A simple way to promote critical thinking with young learners

In this month’s blog post, Katherine writes about using K-W-L charts with primary children. She explains what K-W-L charts are and how they can be used to develop critical thinking skills that mirror those needed in the real world. She suggests how K-W-L charts can be adapted to enhance the learning process further. She ends with a simple reflection task to support your professional development.

K-W-L charts: a simple way to promote critical thinking

K-W-L charts are a useful resource for primary teachers. They were thought up by Donna Ogle in 1986 and initially used as a learning strategy to help students who struggled to understand a text. Since then they have been used by teachers in many different subjects and contexts. English teachers can use K-W-L charts as a tool to help focus children on their own learning and to foster critical thinking.

How does a K-W-L chart work?

A KWL chart is sometimes referred to as a thinking routine . It encourages children to think about their learning, about what they already know or think they know and what they’d like to find out. It promotes curiosity and personalised learning. A simple three-column K-W-L chart is useful when children are going to learn about a new topic or do a project where they need to research specific information.

• Draw a chart with 3 columns on a large piece of card and display it in a prominent place in the classroom. Alternatively, draw the chart on the board and get each child to copy it in their notebooks.
• Add the headings: K , W and L . Explain that K means What I know , W means What I wonder or What I want to find out . L means What I have learnt .
• Write the new topic on the board. E.g. Transport , point to the first column and get children to brainstorm things they already know. This can be facts, vocabulary or any other relevant information. E.g. A boat travels across water. A train is faster than a bicycle. This stage gets children to activate and share their prior knowledge.
• Point to the second column and ask children what they want to find out about (transport). Give them time to think and come up with some ideas. You might like to extend this stage so that children have more thinking time. Add their ideas to the column. E.g. What is the fastest plane in the world? How many children in the class can ride a bicycle? Accept any reasonable ideas and if necessary have the discussion in L1 and then translate their ideas into simple English.
• The third column can be completed after the children have learnt more about the topic.
• If necessary have a discussion after completing the W column, to narrow down and agree on a number of points that the children can focus on.

More complexity

KWL charts can be made more complex by adding more columns. This enables teachers to extend the learning and further develop children’s critical thinking skills.

K-W-L can become K-W- H- L. H refers to How can we find out? After brainstorming a list of things the children want to know, give them some thinking time in pairs to come up with ideas of how they can find out the information. These days this will mostly be a reference to an internet search but you can encourage studnets to think about what they need to write in the search box. They might also decide to ask a particular person for information, in person or by sending an email. Other information can be found by looking at reference books or maps in the library or consulting a dictionary.

The chart can be extended further to include two more columns: K-W-H-L- S-D . S refers to How can I share the information I find? Again, they will need thinking time to consider how best to share the information and you will need to guide them by thinking of whether information is best shared orally (e.g. a presentation), in writing (e.g. a blog post) or in a diagram or drawing, etc. D refers to What will I do next? This is sometimes represented as an A for older children – how can I apply what I have learnt? It refers to a final thinking stage where children consider how the new information learnt will impact on their habits. For example, in a project about  recycling they might find out that plastic is harmful for the environment. A logical conclusion might therefore be a change in habits at home or at school or a campaign to encourage classmates to use alternatives to plastic.

Reflection task

Try out one of the charts above with your class and spend some time completing the reflection tasks below. This can be done in your own professional development journal or in a discussion with a colleague.

• Was the K-W-L chart successful?
• How did the learners respond?
• Did all learners contribute in completing the chart?
• Did you encounter any problems? If ‘yes’, how did you resolve them?
• Would you use a K-W-L chart again? If ‘No’, why not? If ‘Yes’, would you do anything differently?

If you try K-W-L charts with your class, we’d love to hear how it goes.

Author: Katherine Bilsborough

Katherine has been creating ELT materials for 30 years, for her own students and for some of the top ELT Publishers. She has written more than 30 course books and many online courses. . Katherine also writes monthly lesson plans for the British Council/BBC website teachingenglish.org.uk and blog posts for National Geographic Learning’s In Focus blog. She is the author of ‘How to write Primary materials’, a training course for ELT writers and is the Joint Events Coordinator for IATEFL’s MaWSIG (Materials Writers’ special interest group). Katherine is a co-author of Look , a seven-level primary series from National Geographic Learning.

I use KWL charts with young learners and they’re always welcome because they “tap” on learners’ brains! First of all they help kids “recall” or “apply” prior knowledge which they don’t really know they have. Secondly, all kids get involved in the process because each one tries for their own sake, so there’s no sense of criticizing or being criticized for saying something right or wrong. Regarding the L column, students always feel happy for what they’ve learnt! On the whole, such charts promote personalized learning and ignite interest. Last, they definitely “deviate” from traditional ways of teaching, which is unarguably challenging in the teaching-learning process.

OK this article is very important for brainstorming… I didn’t know about it… .it is leading the strategy of encouragement and makes your class kind very dared to explore and fitch their mindtrain

This model is really good form to students to develop crítical thinking .Also I do other activities to have students active and happy.

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What Is A KWL Chart?

Promoting higher-order thinking & metacognition with kwl charts.

KWL & KWHL charts are graphic organizers designed to activate prior knowledge, promote higher-order questioning, and engage students in metacognition. 

First created by Donna Ogle in 1986, they are formatted as 3- to 4-column charts, wherein KWL represents what I know , what I want to learn, and what I learned . With KWHL, an additional column represents how I plan to learn, so students are also thinking about ways of investigating and knowing.

Teachers can prompt students to begin a KWL chart at the start of an activity, directing students to complete the K and W columns. It’s also useful for teachers to model how to create effective questions using either Costa’s Levels Of Questions or Bloom’s question stems . Near the conclusion of the activity, the students can complete the L column, reflecting on what they’ve learned.

How Do KWL charts improve student learning?

The K column serves to activate students’ prior knowledge before introducing new content. Studies show that our brains learn more easily when we can connect incoming data to what we already know. When we generate prior knowledge, we essentially prime ourselves to receive new information through a particular lens, allowing data to move from short-term memory to long-term memory.

The W column is where teachers can challenge students to get curious by using higher-order questioning strategies. Specifically, we want students to wonder beyond what they can simply recall or recognize. We want them to identify what matters to them and encourage them to use what they already know to identify gaps in their knowledge or interesting connections.

According to one study , higher-order questions increase ‘neural branching,’ the stimulation of neural connections in the brain. This effect is the opposite of ‘neural pruning,’ in which our brain, by default, seeks to form mental habits and limiting patterns.

Higher-order thinking questions prompt students to synthesize, analyze, and make comparisons. If you think of a student thinking like an athlete lifting weights, then higher-order questions can be conceived as heavier weights that the athlete adds to the barbell. Sometimes the teacher (or coach) can stack those weights on, but ideally, the learner will become adept at learning how much to add on with practice. 

The L column engages students in metacognition, which can lead to improved self-regulated learning outcomes during the teenage years, a time when middle and high school students’ academic achievement and intrinsic motivation decline. Research also shows that students who apply metacognitive skills to learning tasks outperform those who don’t apply those same skills.

By prompting students to engage in metacognition – essentially, thinking about their thinking – teachers can bring a sense of individual or collective closure to a lesson. 

How can I use KWL charts across content areas?

Start by adding a collaborative element to chart-making. Students can share what they know out loud with the entire class, within a small group, or with a partner. For example, if they’re about to read a book whose author relies heavily on irony, they could discuss other examples of irony in media and questions they have that go along with the topic. 

In a remote learning environment, students can collaborate by creating, sharing, and commenting on each other’s Flipgrid video responses. This could be a useful strategy in a math class where students are tasked with designing an object using geometric concepts. Getting students to describe their process of brainstorming, creating, and testing a prototype is prompting them to engage in metacognition.

See also What’s A KWHLAQ Chart? Like A KWL Chart But Better

Let’s say that students in a biology class are discussing the ethics of genetic engineering – one half of the class will be responsible for making a positive argument while the other half will be tasked with making a negative argument for the case of genetic engineering. Students can use their notes from the K, W, and L sections as question stems or contributions for a Socratic seminar on the topic.

An Example Of A Completed KWL Chart (Filled Out)

KWL charts serve as great pre-writing tools in extended writing assignments. Students can generate essay topics or arguments from reexamining old questions, newfound understandings, and new questions. Alternatively, they can use what they know as evidence for a writing assignment or lab report.

There are many inquiry-based activities where KWL charts come in handy. Students can use questions from the W column to create a study guide for an assessment or identify further areas of investigation within a subject or topic. With more complex concepts, teachers can assign a “jigsaw” activity, wherein each student in a group is responsible for gathering, fact-checking, and reporting back knowledge on a sub-topic. 

When it comes to metacognition, KWL charts can be used as exit tickets ‘Traffic Light’ tickets, wherein students write the following in the L column:

• Red = Where did I encounter a challenge?
• Yellow = What caused me to think differently about something?
• Green = When was I learning well?

We’ve included a KWL template below for your students to use in any subject area.

Free Blank KWL Charts To Download

You can also download a pdf version of the above black horizontal KWL chart here .

For a blank vertical KWL chart template pdf, see here .

What Is A KWHL Chart?

A KWHL chart is a variation of a KWL chart where an extra column is added for ‘How’: How can I learn this, How will I learn this, How I plan to learn this, How I’ll know if I’ve learned it, etc.

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How to Use KWL Charts to Boost Classroom Learning

Education is an exciting journey, and every teacher wants to give students the best tools for success. KWL charts are one such effective tool that teachers can use to guide students through a three-step-process to gather knowledge about a particular subject, create purposeful learning experiences and help summarize what they learned. Using KWL charts in the education process encourages students to explore, question, and learn actively.

In this blog post, we unravel the mysteries behind KWL charts, exploring their components, benefits, and how to seamlessly integrate them into your classroom.

What is a KWL Chart?

Step 1: introduction and engagement, step 2: filling in the “k” column, step 3: brainstorming the “w” column, step 4: the learning journey begins, 1. engagement and ownership, 2. metacognition and reflection, 3. customization for varied learning styles, leveraging technology for enhanced learning, step-by-step guide, empowering education through the use of kwl charts.

What is a KWL Chart? Lets start by breaking down the acronym; KWL stands for ‘Know, Want-to-Know, and Learn’. KWL chart is a tool that helps students organize and reflect on their learning journey. It’s an effective method that connects what students already know, what they are interested in learning and what they have gained from a lesson.

For instance lets picture a history class where students delve into the topic of the Industrial Revolution. Before diving into the content each student fills in the “K” column with what they already know about the subject. The “W” column captures their curiosity by highlighting the burning questions they have about the Industrial Revolution. As the lesson progresses the “L” column serves as a living record of all the knowledge they have acquired.

How to Use a KWL Chart in the Classroom?

The key is to start the lesson with an interesting introduction that captivates students’ attention. Present the topic in a way that piques curiosity. For example, if you’re diving into a science lesson on ecosystems, start with a thought-provoking question or a stunning image of a diverse ecosystem. This initial engagement sets the stage for an active and participatory learning experience.

• Ready to use
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Pro Tip: Encourage students to voice out their initial thoughts before jotting them down on the KWL chart. This not only encourages sharing but also sparks meaningful discussions.

In this phase, ask students to share what they already know about the topic. It could be information from previous lessons, personal experiences, or even tidbits gathered from casual conversations. The goal is to activate their existing knowledge and create a foundation for the upcoming exploration.

Real-World Example: In a geography class exploring different cultures, students might list cultural practices, traditions, or even famous landmarks they already know about a specific country.

This step is where curiosity takes off. Challenge students to think about what they want to know about the topic. These are the burning questions that fuel exploration and inquiry. This step not only tailors the lesson to the students' interests but also sets clear learning objectives.

Pro Tip: Encourage students to share their “W” column with a partner or in small groups. This fosters collaborative learning and may lead to questions that others hadn’t considered.

Now that you know what students already know on the subject and what they are eager to learn, it is time to dive into the lesson. This is where the “L” column sees action. As the lesson progresses, students fill in this column with new information, discoveries, and answers to their initial questions.

Real-World Example: In a literature class exploring a novel, the “L” column could be a collection of key plot points, character developments, and literary devices uncovered during the reading.

Benefits of Using KWL Charts in the Classroom

KWL charts turn passive learners into active participants. By involving students in the process of setting goals and driving their learning, you’re building a sense of ownership. This shift from being recipients of information to active seekers of knowledge enhances engagement and retention.

Real-World Example: In a high school physics class, students expressing curiosity about the concept of gravity are more likely to be invested in understanding the topic deeply.

The reflective nature of KWL charts promotes metacognition—the awareness and understanding of one’s own thought processes. As students track what they knew, wanted to know, and eventually learned, they develop a heightened sense of their own learning journey. This metacognitive awareness is a valuable skill that extends beyond the classroom.

Pro Tip: Encourage students to revisit their KWL charts periodically, reflecting on how their understanding has evolved over time. This reinforces the idea that learning is an ongoing, dynamic process.

Every student is unique, and KWL charts provide a versatile framework that caters to diverse learning styles. Visual learners benefit from the chart’s graphical representation, while verbal learners can articulate their thoughts through writing or discussion. This adaptability makes KWL charts an inclusive tool for classrooms with a mix of learning preferences.

Real-World Example: In a middle school history class, a student who excels in visual arts might choose to illustrate their KWL chart, adding a creative dimension to their learning experience.

How to Use Creately for Education with KWL Charts

In the digital age, traditional tools meet their tech-savvy counterparts. Creately an online diagramming and collaboration tool, seamlessly integrates with the educational landscape, providing a dynamic platform for KWL charts .

Create a Workspace: Begin by creating a workspace on Creately. This eliminates the need for physical paper, and students can access and collaborate on their charts from anywhere.

Drag-and-Drop Elements: Creately offers an intuitive interface with drag-and-drop functionality. Students can easily add elements to their KWL charts, making the process efficient and enjoyable.

Collaboration Features: Foster a collaborative learning environment by allowing students to work on KWL charts in real-time with asynchronous editing and comment threads. This not only encourages teamwork but also facilitates peer learning.

Templates and Customization: Creately provides templates for various types of charts, including KWL charts. Students and teachers can choose a suitable KWL Chart Template that best suits their learning style and customize it to make it uniquely theirs.

Real-World Example: In a virtual classroom scenario, students using Creately can collaborate on a KWL chart about a historical event, simultaneously adding information and discussing their findings in real-time.

Implementing KWL charts is not just about teaching; it’s about empowering students to become lifelong learners, critical thinkers, and active contributors to their own education. So, go ahead, dive into the world of KWL charts, experiment with creativity, and watch your classroom come alive with the energy of discovery.

Are you ready to revolutionize your classroom experience? Embrace the power of KWL charts and witness the transformation in how your students approach learning. Whether you opt for the traditional pen-and-paper method or embark on a digital journey with tools like Creately, the key lies in fostering active participation, curiosity, and reflection.

Join over thousands of organizations that use Creately to brainstorm, plan, analyze, and execute their projects successfully.

FAQs About KWL Charts

More related articles.

Hansani has a background in journalism and marketing communications. She loves reading and writing about tech innovations. She enjoys writing poetry, travelling and photography.

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The Best KWL Chart is Actually a Picture Thinking Routine

What is a KWL chart, and how is it used in teaching science? Let's take a look first at what the 'KWL' stands for – it's an acronym for what students KNOW, WANT to know, and will LEARN during a lesson. KWL charts are graphic organizers that help students collect information before, during, and after a unit. Using a KWL graphic organizer supports the constructivist teaching model – the idea that deeper learning happens when students are actively involved in the learning process instead of passive recipients of new information. When teachers use KWL charts to introduce new ideas and topics, they help students identify what they already know about the topic and better understand the objectives of the lesson. KWL charts can also be used by teachers to monitor student success. KWL charts help guide students through nonfiction texts, as they track their progress in three columns titled KNOW, WANT, and LEARNED. There are many different KWL chart format examples, and they can be used to teach a variety of topics and subject areas. I am going to share how I used a Picture-Thinking graphic organizer (one type of KWL chart) with the KnowAtom science curriculum to implement the Picture-Thinking reading strategy. This graphic organizer is even better than a KWL chart because students are working within a context to identify what they know, want to know, and what they've learned. I have been a teacher for about 20 years, and for the last five years of my teaching I have used the KnowAtom curriculum. KWL Charts and Picture-Thinking Reading Comprehension

The picture-thinking routine is one of my favorite routines. I started using this in my classroom about two years ago, and it really made a huge difference in my students' engagement with nonfiction texts. When I made it part of my regular classroom routine, students started thinking in such different ways. I'm going to take you step-by-step through exactly how to implement this routine in your own classroom, using the Picture-Thinking graphic organizer to help. What is a "picture thinker?" A picture thinker is someone who thinks more in pictures than in words or sounds. Incorporating the picture-thinking routine in your classroom will help not only those students who think "in pictures," it's a great way for all students to make strong connections between the context and new vocabulary words, concepts, and what they already know. Here's an example of a Picture-Thinking KWL graphic organizer I use in my classroom:

In this KWL chart example, a fairly typical student response is "I notice a tightrope." They've identified the OBJECT in the picture. The next column asks students to record the ACTION. "It looks like it's moving back and forth." The last part to discover is a PROPERTY (a characteristic or trait about the object that can be observed, measured, or combined). A student might say, "I can tell that it's strong because it's holding the girl up." You can see from this example how the KWL chart prods students to think outside the box and to consider more than what's on the surface. For instance, if the student only responds with, "I can tell it's strong," it's important to follow up and ask them, "Why? What makes you think it's strong?" In the last step, students reflect on what they think the picture tells them about what they might be learning about in the lesson (or on the page where they observed the picture). A student might say, "I think maybe we'll learn about gravity because the swing comes back down after it goes up."

This is a great preliminary connection to a concept the student has already learned. The KWL chart tool combined with picture thinking helps generate excitement and interest in what's to come and reduces anxiety about learning something new because we've connected it with current knowledge.

Activating Higher Level Thinking with KWL Charts

The goal of picture thinking combined with KWL charts is getting students to notice the pictures in their readers and think about what they mean and why they're included on that page. One of the things that I've always really enjoyed about the KnowAtom curriculum is its images. They're very compelling, and they appeal to the students. They also help engage students in ideas they might not be familiar with, for example – snow. Even if they've never experienced snow, the picture can help them think about what it would feel like and how it would impact their environment. They start thinking about the picture, which generates excitement in, "I can't wait to read about this."

Giving students time to make close observation of the images in their reader and describe them activates a much higher level of thinking than a quick "that looks cool" and moving on. Instead, students notice different dimensions within an image and take a risk to infer its meaning in relation to the text. That's something that can be a struggle for students. While they may be curious, they're often nervous to say it because they're worried about whether they should already know the concept. The picture-thinking routine is a great way to unlock that curiosity and promote risk-taking. It also promotes updating your beliefs as you gather more information. The students modify their understanding of the photo as they move along in the reader and collect their answers in the KWL chart. Classroom Discussions and KWL Charts The next step in using the Picture Thinking KWL chart is to invite students to briefly share their thinking with the class or in small groups. If the students are a little bit nervous about speaking to the whole class, they can also turn to a partner and share. The teacher can say something like: • On page 4 of the reader, what did you notice in the image? • What do you think the image tells us about what we will learn on this page? With the students' ideas top of mind, you can then read page 4 together, with students annotating the text or using sticky notes (more about that process is down below). As the students read together, you can reflect on what you're learning together. It's a great feeling to watch them get there together – when they get further into the reading and reflect, "Oh, now I see what it has to do with snow." The KWL chart is a great way to encourage students to connect with the reading by identifying their own questions and waiting for the answers to come. Read and Annotate: Ways to Annotate the Text Here's an example of a great way to teach students to annotate the text as they read. That is a useful skill that will really help students engage very deeply with the reading. Annotation is not note-taking. It's a very engaging way to help students quickly mark down reflections on a text. As you can see on the chart, the annotation process identifies something they wonder about (or are amazed about), are confused about, can make a connection about, or think is important to remember.

For something they wonder about or think, "Oh wow, that's amazing," students mark with an exclamation point. A question mark signifies a place where they're confused. This is a particularly important one because so often, students are embarrassed to admit that they don't get something, so they'll simply skip it. Instead of looking at confusion as something negative, we can look at it as, "This is exciting, this is an opportunity to do some research, or this is an opportunity to engage in discussion with someone so I can find out the answer to my question." This tool helps students go beyond the KWL chart benefits; it actively engages them with the reading on a much deeper level. Where a student is reflecting and recognizing that "This connects to another idea that I've experienced or learned about," they use a plus sign. This is something that often happens, and we miss that moment because we move on too quickly without giving them that opportunity to think and reflect. As students become more sophisticated readers, their brain starts to recognize these important connections. Using the KWL chart repeatedly throughout the semester gives students a great way to track their improvement, showcasing how they've strengthened critical thinking skills.

After students finish reading and annotating the text, it's time to move on in the KWL chart to the final section – Clarifying Reflection. After you've completed the page of reading, you're going to pause as a group and allow students a minute to consider: • How has our thinking changed? • Can anyone identify something that's confusing? • Can anyone help us clarify what this means? Students can share with the whole class or, to make sure you're capturing students who might not speak up, you can ask, "Turn to the person next to you," or "Discuss this in your group." Students share and record how their thinking has changed after completing the reading and group discussion, using their KWL chart responses to help. You can then repeat this step for each new page in the student reader. Here are some comments that I took directly from different lessons in my students' Picture-Thinking graphic organizers. I'm confused. I thought that salt was in the bottom of the ocean. We were reading about how salt gets into the ocean, and there was a connection made about the water cycle. This was one of those great moments when the entire classroom started talking about that. They did such a great job thinking about how interesting it was that they had never thought about how salt got into the ocean. They had all just made that assumption, "Well, it's in the bottom of the ocean." I really appreciate moments like that, because when everybody can look around and say, "Well, this is interesting. None of us thought of that," I think it gives permission that this was an appropriate time to be confused. Wow, there is so much water on the earth. One of the visuals in the reader showed the difference between the amount of blue that was on the globe, the water, and the amount of landmass. This caused one student to go and get a globe and bring it back to their group, and a lot of discussions ensued. The amount of thinking going on was quite remarkable. I remembered the word evaporation from fourth grade, but now I understand why it happens. This came out of a great discussion between understanding the definition of the word evaporation and understanding what is really going on with the process of evaporation. How quickly students take charge of this process and begin to do it independently really depends on the group. Students will slowly start owning the process, using Picture-Thinking KWL charts independently. When this happens, it gives teachers more time to observe and guide those who need it most. As we release responsibility to students who feel comfortable taking charge, we see engagement levels rise too.  Teachers should not be doing all the work in the classroom – students should be taking the lead when they can, and experiencing discourse, risk-taking, wondering, and discovering together with their peers.

Topics: Next Generation Science Standards , interactive science , Inquiry Based Learning , Next Generation Science Classroom Instruction , science education , KWL Chart , Thinking Routines

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The KWL chart , a widely used educational tool, is designed to enhance learning by helping students actively engage with new topics, organize information, and monitor their own comprehension. The acronym KWL stands for "What I Know," "What I Want to know," and "What I Learned." This simple but effective graphic organizer encourages students to reflect on their prior knowledge, set learning goals, and assess their understanding as they progress through a lesson or unit.

Part 1. What is KWL Chart?

A KWL chart is a graphic organizer or chart used in education to help students organize information before, during, and after learning about a topic. The acronym "KWL" stands for:

K - Know:   This section is where students list what they already know about the topic before starting their study.

W - Want to know:   In this section, students write down questions or things they want to learn about the topic.

L - Learned:   After the learning activity or lesson, students complete the "Learned" section by summarizing the key points or information they have gained from their exploration.

The KWL chart is a versatile tool that can be adapted for various subjects and grade levels. It encourages active engagement, critical thinking, and reflection in the learning process. Teachers often use it as a formative assessment tool to gauge students' understanding and tailor their instruction accordingly.

Part 2. Understanding the Components of a KWL Chart

A KWL chart is a graphic organizer used in education to help students organize and reflect upon their learning. The chart typically consists of three main sections:

What I Know (K):

The first section of a KWL chart prompts students to list what they already know about a particular topic. This taps into their prior knowledge and experiences, providing a foundation upon which new information can be built.

Encourages students to brainstorm and recall any relevant facts, concepts, or personal experiences related to the topic.

What I Want to Know (W):

The second section invites students to express their curiosity and identify questions they have about the topic. This step helps them set specific learning goals and guides the direction of their inquiry.

Encourages the formulation of questions, promoting critical thinking and fostering a sense of ownership over the learning process.

What I Learned (L):

The final section is completed after the learning experience. Students summarize and document the information they gained, providing a tangible record of their newly acquired knowledge.

This section reinforces the idea of learning as an ongoing process, allowing students to reflect on their progress and adjust their understanding as needed.

Part 3. Benefits of Using KWL Charts

Using KWL charts in the classroom offers several benefits for both teachers and students. Here are some of the advantages:

• Activating Prior Knowledge:   The "Know" section of the KWL chart helps students recall and activate their existing knowledge about a topic. This serves as a foundation for new learning and allows teachers to build upon what students already know.
• Setting Learning Goals:   The "Want to know" section encourages students to generate questions and set learning goals. This helps to focus their attention on specific aspects of the topic, fostering a sense of curiosity and direction in their learning.
• Guiding Inquiry:   KWL charts guide students through the inquiry process by encouraging them to seek answers to their questions. This promotes independent research and investigation skills.
• Organizing Information:   The visual organization of information in the chart helps students see the relationship between what they knew initially, what they wanted to know, and what they have learned. This visual representation aids in comprehension and retention.
• Formative Assessment:   Teachers can use the KWL chart as a formative assessment tool to gauge students' understanding throughout the learning process. By reviewing the "Learned" section, teachers can identify areas where students may need additional support or clarification.
• Encouraging Reflection:   Completing the "Learned" section requires students to reflect on the new information they have acquired. This reflective practice helps reinforce learning and encourages metacognition.
• Differentiated Instruction:   KWL charts can be adapted to accommodate different learning styles and levels. Students can use words, drawings, or a combination of both to express their ideas and understanding.

Overall, KWL charts provide a structured and visually appealing way to support effective teaching and learning strategies in the classroom.

Part 4. How to Use KWL Chart?

Using K-W-L charts in the classroom involves a structured process to activate prior knowledge, guide inquiry, and facilitate reflection. Here's a step-by-step guide on how to effectively use K-W-L charts:

Step 1: Introduce the Topic

Introduce the Concept:

• Begin by introducing the topic to the students.
• Explain that you will be using a KWL chart to organize their thoughts and track their learning.

Step 2: Know - What They Know

Activate Prior Knowledge:

• In the "Know" section of the chart, ask students to list everything they already know about the topic.
• Encourage a brief discussion or sharing of ideas to build a collective understanding.

Step 3: Want - What They Want to Know

Generate Questions:

• In the "Want to know" section, prompt students to think about what they want to learn or any questions they have about the topic.
• Have them list these questions on the chart.

Step 4: Learn - What They Learned

Conduct Learning Activities:

• Facilitate learning activities such as readings, discussions, videos, or experiments related to the topic.
• After the activities, ask students to summarize what they learned in the "Learned" section of the chart.

Step 5: Reflect and Review

Reflect on Learning:

• Engage in a class discussion about the learning process.
• Ask students to reflect on how their understanding has changed and if any new questions have arisen.
• Conclude the activity by reviewing the KWL chart and highlighting the collective knowledge gained.

This streamlined approach condenses the typical KWL process into five essential steps, making it a quick and effective way to engage students in exploring a new topic or concept.

Part 5. Best KWL Chart Maker – Boardmix

Boardmix is your go-to solution for creating comprehensive KWL charts online. Our intuitive platform allows you to easily sketch out what you Know, Want to know, and have Learned in a visually engaging format. Unlike traditional chart makers, Boardmix offers a plethora of pre-designed templates that cater to various learning styles and subjects. Whether you're an educator planning your next lesson or a student preparing for an exam, Boardmix's KWL Chart Maker simplifies the process of organizing information and tracking learning progress. Start exploring our features today and experience the difference with Boardmix.

Key features of Boardmix:

• Interactive Whiteboard:   Boardmix's interactive whiteboard provides a limitless canvas where you can brainstorm, sketch, and collaborate in real-time.
• Pre-designed Templates:   With Boardmix, you have access to a wide range of pre-designed templates for various purposes like KWL charts, flowcharts, mind maps, and more.
• Easy Sharing:   Boardmix allows you to easily share your creations with others via email or a unique link, facilitating seamless collaboration.
• Customizable Charts:   With Boardmix's intuitive tools, you can customize your charts by adding text, changing colors, inserting shapes and much more.
• Real-Time Collaboration:   Boardmix supports real-time collaboration allowing multiple users to work on the same chart simultaneously from different locations.

Creating a KWL chart with Boardmix is a straightforward process.   Here's a step-by-step guide:

Step 1.   Log in to your Boardmix account. If you don't have one, sign up for free.

Step 2.   Once logged in, navigate to the 'Templates' section and select the 'KWL Chart' template.

Step 3.   You'll be redirected to our interactive whiteboard where you can start customizing your chart.

Step 4.   Click on each section (Know, Want to know, Learned) to add your text.

Step 5.   Use our drawing tools and shapes to further personalize your chart.

Step 6.   Once done, save your chart and share it with others via email or a unique link.

Part 6. Variations of the KWL Chart

While the traditional KWL chart (Know, Want to know, Learned) is widely used, educators often adapt or customize it to better suit their specific needs or to add complexity to the learning process. Here are a few variations of the KWL chart:

1. KWHL Chart:

H - How will I learn it? or How will I find out?

This variation adds an additional step to prompt students to consider the methods or resources they will use to acquire the information. It encourages students to think about the process of learning.

2. KLEWS Chart:

S - What do I still want to know?

This variation replaces "Want to know" with "What do I still want to know?" to emphasize ongoing curiosity and encourage students to continue exploring the topic beyond the initial learning phase.

3. KWPL Chart:

P - What's my plan for learning?

This variation focuses on the planning aspect of learning, asking students to outline their strategies and steps for acquiring knowledge on the given topic.

In conclusion, the KWL chart is a powerful and versatile instructional tool that empowers students to take an active role in their learning journey. By leveraging prior knowledge, setting goals, and reflecting on their learning, students can develop a deeper understanding of the subject matter and cultivate essential skills such as critical thinking and metacognition. Integrating KWL charts into instructional practices contributes to a more student-centered and engaging learning environment, ultimately fostering a lifelong love of learning.

Ready to revolutionize the way you create KWL charts? With Boardmix 's intuitive interface and pre-designed templates, creating a KWL chart has never been easier. Sign up for free today and start transforming your ideas into visually engaging KWL charts with Boardmix.

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Reading Comprehension

How to use a KWL chart to improve reading comprehension

By Natilly Macartney

04 Jan 2023

In this article:

What does it mean to read?

Activating schemata, difficulties when reading, a three-phase approach to reading, what is the kwl strategy, kwl reading printable template, 1. step k - what i know, 2. step w – what do i want to learn, 3. step l – what i learnt, kwl plus – an extension activity, benefits of using kwl charts to improve reading comprehension, four issues when using kwl charts, ultimate goals of reading, ways bedrock’s digital literacy curriculum supports kwl reading in lessons, pre-teaching vocabulary, vocabulary and grammar instruction.

A KWL chart is a great way to help learners increase their reading comprehension. Learn what it is, as well as ways it can be implemented in your lessons.

Williams (1984) argues that when we read, we’re not simply passive objects being fed with letters, words, and sentences. To arrive at global understanding, we work on a text by actively engaging with it and negotiating its meaning. This work requires us to bring our background knowledge and lived experiences to any reading task.

The assumptions we make and the opinions we have are based on our individual experiences, as well as how our minds have organised any knowledge we gained from them (Nuttall, 2006). These experiences form a schema - a mental structure that is built upon all these past experiences, including information we have gained through learning and reading.

Reading requires us to process ideas in a text by drawing on what we call ‘our schemata.’ As individuals, we all have different opinions, backgrounds and experiences, so each of us has unique schemata. At the same time, we also have shared schemata - general beliefs and understandings of the world. When we connect our schemata with a writer’s, then we successfully understand a text.

Learning to read goes beyond learning how to decode and understand the meaning of individual words; it involves knowing how to read for purpose, knowing how to interrogate a text, and being aware of the information we don’t know.

The demands of reading make it a challenging task for many learners. New readers may struggle with accessing a text because they find the code is difficult or there are too many unknown vocabulary items. For other readers, it might be that they have too little background knowledge on the subject they are reading about - cultural capital . To read a text meaningfully, we as readers need to share certain assumptions about the world and the way it works with the writer.

In the classroom, reading can be best approached as a process broken down into three stages: pre-reading, while-reading, and post-reading. With this approach, the teacher makes use of learners’ knowledge of the world at the pre-reading stage and builds on this throughout the reading task (Nation, 1979). This has the effect of actively involving a learner with the reading task and encouraging them to read with intention.

One popular teaching method that adopts this three-phase approach to reading is the ‘KWL strategy’ - let’s look at this method in more detail.

Improve reading comprehension on Bedrock

Explicit vocabulary and grammar instruction with an individualised, self-marking curriculum.

KWL stands for “Know, Want to know, and Learnt”. Sometimes, ‘W’ is substituted for Wonder. It is a framework for reading that was originally developed by Donna Ogle in the late eighties and was designed to be used when reading nonfiction texts in a group setting.

Underpinning the KWL strategy is the belief that readers gain knowledge by constructing meaning. A key principle of this approach to teaching reading is that meaning does not reside exclusively in text, but rather arises through negotiation between reader and writer. The KWL strategy incorporates the use of authentic texts and encourages learners to bring their personal experiences to their reading. It approaches reading as a top-down process and promotes skills such as making inferences and understanding words in context.

To get started using the KWL reading method with your class, find our free PDF printable of the KWL template. With this, learners have everything they need to read new, ambitious texts deeply and curiously.

The KWL strategy involves three basic cognitive steps:

• Learners access what they know
• Learners discover what they want to learn
• Learners recall what they learnt as a result of reading

To teach a lesson based on the KWL strategy, the teacher will need access to a whiteboard and should provide each learner with a worksheet that has three columns . Let’s now begin with step 1 – ‘Know.’

At the beginning of the lesson, the teacher activates learners’ schemata directly related to themes in the text and elicits any relevant vocabulary or ideas - activating prior knowledge. The pre-reading stage is the most important stage in the reading process because it limits the number of possibilities that students will infer whilst reading and encourages readers to read purposefully (Nuttall, 2005). Step K is organised into two levels.

The first level is teacher-led. During this step, learners create a mindmap of what they already know about the topic of the text, either individually or as a class on a whiteboard. The teacher guides learners by selecting and discussing key concepts relevant to the text. For example, if a text is about the food chain, a teacher may ask learners what they know about predators. The teacher should probe learners by asking how they know the information they have provided and where they read or heard it. Requiring learners to substantiate their claims challenges them to a higher level of thinking and encourages them to validate or invalidate information whilst reading.

During this initial stage, the teacher may identify that the learners have little background knowledge on the topic of the text, and therefore may need to scaffold their learning , asking more directed and specific questions or showing pictures to help them with visualising. At this stage, learners should be encouraged to ask questions and reflect on what they don’t know.

The second level of Step K involves thinking in categories of information. Learners should look at the information presented on the board and try to group it into categories as well as add further categories of information: for example, how something looks or where something lives. This activity should not be overlooked as it prepares learners for the next stage of KWL, which is Step W.

At this stage, questions about what learners do not know or would like to know should have already started to emerge. There should be some categories listed on the board that are empty and indicate areas learners do not know about.

It is the teacher’s role here to highlight any disagreements or conflicting information and help learners notice gaps in the information they’ve provided; doing this will motivate and focus learners’ reading. This step is mostly carried out as a group; however, individual learners should also write down questions that they’re personally interested in discovering in the text.

Stage three, or Step L, can be completed either whilst reading or immediately after reading. This is usually dependent on the text. For example, when reading a longer text, the teacher may choose to reflect with learners section-by-section. However, most often, this step takes place post-reading.

Step L requires learners to write down what they’ve learnt. After learners have made their notes, attention should be brought back to the board to see if there are any questions that can now be answered or any empty categories where additional information can be added.

If there are some questions which haven’t been answered by the text, learners should be encouraged to conduct further reading. This is an opportunity to highlight to students that learning shouldn’t be framed around what an author chooses to include: instead it involves the pursuit of questions. Students learn to rely on reading as a method of acquiring further information and have the freedom to conduct their own research. When learners gain confidence doing this, the benefits of the KWL method for reading comprehension become multidisciplinary .

There are two important goals of the KWL method:

• Sparking curiosity
• Encouraging readers to take ownership of their learning

The KWL method can be expanded to a four-step process known as ‘KWL plus,’ which incorporates an additional category: ‘What I still want to learn.’

At this stage, learners are given the opportunity to reflect on how they arrived at understanding and how they interacted with the text. This reflection can take place as a group discussion whereby students share with one another questions they asked themselves and the reading strategies they used, or through self-learning questionnaires. It’s important to make learners aware of the processes that underlie their reading and their effectiveness.

Several studies have shown that materials taught using the KWL method have been better remembered and recalled. In addition to this, learners’ involvement with and enthusiasm for reading has been shown to improve, as well as their higher-order thinking skills. This is because the KWL method requires learners to organise information visually , which is more meaningful and apparent (Egan, 1999).

Furthermore, learners start to notice what is important when reading as the KWL strategy encourages them to pose questions at the pre-reading stage, supporting them to recognise that answering these questions in the post-reading stage requires them to rework their understanding until it’s satisfactory; this encourages learners to be intentional and critical in their reading .

The KWL method is an interactive activity that encourages learners to create, share, disagree, and respect one another’s opinions. Learners help one another activate prior knowledge, work together to construct new meanings, and value one another’s thinking. All this discovery and shared learning enhances a collaborative atmosphere in the classroom and promotes a mutual quest to seek new knowledge.

• Cross-cultural differences may limit a reader’s access to a text (Carrell, 1990). This can be a particular issue for learners with English as an Additional Language (EAL). Therefore, teachers should carefully select texts that will be accessible to their learners and ensure that students have enough background knowledge to access the content, providing targeted scaffolding where necessary. It is crucial that the teacher elicits what learners know at the pre-reading stage because this can indicate whether a text will be appropriate for a group or an individual.
• Teachers should be mindful of technical vocabulary or unknown abbreviations in a text and whether these might prove too challenging for readers - to combat this, pre-teach ambitious vocabulary that learners should know in order to comprehend the text.
• At Step K, learners may not be able to think of more categories of information. This is often an indicator that a group is not ready for this level of thinking and may need to do more background reading and learning on the subject before reading about it.
• Sometimes a learner may have a different perspective on a text and notice things that the teacher possibly overlooked, or a learner may arrive at a different interpretation because of their lived experience. In this case, it’s important to remember that the teacher’s role is not to expect everyone to agree with a text, but to help readers see the meaning intended by the writer. It’s good practice to hold space in the classroom for critical discussions and not simply deny the importance of personal responses. However, teachers should emphasise that “to be entitled to disagree with a text, we must first understand it.” (Nuttall, 2005)

According to Williams (1984) the goals we should be working towards in the classroom are:

• Providing learners with the skills needed to read with comprehension
• Helping learners read flexibly and according to purpose
• Ensuring learners learn language and content from reading (while-reading)
• Promoting reading with some degree of critical awareness

The KWL strategy successfully nurtures all of these skills in an interactive, engaging way that is both easy for the teacher to prepare and deliver and fun for learners to participate in.

While the KWL approach has the most benefits when accompanied by scaffolding and instruction in the classroom - after all, it is guided by insightful conversations between learners and teachers - Bedrock’s literacy improvement features work alongside a KWL strategy to support learners’ reading comprehension.

Sequencing your bespoke vocabulary curriculum on Bedrock Mapper gives teachers of every subject the ability to pre-teach vocabulary learners need to access academic texts. One of the main barriers to the KWL reading method is learners lacking the prior knowledge of content and vocabulary to comprehend the contents of a text.

With Mapper, teachers can add vocabulary, complete with examples and contextual definitions, to their unique lesson plan. When sequenced correctly (and this is made easy with Mapper), vocabulary is taught alongside in-class teaching to provide learners with the contextual knowledge they need to make the most of the KWL method.

Read more about pre-teaching here.

For a learner to be able to access a text, they must have strong prior knowledge of its construction - this includes grammar and vocabulary knowledge.

Teachers can spend more time focusing on the benefits of KWL reading for deep reading comprehension when vocabulary and grammar knowledge is secure. As demonstrated in the Reading House, comprehension is just one pillar of effective reading, with the others supported by fundamental literacy skills.

To provide holistic reading instruction, KWL reading in class can be accompanied by vocabulary and grammar instruction at home - this is made simple with Bedrock’s digital literacy curriculum .

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08 Nov 2022

27 Sept 2022

Harnessing the power of KWL charts in education

Lucid Content

Reading time: about 8 min

Rote memorization is enough to ace a test. But today, good teachers understand that real learning and long-term retention come when students engage with the information. There are many strategies to encourage student engagement and help students make connections to what they are learning. 

But there are few educational tools quite as effective and easy to implement as the KWL chart. This simple graphic organizer is a great exercise to empower students to own their learning and help teachers curate the most engaging lessons, and ensure long-term retention of the lessons.

Below we'll share the benefits of KWL charts and how you can incorporate them into your classroom.

What is a KWL chart?

A KWL chart is an organizational tool primarily used by students and teachers to direct and facilitate learning in the classroom.

K-W-L is an acronym that stands for “Know,” “Want to Know,” and “Learned.” The KWL chart is divided into three columns—one for each letter—under which students record:

• What they already know about the topic
• What they want to know (or questions they have) about the topic
• What they learned (after the lesson or assignment)

KWL charts are effective tools for engaging students in the learning process, helping them recall knowledge, and tracking their learning progress. While they are often used to help students improve their reading comprehension, KWL charts can be applied to any topic or lesson.

Benefits of KWL charts in the classroom

It’s often easier to learn and retain information when it is shared in multiple formats. For instance, a study published by the Journal of Applied Research in Memory and Cognition found that using outlines and diagrams to take notes during a lecture enhanced students’ learning and improved deep understanding of the material across the board.  

This is just one reason KWL charts are so effective in the classroom. 

KWL charts help students visualize the learning process and organize the information they’re learning at each stage of the lesson.

There are many reasons to try this visual tool in your classroom. KWL charts:

• Are easy to use.
• Demonstrate the level of knowledge and gaps in understanding.
• Motivate and engage students in the learning process.
• Track progress and learning outcomes.
• Present a simple method for organizing notetaking.
• Offer flexibility and can be adapted to the lesson or student’s needs.

The simple structure and method of KWL notetaking make KWL charts an obvious choice for students and teachers alike.

By recording each stage of the learning process (current knowledge, questions or gaps, and outcomes), KWL charts help teachers identify student needs and deliver lessons specifically catered to each class.

This strategy keeps individual students and teachers on the same page and encourages students to engage with the material and take ownership of their learning.  

How to use a KWL chart

To use a KWL chart, first create a table with three columns—one for each letter: K-W-L. 

Lucidchart can help you get started with a premade KWL chart template. Click the image below to start your own KWL chart.

Once you have your chart outlined, follow these steps to fill it out before, during, and after the lesson:

Start with column 1: Know

Under the first column, have students share what they already know about (or associate with) the topic at hand.

You can use the KWL chart for both group and individual learning. You may want to break the class up into small groups and then have each team share their notes with the rest of the class.

Consider pulling up an online KWL chart on the projector to fill out together as a class. Students can also fill out their own worksheets individually as you go to help them stay on track through the lesson.

This is a good exercise for teachers to see what the class already understands collectively and plan their lessons accordingly. For instance, Column 1 can help teachers to identify any misconceptions students may have going into a lesson.

Depending on the situation, you may want to correct students at this stage or simply use the information to plan your lesson to ensure those misconceptions are clarified later in the curriculum.

Pro tip: Come prepared with additional questions to prompt the students to brainstorm and guide their thought process.

Fill out column 2: Want to know

Once your class has identified what they already know, the next step is to fill out the “W” column. Have students answer: What do you want to know about this topic?

Again, you may want to split the class into smaller groups or pairs to start the discussion and then have them share their ideas with the whole class to record on a master KWL chart. If your class doesn’t have much experience with or knowledge of the topic, provide prompting questions to help them brainstorm.

Adding “Who, What, When, Where, Why, How” to the top of the column is often enough to spark ideas and get the conversation flowing.

This step is a powerful teaching aid because it helps teachers identify student interests and questions on a topic and adapt their lesson plans accordingly. When done well, the result is more engaged students and more effective learning outcomes.   

Complete column 3: Learned

Throughout the lesson or unit, students can refer to their KWL chart and fill out the third column: Learned.

Here they will record what they are learning and check off the questions they had listed in the second column that were answered. Students can share what they found interesting or surprising and correct any misconceptions they might have had from Column 1.

Some teachers like to have students fill out their KWL charts throughout the unit as they go, while others wait until the end of the unit to have students record everything they learned. Either way, this stage provides students another opportunity to review and reinforce their learning. It also helps teachers track student progress and learning outcomes.

KWL chart example

So what does this look like in practice? Let’s say you’re teaching an elementary weather unit on clouds. Here is a basic example of a completed KWL chart:

Topic: Clouds

• There are different types of clouds.
• One type is called a cumulus cloud.
• Clouds are made of water.
• What are storm clouds?
• How do clouds form?
• Types of clouds: Stratus, Cumulus, Cumulonimbus, Stratocumulus, Altostratus, Cirrus, Cirrocumulus, Altocumulus
• When warm air rises, it cools and condenses into tiny water droplets. As more water droplets are created, a cloud forms.

KWL+SIFR: Variations of the KWL chart

There are other variations and applications of the basic KWL chart. Depending on your lesson plan or objectives, you may want to try some of the following variations.

You can add other columns to KWL charts to continue and enhance the learning process. Here are a few additional columns to consider:

S: Still want to know

KWLS adds a fourth column for students to note what they still want to know about the topic following the lesson or unit. This is the place to identify any unanswered questions from the first column or list new questions that arose during the lesson or assignment.

This is a useful piece to include so teachers can address student questions before moving on to the next unit and continually improve and rework lesson plans for future classes.

I: Importance

Here students answer “Why is this information important?” This is especially useful when tracking learning through a longer unit or referring to the KWL chart as a study guide for exams or essays. Understanding why information is important or relevant also helps students connect with the material by putting the lesson into context and staying motivated throughout the learning process.

This column is where students can track where they found information. It’s a great tool for keeping their sources organized—especially if they need to reference them in an assignment or want to look up the information again later to study.

R: Remember

Finally, the R column gives students a place to note any key info they want to remember. Again, this is particularly helpful for studying and test preparation.

While they can be applied to numerous lesson plans, the I-F-R columns are most useful for notetaking on reading or other assignments where students may want to track sources, remember key information for later reference, and understand the significance of what they’re learning.

Using Lucid for Education

KWL charts are a simple but powerful tool for students and teachers alike to engage with the lesson material and improve learning outcomes.

With Lucidchart, teachers and students can collaborate and share information in real-time. Because it is cloud-based, anyone with a Lucidchart account can participate, including other classrooms, whether they’re down the hall or on the other side of the world.

Use Lucidchart’s KWL chart template to get started today.

Students and educators are eligible for a free Lucidchart Education account. 

About Lucidchart

Lucidchart, a cloud-based intelligent diagramming application, is a core component of Lucid Software's Visual Collaboration Suite. This intuitive, cloud-based solution empowers teams to collaborate in real-time to build flowcharts, mockups, UML diagrams, customer journey maps, and more. Lucidchart propels teams forward to build the future faster. Lucid is proud to serve top businesses around the world, including customers such as Google, GE, and NBC Universal, and 99% of the Fortune 500. Lucid partners with industry leaders, including Google, Atlassian, and Microsoft. Since its founding, Lucid has received numerous awards for its products, business, and workplace culture. For more information, visit lucidchart.com.

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Using "KWL" In Your Classroom Strategy

What Is KWL?

KWL charts assist teachers in activating students' prior knowledge of a subject or topic and encourage inquisition, active reading, and research. KWL charts are especially helpful as a pre-reading strategy when reading expository text and may also serve as an assessment of what students have learned during a unit of study. The K stands for what students know, the W stands for what students want to learn, and the L stands for what the students learn as they read or research.

Topic: Cheetahs

Why Is KWL Important?

Donna Ogle asserts that KWL helps students become better readers of expository text and helps teachers to be more interactive in their teaching (Ogle, 1987).

KWL charts help students to be active thinkers while they read (Carr & Ogle, 1987), giving them specific things to look for and having them reflect on what they learned when they are finished reading.

In learning, metacognition involves the active monitoring and conscious control and regulation of cognitive processes. It involves thinking about thinking, self-awareness, and self-regulation (Flavell, 1979).

The metacognitive strategy of self-questioning is used to ensure that students comprehend the text. When students set their own purposes for reading, they are more motivated and active as readers. Each student has a schema or a framework for how they view the world. Accessing a student's prior knowledge is the first step in integrating new concepts into their existing schema. KWL charts help activate background knowledge and provide an opportunity for students to set their own learning objectives.

How Can You Make It Happen?

An ideal time to use KWL charts is before the class starts working with expository text. Begin by modeling the use of a KWL chart. Place a transparency of a blank KWL chart on an overhead projector, and write the topic of the expository text at the top of the chart (Cheetahs). Fill in the chart as you think out loud, describing your thought process. After completing the "Know" and "Want to Know" sections, read aloud a brief expository paragraph. Complete the "Learned" section of the KWL chart after reading the text, once again thinking out aloud and describing your thought process.

To guide students in completing a KWL chart, choose another topic, place a blank KWL transparency on the overhead, and distribute a copy to each student. Allow the students to independently complete the "Know" section of the chart. As a class, share individual answers, brainstorm other ideas, and discuss responses. This allows students to benefit from their collective experiences, jog some prior knowledge, and reveal any misconceptions students may have. Students often believe they have factual information about a subject that is proven incorrect through reading, researching, and exploration. Be cautious about correcting students in the initial completion of the "Know" section of the chart as the discovery of information often leads to long-term retention. Encourage students to correct their "misinformation" as they complete the "Learned" section of the chart, and model this strategy for them. Next, collect all information that is known, and fill in the "Know" section on the transparency based on student responses.

Allow the students to independently complete the "Want to Know" section. Then share and discuss responses as a class. This is an excellent opportunity to model and to show students the value of inquiry. Having students form their own questions often results in longer answers, and provides an opportunity for you to help students ask good questions. Fill in the "Want to Know" section on the transparency based on student responses.

Have students read the text independently, aloud, or in pairs, as appropriate. Then have students complete the "Learned" section independently. Ask students to share their findings, and have a discussion about the responses, encouraging students to elaborate on their answers. Be prepared to correct misinformation by referring to the text or by having students make a plan to find out if an idea is accurate. Discuss how their knowledge has changed as a result of reading or research, and encourage students to reflect on their learning. Fill in the "Learned" section on the transparency based on student responses.

Model the use of KWL charts and complete several as a class. Once you have provided guided practice opportunities for students, you may begin to encourage independence using shorter pieces of text. Save challenging, lengthy text for when students are quite comfortable with the use of the KWL strategy and can use it independently.

A KWL chart may be used as a short introduction to a lesson, to stimulate prior knowledge, or at the start of a research paper or project. This can help students push beyond their existing comfort zone to learn new and different material.

Another use for the KWL chart is to assess your instruction informally. Have students complete the "Know" and "Want to Know" sections of the chart prior to the lesson and the "Learned" section after the lesson is finished. Did the students successfully master the goals of the lesson?

How Can You Stretch Students' Thinking?

Consider adding an "H" column for " How to Find Out" the information in the "Want to Know" column. Discuss with the students appropriate resources for acquiring information in various subject areas, which may lead to a discussion of bias in text. Discuss matching needs with resources, keeping in mind that sometimes a face-to-face interview may glean more information on a particular issue than reading a text.

Another variation is to organize the information in the "Learned" column. Students can categorize the information, create names for their categories, and use the categories when writing about the topic and what they learned.

When Can You Use It?

Reading/English

KWL can be used before reading a novel or section of text. Select an author and have students complete the "Know" and "Want to Know" sections of the chart. Read a brief biography about the author and see if the students have all attained the information they wanted to learn. If not, make a plan for further investigation to answer their questions.

Students can use KWL charts to reflect on their learning after completing a written piece. After completing their writing , students can write an explanation of what they learned and examine whether they were incorrect about any information. This can be an opportunity for students to reflect on their learning and to articulate their thought processes.

When beginning a new unit of study (e.g., fractions ) complete a KWL chart as a class or individually. Encourage students to use mathematical terms and concepts. Throughout the unit, check the KWL chart and consider having students complete brief journal entries explaining what they have learned and what their reasoning was as they completed problems.

Social Studies

Use a KWL chart to begin a new chapter or unit or as a framework for a short project. Have students explore various cultures or regions. Groups of students can research various aspects of a culture and use KWL charts to organize their information. As a class, groups can share their learning and engage in a discussion about cultures.

KWL charts can be useful when students are using the scientific process. Pose the experiment question (e.g., "Which brand of paper towel is stronger?") and ask students to complete the KWL chart as a starting point. Consider adding an "H" column for " How to Find Out" as students design an experiment .

Lesson Plans

What Do You Know About Bugs?

This is a primary lesson plan using a KWL chart to activate prior knowledge about bugs.

Popular Printable KWL Charts

• General KWL Chart
• Your Senses KWL Chart
• More KWL Charts

Featured High School Resources

Related Resources

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Rethinking the KWL Chart + 8 ideas for working with conceptual organizers

• January 13, 2023
• The Robertson Program
• Blog , Inquiry , Jackman ICS , Science Blog

At a parent event in September, a teacher points to a series of colourful, student-completed “KWL” charts related to their science exploration into light and sound. The charts reflect her commitment to student-driven learning, she explains. The charts are a little too high on the wall to decipher, but everyone can see that the K and W columns are packed with writing while the empty “L” column shows the promise of learning to come.

Returning in December for a parent-teacher conference, a parent notices that the charts are still on the wall, the L column still blank. Talking later with a friend, she expresses confusion: “They get the kids to write down what they know before they know anything about a topic, then the kids have to figure out what they still don’t know, but they never get around to answering those questions. What’s the point of it all?”

There are, of course, many reasons why a teacher might have dropped the ball on one particular unit under an unknown set of circumstances – probably many of us have been there at some point. Did the study end up taking a different direction? Were the original questions too poorly formulated to answer? Or might the children’s questions have failed to address the learning the teacher (or mandated curriculum) already had in mind? All too often, we go through the motions of asking kids what they think, even what they care about, then proceed to teach what we think they need to know. There’s a glaring disconnect between the description and the reality.

It can be discouraging to watch children as they glumly set to the chore of filling in a graphic organizer intended to promote engagement. While classrooms abound in learning systems for keeping chaos at bay, these protocols and routines all too easily take on a life of their own, divorced from their original purpose.

KWL chart example

Student ideas have been categorized under the following headings: “Know, Wonder and Learning.” A fourth column has been added: “More Questions.”

8 ideas for working with conceptual organizers

What is gained and what is lost when we bring schemes such as the KWL chart to the diverse experiences and buzzing concerns of 30+ students? On the face of it, asking students to clarify their background knowledge (K), what they want to know (W) and subsequent new learning (L) helps to bring order, focus and momentum to student ideas, making them available for reflection and strategic planning of next steps. In theory, at least, this approach supports what we know about how children learn best, by making explicit the connections between existing knowledge and curiosities, on the one hand, and new learning, on the other. In prompting students to reflect upon their own states of knowledge and thought, a KWL approach seems made for developing the metacognitive acuity that has been repeatedly demonstrated to enrich learning across many disciplines.

And yet, despite the best of intentions, educational institutions have an unfortunate way of co-opting some of the most interesting and important ideas about learning in ways that box out their essence. When pedagogic methods become entrenched through impenetrable acronyms or shorthand slogans such as “KWL”, “Think-Pair-Share”, “5E model” (and so on), the codification of real-world processes in specialized jargon may too tidily obscure their essential messiness. The most cursory glance at the history of science tells us that science isn’t neat. Packaging kids’ ideas to make them more manageable for teachers and the system as a whole may end up attributing to neither children nor the subject matter the respect they deserve.

A Brief History

Originally introduced by Donna Ogle in 1986 to support reading comprehension, the promise of the KWL approach in content areas such as science was quickly recognized.

“K-W-L, used properly, is actually radical. To begin with, it’s collaborative… [Children are asked to] engage in a conversation with their peers that has the potential to deepen each child’s initial ideas… It’s children’s questions that actually drive the lesson – as opposed to a list of prefabricated outcomes. The learning is owned by the learners,” American educator Alfie Kohn wrote in 2015. “The primary lesson is located between anticipation of what we’re about to do and consideration of what we just did. That kind of strategy can be enormously useful for just about any kind of learning… For meaningful learning, you don’t just do it; you anticipate and then you process.” (Kohn, 2015)

More formal research has yielded mixed results. While some studies  have identified benefits of KWL approaches for science learning (e.g. Alsahi, 2019), others have failed to show a difference or found other conceptual organizers to be more effective (e.g., Hopkins, 2013). However, differences in outcome measures, classroom settings, and teachers make definitive comparisons among studies challenging.

Issues arise when KWL strategies becomes empty formalities. When students are asked to come up with a list of questions on the spot and jot down the few facts they may or may not have at hand (and may or may not care about), questioning can become one more meaningless school task, with little authentic connection to what follows or to a genuine desire to know. Instead of fostering engagement, the task then risks draining the curiosity out of children’s questions, leaving behind the merest shell of student-driven inquiry.

Packaging kids’ ideas to make them more manageable for teachers and the system as a whole may end up attributing to neither children nor the subject matter the respect they deserve.

Concerns with KWL’s potential for oversimplification, especially in science, have led to various modifications that aim to better capture the complexity and nuance of science inquiry. Examples include the Think-Puzzle-Explore model, stressing the provisional nature of knowledge and open-ended, exploratory learning possibilities (Ritchart & Perkins, 2008) or KLEWS – What do we think we know ? What are we learning? What is our evidence ? What do we still wonder about? What scientific principles can explain the phenomena? – to encourage evidence-based theory-building (Hershberger, K. and Zembal-Saul, C., 2015). Finally, in this contest of proliferating initials, we find the KWHLAQ chart, “briefly” summarized as What do we think we know ? What do we need to find out? How will we find the answers to our questions? What are we learning, what have we learned? What action will we take? What new questions do we have? (Tolisano, 2015)

Each of these amendments, along with numerous other examples in science education, sets out to capture something of significance lacking in the original model. However, as with all models, there’s a trade-off between complexity and manageability; as each succeeding format sets out to address the flaws of its predecessor, it becomes increasingly unwieldy to work with, losing the ready implementability – for both teachers and students – that made the KWL formulation so appealing in the first place.

An educator's alternative to KWL: Layered Brainstorm Chart

Grade 2 teacher David Osorio sees both advantages and drawbacks to using KWL charts in science inquiry. He notes that they can create a misleading sense of community understanding that may fail to adequately bring out the thinking, interests and learning of less engaged or vocal students.

“ He has recently moved to creating “a layered brainstorm chart” that documents those more in-depth Knowledge Building discussions.

“I start with a question or a term and let the children share what they know or what they want to know, and I record as much as I can,” David says. “I record what they share in a different colour to see how the conversation has evolved and document how their knowledge sharing is growing more complex.”

The class then spends time researching and answering some of the questions before adding to the brainstorm chart. “Students can see the progress in their understanding and we can build on to each other’s ideas. It also allows me to refer to previous comments and clarify misunderstandings. It is an evolving snapshot of how the group builds knowledge together.”

A layered brainstorm chart from one of David Osorio’s Grade 2 science inquiries.

Drawbacks to KWL models

While the KWL model and its heirs purport to situate child-focused inquiry at the nexus of existing beliefs, driving questions and new input, there are inevitably costs to a pedagogical structure that predetermines (and thereby limits) desirable categories of thought and learning. Not all scientific investigations follow an identical linear process, moving efficiently from knowledge to questions to answers. How a scientist moves through an investigation will depend upon their individual circumstances, field of discovery, and a degree of happenstance. From a developmental perspective, questions are not the only mode through which kids naturally express their wonderings, confusions, or need for information. By limiting the expression of ideas to (often written) language, we miss many important understandings and misunderstandings that subtly emerge through less verbal modes such as drawing, gesturing, physical activity, or imaginative play.

We also can’t ignore the profoundly different cultural modes through which people express interest, recognizing that the encouragement of verbalization and questioning so prevalent in middle class households of European origin may not be universal. We owe it to our students to tune into other ways, such as close observation, that also indicate what a child considers worth paying attention to.

We owe it to our students to tune into other ways, such as close observation, that also indicate what a child considers worth paying attention to.

KWL-type models oversimplify the process of coming to know by highlighting information over thinking. They may also fail to credit the complicated mix of interactions among wondering, experiencing, thinking and rethinking, feeling, observing, and questioning. Even the demarcation between questions and answers can be murkier than the model suggests. Children don’t always know from the start what they know or think or wonder, especially when a topic is unfamiliar. You need questions to build knowledge, but you also need knowledge to pose questions; the more you know, the more you know precisely what you want to ask. At its most limited, the KWL chart represents a closed process of learning that rests upon a narrow view of curiosity as a drive simply satisfied by the acquisition of a relevant piece of information. This is only one facet of curiosity, as recent work in the area suggests. (Zurn and Shankar, 2020)

Although the KWL method has been touted for its capacity to level the playing field, any instructional system, rigidly applied, fails to accommodate the individuality of both teachers and learners. Succinctly filling out pre-set columns in advance of learning is not how everyone thinks best or best expresses their thinking. It’s true that a little structure – even in the face of resistance – can bring focus and direction to the haphazard attentions of some students.  Others, who eagerly embrace the predictability offered by well-defined frameworks, may benefit from gentle encouragement to tolerate uncertainty. There is no one size that fits all.

An alternative to KWL: Knowledge Building Circle

Educator Zoe Donoahue leads her class in a discussion exploring what might be beneath the ground we walk on.

Fostering Curiosity

The value of curiosity in learning has become a truism in education. Educators commonly list it among the five most important factors in student achievement (Engel, 2015). Science curricula, including our most recent Ontario documents, stress its importance. Research repeatedly shows the effect on motivation and learning. At the same time, classroom observations have documented a notable scarcity of opportunities for the kinds of spontaneous questions or explorations that truly engage a child. Engel, for example, cites the dramatic reduction of questioning which occurs upon children’s entry into school.

Adults play a powerful role in sustaining and furthering children’s curiosity. How they respond to questions and other expressions of interest makes an enormous difference to children’s inclination to keep asking and persevere with finding out. “When given insufficient or vague answers, students’ attention often wanders, and their desire for knowledge dissipates. Curiosity is a natural drive, but one that is easily suppressed. A lack of encouragement, an absence of adult figures, and insufficient answers can all extinguish curiosity’s flame.” (Markey and Lowenstein, 2014).

In school, one critical factor is the teacher’s own interest in how a child thinks about things that matter to them. As science educator Eleanor Duckworth comments, “The more I was interested in what they were thinking, the more they were interested in their thinking” (Duckworth, 2012).  Curiosity begets curiosity.

8 ideas for working with conceptual organizers.​

1. Rather than assigning KWLs as a preliminary task that may only tap the knowledge of a few students, start with a more open-ended discussion based upon a common experience (such as a read aloud, experiment or exploratory walk) that creates a shared focus among students and allows for existing understandings, hypotheses and questions to freely emerge. 2. Instead of asking students to offer ideas that fit into predetermined KWL categories, first gather ideas from students then co-create a chart in which they categorize these ideas. 3. Avoid using a KWL chart as a pretest/post-test type of assessment. 4. Present a KWL document as a work in progress . Display it at eye level so students can independently refer to and add to it. Frequently revisit the chart and note changes in thinking or direction. 5. Learning is multi-directional. New knowledge inspires new questions and revisions of old theories and questions. Make explicit for students these shifting relationships and back-and-forth movements among knowing, wondering and new ideas. 6. Be alert to questions or observations that spontaneously arise at unexpected moments . Recognize that not all interest is expressed in a classic question format. 7. Acknowledge that there are many kinds of questions , and that each plays a valuable role in constructing understanding. 8. Asking a question is only the first step in finding something out. Help your students reflect upon, refine, and investigate their own questions .

Cognitive psychologist Jerome Bruner famously wrote, “You cannot teacher-proof a curriculum any more than you can parent-proof a family”. In the end, which system a teacher adopts matters less than how they put it to use. Pedagogical technique is nothing apart from the teacher: their quality of attention; their own curiosity, both about children and about the world; their openness to surprise, upended assumptions, and spontaneous wonderings; their delight in the messy zigzagging and backtracking of true learning. It takes skill, artfulness and imagination to select just the right materials, information or experiences to intrigue a diverse set of students and maintain the momentum of their inquiry. A teacher’s genuine interest in the subject matter itself is contagious, as they stay just ahead of – or at least keep up with – the understandings, misunderstandings and musings of their students. 

A teacher’s genuine interest in the subject matter itself is contagious, as they stay just ahead of – or at least keep up with – the understandings, misunderstandings and musings of their students.

Many have remarked that open-minded curiosity about other perspectives may be one key to preserving democracy in polarized times. The multiplicity of personalities and approaches found in any classroom, from the quietest observer to the most boisterous explorer, the fact-obsessed statistician to the philosopher, offers both a challenge and an opportunity in which every participant in a common journey has a deep-seated capacity to enrich the thinking of the others.

In the hands of a responsive, interested teacher, the KWL chart may offer one way of tuning into the worlds of children, of gleaning what they really think and helping them identify and refine what it is that they think. It is, of course, simply one means among many, including informal conversation, modelling, drawing, or simply taking the time to read a face.

Alsahi, N.R. (2020). The effects of the know-want to know-learn strategy (KWL) on fourth grade students’ achievement in science at the primary stage and their attitudes towards it. EURASIA Journal of Mathematics, Science, and Technology Education, 16(4).

Duckworth, E. (2012). When teachers listen and learners explain. [Video]. YouTube. https://www.youtube.com/watch?v=1sfgenKusQk

Engel, S. (2015). The Hungry Mind: The Origins of Curiosity in Childhood. Harvard University Press: Cambridge, MA.

Hershberger, K. and Zembal-Saul, C. (2015). Methods and strategies: KLEWS to explanation building in science. Science and Children, 52, 66-71.

Hopkins, M.D. (2013). The effects of student-led and teacher-led advance organizers on students’ achievement and motivation of high school biology students. Unpublished doctoral dissertation.

Kohn, A. (posted June 2, 2015). Learning as a sandwich. Psychology Today https://www.psychologytoday.com/intl/blog/the-homework-myth/201506/learning-sandwich.

Markey, A., & Loewenstein, G. (2014). Curiosity. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 228–245). Routledge/Taylor & Francis Group.

Ogle, D. (1986). K-W-L: A teaching method that develops active reading of expository texy. The Reading Teacher, 39, 564-570.

Ritchart, R. and Perkins, D. (2008). Making thinking visible. Educational Leadership, 65, 57-61.

Tolisano, S. (2015). An update to the upgraded KWL for the 21st Century. http://langwitches.org/blog/2015/06/12/an-update-to-the-upgraded-kwl-for-the-21st-century/

Zurn, P. and Shankar, A.(Eds.) (2020). Curiosity Studies: A New Ecology of Learning. University of Minnesota Press.

Dr. Julie Comay

Robertson Education Specialist, Professor (OISE/U of T), Former Classroom Teacher

About The Author

Many of your 8 ideas for conceptual organizers can be applied to a KWL charts (1,3-8). I don’t even use KWL charts but I would have appreciated the article more if it focused on the benefits of a particular inquiry strategy rather than diatribe against frankly a pretty neutral (but flexible) one in KWL charts.

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Kwl charts - how to use, benefit, and challenge.

What is the KWL chart?

How to Use KWL chart

Benefits of using kwl charts.

• KWL charts help students see the lesson in a bigger picture. Starting from the prior knowledge, to question, to conclusion. Everything is written on the same page.
• It helps students to connect the current lesson to the prior knowledge as students do the K column. The more connections students can make, it will be easier for them to understand and to memorize.
• It helps students to have the feeling of owning the study process. Even if the learning experience that you give before writing the L column is direct teaching, students feel the questions they make are being answered.

Related Posts

Hi Sister, long time no see For KWL charts, it's my first time to know about it and it's interesting. Then I've to try this method to my students

Menarik ya mbak cara ini. Anak-anak jadi kritis dengan pelajarannya, karena sebelumnya sudah memiliki gambaran tentang materi sebelumnya dan apa yang ingin mereka ketahui di materi kali ini

This is great! like a mind map and applicable for kids at home. Parents ask them what they know at the first (recall memories), then they ask what they want to know (curioucity). At the end, the kids will increase their knowledge and more active to reach information they want and need. May be it's important for their goals in life. Thanks Bu for this article :)

I do like this KWL Chart. As a teacher we will know the input of our students from what they know, the want to know, and to learn. Not only helping students but also helping teacher to transform his/her knowledge to the students. It will give special experiences to students.

Saya baru tahu ini tentang KWL. Bisa bikin anak makin rajin belajarnya... Makasih ya kak infonya...

Sekarang makin banyak metode belajar. Gimana anak zaman sekarang nggak pinter². Guru sekarang juga makin kreatif. Zaman kakak sekolah belum ada KWL ini.

Looks so good to practice with my kiddos. In the end, i have to learn details bout this. Thank for sharing.

Thankyou for sharing this KWL Chart. It makes us understanding our children, what they want to learn

This is interesting! I think I can use the KWL Chart also when I want to learn something. So, I can breakdown what things that I need to be developed more.

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71 K-W-L Reflective Learning

K-w-l training.

One of the most basic and commonly used strategies for fostering reflective thinking in education is known as K-W-L training. Initially developed by Donna M. Ogle in 1986 to foster deep reading, it encourages intentional learning and transfer by clearly outlining the three cognitive steps implied by all significant learning experiences:

K: What do I know?

W: What do I want to know?

L: What have I learned?

The first stage, “What do you know?”, activates prior knowledge. Activating prior knowledge simply means recalling whatever information or experience you or others already have that relates to the topic at hand. This activation is akin to brainstorming and can be done in groups or individually. For example, if a student is asked to write about racial privilege in education, they will begin writing from their own experience and beliefs about the topic. What racial privilege looks like to some will be radically different from others, and this highly localized, anachronistic account is entirely appropriate as a starting place.

The second stage, “What do you want to know?”, activates critical thinking and demands that the student begin thinking beyond their biases. Here the student should begin identifying gaps in their thinking. Donald Rumsfeld’s famous news briefing from February 12, 2002 about whether there was enough evidence to invade Iraq captured the importance of identifying these gaps:

…as we know, there are known knowns; there are things we know we know. We also know there are known unknowns; that is to say we know there are some things we do not know. But there also unknown unknowns—the ones we don’t know we don’t know.

Rumsfeld’s position on whether to invade Iraq ultimately led to disastrous consequences, but the briefing shows how this basic cognitive move—the ability to identify different kinds of knowledge—is a crucial starting point, not least for those making important decisions. The subtle distinctions between different kinds of “knowns” and “unknowns” are based on the Johari Window (not Rumsfeld). For K-W-L exercises, it’s mostly important that a student identify the “known unknowns.” Before beginning the research process or reading exercise, each practitioner should have a list of questions to help guide the experience. According to Ogle, this simple list of questions is what allows them to “be in charge in their learning and actively pursue their own quest for knowledge.” [1]

The third and final stage of K-W-L is to reflect by asking the question, “What have I learned?” This reflective stages corresponds in some ways to the diegetic gap of narrative reflections. And indeed, by the end of the K-W-L training a learner has indeed gone through an experience. The final move also encourages the student to transfer knowledge from the current situation to other contexts.

Critical Reading with K-W-L

Ogle’s article from 1986 originally treated K-W-L as a reading exercise, using the example of an article about black widow spiders. In the example, the teacher begins by writing Black Widow spider on the chalkboard and then fields responses from students (K) . Some of the kids knew someone who got bitten by a black widow, while others saw a TV show or read another article about them. As the students talk, the teacher records the responses on the board and asks follow-up questions. By the end of this group brainstorming, each student was expected to have their own list of questions they expected to be answered by the reading ( W) . Finally, as the students read the article (aloud or to themselves), they were expected to take notes on which questions were and weren’t answered (L) .

Ogle’s very basic approach was designed for K-12  and can be extended to any learning environment.  At the Mayo Clinic College of Medicine, for example, teachers use K-W-L in Radiology courses to encourage students to read deeply and critically.

Research Writing K-W-L: The I-Search Essay

K-W-L strategies are built into Ken Macrorie’s I-Search paper, developed in 1988. Unlike many research essays, Macrorie’s I-Search essay encourages students to use the first person. The basic formula follows the K-W-L charts used in K-12:

• Search Story: The student introduces the paper by writing about a topic they’re curious about, as well as what they already know (K) about it. From here, they should begin identifying gaps in their knowledge—what do they want to know (W)—and use those gaps to develop interesting questions. These questions show curiosity and help drive the research.
• Search Results: The bulk of the essay is devoted to writing about the research process—what the student learned (L)—and showing what information they were able to churn up. This section requires that the student practice source-finding strategies as well as properly integrate the information.

Search Reflections: Finally, I-Search essays often end by reflecting more generally on the experiment, making connections with other contexts and future situations. As with other forms of reflective writing, this final move fosters transfer.

• Donna M. Ogle, "K-W-L: A teaching model that develops active reading of expository text." The Reading Teacher , Vol. 39, No. 6 (Feb., 1986), p. 567. ↵

Write What Matters Copyright © 2020 by Joel Gladd is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Introduction Demo Course

Please note: This is not a live course. If you have booked onto one of our courses, please follow the joining instructions that have been emailed to you.

1.2 Know, Want to know, Learned (KWL)

Reflection is key to relating knowledge to your own experience. Each week you will be asked questions to help you reflect on what you have learnt and how it relates to your own teaching practice.  Let’s start off by thinking about the following question:

What do I want to get out of this course?

A KWL chart is an effective technique to help you to identify your personal goals and track your progress throughout the course. A KWL chart is used to:

• identify what you already K now
• consider what you W ant to know
• record what you have L earned.

( From ' Approaches to Learning and Teaching in Global Perspectives: A Toolkit for International Teachers'  by Keely Laycock, September 2017 )

In this course you are going to post your KWL chart into your journal.  Here is an example of a personal KWL chart: 

At the end of every week, you will be updating your KWL chart to review the work you have done and to start thinking about the next week's topics.

At the end of the course you will have the opportunity to reflect on how your needs have been met and the impact the course will have on your teaching.

You can structure your thoughts in your own way. For example, you could use one KWL chart for the whole course, or start a new one each week.

• What do I K now about IGCSE Geography ?
• What do I W ant to know about IGCSE Geography ?

If you have any questions or observations about any of the information in this lesson, please come and share them in the Week 1 class discussion .

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Adaptation of Know, Want to Know, and Learned Chart for Problem-Based Learning

• PMID: 28787075
• DOI: 10.3928/01484834-20170712-11

Background: The KWL (Know, Want to know, Learned) chart was introduced to facilitate student critical thinking in a large, multisite, medical-surgical nursing course that uses problem-based learning.

Method: Before class, students complete KWL charts in conjunction with concept videos to document prior learning. Then, they form groups to work on case studies during class. Faculty review the KWL charts for evidence of problem-solving growth. If evidence exists that students struggle with a concept, those results are used to remediate the content.

Results: Students and faculty indicated that the KWL provided students with needed structure for addressing the ambiguities built into case studies. Students suggested minor revisions to the tool.

Conclusion: Use of the KWL has the potential to improve performance and critical thought in problem-based learning classrooms. Use of the KWL as a means of structuring student critical thinking and decision making should be explored further. [J Nurs Educ. 2017;56(8):506-508.].

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KWL Strategy Improves Reading Skills

This Visual Organizer Can Help Students Comprehend Information

Ragnar Schmuck / Getty Images

The KWL reading strategy is an instructional technique used to improve reading comprehension. It also improves a student's ability to remember the material. KWL is most often used with expository reading materials such as classroom textbooks, research articles, and journalistic pieces.

If you're the parent, caregiver or teacher of a child with a learning disability in reading, consider whether the KWL strategy would meet the child's needs.

The technique can also serve students without learning disabilities who struggle with reading and adults who'd like to improve their comprehension skills.

What Does KWL Stand For?

The letters KWL stand for "Know," "Want to Know," and "Learned." In the KWL technique, readers are first asked to consider what they already know about the subject before they read the material. For example, say they're reading a book in class about Italian food. In the "Know" column, they would jot down the names of Italian foods they're familiar with, such as pizza, pasta, and lasagna.

When students finish the "Know" step, they move on to the "Want" column (sometimes called the "Wonder" column). Here they write down what they want to learn about the subject from the passage. Given that Italian food is the subject at hand, they could write that they hope to find out how to make pizza from scratch.

Third, students read the passage and then summarize what they learned from the reading. Perhaps they didn't learn how to make pizza from scratch in the column but found out how gelato is made. They would write this down in the "Learned" column.

KWL in the Classroom

Students can fill out KWL charts alone, but teachers frequently have students use the graphic organizer in pairs or small groups. The group notetaker can write down what each student knew about the topic, what they wanted to know, and what they learned.

Alternatively, students can fill out KWL sheets independently and discuss each step with the group.

Students are encouraged to share their results with others to increase understanding, active participation, and interest, which improves overall comprehension and retention of materials read.

Can It Help With Homework?

Yes. KWL can be used at home to improve comprehension of homework reading assignments. Keep KWL worksheets in a folder or notebook for students to use as study guides for tests as the school year progresses.

Suggestions

Use a long KWL worksheet for longer reading passages. Use a short KWL worksheet for shorter reading passages. Students with learning disabilities and/or ADHD may do better when chapters are broken into subsections using several shorter worksheets rather than doing the whole chapter with one KWL worksheet.

KWL notes can be brief but must include enough detail to be meaningful to the student in the future. Children can discuss what they've learned with parents at home.

KWL is just one of many graphic organizers students can use to give their literacy skills a boost. If KWL proves ineffective for your children, consider using another strategy to meet their needs.

Texas A&M University Academic Success Center. Reading strategies: the KWL method .

Cimeranova I. Teaching English as a foreign language to dyslexic learners . In: Pokrivčáková, ed. Teaching Foreign Languages to Learners with Special Educational Needs. Constantine the Philosopher University; 2015:39-62. doi:10.17846/SEN.2015.39-62

By Ann Logsdon Ann Logsdon is a school psychologist specializing in helping parents and teachers support students with a range of educational and developmental disabilities. 

The Implementation of KWL Chart Strategy to Improve Worldwide EFL Learners’ Reading Comprehension Skills

• English Education and Literature Journal (E-jou) 3(02):88-99
• 3(02):88-99
• CC BY-SA 4.0

• Chris O’Brien Lifehouse

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What is a KWL?

A KWL is a thinking tool that checks prior knowledge and maps out future goals. It is a great tool for students to keep a record of their learning.

Why should I use a KWHL instead of a KWL?

A KWHL is an extension of the typical KWL. The KWHL is also used to check students' prior knowledge on a topic and can be used to continually check on their progress. However, it has an additional step which asks students to plan how they will continue their learning.

In a KWHL, students record:

• K: What do I already know?
• W: What do I want to know?
• H: How will I pages out?
• L: What have I learnt so far during this unit? Alternatively, students can record where they have previously learnt something like this.

The KWL and KWHL are great tools to help students to recall and remember. You may wish to use this thinking tool at the start of a new unit to encourage students to reflect before jumping into new material. It is also a great way to check progress and confirm your students' comprehension levels as they add to it throughout the unit.

KWL and KWHL templates plus much more!

Need a more in-depth look at KWL and KWHL or looking for a downloadable template? Thinkdrive has downloadable and writable templates alongside aligned sentence starters and assessment exemplars for the KWHL tool and many more. Gain access to hundreds of planning and teaching strategies and resources and a click of button! Purchase thinkdrive now!

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