The K-W-L strategy asks students to think about what they know (K) about a topic, what they want (W) to know, and what they learned (L) while reading. This three-step strategy, used at all stages of the reading process, activates background knowledge, sets a purpose for learning, and builds students’ summarization and metacognition skills.
Procedure
1
Distribute a K-W-L graphic organizer to students, or invite them to create a three-column chart on a sheet of paper, labeling the columns “K: Know,” “W: Want to Know,” and “L: Learned.”
2
Introduce the topic of the reading or lesson to students.
3
Ask students to independently complete the K and W columns, recording what they already know about the topic and what they want to know.
4
As time allows, invite students to share their thinking with a partner, or facilitate a class discussion generating a collaborative K-W-L chart.
5
Ask students to engage in the reading or lesson, using their questions to guide their reading. Some students may find it helpful to record what they are learning as they read in the “L” column.
6
After students complete the reading, ask them to reflect on their learning, adding what they learned to the “L” column. Encourage students to record answers to any of their questions in the “L” column.
Differentiation
Front-Load the Topic: Generating questions can be difficult when a student has limited background knowledge about a topic. Consider meeting with a small group of students prior to the lesson to build background knowledge, making connections to previous learning. This will help students generate relevant questions to guide and focus their reading.
Inquiry/Research Plan: Invite students to review the questions they still have and create a research plan for finding answers. This can facilitate further inquiry and learning, providing students with choice and ownership.
Intermediate Proficiency: Create dual-language vocabulary maps connecting academic terms to familiar concepts. Provide structured language supports for expressing prior knowledge and forming questions. Include bilingual transition phrases for making connections and comparisons. Support academic language development with frames like “This reminds me of…” and “I wonder why…” in both languages. Encourage students to record new vocabulary alongside content learning in the “L” column.
Advanced Proficiency: Focus on developing students’ sophisticated academic language for analyzing relationships between prior knowledge and new learning. Support complex language functions for hypothesis formation and metacognitive reflection. Provide advanced terminology for students to express nuanced understanding and make cross-disciplinary connections. Include language supports for explaining how new learning either challenges or confirms initial knowledge.
Variations
Additional Columns: There are many ways to adapt the K-W-L strategy to cultivate deeper thinking, make student thinking visible, and provide greater opportunities for reflection and synthesis. Additional columns and question stems can be added based on the lesson objectives and standards. Below are a few possible columns:
How: How do I find out?
Action: What action will I take and why?
Questions: What questions do I now have, and how will I answer them?
Assistance: What assistance or support do I need to understand the topic or answer my questions?
Take students on an adventure with our Scavenger Hunts– a perfect way to explore the latest Britannica School updates through independent or guided discovery!
Download our Elementary or Middle/High version now and get started today!
