Use K-W-L Technique in Reading Lessons

Strategic Thought Process For Engaging Students Before They Read

Jul 13, 2008 Dorit Sasson

Strategic teaching using the K-W-L technique activates students' prior knowledge, which is important for engaging them during the stages of teaching reading.

As a reading strategy, the K-W-L technique helps new teachers engage their students from the beginning of a reading lesson by activating prior knowledge. The K-W-L technique also helps teachers keep students interested as they think about what they want to know and what they have learned. If you’re a new teacher and you’d like to avoid behavior problems right from the start, take control of your classroom with reading activities and strategies that engage students right away.

With that said, how can new teachers use the K-W-L technique effectively all throughout the lesson? First, teachers need to create a K-W-L chart to help guide the students. This can be done on a large chart or on the chalkboard. Very simply, just divide the space into three columns and label them "Know", "Want to Know", "Learned". Use each space to record students' thoughts as they work through the K-W-L process described below.

Activate Prior Knowledge

As a reading strategy, the K-W-L technique consists of three main parts. The first part or, "what students know" can be represented by a ten minute (maximum) brainstorming about a particular subject connected with the reading text. As students brainstorm, record their ideas under the "Know" column of the chart.

Brainstorming is a great way to begin a reading lesson because it engages all students including the more silent ones who may not be talking, but are in fact listening to their peers. Other great beginnings include:

• prediction exercises
• anticipation guides

Beginnings set the stage for the main part of the lesson which should be an engaging middle.

What Students Want To Know

Once students get in touch with the knowledge they already have before reading the text by brainstorming what they know about the subject, it’s time for an engaging middle to your lesson. The second part of the "K-W-L" formula is the what do students want to find out prior to reading the text.

Having students write a list of questions in the "W" part of the "K-W-L" chart before they start to read the text is the most effective way to do this. As they begin to read, they will confirm or verify any of their questions. Hopefully, they will find the answers to some of their questions as they read the text. They can take notes of any new information they acquire as they read that is directly or indirectly related to their questions.

What Students Have Learned

The last ten minutes of the lesson should help the students become aware of what they have just learned as they reflect on their reading in a fun and engaging way. Students can do this by answering the following questions:

• Name one or two surprising or interesting facts or ideas that you didn't know before.
• Name one or two new vocabulary words students learned.
• Write a question you would like to ask the writer?

Record students' answers to these and other questions in the "Learned" column of the chart. Alternatively, students can also give a short presentation of what they have just learned.

The K-W-L technique focuses on activating prior knowledge and confirming what students have learned during the reading lesson. If you are able to effectively engage your students using strategic reading, they will be much more active in your lessons and as a result, fewer discipline problems will occur.

The copyright of the article Use K-W-L Technique in Reading Lessons in New Teacher Support is owned by Dorit Sasson. Permission to republish Use K-W-L Technique in Reading Lessons in print or online must be granted by the author in writing.

Strategic Lesson Planning for Teaching Reading