KWL Chart
Class Size
Individual
Time
10-15 min
Technology
None
Domain
Cognitive
Difficulty
Beginner
Delivery
Face-to-Face, Online, Hybrid
Overview
A three-column chart: What I Know, What I Want to know, What I Learned. Students fill in the first two columns before reading and the third after reading.
Educational Purpose
It activates prior knowledge before reading and sets a purpose for reading. After reading, students reflect on what they learned and what questions remain. This makes reading intentional rather than passive.
Educational Psychology Behind It
Schema theory -- activating prior knowledge helps students connect new information. Constructivism -- students build understanding by connecting what they know to what they learn. Ogle (1986) developed KWL.
Why It Works
Schema theory -- activating prior knowledge helps students connect new information. Constructivism -- students build understanding by connecting what they know to what they learn. Ogle (1986) developed KWL.
When to Use It
Before reading a new text, starting a new unit, or introducing a new topic in any subject.
When NOT to Use It
Do not use if students have no prior knowledge of the topic -- the K column will be empty. Do not use for very short texts. Do not skip the W column -- setting a purpose for reading is the key step.
Best Grade Levels
All grades (K-12)
Best Subjects
All subjects
Step-by-Step Classroom Guide
- 1Create a 3-column chart: Know / Want to Know / Learned.
- 2Before reading: students fill in K (what they already know) and W (what they want to know).
- 3Students read the text with their W questions in mind -- this gives them a purpose.
- 4After reading: students fill in L (what they learned) and check which W questions were answered.
- 5Discuss: What surprised you? What questions remain? Add a 4th column: What do I still want to know?
Classroom Scenario
Ms. Garcia introduces a Grade 4 Science unit on volcanoes. Before reading, students fill K: 'They erupt, they have lava, they are hot.' W: 'Why do they erupt? Are there volcanoes in the Philippines? What is the most dangerous volcano?' After reading, students fill L: 'Magma rises because of pressure. Mayon is active. Mt. Pinatubo erupted in 1991.' Two W questions were answered; one remains: 'What is the most dangerous volcano?' This becomes the next research topic.
Sample Dialogue
Advantages
- Activates prior knowledge -- students connect what they know
- Sets a purpose for reading -- students read to answer their own questions
- Makes learning visible -- before and after comparison
- Works in any subject
Limitations
- Students may list incorrect information in K column -- address misconceptions
- Can be formulaic if used too often
- Some students struggle to generate W questions
- Needs teacher modeling initially
Common Mistakes
Variations & Adaptations
Adapt the text complexity, group size, and role assignments based on students' reading levels and experience with the strategy.
Technology Integration
This strategy requires no technology. If desired, enhance with digital tools such as Google Docs for collaborative writing or Padlet for sharing responses.
Assessment Ideas
Assess through observation of participation, quality of reading, and formative checks such as exit tickets or quick writes.
Reflection Questions
🤔 What did you learn from this activity?
🤔 What was the most challenging part?
🤔 How could you use this strategy in a different subject?
🤔 What would you do differently next time?
References & Further Reading
- Ogle, D. (1986). K-W-L: A Teaching Model That Develops Active Reading. The Reading Teacher, 39(6), 564-570.