Strategy: K-W-L Plus with informational trade books



K-W-L Plus with informational trade books

Appropriate Grade Level: elementary

Procedures/Steps:

~K-W-L Plus is a teaching strategy designed to engage readers in connecting prior knowledge with contextual information.

~It is also used to organize, summarize and integrate knowledge acquired from reading.

1. Teacher activates prior knowledge before reading by asking students to brainstorm ideas of what they know about the book or topic.

2. Teacher constructs a list made up of three columns (K-W-L).

3. Teacher lists what the students know about the topic, even if the ideas are incorrect, under the K (What is Known) column.

4. Using the Plus component of K-W-L Plus, have the students group the ideas under the K column. This will improve the students’ awareness of content.

5. Have the students think of questions they would like to have answered as they read or listen to the book or topic. The questions should be listed under the W (What I Want to Learn) column. This step helps students develop purposes for reading and helping them to monitor their own learning. There are several stopping points throughout the reading process.

6. During the stopping points the teacher and students discuss and clarify information listed on the chart.

7. Students answer the questions listed in the W column. The answers are written in the L (What I Learned) column. Students may list new information learned about the topic whether the information answers a question from the W column or not.

Comments and/or tips:

~When applied to appropriate text, K-W-L Plus provides a model students may use while reading informational books independently, conducting their own research, and summarizing information into written reports.

~Older students can make K-W-L charts in small groups or create individual harts to organize and document their learning. K-W-L charts can also be made like flip books.

Source:

Headley, K.N. & Dunston, P.J. (2000). Teacher’s choices books and comprehension strategies as transaction tools. The Reading Teacher, 54(3), 260-8.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download