ABOUT THE STRATEGY
K-W-H-L CHART is a graphic organizer that tracks what a student knows (K), what a
student wants to know (W), how a student will find the information, and what a
student has learned (L) about a topic. It is used before, during, and after reading a
text and/or conducting research. This strategy supports students’ comprehension by
activating students’ background knowledge, setting a purpose for reading /
researching, planning for how to find information, and tracking students’ knowledge
about a topic.
IMPLEMENTATION OF THE STRATEGY
Establish the purpose of the K-W-H-L chart.
Before reading, ask students leading questions for the K-W-H columns of the
chart: “What do you already ‘know’ about this topic?” “What things do you
‘want’ to learn about the topic, so you can focus your reading / research?” “How
will you ‘learn’ this information?”
As students read, have them complete the L column of the chart. After reading,
have students fill in any additional information. Scaffold as needed. Prompt
thinking: “What did you ‘learn’ from doing your research?”
Model the use of the graphic organizer with the students, using a class text and a
think aloud to illustrate your thinking; scaffold as needed.
MEASURING PROGRESS
Teacher observation
Conferring
Student journaling
Graphic organizer post-reading as assessment
RESEARCH
Dexter, D. D., & Hughes, C. (2011). Graphic organizers and students with learning
disabilities: A meta-analysis. Learning Disability Quarterly, 34(2), 51-72.
Kim, A., Vaughn, S., Wanzek, J., & Wei, S. (2008). Graphic organizers and their effects
on the reading comprehension of students with LD: A synthesis of research.
Journal of Learning Disabilities, 37(2), 105-118.
Little, D. C., & Box, J. A. (2011). The use of a specific schema theory strategy-semantic
mapping to facilitate vocabulary development and comprehension for at-risk
reader. Reading Improvement, 48(1), 24-31.
Information Technology Solutions
NETWORK PRO TECTION
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PERSONAL FIREW ALLS
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K-W-H-L Chart
K-5
Purpose
Use with students
to support
comprehension:
activate background
knowledge, set a
purpose for reading
/ researching, plan
for how to find
information, and
track students’
knowledge about a
topic
When to Use
Before Reading
During Reading
After Reading
Grouping
Whole Group
Small Group
Partners
Individuals
Key Ideas and
Wisconsin
State Standards
Strand
Reading: Literature
and Information
al
Texts
Details
Grade Level
Name: _________________________________
K-W-H-L Chart
Select a text you want to read or a topic you want to research. In the first column, write what you already know about the topic. In the second
column, write what you want to know about the topic. In the third column, write how you will learn the information. After you have completed
your text or research, write what you learned in the fourth column.
What I Know
What I Want to Know
What I Learned