Editing KWL table (section)

==Classroom introduction==
The KWL chart was created by Donna Ogle in 1986.<ref>Ogle, D.M. (1986). K-W-L: A teaching model that develops active reading of expository text. ''Reading Teacher'', 39, 564–570</ref> A KWL chart can be used for all subjects in a whole group or small group atmosphere. The chart is a comprehension strategy used to activate background knowledge prior to reading and is completely student centered.  The teacher divides a piece of chart paper into three columns.  The first column, 'K', is for what the students already know about a topic.  This step is to be completed before the reading.  The next column, 'W', is for students to list what they want to learn about the topic during the reading.  This step is also to be completed before the reading.  The third column, 'L', is for what the students learned from the reading.  This step, of course, is done after finishing the reading. The KWL chart can also be used in reading instruction at the beginning of a new unit.

Here is what the KWL chart can look like: 
{| class="wikitable"
|-
! K 
What I ''know''
! W 
What I ''wonder''
! L 
What I ''learned''
|-
| Write the information about what the students know in this space. 
| Write the information about what the students want to know in this space. 
| After the completion of the lesson or unit, write the information that the students learned in this space. 
|-
|}

=== Things to keep in mind ===

Materials required can vary on the type of classroom activity the teacher intends to carry. For a classroom activity if the teacher divides the class for a particular topic then 1 paper with KWL chart per group shall be given. But if the teacher wants every individual child to brainstorm on the given topic then every individual shall have their own student paper copy.<ref name="msu.edu">{{cite web|url=https://msu.edu/course/cep/886/Reading%20Comprehension/7Learn_Serv_Proj_KWL.html|title=K-W-L STRATEGY|publisher=|accessdate=5 February 2016}}</ref>

In the 'K' column, the teacher has to make sure that she or he has all the questions ready for the students to brainstorm on the particular idea that needs to be taken care in that class. The questions help the students to be prompted to think in specific directions that will lead them to the first step of brainstorming. Also ask the students the reason of their answers. By this the teacher makes them aware of their associations to the answers. The questions like "what made you think like that?" shall guide them well.
In the 'W' column, ask associating questions or liking questions to make them come to the thinking. questions like, "what would you like to learn more about this idea?" can help them to analyze and think more. The teacher here has to come prepared with her/his own set of questions that will link the students' questions to the idea in the text. This is done so that the student shall not lose the flow of the text as well as not lose the purpose of the activity.
In the last column 'L', help the students to come out with their own creative ideas and analysis. Also in this particular column, the teacher shall ask the students to differentiate between the answers to their questions and ideas in other columns and the idea they found interesting. At last, the teacher shall help the students to consult other sources which would answer their questions which are not mentioned in the text.<ref name="nea.org"/>

A KWL chart can be used to drive instruction in the classroom. The teacher can create lesson plans based upon the interests and inquiries of the students and their needs. Using this strategy can increase motivation and attention by activating the students' prior knowledge. This allows the teacher to understand the students' prior knowledge and the students' interests in the topic.