As the
school year will start in a couple of weeks, pre-k teachers will start thinking
about lessons and how to incorporate the K-W-L chart concept. This concept may be one not as familiar to
pre-k teachers but is being integrated more for intentional teaching based on
children’s interests. In case unsure,
the “K” stand for “know” what children already know on the topic. The “W” stand for “what” questions do they
have about the topic. And the “L” is what is “learned” about the topic. On a large sheet of paper at the top write
the topic with date(s) then draw three (3) columns with “K-W-L” for each
individual section.
When the
K-W-L chart concept is started some children may need the teacher to ask
probing questions to find out what they already know on topic. However, if the responses are redundant or
none at all, the teachers can share what they know on the topic to trigger
children’s thought processes. Write the
statements in the children’s voice followed by their name. As the school year continues teachers will
record less and less of their input on topics.
During the
large group, small group, centers, lunch time and other times throughout the
day teachers engage children in “what” they would like to know on the
topic. Record, the children’s questions
(name next to them) of what they would like to investigate. There will be times when all of the questions
cannot be researched; therefore, the children can vote then select the top 2 or
3 to provide materials to investigate.
Place an asterisk next to the ones that are researched to assist anyone
visiting the class to know what was occurring in the learning space. Also, post a caption statement what’s
happening and align to state Standard for your program.
Once the
children have investigated the materials set for manipulation record statements
what was learned under the “L” column with their names. After, the lesson topic has concluded,
classroom storybooks can be created where statements are dictated on individual
sheet of paper accompanied with picture and/or drawing.
If pondering
whether or not to use the K-W-L chart think about enhancing children’s critical
thinking skills, language, vocabulary skills, articulation of thought,
experimentation, application and so much more to ensure children are well
rounded in knowledge. While using the
K-W-L chart compare and contrast the initial ones written to end-of-school year
charting growth that can be discussed during parent-teacher conference. Knowledge is powerful and this is a child
initiated tool of using K-W-L chart giving a voice to their interest.
