K-W-L chart child initiated learning tool

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.