ABSTRACT
The KWL and KWL+ instructional frameworks and graphic strategy guide (Ogle, 1986; Carr and Ogle, 1987) are used by teachers to develop active and thoughtful engagement among students when exploring informational texts. Initially, the teacher leads the class/group in brainstorming what they think they know (What we Know) about the topic of study. This discussion leads to questions that become the purpose for reading (What we Want to Know). Both during their reading and afterwards, students make notes of what they are learning and share these as the teacher records their ideas (What we Learned) on the group graphic. This reflection often leads students to revising their original ideas and to asking further questions. The Plus stage (in KWL Plus or KWL+) provides two additional activities so students can think more deeply about what they are learning. After reading and making notes of what they have learned they create a graphic organiser, arranging their new and confirmed knowledge in categories and then turn this information into written summary notes. The process can be effective with both individual expository texts and longer units of instruction. It is proven to be valuable in content area instruction at both elementary and secondary levels.
