The KWL Strategy: A Teacher's Complete Guide to Know-Want-Learned Charts
Master the KWL (Know-Want to Know-Learned) technique with this comprehensive guide. Step-by-step implementation, variations, templates, and real classroom examples from experienced teachers.
'What do you already know about this?' seems like a simple question. But this simple question, asked systematically, transformed how I teach. The KWL strategy—Know, Want to Know, Learned—connects what students already understand to new learning, makes students active questioners rather than passive receivers, and builds reflection into every lesson. After fourteen years of using KWL across subjects and grade levels, I've seen struggling readers become engaged learners, passive students become curious investigators, and surface learning become deep understanding. Here's my complete guide to making KWL work in your classroom.
What Is the KWL Strategy?
KWL is a three-column graphic organizer that structures learning around three questions:
- •K (Know): What do I already KNOW about this topic?
- •W (Want to Know): What do I WANT to learn about this topic?
- •L (Learned): What have I LEARNED about this topic?
Developed by Donna Ogle in 1986 for reading instruction, KWL has since been adapted for virtually every subject and grade level.
Why KWL Works: The Science
KWL's effectiveness is grounded in learning science:
Activates Prior Knowledge (Schema Theory)
New information sticks better when connected to what we already know. The 'K' column surfaces existing knowledge, creating hooks for new learning.
Creates Purpose (Goal-Setting)
The 'W' column transforms passive learners into active seekers. When students identify what they want to learn, they engage more deeply—they're looking for answers to THEIR questions.
Builds Metacognition (Reflection)
The 'L' column requires students to process and consolidate learning. Comparing what they learned to what they knew and wanted to know develops metacognitive awareness.
KWL makes thinking visible—both to the teacher and to the student. You can literally see prior knowledge, curiosity, and learning unfold.
How to Implement KWL: Step by Step
Step 1: Introduce the Topic
Before filling in the chart, clearly state the topic or question being explored. Make it specific enough to focus thinking but broad enough for rich discussion.
Good: 'We're learning about fractions today.' Better: 'We're exploring how fractions help us share things fairly.'
Step 2: Fill in K (Know)
Ask: 'What do you already know—or think you know—about this topic?' Record ALL contributions without judgment. Some 'knowledge' may be misconceptions; that's valuable information for you and will be addressed later.
- •Give wait time for thinking
- •Accept all contributions (even incorrect ones)
- •Probe: 'What else?' 'Who has something different?'
- •Record in students' words when possible
Step 3: Fill in W (Want to Know)
Ask: 'What questions do you have? What do you want to find out?' Help students turn statements into questions if needed.
- •Model good questioning: 'I'm wondering...'
- •Encourage variety: facts, processes, reasons, applications
- •Validate all questions as worthwhile
- •Help students turn vague curiosity into specific questions
Step 4: Engage with Content
Now teach the lesson, do the reading, conduct the experiment, or explore the topic. Students should keep their 'W' questions in mind, looking for answers.
Step 5: Fill in L (Learned)
After the learning experience, ask: 'What did you learn? What answers did you find?' Also discuss:
- •Which 'K' items were confirmed as true?
- •Which 'K' items turned out to be misconceptions?
- •Which 'W' questions were answered?
- •What new questions emerged?
- •What surprised you?
KWL Chart Template
| K - What I KNOW | W - What I WANT to Know | L - What I LEARNED |
|---|---|---|
| List existing knowledge here | List questions here | List new learning here |
| Prior experiences | Curiosities | Answers to W questions |
| May include misconceptions | Student-generated questions | New information |
| Before learning begins | Before learning begins | After learning |
Using KWL Across Subjects
Reading/Language Arts
Before reading nonfiction: What do you know about this topic? Before reading fiction: What do you know about this author, time period, or type of story? The 'W' drives purposeful reading.
Science
Perfect for inquiry units. 'K' reveals preconceptions (often including misconceptions to address). 'W' can guide investigation directions. 'L' consolidates discoveries.
Social Studies
Historical events, geographical regions, cultural studies—all benefit from KWL's structure. Students often know more than they realize; surfacing that knowledge builds confidence.
Math
Often overlooked for KWL, but powerful! Before a fractions unit: 'What do you know about fractions? What do you want to understand?' Students connect new concepts to real-world knowledge.
When students who use Sorokid fill in their 'K' column for multiplication or division topics, they often contribute mental math strategies other students haven't encountered—enriching the whole class's starting point.
KWL Variations
KWHL (Adding How)
Adds a fourth column: H - How will I find out? Students plan research strategies, identifying sources and methods. Great for developing research skills.
KWL+ (Adding Mapping)
After filling 'L,' students create a graphic organizer (concept map, web, etc.) organizing what they learned. Deepens processing.
KWLS (Adding Still Want to Know)
Fourth column: S - What do I STILL want to know? Acknowledges that learning creates new questions and encourages continued inquiry.
KWLQ (Adding Questions)
Fourth column: Q - New Questions I have. Similar to KWLS, emphasizes that learning should generate curiosity, not just answers.
Reverse KWL
Start with 'L' (after a learning experience), then reflect on 'W' (what questions did I have going in?) and 'K' (what did I already know that connected?). Useful for reflection after surprise learning.
Tips for Effective KWL Implementation
Make It Visible
- •Use chart paper or digital display visible throughout the unit
- •Return to the chart multiple times—it's not just a one-time activity
- •Add to 'L' progressively as learning unfolds
Honor the 'K' Column
- •Record misconceptions without correction (you'll address later)
- •Use probing questions to draw out more: 'Where did you learn that?'
- •Acknowledge all contributions; even 'wrong' ideas show thinking
Make 'W' Authentic
- •Don't feed students the 'right' questions—let them generate genuinely
- •Help transform vague statements into specific questions
- •It's okay if student questions don't match your lesson plan—adjust if possible
Close the Loop with 'L'
- •Explicitly connect back to 'K' and 'W'
- •Discuss which prior knowledge was confirmed/corrected
- •Celebrate answered questions; note unanswered ones for future exploration
Common KWL Challenges and Solutions
| Challenge | Solution |
|---|---|
| Students say 'I don't know anything' | Use think-pair-share first; prompt with 'What have you heard about...?' or 'What does this remind you of?' |
| K column includes many misconceptions | Record them without judgment; later, explicitly revisit: 'We thought X, but we learned Y' |
| Students struggle to form questions | Model question-asking; use question stems; accept 'I wonder...' statements and help transform them |
| L column is shallow | Use prompts: 'What surprised you?' 'What changed your thinking?' 'What was most important?' |
| Students copy each other's ideas | Use individual KWL charts before class discussion; brainwriting before sharing |
| Runs out of time | Plan adequate time; KWL isn't quick. Split across sessions if needed. |
Individual vs. Group KWL
Individual KWL Charts
- •Each student has their own chart
- •Ensures everyone participates
- •Great for assessment of prior knowledge and learning
- •Students take ownership of their questions and learning
Class KWL Charts
- •One chart for the whole class
- •Builds community; shared curiosity
- •Efficient; teacher can facilitate discussion
- •Some voices may dominate
Hybrid Approach (Recommended)
Individual thinking/writing first, then contribute to class chart. Gets benefits of both: individual accountability plus shared discussion.
KWL as Assessment
KWL charts provide valuable formative assessment data:
- •K column: Reveals prior knowledge level and misconceptions—adjust teaching accordingly
- •W column: Shows what students find relevant and interesting—align with student curiosity when possible
- •L column: Documents learning—what stuck, what was missed
- •Comparison K to L: Shows growth and changed understanding
Keep KWL charts in student portfolios. The progression across a year shows metacognitive growth—students get better at identifying what they know and asking productive questions.
KWL works even better when students have rich prior knowledge to draw from. Sorokid builds deep number sense that gives students more to contribute in math discussions.
Explore Sorokid