Pre-Reading Strategy : KWL 1.

Description: KWL strategy is one that is particularly helpful for students to think about what they know before reading a new text or about a new unit of study or thematic topic. Using a paper (or chart) divided in 3 and labeled with What I know What I Want to Know and What I learned, students focus on the K and W in this pre-reading strategy. KWL charts help students to be active thinkers while they read (Carr & Ogle, 1987), giving them specific things to look for and having them reflect on what they learned when they are finished reading. (https://www.teachervision.com/graphic-organizers/skillbuilder/48615.html) Through the W portion, readers are able to organize their thinking about what they want to learn through the reading they will do. This will guide their thinking as they read the text and compare their questions with the information they are gaining through reading the text. Bailey (2002) wrote: Accessing prior knowledge and engaging student interest before beginning a reading activity can improve students' ability to make associations, clarify understanding, and increase comprehension. (http://hercules.gcsu.edu/~cbader/5210SPED/kwl.htm) 2. Rationale: Students think they know many things about famous Americans such as George Washington, but in fact their knowledge may be quite limited. Through this pre-reading activity, background knowledge is shared and considered and a purpose for reading and learning more about the person is established. 3. Cognitive Strategies: Activating prior information, setting a purpose for reading/learning, organizing information, generating questions 4. CCSS: CCSS.ELA-Literacy.RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 5. Step-by Step: 1. Display classroom K-W-L chart that is divided into three sections labeled What we know, What we Wonder, What we learned. Relate to students that February is filled with many famous Americans- Black History Month, Presidents Day and not to mention we just celebrated Martin Luther King Jr. Day in January. 2. Were going to begin by thinking about what we already know about George Washington. 3. Distribute a sticky note to each child and a they should have a pencil. Allow them time and prompt them to record something they know about George Washington already.

4. Students are instructed to place their sticky note on the K section of the chart. Students and teacher read the sticky notes and discuss what the students already know about George Washington. 5. Students continue to add sticky notes to the chart as they think of more things they already know. 6. Focus students attention to the W section of the chart. Explain that although we know some things about George Washington we want to set up some questions we will want to answer as we are reading and learning about George Washington. Remember that questions, things we want to know or wonder usually begin with a question word who, what, when, where, why, how, did etc. 7. Students record something they wonder about or want to know about George Washington on sticky notes and add to the chart. 8. Teacher and students read the sticky notes and compare what each child shared that they wonder about or want to learn about George Washington. 9. Set students up for reading by telling them that as they read they will be thinking about what they know and what they/ the group wondered. As they find answers to these questions, students have sticky notes at hand to add to the L or learned section of the shared chart. Variation: Individual KWL charts for each child to keep in their reading binder. These could be lift the flap style where students write under the labeled flap for each letter.