Chapter II theoretical foundation

Table 2.1 KWL Chart

K - What We Know	W - What we Want to Learn	L - What We have Learned
Tell me everything you know about … (pre-reading activity, help elicit prior knowledge)	Tell me what you want to know about… (pre-reading activity, set a purpose for reading)	Tell me what we have learned (post reading activity, monitor students‟ comprehension, assess their comprehension and expand their ideas)

Source: Ogle, D. (1986) “K-W-L: A Teaching Model that Develops Active Reading of Expository Text.” The Reading Teacher, 39, 564-570.

3. 
   Ask students to call out what they know about the topic. Teacher may ask students to brainstorm words, terms, or phrases they associate with a topic.
   

Then, the teacher and students record these associations in the column “K” of their charts. This is done until students run out of ideas. This step is called “What I Know”. (See table 2.2)

4. 
   Ask students to think of questions they have about the topic. They may begin by reviewing what they know, and finding areas where their knowledge is incomplete, ask students what they want to learn about the topic. The teacher and students record these questions in the column “W” of their charts. This is done until students run out of ideas for questions. If students respond with statements, help them to turn it into questions before recording them in the column “W”. This step iscalled “What I want to Know”.(See table 2.2)
   
5. 
   The students should now read the text. They are reminded to look for answers to their questions, and for any new ideas they did not anticipate.
   
6. 
   The students report the things they learned from the text. First they report answers they found to their questions, and then they report any other interesting of important ideas they discovered. The teacher records these on the chart in the column “L”. This step is called “What I have Learned”. (See table 2.2)