K-W-H-L Strategy

PURPOSE OF THE STRATEGY

The purpose of the strategy is to activate and generate students' knowledge of immigration since most of the characters in Seedfolks are immigrants. Use this strategy after chapter two, "Ana,"or after chapter four, "Gonzalo," when students have already been introduced to some of the characters who have immigrated. The K-W-H-L strategy is intended to scaffold readers' prior knowledge of immigration to new knowledge of immigration by helping them visually organize the things they already know about it and guiding further research into the topic. The K-W-H-L handout will guide students by having them list (1) what they know about immigration, (2) what they want to know about immigration, (3) how they will find the new information and, (4) writing what they have learned about immigration. This activity can be used individually, in small groups and with whole class activities. It enables students to organize their knowledge about immigration, share what they have learned with others, discover and utilize new sources where information may be found, and summarize their findings. This activity will make the text more relevant to the students as they learn about a process many of the characters have experienced.

DIRECTIONS:

Step One: Introduce the Strategy

Introduce the strategy with a question, "What does immigration mean?" After accepting and discussing answers, display on the overhead the K-W-H-L handout for Seedfolks. Explain that when we study a topic or read a book, it is important to decide what we already know. In Seedfolks, immigration is an important topic that has affected many of the character's lives. After we organize what we know about immigration, we can come up with questions to help us focus our reading on what we want to find out. If new questions come up as we read, we can write these on the chart as well. See completed KWHL for a guide.

Step Two: List what is known

Brainstorm with the class to see what is known about the topic of immigration. Question and probe to create a list on the overhead. Write down all responses, even incorrect assumptions or misconceptions to encourage risk-taking behavior and to generate a broad variety of statements. If students challenge some of the information, tell them they will come back to this chart after reading to confirm t he facts. Prepare to have a permanent poster-sized chart to display and add to in your class during the time the class studies Seedfolks.

Step Three: List what they want to learn

Generate a list of student questions by asking "What do you want to know more about?" or "What questions do you have about this topic?" List all the responses that are given on your chart. Ask probing questions: Why would people want to move to America? Are there laws about immigration? What are they? Have you ever been to a foreign country? What is like to not be able to understand a foreign language? Have you heard of Ellis Island? What do you have to do to become a citizen? What is the job market like for immigrants? What are the first things immigrants have to do when they come to America? Have you ever heard of "culture shock"? Ask these types of questions until you feel you have a working list. Remember that many students will not volunteer information at this point.

Step Four: Students generate their own questions

Pass out individual charts to students and allow about 5 minutes for students to work individually or in small groups to write their own questions. Leave the overhead chart visible. Have each student decide which questions they will research personally, whether generated from their own group or from class discussion. Have students report which topic they have chosen, either orally or on a written sign up sheet. Students may work individually, or, after reporting their topics, you may group students with complementary research topics together in groups of 2 or 3.

Step Five: Discuss how to find answers to questions

Bring the class together again and list possible sources where answers to the questions that were generated could be found. Guide students to sources other than Seedfolks or encyclopedias.

Step Six: Read to find out

Allow students time to do the research necessary to find the answers to their questions. If possible, plan a library day where students are able to access the Internet and other reference materials. The students may not have easy questions. In their research they may come across more questions. Encourage the students to write down any further questions they have as they research on their own charts. Adding to the class chart will be part of step seven.

Step Seven: Share answers

Invite students to share what they have found and record these on the poster-sized chart. Share the fact that real-life learning is ongoing and invite students to submit additional statements about things that they want to learn as well as additional questions that they now have about the topic. Record and discuss the additional responses.

Step Eight: Follow-up Activities

Use the poster-sized chart to remind students of this important scaffolding process and the value of their individual responses. When the activity is completed, use the K-W-H-L handout as a starting point for an essay about immigration. It can generate other writing assignments such as a summary, graphic organizer, map, poster, outline, learning log, or report.

ASSESSMENT

The K-W-H-L activity will provide valuable assessment of what students already know about a topic. Collect the students' individual charts to assess what they knew and what they have learned. Evaluate them based on evidence of their research and make comments on them about the depth and quality of their research.


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Reading Strategies developed by Amy Ferguson Hackworth Fall 2000 for Dr. Sirpa Grierson, BYU	Page created by Amy Ferguson Hackworth Fall 2000 Last Updated 11 December, 2000	Banner courtesy of