What is a KWL chart?
What is a KWL chart?
A KWL chart is a graphic organizer that helps students structure their thinking before, during, and after a lesson or research project. The three letters stand for what students Know, what they Want to know, and what they have Learned. Originally developed by educator Donna Ogle in 1986, this simple three-column tool has become one of the most widely used instructional strategies in classrooms from elementary school through higher education.
| Feature | Details |
|---|---|
| Full name | Know, Want to know, Learned chart |
| Type | Graphic organizer / note-taking tool |
| Created by | Donna Ogle (1986) |
| Grade levels | PreK through higher education |
| Subjects | All subjects: ELA, science, social studies, math, and more |
| Primary purpose | Activate prior knowledge, set learning goals, summarize new learning |
The KWL chart works because it mirrors the natural learning process. Students begin with what they already understand, identify gaps in their knowledge, and then fill those gaps through reading, research, or instruction. By the end of the activity, students can clearly see how their understanding has evolved.
Teachers use KWL charts across every subject area. Whether students are exploring a historical event, a science concept, a math principle, or a piece of literature, this versatile tool provides a structured framework for inquiry-based learning.
The three columns explained
Each column of the KWL chart serves a distinct purpose in the learning process. Together, they guide students through a progression from prior knowledge to new understanding. Breaking down each column helps educators and students use the tool more effectively.
| Column | Label | Purpose | When to Complete |
|---|---|---|---|
| K | What I Know | Activate background knowledge | Before the lesson or reading |
| W | What I Want to Know | Set a purpose for learning | Before and during the lesson |
| L | What I Learned | Summarize and reflect on new knowledge | After the lesson or reading |
K: What I know
The first column asks students to brainstorm everything they already know about a topic. This step activates prior knowledge (also called background knowledge), which research shows is one of the strongest predictors of reading comprehension and learning retention.
Students might think of this column as completing the sentence: "At first I was thinking… because…" This framing encourages them to not only list facts but also reflect on why they believe something to be true. Even misconceptions recorded here are valuable because they give teachers insight into what needs to be corrected during instruction.
W: What I want to know
The second column prompts students to generate questions about the topic. This is where curiosity drives the learning process. By articulating what they want to discover, students develop a clear purpose for reading, researching, or listening.
Students can frame this column as: "When I was reading, I was thinking… because…" Effective questions in this column are specific and focused. Instead of writing "I want to know about volcanoes," a student might write "What causes a volcano to erupt?" or "How do scientists predict volcanic activity?"
L: What I learned
The final column is completed after the lesson, reading, or research activity. Students summarize the key information they discovered, noting which of their original questions were answered and identifying any surprises or corrections to their prior knowledge.
This column can be framed as: "By the end, I was thinking… because…" The L column is where synthesis happens. Students combine what they already knew with new information to develop a deeper, more accurate understanding of the topic.
How to use a KWL chart in the classroom
Using a KWL chart effectively requires more than simply handing out a template. Teachers should guide students through each phase with intentional prompts, discussion, and modeling. The process works for whole-class instruction, small groups, pairs, or individual work.
| Step | Action | Teacher Role |
|---|---|---|
| 1. Introduce the topic | Present the subject and distribute the chart | Frame the topic and model the process |
| 2. Brainstorm prior knowledge | Students fill in the K column | Facilitate discussion and prompt deeper thinking |
| 3. Generate questions | Students fill in the W column | Help students refine vague questions into specific ones |
| 4. Engage with content | Students read, research, or participate in the lesson | Provide texts, resources, or direct instruction |
| 5. Record learning | Students fill in the L column | Prompt reflection and facilitate share-out |
| 6. Reflect and synthesize | Students compare all three columns | Guide students to articulate how their thinking changed |
Step 1: Fill in the K column
Give each student a KWL chart or have them draw one on a blank sheet of paper. Introduce the topic and ask students to write down everything they already know. For younger students (PreK through first grade), complete this step as a whole class on a shared chart, making sure every student contributes at least one idea.
Encourage students to think broadly. Prior knowledge can include facts, personal experiences, vocabulary words, or connections to other subjects. Even uncertain ideas are worth writing down because they give learners something to confirm or revise later.
Step 2: Fill in the W column
Discuss with students what they want to learn, either as a whole class, in pairs, or individually. Then ask them to write specific questions in the W column. Teachers should model how to turn broad curiosity into focused, researchable questions.
This step is critical because it transforms students from passive recipients of information into active investigators. When students have genuine questions, they read and listen with greater attention and purpose.
Step 3: Fill in the L column
After the lesson, reading, or research activity, ask students to revisit their chart. Have them record what they learned, noting which W-column questions they can now answer. Facilitate a class share-out so students can hear what their peers discovered.
Prompt students to think about how their understanding changed. Did any of their K-column assumptions turn out to be incorrect? Did they learn anything unexpected that was not in their W column? This reflection is where the deepest learning occurs.
Ask students to write a short paragraph explaining how their thinking changed after completing all three columns. This synthesis activity reinforces metacognitive skills and gives teachers a clear window into student understanding.
KWL chart variations
The standard three-column KWL chart has inspired several expanded versions that address additional learning goals. Teachers can choose the variation that best fits their instructional purpose, student needs, or subject area. Below is a summary of the most popular adaptations.
| Variation | Extra Columns | Purpose |
|---|---|---|
| KWLS | S (Still want to learn) | Identifies remaining questions after the lesson |
| KWLI | I (Important / Why it matters) | Encourages students to evaluate significance |
| KWLF | F (Found it here) | Builds a resource list and citation skills |
| KWLR | R (Remember) | Highlights key takeaways worth retaining |
| KWHL | H (How will I find out?) | Adds a research planning component |
| KWW (Know, Wonder, Learn) | Wonder replaces Want | Uses more natural, curiosity-driven language |
KWLS chart
The KWLS variation adds a fourth column labeled "S" for what students still want to learn. After completing the L column, students identify unanswered questions or new curiosities that emerged during the lesson. This extension reinforces the idea that learning is an ongoing process, not a single event.
Reading KWL
When used specifically during reading, the KWL chart becomes a dynamic, living document. As students read, they continuously add new questions to the W column and record answers in the L column. This real-time approach keeps students actively engaged with the text rather than passively reading.
Foldable KWL
For a hands-on alternative to a printed template, students can create a foldable KWL chart from a blank sheet of paper. Fold the paper into thirds like a letter, then fold the top edge down about 1.5 inches. When unfolded, the crease lines create the template. Label the top sections K, W, and L. This tactile approach works especially well with younger students or kinesthetic learners.
Benefits of using KWL charts
KWL charts are popular for good reason. They support multiple evidence-based learning strategies in a single, easy-to-use tool. Research in educational psychology consistently shows that activating prior knowledge, setting learning goals, and reflecting on new understanding lead to stronger retention and deeper comprehension.
| Benefit | How the KWL Chart Supports It |
|---|---|
| Activates prior knowledge | The K column connects new content to existing mental frameworks |
| Develops metacognition | Students become aware of their own thinking process |
| Sets a purpose for learning | The W column gives students a reason to engage with content |
| Encourages inquiry | Question generation fosters curiosity and active learning |
| Supports differentiation | Every student starts from their own knowledge base |
| Provides formative assessment | Teachers can quickly gauge understanding and misconceptions |
| Improves reading comprehension | Students read with purpose when they have specific questions |
| Builds research skills | The chart scaffolds the inquiry process for research projects |
Building metacognitive skills
When students compare their K column to their L column, they can see exactly how their thinking changed. This self-awareness, known as metacognition, is one of the most powerful drivers of academic growth. Students who regularly practice metacognitive strategies become better at monitoring their own understanding and identifying when they need to seek additional information.
Formative assessment for teachers
KWL charts double as a quick, informal assessment tool. By reviewing the K column, teachers can identify misconceptions before instruction begins. The W column reveals what students find confusing or interesting, helping teachers tailor their lessons. The L column shows whether key learning objectives were met.
Classroom tips for effective KWL charts
A KWL chart is only as effective as the way it is implemented. These practical strategies help teachers get the most out of this graphic organizer across grade levels and subject areas.
| Tip | Details |
|---|---|
| Model first | Complete a KWL chart together as a class before asking students to work independently |
| Use sentence starters | Provide frames like "I think I know…" or "I wonder why…" for struggling students |
| Accept all contributions in K | Even incorrect prior knowledge is useful; it gives students something to revise |
| Revisit the W column | Check back during and after the lesson to see which questions were answered |
| Use across multiple texts | Have students synthesize information from several sources on the same KWL chart |
| Pair with discussion | Let students share and compare charts with partners or small groups |
Tips for younger students (PreK through grade 1)
For primary grades, complete the KWL chart as a whole-group activity. Write student responses on a shared chart displayed on the board or projector. Make sure every student contributes at least one response and is accountable for each section. Use pictures, drawings, or dictated responses for students who are not yet writing independently.
Tips for older students (middle and high school)
Older students benefit from a more structured approach. Provide a direction sheet that guides them through each column with specific prompts. Encourage them to use the chart as a living document throughout a multi-day unit, adding new questions and learning as they progress. Connect the L column to written reflections, essays, or class discussions for deeper processing.
KWL charts work in every subject. In science, use them before a lab experiment. In social studies, use them before exploring a primary source document. In math, use them before introducing a new concept or problem-solving strategy. The versatility of this tool makes it a classroom staple.
KWL chart templates and formats
KWL chart templates are available in a wide range of formats to suit different classroom setups, from traditional printed handouts to fully digital, editable versions. Many high-quality templates are available for free.
| Format | Best For | Common Sources |
|---|---|---|
| Printable PDF | In-person classrooms, handwriting practice | ReadWriteThink, HMH, Teachers Pay Teachers |
| Google Docs / Slides | Digital classrooms, remote learning | Teachers Pay Teachers, teacher blogs |
| Microsoft Word / PowerPoint | Editable templates for customization | Teachers Pay Teachers, educational publishers |
| Canva | Visually designed, editable templates | Canva Education, Teachers Pay Teachers |
| Foldable (hand-drawn) | Hands-on, no-tech classrooms | Student-created from blank paper |
| Spanish-language versions | Bilingual classrooms, dual-language programs | The Teacher Toolkit, Teachers Pay Teachers |
Digital KWL charts
Digital templates in Google Slides, Google Docs, or Microsoft Word allow students to type directly into the chart. These are especially useful for remote or hybrid learning environments and for students who struggle with handwriting. Many digital versions include pre-loaded text boxes, editable headings, and the ability to customize the topic or guiding question.
Printable KWL charts
Traditional printable PDFs remain popular for in-person instruction. Many educational publishers, including HMH and ReadWriteThink, offer free downloadable templates. Printable charts work well when you want students to physically write, sketch, or use highlighters and colored pens to organize their thinking.
Creating your own
The simplest KWL chart requires nothing more than a blank sheet of paper divided into three columns with the letters K, W, and L at the top. This flexibility means the tool can be used in any classroom, regardless of technology access or budget. Teachers can customize the chart by adding subject-specific prompts, images, or additional columns based on their instructional goals.
Frequently asked questions
What does KWL stand for?
KWL stands for Know, Want to know, and Learned. Some educators also refer to it as Know, Wonder, Learn. Both versions follow the same three-column structure and serve the same purpose of guiding student inquiry.
Who created the KWL chart?
The KWL chart was created by Donna Ogle in 1986. She developed it as a reading strategy to help students activate prior knowledge and engage more actively with informational texts. It has since been adapted for use across all subjects and grade levels.
What grade levels are KWL charts appropriate for?
KWL charts are appropriate for all grade levels, from preschool through higher education. For younger students in PreK through first grade, the chart is typically completed as a whole-group activity with teacher support. Older students can work independently or in pairs.
When should a KWL chart be used?
A KWL chart is most effective when used to open and close a lesson or unit. The K and W columns should be completed before instruction begins, setting the stage for learning. The L column is completed after the lesson, reading, or research activity. The chart can also be used as a monitoring tool during reading, with students updating it in real time.
Can KWL charts be used in all subjects?
Yes. While KWL charts were originally designed for reading instruction, they are now used across all content areas. They work well in science (before experiments or unit introductions), social studies (before exploring historical events), math (before learning new concepts), and English language arts (before reading a new text).
What is the difference between a KWL chart and a KWHL chart?
A KWHL chart adds a fourth column labeled "H" for "How will I find out?" This extra column encourages students to plan their research strategy before diving in. It is particularly useful for research projects and inquiry-based learning where students need to identify reliable sources and methods of investigation.
What are common mistakes when using a KWL chart?
The most common mistakes include skipping the K column, allowing vague questions in the W column, and failing to revisit the chart after the lesson. Teachers should ensure students write specific, focused questions and take time to compare their L column responses to their original K column entries to see how their understanding evolved.