TKWLS:
Activating Prior Knowledge to Construct Meaning
A very helpful activity that strengthens reading comprehension is TKWLS. This brainstorming and listing activity applies a variety of reading strategies, and gets the reader to use a lot of different skills when reading. This activity is used throughout the entire reading process, and activates pre-reading skills, during reading skills, and after-reading skills. This is a great activity for students who may not have a lot of prior knowledge about a certain subject, and really helps to get students engaged in the text and course material. As with all of the different activities that are on this website, this can be extremely effective cross-curriculum, and can be useful at any grade level.
The concept of TKWLS is based on the idea that a student constructs their own meaning based on prior knowledge. In this activity, students are asked to reflect on what they already know to ask questions about the text, which helps them put together the pieces to formulate meaning. It also helps develop skills such as brainstorming and list-making that are invaluable tools when building comprehension.
In a TKWLS, students are first asked to discuss their prior knowledge, or what they "think they know" (TK) about a certain subject or the text. Next, they are asked to reflect on what they "want to know" (W). While reading, students are then asked to keep track of what they have "learned" (L), by answering any of the "W" questions they have come up with, or verify whether the "TK" statements they made were accurate or not. After reading, students can fill out the "Still Want to Know" (S) section of the TKWLS chart, which incorporates deeper thinking skills, and promotes further research independently.
The concept of TKWLS is based on the idea that a student constructs their own meaning based on prior knowledge. In this activity, students are asked to reflect on what they already know to ask questions about the text, which helps them put together the pieces to formulate meaning. It also helps develop skills such as brainstorming and list-making that are invaluable tools when building comprehension.
In a TKWLS, students are first asked to discuss their prior knowledge, or what they "think they know" (TK) about a certain subject or the text. Next, they are asked to reflect on what they "want to know" (W). While reading, students are then asked to keep track of what they have "learned" (L), by answering any of the "W" questions they have come up with, or verify whether the "TK" statements they made were accurate or not. After reading, students can fill out the "Still Want to Know" (S) section of the TKWLS chart, which incorporates deeper thinking skills, and promotes further research independently.
So how do we do this in the classroom?
The TKWLS chart is very effective in a whole classroom setting. It can quickly transform a boring reading out loud experience into a very interactive, and exciting quest for information. And it is an exercise that can get the whole classroom involved.
To begin, you need to first introduce the TKWLS chart to the class and explain what TKWLS stands for (Think we Know, Want to Know, Learned, Still Want to Know). Draw a big TKWLS chart on the board, or, if you want to keep the chart for later reference, have it written on a big piece of paper you tape to the board. It wouldn't hurt to have the students copy it in their notes either.
Remember that it is important to explain why you are doing the TKWLS. Make sure to tell the students how it demonstrates how good readers read before, during, and after reading. Explain how using a TKWLS chart will also be helpful in helping learn the information. Be specific in explaining how good readers apply prior-knowledge when they read, which helps them better understand what they are reading.
Next, you need to begin talking about the text. Introduce the text you are about to read, and ask the students if they know anything about it. For example, you may be reading a short biography about Albert Einstein. You can give the students a few moments to jot down any information they may already know about Einstein, and then collect their responses collectively on the board underneath the "TK" section. If one student questions what another student "Thinks he/she Knows", make a question mark on the board next to the question. Explain that you will be reading to find out if what we think we know is true or not.
After this is done, ask the students what they want to know, and fill in the "W" section. Ask them to look at the questions they have come up so far, and see if they can come up with any more information that they would like to know. You can let them work in groups again, and then get back together to fill in the "W" chart on the board. Explain that you will be reading to find answers to these questions, so try to think of good ones.
Now it is time to read. You can begin by reading aloud to the class, and ask students to read for the answers to any of the questions that you have asked, or thought you knew. Stop and circle the "TK" statements that you were correct, writing the page number down where you found the information. Make sure to cross out the ones that were wrong, and write anything that you have learned in the "L" section along with the page number of where you can find it. You should model how to do this at the beginning, and then ask for student help as you continue the process.
After reading out loud for a few paragraphs, ask the students to read the next few paragraphs by themselves and take notes of what they can fill in the TKWLS chart. After they are done reading to themselves, record their answers on the board for them.
When you are done reading the text, have the students fill out the "S" section of the chart. Ask them what they still want to know. This is a good opportunity to clear up anything they may have missed in the reading, as well as to develop after-reading skills. The "Still Want to Know" section also promotes students to go out and do their own investigating, and can also be helpful in determining lessons you can create for the future.
To begin, you need to first introduce the TKWLS chart to the class and explain what TKWLS stands for (Think we Know, Want to Know, Learned, Still Want to Know). Draw a big TKWLS chart on the board, or, if you want to keep the chart for later reference, have it written on a big piece of paper you tape to the board. It wouldn't hurt to have the students copy it in their notes either.
Remember that it is important to explain why you are doing the TKWLS. Make sure to tell the students how it demonstrates how good readers read before, during, and after reading. Explain how using a TKWLS chart will also be helpful in helping learn the information. Be specific in explaining how good readers apply prior-knowledge when they read, which helps them better understand what they are reading.
Next, you need to begin talking about the text. Introduce the text you are about to read, and ask the students if they know anything about it. For example, you may be reading a short biography about Albert Einstein. You can give the students a few moments to jot down any information they may already know about Einstein, and then collect their responses collectively on the board underneath the "TK" section. If one student questions what another student "Thinks he/she Knows", make a question mark on the board next to the question. Explain that you will be reading to find out if what we think we know is true or not.
After this is done, ask the students what they want to know, and fill in the "W" section. Ask them to look at the questions they have come up so far, and see if they can come up with any more information that they would like to know. You can let them work in groups again, and then get back together to fill in the "W" chart on the board. Explain that you will be reading to find answers to these questions, so try to think of good ones.
Now it is time to read. You can begin by reading aloud to the class, and ask students to read for the answers to any of the questions that you have asked, or thought you knew. Stop and circle the "TK" statements that you were correct, writing the page number down where you found the information. Make sure to cross out the ones that were wrong, and write anything that you have learned in the "L" section along with the page number of where you can find it. You should model how to do this at the beginning, and then ask for student help as you continue the process.
After reading out loud for a few paragraphs, ask the students to read the next few paragraphs by themselves and take notes of what they can fill in the TKWLS chart. After they are done reading to themselves, record their answers on the board for them.
When you are done reading the text, have the students fill out the "S" section of the chart. Ask them what they still want to know. This is a good opportunity to clear up anything they may have missed in the reading, as well as to develop after-reading skills. The "Still Want to Know" section also promotes students to go out and do their own investigating, and can also be helpful in determining lessons you can create for the future.
This is a sample of what a TKWLS chart looks like. You can download a PDF of the chart below.
| tkwls_worksheet.pdf |
I found that using a TKWLS chart in class can be time consuming, and can last over the period of a few days, or undoubtedly weeks if you are reading a larger text, or covering a very dense lesson. However, the TKWLS can be something that is revisited regularly throughout a lesson. You can have students take home reading assignments, and begin class the next day by filling in the chart with what they have read. You can come back to the chart a few days later, and see if you can answer any of the "W's" or cross out any "TK's" from what you have learned. This can even be a helpful exercise students can use on their own to stregthen comprehension. Feel free to improvise, modify, or adjust to fit the needs of your classroom.
