Strategy 1: K-W-H-H-L Chart
Level of Expertise: 6
What is the instructional strategy?
The instructional strategy I am using is a K-W-H-H-L chart, which is retrieved from the article KWHHL: A Student-Driven Evolution of the KWL by Susan Szabo. This chart stands for, know, want to know, head words, heart words and learned. This will help my students, before and after reading the passage from the scholastic website on segregation in schools, activate their prior knowledge about segregation in schools, increase their curiosity, design their own questions about segregation and expand their comprehension and ideas. (
Why does the strategy work?
My students will use this chart to help them first activate their prior knowledge on the subject of segregations in schools, then they will be able to form their own questions on what they want to know more about segregation from the text. The chart will also help students find words that they do not know, and also express their feelings about what they are reading. Finally after reading they will have more learned knowledge of the main idea of segregation in schools during the civil rights movement.
How does it work?
1. First students will fill out the “K” section of their chart. They will write, individually, what they already know about segregation in schools during the civil rights movement.
2. Next they will create their own question of what they want to know more about segregation in school in the “W” section. This can be done with a partner, as a whole class, in a group, or individually.
3. Now the student may begin reading the web article. While they are reading students will be filling out the “H’ and “H” in their charts. The first “H” stands for head words or words they think are important to know or are stuck on. The second “H” stands for heart words, while reading the web article what emotions do they feel.
4. Lastly, after reading the entire article students will fill out the “L” column, what they learned. This will answer the questions that the students formed in the “W” column and will give students new insight and information on segregation in school during the civil rights movement.
K What do you know? | W What do you want to know? | H Head Words | H Heart Words | L What have you learned? |
Done before reading the text. Brainstorm by thinking about what you already know about the topic. | Questions are developed by you both before and while reading. | Head Words are words that confuse you while reading. Add the sentence if possible to show the context that the word is coming from. | Heart Words tell us what you feel. Memories or emotions from the reading. (making the reading relate to us) | What we learned after we finished reading. Did our original thoughts change or stay the same, what new information did we learn? |
Positive: Negative: | Before reading: After reading: | New Information: |
