Strategy 1: KWVPL
What is the instructional strategy?
The instructional strategy I am using is a modification I created based on the KWL which I labeled as the KWVPL. It will help my students predict and connect new information with prior knowledge while they read pages 787-790 in Ellis & Esler's (2000) World History: Connections to Today textbook.
Why does the strategy work?
This strategy is effective because it previews vocabulary and concepts of the upcoming lesson, while making connections to prior knowledge. Billmeyer & Barton (1998) state, “The strategy also focuses students on assigned text and allows the teacher to model what effective readers do with reading assignments in the content areas” (p. 116). This modified KWL is great for text with complex vocabulary terms and information. It encourages the reader to highlight vocabulary terms they find to be challenging. This strategy also makes a personal connection for the reader to connect their experiences and feelings to the text.
How does it work?
1. Using the ELMO or board, I display a diagram template with five columns. Students will have individual copies so they can use it before, during, and after they read.
2. Students brainstorm as a class about what they Know about the main topics. As I record student input, I demonstrate how to use specific columns to organize ideas and information.
3. The students’ next task is to list what they Want to know about the topic. Based on identifying what they think they know in the first section, students will list questions that come to mind.
4. The next step requires students to list words that are difficult or they don’t understand in the Vocabulary section.
5. Students will be asked to Personalize the reading. The reader can use personal experiences and prior knowledge to construct meaning and make connections.
6. Students read the chapter purposefully so they can state what they Learned and answer the questions they posed. They can also list any new information the found to be interesting or important
Sources Referenced: Billmeyer & Barton, 1998; Ellis & Esler, 2005
What does it look like?
See hard copy.
