KWHLAQ Chart

An extended KWL with three extra columns for deeper inquiry: K (Know), W (Want to know), H (How will I find out), L (Learned), A (Action — what will I do with what I learned), Q (New questions). Turns reading into research-like inquiry.

The Chart

K	W	H	L	A	Q
What I Know	What I Want to know	How will I find out?	What I've Learned	Action: what will I do?	New Questions I have

Procedure

1. Distribute the chart (or draw it). Topic goes at the top.
2. Before the reading/lesson:
   • K column: everything you already know about the topic.
   • W column: questions you want answered.
   • H column: how you plan to find answers (read the text? interview someone? search online?).
3. Engage with the content (read, listen, watch, research).
4. After:
   • L column: what you learned. Match to your W questions where possible.
   • A column: what will you do with this new knowledge? (write about it, share it, change a behaviour)
   • Q column: new questions this has raised.
5. Share with a partner. Compare A and Q columns — these are the productive parts.

Why It Works

• Beyond passive learning: the A column forces "so what?" — knowledge has to go somewhere.
• Inquiry continues after the text: Q column shows that learning doesn't end; it branches.
• Metacognitive discipline: students track what they thought, found out, and now wonder.
• Project-based fit: excellent for CLIL, EAP, research-writing preparation.

When to Use

• Research units: long-term projects where the chart tracks inquiry over weeks.
• Content-rich lessons (CLIL, EAP): history, science, current affairs.
• Reading units on non-fiction texts.
• Self-directed learning projects.
• Not for quick vocabulary lessons — overkill.

Variations

• Class KWHLAQ: on the wall, built up together across a unit. Each student adds sticky notes.
• Rotating Q: a student's Q from last week becomes next week's W.
• Digital KWHLAQ: Google Doc or Notion template; easy to share and review.
• Partial chart first: do K-W-H before the content. Pause. Do L-A-Q after.

Tips

• H is where planning lives. Teach students to be specific: not "I'll research" but "I'll read chapter 3 and interview my aunt who lived through this."
• A column is the growth column. Don't let students default to "I'll remember it." Push for action: write, teach, share, change.
• The Q column is the power column. Good questions at the end mean real learning has happened.

Source

Ogle, D. (1986) K-W-L: A teaching model that develops active reading of expository text. The Reading Teacher. Ryan, T. (2004) KWHLAQ extension — extended in inquiry-based learning curricula.