Instructions​

1. The teacher considers the text and students' knowledge and plans prompts to illicit what students know about the topic.

2. The teacher shares the prompt with the students, asking them first to write their ideas under the "K" portion of the chart, and then share out as a whole group.                                                                                  K - What do we think we know?                                                                    L -  What are we learning?                                                                              E -  What is our evidence?                                                                             W -  What do we still wonder about?                                                           S -  What scientific principles help explain this phenomena?

3. After students have done their reading or learning, the teacher asks students to stop and jot down ideas about what they are learning under the "L" portion of their charts.

4. The teacher may ask students to jot down ideas about evidence and wonderings for that learning at the same time or later in the lesson.

5.  After the students have some information under learning and evidence, the teacher asks students to consider what scientific principles help them understand this information. Here, the teacher should be ready to prompt students to go back to the text to name the scientific principles in action specifically.

6. Throughout the experiment, reading, or unit, the teacher continues to prompt students to add ideas to the organizer under each of the headings.

Consideration:

 These prompts are not necessarily completed in order and can be done on different days throughout a unit.