(2009). Retrieved October 26, 2012, from http://olc.spsd.sk.ca/DE/PD/instr/strats/kwl/ is an extension of the traditional KWL chart to include a column for "Further Wonderings" at the end of the table. This allows for the students' knowledge to continue beyond what they have learned within the classroom. The idea behind this extra column is to encourage the students to continue to learn. KLEW Another adaptation of the KWL chart is the KLEW chart. The KLEW chart was developed by a group of people with various backgrounds including an elementary school teacher, a professor and a professional development specialist. Within this chart, the "K" stands for what students know of a topic, the "L" for what is being learned, the "E" for evidence that supports the learning previously described, and the "W" for wondering, which leaves room for further questions. This table differs from the traditional KWL chart as it places an emphasis on observation and examination of evidence that supports what they see. Mooney Margaret Mooney suggested a variation to the KWL chart by adding a fifth column to the traditional chart. This column would be located between the "W" and the "L". Its purpose is to answer the question "How". This encourages the students to develop their own means of how they will discover more information. This can be quite useful in the sciences for experimentation purposes. Assessment and evaluation The KWL chart is useful to complete formative assessment in the classroom. It allows the teacher to find out the students prior knowledge on a particular topic. From this knowledge the teacher is then able to gear their lessons based upon this information. The KWL chart can be completed when starting a new topic and be added to throughout the unit. Further, the teacher is able to find out what the students have learned by the end of their lessons. KWL charts work well in order to examine the individual student or the entire class in order to understand their thinking and learning. Advantages According to Jared and Jared (1997), KWL was established with the motive to enhance the comprehensive reading skills of the students. This was done by designing the three levels of the activity focusing on the different learning styles of the individuals. According to Glazer(1998), students fail to enjoy the text or content because they fail to understand it. Hence, KWL increases their comprehension skills as the activity goes