The teacher can model this strategy by reading a passage outloud and describing the mental images that come to her while she is reading. For narrative or expository text a few basic strategies will help with comprehension. First, have the students skim through the text looking at pictures, titles, graphs, words in bold print and headings to try to get a basic sense of what the text will be about. Ask them to make predictions about what the text will be about and have them brainstorm experiences in their lives that relate to what the text seems to be about. Activating prior knowledge about the topic is a very important piece in understanding what you read.
Comprehension is the product of prior knowledge and the ability to integrate new information.
Some students will need directed instruction in organizing and reflecting on new information and relating that information to prior knowledge. K stands for what students already know about a topic. W stands for what they want to or expect to learn about a topic in the reading assignment. L stands for what they learned about the topic. Children should be taught how to make predictions before and during reading and to change those predictions as necessary with each new piece of evidence uncovered.