Teaching · Reading Intervention

Ask more than “what happened,” and see which questions the student can answer.

Write the questions for a passage, tag each with the kind of thinking it asks and where the answer lives, then mark the student’s answers. The summary shows the mix of questions and where comprehension breaks down, so the next lesson targets it.

Plan questionsWhat you get
$12one-time · every device you sign in on
Buy · $12

Included with Caveat Classroom and Whole-school licenses. Or get it in the Reading Intervention toolkit, $49 for 34 items.

The question plan

One record per student and passage. Use initials or a code, never a name. The example is made up.

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What you get

Teaching · Reading Intervention$12 · included with Classroom and Whole-school licenses

What you finish with
For each passage, a tagged set of questions with the student’s answers, accuracy by kind and by where the answer is found, and the focus for the next lesson.
Who it is for
Reading interventionists, classroom and special education teachers and reading specialists teaching comprehension alongside decoding.
Format
Browser plan with a questions table. Several saved records; printed with the summary or as a blank question sheet; CSV of the questions; export and import a file.
Access
$12 one-time, yours on every device you sign in on; the tool opens once you are signed in with it. Included with Caveat Classroom and Whole-school licenses. Also in the Reading Intervention toolkit ($49) and the Teaching Suite pass ($199), and 1 more bundle. Everything you type stays in this browser; nothing is sent to Caveat.
Where it lives
The Reading Intervention space in Caveat Teaching.
Support
Questions about an order, access or a correction: team@caveatacademic.com.
Drawn for this page. Some answers sit right there in one line, some need two places in the text joined up, and some need the text plus what the reader already knows.

How to use it

  1. Start a record with the student’s initials or a code and the lesson date.
  2. Enter the passage and how the student will read it.
  3. Write the questions and tag each with its kind and where the answer is found.
  4. During or after the lesson, mark each answer correct, partly or incorrect.
  5. Read the summary and plan the next lesson around the weakest kind.

Plan questions

What the organizer is for

Kinds of questions

Literal questions check that the student can find what the text says. Inference, vocabulary, main idea and structure questions check understanding. Tagging where the answer is found, right there, across the text, or in the text plus what the reader knows, separates a student who cannot find information from one who cannot connect it.

Decoding and comprehension

When a student needs help with many words, comprehension questions measure decoding as much as understanding. Asking the same questions after the passage is read aloud shows whether the student understands language at that level.

What this tool is not

It is a lesson record, not a standardized comprehension measure, and gives no grade level. Records use a code, never a name, and stay in this browser.

Sources

  1. Raphael, T. E. (1986). Teaching question answer relationships, revisited. The Reading Teacher, 39(6), 516–522.
  2. Shanahan, T., et al. (2010). Improving Reading Comprehension in Kindergarten Through 3rd Grade (NCEE 2010-4038). Institute of Education Sciences, What Works Clearinghouse.
  3. Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10. (The simple view of reading.)
  4. Family Educational Rights and Privacy Act, 34 CFR Part 99.

The example student is made up. The organizer records a lesson’s questions and answers; it is not a test and gives no norms. Support: team@caveatacademic.com.