Academics · Subject Resources

Minutes are easy to log.
Thinking is the point.

Most reading logs ask for minutes and pages and stop there. This one keeps those, and adds two or three sentences about what was read and four quick reading habits. It totals minutes this week and pages per reader, and flags the reflection that says “it was ok”, so the next one says more.

Log a sessionWhat you get
$5one-time · every device you sign in on
Buy · $5

Included with the Caveat Academy pass and Whole-school licenses. Or get it in the Study skills kit, $29 for 30 items.

Reading sessions

The worked example is made up: a sixth grader’s two sessions of Hatchet, one with a six-word reflection, and a classmate finishing Wonder. Saved on this device only.

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What you get

Academics · Subject Resources$5

What you finish with
A record per reading session: reader initials, date, book, author, kind, start and stop pages, minutes, whether the book is finished, a written reflection, an enjoyment rating and four reading habits. Works out pages read and reflection length; totals minutes in the last seven days and each reader’s sessions, pages and finished books; flags stop pages before start pages, reflections under 15 words, finished books with no rating and books put down.
Who it is for
Readers in grades 2 to 9, and the parents and teachers who read their logs.
Format
Browser log with a saved record per session. Prints one session, every session in a table or a blank log page for paper; downloads a spreadsheet (.csv); exports and imports a file.
Access
$5 one-time, yours on every device you sign in on; the tool opens once you are signed in with it. Included with the Caveat Academy pass and Whole-school licenses. Also in the Study skills kit ($29) and the Academics Suite pass ($149), and 1 more bundle. Everything you type stays in this browser; nothing is sent to Caveat.
Where it lives
The Subject Resources space in Caveat Academics.
Support
Questions about access, an order or a correction: team@caveatacademic.com.

How to use it

  1. Log the session right after reading.
  2. Write the pages where you started and stopped.
  3. Retell, respond and wonder, in two or three sentences.
  4. Mark the reading habits honestly.
  5. Look at the week on Sunday.

Log a session

A reflection that says something

Three moves in a reflection that says somethingRetellWhat happened, or whatyou learned, in onesentence.Brian makes fire withthe hatchet and a rock.RespondWhat you think about it,and why.The fire matters: it isthe first time he has aplan.WonderA question the nextpages might answer.Will he try to signal aplane with it?Three moves in a reflectionRetellWhat happened, or what you learned, in onesentence.Brian makes fire with the hatchet and arock.RespondWhat you think about it, and why.The fire matters: it is the first time hehas a plan.WonderA question the next pages might answer.Will he try to signal a plane with it?
A reflection does not need to be long. Two or three sentences that retell, respond and wonder show more understanding than a page of summary.

Why the habits

Retelling, working out new words, connecting to what you know and asking questions are among the comprehension strategies with the strongest research behind them. Noticing which ones you used makes them easier to use on purpose next time.

Minutes are not the goal

Required minute logs can make reading feel like a chore. Use the minutes to see the week, not as a target to hit. Choice matters too: a book put down is fine, as long as the next pick fits better.

Sources

  1. National Reading Panel (2000). Teaching Children to Read, chapter 4: Comprehension. National Institute of Child Health and Human Development.
  2. Duke, N. K. and Pearson, P. D. (2002). Effective practices for developing reading comprehension. In What Research Has to Say About Reading Instruction (3rd ed.). International Reading Association.
  3. Institute of Education Sciences, What Works Clearinghouse (2010). Practice guide: Improving reading comprehension in kindergarten through 3rd grade.
  4. Pak, S. S. and Weseley, A. J. (2012). The effect of mandatory reading logs on children’s motivation to read. Journal of Research in Education, 22(1).

The worked example is made up. Nothing you type is sent to Caveat. Support: team@caveatacademic.com.