Comprehension Checks
These comprehension checks were designed to use during
your Guided Reading small group lessons or during whole
class Shared Reading lessons. As teachers, it is
sometimes difficult to come up with just the right
question during a lesson. We know what to ask but
sometimes struggle with the wording or knowing what
question to ask when.
These cards are just what you need to combat this issue.
Place them on a ring and hang them by your carpet area
or put them with the rest of your Guided Reading tools.
The comprehension checks include both a question as well
as “look fors” – what students are expected to do or
say in order to answer the question. These additional
prompts are unique to this product.
Comprehension Question
What is expected of your student
Reading Comprehension Strategy
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7 5
6 3
3 4
6 2
36 questions in all
To prepare the cards: photocopy and cut around the
check and put a ring in the right hand corner. For a
quicker method simply cut the questions into strips
rather than cutting around the cards and place on a ring.
Print on card stock and laminate for durability.
Color ink an issue? Print each set of cards on a different
color of paper so that you can easily locate the card you
are searching for.
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You might also be interested in
This Poster set will help teach your
students various decoding strategies to
compliment the reading comprehension
strategy questions in this product.
Includes:
Poster/mini cards
bookmarks/wands
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Comprehension
Checks!
Questions to ask to check student comprehension
during any reading lesson.
Demonstrating Evaluating
Understanding Text
Look
For Inferring Making
Connections
Predictions Point of View
Analyzing Visualizing
Text
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Retell the Story.
Look Students to mention the
For characters and the events in
proper sequence.
Demonstrating Understanding
What do you think the
most important event
in the story was?
Look Students to recall a turning
For point in the story or a pivotal
event.
Demonstrating Understanding
What is the main idea
of the story?
Look Students to identify what the
For story is mainly about – perhaps
the topic of the story.
Demonstrating Understanding
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Does the author
want us to learn a
lesson?
Look Students to find a
For theme/message or lesson that
the book is trying to teach, e.g.,
Honesty is the best policy.
Demonstrating Understanding
What happened at
the beginning of the
story?
Look Students to mention the main
For character, setting of the story
and any important events at the
beginning of the story.
Demonstrating Understanding
What happened in
the middle of the
story?
Look Students to mention what is
For happening with the characters
and what significant events have
taken place.
Demonstrating Understanding
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What happened at
the end of the
story?
Look Students to explain a problem that
For has happened and how the problem
has been resolved.
Demonstrating Understanding
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How do the
character’s actions
help us to know how
he/she is feeling?
Students to notice how a character
Look
is acting and make a connection
For between those actions and how
he/she shows his/her feelings.
Inferring
What can you infer
about the character
from his/her actions?
Students to notice how a character
Look
is acting and explain what this tells
For us about the character, e.g., He
stomped around the room. I infer he
is angry because he is stomping.
Inferring
What can you infer
about how the
character is feeling?
Students to infer how a character
Look
is feeling by looking at the pictures
For
and paying attention to their
actions.
Inferring
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Can you infer any of
the character traits
the main character
possesses?
Look Students to list some character
For traits and find evidence of those
traits in the main character e.g.,
honesty, shyness, bravery. Inferring
Can you infer how
the character might act
next? How do you know?
Look Students to identify how the
For character has already acted in the
story to help them determine how
the character may act next.
Inferring
What would you do
if you were the main
character in the book?
Look Students to put themselves in the
For story and decide if they would do
the same thing or act differently.
Inferring
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Just looking at the
cover what do you
predict the book is about?
Look Students to decide if they would
For have done the same thing as the
character and explain their thinking.
Prediction
What do you predict
will happen after
{event}?
Look Students to use the information
For in the text so far to make a
thoughtful prediction.
Prediction
What do you predict
the character will
do next?
Look Students to use their knowledge
For of the character so far and the
situation the character is in to
make a reasonable prediction.
Prediction
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Who are the
characters in the
story?
Look Students to identify the
For people/animals/animate objects in
the story.
Analyzing Text
Who is the main
character? What does
it mean to be the main
character?
Students to identify a character
Look
that is central to the story and
For
explain what makes him/her the
main character.
Analyzing Text
What is the setting
of the story?
Look Students to identify the place
For (location) and time (season, time of
the year, time of day).
Analyzing Text
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What is a problem
in the story that the
characters are faced
with?
Look Students to find a key problem in
For the story and describe what it is.
Analyzing Text
How does the
character solve the
problem?
Look Students find the resolution to the
For problem in the story and describe
it.
Analyzing Text
How does identifying
the setting of the story
help you understand?
Look Students to identify the setting
For and then make a connection about
how the characters act based on
the setting they are in.
Analysing Text
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Would you have
solved the problem in
another way? Explain
Look Students to decide if they would
For have done the same thing as the
character and explain their
thinking.
Evaluating Text
How do you feel
about how the story
ended?
Look Students to state their opinion
For about how the story ended. Did
they like the ending or not?
Evaluating Text
Do you agree with the
{character’s} choice at
{part} in the story?
Look Students to state their opinion and
For justify why they agree or disagree
with the character’s decision.
Evaluating Text
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Do you think what
happened to the {char.}
was fair/unfair?
Look Students to consider the situation
For in the book and to make a
judgement about fairness. They will
use their schema to help make
their decision
Evaluating Text
Do you agree with
how the characters
solved the problem?
Look Students to state their opinion
For about whether they would have
solved it the same way or a
different way and explain why.
Evaluating Text
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Does this book remind
you of any that you
have read before?
Look Students to make connections to
For other books they have read or
listened to and to explain the
connection.
Making Connections
Does a character in this
book remind you of
anyone in real life?
Look Students to think about people in
For their life and people from
TV/movies and to notice
similarities and differences.
Making Connections
Are there any
similarities between
yourself and a
character in the book?
Look Students to think about their own
For likes/dislikes and character traits
and compare themselves to the
character. Making Connections
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Who is talking in the
story
Look Students to figure out which
For character, if any, is telling the
story.
Point of View
Is there a narrator
in the story?
Students to understand what a
Look
narrator is and identify if it is a
For
character in the story or if it is
being told by an outsider.
Point of View
Who’s point of view
is the story told from?
Students to identify whose side of
Look
the story we are hearing, e.g., The
For
Three Little Pigs is told from the
pigs’ point of view.
Point of View
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Would the story be
different if told from
another character’s point
of view?
Students to identify the point of
Look
view and an alternate character
For
that could tell the story and
determine if it would be different.
Point of View
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When you read this
{part} what did you
visualize?
Look Students to describe the scene
For (setting) and actions of the
characters that matches the
identified text.
Visualizing
How does visualizing
while reading help
you better understand?
Students explain why it is
Look
important to visualize e.g., you can
For
create a movie in your mind as
you read.
Visualizing
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I appreciate your business. If you have any questions or comments
about this product please email me at hermerc@[Link]. Visit my
blog to see my products in action and learn more about what
happens in my classroom!
• This item is for single classroom
use only.
• Copying any part of this product
and placing it on the internet in
any form (even a personal
website) is strictly forbidden and
is a violation of the Digital
Millennium Copyright Act (DCMA)
• You may blog about this product
or post a photo of the cover on
social media with a link back to
my TPT store.
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