This is a sample tool. It is not exhaustive or prescriptive.

Example 1: SCOT

Strengths Concerns

Opportunities Threats
 This is a sample tool. It is not exhaustive or prescriptive.

Example 2: Pupil Questionnaire

Reading Comprehension

Place a tick ( √ ) in the box that indicates your answer

1. Do you like reading?

A lot A bit Don’t mind it Not much Not at all

2. Do you like someone reading to you?

A lot A bit Don’t mind it Not much Not at all

3. How much do you like reading aloud to someone?

A lot A bit Don’t mind it Not much Not at all

4. Do you understand what you read better when..?

You read silently You read aloud Someone reads to you

5. What do you think makes a good reader?

6. How do you think you read?

Too fast fast Average pace slow Too slow

7. What do you do when you come to a word that you don’t know?
Sounding out Rereading Reading-on Chunking

Skip it Ignore it Blend Look at the picture

8. What do you do when you can sound out words in your reading but
you don’t understand what the reading means?
Consult a reference e.g. dictionary, thesaurus Ask someone Ignore it
 This is a sample tool. It is not exhaustive or prescriptive.

Example 3: Focus Group

Reading Comprehension

1. Do you like reading? Explain your answer?

2. Do you like someone reading to you? Why/why not?

3. How much do you like reading aloud to someone? Explain your

answer.

4. What do you do when you are reading and come to a word that you
don’t know?

5. What do you do when you can sound out words in your reading but
you don’t understand what the reading means?
 This is a sample tool. It is not exhaustive or prescriptive.

Example 4
Teacher Questionnaire / Checklist
Place a tick in the box if you have taught this strategy.

Strategy Think Cue Words February June

Aloud
Yes No Yes No
Predicting I predict…
In the next part I think…
I think this is…
Creating I see…
images I picture…
(Visualising) I can smell…
I can taste/touch….
Making This is like…
Connections This reminds me of…
 personal This is similar to…
connections If it were me…
 text-to-text
connections
Questioning/Se Why did…
lf - Questioning What did…
How did…
Where was…
Should there…
Monitoring There is a word/ phrase/ idea that is confusion
Comprehension me.
/ Seeking There is a word I cannot read / decode.. I
Clarification need it clarified.
Determining The most important points from this text are…
importance
/Summarising
Skimming I flicked quickly through the text and found
that…
I looked at the headings and know that…
The dates are in bold print…
Scanning I looked closely at the text and found that…
I found in the text…
Inferernce By using these different clues in the text I
think that…
I feel that…
Synthesis Using all the strategies that I know, I think this
is about....’
I’m not sure of… I didn’t expect…

Adapted from template based on activity in Schoenbach, R., Greenleaf, C. L., Cziko, C., Hurwitz, L. (2000).
Reading for Understanding: A Guide to Improving Reading in Middle and High School Classrooms . San Francisco,
CA: Jossey-Bass, 78.
 PDST. This is a sample tool. It is not exhaustive or prescriptive.

Example 5: Teacher Observation Checklist & Teacher Observations

Reading Comprehension Strategies always sometimes rarely
Can he/she? Child A Child B Child C Child D Child E Child F Child G Child H...
Does he/she?
Make a
prediction
Create images/
visualise
Make
connections
Ask a question
Monitor
comprehension/
seek
clarification
Determine
importance
Skim

Scan

Infer

Synthesis

Teacher’s
Observations

[Type text]