Reading Comprehension Frame
Blank before/during/after reading prompts.
The Reading Comprehension Frame organises the reading experience into three distinct phases — before, during, and after — each with blank prompt boxes that teachers customise for any text or lesson focus. The before-reading section activates prior knowledge and sets a purpose; the during-reading section captures key ideas, questions, or vocabulary as students progress through the text; the after-reading section prompts summary, inference, and personal response. Designed for grades 2 through 8, this frame works equally well for fiction, non-fiction, or informational texts. Because every box ships blank, teachers control the depth and focus of each reading encounter without reprinting a different template. Students who complete the frame develop the active-reading habits — predicting, monitoring, synthesising — that separate strong comprehenders from passive readers. It is also a practical assessment snapshot: a completed frame shows a teacher exactly where a student's thinking was rich or shallow.
Learning objectives
- Activate prior knowledge and set a reading purpose before engaging with text
- Monitor comprehension in real time during reading through structured note-taking
- Synthesise ideas and make inferences after completing the text
- Build the habit of reading actively rather than passively
- Provide a formative record of a student's thinking across the full reading process
- Scaffold comprehension for a wide range of text types and genres
How to use this template
- Download and print the frame — one per student per reading session.
- Before reading, write teacher-chosen prompts in the 'before' boxes (e.g., 'What do you already know about this topic?' or 'Predict what might happen.').
- Students fill in their before-reading responses, then begin reading with the frame beside them.
- Pause at key points to have students record notes, questions, or vocabulary in the 'during' section.
- After finishing the text, students complete the 'after' section with a summary, a key inference, or a personal connection, as directed.
Classroom & home ideas
- Shared reading: model filling in the frame on the board using a big-book text, thinking aloud while students complete their own copies.
- Literature circles: each group member focuses on a different 'during' prompt — one tracks vocabulary, one asks questions, one notes key events.
- Independent reading logs: students keep a folder of completed frames as a term-long comprehension portfolio to review before assessments.
- Non-fiction inquiry: use the before box for KWL-style prior knowledge, the during box for note-taking, and the after box for 'what I now understand.'
- At home, parents use the before and after boxes as conversation starters during a read-aloud, without needing to read the book themselves first.
Skills & curriculum links
Frequently asked questions
Can one frame be used for both fiction and non-fiction texts?
Yes. Because the prompt boxes are blank, teachers simply write genre-appropriate questions. For fiction, 'after' might ask for a character inference; for non-fiction, it might ask for a main-idea summary.
How detailed should the 'during' notes be?
That depends on the lesson focus. Dot-point notes, circled vocabulary, or short questions all work. The goal is evidence that the student was engaging with the text rather than reading on autopilot.
Is this suitable for early readers in grade 2?
Yes, with scaffolding. For grades 2–3, use simple prompts ('What do you think this book will be about?'), allow drawings, and keep the 'during' section to just one box.
How is this different from the Reading Response Page?
The Reading Response Page is a single open-ended response after reading. The Reading Comprehension Frame captures thinking across all three phases — before, during, and after — making the full reading process visible.
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