AI Reading Comprehension Helper for Middle School

Informational text comprehension requires different scaffolds than narrative text. The tool can generate text feature guides (how to read graphs, captions, sidebars, and section headings before the body text), cause-and-effect organizers for process texts, and main idea/supporting detail maps for descriptive texts. You can match these to the text feature analysis standards in your ELA framework.

Yes. You can paste a primary source and add historical context notes before the text, words to know for archaic and formal vocabulary, a document purpose guide, and comprehension questions that address sourcing (who wrote it, when, and why) alongside content. You can align these supports with the SHEG Sourcing, Contextualization, and Corroboration framework if your history curriculum uses it.

For below-grade-level readers, you can add more support to the guide: words to know, main-idea prompts, a text structure question, and your own graphic organizer. You can ask them to stop more often and add more detailed notes. All students still engage with the same grade-level text, the scaffolding density differs, not the text.

The template gives general questions on main idea, a supporting detail, what the writer wants you to think, and how the text is organised, and it is not aligned to state standards. You can add your own question for a standard (e.g., "focus on RI.7.6, determine author's point of view") to match current instructional targets.

Yes. For close reading assignments, you can add a three-reads protocol to the guide: first read for general meaning, second read for vocabulary and structure, third read for author's craft and purpose. You can give each read a focused annotation task. A three-reads structure prevents students from trying to do everything at once on the first read.