Using Children's Books During Therapy: Auditory Comprehension

Shown: Dinosaurs Love Underpants (Claire Freedman and Ben Cort)
Do you want to use children's books during therapy but aren't sure of how to start? Or, do you use books but want new ideas? Here's a run-down of how I use books to target auditory comprehension and how I keep data.
Read the book all the way through. Then, go back and re-read, asking the students comprehension questions as you read. I have some students who are on the "line/sentence" level and some who are on the whole book level. For the students on the "line/sentence" level, I read a line/sentence that contains the answer, then ask the question. If they answer correctly, tally. If they don't, I re-read the line/sentence and emphasize the answer. If it's correct: "R", if not, I will either direct them to look at the picture on the page or give them a choice of 2 pictures to answer. If correct, "C", if not, dash. I use this data collection system on all levels of comprehension. My data for a session may look something like this:
///R/   /C//-
This is my personal preference: Once the student achieves an average of 80% accuracy, I will move on to reading a page and then asking the comprehension questions for that page. Again, I use the same data collection system as before. For my readers, if the answer is not correct we will look back at the content of the page for the correct answer. 
Again, once the student achieves an average of 80%, I move on to reading the whole book, using the same data collection system. And, as in the page level, if the answer is not correct we will look for the correct answer in the book. 
To keep track of data, I came up with a form:
You can download a copy of the form by clicking here.
Since I keep my data through Google Forms, I thought it would be easier to just make the form on Google Sheets. An added plus to putting the data on a Sheet is that it averages for me! In the picture below, you can see where I averaged the student's performance after we finished each book. The average is in green.
Made with Google Sheets
Our language impaired students require repetition, repetition, repetition. I used to use a book for 1 week and then move on to another book. I found that after just 1 reading of the book, most of my students weren't "getting it". Now I spend 2-4 weeks on a book. I take things slower and make sure the students know the book inside and out before moving on. I was a little concerned that there might be some boredom on their part, but with different activities centered around the theme of the book alleviates the boredom. 
To make sure the questions are the same, I use comprehension questions included in book companions. (I just happen to have some in my TpT store!) That way, I'm not comparing apples to oranges when I'm taking data. Yes, they've heard the questions before and the answers have been discussed, but isn't that what our LI kids need?
How does this compare to how you work on auditory comprehension and "wh" questions? I'd love to hear from you and get ideas, so leave comments below!

Jumping on the Disc Bandwagon

This is my notebook at the beginning of the year:

This is the notebook and the folder I used to use.

My therapy notebook now:


Cardstock dividers with labels


Attendance sheets are kept in the same notebook.

Progress charts are also in the notebook.

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