I could never understand what the point was of highlighting something written at a 4th grade level that we were going to read together anyway and then recite the answer to straight from the paragraph. Often, the questions are longer than the paragraph. It is not like the paragraphs were several hundred words long and the point we wanted to make was buried somewhere in the text. To me, this was always the equivalent of a WT study:
1. The red fox saw the black dog and ran under the fence.
Questions for paragraph 1.
1a. What did the red fox do when it saw the black dog?
1b. What color was the red fox?
If the WT conductor was more progressive, he might also ask (preparing us for the material in paragraph 2) - why do you think the red fox ran under the fence? Of course, some friends would be incensed that he was acting so independently and asking questions not included in the material. Plus, he always ran the risk that the audience would not be prepared to go off-script, and could not formulate a spontaneous off the cuff response (or were afraid to) and he would encounter that awkward moment when nobody raises their hands.