Guided Reading in a First Grade Classroom | Zoom Zoom Readers

Children's Literacy Initiative

1 Aug 201811:52

Summary

TLDRIn this educational video, a teacher leads a group of children through a book called 'My Monster Friends,' which tells the story of a boy with monster friends. The session involves a book walk to explore the characters, a discussion on the nature of magnets, and a reading exercise to ensure comprehension. The teacher emphasizes the importance of not being a 'zoom zoom reader' and understanding the text. The children are encouraged to predict the boy's feelings towards his monster friends and to support their predictions with examples from the book. The session concludes with a group discussion where the children share their thoughts on whether the boy finds the monsters scary or helpful.

Takeaways

📚 The group is reading a book titled 'My Monster Friends', which narrates the story of a boy with monster friends.
🔍 They take a 'book walk' to preview the pages and discuss the characteristics of the boy's monster friends.
🧲 On page 9, a monster is holding magnets, which leads to a discussion about what magnets are and their properties.
🤔 The readers are encouraged to think about the boy's feelings towards his monster friends and whether he is afraid or finds them helpful.
📖 The teacher emphasizes the importance of not being a 'zoom zoom reader' and to ensure that the words make sense as they read.
🤓 The readers are reminded to use context and illustrations to help understand difficult words or sentences.
🎭 The children are encouraged to read like storytellers, using their voices to bring the story to life.
🤝 After individual reading, the teacher facilitates a group discussion to check comprehension and to find textual evidence for their interpretations.
👀 The boy in the story is depicted as not being scared of his monster friends, but rather appreciating their help, such as seeing in the dark with a monster's flashlight-like eyes.
🧹 One of the monsters, the 'Magnet Master', assists the boy in cleaning his room by using its magnetic hands.

Q & A

What is the title of the book being read in the script?
-The title of the book is 'My Monster Friends'.
What is the main theme of 'My Monster Friends'?
-The main theme of 'My Monster Friends' is a boy who has friends that are all monsters.
What activity is the group doing with the book?
-The group is taking a book walk through 'My Monster Friends' to understand the nature of the boy's monster friends.
What is the purpose of looking at page 9 of the book?
-The purpose of looking at page 9 is to observe what the monster is holding in his hands and to discuss the item, which are magnets.
What is the significance of the magnets mentioned in the script?
-The magnets are significant because they are used to explain the concept of magnets to the readers and to check their understanding of the term.
What is the teacher's advice on reading during the book walk?
-The teacher advises against being a 'zum-zum reader,' which means not to read too fast that the words don't make sense.
What is the strategy the teacher suggests for dealing with difficult words while reading?
-The teacher suggests going back to the beginning of the sentence and using the picture and the beginning sound to figure out the word.
How does the teacher encourage the readers to engage with the story?
-The teacher encourages the readers to engage with the story by asking them to think about the boy's feelings towards his monster friends and to read like a storyteller.
What is the main question the teacher wants the children to consider while reading?
-The main question is whether the boy is afraid of his monster friends or if he thinks they are helpful.
How does the teacher facilitate the discussion after the individual reading sessions?
-The teacher facilitates the discussion by asking the children to find text examples to support their answers regarding the boy's feelings towards the monsters.
What examples are given in the script to show how the monsters help the boy?
-The monsters help the boy by enabling him to see in the dark with eyes like a flashlight and by helping him clean up his room using magnets.

Outlines

00:00

📚 Introduction to 'My Monster Friends'

The video script begins with an introduction to a reading session focused on the book 'My Monster Friends,' which tells the story of a boy with monster friends. The narrator encourages the reader to explore the book's content by taking a 'book walk' through the pages, particularly focusing on page 9 to understand the characteristics of one of the monsters holding magnets. The discussion aims to gauge the reader's understanding of magnets and their properties. The session also emphasizes the importance of reading comprehension, advising against 'zum-zum reading' (reading too fast) and to ensure that the text makes sense. The reader is prompted to reflect on the boy's feelings towards his monster friends, questioning whether he is afraid of them or finds them helpful.

05:06

🤔 Overcoming Reading Challenges

In this segment, the script describes a reading strategy session where the reader is encouraged to tackle challenging words by using context clues and starting over if needed. The reader is praised for overcoming a tricky word by using the picture and the initial sound of the word to figure out its meaning. The session also includes a discussion on the boy's perception of the monsters, with the reader suggesting that the boy is not scared of them but finds them helpful. The reader is then encouraged to read with expression, like a storyteller, to enhance the narrative experience. The teacher concludes by facilitating a group discussion to check for understanding and to reinforce the story's key points, asking the children to find textual evidence to support their views on the boy's feelings towards the monsters.

10:07

🔍 Analyzing the Monsters' Helpful Traits

The final paragraph of the script delves into the specific ways the monsters assist the boy, as identified by the readers. One reader points out that a monster with eyes like a flashlight helps the boy see in the dark, as found on page 14. Another reader recalls that the 'Magnet Master' helps the boy clean his room, as depicted on page 9. The teacher guides the students to find and discuss these instances in the book, reinforcing the theme of the monsters being helpful rather than scary. The session aims to enhance the children's comprehension by connecting the text's content with the readers' interpretations and encouraging them to support their views with direct references from the book.

Mindmap

Keywords

💡Monster

In the context of the video, 'monster' refers to the non-human, often supernatural creatures that are the boy's friends in the story. The term is typically associated with fear and horror, but in this narrative, it is used to challenge the conventional perception of monsters as scary beings. The boy's relationship with his monster friends suggests a theme of friendship and acceptance, as he does not fear them but instead appreciates their unique abilities.

💡Friendship

'Friendship' is a central theme of the video, highlighting the bond between the boy and his monster friends. Despite the monsters' unusual appearances and abilities, the boy values their companionship. This concept is explored through the interactions and mutual aid between the boy and the monsters, showcasing that friendship transcends superficial differences.

💡Magnets

The term 'magnets' is used in the script to describe a unique feature of one of the monsters, whose hands are like magnets. This ability is not only a literal description but also a metaphor for the strong bond of friendship between the boy and his monster friends. The mention of magnets serves as a teaching moment, where the children are encouraged to understand what magnets are and their properties.

💡Comprehension

Comprehension in this context refers to the understanding and interpretation of the story's content. The teacher in the video is focused on enhancing the children's comprehension skills by asking them to find text examples and discuss their thoughts on the boy's feelings towards his monster friends. This keyword is crucial as it underscores the educational goal of the reading activity.

💡Storyteller

A 'storyteller' is someone who narrates stories, often with expressive language and voice modulations to engage the audience. In the script, the children are encouraged to read like storytellers, using their voices to bring the story to life. This keyword is significant as it emphasizes the importance of active reading and the joy of storytelling in enhancing comprehension and engagement.

💡Prediction

Prediction in the context of reading involves making educated guesses about the story's outcome based on the information provided. The script mentions that the children are encouraged to make predictions about the boy's feelings towards his monster friends. This keyword is important as it highlights a strategy for engaging with the text and deepening understanding.

💡Zoom Zoom Reader

A 'zoom zoom reader' is a term used in the script to describe someone who reads too quickly, potentially missing important details or misinterpreting the text. The teacher uses this term to caution against skimming and to emphasize the importance of careful, thoughtful reading. This keyword is relevant as it addresses a common reading habit that can hinder comprehension.

💡Iron

Iron is mentioned in the script in relation to magnets, as magnets are known to attract iron. The children are asked if they know what a magnet is and if they have used one before, leading to a discussion about magnets picking up things that have iron in them. This keyword is used to introduce a scientific concept and to relate it to the story's context.

💡Helpful

The term 'helpful' is used to describe the monsters' characteristics in the story. Despite being monsters, they are portrayed as aiding the boy in various tasks, challenging the stereotype of monsters as harmful. This keyword is significant as it contributes to the video's message of looking beyond appearances to recognize the positive qualities in others.

💡Text Examples

Text examples are specific references or quotes from the story that children are encouraged to find to support their understanding or predictions. The teacher asks the children to provide text examples to back up their thoughts on the boy's feelings towards his monster friends. This keyword is important as it teaches the children to support their interpretations with evidence from the text.

💡Check for Understanding

Checking for understanding is a teaching strategy where the teacher assesses the children's grasp of the story by asking questions and facilitating discussions. In the script, the teacher brings the children together to discuss their interpretations of the boy's feelings towards his monster friends. This keyword is crucial as it reflects the teacher's role in guiding and assessing comprehension.

Highlights

Introduction to the book 'My Monster Friends' and its theme of a boy with monster friends.

Engaging readers with a book walk through page 9 to understand the monsters' characteristics.

Activity of identifying objects in the monster's hands and the concept of magnets.

Discussion on the properties of magnets and their ability to attract iron.

Closure of the book to focus on the narrative and the boy's feelings towards his monster friends.

Readers are encouraged to predict whether the boy is afraid of or appreciates his monster friends.

Advice against 'zoom zoom' reading to ensure comprehension and understanding of the text.

Illustration of the consequences of reading too fast with a personal anecdote about 'the wasp'.

Guidance for readers to check if their reading makes sense and to reread if necessary.

Encouragement for readers to think critically about the boy's feelings towards his monster friends.

Readers are prompted to reread and use context clues to understand tricky words.

Celebration of a reader's effort to overcome a challenging word and understand the sentence.

Discussion on the boy's perception of the monsters and whether he finds them scary or helpful.

Example of a monster helping the boy see in the dark by opening eyes like a flashlight.

Another example of a monster using magnet-like hands to help clean up the boy's room.

Reflection on the boy's feelings towards the monsters and the conclusion of the story.

Group discussion to check for understanding and to find text evidence for the boy's feelings about the monsters.