Guided Reading in a First Grade Classroom | Zoom Zoom Readers
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
- π The group is reading a book titled 'My Monster Friends', which narrates the story of a boy with monster friends.
- π They take a 'book walk' to preview the pages and discuss the characteristics of the boy's monster friends.
- 𧲠On page 9, a monster is holding magnets, which leads to a discussion about what magnets are and their properties.
- π€ The readers are encouraged to think about the boy's feelings towards his monster friends and whether he is afraid or finds them helpful.
- π The teacher emphasizes the importance of not being a 'zoom zoom reader' and to ensure that the words make sense as they read.
- π€ The readers are reminded to use context and illustrations to help understand difficult words or sentences.
- π The children are encouraged to read like storytellers, using their voices to bring the story to life.
- π€ After individual reading, the teacher facilitates a group discussion to check comprehension and to find textual evidence for their interpretations.
- π 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.
- π§Ή 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
π 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.
π€ 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.
π 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
π‘Monster
π‘Friendship
π‘Magnets
π‘Comprehension
π‘Storyteller
π‘Prediction
π‘Zoom Zoom Reader
π‘Iron
π‘Helpful
π‘Text Examples
π‘Check for Understanding
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.
Transcripts
[Music]
okay hi readers how are you okay great
today and our group we're going to read
this really fun book called my monster
friends it's about a boy who has so many
friends but guess what all his friends
are monsters so what I'm gonna ask you
juice let's look a little bit let's take
a book walk through the pages of this
book to get an idea of what his monster
friends are like we're gonna look at
page 9 and if you can look at this
monster and you'll notice something that
he's holding in his hands I just want to
check to make sure you have some
understanding of these things in there
and the monsters hands do you know now
what those are from looking yes can you
put your finger on the word magnets on
the bottom of page 9 okay
magnets and just I wonder if you know
what a magnet is have you used to magnet
before can you tell us about nyah
about magnets what do you know about
that did you want to add to that it's a
shame about magnets she's right the
magnets pick up things that have iron in
them actually and then they stick to the
magnet dish dish monster yeah those are
thank you so let's close the book for
now let's close the book for now and
we're gonna read the words of this book
it's just a minute okay but while we
read this book today we're gonna be
thinking about the boy and his friends
and how does he feel about his friends
they're monsters so is he afraid of them
more does he like them because they're
helpful that's what we're gonna think
about as we read but what you're already
making a prediction great we'll see if
your prediction is correct but while
we're reading the words today I want to
remind you not not to be zum-zum readers
who read so fast that they're not really
checking to make sure the words make
sense can I tell you what happened I was
a zoom zoom reader yesterday
I was reading a book about gardens and I
was reading this sentence I was scared
when I saw the wash I was reading fast
zoom zoom and I read I was scared when I
saw the wash and I thought to myself
wait a minute that doesn't make sense
I'm gonna need to go back and reread
that and make sure it makes sense I
maybe we're reading too fast I was
scared when I saw the wasp does that
makes more sense that makes more sense
that I saw the wasp because I was
reading about gardens and bugs so uh
today while you're reading I want you to
be careful that you're asking yourself
does my reading make sense to me
what are you gonna ask yourself
we're gonna ask yourself and what are
you gonna ask yourself while you're
reading very good so enjoy this story
about the boy and his monsters and
remember to think about if he's fine if
he's afraid of them or if he thinks that
they're really helpful and how do you
know and if you finish the story but you
see that I'm still talking with one of
the other readers in your group just go
back and reread it again okay
do my homework right go ahead
all right very good you know what I
noticed that you did you were reading
one monster has like and that zum-zum
reading right and then you went back can
you read it again because it probably
didn't make sense right that's good
continue to do that
[Music]
[Music]
[Music]
what are you gonna do say go okay go
ahead and then go back great try that
don't let's not you you that was the
tricky word right but there's still some
more words on the page so go back to the
beginning of the sentence and I start
back at one this whole sentence is
really coming getting clearer and
clearer for you right now go back and
see if you can figure out that you're
not good for you can we just stop and
celebrate what you did you came to a
word that you had trouble with but you I
think you did more I think you did more
let's talk about it for a second that
was a tricky word and we said let's just
frog leap let's just skip it and go back
right and then you said one monster has
a something it's like a vacuum cleaner
then you went back and you figured that
out using the picture and the the
beginning sound right and then it all
made sense to you didn't it okay good
you keep when you're stuck on a word you
have all these tools that you can use
now kiss your brain cuz that was some
good thinking all right keep working no
how are you is it the first or second
time that you're reading this book
second time great can I listen a little
bit do you think he likes this month
these monsters are so afraid of these
monsters you know what you can do if you
feel comfortable reading this book you
can read it like a storyteller you can
say one monster has hands like magnets
did I sound like a storyteller let me
hear you sound like a story - wait do
one more time but really like you're on
stage acting one monster has hands like
magnets making your voice go up like
that maybe because I try the next page
together I noticed your voice went up at
the end that need you some more like a
storyteller but you can keep doing that
when you read okay after individual
conferences the teacher brings the
children back together to check for
understanding she facilitates a
discussion of the book to support her
children's comprehension of the story
asking them to find text examples to
support their answers of the
comprehension questions she gave them
before they began reading independently
before we read we were wondering
monsters are kind of scary does this boy
think these monsters are scary or does
he have a different opinion about them
what do you think what did he feel about
these monsters let's quite you go first
what do you think he felt about these
monsters they were happy they were
helping him do stuff around the house
what's an example of one thing they
helped him with go ahead
where's that show us that page where he
helps them see in the dark
tell us what page to turn to towards the
end what page number is that I'm already
14 a real in 14 Wow he this monster help
the boys see in the dark and how did he
help him see in the dark he opened his
eyes and what were his eyes like where's
that word flashlight to show you that
word
what page is that on nyah 13 whoa what I
think he went a little too far back
13 okay you going down one more page
ferreted can you find flashlights
wonderful what's another way that the
let's have Dominic share go ahead you
mean I'm sorry I'm sorry
[Music]
not like what's another way that the
monsters helped him the manic master
Helton back up to nothing looks fairly
good you remember that and just so we
can look at it and remember ourselves
what page is that I say it again once we
turn to the page the magnet page is what
he wants to us to look at and what page
number is that no nine and that's the
monster that you said he just says he
would like you to say what your idea one
more time can you - shame thank you the
magnet master
help the boy clean up his room okay
thank you
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