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Modified Guided Reading Lesson-Planning Framework

Laurie Shapiro

Source: Figure 2, MGR Lesson-Planning Framework from Avalos, M. A., Plasencia,

A., Chavez, C., & Rascón, J. (2007). Modified guided reading: Gateway to English as a
second language and literacy learning. The Reading Teacher, 318-329.

Planning the lesson(s)

1. Determine objectives of lessons(s) based upon instructional needs (English-language
learning and literacy learning).
a. Determine the main idea or essential message from text and supporting
b. Read for information to use in performing a task and learning a new task.
c. Identify words and construct meaning from the text.
Objectives should reflect/connect to your unit idea from your Modified Lesson
Plan #1 assignment.
The objectives of this lesson plan are:
The student will be able to answer comprehension questions related to the guided
reading book with 80% accuracy.
The student will be able to read and answer questions related to vocabulary in the
guided reading book with 80% accuracy.
These objectives relate to the unit from lesson plan one, which is called Exploring
Citizenship Through Literacy. The unit is called Exploring Citizenship Through
Literacy. The main idea is to use books that relate to citizenship to explore
concepts found in literacy. Students will read for comprehension, and to expand
vocabulary. Students will read for information pertaining to good citizenship,
identify words and construct meaning from the text as a way of demonstrating

2. Group students by name/oral L2 level-instructional reading level (e.g., Student 1/1-

first grade, Student 2/1-first grade).
Plan for a small group that would have the 2 ELs in your class at Developing
(Level 3) language proficiency. Note relevant characteristics of these students
regarding their language proficiency level as well as their Can Do descriptors
related to speaking, listening, reading, & writing for their grade level.

Student 1/ level 3- second grade

Student 2/ level 3- second grade

The two students that are in this small group have a level three language
proficiency level. Students that are at a level three language proficiency have
general and some specific language of the content areas. They are learning,
processing, and using expanded sentences in oral interaction and written
paragraphs. They are also learning, processing, and using oral and written
language with phonological, syntactic, or sematic errors that may impede

Note. As ELLs become more proficient (orally and literary), they will need less
support. This framework should be adjusted to reflect more student responsibility
as the teacher facilitates learning and guides when necessary.
communication, but retain much of its meaning, when presented with oral or
written narrative, or expository descriptions with sensory, graphic, or interactive
For second grade, the can-do descriptions relate to speaking, listening, reading,
and writing. For speaking, students may ask questions of a social
Nature, express feelings, retell simple stories from
picture cues, sort and explain grouping of objects, make predictions or
hypotheses, and distinguish features of content-based phenomena. For listening,
students may follow modeled multi-step oral directions, sequence pictures of
stories read aloud match people with jobs or objects with functions
based on oral descriptions, and classify objects according to descriptive oral
statements. For reading, students may make text- to- self connections with
prompting select titles to match a series of pictures, sort illustrated content words
into categories, and match phrases and sentences to pictures. For writing,
students may engage in prewriting strategies, form simple sentences
using word/phrase banks, participate in interactive journal writing, and give
content-based information using visuals
or graphics.

3. Select guided-reading books based upon objectives and students’ instructional

reading levels.
Note the title, author, and reading level of the text you would use with this small
group. Also provide one paragraph about the book that summaries the text and
justifies why it is a good fit for the unit.

Book title: Can I Vote?

Author? Reading A-Z
Reading Level: M

Book Summary: Leo goes to a community center with his parents and discovers
that they are going to vote for a president and other government officials. He is
disappointed when he learns that he is too young to vote. However, he sees a
voting booth just for kids! This story introduces students to voting and helps them
understand how they can become involved in the election process. This book
supports the unit as it relates to the SOLs. For example, the second-grade civics
SOL states that students will “explain the responsibilities of a good citizen”, with
an emphasis on taking part in the voting process. The book also supports second
grade literacy SOLs. The reading standard 2.6 requires students to expand their
vocabulary through semantic clues and syntax. This book incorporates
opportunities to explore vocabulary pertaining to citizenship. Standard 2.9
explains that students will demonstrate comprehension of nonfiction texts. This

Note. As ELLs become more proficient (orally and literary), they will need less
support. This framework should be adjusted to reflect more student responsibility
as the teacher facilitates learning and guides when necessary.
book is a nonfiction story, and activities that follow reading will allow students to
relate their understanding.

4. Analyze the text and identify literacy challenges based upon your knowledge of the
a. Semantics:
i. Vocabulary:
1. Focus on common English morphemes (e.g., affixes) or
orthographic patterns
a. Focus on the suffix portion of vocabulary words.
Explain that the many of the words have suffixes, or
endings, added to the words and identify the bases
(elect, govern, register, responsible)
2. Identify two to three words for receptive vocabulary and five to
nine words for productive vocabulary
a. Receptive vocabulary: booth, candidates, election
b. Productive vocabulary: government, president,
responsibility, vote, website, computer, choice
3. Understand the meaning of the story whenever possible
ii. Figurative language: Not applicable, as there is no figurative language
in this text.
iii. Homophones (words that sound the same, different meanings): The
word wait can be found in this text, which is a homophone for the
word weight.
1. Homographs (words that are spelled the same but have
different meanings and origins): Not applicable, as there are no
homographs in this text.
b. Grammar (complex syntax, punctuation): Quotation marks for dialogue are
utilized throughout this text. The author begins a new paragraph each time
something new is said, and uses quotation marks to indicate that a character is
speaking. Question marks indicate that a character is asking a question. There
is usually a comma before the last quotation mark when the author is
indicating the speaker. For example, “Voting is a big responsibility,” said dad.
c. Text structure (narrative, expository): This book follows a narrative text
structure. It is written in the third person, and uses language that enhances and
develops the story by creating images in the readers mind. It is generally
written in the past tense, but includes some tense changes to present and
d. Content or concept (cultural relevance): This book is culturally relevant as the
content covers the voting process. This process is part of being a citizen, and it
invites students to learn, along with the main character, about what goes into
casting a vote.
e. Strategy instruction (if needed, identify good places to insert strategy
instruction during shared reading [e.g., think-alouds, elicitation of predictions,
Note. As ELLs become more proficient (orally and literary), they will need less
support. This framework should be adjusted to reflect more student responsibility
as the teacher facilitates learning and guides when necessary.
word solving]): Utilize the strategy of visualization. Demonstrate how to use
visualization as a comprehension strategy by directing student attention to the
book cover. Read the title “Can I Vote?” and explain “this makes me think of
the last time I voted. I remember standing in line waiting to vote, getting to
the front of the line, and going into the little booth with the curtains all around
it. This also makes me think of the little sticker that I got after voting. The title
helped me create this picture in my mind, which might help me understand the
story. Let’s read on to see if this book is about someone that has a similar
experience.” As the book is read, stop after every few pages to give students
an opportunity to share visualize the story, and share with the class.
Note literacy challenges from the selected text you would address during instruction
with this small group.

Literacy challenges from the text include decoding words that may not have previously
been learned. This will be addressed in instruction by utilizing decoding strategies to
work through any difficulties. The decoding strategies that will be taught include using
and looking at the pictures, getting your mouth reading to make the first sound, sliding
through the whole word, spelling the word out loud, rereading (does it look right, does
it sound right, does it make sense? If not- stop and reread it again!), skip hard words
and then go back (read, skip, go back and reread), try a different vowel sound, think of
a rhyming word you know (ex- if I know c-a-t spells cat, that h-a-t must spell hat), and
chunk it (look for smaller words hiding inside of it). These strategies will help the
students work through decoding words that they may not know.

Extending the lessons(s) Activity is a word work task that connects to the lesson
objectives AND the justification statements connects to the EL needs (speaking, listening,
reading, and/or writing)
Word work: Syllable patterns
First, explain that a syllable is a word part that contains one vowel sound. Remind
them that a single vowel sound can be shown with one letter or by two or more letters
together. Begin able to figure out the syllables in an word they don’t know can help
them read and pronounce it!
Use the word fun as an example of a closed vowel. Have the students clap out the
number of vowel sounds in the word, and they should clap once. Then, explain that it is
a closed syllable because the vowel is surrounded by two consonants.
Use the word to as an example of an open syllable, and have them clap out the number,
which should also be one. The, explain that this is an open syllable because there it
ends in a vowel.
Give one more example, this time using a word with more than one syllable. Write the
word maybe on the board, and clap for each syllable. Reinforce the types of syllables
by referring to may as a closed syllable, and be as an open syllable.

After explaining the concept, have students conduct a word hunt for open and closed
syllables in the book. Once they finish, have them turn and talk to a partner to share the
Note. As ELLs become more proficient (orally and literary), they will need less
support. This framework should be adjusted to reflect more student responsibility
as the teacher facilitates learning and guides when necessary.
words that they found and justify their answers. Then, come together as a class to
This activity connects to lesson objectives because analyze the words on a syllable
level will foster their understanding of the meaning of words as they relate to spoken
language. Understanding the meaning of these words (vocabulary), and the way they
are said will enable them to comprehend to text.
This activity also connects to EL listening and reading needs. It connects to listening
needs, as students must follow the multi-step oral directions to complete the word hunt,
and must classify the words based on oral descriptions. This activity meets EL reading
needs because understanding syllables will aid in their comprehension of the story.
Identifying these types of syllables will foster their ability to comprehend the content.

Students will engage in a pre-writing activity. The prompt is to write about what Leo
learned from his experience at the polling center. Students will create a word web
using a given word bank and vocabulary words from the story to describe their
understanding. Then, they may draw a picture to match their words and explanations.
This activity relates to the objectives because it requires students to demonstrate their
comprehension of Leo’s experience at the voting center.
It also relates to the writing EL needs, as students are both engaging in prewriting
strategies, using word banks, and giving content- based information using visuals.

Possible minilessons: Connections- text to self

Explain to students that often times connections can be made while reading a book. A
connection is a relation to something. One way we can relate to the books we read is
my connect it to something with ourselves. This is called a text to self-connection.

Reread the story, and this time not connections that can be made. For example, the first
page describes a little boy going into a community center to vote with his parents. Ask
the students if they can relate going somewhere new with their parents? How do they
think the little boy felt when going into this community center for the first time?

Continue reading and making connections, and have the students draw pictures that
demonstrate the ways in which they relate to the book. Then, they can share their
drawings with a partner and with the class.

This activity relates to the objectives, as students must utilize new vocabulary words to
describe their connections. In making connections, they are answering questions about
the text to demonstrate their comprehension.
Note. As ELLs become more proficient (orally and literary), they will need less
support. This framework should be adjusted to reflect more student responsibility
as the teacher facilitates learning and guides when necessary.
This activity relates to the EL speaking and reading needs for developing stage 3 Els.
For speaking, students are retellings simple stories with their peers about ways that
they connect to the text. For reading, students are making text- to self-connections,
which is part of the listed WIDA description.

Note. As ELLs become more proficient (orally and literary), they will need less
support. This framework should be adjusted to reflect more student responsibility
as the teacher facilitates learning and guides when necessary.