Modified Guided Reading Lesson-Planning Framework

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
information.
b. Read for information to use in performing a task and learning a new task.
c. Identify words and construct meaning from the text.
Students will understand what an adjective is.
Student will understand why we use adjectives.
Students will understand that adjectives are used to describe things.
Student will be able to use adjectives to describe themselves, classmates and
characters in a book.

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

first grade, Student 2/1-first grade).
Level 3 students understand more complex speech but still may require some
repetition They use English spontaneously but may have difficulty expressing all
their thoughts due to restricted vocabulary and limited commands of language
structure. Students at this level speak in simple sentences. Proficiency in reading
may vary. Students can construct meaning from texts for which they have
background knowledge on.

Level 3 Can do descriptors EXPLAIN:

Listening – process explanations by carrying out steps described orally to solve
problems and completing graphic organizers or representations from oral
comparisons.
Speaking – explain by describe relationships between objects or uses for tools
Reading – process explanations by sequencing sentence descriptive of processes
or procedures in informational text. Locating details in content area texts or
media.
Writing – explain by comparing causes of different phenomena. Stating ideas
about content-related topics.

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

reading levels.
Many Luscious Lollipops: A Book About Adjectives by Ruth Heller
This book is a level P, and best for grades 1-2.

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 book is perfect for an introductory grammar lesson on adjectives! Heller uses
rhymed text with bold, vivid pictures to help teach kids all about adjectives. This
book teaches students how to identify and create many different types of
adjectives. This book goes over specific and non-specific adjectives, predicate
adjectives, demonstrative adjectives, possessives, articles, and tricky irregular
adjectives. The author uses a clear and concise presentation to make sure
students will understand the content and not be confused. This book will be great
for helping English Language Learners understand what adjectives are and how
we use them.

4. Analyze the text and identify literacy challenges based upon your knowledge of the
students.
a. Semantics:
i. Vocabulary:
1. Focus on common English morphemes (e.g., affixes) or
orthographic patterns
2. Identify two to three words for receptive vocabulary and five to
nine words for productive vocabulary
3. Understand the meaning of the story whenever possible
ii. Figurative language:
iii. Homophones (words that sound the same, different meanings):
1. Homographs (words that are spelled the same but have
different meanings and origins):
b. Grammar (complex syntax, punctuation):
c. Text structure (narrative, expository):
d. Content or concept (cultural relevance):
e. Strategy instruction (if needed, identify good places to insert strategy
instruction during shared reading [e.g., think-alouds, elicitation of predictions,
word solving])
Note literacy challenges from the selected text you would address during instruction
with this small group.

I think Semantic is something that will pose as a challenge for the EL students.
Learning adjectives can be tricky enough but adding in trying to just understand the
vocabulary words can cause more confusion. I would be very important to go over the
vocabulary words/adjectives in detail. (Identify 2-3 receptive and 5-9 productive
vocabulary words to target). I think there could also be some issues regarding
figurative language within the book. There is some figurative language within the
book, but it won’t press as big as a challenge as the vocabulary might.

With adjectives being a part of grammar, I think that this part of grammar could also
pose as a challenge

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.
Extending the lessons(s)
Word work:
Activity: Students will work in work in pairs, and be given a list of 10 simple
sentences, which they will pick and choose adjectives to add.

Justification: This activity aligns with my objectives on having the students understand
and use adjectives. Students at this level still require some repetition, this activity can
be used for repetition. This will also work on students oral, and group skills.

Writing:
Activity: Each student will write a short story about their favorite toy or book using as
many adjectives as possible. The more they use, the funnier the story.

Justification: This activity supports the “can do” recount of writing. The student is
retelling past experiences and expressing their ideas in various genres. This activity
allows the students to use the simple English sentences, while also connecting to their
background knowledge.

Possible minilessons:
Activity: I have found a group of PowerPoints that would be great to use for
minilesson on adjectives. The minilessons include using be, using be and have, using
simple present, using the present progressive, talking about the present, nouns and
pronouns, and count and noncount nouns. These lessons will be great to explain that
adjectives are words that are used to describe or modify nouns and pronouns.

Justification:
These PowerPoints were specifically made for EL students, they are easy to understand
and follow. It breaks down for the content for the students and it includes visual cues,
and simple sentences, which are what Level 3 students rely on.

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.