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.
Objectives should reflect/connect to your unit idea from your Modified Lesson Plan
#1 assignment.

5.5 The student will read and demonstrate comprehension of fictional texts, literary
nonfiction, and poetry.
a) Summarize plot events using details from text.
b) Identify theme(s).
c) Explain the resolution of conflict(s).
d) Use reading strategies throughout the reading process to monitor
comprehension.

 Students will be able to retell a story in a comic strip using drawings and
written dialogue of their own 1 out of 1 time.
 Students will be able to make connections to another culture 1 out of 1 time.
 Student will be able to match a Ghanian vocabulary word with an American
word using vocabulary cards 5 out of 5 times.

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 1 EL in your class at Starting (Level 1)
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—Low Reader

Student #2—Dyslexia
Student #3—Low Reader
Student #4—EL Language Proficiency Level 1

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.
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.

The Ghanaian Goldilocks by: Tamara Pizzoli Reading Level: Unavailable

Summary:
This book mirrors Goldilocks and the Three Bears but with a Ghanaian twist. The
beginning of the book goes more into the background of Goldilocks (who is a boy in
this version). The book tells you about how his hair became blonde, his previous
record of mischievous activity, as well as his relationship with other people in his
village. Then, as his mother is making stew she realizes she forgets tomatoes and
asks Goldilocks to go to the neighbor’s house to borrow some. Goldilocks knocks on
the door and the door swings open, leaving too much room for curiosity in
Goldilocks’ blonde head. The rest of this story strongly mirrors the three bears
version.

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.

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.
-Vocabulary words that come from Ghana such as Fufu will be difficult to understand. I
will address these words during our book walk and make sure that the students insert the
student-friendly definition for those words when we come across them in the read aloud.

Extending the lessons(s)

Word work:
Activity: Taking Ghanaian word cards from the book and matching them with American
words cards that mean the same thing (5 Ghanian words).

Justification: Level one language proficient EL’s at the 4th and 5th grade levels can match
oral words and phrases to content-related pictures or objects. I would be doing the
activity with the students and reading each word aloud.

Writing:
Activity: Comic Strip of The Ghanaian Goldilocks

Justification: Level one language proficiency EL’s at the 4th and 5th grade level are able to
reproduce a series of events through illustrated text. By making it a comic strip, I am
relating it to their personal experiences they may have with reading comic books and how
their work is expected to look.

Possible Mini-Lessons:
Activity: Interactive Read Aloud—While reading the book aloud, students can make text-
to-self connections on sticky notes and stick them to the pages in the book. After the
book is finished, we can share our connections and what made us think of these.

Justification: Level 1 language proficiency EL’s at the 4th and 5th grade level are able to
communicate their personal experiences through drawings and words. This activity will
be connecting their personal experiences back to the text.

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.