Modified Guided Reading Lesson-Planning Framework

Mary Goggins

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.

Content Standards (from ML #1)

3.11 The student will write a short report. Key concepts include: a) Construct
questions about the topic. b) Identify appropriate resources. c) Collect and
organize information about the topic into a short report. d) Understand the
difference between plagiarism and using own words.

3.4 The student will investigate and understand that adaptations allow animals
to satisfy life needs and respond to the environment. Key concepts include:
a) behavioral adaptations; b) physical adaptations.

Objectives:
The student will be able to explain in a short report the butterfly life cycle with
90% accuracy.
The student will be able to work with others and correctly read 80% fluency.

Text: “Hello Butterfly”

Rationale: This is a Kindergarten leveled book which is appropriate because the

objective of the book is to work on the students fluency level. The students in the
group will be able to rely on the pictures to help them with the reading and will
have multiple opportunities to read the text.
https://www.readinga-z.com/books/leveled-
books/book/?id=2259&lang=English

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.
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.

Level 1 LP:
Can Do Descriptors (First Grade):
Listening: Mimicking gestures or movement associated with oral commands. Matching
key words or expressions in songs, chants, and poems to illustrations

Speaking: Repeating words, phrases and memorized chunks of language related to

different topic. Answering yes or no questions about stories or experiences

Reading: Matching vocabulary to illustrated stories. Using pictures and illustrations to

identify themes or storylines.

Writing: Forming words using a variety of strategies. Answering Wh- oral questions or
using icons to plan stories.

(OTHER Descriptors listed in ML #2) Student #1 is Jordan, and Student #2 is

Elizabeth. The two students are placed together and will have opportunities to
work together as well as being paired with other students.

Big Idea: Reading about all kinds of butterflies in a nonfiction book

practicing fluency.
Essential Question: What kinds of butterflies are there?
Fluency: exclamation practice
High Frequency Words: big, small, new, a, the
Vocabulary Words: butterfly, stripped, spotted

First read: The first read will be an echo read, the teacher will model fluency for
the students in this group and then the students will echo.
Second read: Partners will choral read together, while following along in text.
Third read: students will practice reading the books on their own.

For Students #1 and #2 they will be sitting right next to the teacher as they read.
The teacher should be recording data for formative assessment data on each
reader. During the third read ask each of the EL students to whisper read what
ever page they are on to you. Record areas that need improvement. Give the
student specific positive reinforcement.

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.
 (Higher reading groups would not be scaffold so much!)

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.

HELLO, BUTTERFLY
Informational (nonfiction), 23 words, Level A (Grade K)
“In the book Hello, Butterfly students will read about the gorgeous and delicate
insects called butterflies. The photographs will help students learn about the
different sizes, colors, and designs of butterflies. Students will have the opportunity
to identify the main idea and locate supporting details, as well as to ask and answer
questions. The appealing photographs, repetitive sentences, and high-frequency
words support early emergent readers.” (Text from Reading A-Z)

Main Idea:
The EL students in the class will need to receive extra support when participating
in guided reading small groups. The students in this group have been working on
butterfly life cycles in class and will read a related topic in guided reading. The
students have not been exposed too much non-fiction reading yet so they will
practice with a NF text in this lesson. The text shows a lot of different butterflies
and the student will need to be familiar with their colors. The book includes
appropriate high frequency words and suitable vocabulary as well.

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):
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.
 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.

Students in this group will need to be able to use context clues to be able to read the
colors. The colors listed are above the students reading level but in Level 1 students
should now be able to match vocabulary with pictures and illustrations.

Punctuation now has examples of exclamation marks. There is also a common after
each hello. If the teacher notices students are not pausing give them a training clicker
to help practice that pause.

Context: some students may have never seen butterflies before, colors are also
something students only enter school with if they have been in an early childhood
program or an educational home.

Extending the lessons(s)

Word work:
Activity: Vocabulary Student Definitions and Dramatic Play:
Butterfly: an insect that can fly  hands butterfly flapping
Stripped: up and down or side to side lines  moving hands up and down
Spotted: multiple dots  flicking motion with your hand pretending to make
spots

Justification: This is a great way to meet all types of learners. Students will pay more
attention to words when they have an action to go along with them. These words all
lend themselves well to visual representations as well as a dramatic action. When the
book is over it would be wise for the instructor to asses the EL students on their
understanding of the new words.

Writing:
Activity: Draw and Explain! Following the reading aspect of the book the student will
be able to create their own story about butterflies. From these three lessons the student
now knows a lot and has been exposed to a lot of new information. The students end
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.
 goal in lesson one was to create presentation. The student will be able to use all
materials so far to help them craft a butterfly story of their own.

Justification: As level one students they should be able to form stories using icons or
images to help guide them. The students also have new strategies to help them build
words. Students will have a writing conference with the teacher before forming a final
draft.

Rubric for final draft:

2 1 Score:
Handwriting Student took their Student rushed and
time and turned in turned in sloppy
neat work. work.
Spelling Student spelled all Student did not
HFW correctly and take time to sound
did their best out words.
spelling harder
words.
Ideas/Details Student did their Student did not add
best and included any details.
good detail.

The student has show a lot of growth with ______________________________.

Total Score: /6

This is a good way to guided the conference and teach the student about grades and why
you receive them.

Possible minilessons:
Activity: How should you say that sentence?! Fluency mini lesson!
On an anchor chart record sentences without any punctuation. The sentences should be
on grade level and easy enough for ALL students in the group to be able to read. The
purpose is to practice using punctuation and seeing how important it is to use it
correctly. On the side of the anchor chart on sticky notes their will be sticky with all
types of punctuation.

Example Sentences:
Can I play with you
Purple is my favorite color ever
Did you see that butterfly

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.
 You are so much fun
Butterflies start out as eggs
We can watch together

Justification: repetition is so helpful for EL students. Fluency will come a little more
naturally for students who are more familiar with the language and have higher
confidence when it comes to reading. EL students will benefit from playing this game
because it is a low stakes small group lesson where they can work on improving their
punctuation understanding and fluency practice.

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.