MGR Framework

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.
-The students will understand that there are various reasons to celebrate in the
United States and it all drives from personal background and historical context of
the holiday.
-Students will understand that the United States diversity of people has impacted
reasoning to celebrate holidays.
- Students will recognize that while our country’s past and present is configured
of diversity, we should still be responsible and respectful citizens in terms of
celebrating differently.
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.
2 English Language Learners at level 3 or Developing language proficiency.
Speaking-express cause and effect of behaviors, ask and answer questions in

collaborative groups,
Listening- identify similarities and differences from oral content- related
materials, identify different points of view, carry out steps described orally to
solve problems, complete graphic organizers from oral comparisons
Reading- Create timelines or graphic organizers, identify temporal-related words
that signal order of events, sequencing sentences descriptive of process in
informational texts, locate details
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.
Writing-retell past experiences, express ideas in various genres, compare causes
of different phenomena, state ideas about content related topics
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.
World Holidays Adapted by Cecilia Maeson grade 2
This text follows holiday traditions over the world. It includes customs and
cultures around the world that includes how people prepare food, play different
games and tell stories. This is a good start to the unit of celebrating holidays in
different ways. It offers an overview of what we will eventually be honing in on as
we move into how the United States has people that celebrate different just as we
will read about in this text.
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.
Vocabulary:
Many -ings- talk about how that is the current act of doing something
Celebrate-take part in an activity or event
Traditions
Menorah
Dreidel
Kinara
Mkeka
No use of homophones
Because it is nonfiction- the grammar structure provides periods, commas and a few
exclamation marks as it is giving information
Relevant to the cultural unit of study
Strategic instruction: use of graphic organizer to help contain all of the differing ideas
and traits of the holidays.
Practice of using context clues and using the text to help build our vocabulary
knowledge of each tradition
Extending the lessons(s)

Word work:
Activity: Using different words from the text, many of them have -ing ending. The
teacher would discuss how this is the act of doing something in the present, then the
teacher could bring in the -ed of the past to compare the grammatical and orthographic
context of the world. An extension could be focusing on using different -ing or -ed
words in their own writing.
Justification: For EL’s working with these parts of the language are extremely
important and need to be taught explicitly. The development of this group of students
allows for them to identify descriptive and sequencing words which these tenses fall
under the category for that need.
Writing:
Activity: After looking at the different holidays, have the students write about
something that they enjoy celebrating and have them explain the different features of
their own personal favorite holiday.
Justification: Because students at this level can retell of their past experiences in their
own writing, students will be able to think about holidays that have celebrated and why
it was their favorite. The students have just looked at many different cultures ways of
celebrating different holidays to get them thinking as well as looking into their own
experiences.
Possible minilessons:
Activity: In terms of vocabulary, the students can sort words given by the teacher into
ways that makes sense for them. They will then share orally the similarities and
differences of each of the holidays that they just read about in the text.
Justification: Students at this level are able to compare and contrast things that they
they have heard orally, therefore this activity is just another way to have students
concretely think and analyze what they have just been working on.

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Modified Guided Reading Lesson-Planning Framework

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

Planning the lesson(s)

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

2 English Language Learners at level 3 or Developing language proficiency.

Speaking-express cause and effect of behaviors, ask and answer questions in

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

World Holidays Adapted by Cecilia Maeson grade 2

Extending the lessons(s)

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