Meredith Seay

READ 520
November 12, 2017
Modified Lesson #3

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.
VS. 3: The student will demonstrate knowledge of the first permanent English
settlement in America by
a.) Explaining the reasons for English colonization
This unit will consist of lessons that help ELL students learn about the
establishment of America. The students will learn from both the teacher and their
peers as they listen to read-alouds, participate in communication games, and work
together in cooperative learning groups. This unit connects to the SOL because it
allows students to actively participate and engage with the teacher and the students
on the reasons as to why the English came to colonize America and what the
resources were that the English sought after. This unit supports multicultural
education by having students share how their native country was established and by
all cultures learning about how America was established. This unit also supports
multicultural education by having a variety of modifications for all ELL students on
every level. For examples, read-alouds, gestures, and visuals are included to help
ease the student into learning the new content.

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

grade, Student 2/1-first grade).
For: Maddy/1- fourth grade (Starting)
Based on the TESOL Pre-K-12 English Language Proficiency Standards Framework,
the students at the starting level are able to initially have limited or no
understanding of English. They also rarely use English for communication and
respond nonverbally to simple commands, statements and questions. As their oral
comprehension increases, they begin to imitate the verbalizations of others by using
single words or simple phrases, and they begin to use English spontaneously.

CAN DO- (according to WIDA)

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.
Listening: Matching oral words and phrases to content-related pictures or objects
and identifying the topic in oral statements.
Speaking: Stating key words and phrases associated with the content using visual or
graphic support and communicating personal experiences orally.
Reading: Identifying words in context during oral reading of illustrated text on
familiar topics or experiences. Highlighting previewed or familiar phrases.
Writing: Communicating personal experiences through drawings and words and
reproducing a series of events through illustrated text.

For: Patrick/2-fourth grade, Chad/2-fourth grade and Karen/2-fourth grade

(Emerging)
Based on the TESOL Pre-K-12 English Language Proficiency Standards Framework,
the students at the emerging level can understand both phrases and short
sentences. They can communicate limited information in simple everyday and
routine situations by using memorized phrases, groups of words, and formulae.
They can use selected simple structures correctly, but still systematically produce
basic errors. Students begin to use general academic vocabulary and familiar
everyday expressions. Errors in writing are present that often hinder
communication.

CAN DO- (according to WIDA)

Listening: Classifying time-related language in oral statements (e.g., present, past,
future) and connecting the context of narratives (e.g. the who, what, when, and
where) to illustrations.
Speaking: Retelling short stories or content-related events and stating procedural
steps across content areas.
Reading: Classifying time-related language in text as present or past and identifying
the “who”, “what”, “when”, “where”, and “when” in narrative text with a partner.
Writing: Listing procedural steps across content areas and listing positive and
negative effects of events in informational or narrative text.

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

reading levels.
Title: The Story of Pocahontas
Author: Caryn Jenner
Reading Level: Fountas and Pinnell guided reading level K (second grade)

This book, The Story of Pocahontas, is about Pocahontas and her experiences with
the English settlers. I selected this book because students at both the starting and
emerging level rely heavily on illustrations and repeated phrases and/or familiar
words. This book contains facts that the students already know because they have
learned about the settlement of Jamestown because it is one of our objectives for
this unit. Students are now able to better comprehend and understand the text
because of the background knowledge that they are able to build off of.

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. 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])
Literacy challenges that this book contains are uses of common English morphemes (e.g.,
affixes), able to solve words throughout the text (e.g., baptized) and incorporate think
alouds on if the settlers would have survived without Pocahontas and think about the very
important role that she played in the settlement of Jamestown. The think alouds and word
solving will help the students be able to better understand the meaning of the story
whenever possible.

Extending the lessons(s)

Word work:
Activity: Students will be asked to highlight any words that they do not know on the copy
of the book that they have. We will then read the book aloud together. The students will
then raise their hand and say a word that they do not understand. The teacher will then
model how to search for context clues to help us better understand the word. The teacher
will also refer to the illustrations that are on each page. The students will then write down
a definition of the now known word on their booklet that they are best able to understand.

Justification: I selected this activity because it teaches students how to use context clues
to figure out the meaning of a word. It also allows students to see how they have grown
from reading the text and it also allows the students to practice writing down a definition
that is best for them to remember. The students are also referring to illustrations, which
students at both the starting and emerging levels rely heavily on.

Writing:
Activity: After reading the book we will pull out our writer’s notebook and do a graphic
organizer on the many ways that Pocahontas helped the settlers. We will brainstorm ideas
together as a whole group and then have students individually brainstorm on their graphic
organizer. After completing the graphic organizers, the students will begin to create
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.
illustrations for each idea on the graphic organizer. The student will then be able to come
to the teacher and see if any corrections need to be made. Finally, the students will then
be able to display their work in the hallway for the entire school to see!

Justification: I selected this activity because it really helps with the students’
comprehension of the text. By having the students first brainstorm as a whole group and
then individually, the students are being scaffold and are learning slowly by
demonstrations and working together how to correctly complete a graphic organizer. By
making a final copy and then having the teacher help make any corrections for the final
copies allow students to have that one on one time with the teacher for specialized
instruction. Finally, displaying the students’ final copies in the hallway will be a
motivation factor that will allow students to feel better about the stage that they are at
with learning English.

Possible minilessons:
Activity: When it comes to affixes, I will do a minilesson on affixes and how adding a
part to the word can totally change it’s meaning. I will show on a board how we can take
a word like “possible” and make it “impossible” and it completely changes it’s meaning.
Next, I will pass out a booklet to each child. On one page it will have the word
“pleasant”. The students must then draw a picture that represents the word “pleasant”. On
the back of the page there will be the word “unpleasant”. I will have the student underline
the affix “un” and then draw something to represent “unpleasant”. The student will do the
same for the words “sleeping” and “helpful”. The student will then be able to take this
booklet home as a studying tool.

Justification: I selected this booklet minilesson because it is a great visual for ELL
students to use to show how affixes work and change the meaning of the word. EL
students at both the starting and emerging stage both heavily rely on illustrations to figure
out the meaning of a word or a text. This booklet will be full of both words and
illustrations, which will be a great tool for the students to have. By having the affix
underline students will be able to identify them in any word that they read. Having the
students draw the pictures allows them to have another visual for each word and for them
to better comprehend the meaning of each word. The students can then take these
booklets home to use as a studying tool for future purposes.

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.