Modified Guided Reading Lesson-Planning Framework #3

Annie Tracz
2nd Grade

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.

- With support from the teacher, the students will be able to summarize the main idea by
using pictures and identifying key words with a 95% accuracy.

- The students will be able to label visual cues of a story with a beginning, middle and
end in the correct sequence with a 95% accuracy.

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/ 2nd grade/ Level 1 Language proficiency

Can do descriptors:
Listening: Drawing or providing other visual displays of people, animals, or objects
in response to oral prompts
Speaking: Responding to questions related to stories or experiences (e.g., “Who came to
the door?”
Reading: Identifying key words and phrases in illustrated text
Writing: Labeling images that illustrate the steps for different processes (e.g., writing
workshop)

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.
Student 2/ 2nd grade/ Fluent English student, struggling reader, Instructional
reading level- DRA level 6

Student 3/ 2nd grade/ Fluent English student, struggling reader, Instructional

reading level- DRA level 6

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.

Frog is Hungry by Maribeth Boelts - Fiction, DRA level 6, Fountas and Pinnell level D

I chose this book for several reasons. First, being that according to Reading AZ it is
instructional for Level 2 English language proficiency in 2nd grade. The teacher and
other students in the group can help support the reading for the level 1 EL student
in the group since it is for guided reading and not independent reading. It is a good
fit for the unit of identifying the main idea and sequence of a fictional text because it
has very supportive pictures and an easy beginning middle and end sequence to
follow. It also has several high frequency words such as "are, not and says" and it is
a funny and relatable book for emerging readers. The basic summary of the book is
that its about a boy who takes his pet frog outside and the frog decides he is hungry
and tries several things before he finds the perfect frog food.

4. Analyze the text and identify literacy challenges based upon your knowledge of the
students.
a. Semantics:
i. Vocabulary: buzz, crunch, eats, fly, food, frog, hop, hungry, munch
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: onomatopoeia
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): Recognize and use verbs
c. Text structure (narrative, expository): narrative

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.
 d. Content or concept (cultural relevance): sounds from eating food
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.

1. I would address the words in the story that would be challenging for this small group:
buzz, crunch, eats, fly, food, frog, hop, hungry, munch and the high frequency words:
"are, says, and not" before reading the book with visual descriptions and student friendly
definitions.

2. The biggest challenge with this story is the figurative language focus: Onomatopoeia
because it is a very long and hard to spell word that the group will need instruction and
many connections to text and visuals. However, it is something that many struggling
readers have fun with since they are words that show emotion. I will be sure to discuss
with the group how to say each of the words out loud and act them out as well.

3. I would also discuss how to recognize and use verbs from the story, which coincide
with the figurative language focus as well. I will have students underline, highlight or
point to any verbs in the text as we read the book together.

4. Frog is Hungry is a narrative text and has a very predictable text structure.
The students will identify the text structure by identifying and discussing the patterns
with the group and how it helps predict the text and remember the events in the story.

Extending the lessons(s)

Word work: Recognize and understand the use of onomatopoeia in text
Activity: I would take words from the text and place them on notecards along with visual
cues. Some of the words will be onomatopoeia and some will just be normal words.
After reviewing all of the words together and modeling how to sort words into 2
categories of either onomatopoeia or not. After doing one together, I will have the
students work together to sort the words from the text into the categories. I will not
correct them until they are finished and we will discuss each of the words to figure out if
they are words that make a sound or not. In extension, we will also talk about which of
the words are verbs and which words are non verbs by sorting them into those categories
as well.

Justification:

I chose this sorting activity because I think it is a good way to have student distinguish
between onomot. vs. non nonmot words out of context and also a great visual exercise for
the students including the level 1 English learner because they can make connections to
useful verbs that are used in other texts. I also thought that this activity would connect
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.
well with the can do descriptor of practicing pointing to pictures from the text after the
teacher has orally prompted them to do so. I added the verbs vs non verbs to show the
connection that many onomatopoeia words are verbs because they are explaining an
action or event taking place.

Writing: labeling the sequence of the story

Activity: I am going to give a series of pictures that depict different parts of the story. As
a group, we will order the events of the story together as beginning, middle and end and
for each wordless picture that we order, the students will write 2-3 words to describe that
scene in the story. Depending on their writing ability, they may just label anything they
see in the picture as well. I will give all of the students an alphabet strip to help them
and they may use any of the word cards that we used in the word work activity to help
them. I will model the beginning scene for them by talking about the picture, pointing to
parts of the picture and then labeling the picture.

Justification:

I chose to do this writing sequencing activity because it will help them understand the
main idea of the text if they can manipulate the pictures and label what they know about
the story. This activity allows the group to work through the semantic challenge of the
text and to better understand the sequence visually. Level 1 English learners rely a lot on
visuals so this writing activity will be a great way to help them see connections of their
language compared to the English language.

Possible minilessons:
Activity: Charades. What is a better way to understand onomatopoeia and verbs than
simply acting them out?! Using the words from the text and other verbs and
onomatopoeia words that are used in other texts frequently one student in the group will
act out a word and the other students in the group will have to guess what action or
onomatopoeia word they are acting out. To make it even more challenging and less noisy,
the students can practice writing their answers on white boards for the actor to see if it's
correct.

Justification:

This is a great way for students, especially ones that have trouble reading and writing
text, to interact with the English language visually in a unique and fun way! I think it
would be a great extension of the text to not only help them recognize verbs and
figurative language in a text but also to help them comprehend and make connections to
the English language.

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.
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.