Jenny Bayer
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).
Students will interact with a text and use their knowledge to sequence the events
of that story using pictures.
While sequencing the events of a story, students will interact with at least two
other students to discuss cause and effect as illustrated in the story.
While sequencing the events of the story, students will correctly match and label a
picture for at least 3 out of 4 of the identified vocabulary words.
2. Group students by name/oral L2 level-instructional reading level (e.g., Student 1/1-
first grade, Student 2/1-first grade).
3. Student 1/1- first grade, starting ELL
a. Can:
i. Match key words to illustrations, repeat words, match
vocabulary to illustrations, identify real life objects, identify
icons and sort objects, label objects, mimic movements, answer
yes/no questions, identify storylines using pictures, answer wh-
oral questions, use words or phrases to answer questions,
repeat language to express agreement or disagreement, share
pictures, create work, use visuals to contribute to a conversation
4. Student 1/ 2- first grade, late emergent, early letter name
a. Can:
i. Use picture clues to read basic texts, recount stories, sequence
events, ask and answer questions, use a mix match of letters to
attempt to create basic sentences, use pictures to represent
thoughts, respond to peer questions, pose questions based on
past experiences or orally recounted stories
5. Student 1/ 3- first grade, late emergent, early letter name
a. Can:
i. Use picture clues to read basic texts, recount stories, sequence
events, ask and answer questions, use a mix match of letters to
attempt to create basic sentences, use pictures to represent
thoughts, respond to peer questions, pose questions based on
past experiences or orally recounted stories
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.
Jenny Bayer
6. 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.
Mixing Colors- written by Sarah Ghusson, illustrated by Claudia Tenario
Reading Level: B
This book is about a student exploring colors individually as well as when two are
combined. Colors are important words for all learners to commit to memory. I like
this because all of my students are able to use this book to see the color written
out as well as the color represented in a picture. The color words within this book
also double as high frequency words (red, yellow, blue. This book uses repetitive
phrases that directly match the pictures, two scaffolding tools that will be helpful
for both my EL student and the emergent students in this group. The text is a level
B to suit the students who are in the transition between emergent and early letter
name students. It is not too easy, but not too hard, and it provides enough
supports to allow for success for every student in the group while introducing
important English Language knowledge to my starting EL student. I would also be
able to get this book in Spanish, if my EL student needs further scaffolding to
match the colors he knows, to the English words for them.
7. 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])
This text contains the written words for different colors. Some of these color words
contain advanced spelling features (yellow, purple, orange, green, brown). These
words will need pre-story introduction. There are other color words in the book but
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.
Jenny Bayer
they are easier to identify. Students performing at the levels that these students are, will
limit their ability to blend sounds together to make words- much less words with
advanced spelling patterns. I will introduce these identified color vocabulary words
before beginning the book. I will do this by having the words written, pronounce the
word while tracking it, and have the students repeat it. I will then use a color swatch of
the color to match to the word. To help the EL student, I will also have the color
written in Spanish to put with the English word. All of these visuals should provide
solid backing for the students.
To back this up, the students will be asked to match the written color words to the
pictures on the page.
Extending the lessons(s)
Word work:
Activity: Color Word Playdough Creation Cards
For this activity, I will have cards that contain the color word outlined and pictures that
represent the color. The students will look at the pictures and identify the color. Then,
we will look at the word together. We will identify the letters that make up the words
and how we can recognize it. Then, the students will choose the corresponding color of
play-doh and use it to form the letters which makes the color word.
Justification:
Because the color words are our main vocabulary focus of the lesson, we will carry that
into our word work. Color words are essentially sight words and young students need
to build their sight word bank. This is letting the students interact with the vocabulary
in a visual and manipulative way in low risk activities. By guiding the discussion,
using pictures, and think alouds, I will allow all students to participate fully in the
lesson.
Writing:
Activity: Fill in the Blank Color Cause and Effect
This will be a culmination of the vocabulary work, word work, and cause and effect
introduction that we have completed. I will have a pre-made sheet to give to the
students. It will have sentences structured like what we read in the book, “Mix red and
blue to make purple.” The sentences will have one to two blanks in it. Above the
sentences, there will be a splatter of the color to serve as a visual clue as to which color
belongs there. The students will look at the sentences, identify the blanks, and correctly
produce the corresponding color. I won’t be looking for exact spelling just yet.
Justification:
The students in this group are preforming on a very basic level. I am only asking them
to write words as opposed to sentences. We are using heavy scaffolds in this activity so
that students can focus on identifying the colors and writing these words. Because the
students are still building their skills related to reading and writing, we are circling
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.
Jenny Bayer
back to the same ideas as used previously. In this activity, we are identifying the color
vocabulary words and working with our cause and effect skills.
Possible minilessons:
Activity: Cause and Effect Color Mix
We will use this book to transition from sequencing into cause and effect. We will be
able to use the mixing of colors as a solid foundation for cause and effect. This also
provides a good opportunity to use outside materials to bring the vocabulary section
full circle. We can act out the cause and effect situations by mixing paint on our own.
When mixing colors, we can match the color to written words. The students will be
able to identify two colors, match vocabulary words, and then mix the paint themselves
while we discuss cause and effect.
Justification:
This directly relates to the book and book work that we have done. The students will be
able to make connections with the vocabulary this way. They will be identifying the
physical colors and matching the written words to them. Then, they will get to have fun
while learning about cause and effect. By guiding the discussion, using the physical
items, and think alouds, I will allow all students to participate fully in the lesson.
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.
