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Modified Lesson 3

1. The document outlines a framework for planning modified guided reading lessons for English language learners (ELLs). It includes determining objectives, grouping students, selecting texts, analyzing texts for challenges, and extending lessons. 2. As an example, a small group of ELLs and native English speakers in kindergarten through 1st grade will do a picture sorting activity and read a book with increasing letter patterns to work on counting skills and vocabulary in different languages. 3. Suggested extensions include having students time themselves sorting pictures, copying labels if able, and drawing an object from their own culture to discuss with the teacher. The framework emphasizes adjusting support as ELLs' proficiency increases.

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59 views

Modified Lesson 3

1. The document outlines a framework for planning modified guided reading lessons for English language learners (ELLs). It includes determining objectives, grouping students, selecting texts, analyzing texts for challenges, and extending lessons. 2. As an example, a small group of ELLs and native English speakers in kindergarten through 1st grade will do a picture sorting activity and read a book with increasing letter patterns to work on counting skills and vocabulary in different languages. 3. Suggested extensions include having students time themselves sorting pictures, copying labels if able, and drawing an object from their own culture to discuss with the teacher. The framework emphasizes adjusting support as ELLs' proficiency increases.

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© © All Rights Reserved
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Modified Guided Reading Lesson-Planning Framework

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


Plasencia, A., Chavez, C., & Rascn, 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.
The objectives for this lesson are:
Students should understand that differing cultures have different
traditions and customs
We have a variety of cultures represented in America and more
specifically, our classroom
Be able to fill out/read the chart created in class
Identify the vocabulary discussed in the lesson
2. Group students by name/oral L2 level-instructional reading level (e.g., Student 1/1first grade, Student 2/1-first grade).
Student 1/ 1-pre-primer , Student 2/ 1-pre-primer , Student 3/ native
English speaker-kindergarten, Student 4/ native English speakerkindergarten
This small group is made up of both EL students and native English
learners. All of the students in this group are below reading level for
their grade level which makes it appropriate to group them together.
The two EL students are at a Starting language proficiency level.
Because all of these students need extra work and attention, I kept the
group small. For these students, I would have them do a sort as a
group. I would give them pictures of the objects being discussed and
would guide the group to sort them by category (food, clothing,
counting, etc.). I would have words for the students to put with the
pictures I would read the word to the group and would help them
identify where the word belongs. Students at the Starting level of
English proficiency are able to work with pictures and illustrations. This
is a great place to start for them. Once this lesson is complete, I will
ask them to match their sort to the cultures we talk about in class.
Having a picture and the word should be enough to help them match
their categories to a culture.
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. Select guided-reading books based upon objectives and students instructional reading
levels.
Counting Letters by Elizabeth Strauss GRL aa
Each page of this text has a different word on it. The words increase in
length. The first word has 1 letter, the next word has 2 letters, etc. This
would be helpful to lower level readers because they would work their
way up to reading the words but would be able to count and either say
how many letters there are or show with their fingers. Part of the unit
could be to learn to count in the languages of the cultures we are
studying. This text would be great for students to practice counting in
different languages. This is something that students of any language
proficiency can do because it will be new for all of them.
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])
Vocabulary:
Read the word to the students
Help them count the number of letters
Discuss how to count in different languages
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.

Content:
Ensure that they know the word
Make sure the students know that you are counting the number of letters
Discuss the culture being studied before beginning to count in that language

Extending the lessons(s)


Word work:
Activity: Timed Sort Since the lesson has the student performing a sort, they should be
able to perform this sort on their own for practice. They can perform their sort as a game
with a friend or on their own with a timer. They will match the pictures to the correct
category.
Justification: This activity allows students to practice doing a sort (an activity that they
will probably continue to do in other content areas). It also allows them to use pictures to
complete an activity that their peers will be using words to complete. Allowing a Starting
EL student to use visuals as a replacement for words is key for these students in the word
work area.
Writing:
Activity: Once the student has a sort completed, they will copy the pictures into the
correct area on the graphic organizer they are to complete. If they are able to, they can
copy the labels that were given to them during their small group lesson. It would be
difficult to know the students ability level without further information on the student.
Justification: Level 1 EL students can communicate through drawings which makes the
first part of this extension activity very doable for this group. Students at this level can
copy written language as well. Depending on their language proficiency, they may have
gotten the point of the labels matching the pictures. If so, they would be able to copy the
labels. If not, the pictures would be fine.
Possible minilessons:
Activity: Students can pick something from each category that represents their culture.
They can draw a picture to represent this object and go over it with the teacher.
Justification: This minilesson has the student use their knowledge of the category to
extend and connect to their own culture. L1 students can label familiar objects and since
they are creating the drawings, all of the objects would clearly be familiar. Having a
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.

conversation with the teacher about their product would allow the teacher to work
through any confusions with the student, encourage the student to share their culture, and
keep the stress low since it would be a 1-1 conversation rather than speaking to the entire
class.

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.

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