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.
Students will be able to…
● Identify the Axis and Allied Powers
● Define what a dictator is
● Display and understanding of what leaders and countries made up the Axis
and the Allies through images/ images with small captions.

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

1/1-first grade, Student 2/1-first grade).
Can Do Descriptors:
Reading : Students will be able to match picture of leaders/name of countries to the
words Axis or Allied.

Writing: Given a word bank with names of leaders, countries, and Allied/Axis,
student will right the name of the leader, the country, and whether the country was
an Axis or Allied power under an image of that countries flag.

Speaking: Answer yes/no and choice questions, student will be able to answer
questions about why the countries chose the sides they did. Students will be
formatted in yes or no format, or with a true or false format.

Listening: Identify objects, people, or places from oral statements/ questions using
gestures (e.g., pointing) Students will match a statement by pointing to the Axis
label or Allied label.

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

reading levels.

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.
NEWSELA Article: WWII Part Three: On the Battlefield, Kenneth Jackson (Lexile
1060)
I chose this article, because it is one of the few that strictly states what countries
made up each side (Allied vs. Axis). It is also available to Lexile down to 3rd grade
level if this reading (on grade level) is pushing the frustration level. This article can
also be used hand and hand with teacher made visuals to really assist students with
comprehension. This article describes both sides and the lead up to the end of
WWII and what the Allies did in the end. Because this article is only able to move
down to 3rd, I would pull main concepts and have them on a separate paper to be
less overwhelming for Level 1s. I would also pull a good text with vivid images( I
could not find the one a history teacher let me use during student teaching) to assist
the reading and concept list.

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])
*Students would read this in chunks, not all in one day.
I would focus a lot on the content. Some students may not have a cultural tie to this war
or the major events. I would have key events connected to our reading that students
could find culturally relevant for themselves or their native cultures. For this subject and
with the can do descriptors associated with these students levels, I would also focus on
the text structure and help students understand that this text is non fiction ( real) and not
fiction (not real).

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.
I would then also incorporate new strategies like think-alouds, partner reading, and
concept map graphic organizers, to help students organize all the new information.

Extending the lessons(s)

Word work:
Activity​:Concept Map
● Find a starting point and build a web of concepts and how the connect. ( Can be
incorporated with think alouds, as well as think, pair, shares)
○ Key Concepts: WWII, Axis Power, Allied Power, Dictator, War,
Mussolini, Hitler, Tojo, Stalin, FDR, Churchill, Germany, Italy, Japan,
United States, England, United States
● Students decide what they believe is important, teachers moderates.
● Starting Point Example : Sides of the War or WWII
● Mastering Key: Students will be able to match key concepts to one another. For
example under a header Allied students would be able to put the names of leaders
or countries automatically.

Justification​:This will help students organize all the new information coming at them.
This also provides a great avenue for listening and speaking practice for students, by
giving and sharing information. This will help our level 1, by already recognizing which
concepts go together and will have them better prepared to work on their writing can do
activity. This activity can also be leveled for all students in the group and students can
use images and words ( for ELLs possible translations, if student would like to include
them, but they will not be translated in assessment) to create their concept maps.

Writing:
Activity​: Create a flyer from a country ( Allied or Axis) that has a message related to
the war. Students can draw a flyer depicting anything they wish (related to the war)
from an Axis or Allied country. The flyer should contain a small message ( Ex: Buy
Bonds to fight Hitler) and an image.

Justification​: I chose this task because it is easily leveled for any students and gets
students creative juices flowing, By only needing a small message, we can see if the
students are building connections without having them do a more drawn out writing
activity. I chose this activity for the small group, because writing is a huge task for Level

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.
1’s and this gets them writing practice and building connections without the high stress of
writing paragraphs or essays.

Possible minilessons:
Activity​: Cultural Connection
● Teaching students how to use good sources to find out what part their
native/heritage country played in WWII.
Justification​: This will help students build their reading and research skills. This will be
a very small lesson with possible assistance from a librarian. Students can start
researching what their country was doing during WWII and share with a group or partner
to showcase their own culture, as well as having some speaking and listening practice.
For the Level 1’s I would allow them to perform their research in their native language
and share their findings through images with small captions. This way they are still able
to make the personal connection, but the task is not so overwhelming, especially since
research can be performed in their native language. This will show that everyone's
heritages our respected and represented and that all ELLs can feel more included in our
mostly U.S. focused curriculum.

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.