Ally Baltas

READ 520
Modified Lesson #2

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.
Objectives should reflect/connect to your unit idea from your Modified
Lesson Plan #1 assignment.
Students will be able to read the book Johnny Appleseed by Christin
Ditchfield.
Students will be able to answer questions after reading the book about
whom Johnny Appleseed was.
Students will be able to talk about sequence of events what
happened at the beginning, middle, and end of the story.
Students will be able to write a sentence for each the beginning,
middle, and end of the story.

Johnny Appleseed is about the life of John Chapman, also known as

Johnny Appleseed and what he did throughout his life.

After reading Johnny Appleseed students will use the information they
read about to discuss the events of the book. Theyll discuss what
happened at the beginning, middle, and end of the story then write a
sentence for each sequence to recap Johnny Appleseeds life.

Vocabulary Words:
Medicine something to help you feel better when youre sick
Settlers a person who settles in a new colony or moves into a
new country
Storytelling when you tell a story to someone else
Travel to go to a new place on a trip

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.
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 2 ELs in your class at
Developing (Level 3) 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.

Group A: 5 students Jenny, Robert, Tony, Max, Mitchell

Group B: 6 students Alexis, Jamal, Sarah, Kevin, Toby, Kyle
Group C: 5 students Stan, Emily, Stephanie, Janet, Cassidy
Group D: 4 students

Group D
Connor (EL L2), Lucas (EL L2), Brian, Avery
Connor (EL L2) Outgoing student with his peers who speak
Spanish, puts in a lot of effort to participate, converses with
peers who speak English, too. Knows some English and is able to
understand spoken English better than written English. Can write
his own sentences although they may have a few errors. Listens
well and follows simple directions.
Lucas (EL L2) Shy student in general. He doesnt interact with
his peers who dont speak Spanish often. Usually socializes with
students who also speak Spanish. He is able to speak some
English, however, its usually broken sentences. At this point he
is struggling to write, too, he can write the letters and a few sight
words but not full sentences. Listens well and follows simple
directions.
Brian Struggling third grade reader who can write full
sentences but usually has many errors in his sentences. He is a
strong speaker and can discuss topics in depth, however,
transferring these thoughts on to paper can be difficult. Listens
well and follows simple directions.
Avery Below average third grade reader and writer. Can write
sentences that usually contain numerous errors. He has an easy
time speaking but pauses often to think while speaking. He can
write what he talks about but usually has many short sentences.
Listens well and follows simple directions.

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.
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.

Johnny Appleseed by Christin Ditchfield is a guided reading level J

book.

This book is about the life of Johnny Appleseed, also known as John
Chapman. It follows him as he travels from northwestern New York and
Pennsylvania to Northwest Territory, which was uncharted at the time.
He brought apple seeds to settlers and Native Americans and
explaining to them how these seeds would continue to bring new
apples for a very long time. I think this would be a great fit for these
students since its a simple story with large font that isnt too wordy.
The book is broken into sections (chapters) to help them understand
the information better.

4. Analyze the text and identify literacy challenges based upon your knowledge of the
students.
a. Semantics:
i. Vocabulary:
Focus on common English morphemes (e.g., affixes) or
orthographic patterns
Inside in
Youll you will
Helped ed
Identify two to three words for receptive vocabulary and five to
nine words for productive vocabulary
Medicine something to help you feel better when
youre sick
Settlers a person who settles in a new colony or
moves into a new country
Storytelling when you tell a story to someone
else
Travel to go to a new place on a trip
Assisted helped
Centuries 100 years
Saplings a young tree
5. Understand the meaning of the story whenever possible
i. Figurative language: Brought apple seeds to everyone to help them
plant and grow apple trees for a lifetime.
ii. Homophones (words that sound the same, different meanings):
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.
 Homographs (words that are spelled the same but have
different meanings and origins): N/A
b. Grammar (complex syntax, punctuation): Each sentence ends with a period or
a question mark. Ill remind the students that at the end of each sentence there
is a period or an exclamation. If the person is asking a question there will be a
question mark at the end of the question.
c. Text structure (narrative, expository): Biography. Ill explain to students that
books that are written about one specific person are called a biography.
d. Content or concept (cultural relevance): This book is related to the founding
and expansion of our country since planting these apple seeds helped feed the
people and keep them alive. It relates to our culture since Johnny Appleseed's
action helped mold our country.
e. Strategy instruction (if needed, identify good places to insert strategy
instruction during shared reading [e.g., think-alouds, elicitation of predictions,
word solving]) I will include think-alouds continuously while we read the
book so that students can pause when they have a question or need to think
about what they just read to make sure they understand what theyre reading.
Note literacy challenges from the selected text you would address during instruction with
this small group.

Students may be have some trouble with understanding terms in the book but I will be
sure to explain to students each vocabulary word before they begin reading and review
the words with them when they get to the words.

Extending the lessons(s)

Word work:
Activity: Matching Vocabulary students can match the vocabulary words with the
definition to review and learn the definition of each word. They may play this game in
pairs or independently.

Justification: This will help students practice the vocabulary words because theyre words
theyll most likely see again in social studies and other subjects.

Writing:
Activity: Students will be asked to write about the events in the book during the lesson
the beginning, middle, and end. As an extension they may write about the part of the
book they found to be most important. They can discuss this with a partner before writing
to determine what they want to write before they begin writing.

Justification: This will give the students great practice writing and continuing to work
with the book. This will also help them learn to defend their reasoning for why they think
a certain part of the book was important. Along with supporting their reasoning theyll
also be practicing how to pick out what they think is the most important part of a book.
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.
Possible minilessons:
Activity: Reading other versions of Johnny Appleseed and comparing the books to see
what things were similar and what things were different.

Justification: This is a great way to have students practice comparing and contrasting as
well as practicing their listening skills by listening and comprehension to the different
stories and hearing how theyre different or similar and understanding the first book to be
able to determine differences in the following books.

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.