Modified Guided Reading Instruction for ESL Students

Guided reading provides teachers with a systematic, yet open-ended framework for evaluating students' needs while building upon the strengths students have already demonstrated" (320)
"In addition, small, flexible groups lend themselves to accelerated learning; however, teacher planning for students' needs is the key to learning gains" (320). 

"Shared reading of the guided reading text supports L2 readers by providing teachers the opportunity to model fluent reading, discuss the story and vocabulary as the text is read aloud, make connections and scaffold the content for concepts that may be different for the students and focus on the strategy demonstrations before the students read with guidance as needed from the teacher" (324).  

 Link to article: http://www.jstor.org/stable/20204590

"Students must feel that their remarks and conversations are important. How teachers react to students' comments determines how and if they will continue to share their thoughts about texts, take risks in using the L2 and inquire about language" (325).


This article focuses on a modification of guided reading, namely MGR ( modified guided reading). MGR is utilized for ESL children, or English as a second language. The article makes a few very poignant points, such as correlating students' capabilities in their first language (L1) with their projected skills in their second language (L2)

"Using this modified instructional model, teachers are able to monitor ELLs progress, meet their needs in order to facilitate literacy and language learning, and enable students to self-extend their reading proficiency by building in what is known in their L1" (328)

The article provides a template (above) for teachers to follow when they are pre- planning their guided reading lesson, and is adapted for ESL students. This is a great tool to have in the classroom, especially if you are planning on being in an inner city school, wherein many students are ESL. This article also touches on the importance of having a second language background, so that you can better understand the connections the students are making between words in L1 and L2. This type of thinking is crucial when going through text, so that you can adequately explain homophones, homographs, figurative language, vocabulary, etc. (anything that wouldn't make sense to a non-native thinker). Getting in the mindset of a non-native speaker, aided by some L2 instruction yourself, can allow you to target ESL students more effectively, and make them feel as if you understand their tough situation.


How can a teacher modify their instruction for ESL students of various L1s? Will there be any changes between what words are emphasized, questions asked, etc.?


Avalos, Mary and Alina Plasencia, Celina Chavez, and Josefa Rascón. Modified Guided Reading: Gateway to English as a Second Language and Literacy Learning.