The purpose of this project was to analyze guided reading frameworks used by teachers in grades kindergarten through fourth grade, and to determine if they meet the needs for ELLs. First, key components important to the success of ELLs during guided reading instruction were identified. Then, guided reading frameworks currently in place for students reading at the emergent, early, and transitional reading levels. were analyzed. Last, the framework components were compared with the key components for ELLs in guided reading instruction. If the frameworks did not meet the needs of ELLs then new frameworks would need to be developed. The guided reading frameworks at the emergent, early, and transitional reading levels contained all of the key components necessary for ELLs. It was recommended not to change the current frameworks. Instead, recommendations were made on best practices within the components to help foster ELL success during guided reading
