®
Guided
Reading
Argument
990L
Should Kids Play
Video Games?
Written by Tara Peterson and her fourth-grade class
Key IDEA This text, written by a fourth-grade teacher and her class, uses explicit and
implicit details, reasons, and evidence to support points of view both for and against
playing video games.
LITERACY STANDARDS Addressed in This Plan
RI.4.1* MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 Ask and answer questions to demonstrate
understanding of a text, referring to the text
as the basis for the answers, both explicit and
implicit.
*standard adapted from another grade level
RI.4.4
L.4.4c
Session 1 Consult reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to
find the pronunciation and determine or clarify the
precise meaning of key words and phrases.
L.4.5
Craft & Structure RI.4.6* MAIN FOCUS Craft & Structure Sessions 2, 3 Identify the author’s point of view about
the topic and determine if there is a bias.
Distinguish their own point of view and
determine if the author’s arguments are fair or
unfair.
*standard adapted from another grade level
RI.4.8
Additional Instruction Sessions 2, 3 ISBN 978-1-62889-219-2
RI.4.10 Range of Reading & Level of Text Complexity By the end of the year, read and comprehend
informational texts, including history/social
studies, science, and technical texts, in the
grades 4–5 text complexity band proficiently,
with scaffolding as needed at the high end of the
range.
SL.4.2
RF.4.3a Phonics & Word Recognition Additional Instruction Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read
accurately unfamiliar multisyllabic words in context
and out of context.
RF.4.4a Fluency Session 2 Read grade-level text with purpose and
understanding.
MAIN FOCUS Integration of Knowledge & Ideas Explain how an author uses reasons and
evidence to support particular points in a text.
Comprehension & Collaboration Sessions 1, 2, 3 Paraphrase portions of a text read aloud or
information presented in diverse media formats,
including visually, quantitatively, and orally.
Vocabulary Acquisition & Use Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
Sessions 1, 2, 3 Determine the meaning of general academic and
domain-specific words or phrases in a text relevant
to a grade 4 topic or subject area.
Vocabulary Acquisition & Use W.4.1
Text Types & Purposes Writing Task Write opinion pieces on topics or texts, supporting
a point of view with reasons and information.
W.4.8* Research to Build & Present Knowledge Sessions 1, 2, 3 Recall information from experiences or gather
information from provided sources to answer a
question.
*standard adapted from another grade level
W.4.10 Range of Writing Write routinely over extended time frames and
shorter time frames for a range of disciplinespecific tasks, purposes, and audiences.
L.4.4b Vocabulary Acquisition & Use Session 2 Use common, grade-appropriate Greek and Latin
affixes and roots as clues to the meaning of a word
(e.g., telegraph, photograph, autograph)
Mondo Bookshop Grade 4 1
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Session 1 Text Selection: pp. 3–9
Learning Focus
RI.4.1*
Students ask and answer
questions to demonstrate
understanding of the text,
referring to explicit and
implicit text evidence as the
basis for the answers.
Key idea: text selection In the introduction and first two arguments, the
authors use explicit and implicit details to explain background information and
make arguments about the educational and addictive qualities of video games.
PREVIEWING THE TEXT 5 minutes
Read the title and author credit with students. Invite them to study the
photograph and read the back-cover blurb.
et’s look at the title and the author credit line. . . now read the back cover
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quietly to yourselves. . . . I think it’s interesting that this book is written by a
teacher and her fourth-grade students. What arguments do you think they will
make in favor of video games?
They’re educational, fun, and entertaining. They reduce stress. They teach
planning skills.
What arguments do you think they will make against video games?
They’re addictive and difficult to monitor. There’s a poor ratings system.
They lead to violence.
Let’s read to find out how the authors will make these arguments.
VOCABULARY
RI.4.4 Introduce students to
domain-specific vocabulary
related to technology:
software, virtual, and
strategic. Provide visual
images of each term to
support discussion.
READING THE TEXT CLOSELY 10 minutes
Explain the learning focus for students. Ask them to read pages 6–7. Check to
see how they are doing with the application of the focus. Provide support if
needed. Then have them read pages 3–9.
In an argument, the authors do not state every detail about the subject. The
authors choose what they think are the most important details to relate to
readers. In this case, many of the details about specific games are stated
explicitly, or directly. However, the authors may have other ideas that are
implicit, or suggested, by the details they provide. As readers, we can ask and
answer questions about both types of details to help us understand the text.
As we read today, let’s pay close attention to the stated details and to the
implied, or suggested, details. Who can ask a question about one of the video
games we read about so far?
Comprehension Share
When you reach the end of a
section, review the authors’
argument. Think about
how the authors convey
information through direct
statements and through
implication.
How does the virtual theme park game help players build planning skills?
Can anyone find the answer based on explicit text details?
Players have to maintain budgets, make decisions, and solve problems.
hose are good details that were told to us directly in the text. Who can ask
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another question about what we’ve read so far?
What objections to kids playing games like this do the authors mention?
Who can share an answer to this?
Corrective Feedback
Have students closely reread
the title and first argument to
identify explicit and implicit
details. Encourage them
to silently reread, stopping
at key points to think and
talk together about their
understandings.
The only mention of objections is in the final question. The authors don’t
say an objection directly. But I think they imply that the only objection
might be that kids play video games instead of doing homework. I think
the authors think that there are no problems with kids playing video games
as long as they do their homework first.
If you are satisfied that students can apply the focus, set the reading
assignment for the session. If you are not, prompt students to return to pages
6 through 7 to read and think through the stated and implied details. Students
may not read the entire selection during this session.
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ur work as readers today is to think about which details the authors tell us
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directly and which ideas they imply or suggest. I wonder how other authors
will argue against the educational value of video games?
DISCUSSING THE TEXT 10 minutes
Have students paraphrase portions of text read aloud. Encourage students to
ask questions after paraphrasing.
ow, I’m going to read the argument on pages 8 and 9 aloud. I will stop
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reading at the end of each section and ask you to paraphrase the ideas. When
you paraphrase, you restate each of the authors’ ideas in your own words.
Let’s try it. (Read aloud the section titled “How Much Time Do Kids Spend
Playing Video Games?”) Who can paraphrase what I just read?
In the United States, 90 percent of families own or rent video games.
Most eighth-grade boys spend 23 hours each week playing video games.
Eighth-grade girls spend half that much time playing video games. This
shows that video games are a popular way for kids to spend time.
Focus on the word addictive on page 8.
et’s look at the word addictive on page 8. Let’s scan pages 8 and 9 for other
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forms of this same word. Who found other words?
SL.4.2 DISCUSSION
Paraphrase
discussion tip
To support accurate
paraphrasing after reading
the entire section aloud,
you may want to reread
each sentence aloud, one at
a time, and have students
paraphrase.
L.4.4c VOCABULARY
Glossary
addicted, addiction
ometimes in a nonfiction text such as this one, the authors will include a
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listing of new words and their meanings at the back of the book in a section
called a glossary. Let’s look in the glossary on page 27 for the word addictive.
I don’t see addictive, but I see addiction. It says it means “attachment to
something; when you can’t stop doing something.”
Ok, addiction is a noun, then. What do you think addictive and addicted mean?
“tending to cause one to become addicted”; “caused to depend on
something that is hard to give up”
Very good. Addictive is an adjective, and addicted is a past tense verb.
Confirm students’ good use of the focus and encourage them to keep it in
mind whenever they read arguments.
ou did a great job identifying explicit and implicit details. Remember to
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differentiate between these types of details in other arguments you read.
E-RESOURCE
Formative Assessment: Comprehension Using the Quick Start
Planner, note this session’s learning focus. Observe each student’s articulation and
use of text evidence to evaluate individuals’ effective use of the learning focus.
COMPREHENSION: ASK AND ANSWER QUESTIONS
E-RESOURCE
Formative Assessment Have students use the blackline master
on page 10 to ask and answer questions about Should Kids Play Video Games?
and determine which answers were found through information stated explicitly
in the text and which answers were found through implied information. Review
students’ answers as you evaluate their mastery of this learning focus.
RI.4.1* COMPREHENSION
Ask and Answer Questions
TEACHER’S
CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE
E-RESOURCE
Formative/Summative Assessment Have students use the
blackline master on page 11 as they read. Students will collect details from the
text to answer the question: How do the authors build their arguments? Review
students’ collected evidence as you evaluate their mastery of the learning focus.
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W.4.8*, RI.4.8 writing
Gather Information
Mondo Bookshop Grade 4 3
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Session 2 Text Selection: pp. 3–9
LEARNING FOCUSES
RI.4.1*, RI.4.6*, RI.4.8
Students ask and answer
questions to demonstrate
understanding of the text,
referring to explicit and
implicit text evidence as
the basis for the answers.
Students identify the
authors’ points of view
about the topic and
determine if there is a bias.
Students distinguish their
own points of view and
determine whether the
authors’ arguments are
fair or unfair. Students also
explain how authors use
reasons and evidence to
support particular points in
the text.
RETURNING TO THE TEXT 5 minutes
Ask students to reflect on the text read previously. Guide them to recall how
they applied the learning focus to their reading.
Let’s quickly review our discussion from the last session.
The authors use stated, or explicit, details to give examples that support
their arguments. For example, in some games, kids have to answer math
problems to move up to the next stage. Also, the authors imply several
ideas, such as the argument that kids play video games instead of doing
their homework.
Several of you found good details in the text to support this review.
READING THE TEXT CLOSELY 10 minutes
Explain the learning focuses. Invite students to reread pages 6 and 7. Check
to see how well they understood the focuses. If you are satisfied that students
can apply them, set the reading assignment for the session. If not, provide
corrective feedback as suggested on page 2 of this lesson plan.
e read to identify explicit and implicit details. Today, as we reread, we are
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also going to think about how the authors convey their points of view toward
the subject and how they support their points with reasons and evidence.
Let’s reread pages 6 and 7 closely to ask and answer questions that will help
us determine the authors’ points of view or attitude toward video games. . .
Who would like to start?
COMPREHENSION SHARE
As you read, look for reasons
and evidence that support
the authors’ points of view.
These reasons or pieces of
evidence may be implied
rather than stated explicitly.
The authors state their point of view explicitly. They say that video games
are educational.
hen the authors make their opinion clear to readers, they show bias. Who
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has a question about how the authors support this point of view?
What is one reason the authors give to support their point of view?
Let’s answer. Who has thoughts about this?
The authors say that video games can give students math practice.
What other questions can we ask about reasons and evidence?
What evidence do the authors give to support this reason?
Who can share an answer?
They talk about this math problem: “6 X 4 = ?” They say there are games
where players have to answer math questions to move up to the next
stage. They show a picture that shows a math problem.
Do you think the authors imply, or suggest, that all video games are educational?
Yes, I do. They give evidence only about educational video games and
never say that there are other kinds of games.
Explain that as readers identify the authors’ points of view, noting how they
support it with reasons and evidence, they should consider whether they agree
or disagree with the authors’ point of view and why.
In the argument on pages 6 and 7, do you think the authors’ point of view
regarding the educational value of video games is fair?
Yes. They give several reasons with evidence to support their point of view.
I disagree. They don’t state and respond to any opposing arguments here!
So I don’t think they’re making a fair argument.
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Formative Assessment: Fluency Listen to each student read a portion of
the text. Observe students’ fluency. If students need additional practice with
fluency, provide the necessary support at the end of the session. Ask students
to note words or phrases they find challenging for discussion after reading.
Discussing the Text 10 minutes
Have students paraphrase portions of text read aloud.
SL.4.2 DISCUSSION
Paraphrase
I’m going to read aloud the argument on pages 8 and 9 again. This time, I’m
going to ask you to paraphrase the authors’ reasons and evidence in support
of their point of view. Who remembers what the authors’ point of view is in
this part?
They think that video games may be addictive. They state this directly, or
explicitly.
When the authors show a clear opinion, what do we call it?
bias
emember, when you paraphrase, you restate each of the authors’ ideas
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in your own words. Let’s try it. (Read aloud the section titled “What Could
Happen If You Play A Lot of Video Games?”) Will someone paraphrase the
reason the authors give here that an addiction to video games is a bad thing?
A video game addiction can lead you to ignore more important things,
such as school, friends, family, hobbies, sleep, and health.
DISCUSSION TIP
To practice ahead of the
discussion, you may want to
write a complicated sentence
on the board and lead
students to paraphrase it.
Now paraphrase the evidence the authors give to support this reason.
Not spending time with friends and not getting enough sleep can cause you
to lose friends, be late to school, fall asleep at school, or earn poor grades.
Is this evidence convincing?
No, I don’t think so. The authors say these things may happen, but they
don’t give us actual examples of any of these things really happening.
Focus on the words educational and addictive on pages 6 and 8.
suffix is a word part that is added to the end of a root or base word. In some
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cases, a suffix changes the root or base word’s part of speech. Let’s look at the
words educational and addictive. What are the base words?
L.4.4b VOCABULARY
Affixes
education and addict
What part of speech are these words?
nouns
When the suffixes -al and -ive are added, what part of speech is formed?
adjective
Yes, these two suffixes can be used to transform nouns into adjectives.
Help students understand the benefits of explaining how authors use reasons
and evidence to support their points of view.
e’ve talked a lot about the authors’ points of view regarding video games.
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We have also paid close attention to how the authors blend explicit and
implicit ideas. How does identifying the authors’ points of view and identifying
their reasons and evidence help us as readers?
Well, when we read in this way, we can decide whether we agree with the
authors’ points of view and why.
E-RESOURCE
Formative Assessment: Comprehension Using the Quick
Start Planner, note the session’s learning focuses. Observe each student’s
articulation and use of text evidence to evaluate individuals’ effective use of
the learning focuses.
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RF.4.4a FLUENCY
Purpose and Understanding
TEACHER’S
CHOICE FLUENCY FOLLOW-UP
Fluency Practice Lead students in echo-reading to promote purpose and
understanding. Follow this procedure: (1) Read page 7 aloud, slowing your
rate for the purpose of understanding the reasons and evidence presented and
using expression and intonation to show understanding of exclamations and
questions. (2) Have student echo your reading of each sentence.
TEACHER’S
W.4.8*, RI.4.8 WRITING
Gather Information
CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE
E-RESOURCE
Formative/Summative Assessment Have students continue
to use the blackline master on page 11 for collecting evidence as they read.
Students will continue to collect details from the text to answer the question:
How do the authors build their arguments? Students may need multiple copies
of the organizer. Review students’ collected evidence as you evaluate their
mastery of the learning focuses.
TEACHER’S
CHOICE CLOSE READING OPTIONS
E-RESOURCE
Summative Assessment Print the online blackline master for
independent close reading. Ask students to read a portion of the Session 3
text selection independently, as indicated on the blackline master. Then have
them respond to the prompts (summarize author’s message, identify critical
vocabulary, respond to constructed response questions) before returning for
Session 3’s small-group discussion. Alternatively, you can use the completed
blackline master for summative assessment.
6 SHOULD KIDS PLAY VIDEO GAMES?
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Session 3 Text Selection: pp. 10–26
Key Idea: Text Selection In the remaining arguments, the authors use
reasons, evidence, and explicit and implicit details to convey positive and
negative points of view regarding playing video games.
Returning to the Text 5 minutes
Explain that students will return to the text to read pages 10–26, identifying
how reasons, evidence, and explicit and implicit details convey the authors’
points of view.
s authors explain their points of view regarding video games, we note
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reasons, evidence, and explicit and implicit details. How does looking closely
at these things help us understand the text?
It helps to determine whether the authors’ points of view are fair or unfair.
Also, when we look at the authors’ points of view closely, it can help us
distinguish our own points of view.
Reading the Text CLOSELY 10 minutes
State the learning focuses. Invite students to read pages 10–11. Check to see
how they are doing with the application of the focuses. Then have students
read pages 12–26, paying special attention to how the authors continue to
support their points of view.
oday, we will pay attention to how the authors use reasons, evidence, and
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explicit and implicit details to support their points of view. On pages 10 and
11, we read another argument in favor of video games. Who has a question
about this argument?
What reasons do the authors give to support their point of view?
Can anyone find either explicit or implicit details to help us answer this?
LEARNING FOCUSES
RI.4.1*, RI.4.6*, RI.4.8
Students ask and answer
questions to demonstrate
understanding of the text,
referring to explicit and
implicit text evidence
as the basis for their
answers. Students identify
the authors’ points of
view about the topic and
determine whether there is
a bias. Students distinguish
their own points of view and
determine if the authors’
arguments are fair or unfair.
Students also explain
how authors use reasons
and evidence to support
particular points in the text.
Vocabulary
RI.4.4 Introduce students
to these domain-specific
vocabulary words and
phrases: virtual-reality
devices, game system, video
camera, and controller.
Use visual aids to support
discussion of these terms.
The authors say explicitly that video games never become boring, and
video games are a fun way to spend time with family and friends.
Who has another question?
ELL SUPPORT
What evidence do the authors give to support these reasons?
What answers can you find?
They say both kids and adults enjoy them. They talk about how virtual-reality
devices can keep things new and fun. They say you can have contests playing
video games, and the games can teach siblings to get along better.
L.4.4 Vocabulary Support
vocabulary such as couch
potato in context using the
ELL vocabulary strategies in
Getting Started.
hat is one idea that the authors imply when they refer to the idea of “couch
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potatoes”? Does anyone have thoughts on this?
I think they imply that playing a video game is a more active physical
pastime than watching television.
Discussing the Text 10 minutes
Have students paraphrase portions of text read aloud.
I’m going to read the argument on pages 12 and 13 aloud. I want you to
paraphrase the authors’ reasons and evidence in support of their point of view
here. First, I’m going to read aloud the second paragraph on page 12. . . . Who
can paraphrase what the authors say here about video games and violence?
If someone plays violent video games, he or she might become more
aggressive and more likely to argue, start fights, kill someone, or think that
murder is OK.
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SL.4.2 DISCUSSION
Paraphrase
Mondo Bookshop Grade 4 7
12/18/14 3:33 PM
Who can paraphrase the authors’ supporting evidence?
COMPREHENSION SHARE
As you read, look for reasons
and evidence that support
particular points an author
makes in the text. A reason is
more general than evidence.
Evidence may take the form
of facts, statistics, anecdotes,
graphics, descriptions, or
quotations.
A girl and some others were killed in a mass shooting in Kentucky. One
friend beat and stabbed another friend after playing a violent video game.
Support students as they continue to study the relationships between point of
view, explicit and implicit details, reasons, and evidence.
ou’ll finish the rest of the book on your own. You may want to review the
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whole book and mark reasons and evidence with self-stick notes. Why do you
think it’s important to analyze the authors’ points of view?
By analyzing the authors’ points of view, I am able to think about my own.
Encourage students to share understandings with partners.
ind explicit and implicit details, reasons, and evidence that support the
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authors’ point of view in each argument.
In the argument about violence, the authors imply that violent video games
make many players violent, but I’m not sure that’s true. What percentage
of players act violently? They don’t really talk about it, so I don’t think their
argument is that convincing.
W.4.8*, RI.4.8
WRITING
Respond to Question
TEACHER’S
CHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCE
E-RESOURCE
Formative/Summative Assessment Have students continue to
use the blackline master on page 11 as they finish reading. Then ask them to
write a response on a separate sheet of paper that answers the question: How
do the authors build their arguments? Be sure students cite page references.
Have students use the text evidence they collected to support their writing.
TEACHER’S
CHOICE
Writing Task: Opinion
W.4.1
WRITING
Opinion
E-RESOURCE
Summative Assessment Review the elements of an opinion
piece. Invite students to state and defend their opinions regarding another
issue. Guide them to use the blackline master on page 12 to help them build
their arguments. Before they write, have students discuss possible issues
with partners. Students will work independently to write their opinion pieces.
Consider having partners each write one point of view—for or against—the
same issue.
ou have been thinking about the authors’ points of view regarding video
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games. Work with a partner to discuss other controversial issues. Then choose
one issue to write about. Remember to provide reasons for your opinion.
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TEACHER’S
CHOICE
Additional Instruction
word study Compound Words Looking at the words that make up a compound word
is a useful study strategy. Provide an example and let students identify the
words that make up the compound and discuss the relationship between the
meanings of the individual words and the meaning of the compound.
ou read the word handheld on page 4 of this book. Which smaller words
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make up this compound word?
hand; held
ow, let’s think about how the meaning of each individual word helps
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you figure out the meaning of the compound. Who has an idea what this
compound means?
L.4.5 VOCABULARY
Compound Words
TEACHER TIP
Have students use this
strategy with other
compound words in the text:
software (page 6).
something you hold in your hand
ook for words you know in compound words. Then use the meanings of
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these words to figure out the meaning of the compound word.
VOCABULARY
Word Relationships Have students develop their vocabulary by providing
opportunities to learn new words by establishing relationships.
L.4.5 VOCABULARY
Word Relationships
In the persuasive book Should Kids Play Video Games? the students debate
whether it’s a good idea for kids to play video games. Who would like to
share a connection among the words debate, argument, and persuasive
on page 4?
To debate is “to argue.” The best arguments, or reasons and evidence, will
be persuasive, or convincing to readers.
ave students make word webs that include entries related to persuasive or
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argumentative writing.
word recognition
Letter-Sound Correspondence, Syllabication, and Morphology Help students
use letter-sound correspondence, syllabication, and morphology to read
accurately unfamiliar multisyllable words in context. Direct students’ attention
to the word desensitize on page 13.
RF.4.3a WORD RECOGNITION
Letter-Sound Correspondence,
Syllabication, & Morphology
et’s look at the word desensitize on page 13. This may be an unfamiliar
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word, but we can use familiar strategies to read it. First, do you recognize the
prefix?
yes, de-, meaning “opposite of or down”
Yes, de- is a one-syllable prefix. (Write the word and draw a line between de
and sensitize: de/sensitize.) Now, do you see a familiar base word?
yes, sense
How many syllables does this have?
one
Yes, sense is a one-syllable base word. (Mark the remaining syllables: de/sen/
si/tize.) Do you recognize a suffix?
Yes, -ize, meaning “to make”
reat. By putting this all together, we are able to figure out that desensitize
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means “to make less interested, sensitive, or involved.”
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Mondo Bookshop Grade 4 9
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Name
Date
Comprehension: Ask and
Answer Questions
There are many details that are explicit and many that are implicit in the
book Should Kids Play Video Games? Use this organizer to ask yourself
questions about the information in the text. Write answers to your questions
and determine whether each answer was found from information that was
explicitly told to you or from information that was implied. Circle “Explicit”
or “Implicit” for each answer.
Question 1:
Answer:
Explicit
Implicit
Question 2:
Answer:
Explicit
Implicit
© Mondo Publishing
Question 3:
Answer:
Explicit
Implicit
Score:
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Name
Date
Collecting Text Evidence
How do the authors build their arguments?
Think about how the authors convey and defend their points of view.
How do the authors organize information? What types of evidence do the
authors provide? Use text evidence from the book to help you explain. Mark
helpful passages with self-stick notes. Write summaries and exact words and
phrases that outline the authors’ arguments.
Reasons
Types of Evidence
© Mondo Publishing
Argument / Point of View
Score:
Mondo Bookshop Grade 4 11
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Name
Date
Writing Task: Opinion First Draft
The authors state and defend their points of view regarding video games.
Now state and defend your own point of view on another issue. Borrow
ideas from the authors about how to build your argument.
REMEMBER: A well-written opinion piece includes
A beginning: clear introduction of the topic and statement of
opinion
A middle: reasons for your opinion; evidence to support each
reason
© Mondo Publishing
An ending: concluding section
Score:
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