®
Guided
Reading
ARGUMENT
900L
Should There
Be Zoos?
Written by Tony Stead with Judy Ballester and her Fourth-Grade Class
Key IDEA Student authors, with teacher guidance, have written arguments debating
whether zoos ultimately help or harm animals, and whether a zoo’s main purpose is to provide
a safe environment for animals or to provide entertainment, sometimes at animals’ expense.
LITERACY STANDARDS Addressed in This Plan
RI.3.2
RI.3.4
MAIN FOCUS Key Ideas & Details L.3.4c
Session 1, Additional Instruction Determine the main idea of a text; recount the
key details and explain how they support the
main idea.
Use a known root word as a clue to the meaning of
an unknown word with the same root.
Craft & Structure RF.3.3c Phonics & Word Recognition Session 2 Decode multisyllable words.
Sessions 1, 3 Determine the meaning of general academic and
domain-specific words and phrases in a text
relevant to a Grade 3 topic or subject area
RI.3.6
MAIN FOCUS Craft & Structure Session 2, 3 Distinguish their own points of view from that of
the author of a text.
RI.3.9
MAIN FOCUS Integration of Knowledge & Ideas Session 3 Compare and contrast the most important
points and key details presented in two texts on
the same topic.
ISBN 978-1-62889-168-3
RI.3.10 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, at the high end of the
Grades 2–3 text complexity band independently
and proficiently.
SL.3.1d Comprehension & Collaboration Sessions 1, 2, 3 Explain their own ideas and understanding in light
of the discussion.
L.3.4a
Vocabulary Acquisition & Use Sessions 1, 2, 3 Vocabulary Acquisition & Use RF.3.3d Phonics & Word Recognition Additional Instruction Read grade-appropriate irregularly spelled words.
RF.3.4a Fluency Session 2 Read grade-level text with purpose and
understanding.
W.3.1
Text Types & Purposes Writing Task Write opinion pieces on topics or texts, supporting
a point of view with reasons.
W.3.8* 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.
W.3.10 Range of Writing Write routinely over extended time frames (time
for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and
audiences.
Session 2, Additional Instruction Use sentence-level context as a clue to the
meaning of a word or phrase.
Mondo Bookshop Grade 3 1
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Session 1 Text Selection: pp. 5–10
Learning Focus
RI.3.2
Students read closely to
analyze each argument,
determine the main idea,
cite key supporting details,
and explain how text
evidence (facts and details)
work to support each
argument.
Key Idea: Text Selection The introduction sets out the structure and purpose
of the book. The first argument in favor of zoos is based on the idea that zoos
help prevent extinction by providing animals with a safe environment.
Previewing the Text 5 minutes
Read the title and author credit with students. Mention that a fourth grade
class helped write this book. Invite students to read the back cover.
I think it’s interesting that this book was written by a group of fourth
graders with help from their teachers. Read the back cover quietly to
yourselves. What do you think this book is about?
These students wrote arguments about if there should be zoos.
Do we think the title states that clearly to the reader?
I’m not sure what persuasive means; I think it means you’re trying to
convince someone about something.
READING THE TEXT CLOSELY 10 minutes
Invite students to read the Introduction. Discuss it together.
Who will share what they learned in the Introduction?
VOCABULARY
RI.3.4 If students appear
uncertain about the words
extinction and endangered,
suggest that they check the
glossary for definitions.
We’ll read different opinions about if animals should be in zoos; they all
want us to agree with their opinions, but they don’t agree with each other.
Explain the learning focus for students. Ask them to read a portion of page
7. Check to see how they are doing with the application of the focus. Provide
support if needed. Then have them read the rest of this argument.
s we read, we’re going to think about the main idea of the first argument,
A
and about important details the author chose to support his opinion. Let’s
read the chapter title and subheading and then the first paragraph. . . .
What do you think is the main idea so far? Listen to each other so you can
add to what your friends have said.
It tells a lot about extinct animals; It says zoos help prevent extinction.
how us the text evidence you found. We’ll talk about how details support
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this argument before reading on.
Corrective Feedback
Have students closely reread
the title, subtitle, and first
sentences to find the author’s
key idea. Encourage them
to silently reread, stopping
at key points to think and
talk together about their
understandings.
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 the
title, subtitle, and first paragraph to read and think through what the author is
trying to convey. Students may not read the entire selection during this session.
ur work as readers today is to think about the main idea of this argument
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and find the critical facts the authors use to persuade us to agree. We want
to understand the reasons and decide if we think they are strong and
convincing. Now read through page 10.
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Discussing the Text 10 minutes
Invite students to share a central idea from the first argument. Encourage them
to provide a key detail that supports it.
s we talk together, listen to each other’s thoughts so you can add your own.
A
Who will tell us the central idea from the argument we just read? Share your
idea in your own words. Then I’ll ask you to back up your thinking with
evidence from the text.
It said that lots of animals are getting extinct every year, and pandas and
tigers are endangered and can get extinct, too; so maybe zoos can keep
these animals safe.
SL.3.1d Discussion
Collaborative
Discussion Tip
As key ideas are mentioned
during a discussion, you may
want to have a volunteer
make notes about them in a
place where all can see.
If we put these ideas together, we may have the main idea of this argument.
Show us the facts you found to support it.
It says here 50,000 species are doomed to extinction each year, and here it
says how the Atlas bear disappeared because humans destroyed its habitat.
I’m still trying to find where in the text it says this is an argument in favor
of zoos.
Right here on page 9 it says a good zoo can provide food and shelter to
preserve wildlife.
Focus on the word preservation at the bottom of page 9.
et’s have a close read of the last paragraph on page 9. The word
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preservation is in the last sentence. Think about what it means to our
understanding of both this sentence and the argument. Who has an idea?
I think it means keeping something alive. Like when you preserve
something, you save it.
ou can see the root word preserve. Preserve means “­protect.” A life
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preserver protects people. So what does preservation mean in the big idea
of this sentence and argument?
It means protecting all different animals so they don’t become extinct.
Confirm students’ good use of the focus and encourage them to keep it in
mind whenever they read arguments such as these.
L.3.4c VOCABULARY
Root Words
ELL SUPPORT
L.3.4 Vocabulary Support
vocabulary such as the verbs
researching, extinction, and
persuade in context using the
ELL vocabulary strategies in
Getting Started.
ou did a great job identifying the big idea of the argument and details that
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support it. Think about the work we just did whenever you are reading a
persuasive text and especially when we read more of this book.
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.
TEACHER’S
CHOICE COMPREHENSION: MAIN IDEA AND KEY DETAILS
E-RESOURCE
Formative Assessment Hve students use the blackline master on
page 10 to record main ideas and key details in the text Should There Be Zoos?
Review students’ answers as you evaluate their mastery of the learning focus.
RI.3.2 COMPREHENSION
Main Idea and Key Details
TEACHER’S
CHOICE Constructed Response: Collect Text Evidence
E-RESOURCE
Formative/Summative Assessment Have students use the black-
line master on page 11 for collecting evidence as they answer the following
question: What are the arguments for and against keeping animals in zoos?
Identify two reasons that people support it and two reasons that people are
against it. Review students’ collected evidence as you e
­ valuate their mastery of
the learning focus.
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W.3.8*, RI.3.2 WRITING
Gather Information
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Session 2 Text Selection: pp. 5–10
LEARNING FOCUSES
RI.3.2, RI.3.6
Students return to text to
read closely and analyze
central ideas and the details
that support them, citing
text evidence of supporting
facts. Simultaneously
students think about their
own opinions in light of
evidence in the text they are
reading and in preparation
for the reading of opposing
opinions.
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.
We read the introduction to a book of arguments about zoos. Then we
read an argument saying zoos are good because they help keep animals
safe so they don’t become extinct.
Several of you found critical details in the text that supported this argument.
READING THE TEXT CLOSELY 10 minutes
Explain the learning focus. Invite students to read page 7. Check in to see
how well they have understood the focus. If you are satisfied that students can
apply it, set the reading assignment for the session. If not, provide corrective
feedback as suggested on page 2 of this l­esson plan.
oday we’re going to think about the author’s argument and point of view.
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We agree it’s an argument for zoos because they protect endangered
animals. Now we’ll reread to see if the authors used details to make the
argument strong. Reread page 7 silently. . . . Let’s talk about the strength
of the argument based on this page.
I think the first paragraph is confusing. I’m not sure what he means. There
are a lot of details about dodo birds. I like zoos, but I’m not sure if I agree
with this argument yet. I think maybe there are too many details, and it’s
hard to figure out if I agree or not.
hat’s exactly the sort of thinking I’d like you to do as you reread the rest of
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this first argument.
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 the reading.
SL.3.1d
DISCUSSION
Collaborative
COMPREHENSION SHARE
Keeping an open mind
while reading is not the
same as agreeing with the
writer. When you keep an
open mind, you take in the
argument, try to understand
it, and then decide whether
you agree with it, don’t agree,
or need more information.
Discussing the Text 10 minutes
Facilitate a discussion in which students cite the main idea and important
details of the opening argument in relation to their own evolving opinions.
Encourage them to ask questions to check understanding and evaluate the
persuasiveness of the argument.
I’d like to hear how your own opinions are shaping up based on what we’ve
read. Let’s talk about if we find this a good persuasive argument and why.
I like zoos and I agree with the main idea that they are important to help
keep animals alive on Earth. He gave lots of examples of animals that died
out, but I think he should give examples of animals that didn’t die out
because zoos saved them. Then I would agree more.
Who has something to add?
So far my opinion is that zoos are nice, but I am not sure they can keep
every animal from being extinct.
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Focus on the word pesticides on page 10.
he word pesticides is in the last sentence of the first paragraph. That’s an
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important word to know when discussing endangered species. . . . Who can
explain what it means in this ­argument?
L.3.4a VOCABULARY
Words in Context
It says that farmers spray pesticides and that they harm animals. So I think
pesticides are one cause of animals becoming endangered.
Any other thoughts? Think about a small word within pesticides.
The word pest is in it. I know that insecticide kills bugs, so I guess pesticides kill pests.
How is this an important detail supporting this argument?
I don’t know if it is because it doesn’t say how pesticides harm other
animals. It doesn’t say.
Guide students to use word recognition skills to decode words that may be
unfamiliar. Then help them use context to arrive at the definition. Return with
students to the word documented, which appears in lines 2 and 21 on page
11. Write the word on a small whiteboard or easel.
RF.3.3c WORD RECOGNITION
Multisyllable Words
s I was listening to you read, I noticed that several of you seemed unsure of
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this word.
et’s break it down into parts we can more easily pronounce. Who can tell us
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the first syllable?
doc
I’ll divide the word after the c. Next?
Maybe we could mark off the –ed at the end.
We can do that. Now what?
I think the second syllable is um.
Let’s try pronouncing that together: doc-um-ent-ed. What do you think?
I don’t know that word.
ow about if I make this second syllable u, and the next syllable ment:
H
doc-u-ment-ed.
I know a document is like an important piece of paper.
es, a document often provides evidence of something. So what do you think
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documented means?
Maybe it means that there is evidence on paper that zoo animals get
zoochosis.
Does that make sense in the text? Reread it quietly to yourselves.
Guide students to begin to assess the strength of the arguments as they
consider their own opinions.
e’ve read arguments in favor of zoos from two authors. I hope you are
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thinking about your own points of view as we read. Maybe your thinking is
changing as we talk about these important ideas and details. Take some time
now to talk to a partner about your opinion and whether you agree with the
students so far. Sometimes talking about things like this helps clarify how you
really feel. We’ll talk more about this in our next session.
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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.
TEACHER’S
RF.3.4a
FLUENCY
Oral Previewing
CHOICE FlUENCY FOLLOW-UP
Fluency Practice Use oral previewing to enhance fluency and comprehension.
Follow this procedure: 1) Student listens to fluent reader read selected text
aloud several times. 2) Student reads the text independently.
TEACHER’S
W.3.8*, RI.3.2
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 evidence-gathering as they answer the
following question: What are the arguments for and against keeping animals in
zoos? Identify two reasons that people support it and two reasons that people
are against it. They may need multiple copies. Review students’ c­ ollected evidence as you evaluate their mastery of the learning focus.
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Session 3 Text Selection: pp. 7–12
Key Idea: Text Selection The first argument in favor of zoos is based on the
idea that zoos help prevent extinction. The following argument, against zoos,
contends that zoo captivity can cause mental illness in animals.
RETURNING TO THE TEXT 5 minutes
Explain that students will reread the first argument and then an additional
argument on pages 11–12, looking for points of comparison and contrast as
they assess each argument and continue formulating their own opinions.
o far we’ve read one argument in favor of zoos. As we figure out our own
S
opinions, it’s important to consider other arguments in this book so we can
consider and compare them. Why do you think that might be a helpful
strategy?
We can decide which arguments make the most sense and which ones have
a lot of facts to support them; we can think about whether we agree or not.
READING THE TEXT CLOSELY 10 minutes
State the learning focuses and invite students to read page 11. Check to
see how they are doing with application of the focuses as you have done
previously. Then have students read pages 7–12, paying specific attention to
points of comparison and contrast. Sticky notes may be helpful when reading
across texts.
ake some time now to reread the arguments on pages 7–12. Read closely
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and think about ways in which they are the same and ways in which they
differ. Consider the clarity of the main ideas. Do they make sense? Do you
agree? Think about details. Are they important? Do they support the
arguments? Do they reflect your own point of view?
Discussing THE TEXT 10 minutes
Facilitate a discussion that links three learning focuses. Remind students to
think about what makes a strong argument. Guide them to consider the main
idea of the argument against zoos, then compare and contrast the two
arguments they’ve read.
et’s review main ideas and supporting facts as we compare and contrast
L
these arguments.
The zoochosis argument had one main idea and lots of sad facts. If you’re
an animal lover, these details really get to you, so I thought that was a
stronger argument than the first one.
Who will add to that?
I agree that it’s a strong argument because all the details go with the main
idea. I didn’t like the ending though—I don’t think making animals crazy is
the only thing zoos do.
Who else has a comparison?
LEARNING FOCUSES
RI.3.2, RI.3.6, RI.3.9
Students read closely to fully
grasp the main ideas and
relevant supporting details of
the first two arguments. They
compare and contrast these
ideas and details in order
to assess the strength of
these arguments. Students
continue formulating their
own points of view in light
of new reading and consider
how their personal points of
view differ from those of the
authors.
VOCABULARY
RI.3.4 Explain to students
that in a persuasive text, you
state your opinion about
something and give reasons
why you feel that way. This
opinion statement, along with
all the reasons that support it,
is called an argument.
SL.3.1d DISCUSSION
Collaborative
ELL support
RI.3.9 Discussing the Text
Ask questions at students’
language proficiency levels
and provide the following
sentence frames for student
responses:
___ and ___ wrote about the
same topic. The author of
[title of first text] said___.
That was the same as/
different from what the author
of [the second text] said. The
author of [title of second text]
said, ___.
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Support students to distinguish their own points of view from the authors’
points of view. Remind them to compare, contrast, and take notes regarding
their own opinions.
Comprehension Share
Opinion is as important in
nonfiction as it is in fiction.
But don’t jump to a final
opinion before you hear all
the facts. Scientists, among
others, often change their
minds after they read new
information.
ou’ll finish this book on your own, but you may already have formed some
Y
opinions.
Who shares a point of view with one of the authors?
I do think we need zoos, and I agree with the first argument about saving
endangered species; I think we should not have zoos if it makes animals
crazy, so I agree with the zoochosis argument; I think we should not spend
money preserving animals in zoos. We should preserve their habitats.
Encourage students to share understandings with a partner.
It’s helpful to compare and contrast these arguments as you think about your
own points of view. Turn to a partner and discuss this. What did you decide?
We agreed that if we think about what makes a strong argument, even if
we disagree with it, that will help us when we write our own so that it’s
persuasive.
W.3.8*, RI.3.2
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 for collecting evidence as they finish the
text. Ask them to be finalize their thoughts and write their own response to
the question: What are the arguments for and against keeping animals in zoos?
Identify two reasons that people support it and two reasons that people are
against it. Be sure they cite page references.
TEACHER’S
CHOICE CLOSE READING OPTIONS
E-RESOURCE
Summative Assessment Print the online blackline master for
independent close reading. Ask students to read the selection indicated on
the page independently and respond to the prompts (summarize author’s
message, identify critical vocabulary, respond to constructed response
questions) before returning for a small-group discussion. Alternatively,
you can use the completed blackline master for summative assessment.
TEACHER’S
CHOICE
Writing Task: Opinion
W.3.1
WRITING
Opinion
E-RESOURCE
Summative Assessment Review with students what makes a
compelling argument. Invite students to write their own texts expressing their
opinions of zoos. Remind them to make good use of factual details to support
their main points. Students will work independently to write their opinions.
Have them use the blackline master on page 12 to write their text. Consider
having students publish their own opinion text on this topic or one of their
own choosing.
ou have collected text evidence as you’ve been reading to help you write a
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clear and convincing argument. Now work on your own to write an opinion
text for or against zoos. Begin by stating your opinion clearly. Then provide
details to explain and support it. Use evidence from the texts in this book
and from other sources if you like. Finally, conclude by clearly restating
your opinion.
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TEACHER’S
CHOICE
Additional Instruction
word study Latin Roots Focus on the words aquatic and aquarium in paragraph 2 on
page 5.
L.3.4c vocabulary
Root Words
ake a moment to reread paragraph 2 on page 5. You will find the words
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aquatic and aquarium. Who will share their understanding of those words?
I have an aquarium— it has water and fish in it. A zoo aquarium is like a
huge fish tank.
ou can see the root word aqua in both words. Aqua means “water” in Latin,
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so what do you think aquatic animals are?
Animals that live in water, like fish.
That makes sense, doesn’t it? An aquarium is like a zoo in water.
VOCabulary
Multiple-meaning Words Help students develop vocabulary by understanding
the correct meanings of multiple-meaning words in context.
any words in English mean one thing in one sentence, and something
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different in another. To understand a sentence, you may need to use the
context to help you figure out the meaning of these words. Who knows the
definition of argument?
When two people don’t agree about something and they are yelling back
and forth, that’s an argument.
rue. Sometimes arguments get a little out of hand. But in this text, argument
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has a different meaning. Take a look at the contents page. What do you think
the meaning of argument is on that page?
L.3.4a VOCABULARY
Words in Context
Share
People who debate or argue
usually feel very passionately
about their opinions.
Discussions during debates
or arguments should remain
calm. Raised voices don’t get
a point across—words do.
It’s someone’s opinion.
Can anyone add to that?
I think it’s an opinion that uses details and facts so that it’s convincing, so
that you’ll agree.
es, this type of argument is meant to persuade you to agree. Arguments like
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these are written carefully with clear points and facts and details. No one is
angry, but the authors are working hard to make their opinions clear and
persuasive.
word recognition
Irregularly Spelled Words Write the word tortoise on chart paper or whiteboard. Guide students to understand that this very old word may have started
out five or six centuries ago as Middle English (tortuce) or French (tortu). Then,
as often happens, the spelling changed over time to what it is today.
RF.3.3d WORD RECOGNITION
Irregular Spellings
n page 8 of the first argument, we encountered this word. Let’s pronounce
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it together. . . . The spelling of this word is irregular. That means it doesn’t
follow the phonics rules that we know. If it did, how might we spell it? I’ll
write your ideas under the word.
tortiss, tortuss, tordis.
hose are all correct—but incorrect! There is only one correct spelling for
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tortoise, so in order to read it, you just have to know it.
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Name
Date
Comprehension: Main Idea and
Key Details
In the boxes, record a main idea of one of the arguments in the
text Should There Be Zoos? and key details that support the main idea.
Main Idea
Key Detail
Key Detail
Key Detail
© Mondo Publishing
Explain how the key details support the main idea.
Score:
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Name
Date
Collecting Text Evidence
What are the arguments for and against keeping animals in zoos?
Identify two reasons that people support it and two reasons that
people are against it.
Fill in a section of this chart for each argument you read. In the first column,
write arguments for zoos in the top section. Write arguments against zoos in
the bottom section. In the second column, summarize the facts the authors
use to support their opinions. Include page references. Use as many copies of
this chart as necessary to collect the evidence you need from the entire book.
Supporting Facts/Page
Arguments Against Zoos (Main Idea)
Supporting Facts/Page
© Mondo Publishing
Arguments For Zoos (Main Idea)
Score:
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Name
Date
Writing Task: Opinion First Draft
Think about the opinions that you read about animals and zoos.
Write an opinion text stating whether you are for or against keeping animals
in zoos. Use the text evidence you have collected as you write your opinion
text. Be sure to pay attention to the structure of your response.
REMEMBER: A well-written opinion includes:
• a clear opening sentence stating your point of view
• evidence to support your opinion
© Mondo Publishing
• a strong closing statement
Score:
12 should there be zoos?
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