Guided Reading PERSUASIVE 780L Should We Have Pets? Written by Sylvia Lollis with Joyce Hogan and her second-grade class KEY IDEA Student writers, with assistance from their teacher and a working author, debate whether it is good for animals to be kept as pets and provide research-based facts and details to support their opinions. LITERACY STANDARDS ADDRESSED IN THIS PLAN RI.2.1 MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.4 MAIN FOCUS Craft & Structure Sessions 2, 3 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.9 MAIN FOCUS Integration of Knowledge & Ideas Sessions 2, 3 Compare and contrast the most important points presented by two texts on the same topic. RI.2.10 Range of Reading & Level of Text Complexity By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2 3 text complexity band proficiently, with scaffolding as needed at the high end of the range. L.2.4a Vocabulary Acquisition & Use Sessions 1, 2 Use sentence-level context as a clue to the meaning of a word or phrase. L.2.5b Vocabulary Acquisition & Use Additional Instruction Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl ) and closely related adjectives (e.g., thin, slender, skinny, scrawny). RF.2.3a Phonics & Word Recognition Session 2, Additional Instruction Distinguish long and short vowels when reading regularly spelled one-syllable words. RF.2.4b Fluency Session 2 Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. ISBN 978-1-62889-128-7 SL.2.1a Comprehension & Collaboration Sessions 1, 2, 3 Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). L.2.4 Vocabulary Acquisition & Use Additional Instruction Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. W.2.1 Text Types & Purposes Writing Task Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W.2.8 Research to Build & Present Knowledge sessions 1, 2, 3 Recall information from experiences or gather information from provided sources to answer a question. Mondo Bookshop Grade 2 1
Session 1 Text Selection: pp. 4 11 Learning Focus RI.2.1 Students read closely to understand each argument, asking and answering questions and citing text evidence to demonstrate understanding of key ideas and details. Key Idea: Text Selection The introduction identifies the topic of pets and defines persuasive text. Then the text presents opposing points of view about having pets supported with facts and details. Previewing the Text 5 minutes Read the title and author credit with students. Tell students that a second-grade class helped write this book. Then have them read the back cover. Encourage students to read the chapter titles and flip through the photos. The students who wrote this book were the same age as you! I m interested to hear their ideas about owning pets. Read the back cover to yourself. What did you learn about the book from reading the back cover? There are good sides and bad sides to owning a pet. The authors have different reasons for their opinions. Maybe I will change my mind after I read the book. Let s look at the table of contents. How are the students opinions organized? Each chapter tells a different reason for or against having a pet. Vocabulary RI.2.4 Point out the word checkup in the caption on page 7. Explain that the photo holds a clue to its meaning. Have students point out details about what the vet is doing to help them determine the meaning of the word. Corrective Feedback Have students closely reread pages 6 and 7 to find the authors key idea. Encourage them to silently reread, stopping at key points to think and talk together about their understandings. 2 Should We Have Pets? reading the Text CLOSELY 10 minutes Invite students to read the introduction. Talk about it as a group. Let s talk about what we learned in the introduction. Who wants to go first? We ll read different opinions for and against having pets. We ll read about why we should agree with one side or the other. As we read, we ll learn details that show the reasons why the authors have different opinions. Explain the learning focus. Ask students to read pages 6 and 7. What do we know about Amanda and Elizabeth s opinion on having pets? They are for having pets. What details from the text help us understand why they think this way? Pet owners take care of their pets. They give their pets things they need: food, water, and a place to live. Without these things, animals could starve. As we read, we are going to ask who, what, when, where, why, and how questions and look for answers. Then we ll look for details and reasons the authors give that answer these questions and support their opinions. Does anyone have a question about something on pages 6 and 7? What is a vet? Can anyone answer the question using the text and photos? A vet is a doctor that takes care of animals. There is one in the picture on page 7. If you are satisfied that students can apply the focus, set the reading assignment for the session. If you are not, prompt them to return to pages 6 and 7 and think through what the authors are trying to convey. Students may not read the entire selection during this session. Our work as readers today is to ask who, what, when, where, why, and how questions and look for answers. Then we can think about the key idea of the opinions and critical details the authors use to persuade us to agree with them. Go ahead and read through page 11.
Discussing the Text 10 minutes Invite students to share a main idea from page 9. Encourage them to provide details the authors use on pages 8 and 9 to support this idea. As we read, we asked who, what, when, where, why, and how questions and thought about the main points the authors made in each section. We looked at how they used details to support their ideas. As we discuss what we read, we will take turns speaking and listening to each others ideas. Who has identified an important idea from page 9? People should not own pets. Can someone give a detail from the text that supports this main idea? Some pet owners hurt their pets. Some people put their pets in small cages. Some people don t want their pet after a while and don t give it food or water. Those are all good details. Focus on the word loyal at the top of page 10. Some of you may not know the meaning of loyal on page 10. How could we figure it out? We could look for clues in the sentences. What clue in the sentence can help us understand the meaning of loyal? loving friends What things can be loyal? pets, people, friends Can anyone name a word that means almost the same thing as loyal? faithful, reliable, dependable Confirm students good use of the focus and encourage them to keep it in mind whenever they read persuasive texts such as these. You asked who, what, when, where, why, and how questions and looked for details in the text that help to explain the authors opinions. Think about the work we did as we read more of this book and when you read other persuasive texts. E-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, observe this session s learning focus. Observe each students articulation and use of text evidence to evaluate individuals effective use of the learning focus. CHOICE COMPREHENSION: ASK AND ANSWER QUESTIONS E-RESOURCE Formative Assessment Have students use the blackline master on page 10 to practice asking and answering questions about key details. Review students responses as you evaluate their mastery of the learning focus. SL.2.1a Discussion Collaborate DISCUSSION TIP When students are having a conversation, caution them not to interrupt each other as they are speaking. L.2.4a Vocabulary Context Clues COMPREHENSION SHARE If you don t understand something you are reading, ask a question. You can also look for answers to your questions as you are reading. If you see a question, try to answer it yourself. RI.2.1 COMPREHENSION Ask & Answer Questions 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 questions: What are the two strongest opinions given in favor of having pets? What are the two strongest opinions given against having pets? Use text evidence you find in Should We Have Pets? to support your response. Review students collected evidence as you evaluate their mastery of the learning focus. W.2.8, RI.2.1 WRITING Gather Information Mondo Bookshop Grade 2 3
Session 2 Text Selection: pp. 4 11 Learning FocusES RI.2.1, RI.2.4, RI.2.9 Students return to the text to continue looking for key ideas and details that help them understand each argument. They will also ask and answer questions by citing text evidence and gain understanding of subject-area words. At the same time, students will compare and contrast both sides of the argument as they read closely. Returning to the Text 5 minutes Ask students to reflect on the text their reading in Session 1. Guide them to recall how they applied the learning focus to their reading. Let s review our discussion about Should We Have Pets? from the last session. Who wants to go first? We talked about the introduction. We learned that second graders gave reasons to support different opinions about owning pets. We looked at details the authors used to support their main ideas. We asked who, what, when, where, why and how questions and answered them to help us understand the main ideas. As we reread, we will look at the words the authors use to make their opinions clear and we ll also begin to compare and contrast the different opinions in this part of the book. ELL SUPPORT L.2.4 Vocabulary Support vocabulary such as argument, for, and against in context using the ELL vocabulary strategies in Getting Started. COMPREHENSION SHARE Think about what the main idea is in each paragraph. Look for details that tell more about the main idea. Note the main idea and details of each paragraph. This will help you decide what are the most important ideas in the book. Reading the Text CLOSELY 10 minutes Explain the new learning focuses. Ask students to reread page 6 9. Observe how well they can apply the learning 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. Today we re going to talk about some of the words the authors used to give their opinions. Who can tell us a main point on page 6 about keeping pets? Owning pets is good for animals. Which details support this point? Owners give their pets food, water, a place to live. They take pets to the vet. Let s talk about words that help to add to the power of the argument. What do you notice about the words in the quoted sentence at the top of page 6? The words dirty and homeless make me think of animals out on the street without someone to love them. That makes me feel sad. In order to tell how you feel about an opinion, what should you pay attention to? See if the details the authors used are strong enough to support their ideas. Let s think about how these two opinions are alike and different. Who d like to go first? The first opinion is for having pets, and the second is against. Both opinions have words that make them strong. Now reread to page 11, asking yourself questions to learn more about the arguments. Also notice the words the authors use to persuade you. Formative Assessment: Phonics and Fluency Listen to each student read a portion of the text. Observe how well students can decode regularly spelled one-syllable words such as fed (p. 12) and feed (p. 7). Pay close attention to fluency as well. If students need additional practice with decoding or 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. 4 Should We Have Pets?
Discussing the Text 10 minutes Facilitate a discussion in which students cite the main idea and important details for and against pet ownership. Encourage them to ask questions to check understanding and evaluate the persuasiveness of the each opinion. As we read each opinion, what were some of the important ideas and details the authors gave? There were two arguments about why it is good for the animals to be pets. The authors said that it s good for the animals and that pets are fun to have. There was one argument against having pets. The authors said that some owners hurt their pets. How do the details help you understand the writers opinion? The details are all connected to the main point of the section. What are some powerful words and phrases that make the opinions strong? people are mean ; hurt ; cages that are too small ; terrible life ; great friends ; fun to watch How are the opinions similar and different? Both opinions have several details that explain the main idea. Both use strong words to tell about the writer s opinions. Both talk about the owners. One opinion is for having pets, the other is against having them. Focus on the word abuse on page 8. Look at the word abuse in the section title on page 8. That s an important word to know when discussing how animals are treated. Who can explain what it means? Under the title, it talks about people being mean to their pets, so I think it means to hurt something. Anyone else? bad treatment How did you figure out those meanings? I looked at other words in the sentences. I thought about the meaning of the sentence. There are two ways to pronounce this word, depending on whether it is being used as a noun or a verb. Can anyone say the two pronunciations? Abuse (uh-byooz) is when someone is hurting something and abuse (uh-byoos) is the act of hurting something or someone. Guide students to begin to assess the strength of the opinions presented as they compare them based on the key ideas, supporting details, and strong words utilized by the authors. Have them retell in their own words the important points in the text, as well as words and phrases that help them understand the important points. Help them continue to compare and contrast the different opinions. We ve read different opinions for and against owning pets from different groups of authors. I hope you are thinking about how well the authors support their opinions with strong words and details. Maybe your thinking is changing as we talk about these important ideas and details. Take some time now to talk to a partner about the important points, details, and words you have noticed. Explain what is the same and different about the opinions and which authors ideas you agree with so far. Remember to take turns speaking, so that both of you don t talk at once. We ll continue this discussion in our next session. We ll also compare and contrast the two opinions and see if there are enough strong details to persuade us to agree with one side or the other. SL.2.1a Discussion Collaborate L.2.4a VOCABULARY Context Clues Mondo Bookshop Grade 2 5
E-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note this session s learning focuses. Observe each students articulation and use of text evidence to evaluate individuals effective use of the learning focuses. RF.2.3a Phonics & Word recognition Short & Long Vowels RF.2.4b FLUENCY Accuracy, Rate, & Expression W.2.8, RI.2.1 Writing Gather Information CHOICE PHONICS AND FLUENCY FOLLOW-UP Phonics Practice Write fed and feed on a whiteboard or chart paper. Underline the e in fed and the ee in feed. Guide students to use the Sound and Say Words routine to read the words. Let s practice reading regularly spelled one-syllable words using our Sound and Say Words routine. We ll try it together (point to underlined letters of the word). Sound it (students say the underlined sound). Now say the word. (Repeat for the next word.) Let s go back to pages 12 and 7 to look for these words in our book. Fluency Practice Chorally reread the text, reminding students to make their voices sound like yours as they read. Point out variations in expression, intonation, and rate. CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE E-RESOURCE Formative/Summative Assessment Have students continue to use the blackline master on page 11 to collect text evidence as they read. Students will continue to collect details from the text to answer the questions: What are the two strongest opinions given in favor of having pets? What are the two strongest opinions given against having pets? Use text evidence you find in Should We Have Pets? to support your response. Review students collected evidence as you evaluate their mastery of the learning focus. 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 We Have Pets?
Session 3 Text Selection: pp. 12 28 Key Idea: Text Selection In this section, groups of authors continue to present opinions for and against owning pets with the purpose of influencing readers. At the end, the reader is asked to cast a vote for one side of the argument. The authors then explain how they wrote their persuasive text. RETURNING TO THE TEXT 5 minutes Tell students that they will read pages 12 13 and then an additional opinion on pages 14 15, looking for points of comparison and contrast as they assess each opinion and making decisions about which opinion is the strongest. So far we ve read different points that support the different opinions for and against keeping pets. It s important to consider all the opinions in this book so we can compare them. Why do you think that might be a helpful strategy? We can decide which ideas and details are the strongest. We can think about who used the best reasons to persuade us, and which ones make the most sense to us. LEARNING FOCUSES RI.2.1, RI.2.4, RI.2.9 Students return to the text to compare and contrast the arguments while simultaneously looking for key details in the arguments. They will also ask who, what, when, where, why, and how questions and read closely, noting strong words that are used to persuade readers to feel the same way. READING THE TEXT CLOSELY 10 minutes Explain the learning focuses and ask students to read pages 12 13. Check how they are applying the focuses. Then have students read pages 14 15, asking themselves questions and looking for the key ideas and details the authors use to support their opinions and persuade readers. Self-stick notes may be helpful to make notes about key ideas, details, and the strong words the authors use. Read the opinions on pages 12 13 and 14 15. Ask yourselves questions about the key ideas and details, the words the authors use to support their opinions, and how the opinions are the same and different. It says that pets cost a lot of money to keep, but I don t think this is a strong detail to use against owning pets. Why? I don t think that pets cost that much to keep. If they did, only rich people would have pets. What words did the author use to persuade readers to agree with this opinion? people care more about animals ; the owner must pay for the vet and medicine How is the opinion on pages 14 15 similar? Both opinions mention medicine, but on pages 14 15, the authors say that pets are good medicine for people. Now read to page 28 to learn about more arguments for and against having pets. VOCABULARY RI.2.4 Discuss the meaning of medicine in the author s argument on pages 14 and 15. Guide students to understand how pets can be medicine for people. Discussing THE TEXT 10 minutes Facilitate a discussion that links the three learning focuses. Guide students to think about whether or not the authors use strong ideas, details, and words. What important points do the writers make on these pages? There are good reasons to own pets and good reasons not to. Pets are fun and can be good friends. Pets are expensive. How can we compare the opinions we just read? We can ask which opinions are the strongest. SL.2.1a DISCUSSION Collaborate Mondo Bookshop Grade 2 7
ELL SUPPORT RI.2.1 Discussing the Text Ask questions at students language proficiency levels and provide the following sentence frames for student responses: B: What is? Why does? Where is? I/A: I want to know what means. I want to know what will happen. I found an answer to my question. It is. W.2.8, RI.2.1 Writing Respond to Question How does this help you form your own opinion? Some of the details don t make sense to me, like having a pet to do work. I used to think that owning pets was a good idea, but maybe feeding pets isn t as important as feeding hungry people. Thinking about the key points, details, and words the writers use will be important as we keep reading the book and making comparisons. Help students ask and answer questions to assess the strength of the key ideas, details, and strong words in each argument while comparing the ideas in each opinion. You re going to read this book again on your own. You may want to use self-stick notes to organize the answers to questions you ask and the ideas and details the authors use to support their ideas. Also make notes about the strong words that help you decide which side you agree with. Why is it also important to compare the opinions? so I can decide if they make sense and if they are good reasons for me to agree with the opinions 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 piece of paper that answers the questions: What are the two strongest opinions given in favor of having pets? What are the two strongest opinions given against having pets? Use text evidence you find in Should We Have Pets? to support your response. Have students use the text evidence they collected to support their writing. CHOICE Writing Task: Opinion W.2.1 Writing Opinion E-RESOURCE Summative Assessment Review with students that an opinion piece has an opening statement that explains the key idea the writer will discuss, details that support the idea, and a conclusion that restates the opinion. Students will work independently to write their own opinions, using the evidence they collected about which opinion, for or against keeping pets, was strongest. Have them use the blackline master on page 12 to write their piece. Consider having students peer edit their classmates work. Partner students with opposing opinions and invite them to read aloud their final opinion to the group. They can then compare and contrast the opinions they wrote. As we read and talked about owning pets, you began to think about how strong each opinion was in support of having or not having pets. Now use your notes to write an opinion of your own that tells whether you believe people should or should not own pets. Use details from the text and your own ideas to support your opinion. 8 Should We Have Pets?
CHOICE Additional Instruction word study Suffix -ive Help students understand word structure by talking about how -ive changes the meaning of the word it is attached to. The subtitle of this book is A Persuasive Text. The word persuasive includes a suffix, -ive. This suffix can change an action word (a verb) into a word that modifies a noun (an adjective). Who can say what the verb that is the base of persuasive is? persuade By adding -ive, we make an adjective that means tending to change someone s mind. L.2.4 Word Study Suffix -ive VOCabulary Shades of Meaning Focus on how shades of meaning can be used to persuade readers. Use the text on page 16. The words writers choose often help to persuade readers to agree with their opinions. Let s look at the words the writers used on pages 16 and 17. What verbs and adjectives persuade you to agree with an opinion? greedy, suffer, crowded, abandoned How did the words the writers chose persuade you? The word greedy made me think that pet owners are selfish, not thinking about what is good for the pets. Why do you think the authors used these words? to make me agree with them because of how their words made me feel What word could the authors have used instead of greedy? selfish How does the word greedy help you understand the opinion given about animal breeders? It makes me think that all the breeders are interested in is making money. They re not interested in the animals. What do you think about the use of greedy rather than a word like selfish? Selfish doesn t describe the money idea, so I think greedy has a better meaning to persuade the reader. What words could the authors have used instead of suffer, crowded, and abandoned? L.2.5b VOCABULARY Shades of Meaning VOCABULARY L.2.5b As students encounter words that are related and have different shades of meaning, add them to the classroom word wall. Phonics Short and Long Vowels Use the Sound and Say Words routine for more practice with regularly spelled one-syllable words. Guide students to identify the letters and sounds that differ in a list of words drawn from the text or created in advance. Depending on the ability of your group, you can work with word pairs (fed, feed) or a word bank containing several pairs of words for students to locate. Let s practice finding some letter sounds that change one word into another word. Here is the word fed. We read this word in the book we just finished. Let s say each sound in fed. (Say the sounds.) Now, here is a word that looks almost like fed. (Point to the word feed.) What letter is different? (Students name the second e.) Let s say the sounds together. What s the word? (feed) Which sound was different from make? (ee) RF.2.3a Phonics & word recognition Short & Long Vowels Mondo Bookshop Grade 2 9
Name Date Comprehension: Ask and Answer Questions Write two who, what, where, when, why, or how questions you had as you read Should We Have Pets? Then write the answers you found in the text and photos. Question Answer Question Answer Mondo Publishing Score: 10 Should We Have Pets?
Name Date Collecting Text Evidence What are the two strongest opinions given in favor of having pets? What are the two strongest opinions given against having pets? Use this organizer to collect details from Should We Have Pets? that support having pets and not having pets. Be sure to include page references. Use as many copies of this chart as you need. Details That Support Having Pets Page Detail: Page Detail: Details That Support Not Having Pets Page Detail: Mondo Publishing Page Detail: Score: Mondo Bookshop Grade 2 11
Name Date Writing Task: Your First Draft Think about the opinions that you read about in Should We Have Pets? Write a paragraph explaining your opinion about whether people should have pets. Use the text evidence you have collected as well as your own ideas to support your opinion. Be sure to pay attention to the structure of your response. REMEMBER: A well-written opinion paragraph includes: Beginning: strong opening sentence that tells what you are writing about Middle: facts and details that support your opinion Ending: closing sentence or two to sum it all up Mondo Publishing Score: 12 Should We Have Pets?