The lack of certain reading strategies among students of a bilingual middle school lead to the development of a pedagogical tool to strengthen the development of the argumentative reading in English as a second language. The instrument implements theory from the Conceptual Pedagogy and the theory of the Six Stages for Reading Version 2001. The designed instrument not only looked to help students, but also to use it as a reflection mechanism both for teachers and for students who are about to access college or university education.