Fountas-Pinnell Level PNonfictionSelection SummaryRobots are used to do jobs that are too dangerous, too tedious, or too diffi cult for human beings. They perform tasks in space, factories, homes, and even sewers. They have also been used to explore underwater. The development of the computer has made robots capable of doing more tasks than ever before.
All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Miffl in Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819. Printed in the U.S.A. 978-0-547-30850-0 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09
If you have received these materials as examination copies free of charge, Houghton Miffl in Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited.
Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.
Characteristics of the Text Genre • Nonfi ction
Text Structure • Third-person narrative with some direct address to the reader• Information presented in ten short chapters
Content • Description of various types of robots• Development of robots over time
Themes and Ideas • Robots have been very useful and they have great potential.• As life becomes more complicated, tools like robots become more necessary.
Language and Literary Features
• Figurative language: a robot’s computer “eyes” and computers as “brains” for robots.• Descriptive language
average – typical or normal, p. 7calculated – used math to make
a decision, p. 7centuries – periods of one
hundred years, p. 11dispute – say something is not
true or false, p. 14
insert – put one object in another, p. 8
inspector – a person who checks to make sure that things are working, p. 6
mechanical – something with movable parts, p. 4
progress – improvement, forward movement, p. 11
superior – better than other things of its type, p. 14
waste – items that are discarded or thrown away, p. 5
Remarkable Robots by Kaye Gager
Build BackgroundHelp students use their knowledge of robots to visualize the selection. Build interest by asking a question such as the following: Where have you seen a robot? Read the title and author and talk about the cover photograph. Explain that robots have become a big part of everyday life.
Introduce the TextGuide students through the text, noting important ideas and nonfi ction features. Help with unfamiliar language so they can read the text successfully. Give special attention to target vocabulary. Here are some suggestions:
Page 2: Explain that the table of contents shows how the book is organized and what topics it covers. Suggested language: Look at the table of contents. What can the table of contents tell you about what you will learn about robots?
Page 4: Point out that captions can give clues about information in the text. Explain to students that robots often perform mechanical tasks that are too dangerous for human beings. Direct students to the picture at the top of the page and read the caption. Ask: How might robots help astronauts be safe in outer space?
Page 8: Explain to students that in factories, robots can perform some of the simple tasks that people used to do. For instance, robots can insert screws. Ask: Why might factories use robots for simple tasks instead of people?
Page 11: Tell students that the fi rst robot appeared centuries ago in Greece. Ask: Do you think robots represent progress? Why or why not?
Page 13: Read the caption. Explain to students that many robots are mechanical toys, like the one in the photograph. Ask: What kinds of things could you do with a robotic toy?
Now turn back to the beginning and read to fi nd out more about robots and how remarkable they are.
ReadAs the students read, observe them carefully. Guide them as needed, using language that supports their problem solving ability.
Remind students to use the Question Strategy and to ask themselves questions before they read, as they read, and after they read.
Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the text. Suggested language: Do you think robots are good things or bad things? Why?
Ways of ThinkingAs you discuss the text, help students understand these points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• Robots perform some tasks more effi ciently than human beings.
• Robots perform tasks in outer space, in the ocean, and in factories.
• Robots help people by performing chores and entertaining them.
• Some people dispute the idea that robots should be doing the jobs that human beings can do.
• Robots make our lives easier and safer.
• The author includes a timeline to show the development of robots through time.
• The photographs and captions help give readers an idea about what robots look like and the type of tasks that they do.
Choices for Further Support• Fluency Invite students to participate in choral reading. Remind them to read at an
appropriate rate with few slowdowns to solve words. After they solve words, remind them to pick up the pace again.
• Comprehension Based on your observations of the students’ reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students to go back to the text to support their ideas.
• Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Tell students that robot is the root word for the word robotic. Robotic uses the suffi x -ic, to change the word robot to describe things that involve robots. Ask students to think of other words that end in –ic that describe things. (examples: angel, angelic; athlete, athletic, acrobat, acrobatic; artist, artistic)
4_308500_BL_VRTG_L25_remarkablerobots.indd 3 11/4/09 11:11:33 AM
Writing about ReadingVocabulary Practice Have students complete the Vocabulary questions on BLM 25.1.
RespondingHave students use their Reader’s Notebook to complete the vocabulary activities on page 15. Remind them to answer the Word Teaser on page 16. (Answer: waste)
Reading Nonfi ctionNonfiction Features: Photographs and Timelines Remind students that nonfi ction has many features to help readers fi nd and understand important information. Photographs and timelines are two of these features. Previewing photos can give readers a sense of what the text is about. What does the photo on page 6 tell about what the book is about? What about the photo on page 13? Have students suggest a photograph to add to the book in order to give the reader a sense of what the book is about.
Have students look at the timeline on page 12. Ask what information they can learn from the timeline. Then have students think about a way that robots could be used in the future and add that to the timeline.
Writing Prompt: Thinking Beyond the TextHave students write a response to the prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings.
Assessment Prompts• On page 3, what does the word unmanned mean?
• What can readers learn about robots by reading this selection?
4_308500_BL_VRTG_L25_remarkablerobots.indd 4 11/4/09 11:11:23 AM
Target VocabularyFind the Target Vocabulary words in the Word Search below.
S L K A J J D R B M B V C S FB E A X L Z O R E B L W A S QC B I P U I A C C A J K L E IV B I R R G H I G Y X D C R NC Y D E U A V E R A G E U G SZ G P S N T D X R L L R L O EG U S I A R N S I S Q I A R RS M C R O T C E P S N I T P TD A I H H S E T C N B W E N AL I J A F R E X A I A D D I WJ G S Z A Y L L A S C E P S EN E S P T Z C J T M N O E B PF J E A U O U E P C C I G E EK L E R U T U C B C Y G M A DY J B Y R V E P I L C F C O V
English Language DevelopmentReading Support Pair advanced and intermediate readers to read the text softly aloud or use the audio or online text. Or have beginning speakers read the captions.
Idioms The text includes some idioms and phrases that may be unfamiliar. Explain the meaning of for instance (p. 6), box of chocolates (p. 7), nowadays (p. 8), ocean liner (p. 9), and helping hand (p. 14).
Oral Language DevelopmentCheck student comprehension, using a dialogue that best matches your students’ English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the student.
Beginning/Early Intermediate Intermediate Early Advanced/ Advanced
Speaker 1: What is this selection about?
Speaker 2: robots
Speaker 1: What is one type of factory where robots work?
Speaker 2: automobile factories
Speaker 1: How do robots help human beings?
Speaker 2: They do jobs that are diffi cult or dangerous.
Speaker 1: How are robots helpful in factories?
Speaker 2: They do jobs that are boring for human beings, and they never need breaks.
Speaker 1: What kind of things can robots do around the house?
Speaker 2: They can vacuum fl oors and mow lawns. They can also provide entertainment as toys.
Think about the questions below. Then write your answer in one or two paragraphs.
Remember that when you think beyond the text, you use your personal knowledge to reach new understandings.
On page 14, the author says that “some people dispute the idea of having robots do human work.” Why do you think that some people don’t like the idea of robots doing tasks that humans could do? Do you think that these people are frightened of technology? What kind of negative changes might people be worried about?
Target VocabularyFind the Target Vocabulary words in the Word Search below.
S L K A J J D R B M B V C S FB E A X L Z O R E B L W A S QC B I P U I A C C A J K L E IV B I R R G H I G Y X D C R NC Y D E U A V E R A G E U G SZ G P S N T D X R L L R L O EG U S I A R N S I S Q I A R RS M C R O T C E P S N I T P TD A I H H S E T C N B W E N AL I J A F R E X A I A D D I WJ G S Z A Y L L A S C E P S EN E S P T Z C J T M N O E B PF J E A U O U E P C C I G E EK L E R U T U C B C Y G M A DY J B Y R V E P I L C F C O V
