The right robot for the right job
Robot designs
Fill in information about each robot on the chart below. Use Robots Today, Robots Tomorrow as a reference.
1. Talk. What job would you like a robot to do? 2. Draw. Design a robot that does a job you need it to do. Draw a labeled diagram in the box below. Think of an interesting name for your robot.
Name or draw each of the robots and write about its job.
0
Name of robot: Robotic arm
Name of robot: BigDog
Early Fluent reading stage Level J (18)
3. Share. Sit with a partner and take turns talking about your robot.
Name of robot:
Robots Today, Robots Tomorrow is a report on robots and how they do jobs that are difficult or dangerous for humans.
Robots Run Wild is a narrative about a farmer who invents robots to help her do jobs. One night a storm strikes when the robots are being recharged, causing them to do some strange things!
Running words: 609 Text type: Report
Running words: 504 Text type: Narrative
Content vocabulary
batteries BigDog camera charger computers control Dogbot Eggbot electricity farmers fuel future information invented machines measurements medical microphone operate operation poison recharged robotic arm robots SlugBot Snakebot Spraybot tank tested wheels
Phonics
• Identifying “or” making the /or/ sound as in storm. • Identifying “aw” making the /or/ sound as in crawl.
Text features
0
Name of robot:
Lesson Plans
Activity card
Blackline master
Robots Today, Robots Tomorrow
• Contents page; headings; index • Labeled diagrams
Robots Run Wild
• Illustrations include labels to indicate noises
Reading strategies
• Searching for information • Self-correcting at point of error
Texas Essential Knowledge and Skills
Flying Start to Literacy Lesson Plans Robots Today, Robots Tomorrow / Robots Run Wild © 2010–2019 EC Licensing Pty Ltd.
Assessment Can the student find information in a text? Can the student write about information they have learned in their own words? Flying Start to Literacy Lesson Plans Robots Today, Robots Tomorrow / Robots Run Wild © 2010–2019 EC Licensing Pty Ltd.
Developed by Eleanor Curtain Publishing
© 2010–2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2010–2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice. All other rights reserved.
okapi educational publishing
Text: Kerrie Shanahan and Lyn Reggett Consultants: Susan Hill and Jenny Feely Designed by Derek Schneider Printed in China through Colorcraft Ltd., Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.flying-start-to-literacy.com
Phonics 2(2) (B) (iii) Decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams; r-controlled syllables; and final stable syllables. 2(2) (B) (vii) Identifying and reading high-frequency words from a research-based list. Reading 2(6) (I) Monitor comprehension and make adjustments when understanding breaks down. 2(7) (C) Use text evidence to support an appropriate response. 2(9) (D) (ii) Recognize characteristics and structures of informational text, including features and graphics to locate and gain information.
Writing 2(12) (B) Compose informational texts, including procedural texts and reports. Speaking and Listening 2(1) (D) Work collaboratively with others by following agreed-upon rules for discussion.
Lesson 1 Robots Today, Robots Tomorrow
Key concepts • R obots are machines that can do jobs that are too difficult or dangerous for humans to do. • New robots are being invented that will be able to do even more things that are difficult or dangerous for humans to do.
Before reading
After reading
Getting ready to read
Talking about the book
Support the students in activating their prior knowledge. Show them the front cover of Robots Today, Robots Tomorrow. Ask: What do you know about robots? What would you like to find out about robots? Discuss students’ responses. If necessary, support students by talking about robots. Say: Robots are machines that help humans do jobs that are too difficult or dangerous for humans to do themselves.
Have the students talk about the book. Promote discussion by choosing questions that are appropriate for your students. Ask them to support their thinking by referring to the photographs and the text in the book. What does SlugBot do? How do robots help doctors? (Literal) Why were robots invented? Will new robots be invented in the future? Why?/Why not? (Inferential) What types of jobs might robots be invented for in the future? (Synthesizing) Do you think the invention of more and more robots is a good thing? Why? Would everyone agree with you? (Critical)
Vocabulary building Introduce the names of the robots in the book: SlugBot, BigDog, Snakebot. Ask students to predict what each robot does. After students have made their predictions, explain what each of the robots actually does. For example, you could say: SlugBot is a robot that picks slugs off plants on farms.
Introducing the book Give each student a copy of Robots Today, Robots Tomorrow, and have them read the title. Say: This book reports on how robots help people do jobs that are too hard or too dangerous for people to do. Refer students to the contents page and read it. Say: What do these headings tell us about the jobs robots do? Have them think and talk about the rest of the book, discussing the photographs, headings, and diagrams. For example, on pages 6 and 7 you could say: This section is about a robot called SlugBot. What job does SlugBot do? Look at the farmer in the photograph. How do you think SlugBot could help him? What does the diagram tell you about SlugBot?
Reviewing reading strategies Encourage students to identify what they did to help themselves as readers. Ask: What are some of the things you did that helped you make sense of this book? What strategies did you use? If appropriate, comment on how well the students searched for information. Say: I noticed that you read the labeled diagrams to get more information.
ELL support • Headings summarize the chapter content. • The introduction states the key concept of the text. • A labeled diagram supports the written text.
Lesson 2 Robots Run Wild
Returning to the book
Key concepts
Provide multiple opportunities for the students to reread and interact with the book – with teacher support, with a partner, and independently. Choose activities that are appropriate for your students.
• Robots are machines that can do jobs that are too difficult or dangerous for humans to do. • New robots are being invented that will be able to do even more things that are difficult or dangerous for humans to do.
Developing fluency Students could work with a partner and take turns reading a page from the text. Encourage students to concentrate on their phrasing. Say: Think about when you need to take a break in your reading. When students have finished their reading, they could each give their partner a positive comment about their reading and suggest an area that they could work on.
Word work Phonics Write the word crawl on the board. Say: This word has the /or/ sound. What letters represent this sound in this word? What other words have the /or/ sound represented by “aw”? Students could browse through other familiar texts to find words with the /or/ sound represented by “aw”.
Exploring words Students could work with a partner and brainstorm a list of robot-related words. Students could be given a set time limit, such as three minutes, to make their list. Students could share their list of words, and then a group list could be compiled.
Writing Students could invent their own robot and write about what it does to help people. Students could include a labeled diagram of their robot and give it a clever name.
Sharing and presenting Students could sit in a circle and take turns reading about their robots.
Returning to the book Provide multiple opportunities for the students to reread and interact with the book – with teacher support, with a partner, and independently. Choose activities that are appropriate for your students.
Developing fluency
Before reading
After reading
Students could work in small groups to read the book with sound effects. Students could decide on sounds to accompany parts of the text (e.g. tapping for Slugbot picking slugs, a soft shaking for Spraybot, loud drum beats and loud shaking for the storm, etc).
Getting ready to read
Talking about the book
Word work
Support the students in activating their prior knowledge. Ask: What jobs need to be done on a farm? If you worked on a farm, what sort of jobs would you like a robot to do? Make a list of these jobs, including the ones from the book (picking slugs off plants, moving cows, watering plants, collecting eggs).
Have the students talk about the book. Promote discussion by choosing questions that are appropriate for your students. Ask them to support their thinking by referring to the illustrations and the text in the book. What happened to the robots when the storm hit the farm? (Literal) Were the jobs the robots did too difficult for Jodie to do? (Inferential) Do you think there could be robots like the ones in the story on farms in the future? (Synthesizing) Would the story have been different if the farmer had been a man? Why might the author have decided to use a female farmer? (Critical)
Vocabulary building Write the names of the robots in the story on the board (Slugbot, Dogbot, Spraybot, Eggbot). Say: These are the names of the robots from the book we are going to read. Ask the students to discuss what jobs they think these robots might do on the farm.
Introducing the book Give each student a copy of Robots Run Wild and have them read the title. Have the students think and talk about the text. Ask: What do you notice about Jodie’s farm? How are the robots helping Jodie? Direct the students to pages 10 and 11. Ask: What is Jodie doing here? If necessary, support the students by talking about electricity, batteries, and recharging. Say: Some machines need electricity. Sometimes this power can be stored in a battery. When all the energy in the battery is used up, it needs to be recharged. You could show the students a cell phone or camera battery and explain how it is recharged.
During reading
During reading
As each student reads the text independently, monitor and support them where appropriate. If necessary, ask them to stop reading and remind them to use the reading strategies you are focused on. Check that students are searching for information in the diagrams, photographs, and captions. Are they able to gain extra information from viewing a diagram? Ask: What do you know about this robot? What extra information did the diagram give you that was not in the text?
Ask each student to read the text independently. Monitor the students as they read and support them where appropriate. If necessary, remind them to use the reading strategies you are focused on. For example, are the students self-correcting errors as they make them? Say: Think about what you are reading. Try to correct errors as you read. Sometimes you can catch yourself before you make a mistake.
Reviewing reading strategies Encourage students to identify what they did to help themselves as readers. Ask: What are some of the things you did that helped you make sense of this book? What strategies did you use?
ELL support • Title reflects the content of the text. • Illustrations support and extend the written text. • There is a clear problem and solution.
Phonics Write the word storm on the board. Say: What letters represent the /or/ sound in this word? What other words do you know with these letters and this sound? Students could look through other familiar texts to find more words with “or” representing the /or/ sound (storm, born, corn, horn, stork, torn).
Exploring words Students could work with a partner and look through the book to make a list of words relating to robots (wheels, tank, batteries, charger, electricity, etc).
Writing Students could write about what might happen the next time the robots run wild (e.g. Dogbot chases a cat, the cat knocks Spraybot over and his tank gets a hole in it, water sprays on Eggbot who dropped his eggs, etc).
Sharing and presenting Students could take turns reading their stories to the group.
Synthesizing: Talk about the pair After students have read both Robots Today, Robots Tomorrow and Robots Run Wild, ask: Why were robots invented? What types of jobs do robots do? If you invented a robot, what job
would you want it to do? Discuss. Students could work further with these books by completing the Activity card.
The right robot for the right job
Robot designs
Fill in information about each robot on the chart below. Use Robots Today, Robots Tomorrow as a reference.
1. Talk. What job would you like a robot to do? 2. Draw. Design a robot that does a job you need it to do. Draw a labeled diagram in the box below. Think of an interesting name for your robot.
Name or draw each of the robots and write about its job.
0
Name of robot: Robotic arm
Name of robot: BigDog
Early Fluent reading stage Level J (18)
3. Share. Sit with a partner and take turns talking about your robot.
Name of robot:
Robots Today, Robots Tomorrow is a report on robots and how they do jobs that are difficult or dangerous for humans.
Robots Run Wild is a narrative about a farmer who invents robots to help her do jobs. One night a storm strikes when the robots are being recharged, causing them to do some strange things!
Running words: 609 Text type: Report
Running words: 504 Text type: Narrative
Content vocabulary
batteries BigDog camera charger computers control Dogbot Eggbot electricity farmers fuel future information invented machines measurements medical microphone operate operation poison recharged robotic arm robots SlugBot Snakebot Spraybot tank tested wheels
Phonics
• Identifying “or” making the /or/ sound as in storm. • Identifying “aw” making the /or/ sound as in crawl.
Text features
0
Name of robot:
Lesson Plans
Activity card
Blackline master
Robots Today, Robots Tomorrow
• Contents page; headings; index • Labeled diagrams
Robots Run Wild
• Illustrations include labels to indicate noises
Reading strategies
• Searching for information • Self-correcting at point of error
Texas Essential Knowledge and Skills
Flying Start to Literacy Lesson Plans Robots Today, Robots Tomorrow / Robots Run Wild © 2010–2019 EC Licensing Pty Ltd.
Assessment Can the student find information in a text? Can the student write about information they have learned in their own words? Flying Start to Literacy Lesson Plans Robots Today, Robots Tomorrow / Robots Run Wild © 2010–2019 EC Licensing Pty Ltd.
Developed by Eleanor Curtain Publishing
© 2010–2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2010–2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice. All other rights reserved.
okapi educational publishing
Text: Kerrie Shanahan and Lyn Reggett Consultants: Susan Hill and Jenny Feely Designed by Derek Schneider Printed in China through Colorcraft Ltd., Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.flying-start-to-literacy.com
Phonics 2(2) (B) (iii) Decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams; r-controlled syllables; and final stable syllables. 2(2) (B) (vii) Identifying and reading high-frequency words from a research-based list. Reading 2(6) (I) Monitor comprehension and make adjustments when understanding breaks down. 2(7) (C) Use text evidence to support an appropriate response. 2(9) (D) (ii) Recognize characteristics and structures of informational text, including features and graphics to locate and gain information.
Writing 2(12) (B) Compose informational texts, including procedural texts and reports. Speaking and Listening 2(1) (D) Work collaboratively with others by following agreed-upon rules for discussion.
The right robot for the right job
Robot designs
Fill in information about each robot on the chart below. Use Robots Today, Robots Tomorrow as a reference.
1. Talk. What job would you like a robot to do? 2. Draw. Design a robot that does a job you need it to do. Draw a labeled diagram in the box below. Think of an interesting name for your robot.
Name or draw each of the robots and write about its job.
0
Name of robot: Robotic arm
Name of robot: BigDog
Early Fluent reading stage Level J (18)
3. Share. Sit with a partner and take turns talking about your robot.
Name of robot:
Robots Today, Robots Tomorrow is a report on robots and how they do jobs that are difficult or dangerous for humans.
Robots Run Wild is a narrative about a farmer who invents robots to help her do jobs. One night a storm strikes when the robots are being recharged, causing them to do some strange things!
Running words: 609 Text type: Report
Running words: 504 Text type: Narrative
Content vocabulary
batteries BigDog camera charger computers control Dogbot Eggbot electricity farmers fuel future information invented machines measurements medical microphone operate operation poison recharged robotic arm robots SlugBot Snakebot Spraybot tank tested wheels
Phonics
• Identifying “or” making the /or/ sound as in storm. • Identifying “aw” making the /or/ sound as in crawl.
Text features
0
Name of robot:
Lesson Plans
Activity card
Blackline master
Robots Today, Robots Tomorrow
• Contents page; headings; index • Labeled diagrams
Robots Run Wild
• Illustrations include labels to indicate noises
Reading strategies
• Searching for information • Self-correcting at point of error
Texas Essential Knowledge and Skills
Flying Start to Literacy Lesson Plans Robots Today, Robots Tomorrow / Robots Run Wild © 2010–2019 EC Licensing Pty Ltd.
Assessment Can the student find information in a text? Can the student write about information they have learned in their own words? Flying Start to Literacy Lesson Plans Robots Today, Robots Tomorrow / Robots Run Wild © 2010–2019 EC Licensing Pty Ltd.
Developed by Eleanor Curtain Publishing
© 2010–2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2010–2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice. All other rights reserved.
okapi educational publishing
Text: Kerrie Shanahan and Lyn Reggett Consultants: Susan Hill and Jenny Feely Designed by Derek Schneider Printed in China through Colorcraft Ltd., Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.flying-start-to-literacy.com
Phonics 2(2) (B) (iii) Decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams; r-controlled syllables; and final stable syllables. 2(2) (B) (vii) Identifying and reading high-frequency words from a research-based list. Reading 2(6) (I) Monitor comprehension and make adjustments when understanding breaks down. 2(7) (C) Use text evidence to support an appropriate response. 2(9) (D) (ii) Recognize characteristics and structures of informational text, including features and graphics to locate and gain information.
Writing 2(12) (B) Compose informational texts, including procedural texts and reports. Speaking and Listening 2(1) (D) Work collaboratively with others by following agreed-upon rules for discussion.