ROBOTS. Fountas-Pinnell Level Q Nonfiction. EXTRAORDINARIOS por Kaye Gager. by Kaye Gager

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1 LESSON 25 TEACHER S GUIDE Robots extraordinarios by Kaye Gager ROBOTS EXTRAORDINARIOS por Kaye Gager Fountas-Pinnell Level Q Nonfiction Selection Summary Robots are used to do jobs that are too dangerous, too tedious, or too difficult 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. HOUGHTON MIFFLIN Number of Words: 799 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 Figurative language: los ojos computarizados de un robot and computadoras como Literary Features cerebros para robots. Descriptive language Sentence Complexity Longer complex sentence structures Dependent clauses Vocabulary Some technical terms, such as: brazos automáticos, Silicon Valley, radiotransmisor, sondas espaciales Words Some multisyllable target vocabulary words that may be challenging: calcular, inspector, mecánicos, desperdicio Illustrations Photographs with captions Book and Print Features Table of contents and a timeline about the development of robots Variety in print and background color Twelve pages of text with section headings Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Copyright by Houghton Mifflin Harcourt Publishing Company 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 Mifflin Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida Printed in the U.S.A If you have received these materials as examination copies free of charge, Houghton Mifflin 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.

2 Robots extraordinarios by Kaye Gager Build Background Help students use their knowledge of robots to visualize the selection. Build interest by asking a question such as the following: Dónde han visto un 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 Text Guide students through the text, noting important ideas and nonfiction 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: Miren la tabla de contenidos. Qué información nos da acerca de lo que aprenderemos sobre los robots? Page 4: Point out that captions can give clues about information in the text. A menudo, los robots realizan tareas mecánicas que son demasiado peligrosas para los seres humanos. Direct students to the picture at the top of the page and read the caption. Ask: Cómo pueden ayudar los robots para que los astronautas no corran riesgos en el espacio? 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: Por qué creen que las fábricas querrían usar robots y no gente para llevar a cabo tareas sencillas? Page 11: El primer robot apareció en Grecia hace siglos. Creen que los robots representan el progreso? Por qué? Page 13: Read the caption. Explain to students that many robots are mechanical toys, like the one in the photograph. Ask: Qué cosas podrían hacer con un juguete robótico? Ahora, vuelvan al comienzo y lean para descubrir más acerca de los robots y cuán extraordinarios son. Target Vocabulary avanzado mejor que otros elementos de su tipo, p. 5 calcular usar los números para encontrar una respuesta, p. 7 contradecir decir que algo no es verdad, p. 14 desperdicio cosas gastadas o arrojadas sin cuidado, p. 5 inspector persona que revisa y se asegura de que todo funcione, p. 6 mecánicamente hecho de manera mecánica (con partes móviles), p. 11 participar formar parte de algo, p. 8 progreso mejora, p. 11 promedio típico o normal, p. 7 siglo periodo de cien años, p. 11 2

3 Read As 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 questions before they read, as they read, and after they read. and to ask themselves Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the text. Suggested language: Creen que los robots representan algo bueno o malo? Por qué? Ways of Thinking As 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 efficiently 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 Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. 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 robótico. Robótico uses the suffi x -ico to change the word robot to describe things that involve robots. Ask students to think of other words that end in -ico that describe things. (examples: atleta, atlético; acróbata, acrobático; artista, artístico) 3

4 Writing about Reading Vocabulary Practice Have students complete the Vocabulario questions on Hoja reproducible Responding Have students use their Cuaderno del lector to complete the vocabulary activities on page 15. Remind them to answer the Word Teaser on page 16. (Answer: desperdicio) Reading Nonfiction Nonfiction Features: Photographs and Timelines Remind students that nonfiction has many features to help readers find 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 Text Have 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 phrase sin tripulación mean? What can readers learn about robots by reading this selection? The main purpose of the selection is to. 4

5 Nombre Vocabulario clave Fecha Lección 25 HOJA REPRODUCIBLE 25.1 Robots extraordinarios Vocabulario clave Busca las palabras del Vocabulario clave en la siguiente sopa de letras. O L G I S K M O Ñ Á V F O E C E L Z U P E Q U B H F T Á R A L U C L A C N E T N Ó N T O D C O N T R A D E C I R R É C C Ó N E C I M P O R A C U L S O D A V A N Z A D O Z U M Ú V B E C R E S I S B F R A P I C I T R A P E R O C A L C E N S I G N R M A R P A R T Á S I E M G O P R E C O S C I N S P O V M N Z A P R E D E S P R N U E G L O L M C I M A P T R A D I G N J I Y D E S P E R D I C I O P R O I N S P E C T O R M E Vocabulario progreso calcular contradecir siglo avanzado participar desperdicio inspector mecánicamente promedio Qué palabra describe 1. un aumento en tus calificaciones? progreso 2. un período de cien años? siglo 3. una cosa de mejor calidad que otra? superior 4. a alguien que inspecciona cosas? inspector 5. la manera en que funciona una máquina? mecánicamente Vocabulario Clave. All rights reserved. 3 Grado 4, Unidad 5: El cambio a nuestro alrededor 5

6 Nombre Robots extraordinarios Fecha Pensar más allá del texto Piensa en las siguientes preguntas. Después, escribe tu respuesta en uno o dos párrafos. Recuerda que cuando piensas más allá del texto, usas tu conocimiento personal para comprender las cosas de un modo nuevo. En la página 14, la autora dice que hay gente que tiene una actitud contradictoria con los robots. Por qué crees que a algunas personas no les gusta la idea de que los robots hagan tareas que pueden hacer los seres humanos? Crees que a esas personas los asusta la tecnología? A qué tipo de cambios negativos pueden temerle? 6

7 Nombre Vocabulario clave Fecha Lección 25 HOJA REPRODUCIBLE 25.1 Robots extraordinarios Vocabulario clave Busca las palabras del Vocabulario clave en la siguiente sopa de letras. O L G I S K M O Ñ Á V F O E C E L Z U P E Q U B H F T Á R A L U C L A C N E T N Ó N T O D C O N T R A D E C I R R É C C Ó N E C I M P O R A C U L S O D A V A N Z A D O Z U M Ú V B E C R E S I S B F R A P I C I T R A P E R O C A L C E N S I G N R M A R P A R T Á S I E M G O P R E C O S C I N S P O V M N Z A P R E D E S P R N U E G L O L M C I M A P T R A D I G N J I Y D E S P E R D I C I O P R O I N S P E C T O R M E Vocabulario progreso calcular contradecir siglo avanzado participar desperdicio inspector mecánicamente promedio Qué palabra describe 1. un aumento en tus calificaciones? 2. un período de cien años? 3. una cosa de mejor calidad que otra? 4. a alguien que inspecciona cosas? 5. la manera en que funciona una máquina? 7

8 Estudiante Fecha Lección 25 Hoja reproducible Robots extraordinarios n i v e l q Robots extraordinarios Registro de lectura page Selection Text Errors Self-Corrections 3 Se han usado robots en el espacio casi desde que la gente empezó a viajar al espacio. Los robots Surveyor eran sondas sin tripulación, que se enviaron a la Luna a principios de la década de 1960 antes que los astronautas llegaran a la Luna. Las sondas Surveyor enviaron a la Tierra información importante sobre la Luna. 4 Los transbordadores espaciales y la Estación Espacial Internacional están equipados con herramientas robóticas como brazos automáticos para levantar objetos. En una de las misiones espaciales, el brazo robot de la estación espacial fue usado para bajar a un astronauta debajo del transbordador para que pudiera hacer unas reparaciones. Comments: Accuracy Rate (# words read correctly/ ) % Self-Correction Rate (# errors + # Self-Corrections/ Self-Corrections) 1: Behavior Code Error Read word correctly Repeated word, sentence, or phrase Omission Behavior Code Error Substitution lodo 1 Self-corrects Insertion Word told lodo sc el 0 ˆ 1 T