Useful Robots Reading Comprehension Passage - Cored Ed Encyclopedia

This useful robots reading comprehension with lesson plan includes:

Visualization (on the front cover)

Start your lesson by taking a minute to think and share something about the topic.

• Read the script aloud (slowly), perhaps prepare some music or sound effects. Student close their eyes and let their imaginations wander.

• Students open their eyes, read the question aloud and give them a few minutes to complete. Ask a few students to share or keep answers until the end to compare with what they learn in the passage.

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Pre-Reading Trivia

Students will write down one thing they already know about the subject and then read five more facts and discuss. These facts are fun, and the students will enjoy learning about the subject before reading more.

• Give 1 minute for students to write what they already know (no pressure—best guess is fine).

• Read the five facts together. After each fact, do ask a student for their opinion, was it surprising?

• Set a purpose by asking students to highlight/underline one fact they want to learn more about during the reading.

Reading Passage

The text is a high-interest reading passage with set paragraphs, roughly three to four paragraphs long. It contains a variety of themes about the topic, anywhere from history to technology. The passage is between 250 and 350 words in length.

• First, ask students to look at the headings and see what they’ll learn about today. What do they know about the topic/heading?

• First read options:

  • Teacher read-aloud (best for support).

  • Partner reading (paragraph by paragraph).

• While reading, students underline important details, and vocabulary words they think may come up in the questions section.

Mixed Questions

The first question page contains four multiple-choice questions, each with a choice of four answers, and three written response questions that require a sentence or two from the student.

• Students complete the mcqs first independently, then review quickly as a class.

• For the 3 written responses, try to get students giving the answer with some form of evidence:

  • “I think ___ because the text says ___.”

• If students get stuck, send them back to check the passage.

Vocabulary Questions

Practice seven key words from the text in this section across two activities. First section is scrambled words where students will unscramble three words given a clue for each. The second section is a word to meaning matching activity.

• Before starting, have some students read out words they underlined in the passage. Ask students to say the word and read aloud the sentence(s) around each word.

• Ask students to do scrambled words and the matching exercise in pairs then go through answers as a class.

• For the scrambled spelling task, get four pairs to come up to the board and write the words for extra practice with the other student reading out the clue.

• For the matching task, prompt students to give full sentences: “I matched ___ with ___ because ___.”

Creative Writing

In this question, the student will be required to write a five to eight sentence paragraph on a question related to the topic.

• Before starting, ask students write down 3 key ideas they are going to include in their piece. Ask students for ideas to share around the class to help those struggling.

• Pro writing expectations:

  • 5–8 sentences

  • At least 2 facts or details from the passage

  • At least 2 vocabulary words from the previous page

• Students read their paragraphs while classmates listen for facts and vocabulary words.

Extension Activities

This page is optional for fast finishers or to take home. There are several activities, each one requiring a different skill. Do some, do none, do all, completely optional - but you will feel reassured knowing every possibility is planned for. Includes summary writting question.

Answer Key

There are answers for the multiple-choice questions, written response questions have sample answers, vocabulary answers and if there is a summary question then a sample summary will be provided as well.

Lesson Plan Included

Customized lesson plan for this lesson is included.

Lesson Snapshot

• Title: Useful Robots

• Genre: Nonfiction (Informational passage)

• Subject: Science & Technology (Engineering/Robotics)

• Primary Topic: How robots developed and help people

• Estimated Guided Reading Level (A–Z): P

• Support pages included: Pre-reading trivia, mixed questions, vocabulary activities, creative writing prompt, extension activities, and an answer key.

• QA notes on support pages: Support content generally matches the passage; however, the support pages use “automaton” (singular) while the passage uses “automata” (plural), and an extension prompt suggests “hills,” which is not stated in the passage (the passage names rocks and dust).

What This Lesson Teaches Best

• Robots have a history: Explains that long ago people created “automata” that moved using steam, air, water, or falling weights.

• Modern robots and factory work: Describes an early industrial robot, Unimate, working in 1961 at a General Motors plant handling hot metal parts that were tough and dangerous for people.

• How robots learn repeatable motions: Shows how a person can guide a robot’s movements while sensors send signals to a computer that stores a pattern to repeat the job.

• Robots go where people can’t: Highlights the rover Opportunity exploring Mars for years (2004–2018) and sending back clues from rocks and dust.

• Big idea across time: Connects early moving devices to today’s robots as tools that learned to move, repeat, and help humans discover more.

Learning Goals

• Students will explain what “automata” were and what powered them.

• Students will describe why Unimate’s factory job mattered for people.

• Students will identify how a robot can be “taught” motions and then repeat them.

• Students will summarize how robots can help in places that are risky, far away, or hard to reach.

• Students will use details from the text to tell what Opportunity did on Mars and what it sent back.

Key Vocabulary From the Text

• automata — moving devices from long ago; not thinking machines.

• program — give a machine instructions to do a job.

• industrial — related to factories and making things.

• sensors — parts that notice and send signals to a computer.

• rover — a robot vehicle that travels to explore places.

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