®
Guided
Reading
Report
880L
“Using the Scientific
Method and Building a
Better Robot”
Written by Hamish Beeman
Key IDEA Dr. Cynthia Breazeal wants to make a robot that is more human-like. She, like
other scientists, uses the scientific method to investigate and gather information for her
robot.
LITERACY STANDARDS Addressed in This Plan
RI.5.3
RI.5.5
MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 Engage effectively in a range of collaborative
discussions with diverse partners on grade 5 topics
and texts, building on others’ ideas and expressing
their own clearly.
MAIN FOCUS Craft & Structure Compare and contrast the overall structure
of events, ideas, concepts, or information in two
or more texts.
L.5.4b Vocabulary Acquisition & Use Additional Instruction Use common, grade-appropriate Greek and Latin
affixes and roots as clues to the meaning of a word.
L.5.6
MAIN FOCUS Integration of Knowledge & Ideas Draw on information from multiple print or
digital sources, demonstrating the ability to
locate an answer to a question quickly or to
solve a problem efficiently.
Acquire and use accurately grade-appropriate
general academic and domain-specific words
and phrases, including those that signal contrast,
addition, and other logical relationships.
W.5.2
MAIN FOCUS Integration of Knowledge & Ideas ISBN 978-1-62889-619-0
RI.5.10 Range of Reading & Level of Text Complexity By the end of the year, read and comprehend
informational texts, including history/social
studies, science, and technical texts, at the high
end of the grades 4–5 text complexity band
independently and proficiently.
RF.5.3a Phonics & Word Recognition Additional Instruction Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and
morphology to read accurately unfamiliar
multisyllabic words in context and out of context.
RF.5.4a Fluency Session 2 Text Types & Purposes Writing Task Write informative/explanatory texts to examine a
topic and convey ideas and information clearly.
Session 3 Integrate information from several texts on the
same topic in order to write or speak about the
subject knowledgeably.
Vocabulary Acquisition & Use Sessions 1, 2 Sessions 2, 3 RI.5.9
Comprehension & Collaboration Explain the relationships or interactions
between two or more individuals, events, ideas,
or concepts in a historical, scientific, or technical
text based on specific information in the text.
Sessions 2, 3 RI.5.7
SL.5.1
Sessions 1, 2, 3 W.5.8* Research to Build & Present Knowledge Sessions 1,2,3 Recall information from experiences or gather
information from provided sources to answer a
question. *standard adapted from another grade
W.5.9
Research to Build & Present Knowledge Sessions 1, 2, 3 Draw evidence from literary or informational texts
to support analysis, reflection, and research.
W.5.10 Range of Writing Write routinely over extended time frames and
shorter time frames for a range of disciplinespecific tasks, purposes, and audiences.
Read grade-level text with purpose and
understanding.
MONDO BOOKSHOP GRADE 5 1
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Session 1 “Using the Scientific Method and Building a Better Robot”
LEARNING FOCUS
RI.5.3
Students read closely to cite
text evidence to explain
the relationships between
scientific concepts and
ideas.
PREVIEWING THE TEXT 5 minutes
Read the title and author credit with students.
oday we are going to read “Using the Scientific Method and Building a
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Better Robot” by Hamish Beeman. Would someone like to share what they
noticed in the text?
I saw photographs of different kinds of robots. I saw the steps of the
scientific method. I also read a caption about an astronaut working on an
experiment in space.
Can someone share what you would like to find out by reading this report?
I would like to find out how the robots and the scientific method are related.
Let’s read to find out.
READING THE TEXT CLOSELY ELL SUPPORT
L.5.4 Vocabulary Support
vocabulary such as observation,
investigate, and astronauts
in context using the ELL
vocabulary strategies in
Getting Started.
10 minutes
Explain the learning focus. Have students read page 5, including the
illustration, caption, and chart. Check on their application of the focus. Provide
support if needed.
s we read, we are going to notice lots of concepts, or ideas. When we
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read a new one, we’re going to relate it to the concepts we’ve already
learned. . . . Who can share the main concept from this page?
Dr. Cynthia Breazeal made an observation about a robot and wondered if
she could “make a robot that was more human-like.”
Can someone share a related concept the page also explains?
The page explains the steps of the scientific method.
Will someone share how those two concepts are related?
Dr. Breazeal is using the steps of the scientific method to investigate and
gather information about a robot.
es. You’ve related how Dr. Breazeal was using the steps of the scientific
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method. Let’s keep our thoughts in mind as we read pages 5 and 6 and try to
relate new concepts to the ones we have already learned.
Corrective Feedback
Have students closely reread
page 5 to explain scientific
concepts. Encourage them
to silently reread, stopping
at key points to think and
talk together about their
understandings.
SL.5.1 DISCUSSION
Collaborative
If you are satisfied that students can apply the focus, have them continue this
thinking to the end of page 6. If you are not, prompt students to reread the
text segment and list all the ideas they have learned on that page. Then have
them write a sentence relating two of the ideas to each other.
ur work today is to look for new scientific concepts and see how they
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relate. Remember to use text evidence when explaining relationships
between concepts and ideas. Now let’s read to page 6.
DISCUSSING THE TEXT 10 minutes
Invite students to state the scientific concepts or ideas they learned on pages
5–6, and to explain their relationship. Ask students to consider their earlier
discussion about the text as they think about how the concepts are related.
e’re going to discuss some of the many concepts we read about and
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how they are related. As we discuss these concepts, listen to one another’s
contributions so you can add more. Who can share a concept from page 6?
We make observations about the world around us every day.
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Can someone share another concept about observations?
An observation is the information you collect through your senses.
Would someone share another concept about observations?
Making observations leads to asking a question.
ill someone share how these concepts are related to what we already
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learned?
COMPREHENSION SHARE
As you read, think about
what happens and the
relationships between people,
events, ideas, or concepts.
Make notes about these
relationships.
Making observations is the first step in the scientific method, and that leads
to the next step, which is asking a question based on your observations.
es. I like the way you related the concepts about observations to the
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scientific method.
Focus on the word hypothesis on page 6.
et’s talk about how we learned the meaning of hypothesis. Who can share
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the definition given on page 6?
L.5.6 VOCABULARY
Domain-specific Words
A hypothesis is a possible answer to a testable question.
Can someone share other information the text gives about a hypothesis?
A hypothesis states what a scientist thinks will happen as a result of an
experiment.
irst, the author gives you the definition of hypothesis. Then he expanded
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the definition with more information. As you read this report, look for
information that helps you understand new words.
Confirm students’ good use of the focus and encourage them to keep it in
mind whenever they read reports.
oday you related concepts in the first part of this report. As you read and
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reread, keep noticing more concepts, including one you didn’t notice the first
time you read.
E-RESOURCE
Formative Assessment: Comprehension Using the Quick Start
Planner, note this session’s learning focus. Observe each student’s articulation
and use of text evidence to evaluate individuals’ effective use of the learning
focus.
DISCUSSION TIP
It may help students express
their ideas clearly as they
collaborate with different
partners if you post sentence
frames to organize their
thoughts. For example: I think
_____ about _____ because
____. I like/don’t like _____
because ____.
TEACHER’S
CHOICE COMPREHENSION: EXPLAIN CONCEPTS
E-RESOURCE
Formative Assessment Have students use the blackline master
on page 10 to explain scientific concepts in the text. Review students’ answers
as you evaluate their mastery of the learning focus.
RI.5.3 COMPREHENSION
Explain Concepts
TEACHER’S
CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE
E-RESOURCE
Formative/Summative Assessment Have students use the
blackline master on page 11 to collect evidence from the text and digital
sources that helps them answer the questions: Are social robots part of our
future? Use evidence from the text to support your response.
W.5.8*, W.5.9, RI.5.3 WRITING
Gather Information
MONDO BOOKSHOP GRADE 5 3
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Session 2 “Using the Scientific Method and Building a Better Robot”
LEARNING FOCUSES
RI.5.3, RI.5.5, RI.5.7
Students return to text
to read closely and cite
text evidence to explain
the relationships between
scientific concepts. They
compare and contrast the
structure of information in
different sections of the
text, with an emphasis on
description and sequence.
They use information from
print and digital sources
to locate an answer to a
question.
RETURNING TO THE TEXT 5 minutes
Ask students to reflect on the text read previously. Guide them to recall how
they applied the learning focus to their reading.
Who can quickly remind us about our discussion from the last session?
We read about social robots and the scientific method. We related the
scientific concepts in the report.
READING THE TEXT CLOSELY 10 minutes
Explain the learning focuses. Invite students to reread pages 5–6. Check in
to see how well they have understood the focuses. If you are satisfied that
students can apply them, have them read the balance of the selection. If not,
provide corrective feedback as suggested on page 2 of this plan.
oday as we read, we will continue to notice concepts and explain how they
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are related. We’ll also look at the structure of the text and use information
from the text and digital sources to answer questions. . . . Who will share a
concept from the text?
Scientists working for NASA observed that astronauts needed fresh fruits
and vegetables.
Would someone like to share another concept?
They developed a hypothesis that plants grown in space will grow just as
well as plants grown on Earth.
an someone share how these concepts are related to what we already
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learned in the text?
Scientists working for NASA are using the scientific method to find out how
to grow food in space.
COMPREHENSION SHARE
Compare how the information
in two parts of a text is
presented. How are the parts
the same? How are they
different?
Draw students’ attention to the structure of the text.
Who noticed something about the structure of pages 5 and 6?
The text describes Dr. Breazeal observing robots. Then it explains the
scientific method. Next, it gives an example of making observations, asking
questions, and making a hypothesis.
Who can share something else about the structure of the text?
The text follows the order of the steps of the scientific method.
his text follows the sequence of the scientific method and describes how
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each step is used by scientists.
Focus on using information from the text and digital resources to locate an
answer to a question.
t the end of the last session, you collected evidence from digital sources to
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answer the question, Are social robots part of our future? Who can share the
evidence they found?
I found an online video about scientists and engineers who have made
robots that can talk with you, do chores for you, and even take care of you.
One example is Phillip. He was made by David Hansen. Phillip looks like a
human and can hold a conversation.
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Who would like to share evidence to answer the question using the report?
Dr. Breazeal designed Kismet. It has eyebrows, eyes, and lips it can use to
make expressions. She hopes that Kismet will be able to learn on its own
and interact with people.
eep reading closely to the end of the report. Think about how the evidence
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helps you find answers to questions.
Formative Assessment: Fluency Listen to each student read a portion of
the text. Pay close attention to accuracy, appropriate rate, and expression. If
students need additional practice with fluency, provide the necessary support
at the end of the session.
DISCUSSING THE TEXT 10 minutes
Guide a discussion in which students find text structures in the report and
connect them to how concepts in the report relate. Encourage students to ask
questions and locate answers in the text.
SL.5.1 DISCUSSION
Collaborative
e noticed the text structure on pages 5 and 6. Let’s look at the structure of
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pages 7 and 8. Who notices something about the structure of these pages?
The last paragraph on page 7 describes the last steps of the scientific
method. The first two paragraphs on page 8 are examples of the last steps
of the scientific method. They describe how Dr. Breazeal experimented
with Kismet, analyzed the data, and drew a conclusion. This follows the
structure of explaining the steps of the scientific method in order and
giving descriptions and examples.
e have figured out the structure of the report. This helps us relate the
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scientific concepts in the text. Can someone share how you can find a
concept that’s similar in these two parts of the text?
The first page lists the steps of the scientific method. The last step of the
scientific method is drawing a conclusion. The information on page 8 is
related to page 5 because it describes and gives examples of analyzing
data and drawing conclusions.
Continue the discussion, drawing on information from the text and digital
sources to locate an answer to a question.
ould someone like to share how NASA is experimenting with growing food
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in space?
L.5.6 VOCABULARY
Domain-specific Words
NASA’s experiment is the Vegetable Production System. It will grow lettuce
using LED light.
an someone share how you could find an answer to this question using a
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digital source?
I would use a search engine and type in the words NASA growing food
in space. I would look at the results and choose one that I thought would
answer the question.
Point out the words social interaction on page 8.
et’s talk about how we learned the meaning of the words social interaction.
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Who can share how we learned what these words mean?
The text gives an example of what a social interaction is.
Can someone share the meaning of social interaction?
COMPREHENSION SHARE
If you have a question while
reading, find an appropriate
source, such as a dictionary
or Web page, to help you
quickly find an answer.
Social interaction is how we act and react to people around us.
Would someone share the example of a social interaction that Kismet can do?
It can react to a smile and how long a person looks at something.
MONDO BOOKSHOP GRADE 5 5
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Will someone share examples of social interactions during the school day?
Listening to someone talk and smiling at friends are examples of social
interactions.
Help students understand the benefits of engaging in collaborative discussions.
In our discussions of this report, we referred to the text, went over it
together, and shared our understanding of its concepts, evidence, and
structures. Why do you think it is important to have discussions about
scientific texts?
I think we need to discuss them because science texts contain a lot of new
information.
es. When we talk about a science text in a group, members can fill in the
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gaps in one another’s understanding.
E-RESOURCE
Formative Assessment: Comprehension Using the Quick Start
Planner, note this lesson’s learning focus. Observe each student’s articulation
and use of text evidence to evaluate effective use of the learning focus.
TEACHER’S
RF.5.4a
FLUENCY
Purpose & Understanding
CHOICE FLUENCY FOLLOW-UP
Fluency Practice Guide students to read grade-level text with purpose and
understanding. Guide students in monitoring their own understanding of the
text on a consistent basis—for example, after each paragraph or page. Remind
them that they can go back and reread that portion of the text if necessary.
TEACHER’S
W.5.8*, W.5.9, RI.5.3
WRITING
Gather Information
CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE
E-RESOURCE
Formative/Summative Assessment Have students continue
to use the blackline master on page 11 to collect evidence that helps them
answer the questions: Are social robots part of our future? or How are
scientists making scientific discoveries? Students may need multiple copies
of the organizer. Review students’ collected evidence as you evaluate their
mastery of the learning focuses.
TEACHER’S
RI.5.10
READING
Independent
CHOICE CROSS-TEXT READING: INDEPENDENT OR GUIDED
In preparation for Session 3 (teacher’s choice), have students read the short
text selection “Happy Accidents” on page 9 of the Themed Text Collection.
Remind students to think about the learning focuses from prior sessions as
they read.
efore our next session together, I would like you to read “Happy Accidents”
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on your own. As you’ve done before, notice concepts in the text and think about
how they are related. Also look at the structure of the text and use it to quickly
find information to answer questions.
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Session 3 “Using the Scientific Method and Building a Better Robot” and “Happy Accidents”
Key Idea Many scientific discoveries have been made following the scientific
method. However, many useful ones, such as hard rubber that could bend and
smart dust, happened by accident.
REFLECTING ON THE TEXTS 5 minutes
Ask students to reflect on what they learned over the past sessions. Invite
them to review and reflect on both texts.
e have learned to notice scientific concepts and look for a relationship
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between them. Who would like to share why explaining relationships
between scientific concepts is important?
When you find and explain the relationship between scientific concepts,
it helps you relate new information to things you have already read or
learned.
LEARNING FOCUSES
RI.5.3, RI.5.5, RI.5.7, RI.5.9
Students return to text to
read closely to compare
and contrast texts and cite
text evidence in order to
explain the relationships
between scientific concepts.
They compare and contrast
the structure of information
between texts. They use
information from print and
digital sources to locate an
answer a question.
an anyone share some ideas from “Happy Accidents” and how they are
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related?
Charles Goodyear accidentally spilled rubber, sulfur, and lead on a stove.
Because of this accident, the hard rubber is used to make hockey pucks
today.
CROSS-TEXT ANALYSIS 10 minutes
Guide students to compare and contrast the two texts.
SL.5.1 DISCUSSION
Collaborative
et’s think about both reports we read and talk together about how the
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concepts and structure are alike and different.
Both texts are about scientific discoveries. However, “Using the Scientific
Method and Building a Better Robot” focuses on how scientists use the
scientific method. “Happy Accidents” focuses on how discoveries can be
made through scientific accidents. Both texts use sequence and description
in the structure.
It’s helpful to think about how the ideas and structure are alike and different.
This helps you understand the stories better.
Guide students to synthesize the ideas across both texts. The analysis should
lead to connections and new understandings based on both texts.
et’s think about how discussing the two texts together helps you
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understand both more deeply. Turn and talk with a partner about that. Try to
come up with a possible main idea for the two. Who’d like to share?
Scientific discoveries can be made by following the scientific method or by
accident.
I also noticed a main idea across both texts. Discoveries come from curiosity.
MONDO BOOKSHOP GRADE 5 7
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INTEGRATING THE LEARNING 10 minutes
Invite students to integrate the information from both texts and clearly state
the big ideas across both texts.
hen we read, we try to say what a text was mostly about—the big idea—in
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one sentence. Now we’re going to think through key parts of these two texts
to find a big idea for both of them in one or two sentences. Turn and talk
with a partner. Think about how we can state a big idea that would go with
both texts. . . . Who would like to start?
Scientific discoveries come from curiosity. They are made by accident or
following the scientific method.
Have students reflect on the strategies they learned for comparing two texts
with a similar topic.
et’s recap what strategies we used to deepen our understanding of both
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texts.
We noticed the structure of the text as well as the concepts. We also
explained the relationship between concepts and used the text structure
to locate evidence to answer questions. We said paying close attention like
this helps us understand the texts better.
TEACHER’S
W.5.8*, W.5.9, RI.5.3
WRITING
Respond to Question
TEACHER’S
CHOICE
CHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCE
E-RESOURCE
Formative/Summative Assessment Have students continue to
use the blackline master on page 11 as they finish reading the texts. Then
invite them to write a response to the questions: Are social robots part of our
future? or How are scientists making scientific discoveries? Remind students
to make good use of text evidence they’ve collected from the text and digital
resources to support their main points.
Writing Task: Informative
W.5.2
WRITING
Informative
E-RESOURCE
Summative Assessment Review with students what makes a
strong informative piece. Students will work independently to write an article
for a blog about how science will affect our future. Guide them to use the
planner on page 12 as they organize text evidence for their writing task.
Students may wish to share their articles.
ow that you’ve collected lots of evidence from the text and digital sources
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about scientific discoveries, let’s write an article that answers the question,
How will science affect our future? Use details from both texts and digital
sources to plan your article. Let’s quickly review what makes a strong
informative/explanatory piece before we get started.
We need a clear main idea. Then we need well-organized evidence that
stays on topic and supports the main idea. Finally, we need to follow the
rules of writing.
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TEACHER’S
CHOICE
Additional Instruction
Optional Guided Reading: “Happy Accidents”
Prior to Session 3, for students needing additional guidance, you may
want to conduct a guided reading lesson with the short text, “Happy
Accidents.” Use the learning focuses from Sessions 1 and 2 to practice with
the learning.
RI.5.3, RI.5.5, RI.5.7 COMPREHENSION
Key Ideas & Details
oday we will notice concepts in the text and think about how they are
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related. We will also look at the structure of the text and use it to quickly find
information to answer questions. Think about the concepts, structure, and
answering questions as you read the story.
CLOSE READING OPTION: “NANONSCIENCE”
E-RESOURCE
Summative Assessment Print the online blackline master for
RI.5.10 READING
Independent
Vocabulary
L.5.4b VOCABULARY
Latin Roots & Suffixes
independent close reading. Ask students to read the selection indicated on
the page and respond to the prompts before returning for a small-group
discussion.
Latin Roots and Suffixes Discuss with students the word auditory on page 8.
e can use our knowledge of Latin roots and suffixes to find the meanings of
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words. Look at the word auditory in second sentence in the first paragraph
on page 8. It includes the root audi. Who can share the meaning of the root
word audi?
It means “to hear.”
Yes. Would someone like to share the suffix in the word?
The suffix is -ory.
Yes. Can someone share the meaning of the suffix -ory?
It means “pertaining to.”
es. Now, who can use the meanings of audi and -ory to explain the meaning
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of the word auditory?
It means having to do with or referring to hearing or the sense of hearing.
So, can someone share what information Kismet can take in?
Kismet can take in information that it can hear.
Word Recognition
Word Analysis Direct students’ attention to the word sophisticated in the of
the second paragraph on page 8.
VOCABULARY TIP
If students are using print
dictionaries, you may want
to refresh how to use the
guide words at the top of
the pages. Explain that
words that fall alphabetically
between the two guide words
on a page will be found on
that page.
RF.5.3a WORD RECOGNITION
Letter-Sound Correspondence,
Syllabication, & Morphology
his may be an unfamiliar word, but we can use strategies to read it. Will
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someone share a root word in the word sophisticated?
The root word is soph.
The root soph means “wise.” Who can find the first syllable of the word?
The first syllable is so.
his is a five-syllable word. Let’s apply what we know about letter-sound
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correspondences to read the word.
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Name
Date
Comprehension: Explain Concepts
Think about the scientific concepts in the text. Record them below. Then
identify which concepts are related, and how they are related.
Important Concepts
1.
2.
3.
4.
5.
6.
7.
Which two concepts are related? Write the numbers that are next to the
concepts below.
© Mondo Publishing
How are the concepts are related?
Score:
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Name
Date
Constructed Response: Collect
Text Evidence
Put a check next to the question you are answering. Note research details
from the text that help you answer each question. Also digital sources to
find information. Be sure to include page references from the text and the
names of websites. You may need more than one copy of this sheet.
Are social robots part of our future?
How are scientists making scientific discoveries?
References
© Mondo Publishing
Details from Text or Digital Source
Score:
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Name
Date
Writing Task: Planning Your
Informative Text
Write an article that explains how science will affect our future. Use the
following chart to plan your writing. Write your response on a separate
piece of paper or on a computer. Remember to read your writing when you
are done and make any necessary revisions.
Topic:
Evidence
Evidence
NOTE: Write your text on a separate sheet of paper or a computer.
Remember to read your writing when you are done and make any
necessary revisions.
© Mondo Publishing
Evidence
Score:
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