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Directions: Review Passage 1: Robot Helpers and answer the question.

1. How does the heading “Many High-tech Helpers” contribute to the overall meaning of the text?

• The heading “High-Tech Helpers” informs the reader that this section of the text will be about the how robots can help students talk about social studies projects.

• The heading “High-Tech Helpers” provides details that this section of the text will discuss the number of robots found in classrooms and what the robots do to help students.

• The heading “High-Tech Helpers” informs the reader that this section of the text will explain what it feels like to be in class with a robot that moves around the room.

• The heading “High-Tech Helpers” provides the reader with a visual of what the robot looks like in a classroom.

Directions: Review Passage 1: Robot Helpers and answer the question.

How does the overall text structure contribute to the meaning of the text?

• The text presents the problem of students with serious medical conditions not being able to go to school and provides a solution that makes sure homework papers are sent home everyday.

• The text compares and contrasts different types of robots that have been used in the classroom to help students with serious medical conditions.

• The text provides events in chronological order that allow the reader to go through a day in the life of Jilly as she goes to each of her classes.

• The text provides a detailed description of how robots like the “Perfect Attendant” are being used to help students with serious medical conditions participate in school.

Directions: Read Passage 2: Designing Robots for Kids and answer the following question.

1. How does the graph contribute to the overall meaning of the text ?

• The graph provides a visual that shows there continues to be a lower number of black women with computer science degrees compared to the total number of people with computer science degrees.

• The graph explains to the reader that there is a growing number of black women with computer science degrees.

• The graph provide a visual that gives the reader details about how De'Aira Bryant became a computer scientist.

• The graph persuades the reader to go out and enroll in computer sciences courses.

Read Passage 1: Robot Helpers and answer the following question:

1. Select the most accurate summary of the text.

• Jilly is home and able to  talk to her friends in class using a robot called “Perfect Attendant.” The robot was an Ipad on a skinny pole with wheels that Jilly controls from home. The robot can take quizzes, talk to friends, and go on fieldtrips and to lunch. Jilly has a serious medical condition and this robot allows her to stay home while still getting to learn and be a kid. There have been some glitches, but the teacher still thinks it is a great tool for Jilly.

• Jilly is home and able to talk to her friends in class using a robot called “Perfect Attendant.” This is a really cool robot! It moves around on a pole and can go to lunch and field trips. Every kid should have a robot like this. Jilly has a serious illness and this allows her and her friends to work together on a project about Egypt. The robot is so amazing and it doesn’t ever glitch.

• In class, Jilly gets to use a robot called “Perfect Attendance” to help her take quizzes and complete projects at school.  It moves around on a pole and it can go with Jilly to lunch and on field trips. The robot allows Jilly’s teacher to see everything she is doing in class.  Even though it glitches sometimes, Jilly’ teacher thinks it is a great tool for her to use in class. She also uses it to work with her friend on a project about Egypt in her social studies classroom.

• Jilly was chatting with her two friends before social studies class using a robot call “Perfect Attendant.”  Kids wave to the robot when it comes down the hall in school. Jilly’s mom says that she loves school. She also loves animals and wants to become a veterinarian or rescue sloths in the Amazon forest. Science class was about to start for Jilly and her robot.

Read Passage 2: Designing a Robot for Kids and answer the following question:

1. Select two details that should be included in the summary of the text.

• Computer science was not what I thought it was. (Paragraph 4)

• That same teacher from my first computer science class invited me to work in her lab. (Paragraph 6).

• De'Aira Bryant studies computer science in Georgia. She develops robots and studies how they interact with children. (Paragraph 1)

• For example, the robots tend to confuse the facial expressions for anger and sadness in children. (Paragraph 10)

• Hopefully, more black women will graduate with computer science degrees in the future because not much has changed in the last 20 years. (Paragraph 11)

Directions: Review Passage 1 and Passage 2. Then answer the question.

How is the information in Passage 1 different from the information in Passage 2?

• In Passage 1, we learn information about how robots are used to help sick students participate in school activities. In Passage 2, we learn about the personal experience of a computer scientist who codes robots to interact with children.

• In Passage 1, we learn about the personal experience of people who build robot helpers to be used in schools. In Passage 2, we learn about the personal experience of a computer scientist who codes robots to interact with children.

• In Passage 1, we learn information about how robots are used to help sick students participate in school activities. In Passage 2, we learn about the types of classes a computer science student must take to graduate.

• In Passage 1, we learn information about how robots are used to help teachers grade homework. In Passage 2, we learn about working in a lab at Georgia Tech.

Directions: Review Passage 1 and Passage 2. Then answer the question.

How is the information in Passage 1 similar to the information in Passage 2?

• In both passages, the authors explain how to build a robot that can help people.

• In both passages, the authors discuss the importance of computer science degrees for people interested in building robots.

• In both passages, the authors describe a way that robots can be used to help kids of all ages.

• In both passages, the authors persuade the reader to try to build a robot that can help the lives of people everywhere.