Talking to a Robot Helper: Prompt Skills for K-2

• State at least one part of a clear request to a robot helper (who, what, how many, what kind).
• Notice when a robot helper's answer doesn't match what was asked, and say what's wrong.
• Name one safe rule for using a robot helper at home ("check with a grown-up," "don't tell it my address," etc.).

• • Teacher: a sock puppet OR a paper-bag robot named "Robo" (template included)
• • 10 picture cards: 5 "clear request" pictures and 5 "fuzzy request" pictures
• • Anchor chart paper: "Our Robo Helper Rules"
• • Optional: 1 short read-aloud (suggested titles included in pack)

1. 5MIN

   Meet Robo

   Introduce Robo. "Robo is a helper that listens to words. Robo is super smart but Robo only knows what we tell it. If we say a fuzzy thing, Robo gets fuzzy." Demonstrate: ask Robo "draw a thing" — Robo draws a scribble. Class laughs.

2. 10MIN

   Fuzzy vs. Clear Game

   Hold up two picture cards: a child saying "I want food" vs. "I want a red apple cut in half." Class chants which one is FUZZY and which is CLEAR. Repeat with 4 more pairs. Students physically wiggle for fuzzy, stand tall for clear.

3. 10MIN

   Try a Real Request

   Pairs: one student is the "asker," one is Robo. Asker requests something (drawing, sandwich, story). If the request is fuzzy, Robo deliberately misunderstands. They swap. Teacher circulates with a fist-bump for any student who self-corrected to a clearer request.

4. 6MIN

   Robo Is Sometimes Wrong

   Teacher has Robo confidently say something wrong ("The sun is purple." "Cats have 6 legs."). Class shouts "CHECK!" and corrects Robo. Discuss: even smart helpers make mistakes — we always check with a grown-up or a book.

5. 4MIN

   Build Our Rules

   Co-create the anchor chart: 3-5 simple rules. Examples: "We say clear words." "We check what Robo says." "We tell a grown-up if Robo is being weird." Each child signs the chart with their thumbprint or initial.

• →Pre-readers: all picture cards are images-only; rules chart uses pictograms next to words.
• →Multilingual learners: Robo can be addressed in any language — the same lesson works in Spanish, French, Mandarin (a clear request is clear in any language).
• →Sensory needs: students who don't want to speak with the puppet may point to a picture card to make a request instead.
• →Strong readers: extension card asks them to write one new rule for the chart in their own words.

Teacher checklist during Pair phase: (1) student produces at least one clear request without prompting, (2) student notices at least one fuzzy request from their partner. Anchor chart serves as collective artifact.

Your child learned to give clearer instructions to a 'robot helper' today (we used a sock puppet — no real AI involved!). At home, try: ask your child to give you a 'fuzzy' instruction, then a 'clear' one. Then talk about the time Robo was WRONG — and what your family does to check whether information is true.