visual vocabulary resources (grade 1)

Grade 1

ContentsUnit 1 Week 1 Key Vocabulary...........................................................................1

Function Words and Phrases ................................................7Basic Words ...............................................................................11

Week 2 Key Vocabulary........................................................................ 13Function Words and Phrases ............................................. 19Basic Words .............................................................................. 23




Unit 2Week 1 Key Vocabulary........................................................................ 61

Function Words and Phrases ............................................. 67Basic Words .............................................................................. 71



Week 4 Key Vocabulary........................................................................ 97Function Words and Phrases ...........................................103Basic Words ............................................................................107

Week 5 Key Vocabulary......................................................................109Function Words and Phrases ........................................... 115Basic Words ............................................................................ 119

Unit 3Week 1 Key Vocabulary......................................................................121

Function Words and Phrases ...........................................127Basic Words ............................................................................131

Week 2 Key Vocabulary......................................................................133Function Words and Phrases ...........................................139Basic Words ............................................................................143






















English Language Development Vocabulary ... 388A

Function Words and PhrasesUnit 3 Week 3 Masks All Over the World

Word 1 make out of

Word 2 make up

Key VocabularyUnit 2 Week 2 Little Red Hen

Word 3 partner

Word 4 responsibility

A1VVR_CA_U2W2_RD10_key.indd 75

A1VVR_CA_U2W2_RD10_key.indd 75

2/25/08

fresh fruit stew nuts

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creamcheesepudding

ROUTINE

pudding, cheese, cream, fresh fruit, stew, nuts

Basic WordsUnit 1 Week 1Pam and Sam

1. Display the card. 2. Defi ne each word in English, referring to the photograph.

Incorporate actions where appropriate. 3. Have children say the word three times. 4. Explain how these six words fi t into a group, or category. During

independent work time, have children write sentences for each word.

11

How to Use this Book

Purpose and UseThe Visual Vocabulary Resources book provides teachers using the Macmillan/McGraw-Hill California Treasures reading program photo-word cards that visually introduce specific vocabulary from the

program. The photos are intended to preteach vocabulary to English learners and Approaching Level

students, as well as offer additional, meaningful language and concept support to these students.

The photo-word cards are designed to interrelate with the English Learners and Approaching Small

Groups lessons and the English Learner Resource lessons, all of which are designed to support the EL

and struggling reader population. The Visual Vocabulary Resources book is referenced specifically in

those lessons.

Vocabulary WordsIn the first half of the book, the photo-word cards support three categories of vocabulary in the core

reading program:

1. Key Vocabulary These are the Key Words as introduced to the entire class in the Oral Vocabulary

Card selections or the core selection. Students of all levels of language acquisition are taught these

words: Beginning, Early Intermediate, Intermediate, and Early Advanced.

2. Function Words and Phrases These are idioms, adverbs, two-word verbs, and other words

and phrases of particular use to English learners. Function Words and Phrases are also drawn

from the core selection, but will not be taught to the whole group as part of the core les-

son. Students of all levels of language acquisition are taught these words: Beginning, Early

Intermediate, Intermediate, and Early Advanced.

3. Basic Words These words are chosen from the Read Aloud Anthology, the core selection, or

the Kindergarten Literature Big Book. They have been chosen to fit a specific thematic category

that will help EL learners increase their depth of vocabulary. These words are not singled out for

instruction to the whole group. Only students at the Beginning and Early Intermediate levels of

language acquisition are taught these words.

The second half of the book supports the vocabulary presented in the English Language

Development component of the California Treasures reading program. The ELD Vocabulary

presented is selected from the weekly Skill-Based English Learners Practice Reader. In the place of

the Basic Words categories, there are Content Words drawn from ELD Content Big Book selections.

Structure of Book The Key Vocabulary and Function Words and Phrases sections both have two photos on each right-hand

page. Each photo represents one vocabulary word. The teacher script is located on the back of each

card directly behind its accompanying photo. The Basic Words section shows six photos per page,

followed by a teacher routine. The ELD Content Words section mimics this format with 4 to 6 words per

page.

Teacher ScriptsThe lessons found on the Key Vocabulary, Function Words and Phrases, and ELD Vocabulary sections are

interactive in approach. They define the vocabulary words in English and Spanish, point out cognates

(where appropriate), and provide strategies to get students talking and using the new language as

much as possible; for example students:

chorally pronounce the word to focus on articulation

partner talk with structured sentence frames to use the word in oral speech

role-play to make the word come to life and use in everyday situations

connect the word to known words and phrases through sentence replacement activities

engage in movement activities to experience the word’s meaning

The techniques make instruction engaging and memorable for students. These low-risk ways to practice

speaking help students make connections and develop understanding as they acquire vocabulary.

•••••

Visual Vocabulary Resources—A New Classroom Resource

Key VocabularyUnit 1 Week 1 Pam and Sam

Word 1 cheerful

Word 2 genuine

© Macmillan/McGraw-Hill • photo credits: (t) © Bananastock/PunchStock. (b) © Brand X Pictures/Jupiterimages.


Key Vocabulary

MOVEMENT

Word 1 cheerful

Word 2 genuine

Point to the Word 1 image on the opposite side.

1. One word in the selection is cheerful. Say it with me: cheerful. When you are cheerful, you are happy or glad. When you feel cheerful, you smile.

2. En español, cheerful quiere decir “alegre, contento, feliz.” Cuando uno está alegre, uno sonríe y se muestra animado.

3. Now let’s look at a picture that shows the word cheerful. (Point to the boys in the photo.) These boys are smiling. Do you think they feel angry or cheerful?

4. How do you look when you feel cheerful? What do you do? Let’s all pretend to be cheerful together.

5. I’ll describe a situation and you respond by looking cheerful and saying the word “cheerful” or looking unhappy and saying “not cheerful.” Here we go: You got a 100 on your math test (cheerful). Your forgot your lunch (not cheerful). (Continue with similar situations.)

6. Now let’s say cheerful together three more times: cheerful, cheerful, cheerful.


1. Another word in the selection is genuine. Say it with me: genuine. When something is genuine, it is real, not fake. You can have a belt made of genuine leather. You can have genuine feelings of love for someone.

2. En español, genuine quiere decir “natural, puro, auténtico.” Cuando algo es genuino, es de verdad, no es falso. Uno puede tener una correa o cinturón hecho de cuero genuino. Uno le puede tener afecto genuino a alguien.

3. Genuine in English and genuino in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word genuine. (Point to the woman in the photo.) See how this mother kisses the baby. She has genuine feelings of love for this baby.

5. For whom do you have a genuine feeling of love? Tell your partner about that person. (I feel genuine love for my mom. She is nice to me. She hugs me all the time.)

6. Work with your partner to use the word genuine in a sentence. Use the sentence frame: The boy feels genuine .

7. Now let’s say genuine together three more times: genuine, genuine, genuine.

TEACHER TALK PARTNER TALK

TEACHER TALK

2

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Word 3 interest

Word 4 prefer

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Key Vocabulary

Word 3 interest

Word 4 prefer


1. Another word in the selection is interest. Say it with me: interest. An interest is something you enjoy doing or you want to know more about. When you have an interest in something, you pay attention because you think it’s interesting.

2. En español, interest quiere decir “curiosidad, la atención o inclinación que se tiene por algo, interés.” Si algo te provoca interés, disfrutas hacerlo o te da curiosidad por aprender más. Cuando sientes interés por algo, le prestas atención.

3. Interest in English and interés in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that demonstrates the word interest. (Point to the man and boy in the photo.) This man is showing a book to the little boy. They both seem to have an interest in the book! The man has a magnifying glass so the boy can see better. If the boy did not have an interest in the book, he might look bored.

5. What types of activities do you have an interest in? Tell your partner. (I have an interest in soccer. I also have an interest in raising chickens.)

6. Think of three different interests your partner might have. For each one, ask your partner: Do you have an interest in ? Why or why not?

7. Now let’s say interest together three more times: interest, interest, interest.

TEACHER TALK

PARTNER TALKTEACHER TALK

PARTNER TALKPoint to the Word 4 image on the opposite side.

1. Another word in the selection is prefer. Say it with me: prefer. When you prefer something, you like it more than something else. If someone offered me an apple or a grapefruit, I would choose the apple. I prefer apples. I like them more than I like grapefruit.

2. En español, to prefer quiere decir “preferir, escoger una cosa entre varias opciones.” Si alguien me ofreciera una manzana o una naranja, yo escogería la manzana. Prefi ero la manzana.

3. To prefer in English and preferir in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that demonstrates the word prefer. (Point to the melon and the pineapple in the photo.) This boy’s mom is holding a melon in one hand and a pineapple in the other. It looks like she’s asking her son, “Which do you prefer?”

5. Which fruit do you think the boy prefers? Why? Share your ideas with a partner. (I think the boy prefers the melon because it is sweeter.)

6. Look at the fruits in the photo. Work with your partner to say which fruit you prefer. Use the sentence frame: I prefer .

7. Now let’s say prefer together three more times: prefer, prefer, prefer.

4


Word 5 unique

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TEACHER TALK

Word 5 unique


1. Another word in the selection is unique. Say it with me: unique. When something is unique, it is the only one of its kind. It is special.

2. En español, unique quiere decir “singular, extraordinario, sin igual, único.” Cuando se dice que algo es único, no hay más de su tipo o clase. Es algo especial.

3. Unique in English and único in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that demonstrates the word unique. (Point to the dog in the photo.) This dog is wearing a ribbon that says “First Place.” This must be a special dog. The people who gave him fi rst place thought he was unique. He was not like the other dogs in the contest.

5. Why do you think this dog might be unique? What did he do for the judges? Share your ideas with your partner. (This dog is unique because he can dance on his hind legs. This dog is unique because his coat is so shiny.)

6. What makes you unique? Tell your partner. Use the sentence frame: I am unique because

. 7. Now let’s say unique together three more

times: unique, unique, unique.

PARTNER TALK

6

Word 1 creep past

Word 2 scamper across

Function Words and PhrasesUnit 1 Week 1 Pam and Sam

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1. In English, we use creep past to describe how someone or something moves when passing by slowly and quietly. Say it with me: creep past. Creep past means “to slowly move or sneak by quietly.” A cat might creep past a sleeping dog so that the dog will not wake up.

2. En español, to creep past quiere decir “moverse o pasar al lado de algo lentamente, sin hacer mucho ruido.” Un gato puede pasar lentamente por el lado de un perro para no despertarlo.

3. This picture shows the phrase creep past. It shows a traffi c jam. There are so many cars on the road that they can only move slowly, or creep past each other.

4. I am going to say some sentences. Repeat the sentences after me.

I will creep past you.You will creep past me.Who will creep past us?We’ll see!

5. I am going to describe actions. If the actions describe the phrase creep past, raise your hand and say the phrase creep past. If not, don’t do anything.

The clown jumps out of the car.A mouse sneaks by a sleeping cat.The baby moves slowly on its hands and knees.

6. Repeat the phrase three times with me: creep past, creep past, creep past.

Word 2 scamper across

Word 1 creep past

TEACHER TALK CHORAL RESPONSE1. In English, we use scamper across to describe

a quick kind of movement. Say it with me: scamper across. Scamper across means “to run or move quickly from one place to another.” If you want to get from one side of the street to the other quickly, you can scamper across the street.

2. En español, to scamper across quiere decir “moverse rápidamente de un lugar a otro, corretear.” Si quieres cruzar la calle rápidamente, puedes cruzar la calle correteando.

3. This picture shows the words scamper across. The wolf is moving quickly over the snow. It scampers across the snow.

4. I am going to name some places. If you can scamper across them, say scamper across, if not, say nothing.

a high rocky mountaina fl at grassy meadowthe school yard

5. I am going to say some words that describe actions. If they describe what it is like when something scampers across, say “yes.” If they do not, say “no.”

moves quicklycreeps pastruns fastlays downhops along

6. Repeat the words three times with me: scamper across, scamper across, scamper, across.

TEACHER TALK CHORAL RESPONSE

8

Word 3 crouch in fear

Word 4 watch in amazement

Function Words and PhrasesUnit 1 Week 1 Pam and Sam

© Macmillan/McGraw-Hill • photo credits: (t) © BananaStock/PunchStock. (b) © Image100/PictureQuest.

Word 3 crouch in fear

1. In English, we use crouch in fear to describe what we might do if we are afraid. Say it with me: crouch in fear. Crouch in fear means “bend down or hide from something scary.” Some people crouch in fear when they watch a scary movie.

2. En español, to crouch in fear quiere decir “encogerse de miedo.” Algunas personas se encogen de miedo cuando ven una película de terror.

3. This picture shows the phrase crouch in fear. It shows children starting to hide and cover themselves under the blanket because they are watching something scary on the television. They are all crouching in fear.

4. I am going to name an event. If it is something that might cause you to crouch in fear, say “crouch in fear.” If not, say nothing.

A lion walks past you.A kitten walks past you.A tornado comes toward the house.The sun shines on your house.

5. Now I am going to say some sentence starters. Repeat the sentence starters and complete each one with the words crouch in fear.

When I hear a strange noise, I .When I watch a scary movie, I .When I see a dangerous animal, I .

6. Repeat the phrase three times with me: crouch in fear, crouch in fear, crouch in fear.

Word 4 watch in amazementTEACHER TALK CHORAL RESPONSE1. In English, we use watch in amazement to

describe how we look at some things. Say it with me: watch in amazement. Watch in amazement means “to look at something with wonder, surprise, or astonishment.” At the circus, people watch in amazement as the man swings on the trapeze.

2. En español, to watch in amazement quiere decir “mirar algo con asombro o sorpresa.” En el circo, las personas miran con asombro al trapecista mientras vuela por el aire.

3. This picture demonstrates the words watch in amazement. These people are watching something up high that is amazing or astonishing. They are watching in amazement. What might they be watching in amazement? (Examples include: an airplane show, a spaceship, a hot air balloon festival)

4. I am going to name some events. If people would watch the event in amazement say, “watch in amazement.” If not, say nothing.

a man walking across a tightropea boy juggling 10 balls at oncea woman pushing a baby carriagea fi reworks show in the sky

5. I am going to say some words that describe what people look like. If the words describe what people might look like when they watch in amazement, say “yes.” If not, say “no.”

eyes widemouths openeyes closedbig smilehead down

6. Repeat the phrase three times with me: watch in amazement, watch in amazement, watch in amazement.


10

fresh fruit stew nuts

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creamcheesepudding

ROUTINE

pudding, cheese, cream, fresh fruit, stew, nuts

Basic WordsUnit 1 Week 1Pam and Sam




11

Key VocabularyUnit 1 Week 2 I Can, Too!

Word 1 energy

Word 2 exhausted

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Key Vocabulary

TEACHER TALK

Word 1 energy

Word 2 exhausted


1. One word in the selection is energy. Say it with me: energy. If you have energy, you can play for a long time and not get tired. When you have energy, you aren’t tired.

2. En español, energy quiere decir “ánimo, fuerza, poder, energía.”Si tú tienes energía, puedes jugar por horas sin cansarte. Cuando tienes energía no estás cansado.

3. Energy in English and energía in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that demonstrates the word energy. (Point to the group of children.) These children have lots of energy. Look at how they run around on the beach. When they run out of energy, they will want a nap.

5. What do you do when you have a lot of energy? Tell your partner. (I play tag. I run around with my dog.)

6. Tell your partner how much energy you have right now. Use the sentence frame: Right now, I have energy.

7. Now let’s say energy together three more times: energy, energy, energy.

TEACHER TALK

PARTNER TALK


1. Another word in the selection is exhausted. Say it with me: exhausted. If you are exhausted you are really tired. When you are exhausted, you want to rest. Do you have a lot of energy or are you exhausted?

2. En español, exhausted quiere decir “estar muy cansado, agotado, sin energía o sin fuerzas.”Si uno está agotado, probablemente quiere descansar.

3. Now let’s look at a picture that demonstrates the word exhausted. (Point to girl and puppy sleeping.) This girl is sleeping with the puppy in her arms. Do you think she is exhausted?

4. Let’s all pretend that we’re exhausted. Let’s yawn and stretch our arms. Let’s rub our eyes and go to sleep.

5. Let’s pretend that we had a long day at school, and now we’re exhausted. Walk into your house and fl op onto the couch. Give a big, tired yawn.

6. Now let’s say exhausted together three more times: exhausted, exhausted, exhausted.

MOVEMENT

14


Word 3 stretch

Word 4 movements

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Word 3 stretch

Word 4 movements


1. Another word in the selection is stretch. Say it with me: stretch. When you stretch, you extend your arms and legs. When you stretch, you get more fl exible.

2. En español, to stretch quiere decir “estirar, alargar, extender.” Cuando uno se estira, extiende sus brazos y piernas. Al estirarse su cuerpo se vuelve más fl exible.

3. Now let’s look at a picture that demonstrates the word stretch. (Point to the kids in the photo.) These children are stretching. Look at their arms and legs.

4. Let’s all get up and stretch. Let’s reach up to the sky. Now let’s stand on our toes. Reach from side to side.

5. Pretend you just woke up. Get out of bed and stretch your body. Let’s get the kinks out. Touch the fl oor. Now straighten up. Make an “x” with your body.

6. Now let’s say stretch together three more times: stretch, stretch, stretch.

TEACHER TALK

TEACHER TALK

MOVEMENT

MOVEMENTPoint to the Word 4 image on the opposite side.

1. Another word in the selection is movements. Say it with me: movements. Movement means “a change in position.” Running, stretching, and even coloring with a crayon are all movements.

2. En español, movements quiere decir “la actividad de un cuerpo, o el cambio de posición de algo o alguien, movimientos.”Una cosa hace un movimiento cuando cambia de lugar o posición. Cuando corres, te estiras o coloreas estás haciendo movimientos.

3. Movements in English and movimientos in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that demonstrates the word movements. (Point to the zebra in the photo.) See how the zebra runs. It is making movements with its body.

5. Let’s all get up and make movements. Jump up and down. Make circles with your arms. Touch your ear to your shoulder.

6. Pretend you are a fi sh swimming in the water. Show me what movements you make under water.

7. Now let’s say movements together three more times: movements, movements, movements.

Key Vocabulary

16


Word 5 express

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Word 5 express


1. Another word in the selection is express. Say it with me: express. When you express your feelings, you show or tell about your feelings. How would you express feelings of happiness? Show me.

2. En español, to express quiere decir “mostrar o decir lo que sientes, expresar.” Cuando expresas tus sentimientos, los estás mostrando.

3. To express in English and expresar in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that demonstrates the word express. (Point to the group of boys.) These boys like to express their feelings. Look at how they hug each other. This is how they express their friendship.

5. How can you express sadness? Tell your partner, and show your partner too. (Examples Include: I pout. I cry. I hug my mom.)

6. Work with your partner to use the word express in a sentence. Tell your partner when you would express surprise. Use the sentence frame: I would express surprise when .

7. Now let’s say express together three more times: express, express, express.

18

Function Words and PhrasesUnit 1 Week 2 I Can, Too!

Word 1 high

Word 2 far

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1. In English, we use high to describe a great distance above us. Say it with me: high. High means “far up, or way above the ground.” Airplanes fl y high in the sky.

2. En español, high quiere decir “alto, elevado, a gran altura del suelo.” Los aviones vuelan alto por el cielo.

3. This picture demonstrates the word high. The giraffe has a long neck, so it can reach high above the ground. It can eat leaves that are high up in a tree.

4. I am going to name some things. If they are high, say “high.” If not, say “not high.”

clouds in the skya worm on the groundthe top of a mountainan ant in the grass

5. I am going to say some sentences. Repeat each sentence. Replace the words way up with the word high.

The bird fl ew way up into the sky.I can see the moon way up above Earth.We climbed way up to the mountaintop.The fi refi ghter climbed way up on the ladder.

6. Repeat the word three times with me: high, high, high.

Word 2 far

Word 1 high

1. In English, we use far to describe a great distance away. Say it with me: far. If your school is a long distance from your house, it is far from your house.

2. En español, far quiere decir “lejos, a gran distancia.” Si la escuela queda a gran distancia de tu casa, queda lejos de tu casa.

3. This picture shows the word far. The girl is getting ready to throw the ball as far as she can. She wants the ball to go a great distance away. She wants it to travel far.

4. I am going to name pairs of places or things. Name the one that is far in each pair.

my desk or the principal’s offi cethis school or the stars in the skyan inch from where your are or a mile from where you arethe sun or the post offi ce

5. I am going to say some sentences. Repeat each sentence. Replace the words a long way with the word far.

I live a long way from my grandmother.I went on a vacation a long way from home.The sun is a long way from Earth.I can throw a ball a long way.

6. Repeat the word three times with me: far, far, far.



20

Function Words and PhrasesUnit 1 Week 2 I Can, Too!

Word 3 long (time)

Word 4 fast

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Word 3 long (time)

1. In English, we can use long to describe how much time something might take to do. Say it with me: long. Long can mean “using up a lot of time.” If you read slowly, it will take a long time to fi nish reading a book.

2. En español, long time quiere decir “mucho tiempo.” Si lees lentamente, te toma mucho tiempo terminar un libro.

3. This picture shows the word long. These people are hiking up a big mountain. It will take a long time for them to get where they are going.

4. I am going to name some activities. If the activity takes a long time to complete, say the word long. If it does not take a long time, say nothing.

build a houseturn on a lightdrive across the countrywave hellobecome a doctor

5. Now I am going to ask questions. Answer “yes” or “no.”

Does it take a long time to throw a ball?Does it take a long time to learn how to fl y a plane?Does it take a long time to grow up?Does it take a long time to shut a door?

6. Repeat the word three times with me: long, long, long.

Word 4 fast

1. In English, we use fast to describe speed. Say it with me: fast. Fast means “quick.” You run fast to win a race.

2. En español, fast quiere decir “rápido, veloz.” Si quieres ganar una carrera, corres rápido.

3. This picture shows the word fast. This ambulance is taking a person who is ill to the hospital. It moves fast to get the person there quickly.

4. Let’s walk around the room in a line at a regular speed. Then let’s walk fast. Follow me.

5. Let’s take turns acting out things we can do fast. Let’s pretend we are running fast, talking fast, and eating fast.

6. Repeat the word three times with me: fast, fast, fast.


TEACHER TALK MOVEMENT

22

jump skip kick

stop swing throw

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ROUTINE 1. Display the card. 2. Defi ne each word in English, referring to the photograph.

Incorporate actions where appropriate. 3. Have children say the word three times. 4. Explain how there six words fi t into a group, or category. During


Basic WordsUnit 1 Week 2I Can, Too!

jump, skip, kick, stop, swing, throw

23

Key VocabularyUnit 1 Week 3 How You Grew

Word 1 adult

Word 2 change

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Key Vocabulary Word 2 change

Word 1 adult


1. One word in the selection is adult. Say it with me: adult. If you are an adult, you are not a child anymore. You become an adult when you grow up.

2. En español, adult quiere decir “adulto.” Una persona adulta ya no es un niño. Uno se vuelve un adulto cuando ha terminado de crecer.

3. Adult in English and adulto in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that demonstrates the word adult. (Point to the adult gorilla with her baby.) This gorilla is an adult. The baby is not an adult. How are they different? The gorilla is big. The baby is little.)

5. Think of some adults that you know. Tell your partner who they are. (Examples include: mom, dad, teacher)

6. Work with your partner to use the word adult in a sentence. Tell your partner how old you will be when you’re an adult. Use the sentence frame: When I’m years old, I will be an adult.

7. Now let’s say adult together three more times: adult, adult, adult.


1. Another word in the selection is change. Say it with me: change. To change means “to become different.” What are some ways that you might change as you grow?

2. En español, to change quiere decir “cambiar, transformar, hacer algo diferente a como era antes.” Si uno cambia, no es igual a como era antes. ¿Cómo cambiarás al crecer?

3. Now let’s look at a picture that demonstrates the word change. (Point to the group of children.) These children are of different ages. Look at the younger girl on the left here. How will she change?

4. What were you like as a baby? How have you changed since then? Tell your partner. (I was small, but now I’m bigger. I cried a lot, but now I don’t. I couldn’t walk, but now I can.)

5. Work with your partner to use the word change in a sentence. Tell your partner what you think will change about you within fi ve years. Use the sentence frame: In fi ve years, my will change.

6. Now let’s say change together three more times: change, change, change.



26


Word 3 imitate

Word 4 learn

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Key Vocabulary

MOVEMENTTEACHER TALK

Word 3 imitate

Word 4 learn


1. Another word in the selection is imitate. Say it with me: imitate. When you imitate someone, you do exactly what they do.

2. En español, to imitate quiere decir “copiar algo o repetir las acciones de una persona, imitar.” Cuando imitas a alguien, haces lo que esa persona haría.

3. To imitate in English and imitar in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that demonstrates the word imitate. (Point to the girl in the photo.) This girl wants to learn how to knead dough. That’s why she will imitate what the adult is doing. She will do the same thing as the adult.

5. Pretend your partner is your refl ection in the mirror. Imitate what your partner does.

6. Think about an animal. Think of its movements and its sounds. Show the class how you imitate it. We will guess what animal you are imitating.

7. Now let’s say imitate together three more times: imitate, imitate, imitate.


1. Another word in the selection is learn. Say it with me: learn. When someone teaches you something, you learn it. You can learn by watching, doing, or listening.

2. En español, to learn quiere decir “aprender o lograr entender algo.” Cuando alguien te enseña algo, tú lo aprendes. Se aprende observando, haciendo y escuchando.

3. Now let’s look at a picture that demonstrates the word learn. Say it with me: learn. The girl that is sitting wants to learn how to use the computer. She had not used one before. See the girl pointing at the computer? She is teaching her how to use it.

4. If you could learn to play a musical instrument, what would it be? Tell your partner. (I would like to learn to play the fl ute. I would like to learn to play the guitar.)

5. What do you like to learn? Use the sentence frame: I like to learn how to .

6. Now let’s say learn together three more times: learn, learn, learn.


28

FPO1.1.3_key_practice.jpg


Word 5 practice

© Macmillan/McGraw-Hill • photo credits: (t) © Purestock/PunchStock.


TEACHER TALK

Word 5 practice


1. Another word in the selection is practice. Say it with me: practice. When you practice something you do it over and over again. You practice something to get better at it. You have to practice a lot to do something very well.

2. En español, to practice quiere decir “hacer algo muchas veces para mejorar, practicar.” Cuando practicas algo, lo haces una y otra vez. Tienes que practicar mucho para poder hacerlo bien.

3. To practice in English and practicar in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that demonstrates the word practice. (Point to the boy playing basketball.) This boy practices playing basketball. If he practices every day, soon he will be a better basketball player.

5. What are some things you practice? Tell your partner. (math, writing, piano)

6. Pretend we are going to play soccer. First, we need to practice. Where are some good places to practice soccer? Use the sentence frame:

is a good place to practice playing soccer.

7. Now let’s say practice together three more times: practice, practice, practice.

PARTNER TALK

30

Word 1 taller than

Word 2 shorter than

Function Words and PhrasesUnit 1 Week 3 How You Grow

© Macmillan/McGraw-Hill • photo credits: (t) © JupiterImages/ BananaStock/Alamy Images. (b) © Henri Conodul/Iconotec.com.


Word 1 taller than

1. In English, we use taller than to compare height. Say it with me: taller than. Taller than means “one thing is higher than another.” A giraffe is taller than a lion.

2. En español, taller than quiere decir “más alto que otra cosa.” Una jirafa es más alta que un león.

3. This picture shows the words taller than. It shows the coach and his team. The coach is taller than the children on the team. That is why he crouches down for the picture.

4. I am going to name and point to different pairs of people or objects. Use the sentence frame to compare each item in the pair. Say: is taller than . (Point to various pairs of children or items in the class, such as the desk and the waste basket.)

5. Now I am going to ask questions. Say “yes” or “no” to answer each question.

Is a mouse taller than an ant?Is our school building taller than a car?Is a fl ower taller than a tree?Are you taller than me?

6. Repeat the phrase three times with me: taller than, taller than, taller than.

Word 2 shorter than

1. In English, we use shorter than to compare height. Say it with me: shorter than. Shorter than means “one thing is lower than another.” A goat is shorter than a giraffe.

2. En español, shorter than decir “más bajo que otra cosa.” Un chivo es más bajo que una jirafa.

3. This picture shows the words shorter than. It shows buildings that are different heights. (Point to the pairs of buildings as you describe them.) The two buildings in the middle are shorter than the two buildings at the end.

4. I am going to name and point to different pairs of people or objects. Use the sentence frame to compare each item in the pair. Say: is shorter than . (Point to various pairs of children or items in the class, such as the desk and the waste basket.)

5. Now I am going to ask questions. Say “yes” or “no” to answer each question.

Is a dog shorter than a hamster?Is a slipper shorter than a boot?Is a fl ower shorter than a tree?Are you shorter than your desk?

6. Repeat the phrase three times with me: shorter than, shorter than, shorter than.



32

Word 3 a year ago

Word 4 now

Function Words and PhrasesUnit 1 Week 3 How You Grow

© Macmillan/McGraw-Hill • photo credits: (t) © Andersen Ross/Blend Images/Getty Images. (b) © Creatas/PunchStock.


Word 3 a year ago

Word 4 now

1. In English, we use a year ago to tell about a time that has passed. Say it with me: a year ago. A year ago means “12 months in the past.” A year ago, most children in our class were in kindergarten.

2. En español, a year ago quiere decir “hace un año, hace 12 meses.” Hace un año, muchos de nuestros compañeros estaban en kinder.

3. This picture shows the phrase a year ago. It shows children at a birthday party. The birthday boy in this picture is six years old. A year ago, he was fi ve years old.

4. Tell your partner how old you were a year ago. Use the sentence frame: A year ago, I was .

5. Now talk with your partner about what you did not know how to do a year ago. (Examples include: A year ago, I could not read. A year ago, I could not ride a bike.)

6. Repeat the phrase three times with me: a year ago, a year ago, a year ago.

1. In English, we use now to tell when. Say it with me: now. Now means “at this time.” You are all listening to me now.

2. En español, now quiere decir “ahora, actualmente.” Ustedes me escuchan ahora.

3. This picture shows the word now. These children are looking at the globe right now. Later they may read a story. But now they are looking at the globe with the teacher.

4. I am going to name two activities at a time. Say the activity I am doing now. (Act out one activity as you say each pair.)

Now I clap my hands or touch my toes.Now I look up or look down.Now I sit or stand.Now I walk or run.

5. I am going to ask you to do some activities. Keep doing each activity until I say, “Now [another activity].” (Include these activities.)

clap your handsjumptap your deskwalk around the room

6. Repeat the word three times with me: now, now, now.



34

milk carrot bran

apple sandwich beans

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Basic WordsUnit 1 Week 3How You Grew

milk, carrot, bran, apple, sandwich, beans

35

Key VocabularyUnit 1 Week 4 Flip

Word 1 adorable

Word 2 dear

© Macmillan/McGraw-Hill • photo credits: (t) © G.K. & Vikki Hart/Photodisc/Getty Images. (b) © Photodisc/Barbara Peacock/Getty Images.


Key Vocabulary

TEACHER TALK

Word 1 adorable

Word 2 dear


1. One word in the selection is adorable. Say it with me: adorable. Adorable means “very cute and lovable.” People often think babies and little animals are adorable.

2. En español, adorable quiere decir “muy lindo, precioso.” Las personas creen que los bebés y los animalitos chiquitos son muy lindos.

3. Now let’s look at a picture that shows the word adorable. (Point to the puppy in the photo.) See how little and cute this puppy is. It looks so soft and warm. Wouldn’t you like to pet this adorable puppy?

4. Talk to your partner about what makes the puppy in the picture adorable. (He has such a cute little nose. His ears are so fl oppy. He would be fun to play with.)

5. Work with your partner to tell about people, animals, and things you think are adorable. Tell why they are adorable. Use the sentence frame: I think is adorable because .

6. Now let’s say adorable together three more times: adorable, adorable, adorable.

TEACHER TALK

PARTNER TALK


1. Another word in the selection is dear. Say it with me: dear. Dear means “loved very much.” When something is dear to us, we take very good care of it. Our family and friends are dear to us. Pets can be dear to us. Even our favorite things can be dear to us.

2. En español, dear quiere decir “querido, apreciado.” Cuando sentimos que una cosa es muy querida, la cuidamos mucho. Nuestra familia y nuestros amigos son muy queridos. Nuestras mascotas también pueden ser queridas. Hasta nuestras cosas preferidas son queridas.

3. Now let’s look at a picture that shows the word dear. (Point to the puppy in the photo.) The puppy is very dear to the girl. See how the girl looks at the puppy. We can tell she loves him. See how shiny he is. He also has a collar. We can tell the girl takes very good care of her puppy because he is dear to her.

4. Draw a picture of someone or something that is dear to you. Share your drawing with a partner and tell why the person or thing is dear.

5. We keep things that are dear to us in safe places. For example, people keep special jewelry in jewelry boxes. Tell your partner other places that people keep things that are dear to them. (Examples include: a special box, photo albums, a safe)

6. Now let’s say dear together three more times: dear, dear, dear.

PARTNER TALK

38


Word 3 needs

Word 4 sensible

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Key Vocabulary


Word 3 needs

Word 4 sensible



1. Another word in the selection is needs. Say it with me: needs. Needs are things a person or thing must have. Soil, air, and water are needs that plants have. Plants could not stay alive without these things.

2. En español, needs quiere decir “las cosas que una persona o cosa tiene que tener para sobrevivir, necesidades.” Las necesidades de una planta son el aire, la tierra y agua. Sin estas cosas, las plantas no podrían vivir.

3. Now let’s look at a picture that demonstrates the word needs. We see the family meeting two of their needs. They are eating and drinking. Food and drink are needs of every person.

4. I am going to show you how we meet one of our needs. Do the action with me. (Make a pillow with your hands and pretend to sleep on it.) What need am I meeting? (need for sleep) I will show how I meet another need. (Run in place.) What need am I meeting? (need to move or exercise)

5. Think of some of your needs. Take turns with your partner acting out how you meet your needs. Your partner will guess the needs you act out.

6. Now let’s say needs together three more times: needs, needs, needs.


1. Another word in the selection is sensible. Say it with me: sensible. When you are sensible you act in a way that is wise and makes sense. Things that are not sensible are silly. It is sensible to wear a coat in the snow. It would not be sensible to wear a bathing suit in the snow.

2. En español, sensible quiere decir “que muestra sabiduría y calma en su forma de actuar, sensato.” Si uno o algo no es sensato es necio o tonto. Es sensato ponerse un saco en la nieve. No es sensato salir a la nieve en un vestido de baño.

3. Now let’s look at a picture that shows someone acting in a sensible way. (Point to the girl in the picture.) The girl in this picture was playing hard on a hot summer day. Now, she has stopped playing. She is taking a drink. It is sensible to drink after we play hard in the heat.

4. Tell your partner sensible things to wear in different kinds of weather. Use the sentence frame: It is sensible to wear in

weather. 5. We help ourselves to stay safe by being

sensible. It is sensible to wear seatbelts. Tell your partner other sensible things you do to stay safe. (It is sensible to wear sunblock. It is sensible to eat healthy foods.)

6. Now let’s say sensible together three more times: sensible, sensible, sensible.

40


Word 5 train

© Macmillan/McGraw-Hill • photo credits: (t) © Creatas Images/PunchStock.


TEACHER TALKPoint to the Word 5 image on the opposite side.

1. One word in the selection is train. Say it with me: train. To train means “to teach a person or animal to do something.” One person can train another to do a job. A person can train an animal to do tricks.

2. En español, to train quiere decir “enseñarle a una persona o a un animal cómo hacer algo, entrenar.” Una persona puede entrenar a otra a hacer un trabajo. Una persona puede entrenar a un animal a que haga trucos.

3. Now let’s look at a picture that shows someone training a pet. The girl wants to train her dog to do a trick. She shows him how to put his paw up in the air. He copies her. She tells him he is a good dog so he will do it again.

4. You know how to do many things. You could train a younger child to do things you know how to do. Tell your partner some things you could train someone to do. (ride a bike, draw a cat)

5. Think of a kind of pet. Draw a picture of a trick that you think it would be fun to train that kind of pet to do. Show your picture to your partner. Tell about it. Use the word train. (It would be fun to train a bird to say, “Hello.”)

6. Now let’s say train together three more times: train, train, train.

PARTNER TALK

Word 5 train

42

Function Words and PhrasesUnit 1 Week 4 Flip

Word 1 come back

Word 2 go away

© Macmillan/McGraw-Hill • photo credits: (t) © David R. Frazier/Photo Researchers, Inc.. (b) © SW Productions/Getty Images.

Word 1 come back

Word 2 go away

TEACHER TALK CHORAL RESPONSE1. In English, we use come back to describe what

someone does when they return. Say it with me: come back. Come back means “return to the place you started from.” At the end of the day you come back home.

2. En español, to come back quiere decir “regresar a un lugar.” Al fi nal del día, regresamos a casa.

3. This picture shows the words come back. It shows a Ferris wheel. On this ride, each car goes all the way around. Then it comes back to the bottom where it started out.

4. I am going to describe where you start from and where you go. Then say and complete the sentence: Then I come back . For example, I’ll say, “You leave home and go to school.” You say, “Then I come back home.”

You leave the classroom and go to lunch.You leave your seat and walk to the front of the room.

5. Now I am going to say some words. If they mean the same as come back, say “come back.” If not, say nothing.

stay awayreturngo to where you startedspin around

6. Repeat the words three times with me: come back, come back, come back.

TEACHER TALK CHORAL REPSONSE1. In English, we use go away to describe what

someone does when they leave. Say it with me: go away. Go away means “to leave and go to another place.” Everyday we go away from home to come to school.

2. En español, to go away decir “salir de un lugar para irse a otro.” Cada día salimos de casa para irnos a la escuela.

3. This picture shows the words go away. It shows children getting on a school bus. When the bus moves, they go away from the bus stop.

4. I am going to describe where you start from and where you go. Then say and complete the sentence: I go away from . For example, I’ll say, “You start from home and go to school.” You say, “I go away from home.”

You start from the classroom and go to lunch.You start from your seat and go to the front of the room.

5. Now I am going to say some words. If they mean the same as go away, say “go away.” If not, say nothing.

move awayreturnleavestay

6. Repeat the words three times with me: go away, go away, go away.

44

Function Words and PhrasesUnit 1 Week 4 Flip

Word 3 sit down

Word 4 stand up

© Macmillan/McGraw-Hill • photo credits: (t) © Corbis. (b) © Jill Braaten/Macmillan/McGraw-Hill.

Word 3 sit down

TEACHER TALK PARTNER TALK1. In English, we use sit down to tell about a

move we might make. Say it with me: sit down. Sit down means “to take a seat, get into a seated position.” We sit down on our chairs in the classroom.

2. En español, to sit down quiere decir “sentarse.” Nos sentamos en las sillas del salón.

3. This picture shows the words sit down. It shows children sitting down in a circle listening to the teacher read a book.

4. Tell your partner some things you do when you sit down in the classroom. Use the sentence: I sit down when I . (Examples include, read, write, draw, listen to the teacher)

5. Now talk with your partner about places where you can sit down to read a book. Use the sentence: I can sit down on a . (Examples include: chair, couch, bench, bed)

6. Repeat the words three times with me: sit down, sit down, sit down.

TEACHER TALK CHORAL RESPONSE1. In English, we use stand up to tell about a

move we might make. Say it with me: stand up. Stand up means “to get up on your feet.” When we go to lunch, we stand up fi rst and then get in a line.

2. En español, to stand up quiere decir “ponerse de pie.” A la hora del almuerzo, nos ponemos de pie y nos ponemos en fi la.

3. This picture shows the words stand up. These children are standing up as they pledge allegiance to the fl ag.

4. Repeat this chant after me. Stand up when the parade comes by.

Stand up and watch the birds fl y.Stand up to reach a book up high.Stand up to see stars in the sky.

5. I am going to ask you questions. Answer each by saying “yes” or “no.”

Can you stand up while you sit down?Can you stand up while you sing?Can you stand up while you kneel?Can you stand up while you read?

6. Repeat the word three times with me: stand up, stand up, stand up.

Word 4 stand up

46

lamb monkey seal

turtle whale porpoise

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Basic WordsUnit 1 Week 4Flip

lamb, monkey, seal, turtle, whale, porpoise

47

Key VocabularyUnit 1 Week 5 Soccer

Word 1 admire

Word 2 challenging

© Macmillan/McGraw-Hill • photo credits: (t) © Photodisc/SW Productions/Getty Images. (b) © Digital Vision/PunchStock.


Word 1 admire


1. One word in the selection is admire. Say it with me: admire. To admire means “to respect.” When we admire a person, we think the person is special because of what he or she is or does. You might admire someone who is very kind. You might admire someone who can play the piano well.

2. En español, to admire quiere decir “respetar, pensar que alguien es especial por lo que hace, admirar.” Tal vez admiras a alguien que es muy amable. Tal vez admiras a alguien porque toca el piano muy bien.

3. To admire in English and admirar in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows what it is like to admire. The family in the photo looks at the father. They look at him with love and respect. We can tell that they think he is special. They admire him.

5. Take turns telling your partner people you admire. Explain why you admire each person you name.

6. Make a card for someone you admire. On the front, show why you admire the person. Inside write a message, I admire you. (Write the message on the board.)

7. Now let’s say admire together three more times: admire, admire, admire.

MOVEMENT


TEACHER TALK

Word 2 challenging


1. Another word in the selection is challenging. Say it with me: challenging. Challenging means “hard to do.” Something challenging takes a lot of effort to do. Sometimes we have to work hard to do something challenging, such as riding a bike up a hill. Sometimes we have to think hard to do a something challenging, such as solving a puzzle.

2. En español, challenging quiere decir “difícil de hacer, retador.” Algo retador requiere de mucho esfuerzo para hacer. A veces tenemos que esforzarnos mucho para lograr algo retador, como manejar la bicicleta subiendo una colina. A veces tenemos que pensar mucho para hacer algo retador, como terminar un rompecabezas.

3. Now let’s look at a picture that shows something challenging. The people in the photo are doing something challenging. They are doing a handstand. They are standing on their hands instead of their feet.

4. I am going to name some things to do. If I say something challenging to do, stand up and say challenging. If I say something that is not challenging, sit down and say nothing. Let’s begin: Read a hard book. Take a nap. Eat one grape. Eat one hundred grapes. Figure out the answer to a hard riddle. Climb a mountain. Write your name.

5. I am going to do something challenging. Then you will do it. (Do an action such as stand on one foot and hop.) Who has something challenging they would like us to try? Be sure it is safe to do in the classroom. (Call on several volunteers for the class to imitate.)

6. Now let’s say challenging together three more times: challenging, challenging, challenging.

Key Vocabulary

50


Word 3 charity

Word 4 focus

© Macmillan/McGraw-Hill • photo credits: (t) © Brand X Pictures/PunchStock. (b) © Comstock Images/Jupiterimages.


Key Vocabulary

TEACHER TALK

Word 3 charity


1. Another word in the selection is charity. Say it with me: charity. Charity is helping people who do not have things they need. For example, giving coats to children who need warm clothes is an act of charity.

2. En español, charity quiere decir “ayuda a las personas necesitadas, caridad.” Donar sacos a niños que no tienen ropa caliente para el invierno es un acto de caridad.

3. Charity in English and caridad in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word charity. We see two teens who are doing an act of charity. They are serving food to people who are hungry and do not have food.

5. Tell your partner about an act of charity you saw someone do. Tell why it was an act of charity.

6. You and your partner will take turns naming things a person needs to stay alive and well. Your partner will tell an act of charity someone could do to help a person who needed that thing.

7. Now let’s say charity together three more times: charity, charity, charity.


1. Another word in the selection is focus. Say it with me: focus. To focus means “to look hard or pay close attention to something.” When I write something on the board, you all look at it. You focus on what I am writing.

2. En español, to focus quiere decir “mirar fi jamente o concentrar la atención en algo, enfocar.” Cuando escribo algo en el tablero, ustedes lo miran. Ustedes se enfocan en lo que estoy escribiendo.

3. Now let’s look at a picture that shows what it is like to focus. (Point to the leaf the boy is holding.) The boy focuses on this leaf. He is looking at it very closely. He is even using a special tool to focus on the leaf. It is called a magnifying glass. The tool makes things look bigger. The tool helps him pay attention to every little part of the leaf.

4. We will play a game. I will tell you to focus your eyes on something. You will turn around and focus on it. Focus on the door. Focus on your left foot. Focus on the board. (Say several more commands with focus. Then call on volunteers to take turns telling the class what to focus on.)

5. The boy in the photo uses a magnifying glass to focus on a leaf. Pretend you have a magnifying glass. (Demonstrate curling your fi ngers into a circle to hold a pretend magnifying glass.) Find something in our room to focus on with your pretend magnifying glass. Then I will ask you to tell us what you are focusing on.

6. Now let’s say focus together three more times: focus, focus, focus.

Word 4 focus

MOVEMENT

PARTNER TALK

TEACHER TALK

52


Word 5 offer

© Macmillan/McGraw-Hill • photo credits: (t) © Image Source/PunchStock.



Word 5 offer


1. Another word in the selection is offer. Say it with me: offer. To offer means “to give something to someone.” When we offer something to someone, they may take it or they may not. For example, a friend could offer you a snack after school.

2. En español, to offer quiere decir “dar algo a alguien, ofrecer.” Cuando le ofreces algo a alguien, esa persona puede aceptarlo o puede no aceptarlo. Por ejemplo, un amigo te puede ofrecer algo de comer después de clases.

3. To offer in English and ofrecer in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that demonstrates the word offer. The girl offers a gift to her grandmother. The grandmother smiles. She reaches out to take what the girl offers her.

5. I will pretend to offer you some different foods. Decide if you want each food. If you do, reach out as if you will accept my offer. If you do not want the food, put your hands behind your back. (Name various items such as a banana, a bowl of spinach, a pretzel, cereal with ketchup on it.)

6. I will give you time to gather three things from the classroom. Then you will offer each thing to your partner. Say: I want to offer you this . If your partner wants the item, he or she will take it and say: Thank you. If the partner does not want the item, he or she will not take it and say: No, thank you.

7. Now let’s say offer together three more times: offer, offer, offer.

54

Function Words and PhrasesUnit 1 Week 5 Soccer

Word 1 over there

Word 2 over (in a higher position)

© Macmillan/McGraw-Hill • photo credits: (t) © Creatas Images/PunchStock. (b) © PhotoAlto Agency/Laurence Mouton/Jupiterimages.

Word 1 over there

Word 2 over (in a higher position)

TEACHER TALK PARTNER TALK1. In English, we use over there to describe

where something is. Say it with me: over there. Over there means “in that place.” (Point to the classroom window as you say the following sentence.) The window is over there.

2. En español, over there quiere decir “allá, en ese lugar.” (Señale la ventana del salón mientras lee la frase que sigue) La ventana está allá.

3. This picture shows the words over there. Suppose you are standing by the door and are asked, “Where is the computer?” You point to the computer and say, “It is over there.”

4. Look back at the photo with your partner. Ask each other questions about where different items are in the picture. Answer the questions by pointing and using the words over there.

5. Repeat the activity you just did, but this time ask and answer questions about items in our classroom. Remember to answer each question with the words over there.

6. Repeat the words three times with me: over there, over there, over there.

TEACHER TALK MOVEMENT1. In English, we sometimes use over to describe

a position above. Say it with me: over. Over can mean “in a higher place or position.” The ceiling is over our heads.

2. En español, to be over quiere decir “arriba, encima.” El techo está arriba de nuestras cabezas.

3. This picture shows the word over. It shows the clouds that are above the ocean. The white, fl uffy clouds have formed over the water.

4. Let’s put our hands over our heads. Now let’s put the right hand over the left hand. Now let’s switch and put the left hand over the right hand.

5. (Provide children with several different colored counters or blocks to practice over.) Let’s put the red block over the yellow block. Now let’s put the blue block over the red block. (Continue with other instructions that illustrate the concept.)

6. Repeat the word three times with me: over, over, over.

56

Function Words and PhrasesUnit 1 Week 5 Soccer

Word 3 over (upside down)

Word 4 over (to be done with)

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Word 3 over (upside down)

TEACHER TALK PARTNER TALK1. In English, we sometimes use over to describe

a different position. Say it with me: over. Over can mean “in an upside down position.” If we turn a cup over, the top is then on the bottom. The cup is over, or upside down.

2. En español, to be over también quiere decir “volteado, al revés.” Si volteamos una taza, la parte de arriba está abajo. La taza está al revés.

3. This picture shows the word over. It shows children hanging upside down. They are hanging over the bar.

4. Look at the picture again. Tell your partner about a time when you or someone you know hung upside down. Use the word over to mean “upside down.”

5. Tell your partner how a glass, a pancake, and a wagon turned upside down. Use the word over in your sentences.


Word 4 over (to be done with)TEACHER TALK CHORAL RESPONSE1. In English, we can also use the word over to

tell about the end of an event. Say it with me: over. Over can mean “to be done with or fi nished.” When a runner crosses the fi nish line, the race is over.

2. En español, to be over también quiere decir “haberse terminado.” Cuando un corredor cruza la línea de meta, la carrera ha terminado.

3. This picture shows the word over. The art project the girl was working on is fi nished. She is hanging up her painting now that the project is over.

4. I am going to say some words. If the word means over as in “The race is over,” say “over.” If not, say nothing. (Read these words: done, begin, fi nished, start, stopped, ended.)

5. I am going to describe some events. If you think I am describing an event that is over and done with, clap and say, “It’s over!” If not, don’t say anything.

The curtain comes down at the end of the show.The school day is fi nished at three o’clock.The race has begun.The television show has come to an end.


58

soccer tennis baseball

basketball football softball

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independen work time, have children write sentences for each word.

Basic WordsUnit 1 Week 5Soccer

soccer, tennis, baseball, basketball, football, softball

59

Key VocabularyUnit 2 Week 1 Animal Moms and Dads

Word 1 guide

Word 2 provide

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Key Vocabulary

TEACHER TALK

TEACHER TALK

Word 1 guide

Word 2 provide


1. One word in the selection is guide. Say it with me: guide. To guide means “to show or point out.” If you do not know how to get home you can ask a police offi cer to guide you.

2. En español, to guide quiere decir “mostrar el camino, guiar.“ Si uno no sabe cómo llegar a su casa, le puede preguntar a un policía que lo guíe.

3. To guide in English and guiar in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word guide. (Point to the woman in the photo.) See how this woman is pointing to the dinosaur. She guides the children to look at the skeleton. It looks like she is guiding them to see the teeth.

5. Let’s take turns guiding a classmate to your desk. Choose a classmate, walk over to him or her. Then guide your classmate back to your desk.

6. Let’s make a line. We can take turns leading the line. The leader can guide the others in line to march around the room.

7. Now let’s say guide together three more times: guide, guide, guide.

PARTNER TALK

MOVEMENT


1. Another word in the selection is provide. Say it with me: provide. To provide means “to give or supply something needed.” The school provides books we need to read. Our families provide us with care and love.

2. En español, to provide quiere decir “dar o aportar algo que se necesita, proveer.” El colegio nos provee los libros que necesitamos para leer. Nuestras familias nos proveen cariño y amor.

3. To provide in English and proveer in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word provide. (Point to the art supplies in the photo.) See the paints and brushes. The art teacher provides them to the children so they can paint their pictures.

5. Tell your partner what you would provide for a dog if you had a dog as a pet. (Examples include: food, water, toys, a soft bed)

6. Think about all of the things your family provides for you. Talk to your partner about what they provide. (Examples include: a home, food, clothes, love, fun)

7. Now let’s say provide together three more times: provide, provide, provide.

62


Word 3 protect

Word 4 separate

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Key Vocabulary



Word 3 protect

Word 4 separate


1. Another word in the selection is protect. Say it with me: protect. To protect means “to keep safe or to stop from getting hurt.” When you skate, you should wear pads to protect you if you fall. In a car we wear a seat belt to protect us.

2. En español, to protect quiere decir “mantener seguro o prevenir maltrato, proteger.” Cuando patinan se colocan rodilleras para proteger sus rodillas si se caen. Cuando vamos en un carro, nos ponemos nuestros cinturones de seguridad para protegernos si hay un accidente.

3. To protect in English and proteger in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word protect. (Point to the helmet in the photo.) This boy is wearing a helmet. Football is a rough sport. The helmet protects his head from getting hurt if he gets hit.

5. Look at the photo again. Tell your partner what else the boy is wearing to protect him. (Possible answer: face guard, shoulder pads)

6. Tell your partner what you wear to protect you from the cold. Use this sentence frame: When it is cold I wear to protect me.

7. Now let’s say protect together three more times: protect, protect, protect.


1. Another word in the selection is separate. Say it with me: separate. To separate means “to move apart.” To open a jar you have to separate the top from the jar. When we clap, we separate our hands and then clap them together.

2. En español, to separate quiere decir “apartar, separar, abrir el espacio entre una cosa y otra.” Para abrir un tarro tienes que separar la tapa del tarro. Cuando aplaudimos, primero separamos nuestras manos y luego unimos las palmas para que suenen.

3. To separate in English and separar in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word separate. (Point to the sandwich in the photo.) See the sandwich. It is in two parts. There is a space between the two parts because the sandwich was separated or moved apart.

5. Let’s separate our hands. Now let’s put them together. If we separate and put our hands together over and over what will we be doing? (clapping) Let’s clap.

6. Let’s put two books on top of each other on the desk. Now let’s separate them.

7. Now let’s say separate together three more times: separate, separate, separate.

64


Word 5 wild

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Word 5 wild


1. Another word in the selection is wild. Say it with me: wild. Wild means “living free in nature, not tamed or trained.” Wild animals live in the forests and jungles. They are free to go where they want. Pets are not wild. They live in our homes.

2. En español, wild quiere decir “que vive libre en la naturaleza, que no ha sido entrenado o domesticado, salvaje.” Los animales salvajes viven en los bosques y las junglas. Se pueden mover libremente a donde quieran. Las mascotas no son salvajes. Viven en nuestras casas.

3. Now let’s look at a picture that shows what it is like to be wild. (Point to the elephants in the photo.) These elephants are wild. They live in nature. They can go wherever they want to. They are not tamed by people. They are wild and free.

4. Talk to your partner about how wild animals are different from pets. (Wild animals live in nature, but pets live in houses. Wild animals aren’t friendly to people, but pets are. You can cuddle and hold some pets, but wild animals can be dangerous.)

5. Tell your partner one wild animal that you would like to learn about. Tell why.

6. Now let’s say wild together three more times: wild, wild, wild.

66

Function Words and PhrasesUnit 2 Week 1 Animal Moms and Dads

Word 1 pick off

Word 2 pick up

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Word 1 pick off

TEACHER TALK CHORAL RESPONSE 1. In English, we use pick off to describe

removing something. Say it with me: pick off. Pick off means “remove small pieces, usually one at a time.” Jenna likes to pick off the petals of a daisy one at a time.

2. En español, to pick off quiere decir “arrancar o quitar pedacitos, normalmente uno por uno.” A Jenna arranca uno por uno los pétalos de la margarita.

3. This picture shows the words pick off. One monkey picks off the bugs on the head of the other monkey. It is removing the bugs one by one.

4. I am going to describe some situations. If you think I am picking off something, say, “You are picking them off.” If not, don’t say anything.I am taking off the bits of fl uff on my sweater.I am putting stickers into a photo album.I am removing the confetti from my hair.I am placing the fl owers into a vase.

5. Now I am going to say some sentences. Repeat the sentences. Replace the words take away with pick off.The monkey will take away the bugs.I will take away the brown leaves from the plant.I will take away the bits of dirt on my shoes.

6. Repeat the words three times with me: pick off, pick off, pick off.

Word 2 pick upTEACHER TALK CHORAL RESPONSE 1. In English, we use pick up to describe

something we do to things. Say it with me: pick up. Pick up means “to lift and carry.” When you drop something, you should pick it up. If you drop a pencil, pick up the pencil from the fl oor.

2. En español, to pick up quiere decir “levantar, recoger del suelo.” Cuando se te cae algo, lo levantas. Si se te cae un lápiz, lo recoges del piso.

3. This picture shows the words pick up. The grandfather picks up his granddaughter. He lifts her up and carries her on his back.

4. I am going to name some things. If you can pick one up, say “pick up.” If not, say “cannot pick up.”a pencil on the fl oora book on the shelfa house on the streeta car on the roada dish on the table

5. I am going to say some words. If they mean the same as pick up, say “pick up.” If not, say nothing.liftdropraisefall down

6. Repeat the words three times with me: pick up, pick up, pick up.

68

Function Words and PhrasesUnit 2 Week 1 Animal Moms and Dads

Word 3 do a lot

Word 4 like a lot

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Word 3 do a lot

TEACHER TALK PARTNER TALK 1. In English, we use do a lot to describe how

often or how much we do things. Say it with me: do a lot. Do a lot means “carry out an action often or do a large amount.” We should do a lot of studying before a test.

2. En español, to do a lot quiere decir “hacer algo a menudo o mucho.” Hay que estudiar en gran cantidad antes de un examen.

3. This picture shows the phrase do a lot. It shows a family doing things together. They do a lot of activities together and take pictures of them.

4. Talk to your partner about something you do a lot. Tell what you like to do a lot. (Examples include: color, draw, read, play)

5. Some people do a lot of work. Talk with your partner about people you know who do a lot of work. Tell what they do.

6. Repeat the phrase three times with me: do a lot, do a lot, do a lot.

Word 4 like a lotTEACHER TALK CHORAL RESPONSE 1. In English, we use like a lot to describe how

much we like something. Say it with me: like a lot. Like a lot means “to enjoy very much.” Pizza is something we like a lot.

2. En español, to like a lot quiere decir “gustarle mucho a uno.” A nosotros nos gusta mucho la pizza.

3. This picture shows the phrase like a lot. These people really like to play soccer. Soccer is a sport they like a lot.

4. I am going to name some foods. If you like the food a lot, say “like a lot.” If not, say “do not like a lot.”pizzaspinachtacosapplesliver

5. I am going to talk about baseball and children. Then I’ll ask questions. Answer “yes” or “no.”Mel plays baseball everyday. Is baseball something he likes a lot?Sam never plays baseball. Is baseball something he likes a lot?Rosa watches a lot of baseball games on television. Is baseball something she likes a lot?Tori never saw a baseball game. Is baseball something he likes a lot?

6. Repeat the phrase three times with me: like a lot, like a lot, like a lot.

70

parent father family

mother children baby

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Basic WordsUnit 2 Week 1Animal Moms and Dads

parent, father, family, mother, children, baby

71

Word 1 appreciate

Word 2 cooperate


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Key Vocabulary

TEACHER TALK

TEACHER TALK

Word 1 appreciate


1. One word in the selection is appreciate. Say it with me: appreciate. To appreciate means “to be thankful for something.” When someone does something nice for us we appreciate it. If your friend lets you play with a favorite toy, you appreciate it. You feel thankful.

2. En español, to appreciate quiere decir “estar agradecido por algo, apreciar.” Cuando alguien hace algo bueno por nosotros, lo apreciamos. Por ejemplo, si tu amigo te deja jugar con su juguete preferido, tu aprecias el favor. Te sientes agradecido de que tu amigo fue tan amable contigo.

3. To appreciate in English and apreciar in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows someone appreciating something. (Point to the girl opening the present in the photo.) The girl is opening a present. She appreciates the present. She is thankful to her family for giving her the present. You can see she appreciates it because she is smiling.

5. On Thanksgiving we sometimes tell each other what we are thankful for. Tell your partner one thing you appreciate or are thankful for. Use the word appreciate to tell about it.

6. Think about your next birthday. What would you appreciate getting? Use the sentence frame: On my birthday I would appreciate

7. Now let’s say appreciate together three more times: appreciate, appreciate, appreciate.

PARTNER TALK

MOVEMENT

Word 2 cooperate


1. Another word in the selection is cooperate. Say it with me: cooperate. To cooperate means “to work together well.” When you play a game you need to cooperate. You need to take turns and play by the rules.

2. En español, to cooperate quiere decir “trabajar con otros por un mismo fi n, cooperar.” Cuando juegas a algo con otros tienes que cooperar. Necesitas esperar tu turno y seguir las reglas del juego.

3. To cooperate in English and cooperar in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows what the word cooperate means. (Point to the children at the globe in the photo.) See all of these children using the globe. They are working together nicely. They are cooperating by sharing the globe.

5. Let’s act out cooperating by sharing a globe like the children in the picture. Come up and point to a place on our globe. Remember to cooperate.

6. Let’s pretend we have to move a great big sofa. If we cooperate we can move it. Ready, let’s cooperate and move our sofa to the front of the room.

7. Now let’s say cooperate together three more times: cooperate, cooperate, cooperate.

74


Word 3 partner


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Key Vocabulary



Word 3 partner



1. Another word in the selection is partner. Say it with me: partner. Partner means “a person who does something together with someone else.” When you dance with one other person, you are that person’s partner. That person is your partner too.

2. En español, partner quiere decir “la persona con la que completas una actividad, compañero.“ Cuando bailas con otra persona, eres el compañero de esa persona. Esa persona también es tu compañero.

4. Now let’s look at a picture that shows what a partner is. (Point to the boy in the photo.) This boy is raking. Who is his partner? (the girl) What is she doing? (raking with him) Now look at the girl. Who is her partner? (the boy)

5. Let’s take turns choosing a partner. Choose a partner. Walk to the front of the room with your partner.

6. Shake hands with your partner. What else can you do with a partner? Show me. (Examples include: high fi ve, clapping games, etc.)

7. Now let’s say partner together three more times: partner, partner, partner.


1. Another word in the selection is responsibility. Say it with me: responsibility. A responsibility is something you are supposed to do. It is your responsibility to do your homework. It is my responsibility to help to teach you new things.

2. En español, responsibility quiere decir “algo que debes hacer, responsabilidad.” Hacer sus tareas es la responsabilidad de cada uno de ustedes. Mi responsabilidad es enseñarles cosas nuevas.

3. Responsibility in English and responsibilidad in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows someone taking care of her responsibility. (Point to the girl in the photo.) This girl is washing the dishes. Washing the dishes is her special job in the family. It is something she’s supposed to do. Washing the dishes is her responsibility.

5. Tell your partner one responsibility you have at home. (Examples include: making the bed, washing dishes, helping clean up)

6. Talk to your partner about your responsibilities at school. Choose one and complete the sentence: In school it is my responsibility to .

7. Now let’s say responsibility together three more times: responsibility, responsibility, responsibility.

76


Word 5 scrumptious

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MOVEMENTTEACHER TALKPoint to the Word 5 image on the opposite side.

1. Another word in the selection is scrumptious. Say it with me: scrumptious. Scrumptious means “really delicious or great tasting.” When we eat something that is scrumptious we sometimes smack our lips. Some people think vegetables are scrumptious. Do you?

2. En español, scrumptious quiere decir “muy delicioso, que sabe muy bueno.” Cuando comemos algo muy delicioso, nos lamemos los labios. Algunas personas piensan que las verduras son deliciosas. ¿Les parece a ustedes que las verduras son deliciosas?

3. Now let’s look at a picture that shows the word scrumptious. (Point to the pizza in the photo.) This pizza has lots of toppings that make it look scrumptious. Imagine taking a bite of this scrumptious pizza. Mmmmmmm.

4. Let’s pretend we are eating something scrumptious. What sounds will we make? Let’s make them. (Possible responses: mmmmm, smacking lips)

5. Now let’s show that something tastes scrumptious by rubbing our tummies after we eat it.

6. Now let’s say scrumptious together three more times: scrumptious, scrumptious, scrumptious.

Word 5 scrumptious

78

Function Words and PhrasesUnit 2 Week 2 Little Red Hen

Word 1 some of

Word 2 all of

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Word 1 some of

Word 2 all of

TEACHER TALK CHORAL RESPONSE 1. In English, we use some of to describe an

amount. Say it with me: some of. Some of means “part of the whole.” We do some of our work in the morning and some of our work in the afternoon.

2. En español, some of quiere decir “una parte de algo entero.” Hacemos una parte de nuestro trabajo por la mañana y la otra parte por la tarde.

3. This picture shows the words some of. It shows three girls on a soccer team. They are some of the girls on the team. There are usually at least eleven players on a soccer team.

4. I am going to describe parts of a book I read. If you think I read some of the book, say “You read some of the book.” If not, say nothing. I read all the pages in the book.I read the fi rst two pages of the book.I read only the beginning of the book.I read only the end of the book.I read from the beginning to the end of the book.

5. Now I am going to give you directions using the words some of. Follow the directions. (Call on a few children to respond.)Name some of the children in our class.Name some of the people in your family.Name some of the animals in a zoo.

6. Repeat the words three times with me: some of, some of, some of.

TEACHER TALK CHORAL RESPONSE 1. In English, we use all of to describe amounts.

Say it with me: all of. All of means “the entire amount or the whole thing.” You should not eat dessert until you eat all of your supper. Every night you must do all of your homework.

2. En español, all of quiere decir “todo, la parte entera.” No debes comer postre hasta comerte toda la cena. Cada noche, hay que terminar todas las tareas.

3. This picture shows the words all of. It shows the whole team. All of the people on the soccer team are in the picture. There are eleven players in the picture!

4. I am going to describe some things I cleaned. Say, “You cleaned all of it,” if I cleaned it all. If not say. “You did not clean all of it.”I washed the whole fl oor.I cleaned all of the rooms in my house.I washed the top of my car.I cleaned the entire garage.

5. I am going to say some sentence. Repeat each sentence. Replace the words that tell about the whole thing with the words all of it.I read the whole story. (I read all of it.)We ate the whole pizza. (We ate all of it.)Sara fi nished the whole test. (She fi nished all of it.)I ran the whole race. (I ran all of it.)

6. Repeat the words three times with me: all of, all of, all of.

80

Function Words and PhrasesUnit 2 Week 2 Little Red Hen

Word 3 a bit of

Word 4 most of

© Macmillan/McGraw-Hill • photo credits: (t) © BananaStock/PunchStock. (b) © BananaStock/Jupiterimages.

Word 3 a bit of

TEACHER TALK PARTNER TALK 1. In English, we use a bit of to describe an

amount. Say it with me: a bit of. A bit of means “a very small amount or tiny part of the whole.” I only ate a bit of my breakfast, so now I am very hungry.

2. En español, a bit of quiere decir “un poquito de una parte más grande.” Sólo me comí un poquito parte de mi desayuno, y ahora tengo hambre.

3. This picture shows the words a bit of. It shows only one piece of a whole pizza. One slice is a bit of a whole pizza.

4. Think about what the words a bit of mean. If I say, “I did a bit of my housework,” what does that mean? Discuss what work I might have done and what I still might have left to do. (Ask one or two pairs for their response.)

5. Take turns telling each other a bit of a story you both read. Then fi nish telling the whole story to each other.

6. Repeat the words three times with me: a bit of, a bit of, a bit of.

TEACHER TALK CHORAL RESPONSE 1. In English, we use most of to describe an

amount. Say it with me: most of. Most of means “almost everything, or a little less than all of something.” Most of the children ride the bus, but some of them walk to school.

2. En español, most of quiere decir “casi todo.” Casi todos los niños viajan a la escuela en autobús, pero algunos se vienen caminando.

3. This picture shows the words most of. Most of this pizza is left. Only a bit of it was eaten.

4. Do you think most of us like dogs or cats better? Let’s vote to fi nd out. (Have children raise their hands, and count the votes.) Now let’s complete this sentence with the word cats or dogs: Most of us like .

5. Now let’s vote on two kinds of food. (Take a vote and count to fi nd out if children prefer liver or pizza.) Let’s complete this sentence:Most of us do not like to eat .

6. Repeat the words three times with me: most of, most of, most of.

Word 4 most of

82

wheat fl our dough

cookie bread cake

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Basic WordsUnit 2 Week 2Little Red Hen

wheat, fl our, dough, cookie, bread, cake

83

Key VocabularyUnit 2 Week 3 Around Town

Word 1 useful

Word 2 variety

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Key Vocabulary


TEACHER TALK

Word 1 useful

Word 2 variety


1. One word in the selection is useful. Say it with me: useful. Useful means “helpful.” Glue is useful if you need to stick things together. A map is useful if you are lost and need to fi nd out how to get somewhere.

2. En español, useful quiere decir “algo que tiene uso, práctico, útil.” La goma es útil si tienes cosas que necesitas pegar. Un mapa es útil si estás perdido y necesitas encontrar tu camino.

3. Now let’s look at a picture that shows something useful. (Point to the computer in the photo.) A computer is useful for many things. It is useful if you want to send an e-mail to someone. It is useful for doing homework.

4. Tell your partner something you use at home that is useful to you. Tell how it is useful. (Examples include: My crayons are useful when I want to color. My bike is useful when I want to get somewhere quickly.)

5. Pretend you want to write or talk to someone who lives far away. Tell your partner what would be useful to you. Here’s an idea to help. I want to talk to my Grandma. A telephone would be useful.

6. Now let’s say useful together three more times: useful, useful, useful.


1. Another word in the selection is variety. Say it with me: variety. Variety means “many different kinds.” There are a variety of books in the library. There are a variety of foods in the supermarket. Look at the variety of colors we are all wearing.

2. En español, variety quiere decir “muchos tipos diferentes, variedad.” Hay una variedad de libros distintos en la biblioteca. La biblioteca tiene muchos tipos de libros. Hay una variedad de comida en el supermercado. Miren la variedad de colores que tenemos puestos.

3. Variety in English and variedad in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word variety. (Point to the different supplies in the photo.) See all of these school supplies. There are a variety of supplies. There are pencils, a ruler, and scissors. What other different kinds of supplies do you see? (paper clips, erasers, notebook)

5. Let’s make a variety of faces. We can make happy faces, sad faces, or silly faces. Ready, let’s make our variety of faces.

6. Let’s take turns picking out a variety of crayons from a box of crayons. Did we all pick the same colors?

7. Now let’s say variety together three more times: variety, variety, variety.

MOVEMENT

86


Word 3 amazed

Word 4 service

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Key Vocabulary

TEACHER TALK


Word 3 amazed

Word 4 service


1. Another word in the selection is amazed. Say it with me: amazed. Amazed means “very surprised and impressed.” You would be amazed if you saw an elephant walk into our room!

2. En español, amazed quiere decir ”sorprendido e impresionado.” Se impresionarían si vieran un elefante entrar a nuestro salón de clase.

3. Now let’s look at a picture that shows how it looks to be amazed. (Point to the girl and woman in the photo.) Look at the faces on the girl and woman. That is how people look when they are amazed. These people must have seen something on the computer that surprised them.

4. Let’s pretend we are reading a book and are amazed at what we read. Have you ever read something that amazed you? What was it?

5. You can see lots of amazing things on television. Let’s pretend we are watching a television program and are amazed at what we see.

6. Now let’s say amazed together three more times: amazed, amazed, amazed.


1. Another word in the selection is service. Say it with me: service. Service means “work or help that someone does for others.” A fi refi ghter does a service by putting out fi res. Some stores have better service than others.

2. En español, service quiere decir “un trabajo o una ayuda que uno hace por otra persona, servicio.” Los bomberos prestan un servicio al apagar los incendios. Algunas tiendas ofercen mejor servicio que otras.

3. Service in English and servicio in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word service. (Point to the dentist in the photo.) This dentist provides a service. She helps take care of people’s teeth. One service a dentist provides is cleaning teeth. What other services do dentists provide? (Examples include: fi lling cavities, taking x-rays)

5. Tell your partner about a place you went to that had good service. What did the people who worked there do for you?

6. Pretend a waiter gave you good service in a restaurant. Take turns telling your partner what you might say to the waiter. Use the word service in your sentence. (Thank you for the good service. I really appreciate the great service.)

7. Now let’s say service together three more times: service, service, service.

MOVEMENT

88


Word 5 frequently

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PARTNER TALKTEACHER TALKPoint to the Word 5 image on the opposite side.

1. One word in the selection is frequently. Say it with me: frequently. Frequently means “often or many times.” In school we frequently stand in line for things. To stay healthy, you should wash your hands frequently.

2. En español, frequently quiere decir “que ocurre a menudo o muchas veces, frecuentemente.” En el colegio hacemos fi las frecuentemente. Para mantenerse saludable uno debe lavarse las manos frecuentemente.

3. Frequently in English and frecuentemente in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows something that is done frequently. (Point to the children in line in the photo.) These children line up every day to go on the school bus. They frequently line up for the bus.

5. Tell your partner something you do frequently at school. (Examples include: read, get in line, do math, talk to friends, take tests)

6. Tell your partner something you do frequently at home. (Examples include: eat, play, help parents, watch television)

7. Now let’s say frequently together three more times: frequently, frequently, frequently.

Word 5 frequently

90

Function Words and PhrasesUnit 2 Week 3 Map It

Word 1 hold back

Word 2 hold up

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Word 1 hold back

TEACHER TALK PARTNER TALK 1. In English, we use hold back to describe the

way we stop something. Say it with me: hold back. Hold back means “to keep someone or something from doing something.” A fence will hold back the horses in the fi eld.

2. En español, to hold back quiere decir “retener, evitar que alguien o algo pase.” Una cerca puede retener a los caballos en la pradera.

3. This picture shows the words hold back. It shows a crossing guard using the stop sign to stop the cars. He holds back the cars so the school children can cross the street.

4. Think about what hold back means. If I say, “I hold back my dog from running across the street,” what does that mean? What do you think I use to hold back my dog? Share your answer with your partner.

5. When might people want to hold back someone or something? I will give you some examples to talk about with your partner. Use the words hold back to talk about each example.someone who is crossing the street in front of a moving car someone who is about to step into a puddlea dog that is running toward a fl ower garden

6. Repeat the words three times with me: hold back, hold back, hold back.

Word 2 hold upTEACHER TALK MOVEMENT 1. In English, we use hold up to describe moving

something into a higher position. Say it with me: hold up. Hold up means “to move something up high, to raise.” When you want to answer a question, you hold up your hand.

2. En español, to hold up quiere decir “alzar, levantar.” Cuando quieres contestar una pregunta, levantas la mano.

3. This picture shows the words hold up. The girl raises her picture for us to see. She holds up the picture.

4. Let’s all hold up both hands. Now hold up only one hand. Now do not hold up your hands.

5. I will tell you what to hold up. Follow my directions. Hold up a pencil. Put it back. Hold up a book. Put it back. (Continue telling children to hold up other items they have available to them.)

6. Repeat the words three times with me: hold up, hold up, hold up.

92

Function Words and PhrasesUnit 2 Week 3 Map It

Word 3 bring up

Word 4 bring out

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Word 3 bring up

TEACHER TALK PARTNER TALK 1. In English, we use bring up to describe

something families do. Say it with me: bring up. Bring up means “to raise or care for children as they grow up.” Not all families bring up their children the same way.

2. En español, to bring up quiere decir “criar, cuidar niños hasta que crezcan.” No todas las familias crían a sus hijos de la misma manera.

3. This picture shows the words bring up. It shows one thing these parents do to raise or bring up their daughter. What is one thing they do to bring up their daughter? (They cook together.)

4. Pretend you have a new baby in your family. Tell your partner how the parents might bring up the baby. Use the words bring up in your talk.

5. Draw a picture of someone who is doing a good job of bringing up a child. Use the words bring up to tell your partner what is happening in the picture.

6. Repeat the words three times with me: bring up, bring up, bring up.

TEACHER TALK PARTNER TALK 1. In English, we use bring out to describe

what we do when we lead something from somewhere. Say it with me: bring out. Bring out means “to lead out of, to take something out from where it was.” Some people bring out their best dishes when they have company for dinner.

2. En español, to bring out quiere decir “sacar algo de un lugar.” Algunas personas sacan su mejor vajilla cuando llega visita a cenar.

3. This picture shows the words bring out. The waitress takes the meals from the kitchen. She brings out two meals for people to eat.

4. Suppose you were having some friends over to play. Tell your partner what things you might bring out. Discuss why you would bring out these things.

5. If I say, “I will bring out all my crayons,” what does that mean? What other art supplies might I bring out? Discuss the answers with your partner.

6. Repeat the words three times with me: bring out, bring out, bring out

Word 4 bring out

94

FPO

park pond playground

post offi ce street school

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Basic WordsUnit 2 Week 3On the Map

park, pond, playground, post offi ce, street, school

95

Key VocabularyUnit 2 Week 4 The Squeaky Floor

Word 1 collapse

Word 2 company

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Key Vocabulary


TEACHER TALK

Word 2 company

Word 1 collapse


1. One word in the selection is collapse. Say it with me: collapse. Collapse means “cave in, or fall down.” When you build a block tower too high it can fall down or collapse. If you do not put a tent up correctly, it can collapse.

2. En español, to collapse quiere decir “derrumbarse o caerse.” Si uno construye una torre de cubos demasiado alta, se puede derrumbar. Si uno no arma su carpa de la manera correcta, se puede caer.

3. Now let’s look at a picture that shows the word collapse. (Point to the tower in the photo.) See this tower. It is a little crooked. The boy has his hand out because he does not want the tower to collapse, or fall down.

4. Let’s all stand up. Then when I say the word collapse, we will all slowly collapse to the fl oor. Ready: Collapse.

5. Now let’s pretend to make a block tower. Keep building until I say, Oh no, it collapsed. Then watch your tower fall. (Have children build for a few seconds, then say “Oh no, it collapsed!)

6. Now let’s say collapse together three more times: collapse, collapse, collapse.


1. Another word in the selection is company. Say it with me: company. Company means “people who are together with you.” Playing alone is not as much fun as playing with company.

2. En español, company quiere decir ”las personas que están junto a ti, compañía.” Jugar sólo no es tan divertido como jugar en la compañía de alguien.

3. Company in English and compañía in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word company. (Point to the children in the photo.) See all of the children. They are company that the birthday girl invited to her party. It is fun to have company at a party.

5. Tell your partner who you would like to invite to your house for company when you play.

6. Do you like to have company when you watch TV? Why or why not? Use this sentence to talk to your partner about it: I like/do not like to have company when I watch TV because

. 7. Now let’s say company together three more

times: company, company, company.

PARTNER TALK

98


Word 3 construct

Word 4 entire

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Key Vocabulary



Word 3 construct

Word 4 entire


1. Another word in the selection is contruct. Say it with me: construct. To construct means “to make or build.” When we make a building with blocks, we construct the building. What else can we construct with blocks? (Examples include: city, tower, castle)

2. En español, to construct quiere decir ”hacer una construcción, construir.” Cuando hacemos una torre con cubos estamos construyendo la torre. ¿Qué otras cosas podemos construir con nuestros cubos? (una ciudad, un edifi cio, un castillo)

3. To construct in English and construir in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows someone constructing. (Point to the paper chain in the photo.) This teacher is showing the children how to construct paper chains. Then she will give the children the things they need to construct or make their own paper chains.

5. Let’s pretend we are constructing paper chains like the children in the photo. First we cut the paper. Then we glue it into a circle. Now we cut another piece and put it through our fi rst circle.

6. Now let’s pretend we are constructing a big castle with our blocks. Let’s take our time because we don’t want our castle to collapse!

7. Now let’s say construct together three more times: construct, construct, construct.


1. Another word in the selection is entire. Say it with me: entire. Entire means “all, or the whole thing.” If all of the children in our class are in the room, the entire class is in the room. If you put your hand into a bowl of water, your entire hand will be wet.

2. En español, entire quiere decir ”todo o algo completo, entero.” Si todos los niños en nuestra clase están en el salón, la clase entera está en el salón. Si pones tu mano en un plato hondo lleno de agua, tu mano entera quedará mojada.

3. Entire in English and entero in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word entire. (Point to the daffodils in the photo.) See the fl owers. They are daffodils. The whole meadow is covered with fl owers. The entire meadow has daffodils.

5. Put a crayon on your desk. Let’s cover part of the crayon with our hands. Now let’s cover the entire crayon. Can you still see the crayon? If you can see part of it, you did not cover the entire crayon.

6. Only the boys stand up. Now sit down. Next, only the girls stand up. Now sit down. Get ready. Now I want the entire group to stand up. Good. Now I want the entire group to sit down.

7. Now let’s say entire together three more times: entire, entire, entire.

100


Word 5 material

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1. Another word in the selection is material. Say it with me: material. Material means “something you need to make things.” The material you need to make clothing is cloth. The material you need to make a bookcase is wood or metal.

2. En español, material quiere decir ”lo que necesitas para hacer cosas, material.” El material que se necesita para hacer ropa es tela. El material que se necesita para hacer una estantería para tus libros es madera o metal.

3. Material in English and material in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows materials. (Point to the paper and crayons in the photo.) These children are using art materials to make pictures. The materials they have are crayons and paper.

5. Talk to your partner about an art project you made. Tell what materials you used. (Examples include: crayons, paint, paper, markers)

6. Talk to your partner about the materials you need to do your homework. Use this sentence frame: The materials I need to do homework are .

7. Now let’s say material together three more times: material, material, material.

Word 5 material

PARTNER TALK

102

Function Words and PhrasesUnit 2 Week 4 The Pigs, the Wolf, and the Mud

Word 1 clean up

Word 2 clean out

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Word 1 clean up

TEACHER TALK PARTNER TALK 1. In English, we use clean up to describe what

people do when there is a mess. Say it with me: clean up. Clean up means “tidy up or remove the dirt or mess.” After you cook, you should clean up the pots and pans.

2. En español, to clean up quiere decir “limpiar, lavar, poner en orden las cosas.” Después de cocinar, hay que lavar las ollas.

3. This picture shows the words clean up. This family cleans up after dinner. They clear the table and wash the dishes.

4. Tell your partner about a time you helped to clean up. What did you have to clean up? What did you do?

5. Look around the classroom. Tell your partner one thing you think should be cleaned up in our room. Use the sentence: I think we should clean up the .

6. Repeat the words three times with me: clean up, clean up, clean up.

Word 2 clean outTEACHER TALK CHORAL RESPONSE 1. In English, we use clean out to tell what we

do when we empty something. Say it with me: clean out. Clean out means “to empty or remove everything from a place.” Before washing the shelves, we will clean out the refrigerator.

2. En español, to clean out quiere decir “vaciar, desocupar un espacio, sacar lo que hay adentro.” Antes de limpiar el refrigerador hay que sacar todo.

3. This picture demonstrates the words clean out. The children are helping to clean out the room. They are taking all of the papers out and recycling them.

4. I am going to say some sentences. Repeat each sentence. Replace the word empty with the words clean out.I empty my desk.I empty my schoolbag.I empty my lunchbox.

5. Think about what the words clean out mean. I am going to describe some situations. If you think I am cleaning something out, clap and say, “You’re cleaning it out.” If not, say nothing.I’m taking all of the stuff out of the closet.I’m putting all of my socks in the drawer.I’m removing all of the dirt from the birdcage.I’m fi lling a bag with groceries.

6. Repeat the words three times with me: clean out, clean out, clean out.

104

Function Words and PhrasesUnit 2 Week 4 The Pigs, the Wolf, and the Mud

Word 3 let in

Word 4 fall in

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Word 3 let in

TEACHER TALK CHORAL RESPONSE 1. In English, we use let in to describe what we

do when someone wants to enter a place. Say it with me: let in. Let in means “do something to help or allow someone to enter.” If a visitor knocks on our door, we let in the visitor by opening the door.

2. En español, to let in quiere decir “permitir que algo o alguien entre.” Si una visita toca la puerta, lo dejamos entrar si le abrimos la puerta.

3. This picture shows the words let in. The store owner is opening the door for his customers. He wants to let in the customers who come to his store.

4. I’ll say the name of someone or something. Say “Let in,” if you would let them into your house. Say “Not let in,” if you would not.your best frienda tigera member of your familyyour doga stranger

5. I’m going to describe some actions. Raise your hand and say “Let in,” if I am telling about letting someone or something in. Do nothing if I am not.I’m opening the door for my friend to come in.I’m opening the cage for the bird to fl y in.I’m opening the door so my friend can leave.I’m opening the door for the bird to fl y away.

6. Repeat the words three times with me: let in, let in, let in.

Word 4 fall inTEACHER TALK PARTNER TALK 1. In English, we use fall in to describe what

might happen to a weak building or other kind of structure. Say it with me: fall in. Fall in means “cave in, collapse, or fall down.” If the wind blows too hard, a tent may fall in.

2. En español, to fall in quiere decir “derrumbarse, desplomarse, caerse.” Con un viento fuerte, una carpa puede desplomarse.

3. This picture shows the words fall in. Look at what happened to the roof of the house. Something caused the roof to fall in.

4. Suppose you are walking on a wooden fl oor and the fl oor falls in. Tell why this might happen. Start your discussion with the sentence: The fl oor might fall in if .

5. What might cause a roof of a house to fall in? Think of as many reasons as you can, and discuss them with your partner. (Examples include: storms, snow, wind, termites)

6. Repeat the words three times with me: fall in, fall in, fall in.

106

litter mud mess

dust trash smell

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Basic WordsUnit 2 Week 4The Pigs, the Wolf, and the Mud

litter, mud, mess, dust, trash, smell

107

Key VocabularyUnit 2 Week 5 Beth and the Band

Word 1 entertain

Word 2 perform

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Key Vocabulary

TEACHER TALK

TEACHER TALK

Word 1 entertain


1. One word in the selection is entertain. Say it with me: entertain. To entertain means “to amuse someone or hold their interest.” A funny cartoon entertains most children. You can entertain people by telling them an interesting story or a joke.

2. En español, to entertain quiere decir “divertir a alguien o mantener su atención, entretener.” Una caricatura graciosa entretiene a la mayoría de niños. Uno puede entretener a alguien refi riéndole un cuento o un chiste.

3. To entertain in English and entretener in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows children trying to entertain. (Point to the children in the photo.) These children entertain people by dressing up and putting on a play. Maybe they are singing songs, too. These children entertain the people who watch them act and sing.

5. Sometimes we have to think of things to entertain ourselves. Tell your partner what you do at home to entertain yourself. What do you do to have fun? (Examples include: read, play outside, watch TV, draw pictures)

6. Imagine a friend is coming to your house to visit you. Talk to your partner about what you can do to entertain your friend.

7. Now let’s say entertain together three more times: entertain, entertain, entertain.

PARTNER TALK

Word 2 perform


1. Another word in the selection is perform. Say it with me: perform. To perform means “to put on some kind of show; to use your talent in front of people.” Singers perform on stage. Guitar players perform in concerts. Actors perform in plays.

2. En español, to perform quiere decir “participar en un espectáculo, mostrar tu talento en frente de otras personas.” En un espectáculo, los cantantes cantan, los guitarristas interpretan y los actores actúan. Cada uno muestra su talento en un espectáculo.

3. Now let’s look at a picture that shows the people performing. (Point to the clarinet players in the photo.) These people are playing clarinets. They perform in an orchestra. They play their music for others to hear.

4. Let’s pretend we are performing in a band. Think of the instrument you want to play. Now let’s all perform in the show.

5. Now let’s pretend we are a group of dancers. Think about what kind of dance you would like to perform. Now, let’s perform our dances.

6. Now let’s say perform together three more times: perform, perform, perform.

MOVEMENT

110


Word 3 brilliant

Word 4 audience

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Key Vocabulary

TEACHER TALK

TEACHER TALK

Word 3 brilliant


1. Another word in the selection is brilliant. Say it with me: brilliant. Brilliant means “very bright, smart, talented, or skillful.“ If a basketball player makes the basket that wins the game, that player makes a brilliant play. If you think of a way to solve a problem, you have a brilliant idea.

2. En español, brilliant quiere decir “destacado por inteligencia o talento, brillante.” Si un jugador de baloncesto anota el punto ganador del partido, ese jugador ha hecho una jugada brillante. Si solucionas un problema difícil, eres brillante.

3. Brilliant in English and brillante in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows something that is brilliant. (Point to the girl in the photo.) This girl will solve a math problem that is very diffi cult. She knows she can do it because she is very smart. She is brilliant!

5. Talk to your partner about a game or sport you saw. Tell your partner about the most brilliant play in the game.

6. Tell your partner about someone you think is brilliant. Tell what the person does that is brilliant. Use this sentence frame to help: I think is a brilliant

. 7. Now let’s say brilliant together three more

times: brilliant, brilliant, brilliant.

PARTNER TALK

Word 4 audience


1. Another word in the selection is audience. Say it with me: audience. Audience means “the people who are watching a show.” When you go to a movie, you are in the audience. When you watch a television program, you are part of the audience.

2. En español, audience quiere decir ”las personas que ven un espectáculo, audiencia.” Cuando vas al cine, eres parte de la audiencia. Cuando ves un programa en la televisión, eres parte de la audiencia del programa.

3. Audience in English and audiencia in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows an audience. (Point to the clown.) Look at the clown. He is performing. He’s making a balloon animal. (Point to the children.) The children are watching him perform. The children are the audience.

5. Let’s take turns being an audience. First, I’ll pretend to play a guitar in a band. You be the audience. (Act out playing a guitar.) Did you like the show? When the audience likes the show, they clap.

6. Now take turns being the audience with your partner. First one partner will pretend to sing, dance, or play an instrument. The other will act out being the audience. Then switch roles and act out the other part.

7. Now let’s say audience together three more times: audience, audience, audience.

MOVEMENT

112


Word 5 enjoy

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TEACHER TALK

Word 5 enjoy


1. Another word in the selection is enjoy. Say it with me: enjoy. Enjoy means “to have fun or to like a lot.” If you like to swim, you enjoy swimming. If you like to read, you enjoy reading. If you like pizza, you enjoy pizza.

2. En español, to enjoy quiere decir “sacar diversión o gusto de algo, disfrutar.” Si te gusta nadar, disfrutas la natación. Si te gusta leer, disfrutas la lectura. Si te gusta la pizza, disfrutas mucho al comer una pizza.

3. Now let’s look at a picture that shows people enjoying something. (Point to the children in the photo.) These children are eating watermelon. They enjoy watermelon. How can you tell that they enjoy watermelon? (They are smiling.)

4. Talk to your partner about what you enjoy at school. Do you enjoy playing outside? Which do you enjoy more, art or music?

5. Tell your partner about a place you enjoy visiting. Why do you enjoy this place?

6. Now let’s say enjoy together three more times: enjoy, enjoy, enjoy.

114

Function Words and PhrasesUnit 2 Week 5 Beth and the Band

Word 1 put on

Word 2 put away

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Word 1 put on

TEACHER TALK MOVEMENT 1. In English, we use put on to describe what

people who entertain us do. Say it with me: put on. Put on means “to present entertainment of some kind.” The school band will put on a concert for the school.

2. En español, to put on quiere decir “presentar un espectáculo o una función, como un concierto o una obra de teatro.” La orquesta de la escuela presentará un concierto.

3. This picture shows the words put on. It shows two girls in fancy dresses who put on a show. The show is for their family and friends.

4. Let’s pretend to put on a concert. Get ready to play your favorite instrument and then let’s put on our concert.

5. Now let’s pretend to put on a play. Partners can take turns coming up on stage and pretend to act in a play for the rest of the children. We can all have turns to put on our pretend play.

6. Repeat the words three times with me: put on, put on, put on.

Word 2 put awayTEACHER TALK CHORAL RESPONSE 1. In English, we use put away to tell what we

can do with things that need to be put back. Say it with me: put away. Put away means “return things to where they belong.” When we fi nish playing, we should put away our toys.

2. En español, to put away quiere decir “guardar las cosas en su lugar.” Después de jugar, hay que guardar nuestros juguetes.

3. This picture shows the words put away. At the end of the day, the teacher puts the toys back into the box where they belong. She wants to put away all the toys.

4. I am going to describe some situations. Then I will ask a question. Answer “yes” or “no.”I took the books off the shelf to clean the shelf. After I clean the shelf, should I put away the books?We are hungry, so I made a pizza. Should I put away the pizza?I washed and dried my clothes. Should I put away my clothes?

5. Think about what the words put away mean. I am going to describe some situations. If you think I am putting away something, clap and say, “You’re putting it away!” If not, say nothing.I’m drying a spoon and putting it into a drawer.I’m taking my coat out of the closet and putting it on me.I’m taking off my hat and hanging it up.I’m closing the jar of pickles and putting it in the refrigerator.

6. Repeat the words three times with me: put away, put away, put away.

116

Function Words and PhrasesUnit 2 Week 5 Beth and the Band

Word 3 sing with

Word 4 sing along

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Word 3 sing with

TEACHER TALK MOVEMENT 1. In English, we use sing with when someone

sings along with the music. Say it with me: sing with. Sing with means “use your voice to make music as someone plays an instrument.” The girl sings with the boy who plays the piano.

2. En español, to sing with quiere decir “acompañar cantando a alguien que toca un instrumento musical.” La cantante acompaña al niño que toca el piano.

3. This picture shows the words sing with. It shows people singing with the piano player.

4. Let’s pretend we are singing with a band. Some of us can pretend to be the band. The rest of us will sing with you.

5. Now let’s work in pairs. Take turns pretending to sing with your partner who is playing the guitar.

6. Repeat the words three times with me: sing with, sing with, sing with.

Word 4 sing alongTEACHER TALK CHORAL RESPONSE 1. In English, we use sing along to describe what

we do in a group. Say it with me: sing along. Sing along means “make music with your voice together in a group.” I like to sing along with the choir.

2. En español, to sing along quiere decir “cantar en un grupo.” Me gusta cantar con el coro.

3. This picture shows the words sing along. It shows the members of the choir who sing along together.

4. Think about what sing along means. Then answer each question by saying “yes” or “no.”When you sing along, do you sing alone?When people sing along, do they sing the same song?Can three people sing along in a group?

5. I’ll name some groups. If I name a group in which people sing along, say “sing along.” If not, say nothing.a choira baseball teama reading cluba singing group

6. Repeat the words three times with me: sing along, sing along, sing along.

118

music band drum

guitar song instruments

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Basic WordsUnit 2 Week 5Beth and the Band

music, band, drum, guitar, song, instruments

119

Word 1 amuse

Word 2 delighted

Key VocabularyUnit 3 Week 1 On My Way to School

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Key Vocabulary

TEACHER TALK

Word 1 amuse

Word 2 delighted


1. One word in the selection is amuse. Say it with me: amuse. To amuse means “to make someone laugh or to entertain them.” You can amuse people in many different ways. For example, you can amuse people by singing to them or telling jokes.

2. En español, to amuse quiere decir “hacer que alguien se ría o entretener a una persona, divertir.” Puedes entretener a una persona cantándole o contándole chistes.

3. Now let’s look at a picture that shows what it is like to amuse. (Point to the lion’s mask in the photo.) See the lion’s mask on this child’s head. It’s funny to see a lion on top of someone’s head. Funny things like this amuse us.

4. Think about a funny story you read. Tell your partner what happened in the story to amuse you.

5. Think about how you would amuse a puppy. Would you amuse the puppy the same way you would amuse a friend? Talk to your partner about the different ways you would amuse a puppy and a friend.

6. Now let’s say amuse together three more times: amuse, amuse, amuse.


1. Another word in the selection is delighted. Sayit with me: delighted. Delighted means “very pleased or happy.” When good things happen to us we are delighted. We can also be delighted or happy to do good things for others.

2. En español, delighted quiere decir “estar muy contento o satisfecho, encantado.” Cuando nos pasan cosas buenas nos sentimos encantados.

3. Now let’s look at a picture of people that are delighted. (Point to the children hugging in the photo.) Something happened that made these children so happy they are hugging each other. They are delighted. What might have happened that made them delighted? (Examples include: They won a game.)

4. We can use our faces to show we are delighted. Let’s pretend we just made a beautiful picture and we are delighted. We can use a big smile to show that we are delighted.

5. We can also show we are delighted by clapping. Let’s pretend we just saw a great show and we are delighted. Let’s clap to show how pleased and delighted we are.

6. Now let’s say delighted together three more times: delighted, delighted, delighted.

MOVEMENT

PARTNER TALK

TEACHER TALK


122

Word 3 humorous

Word 4 mood


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Key Vocabulary

TEACHER TALK

Word 3 humorous

Word 4 mood


1. Another word in the selection is humorous. Say it with me: humorous. Humorous means “funny or silly.” Jokes are humorous. They make us laugh. Some cartoons are funny, or humorous, too.

2. En español, humorous quiere decir “gracioso o chistoso.” Los chistes son graciosos. Nos hacen reír. Algunas caricaturas son graciosas también.

3. Now let’s look at a humorous picture. (Point to the dogs in the photo.) These dogs look very funny. They are wearing costumes. Dogs do not usually wear costumes. This is a humorous picture because it makes us laugh.

4. Look at the photo again. Tell your partner what you think is humorous about it. (Examples include: hat on dog, wrinkled skin, sad faces, dog as a bride, dog as a groom, tongue sticking out)

5. What is the most humorous show you have ever seen? Tell your partner about it. Use this sentence frame: The most humorous show I have seen is .

6. Now let’s say humorous together three more times: humorous, humorous, humorous.


1. Another word in the selection is mood. Say it with me: mood. Mood means “how you feel in your mind.” If you feel happy, you are in a happy mood. If you feel sad, you are in a sad mood.

2. En español, mood quiere decir “cómo te sientes en tu mente, humor.” Si estás contento, estás de buen humor. Si te sientes fastidiado o enojado, estás de mal humor.

3. Now let’s look at a picture that shows someone’s mood. (Point to the girls making faces in the photo.) These girls are making silly faces. You can tell what kind of mood they are in. They are in a happy mood or a silly mood. What might they do if they were in a sad mood? (Examples include: cry, look sad)

4. Let’s pretend we are in a silly mood like the girls in the photo. Let’s make silly faces to show we are in a silly mood.

5. Sometimes we are very serious and do not want to laugh. Let’s pretend we are in a serious mood. Let’s make faces to show our serious mood.

6. Now let’s say mood together three more times: mood, mood, mood.

MOVEMENT

PARTNER TALK

TEACHER TALK


124

Word 5 ridiculousKey VocabularyUnit 3 Week 1 On My Way to School



1. One word in the selection is ridiculous. Say it with me: ridiculous. Ridiculous means “so silly it could not or should not really happen.” It is ridiculous to think a dog can talk. It is ridiculous to think a fi rst grader can drive a car.

2. En español, ridiculous quiere decir “tan tonto que no podría ocurrir en vida real, ridículo.” Es ridículo pensar que un perro pueda hablar. Es ridículo pensar que un niño de primero pueda manejar un carro.

3. Ridiculous in English and ridículo in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows something ridiculous. (Point to the frog with a crown in the photo.) Remember the story about a princess who kisses a frog and the frog changes into a prince? This picture shows a frog with a crown on its head as if it is a prince or a king. This is ridiculous. A frog cannot be a king.

5. Talk to your partner about another thing that would be ridiculous for an animal to do. (Examples include: go to the movies, drive a bus, sing a song)

6. Tell your partner one thing that would be ridiculous to wear to school. (Examples include: a swimming suit, a bride’s gown, an animal costume)

7. Now let’s say ridiculous together three more times: ridiculous, ridiculous, ridiculous.

Word 5 ridiculous

PARTNER TALK


126

Function Words and PhrasesUnit 3 Week 1 On My Way to School

Word 1 late

Word 2 early

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Word 1 late

1. In English, we use late to describe a time of day. Say it with me: late. Late means “at night, way after the day is done.” If you go to bed too late you will be tired in the morning.

2. En español, late quiere decir “tarde; noche; cuando ha terminado el día.” Si te acuestas tarde, estarás cansado en la mañana.

3. This picture shows the word late. It shows a mom reading to her children in bed late at night.

4. I am going to describe some situations. If they happen when it is late say, “It is late.” If not, say nothing.The sun is high in the sky.The stars are out.I am eating breakfast.It is dark out and I am fast asleep.

5. Now I am going to say some words. If the word tells what it is like when it is late, say “yes,” If not, say “no.”darknightbrightsunny

6. Repeat the word three times with me: late, late, late.


Word 2 earlyTEACHER TALK CHORAL RESPONSE 1. In English, we use early to describe a time of

day. Say it with me: early. Early means “in the morning, fi rst time of the day.” The sun comes up early in the morning.

2. En español, early quiere decir “temprano; en la mañana; al comenzar el día.” El sol sale temprano en la mañana.

3. This picture shows the word early. It shows a family eating breakfast, so we know it is early in the day. Most people eat breakfast early.

4. I am going to describe some situations. If they happen when it is early say, “It is early.” If not, say nothing.We can see the sunrise.The stars are out.I am eating breakfast.It is dark out and I am fast asleep.

5. Now I am going to say two words. Say which word tells about the word early as a time of day.morning or eveningdark or lightbreakfast or dinnermoonlight or sunlight

6. Repeat the word three times with me: early, early, early.

128

Function Words and PhrasesUnit 3 Week 1 On My Way to School

Word 3 hop in

Word 4 zip away

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Word 3 hop in

TEACHER TALK CHORAL RESPONSE 1. In English, we use hop in to tell how to enter

a vehicle. Say it with me: hop in. Hop in means “jump in or get quickly into a vehicle such as a car or bus.” Hop in the car and we will go for a ride.

2. En español, to hop in quiere decir “subirse rápidamente a un vehículo, como un coche o un autobús.” Súbete al coche y vamos a dar una vuelta.

3. This picture shows the words hop in. It shows people in a horse drawn carriage. They are waiting for some more riders to hop in. Then they will all go for a ride.

4. I’ll name some things we can hop in. Repeat each sentence after me.We hop in a car.We hop on the train. We hop on a bus.We hop on the plane.

5. I will say some sentences. Raise your hand if the sentence has the same meaning as “I hopped in a car.” Do nothing if it does not.I quickly got in the car.I got out of the car.I slowly entered the car.I jumped into the car.

6. Repeat the words three times with me: hop in, hop in, hop in.

Word 4 zip awayTEACHER TALK MOVEMENT 1. In English, we use zip away to describe how

we move. Say it with me: zip away. Zip away means “to move on quickly.” As soon as the last passenger gets on the bus, it will zip away.

2. En español, to zip away quiere decir “salir como disparado; salir como un rayo.” En cuanto se sube el último pasajero, el autobús sale disparado.

3. This picture shows the words zip away. These people are riding on a roller coaster. As soon as they get on the roller coaster, it zips away. It quickly goes down the tracks.

4. Let’s pretend we are waiting for the stoplight to change. When it turns green, we will zip away. I’ll tell you when it turns green. Get ready. It turned green! Now let’s zip away.

5. Let’s pretend we are getting on a school bus. One by one, let’s all get on. Once we all get on, we will zip away. Get ready. Everybody hop in the school bus. Okay, now let’s zip away.

6. Repeat the words three times with me: zip away, zip away, zip away.

130

boat bus cart

bicycle car jeep

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ROUTINE

Basic WordsUnit 3 Week 1On My Way to School

boat, bus, cart, bicycle, car, jeep




131

Word 1 connections

Word 2 possessions

Key VocabularyUnit 3 Week 2 Smile, Mike!

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TEACHER TALK

Word 1 connections


1. One word in the selection is connections. Say it with me: connections. Connections mean “the relations between things.” When you make a connection in your mind, you understand the relation between things. A book with pictures shows the connections between the story and the pictures. You see how the pictures go together with the story. You see the connection.

2. En español, connections quiere decir “unión o relación de dos cosas, conexiones.” Cuando lees un libro con dibujos, haces conexiones entre los dibujos y el cuento. Ves cómo los dibujos van con la historia.

3. Connections in English and conexiones in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word connections. (Point to the teacher in the photo.) The teacher is making connectionswith her student by talking to her and showing her things. The teacher is making connections or getting together with her student.

5. When you make connections with people, you do things with them because you have a relationship. Talk with your partner about how you make connections with other children in your class. (We talk together. We play together. We help each other.)

6. We can make connections with people who live far away from us. Tell your partner one way you can make connections with someone who lives far away. (Examples include: writing letters or e-mail, talking on the telephone)

7. Now let’s say connections together three more times: connections, connections, connections.

PARTNER TALK



1. Another word in the selection is possessions. Say it with me: possessions. Possessions means “things we own, things that belong to us.” Some of our possessions are our clothes, our toys, and our furniture.

2. En español, possessions quiere decir “las cosas que te pertenecen, que son tuyas; posesiones.” Nuestra ropa y nuestros juguetes son algunas de nuestras posesiones.

3. Possessions in English and posesiones in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word possessions. (Point to the toys in the photo.) These toys are someone’s possessions. What other possessions do you see in the photo? (clothes, towels)

5. Possessions means more than one thing. But sometimes we have one favorite possession. Talk to your partner about your favorite possession.

6. It is important to take care of your possessions. Tell your partner which possessions you take care of and what you do to take care of them. (Examples include: Clothes—I take off my good clothes when I play. Toys—I put my toys away when I am fi nished playing with them.)

7. Now let’s say possessions together three more times: possessions, possessions, possessions.

Word 2 possessions


Key Vocabulary

134

Word 3 relief

Word 4 support


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Key Vocabulary

TEACHER TALK

Word 3 relief


1. Another word in the selection is relief. Say it with me: relief. Relief means “something that ends a tiring or painful event.” Medicine can give you relief from a cold. Food gives you relief from being hungry.

2. En español, relief quiere decir “descanso de un evento cansón o doloroso, alivio.” La medicina te brinda alivio cuando estás enfermo. La comida te da alivio del hambre.

3. Now let’s look at a picture that shows the word relief. (Point to the sleeping child the photo.) This child is asleep. Sleep gives us relief from being tired. When we work hard we need relief. Sleep is a good relief from hard work.

4. Pretend you have been working hard for a long time doing homework. Tell your partner what you would do for some relief.

5. Imagine you are at a party that is too noisy. Tell your partner what you will do for relief. Use this sentence frame: To get relief from the noise I will .

6. Now let’s say relief together three more times: relief, relief, relief.

Word 4 support


1. Another word in the selection is support. Say it with me: support. To support means “to help or hold up.” If you are having trouble doing something it is nice to have someone support you. Your family supports you when you need help. Friends support each other.

2. En español, support quiere decir “ayudar o sostener algo, apoyar.” Tu familia y tus amigos te apoyan cuando necesitas ayuda.

3. Now let’s look at a picture that shows someone giving support. (Point to the teacher helping the boy in the photo.) The teacher is helping the boy do his work. This is how the teacher supports the student. Who supports you when you need help with your work in school?

4. Tell your partner how you can support a friend who needs help reading a story.

5. Talk to your partner about a time you needed help. Who supported you? What did they do?

6. Now let’s say support together three more times: support, support, support.

PARTNER TALK



136

Word 5 typicalKey VocabularyUnit 3 Week 2 Smile, Mike!

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Word 5 typical


1. Another word in the selection is typical. Say it with me: typical. Typical means “usual, what is expected.” It is typical for a dog to bark if it is excited.

2. En español, typical quiere decir “normal, lo que se espera de algo o alguien.” Que un perro ladre cuando se emociona es típico.

3. Typical in English and típico in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows what it is like to be typical. (Point to the children laughing in the photo.) Children like to laugh and be silly. These children are being typical. They are having fun like children usually do.

5. Let’s all pretend we are cats. When we act like cats, we are doing the movements of a typical cat.

6. Pretend someone just told us a very funny joke. What is it typical to do when you hear a funny joke? (laugh) Let’s act typical after we heard the joke.

7. Now let’s say typical together three more times: typical, typical, typical.


138

Function Words and PhrasesUnit 3 Week 2 Smile, Mike!

Word 1 here we are

Word 2 here I am

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Word 1 here we are

TEACHER TALK CHORAL RESPONSE 1. In English, we use here we are to let people

know where a group is. Say it with me: here we are. Here we are means “two or more people are at a specifi c place.” The guests for dinner said, “Here we are,” when they arrived.

2. En español, here we are quiere decir “aquí estamos.” Se usa para decir dónde están dos o más personas. Los invitados a la cena anunciaron, “Aquí estamos.”

3. This picture shows the phrase here we are. It shows children arriving for a birthday party saying, “Here we are with your birthday presents.”

4. I am going to describe some situations. Pretend you are in the situation. Say, “Here we are,” if that’s what you might say. If not, say nothing.You and your family go to someone’s house for dinner. You knock on the door. The door opens and you say .You go to the store by yourself. You walk in and say .You and your friend are hiding behind a tree. Another friend calls out “Where are you?” You and your friend jump out and say

. 5. Answer each question with “yes” or “no”

If you walk into your bedroom, would you say “Here we are”?If you and your friends want to let your teacher know where you are, would you say, “Here we are”?

6. Repeat the phrase three times with me: here we are, here we are, here we are.

Word 2 here I amTEACHER TALK CHORAL RESPONSE 1. In English, we use here I am to let people

know where you are. Say it with me: here I am. Here I am means “you are at a specifi c place.” When your friend looks for you, stand up and say, “Here I am.”

2. En español, here I am quiere decir “aquí estoy.” Se usa para decir dónde estás. Cuando te busca un amigo, ponte de pie y dile, “Aquí estoy.”

3. This picture shows the phrase here I am. It shows a girl peeking over an umbrella. She is saying, “Here I am.”

4. I am going to describe some situations. Pretend you are in the situation. Say, “Here I am,” if that is what you might say. If not, say nothing.Three friends come to a party. They open the door and they say .You go to your friend’s house. You walk in and say .You are sitting at the computer. Your teacher calls out, “Where are you?” You stand up and say .

5. Answer each question “yes” or “no.”If your friends are looking for you, would you say, “Here I am”?If you and your friends walk into a store, would you say, “Here I am”?

6. Repeat the phrase three times with me: here I am, here I am, here I am.

140

Function Words and PhrasesUnit 3 Week 2 Smile, Mike!

Word 3 look at

Word 4 look up

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Word 3 look at

TEACHER TALK CHORAL RESPONSE 1. In English, we use look at to describe

something we do with our eyes. Say it with me: look at. Look at means “to watch or stare.” When we go to the toy store, I like to look at all the toys.

2. En español, to look at quiere decir “mirar u observar.” Cuando vamos a la juguetería me gusta mirar todos los juguetes.

3. This picture shows the words look at. It shows two children watching another child who is working on something. They look at what the child is doing.

4. Think about what look at means. I’m going to describe some situations. If you think the person I am talking about is looking at something, say “look at.” If not, say nothing.The boy is watching a play.The girl is sleeping.The dog stares at the cat.We watch the teacher read a book.

5. I’m going to say some words. If they mean “look at,” clap and say, “look at.” If not, say nothing.starewatchviewsleepsee

6. Repeat the words three times with me: look at, look at, look at.

Word 4 look upTEACHER TALK MOVEMENT 1. In English, we use look up to describe how we

use our eyes. Say it with me: look up. Look up means “watch something that is higher, raise your eyes.” The teacher asked us to look up at the board.

2. En español, to look up quiere decir “mirar hacia arriba; alzar la vista.” La maestra nos pidió que alzáramos la vista para ver bien el pizarrón.

3. This picture shows the words look up. The teacher and student are looking up at something above them. You can see that they are looking up because their heads and eyes are raised.

4. Let’s look up at different parts of the room. Let’s look up at the top of the board. Now let’s look up at the fl ag. Now let’s look up at the ceiling.

5. I’m going to look in different directions. Raise your hand whenever you see me look up. (Look up, down, to the right, and left several times. Have children take turns looking in different directions as well.)

6. Repeat the words three times with me: look up, look up, look up.

142

clap sing whine

quack cry laugh

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ROUTINE

Basic WordsUnit 3 Week 2Smile, Mike!

clap, sing, whine, quack, cry, laugh




143

Key VocabularyUnit 3 Week 3 Masks! Masks! Masks!

Word 1 complicated

Word 2 original

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1. One word in the selection is complicated. Say it with me: complicated. Complicated means “made up of many parts.” A puzzle that has many pieces is complicated. A puzzle with only two pieces is not complicated.

2. En español, complicated quiere decir “que tiene muchas partes o piezas, difícil de entender, complicado.” Un rompecabezas de muchas piezas es complicado. Uno de dos piezas es fácil, no es complicado.

3. Complicated in English and complicado in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word complicated. (Point to the rug in the photo.) This rug has many different drawings in the pattern. The design on the rug is complicated. If the rug were just one color, the design would not be complicated.

5. Let’s play follow the leader. I’ll show you a complicated move, then you follow. (Demonstrate a complicated series of movements such as clapping, jumping, and waving with one hand then the other.)

6. Let’s make a complicated design on a sheet of paper. (Provide crayons and paper for children.) Then share your complicated designs with the class.

7. Now let’s say complicated together three more times: complicated, complicated, complicated.

Word 1 complicated

Word 2 original


1. Another word in the selection is original. Say it with me: original. Original means “the fi rst one or one of a kind.” The fi rst school you went to was your original school. The country where you were born is your original country.

2. En español, original quiere decir “el primero o el único, original.” El primer colegio al que fuiste fue tu colegio original. El país donde naciste es tu país original.

3. Original in English and original in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows an original work. (Point to the painting in the photo.) This girl painted this picture. She didn’t copy it. This picture has never been painted before. It is an original picture.

5. Tell your partner about something you made that is original. (Examples include: pictures, paintings, stories)

6. Work with your partner to make up an original dance, song, or rhyme. Then perform your original creation for the class.

7. Now let’s say original together three more times: original, original, original.

Key Vocabulary

146


Word 3 talented

Word 4 astonishing

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Key Vocabulary

TEACHER TALK

Word 3 talented


1. Another word in the selection is talented. Say it with me: talented. Talented means “being very good at doing a certain thing, skillful.” Some people are talented at singing. They sing well. Some people are talented in math. They are very good at math.

2. En español, talented quiere decir “muy bueno haciendo algo, dotado.” Algunas personas están dotadas para el canto. Cantan muy bien. Otra son dotadas en las matemáticas. Son muy buenos para las matemáticas.

3. Now let’s look at a picture that shows a talented person. (Point to the boy playing the violin in the photo.) This boy can play the violin. He knows how to play the violin well. He is talented.

4. Tell your partner what you are talented in. What can you do well? Use the sentence frame: I am talented in .

5. Talk with your partner about someone you saw who is talented. Tell how you could tell that person was talented.

6. Now let’s say talented together three more times: talented, talented, talented.

Word 4 astonishing


1. Another word in the selection is astonishing. Say it with me: astonishing. Astonishing means “surprising, not expected.” It would be astonishing if a baby knew how to read a book. It would also be astonishing if it snowed in the summer.

2. En español, astonishing quiere decir “sorprendente, no esperado, asombrante.” Sería asombrante ver a un bebé leer o ver nieve en el verano.

3. Now let’s look at a picture that shows something astonishing. (Point to the sky in the photo.) Look at the sky. This is not a typical color for the sky. It is astonishing to see these lights in the sky.

4. Think about something that surprised you in a movie or TV show. Tell your partner about something astonishing you saw in the show.

5. Think about what kind of food you like and what kind you do not like. Talk to your partner about what would be astonishing for you to eat. Use the sentence frame: If I ate

it would be astonishing. 6. Now let’s say astonishing together three more

times: astonishing, astonishing, astonishing.

PARTNER TALK


148


Word 5 continue

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Word 5 continue


1. Another word in the selection is continue. Say it with me: continue. To continue means “to keep going, to not stop.” You continue to learn new things in school. If you like a story, you continue to read it until the end.

2. En español, to continue quiere decir “seguir haciendo algo, no parar, continuar.”Si te gusta un libro, continúas leyéndolo hasta su fi n.

3. To continue in English and continuar in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows something that continues. (Point to the winding road in the photo.) This road continues on for a long way. We cannot see the end of the road. It continues around the turn.

5. Let’s clap our hands. Let’s continue until I say stop.

6. Let’s take turns marching around the room. Continue to march until someone taps you on the shoulder. (Have children march, one at a time. Choose a child to tap the marcher on the shoulder and continue to march until he or she is tapped.)

7. Now let’s say continue together three more times: continue, continue, continue.

150


Word 1 make out of

Word 2 make up

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Word 1 make out of

TEACHER TALK PARTNER TALK 1. In English, we use make out of to tell about

what we do with different kinds of materials. Say it with me: make out of. Make out of means “to create something from a specifi c material.” We can make model airplanes out of plastic.

2. En español, to make out of quiere decir “crear o armar algo de un material específi co.” Modemos armar aviones de plástico.

3. This picture shows the words make out of. Look what the boy can make out of clay. What can you make out of clay?

4. (Point to a wooden object, such as a chair and say, “This chair is made out of wood.”) Tell your partner about other things that we can make out of wood. Use the sentence: We can make out of wood.

5. Talk with your partner about different things you have made in art class or at home. What did you make? What did you make them out of? (Examples include: decorations out of paper, bowls out of clay, bracelets out of beads)

6. Repeat the words three times with me: make out of, make out of, make out of.

Word 2 make upTEACHER TALK PARTNER TALK 1. In English, we use make up to tell about

something we create. Say it with me: make up. Make up means “to create or invent.” The class will make up a new display for the bulleting board.

2. En español, to make up quiere decir “montar, crear o inventar.” La clase va a montar una presentación en el tablero de anuncios.

3. This picture shows the words make up. It shows that this girl was able to make up her own decoration.

4. Look back at the picture. Talk to your partner about what art supplies the girl used to make up her decoration. Then tell how you would make up a decoration of your own.

5. Ask and answer yes or no questions about what you and your partner have made up. Use this sentence frame for your questions: Did you ever make up your own ? (Examples include: song, play, sentence, picture, dance, story)

6. Repeat the words three times with me: make up, make up, make up.

152


Word 3 put on

Word 4 put aside

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Word 3 put on

TEACHER TALK CHORAL RESPONSE 1. In English, we use put on to tell what we do

with clothes. Say it with me: put on. Put on means “to wear something.” I put on my coat before I went outside.

2. En español, to put on quiere decir “ponerse ropa.” Me pongo el abrigo antes de salir.

3. This picture shows the words put on. The children put on costumes for the school play. This girl puts on lipstick, too.

4. I’ll describe some actions. Say, “You put it on,” if you think I did. Say, “You did not put it on,” if I didn’t.I placed my hat on my head.I wore a new jacket to school.I put my shirt in the drawer.I tied my scarf around my neck.

5. I’m going to say some items and then ask a question. Answer “yes” or “no.”A shoe: Can you put it on?A watch: Can you put it on?A house: Can you put it on?A lion: Can you put it on?A helmet: Can you put it on?

6. Repeat the words three times with me: put it on, put it on, put it on.

Word 4 put asideTEACHER TALK MOVEMENT 1. In English, we use put aside to tell what we

do if we do not need something right away. Say it with me: put aside. Put aside means “to place away from or to take something and put it in another place.” If you do not need to write, you can put aside your pencil.

2. En español, to put aside quiere decir “poner a un lado; poner en un lugar distinto.” Si no vas a escribir nada, puedes poner tu lápiz a un lado.

3. This picture shows the words put aside. When you play checkers, you put aside the checker pieces that you win.

4. Let’s pretend we are reading a book. Then when I stand up, let’s put aside our books and pretend to get ready to write.

5. Pretend you are playing checkers with your partner. Each time you make a move, pretend you win one checker. Put aside each checker you win.

6. Repeat the words three times with me: put aside, put aside, put aside.

154

tear paste pop

tie shake fold

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ROUTINE

Basic WordsUnit 3 Week 3Masks! Masks! Masks!

tear, paste, pop, tie, shake, fold




155

Key VocabularyUnit 3 Week 4 Rose Robot Cleans Up

Word 1 inspire

Word 2 resourceful

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TEACHER TALK

Word 1 inspire


1. One word in the selection is inspire. Say it with me: inspire. To inspire means “to cause someone want to do something because of what you do.” A good teacher can inspire children to work hard in school. People who are kind inspire others to be kind, too.

2. En español, to inspire quiere decir “causar que alguien haga algo por tus acciones, inspirar.” Un buen profesor inspira a los niños de su clase a que les vaya bien en sus estudios.

3. To inspire in English and inspirar in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word inspire. (Point to people cleaning up in the photo.) These people are cleaning up the land. Their good work can inspire other people to help clean up, too.

5. Think about people who you admire or like. Do they inspire you to do something? Tell your partner about someone who inspires you. Use this sentence frame: inspires me to .

6. What do you like to do? Do you like to draw? Do you like to read? Talk with your partner about how you can inspire someone to do what you like to do.

7. Now let’s say inspire together three more times: inspire, inspire, inspire.

PARTNER TALK

Word 2 resourceful


1. Another word in the selection is resourceful. Say it with me: resourceful. Resourceful means “good at solving problems.” You need to be resourceful to get in your house if you do not have the key to the door. That means you need to fi gure out a good way to solve the problem.

2. En español, resourceful quiere decir “que resuelve problemas fácilmente, ingenioso.” Si pierdes las llaves de tu casa tienes que ser ingenioso para poder entrar. Es decir, tienes que pensar cómo entrar a tu casa sin tus llaves.

3. Now let’s look at the resourceful people in the picture. (Point to the child on the sled in the photo.) These people had to get this child back to the house in the storm. They were resourceful. They worked together to carry the sled and put the child on top. That was a great idea.

4. Think of a time you had to solve a problem at home and you were resourceful. Tell your partner about how you were resourceful.

5. Talk with your partner about when you might have to be resourceful at school. (Examples include: forgetting lunch, losing a book)

6. Now let’s say resourceful together three more times: resourceful, resourceful, resourceful.


Key Vocabulary

158


Word 3 structure

Word 4 create

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TEACHER TALK

Word 3 structure


1. Another word in the selection is structure. Say it with me: structure. Structure means “a building or something that has been put together with many parts.” You can use blocks to build a structure. Our school building is a structure.

2. En español, structure quiere decir “un edifi cio o algo compuesto por muchas partes, una estructura.” Podemos usar cubos para construir una estructura. Nuestro colegio es una estructura.

3. Structure in English and estructura in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word structure. (Point to the house in the photo.) This house is a structure. It is a colorful structure. What are some things you see on this structure? (Examples include: windows, door, roof)

5. Talk with your partner about the structure of our school building. What parts make up the structure? Does the structure have a roof? Windows? Doors? Is it tall? Is it big?

6. What is your favorite structure? Is it a museum you visited? Is it a roller coaster? Is it your home? Tell your partner. Use the sentence frame: My favorite structure is

. 7. Now let’s say structure together three more

times: structure, structure, structure.

PARTNER TALK

Word 4 create


1. Another word in the selection is create. Say it with me: create. Create means “to make something that did not exist before.” You can create a picture with paints and paper. You can even create a mess by not putting away your toys!

2. En español, to create quiere decir “hacer algo que no existía antes, crear.” Puedes crear un dibujo con pintura y papel. Puedes crear un desorden si no guardas tus juguetes.

3. To create in English and crear in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at what someone created in the picture. (Point to the handprints in the photo.) Look at the handprints. A child created them with her own hand. The handprints did not exist until the child made them.

5. (Provide children with several connecting cubes or different colored blocks.) Let’s each create a structure. Each one will be different because we will each create an original structure.

6. (Provide drawing paper and pencil.) Let’s each create our own footprint. (Have children draw outline of their shoe on paper.)

7. Now let’s say create together three more times: create, create, create.


Key Vocabulary

160


Word 5 hobby

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TEACHER TALK

Word 5 hobby


1. Another word in the selection is hobby. Say it with me: hobby. A hobby is something you like to do for fun in your free time. Some people like to knit for a hobby. They knit scarves and socks in their free time. Other examples of hobbies are painting pictures, taking photos, and collecting things.

2. En español, hobby quiere decir “lo que te gusta hacer en tu tiempo libre, un pasatiempo.” Bordar es el pasatiempo de muchas personas. Bordan bufandas, medias y otras cosas en su tiempo libre. Pintar, tomar fotos y coleccionar cosas son otros ejemplos de pasatiempos.

3. Now let’s look at a picture that shows a hobby. (Point to the girl in the photo.) This girl is making napkin rings from paper. The girl’s hobby is making things out of paper. She likes her hobby and does it to have fun when she has fi nished her work.

4. What do you like to do when you are fi nished with your work? What is your hobby? Tell your partner what your hobby is.

5. Sometimes it’s fun to try a new hobby. It’s fun to try something you have never done before. Talk with your partner about a new hobby you might like to try someday.

6. Now let’s say hobby together three more times: hobby, hobby, hobby.

PARTNER TALK

162

Function Words and PhrasesUnit 3 Week 4 Rose Robot Cleans Up

Word 1 pull down

Word 2 pull back

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TEACHER TALK CHORAL RESPONSE1. In English, we use pull down to tell about the

direction we move something. Say it with me: pull down. Pull down means “to drag or yank something toward the ground.” I can pull down the shade on a window to keep the sun out of the room.

2. En español, to pull down quiere decir “halar, bajar o estirar hacia el suelo.” Puedo bajar la persiana de la ventana para que no entre el sol.

3. This picture shows the words pull down. The arrow shows how to pull down the handle of the fi re alarm.

4. I’ll name some things. If you can pull it down, say, “You can pull it down.” If not say, “You cannot pull it down.”a balloon tied to a chaira cloud in the skythe string on a ceiling fana rock on the ground

5. I’ll describe some things I want to do. Repeat and complete this sentence to tell me what to do: Pull down the .I want to move the string on a light to turn on the light.I want to move the handle on the fi re alarm to set off the alarm.I want to get the spider web out of a corner of the ceiling.

6. Repeat the words three times with me: pull down, pull down, pull down.

TEACHER TALK MOVEMENT1. In English, we use pull back to tell about

moving something in a certain direction. Say it with me: pull back. Pull back means “to yank something in the opposite direction from forward.” The boy started to cross the street, but his father pulled him back to stop him.

2. En español, to pull back quiere decir “halar o estirar hacia atrás.” El niño empezó a cruzar la calle, pero su papá lo haló para detenerlo.

3. This picture shows the words pull back. It shows children playing a game of tug-of-war. In tug-of-war each team pulls back on the rope.

4. Let’s put our chairs under our desks or tables. Now let’s pull back the chairs and sit on them.

5. Let’s work with our partner. Pretend you are both having a tug-of-war like the children in the picture. Let’s show how we will each pull back on the rope.

6. Repeat the words three times with me: pull back, pull back, pull back.

Word 2 pull back

Word 1 pull down

164

Function Words and PhrasesUnit 3 Week 4 Rose Robot Cleans Up

Word 3 left over

Word 4 left out

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TEACHER TALK CHORAL RESPONSE1. In English, we use left over to tell about things

that are extra. Say it with me: left over. Left over means “remained.” After I ate breakfast, there was some cereal left over.

2. En español, left over quiere decir “que sobra.” Después del desayuno, sobraba cereal.

3. This picture shows the words left over. The boys are eating some pizza. The rest of the pizza is left over.

4. I will describe some situations. Say, “left over” if there is something left over. If not, say nothing.I used some of the chalk in a box. There is still one more piece of chalk in the box.I used all of the paper in the pack.I put all of the children into groups of three. There is one more child who is not in any of the groups.I gave out three of the four boxes of juice in the pack.

5. I will ask some questions. Answer each one “yes” or “no.”Matt drank some of the milk in the box. Is there any milk left over?The dog ate all of the food in its dish. Is there any food left over?Maris gave away some of her stickers. Does she have any stickers left over?

6. Repeat the words three times with me: left over, left over, left over.

TEACHER TALK PARTNER TALK1. In English, we use left out to tell about not

being included. Say it with me: left out. Left out means “not included, not part of.” The dog was left out of the bedroom.

2. En español, left out quiere decir “excluido, no permitir la entrada.” El perro no está permitido en el cuarto.

3. This picture shows the words left out. The picture shows a boy who is left out of a game. He watches sadly as the others play baseball.

4. Look back at the picture. Talk with your partner about how the boy feels being left out. Use the words left out to talk about the boy.

5. Tell your partner about a time you were left out. Tell why you were left out and how you felt. (Examples include: being left out of a team, a game, a room, a party)

6. Repeat the words three times with me: left out, left out, left out.

Word 3 left over

Word 4 left out

166

toothbrush toothpaste shoes

sneakers coat vest

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ROUTINE

Basic WordsUnit 3 Week 4Rose Robot Cleans Up

toothbrush, toothpaste, shoes, sneakers, coat, vest




167

Key VocabularyUnit 3 Week 5 Kids Have Fun

Word 1 culture

Word 2 custom

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TEACHER TALK

Word 1 culture


1. One word in the selection is culture. Say it with me: culture. Culture means “the traditions, beliefs, and habits of a group of people.” People from the same culture enjoy the same kinds of food, music and celebrations.

2. En español, culture quiere decir “las tradiciones, creencias y costumbres de un grupo de personas; cultura.” Las personas de una misma cultura disfrutan de la misma comida, música y celebraciones.

3. Culture in English and cultura in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows a different culture. (Point to the people dancing in the photo.) These people are dancing at a Cinco de Mayo festival. Cinco de Mayo is a holiday in the Mexican culture. On this holiday, some place celebrate with Mexican food, music, and dancing.

5. Talk with your partner about how families in the United States celebrate Thanksgiving Day. What foods are usually served on this holiday?

6. We know that holidays are part of a culture. Talk with your partner about another holiday you know about. How do people celebrate that holiday? What foods, music, or activities are part of their culture?

7. Now let’s say culture together three more times: culture, culture, culture.

PARTNER TALK

Word 2 custom


1. Another word in the selection is custom. Say it with me: custom. Custom means “something people always do, a tradition.” It is a custom to clap when you like a show. In some countries it is a custom to bow when you meet someone.

2. En español, custom quiere decir “algo que se hace a menudo, tradición, costumbre.” Aplaudir cuando te ha gustado una presentación es una costumbre. En algunos países hay la costumbre de inclinarse cuando uno conoce a alguien.

3. Now let’s look at a picture that shows a custom. (Point to the children waving fl ags in the photo.) See how the children are waving fl ags. It is a custom to wave fl ags in a parade. What are some other customs we have when we see the American fl ag? (Examples include: say the pledge, salute, hold hand over heart, stand)

4. Shaking hands is a custom we have when we meet someone. Let’s act out that custom with a partner.

5. Think about the customs we follow on our birthday. What do we do with candles? (Put them on the cake, light them, and blow them out). Let’s act out that custom. Let’s pretend to blow out our birthday candles.

6. Now let’s say custom together three more times: custom, custom, custom.


Key Vocabulary

170


Word 3 language

Word 4 similar

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Key Vocabulary

TEACHER TALK

Word 3 language


1. Another word in the selection is language. Say it with me: language. Language means “the words people use to talk to each other.” Different languages are spoken in different countries. Some people speak one language. Some people speak more than one language. Right now I am speaking English.

2. En español, language quiere decir “las palabras que usa un grupo de personas para hablar, el lenguaje.” En países distintos se hablan lenguajes distintos. Algunas personas sólo saben un lenguaje. Algunas otras hablan más de uno. Ahora les estoy hablando en inglés, el lenguaje que hablamos aquí.

3. Language in English and lenguaje in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word language. (Point to the words in the photo.) These words show how to say the name of the picture in two languages. In English we say dog. In Spanish we say perro.

5. Look around the room. Tell your partner some things you see in as many languages as you can. Talk about what language you used to name the things.

6. Tell your partner what languages you have heard people speak. Use this sentence frame: I have heard people speak these languages:

. 7. Now let’s say language together three more

times: language, language, language.

Word 4 similar


1. Another word in the selection is similar. Say it with me: similar. Similar means “almost alike, close to being the same, but not exactly.” (Hold up two red crayons.) These crayons are similar. They are almost the same. One is a little sharper than the other, but they are the same color.

2. En español, similar quiere decir “parecido a algo pero no igual, semejante, similar.” (Muestre dos creyones rojos.) Estos dos creyones son similares. Aunque son del mismo color, uno de ellos es más puntudo que el otro.

3. Similar in English and similar in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows two similar things. (Point to the twins in the photo.) These girls are twins. Their faces are similar. They are close to being the same, but they are two different people, so they are not exactly the same. What else is similar in this picture? (Examples include: the girls’ hair, their clothes)

5. When I say, “Surprise!” let’s all look surprised. We can make faces and gestures that are similar. Ready, “Surprise!”

6. I’ll hold up an object. Then you hold up a similar object. (Hold up several common classroom objects, such as a book, a pencil, a marker, and a notebook.)

7. Now let’s say similar together three more times: similar, similar, similar.

MOVEMENT

PARTNER TALK

TEACHER TALK

172


Word 5 skill

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TEACHER TALK

Word 5 skill


1. Another word in the selection is skill. Say it with me: skill. Skill means “something you are good at, a talent.” It takes skill to play the piano. You use your catching skills when you play baseball and football.

2. En español, skill quiere decir “algo que puedes hacer, una aptitud, capacidad o habilidad.” Se necesitan habilidades especiales para tocar el piano. Tienes que usar tus habilidades para coger cosas cuando juegas béisbol o fútbol americano.

3. Now let’s look at a picture that shows someone’s skills. (Point to the ballerina in the photo.) This girl is using her skills to dance. Some skills she uses are balancing, jumping, and being graceful.

4. Tell your partner what skills you use when you play your favorite sport.

5. Think about what you want to be when you grow up. Talk to your partner about what kinds of skills you will need. (Examples include: basketball player: fast, good aim, strong, good catcher)

6. Now let’s say skill together three more times: skill, skill, skill.

PARTNER TALK

174

Function Words and PhrasesUnit 3 Week 5 Kids Have Fun!

Word 1 back home

Word 2 back at the house

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1. In English, we use back home to talk about where we live. Say it with me: back home. Back home means “in your home, on your land, or in your city or town.” After a long trip, it is nice to go back home.

2. En español, back home quiere decir “en casa; en tu tierra; en tu ciudad o pueblo.” Después de un largo viaje, qué bonito es regresar a casa.

3. This picture shows the words back home. See the grandmother and grandfather sitting in front of their home. (Point to them in the picture.) Their daughter has come back home for a visit. She brought her husband and children back home with her.

4. Talk to your partner about something you know who came back home for a visit. Who was it? Where does that person live? Why did he or she come back home?

5. Tell your partner about a time you wanted to go back home. Where were you? Why did you want to go back home? Use the sentence frame: I wanted to go back home because

.6. Repeat the words three times with me: back

home, back home, back home.

1. In English, we use back at the house to talk about a particular place. Say it with me: back at the house. Back at the house means “in a building where someone lives.” I left my homework back at the house.

2. En español, back at the house quiere decir “allá en mi casa en el edifi cio donde vivo.” Olvidé mi tarea en mi casa.

3. This picture shows the words back at the house. It shows a boy walking down a path. He is going home after school. His mother is waiting for him back at the house.

4. I will say some sentence starters. Repeat each one and complete the sentence with the words back at the house.

I forgot my book bag . My friends are at a party . After school, we will all meet .5. I will ask some questions. Answer “yes”

or “no.” I am taking my dog for a walk. Is he back at

the house? I left my cat sleeping on a chair. Is she back

at the house?6. Repeat the words three times with me: back

at the house, back at the house, back at the house.

Word 1 back home

Word 2 back at the house



176

Function Words and PhrasesUnit 3 Week 5 Kids Have Fun!

Word 3 play with

Word 4 play in

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Word 3 play with

1. In English, we use play with to tell about things we have fun with. Say it with me: play with. Play with means “to use things to have fun.” I like to play with blocks.

2. En español, to play with quiere decir “jugar con algo.” Me gusta jugar con bloques.

3. This picture shows the words play with. It shows a boy who likes to play with his truck.

4. Tell your partner what your favorite thing is to play with. Use the sentence starter: My favorite thing to play with is .

5. Pretend that you and your partner are visiting each other. Ask each other if you can play with the other’s toys. Then answer the question. Use these question and answer starters:

May I play with your . Yes, you may play with my .6. Repeat the words three times with me: play

with, play with, play with.

Word 4 play in

1. In English, we use play in to tell about what we might have fun in. Say it with me: play in. Play in means “to have fun in a specifi c place.” My friend likes to play in the sand at the beach.

2. En español, to play in quiere decir “jugar en un lugar específi co.” A mi amigo le gusta jugar en la arena de la playa.

3. This picture shows the words play in. The girl likes to play in the sand. She is having fun building sandcastles.

4. Let’s use this sentence frame to tell where we are playing. We are playing in . Tell us how we might fi nish the sentence. Then we will say the sentence together. (Examples include: the house, the park, the yard, the sand)

5. I’ll name some places. If you can play in a place say, “You can play in it.” If not say, “You cannot play in it.”

a swimming pool the sun a playground a museum6. Repeat the words three times with me: play in,

play in, play in.


PARTNER TALK CHORAL RESPONSE

178

hula hoop jump rope balloon

puzzle skate slide

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ROUTINE

Basic WordsUnit 3 Week 5Kids Have Fun!

hula hoop, jump rope,balloon, puzzle, skate, slide




179

Key VocabularyUnit 4 Week 1 Drakes Tail

Word 1 borrow

Word 2 trip

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Key Vocabulary


1. One word in the selection is borrow. Say it with me: borrow. To borrow means “to use something that belongs to someone else and then give it back.” If you forget your pencil, you can borrow one from a classmate, use it, and then give it back. When you borrow something, you must take care of it because it belongs to someone else.

2. En español, to borrow quiere decir “pedir prestado; usar algo ajeno y devolverlo después.” Si olvidas tu lápiz, puedes pedirle prestado uno a tu compañero y después devolvérselo. Hay que cuidar lo que uno pide prestado, pues es ajeno.

3. Now let’s look at a picture that shows the word borrow. (Point to the girl in the photo.) This girl borrowed this book from the library. She will read the book and then bring it back to the library.

4. Take turns asking each other to borrow something. Borrow it, use it, and return it. Use the sentence frame: May I borrow your

Remember to say “thank you” when your borrow the item.

5. Talk about when you might need to borrow something from a friend or a family member. Tell what you would need to borrow.

6. Now let’s say borrow together three more times: borrow, borrow, borrow.


1. Another word in the selection is trip. Say it with me: trip. Trip means “a journey, an outing, or a visit.” If you travel from one place to another, you take a trip. You might take a long trip when you go on vacation.

2. En español, trip quiere decir “viaje, excursión, visita.” Si viajas de un lugar a otro, haces un viaje. Podrías hacer un viaje largo cuando te vas de vacaciones.

3. Now let’s look at a picture that shows the word trip. (Point to the people in the photo.) This family went on a trip. They took a trip together to go skiing.

4. Tell your partner where you would like to take a trip. How would you travel there? By car? By plane?

5. Talk to your partner about a trip you went on. It can be a short or long trip. Where did you go? How did you travel? Who traveled with you?

6. Now let’s say trip together three more times: trip, trip, trip.

PARTNER TALK


Word 1 borrow

Word 2 trip

182


Word 3 encourage

Word 4 friendship

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Key Vocabulary


1. One word in the selection is encourage. Say it with me: encourage. To encourage means “to give someone hope or help someone do something that is diffi cult for them”. A coach encourages the team to play their best even if they are losing. Parents encourage their baby to learn to walk.

2. En español, to encourage quiere decir “animar, entusiasmar, darle esperanzas a alguien, ayudar a alguien a realizar algo que se le difi culta.” Un entrenador anima a su equipo a dar lo mejor de sí aunque vaya perdiendo. Los padres animan a su bebé a dar sus primeros pasos.

3. Now let’s look at a picture that shows the word encourage. (Point to woman in the photo.) This mom encourages her child to try to ride the bike. When you don’t know how to do something it helps if someone encourages you to keep trying.

4. Tell your partner about a time someone encouraged you to do something. Did you do it?

5. Suppose a friend was afraid to learn how to ride a bike. What would you say to encourage him or her? Tell your partner how you would encourage your friend.

6. Now let’s say encourage together three more times: encourage, encourage, encourage.


1. Another word in the selection is friendship. Say it with me: friendship. Friendship means “the connection between friends.” People who are part of a friendship enjoy being together. You can have more than one friendship. You can be friends with many people.

2. En español, friendship quiere decir “amistad, la relación entre dos amigos.” Las personas que comparten una amistad disfrutan de su compañía. Puedes tener varias amistades. Puedes ser amigo o amiga de muchas personas.

3. Now let’s look at a picture that shows the word friendship. (Point to the friends in the photo.) See these children. They are friends. They like each other. What are they doing that shows their friendship? (Examples include: hugging each other, smiling together)

4. Tell your partner about a friendship you have with someone. What do you like to do together?

5. Think about why friendship is important. Talk to your partner about it. Use the sentence frame: Friendship is important because .

6. Now let’s say friendship together three more times: friendship, friendship, friendship.

PARTNER TALK


Word 3 encourage

Word 4 friendship

184


Word 5 relationship

Word 6 rely

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Key Vocabulary


1. One word in the selection is relationship. Say it with me: relationship. Relationship means “the connection between two or more people, such as how people in a family are connected.” You have a relationship, or special connection, with people in your family. Children have a strong relationship with their parents.

2. En español, relationship quiere decir “la relación o conexión entre dos o más personas, como la que une a los miembros de una familia.” Tienes una relación, o conexión especial, con los miembros de tu familia. Los niños tienen una relación estrecha con sus padres.

3. Relationship in English and relación in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word relationship. (Point to the family in the photo.) These people are a family. How can you tell they have a close relationship? (Examples include: they are hugging, they are happy to be with each other)

5. Tell your partner about a close relationship you have with someone. Use the sentence frame: I have a close relationship with

. 6. Talk to your partner about people who have

good relationships. What kinds of things do they do together? [Examples include: play together, help each other, work together]

7. Now let’s say relationship together three more times: relationship, relationship, relationship.


1. Another word in the selection is rely Say it with me: rely. To rely means “to count on someone to help you.” We rely on the police to help us if we are in trouble. We rely on doctors to help us get well if we are ill.

2. En español, to rely quiere decir “contar con alguien para que te apoye o ayude.” Contamos con la policía si estamos en apuros. Contamos con los doctores cuando estamos enfermos.

4. Now let’s look at a picture that shows the word rely. (Point to the patient and health care worker in the photo.) This man is in the hospital. He relies on the health care workers to help him get well.

4. Tell your partner who you rely on to help you when you do not understand your school work.

5. Talk to your partner about some things your family relies on you to do. Do they rely on you to take care of your room? to help with work around the house? to do your school work?

6. Now let’s say rely together three more times: rely, rely, rely.

PARTNER TALK


Word 5 relationship

Word 6 rely

186


Word 7 suggest

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TEACHER TALKPoint to the Word 7 image on the opposite side for children to view.

1. One word in the selection is suggest. Say it with me: suggest. To suggest means “to give your advice about how or what to do, to offer a different choice.” If someone has a problem you might suggest how he or she can solve it.

2. En español, to suggest quiere decir “dar sus consejos sobre cómo o qué hacer, ofrecer una opción diferente, sugerir.” Si alguien tiene un problema, le podriás sugerir una manera de solucionarlo.

3. To suggest in English and sugerir in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word suggest. (Point to the teacher in the photo.) The teacher suggests a way to help the boy read. She might suggest he look at the picture to help him read the words.

5. Talk with your partner about dinner. Suggest some healthy foods you might want to eat. Use the sentence frame: I suggest you eat

for dinner. 6. Talk to your partner about some books or

movies you like. Suggest what book your partner should read or what movie your partner should see.

7. Now let’s say suggest together three more times: suggest, suggest, suggest.

PARTNER TALK

Word 7 suggest

188

Word 1 take care of

Word 2 take away from

Function Words and PhrasesUnit 4 Week 1 Drakes Tail

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Word 1 take care ofTEACHER TALK CHORAL RESPONSE1. In English, we use take care of to tell about

what some people do for others. Say it with me: take care of. Take care of means “to look after or watch over someone or something.” Ana knows how to take care of her new puppy. She gives it food and water and takes it for a walk every day.

2. En español, to take care of quiere decir “cuidar una cosa o a una persona.” Ana sabe cuidar a su perrito. Le da comida y agua. Lo saca a pasear todos los días.

3. This picture demonstrates the phrase take care of. It shows one way this mother takes care of her daughter. She takes care of her daughter by brushing her hair.

4. I am going to describe some situations. If you think I am taking care of something, say “You are taking care of it.” If not, don’t say anything.I am feeding my cat.I am reading a book.I am giving my dog a bath.I am fi ghting with my little brother.

5. Now I am going to say some sentences. Repeat the sentences. Replace the word help with take care of.The big sister will help her baby brother.The zookeepers help the animals in the zoo.

6. Repeat the phrase three times with me: take care of, take care of, take care of.

Word 2 take away fromTEACHER TALK CHORAL RESPONSE1. In English, we use take away from to tell

what we do when we remove something. Say it with me: take away from. Take away from means “to remove something from where it is to another place.” I had to take my shoe away from the dog. He was chewing on it and I didn’t want him to ruin it!

2. En español, to take away from quiere decir “quitar una cosa de un lugar y ponerlo en otro lugar.” Le tuve que quitar mi zapato al perro. Lo estaba mordiendo y no quería que lo arruinara.

3. This picture demonstrates the phrase take away from. The boy was looking through the library shelves for the book he wants to check out. The boy is taking the book away from the shelf.

4. I am going to ask some questions. Answer each “yes” or “no.”Should you take a blanket away from a bed when it is time to sleep?Should a grown-up take matches away from a child?Should you take a bottle away from a baby when it is time to drink?

5. I am going to say some words. If they mean the same as take away from say “take away from.” If not, say nothing.removemove from one place to anotherget something a put it somewhere elsehold on to

6. Repeat the phrase three times with me: take away from, take away from, take away from.

190

Function Words and PhrasesUnit 4 Week 1 Drakes Tail

Word 3 take off

Word 4 take time

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Word 3 take off

Word 4 take time

1. In English, we use the phrase take off to talk about what we do when we stop working for a while. Say it with me: take off. Take off means “to go away on a vacation, to take some time away from work.” In the summer I like to take off and go to the beach.

2. En español, to take off quiere decir “tomar un tiempo libre.” Cuando te tomas un tiempo libre, te vas de vacaciones o descansas. En el verano me gusta tomar un tiempo libre para ir a la playa.

3. This picture demonstrates the phrase take off. It shows a family getting ready to go on vacation. When people take off from work and school they often go on vacation. Do you?

4. I’m going to describe what some people are doing. Say “take off” if they are taking a break from school or work. Say nothing if they are not. Henry is packing his car and going to the lake.Juan is sitting at his desk doing his homework.Sal didn’t go to work today. He’s going camping instead.Katalina is taking a trip to visit her grandmother.

5. After I tell about each person repeat and complete this sentence: He (or she) is taking off from .The teacher is leaving school. He is going on a trip.Maria is not going to work tomorrow. She is going on vacation.Mr. Walters is not going to his job for two days. He is ill and has to stay home.

6. Repeat the phrase three times with me: take off, take off, take off.


TEACHER TALK CHORAL RESPONSE1. In English, we use take time to talk about

something that happens slowly. Say it with me: take time. Take time means “to do something slowly.” It takes time for a treeto grow.

2. En español, to take time quiere decir “tomar tiempo.” Un árbol toma tiempo para crecer.

3. This picture demonstrates the phrase take time. It shows a seedling, or a baby plant. It will take time for this seedling to grow. It will grow slowly.

4. I am going to name some things. If they happen slowly, say “takes time.” If not say, “does not take time.”a child grows to be an adulta carpenter builds a housea boy turns on the lighta puppy grows to be a dog

5. I am going to ask questions. Answer “yes” or “no.”Do you think it takes time for an artist to make a painting look beautiful?Does it take time for you to decide what to play at recess?Does it take time for a child to learn to read well?

6. Repeat the phrase three times with me: take time, take time, take time.

192

work decide practice

share explore learn

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ROUTINE

Basic WordsUnit 4 Week 1Drakes Tail

work, decide, practice, share, explore, learn




193

Key VocabularyUnit 4 Week 2 Gram and Me

Word 1 concentrate

Word 2 splendid

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Key Vocabulary


1. One word in the selection is concentrate. Say it with me: concentrate. To concentrate means “to think very hard about something.” When you do try to do something hard, you must concentrate. If you are trying to put a block on top of a big block tower, must concentrate on what you are doing so the blocks do not fall.

2. En español, to concentrate quiere decir “concentrarse, poner mucha atención sin distraerse.” Al hacer algo difícil, hay que concentrarse. Si estás colocando el último cubo en lo alto de una torre de cubos te tienes que concentrar para que la torre no se caiga.

3. To concentrate in English and concentrarse in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word concentrate. (Point to the girl in the photo.) This girl is working very hard on her painting. She wants it to come out just right, so she will concentrate. She will think hard about what she is doing.

5. I’ll pretend I am teaching you something very hard to learn. Show me how you concentrate to understand what I am saying. (Pantomime teaching a lesson as children act out paying very close attention.)

6. Let’s pretend we have built a tall block tower. We have to put one more block on top without making the tower fall. Let’s all concentrate as we put on that last block.

7. Now let’s say concentrate together three more times: concentrate, concentrate, concentrate.


1. Another word in the selection is splendid. Say it with me: splendid. Splendid means “fi ne, very enjoyable and beautiful.” If you had a delicious dinner, it was a splendid meal. If you had a nice vacation, you had a splendid trip. If you painted a beautiful picture, it is a splendid painting.

2. En español, splendid quiere decir “espléndido, maravilloso, impresionante.” Si gozaste de una cena exquisita, fue una cena espléndida. Si pasaste unas vacaciones maravillosas, disfrutaste de un viaje espléndido. Si hiciste un cuadro bello, pintaste un cuadro espléndido.

3. Splendid in English and espléndido in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word splendid. (Point to the scene in the photo.) This shows a beautiful place in the country. It looks quiet and enjoyable. This place is splendid.

5. Tell your partner another word that means almost the same thing as splendid. (Examples include: beautiful, great, excellent)

6. Talk to your partner about a splendid visit you had with someone. Who did you visit? Why was the visit splendid?

7. Now let’s say splendid together three more times: splendid, splendid, splendid.

Word 1 concentrate

Word 2 splendid


196


Word 3 concerned

Word 4 fortunate

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Key Vocabulary


1. One word in the selection is concerned. Say it with me: concerned. Concerned means “worried or caring.” People might feel concerned when they are not sure about a situation. If someone you know does not look well, you may feel concerned. You may be worried that the person is ill.

2. En español, concerned quiere decir “preocupado.” Alguien puede estar preocupado si no está seguro de una situación. Si un ser querido está enfermo, seguramente te sentirás preocupado.

3. Now let’s look at a picture that shows the word concerned. (Point to the woman in the photo.) This woman is concerned about her husband. He is in the hospital. She is worried about his health.

4. Pretend you just saw your friend fall off a bike. Tell each other what you would be concerned about.

5. Talk with your partner about a time when people were concerned about you. Why were they concerned? What did they do to show they were concerned?

6. Now let’s say concerned together three more times: concerned, concerned, concerned.


1. Another word in the selection is fortunate. Say it with me: fortunate. Fortunate means “lucky, having good things happen in your life.” People who have a loving family are fortunate. They are lucky to have people who love them.

2. En español, fortunate quiere decir “dichoso, afortunado.” Son afortunadas las personas que cuentan con una familia que las apoya.

3. Fortunate in English and afortunado in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word fortunate. (Point to grandmother in the photo.) This grandmother is fortunate to have a loving family. She is lucky to be able to enjoy cooking with her granddaughter.

5. Tell your partner about something you are fortunate to have in school.

6. Tell your partner about something you are fortunate to have at home.

7. Now let’s say fortunate together three more times: fortunate, fortunate, fortunate.

Word 3 concerned

Word 4 fortunate

PARTNER TALK


198


Word 5 member

Word 6 share

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1. One word in the selection is member. Say it with me: member. Member means “a person who belongs to a group, such as a person in a family.” You are a member of your family. Anyone in your family is a family member.

2. En español, member quiere decir “miembro, persona que pertenece a un grupo.” Eres miembro de una familia. Cada persona que forma parte de tu familia es un miembro de la familia.

3. Member in English and miembro in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word member. (Point to the family in the photo.) This is a family. Each person in this picture is a member of the family. Which member of the family is the mother? father? (Have children point to each family member, including the children.)

5. Tell your partner the name of some of your family members. Tell how each member is related to you.

6. You can be a member of a family. You can also be a member of other groups, such as a member of a class, a team, or a club. Tell your partner what different groups you are a member of.

7. Now let’s say member together three more times: member, member, member.

Word 5 member

PARTNER TALK


1. Another word in the selection is share. Say it with me: share. To share means “to let others have some part of a whole thing.” If you give some of your snack to a friend, you share your snack. What are some things we share in school? (Examples include: desk, toys, books, pencils, crayons)

2. En español, to share quiere decir “compartir, dar a otra persona una parte de algo que tienes.” Si le das parte de tu emparedado a tu amigo, estás compartiendo. ¿Qué otras cosas compartimos en la escuela? (escritorios, juguetes, libros, lápices, colores)

3. Now let’s look at a picture that shows the word share. (Point to the tray of snacks in the photo.) See these snacks. This boy will share them among the children in class. Everyone will get some of the snacks on the tray.

4. Let’s pretend we are eating a granola bar. Now let’s share some of it with a friend.

5. Let’s take out a book and read it. Then you can share the book with a friend and read it together.

6. Now let’s say share together three more times: share, share, share.

Word 6 share


Key Vocabulary

200


Word 7 trust

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1. One word in the selection is trust. Say it with me: trust. To trust means “to believe in someone you can rely on.” When you let friends play with your toys, you trust them to take care of the toys. When you are ill, you trust a doctor to help you get well.

2. En español, to trust quiere decir “creer en alguien en el que se puede fi ar, confi ar.” Cuando dejas que tus amigos juegen con tus juguetes, confías que ellos los van a cuidar, no los van a dañar. Cuando estás enfermo, confías en que tu doctor te ayudará a mejorarte.

3. Now let’s look at a picture that shows the word trust. (Point to the hands in the photo.) See the child’s hand. This picture shows that the child trusts the grown-up to take care of her. When you trust someone, you follow the person because you believe they will take care of you.

4. Tell your partner about one person you trust. What do you trust this person to do?

5. Talk with your partner about people in the community who you trust. Choose one community worker and talk about what you trust him or her to do. (Examples include: police offi cers, fi refi ghters, doctors, mail carriers)

6. Now let’s say trust together three more times: trust, trust, trust.

PARTNER TALK

Word 7 trust

202

Function Words and PhrasesUnit 4 Week 2 Gram and Me

Word 1 drink up

Word 2 lift up

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Word 1 drink up

1. In English, we use drink up to tell what we do with drinks. Say it with me: drink up. Drink up means “to fi nish or gulp all of.” Mother said we have to drink up our milk before we leave the table.

2. En español, to drink up quiere decir “bebérselo todo.” Mamá dice que debemos bebernos toda la leche antes de dejar la mesa.

3. This picture demonstrates the phrase drink up. It shows a boy drinking up his juice. When he drinks up the juice, the glass will be empty.

4. I am going to tell about some drinks I have. Repeat and complete this sentence after each thing I name: You can drink up the

.I have a glass of milk.I have a bottle of juice.I have some water.I have a cup of hot chocolate.

5. Now I am going to describe some situations. If the situation is about drinking something up, say “drink up.” If not, say nothing. The dog fi nished all the water in its bowl.After the race Kevin gulped all of the water in the bottle.Mr. Larson used all of the water in the bucket to wash his car.

6. Repeat the phrase three times with me: drink up, drink up, drink up.


Word 2 lift upTEACHER TALK MOVEMENT1. In English, we use lift up to talk about putting

something in a higher place. Say it with me: lift up. Lift up means “to move something up high, to raise up higher.” When you climb stairs you must lift up your feet.

2. En español, to lift up quiere decir “mover algo hacia arriba, alzar.” Cuando subes las escaleras tienes que alzar los pies.

3. This picture demonstrates the words lift up. It shows the platform on a bus that can lift up a wheelchair. It lifts up the wheelchair so the person in the wheelchair can get on the bus.

4. Let’s all lift up a book. Now lift up a pencil. Now let’s pretend to lift up a heavy bag of groceries.

5. I will tell you what to lift up. Follow my directions. Lift up your partner’s hand. Put it down. Lift up a notebook. Put it down. (Continue telling children to lift up other items they have available to them.)

6. Repeat the phrase three times with me: lift up, lift up, lift up.

204

Function Words and PhrasesUnit 4 Week 2 Gram and Me

Word 3 together

Word 4 apart

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Word 4 apart

Word 3 togetherTEACHER TALK PARTNER TALK1. In English, we use together to tell how we

do things with someone else. Say it with me: together. Together means “with each other.” My friend and I like to play together after school.

2. En español, together quiere decir “con otra persona, juntos.” Mi amigo y yo jugamos juntos después de clases.

3. This picture demonstrates the word together. It shows two children looking at books together. They are probably friends. It’s fun to do things together with friends.

4. Draw a picture together with your partner. Before you start, talk together about what you will draw.

5. Tell you partner about some things you do together with your family. Use this sentence frame: My family and I together. (Examples include: eat, clean, go on trips, read, watch TV)

6. Repeat the word three times with me: together, together, together.

TEACHER TALK CHORAL RESPONSE1. In English, we use apart to describe how far

things are from each other. Say it with me: apart. Apart means “separated by some space, not close together.” We sit apart from each other when we take a test.

2. En español, apart quiere decir “separado con espacio, no junto.” Nos sentamos separados cuando presentamos un examen.

3. This picture demonstrates the word apart. It shows children sitting apart from each other as they work at their desks. Right now, they are not working together. The students are working alone.

4. I am going to hold up pairs of items. If they are apart say, “apart”, if not say, “together.” (Hold up pairs of pencils, pens, books, and chairs showing some apart, and some together.)

5. I am going to say some words. If they mean almost the same thing as apart say “apart.” If not say nothing.togetherseparateaway fromfarclose

6. Repeat the word three times with me: apart, apart, apart.

206

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read celebrate cook

stroll fi sh nap

ROUTINE

Basic WordsUnit 4 Week 2 Gram and Me

read, celebrate, cook, stroll, fi sh, nap




207

Key VocabularyUnit 4 Week 3 Césár Chévez

Word 1 difficult

Word 2 ripe

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Key Vocabulary


Word 1 difficult

Word 2 ripe


1. One word in the selection is diffi cult. Say it with me: diffi cult. Diffi cult means “hard to do.” It is diffi cult to see in the dark. It is diffi cult to hear someone speak when there is a lot of noise.

2. En español, diffi cult quiere decir “difícil, algo que requiere mucho trabajo para hacerse.” Es difícil ver en la oscuridad. Es difícil escuchar a alguien cuando hay mucho ruido.

3. Diffi cult in English and difícil in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word diffi cult. (Point to the math problem in the photo.) See this math problem. It is diffi cult. The boy needs the teacher to help him do this diffi cult, or hard, problem.

5. Let’s pretend to try to open a jar that is diffi cult to open because the lid is too tight.

6. Let’s pretend there is a balance beam, a thin board, across the room. It is diffi cult to walk on the beam and keep our balance. Let’s walk across the beam and show how diffi cult it is.

7. Now let’s say diffi cult together three more times: diffi cult, diffi cult, diffi cult.


1. Another word in the selection is ripe. Say it with me: ripe. Ripe means “fully grown, ready to eat.” You should not each an apple until it is ripe. A strawberry that is ripe is bright red. It takes time for fruits to get ripe, or to be ready to eat, after they have grown.

2. En español, ripe quiere decir “maduro, en estado perfecto para recoger o para comer.” No hay que comer una manzana hasta que esté madura. Una fresa madura tiene un color rojo intenso. La fruta necesita tiempo para madurar o para estar lista para ser comida, después de haber crecido.

3. Now let’s look at a picture that shows the word ripe. (Point to the grapes the photo.) See these grapes. They are ripe. They are dark and juicy and ready to eat. We can eat ripe grapes.

4. Draw a picture of a ripe piece of fruit that you like. Tell your partner what the fruit is and how it tastes when it is ripe.

5. Talk to your partner about how you know if a banana is ripe. What does it look and feel like if it is not ripe? What does it look and feel like if it is ripe?

6. Now let’s say ripe together three more times: ripe, ripe, ripe.


210


Word 3 accomplish

Word 4 agree

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Key Vocabulary

TEACHER TALK

Word 3 accomplish

Word 4 agree


1. One word in the selection is accomplish. Say it with me: accomplish. To accomplish means “to do what you tried to do, to fi nish.” If you try hard to win a game and you win, then you accomplished what you wanted to do.

2. En español, to accomplish quiere decir “cumplir con éxito lo que se propone, lograr.” Si tu equipo gana el partido después de un gran esfuerzo, entonces ustedes habrán cumplido lo que se propusieron. ¡Lo lograron!

3. Now let’s look at a picture that shows the word accomplish. (Point to airplane in the photo.) The children worked together to build this airplane. They accomplished what they tried to do. The airplane is fi nished.

4. Tell each other about something you accomplished. What did you try to do? How did you accomplish it?

5. Pretend you and your partner both want to make friends with a new student in class. Take turns telling each other one way to accomplish this.

6. Now let’s say accomplish together three more times: accomplish, accomplish, accomplish.


1. Another word in the selection is agree. Say it with me: agree. To agree means “to have the same opinion as someone, to go along with what they say or think.” If you and your friend both think that pizza tastes good, you agree with each other.

2. En español, to agree quiere decir “compartir la misma opinión que otra persona, estar de acuerdo.” Si tu amigo y tú piensan que la pizza es deliciosa, entonces están de acuerdo.

3. Now let’s look at a picture that shows the word agree. (Point to the people in the photo.) These business people were sharing ideas about how to help their business grow. They all shared ideas, and now they agree on what to do. They agree with their business plan.

4. Look at the picture of the business people again. Talk to your partner about how it shows that they agree. What are the people doing to show they agree? (Examples include: smiling at each other, putting their arms around each other, talking to each other with happy faces)

5. Complete this sentence and read it aloud: The best thing to do in school is . Then ask your partner if he or she agrees with you.

6. Now let’s say agree together three more times: agree, agree, agree.

PARTNER TALK


212


Word 5 argue

Word 6 attempt

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Key Vocabulary


1. One word in the selection is argue. Say it with me: argue. To argue means “to not agree, to quarrel.” People often argue when they do not share the same feelings about something. If you like blue and your friend likes red, you might argue about which color to paint a toy train.

2. En español, to argue quiere decir “no estar de acuerdo, discutir.” Las personas a veces discuten cuando no comparten las mismas ideas. Si a tí te gusta el azul y a tu amigo el rojo, no estarán de acuerdo sobre qué color usar para pintar un tren de juguete.

3. Now let’s look at a picture that shows the word argue. (Point to the people’s faces in the photo.) Look at the faces and hands of these people. You can see that they do not agree about something. The man with the airplane tickets argues with the woman behind the counter.

4. Pretend to argue with your partner about who should go fi rst in a game. Use only your face and your gestures to act out arguing.

5. (Have children pick their favorite color from a set of crayons.) Now let’s pretend to argue about which color is better. Use facial expressions and gestures to argue with a classmate about the color.

6. Now let’s say argue together three more times: argue, argue, argue.


1. Another word in the selection is attempt. Say it with me: attempt. To attempt means “to try.” When you play baseball, you attempt to bat the ball. You try hard to score a home run.

2. En español, to attempt quiere decir “intentar.” Cuando juegas béisbol, intentas darle a la pelota con el bate. Intentas dar un hit o anotar una carrera de jonrón.

3. Now let’s look at a picture that shows the word attempt. (Point to the boy in the photo.) This boy is attempting to dunk the ball in the basket. He is trying to jump high enough to do this. Do you think he will make it?

4. Tell your partner about a time you attempted to do something and did it.

5. Now tell your partner about a time you attempted to do something but could not.

6. Now let’s say attempt together three more times: attempt, attempt, attempt.


Word 5 argue

Word 6 attempt

214


Word 7 goal

© Macmillan/McGraw-Hill • photo credits: (t) © Brand X/PunchStock.



1. One word in the selection is goal. Say it with me: goal. Goal means “the place where a ball must go to in order to score points.” In soccer, the goal is the net at the end of the fi eld. In football, there are goal posts. If the ball is kicked between the goal posts, the team scores.

2. En español, goal quiere decir “portería, o el lugar en donde tiene que llegar la pelota para anotar un punto.” En el fútbol, la portería está al fi nal del campo de juego. En el fútbol americano, hay postes en la portería. Si la pelota pasa por estos postes, el equipo anota puntos.

3. Now let’s look at a picture that shows the word goal. (Point to the ball in the net in the photo.) See the soccer ball in the net. The ball was kicked into the goal. The team scored a point.

4. Let’s pretend the wastebasket is a goal. Let’s take turns trying to make a goal by throwing this ball of paper into the basket.

5. Pick a game from the following: soccer, football, hockey, basketball. Act out making a goal in the sport you picked.

6. Now let’s say goal together three more times: goal, goal, goal.

Word 7 goal

216

Function Words and PhrasesUnit 4 Week 3 César Chávez

Word 1 pick out

Word 2 pick up

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Word 1 pick out

1. In English, pick out means “to choose and take, to select the one you want.” Say it with me: pick out. When I go to the library I pick out a book I want to read and then I check it out.

2. En español, to pick out quiere decir “escoger; seleccionar el que quieres.” Cuando voy a la biblioteca, escojo el libro que quiero leer y lo llevo.

3. This picture demonstrates the phrase pick out. It shows a girl picking out a piece of fruit. She picks out the apple from the bowl. Why do you think she picked out the apple?

4. I’ll tell you about some things I like. Listen. Then answer the question. Use the sentence: Pick out the .There are some red, blue, and green crayons in a box. My favorite color is red. Which color crayon should I pick out?There is a cucumber, tomato, and carrot on a plate. I like to eat carrots. Which vegetable should I pick out?

5. Repeat each sentence. Replace the word choose with the phrase pick out.Sandy will choose Erin as her partner.Justin will choose the biggest slice of pizza.Emma will choose the red dress.

6. Repeat the phrase three times with me: pick out, pick out, pick out.


Word 2 pick upTEACHER TALK CHORAL RESPONSE1. In English, pick up means “to lift something

or raise it up.” Say it with me: pick up. If I see trash on the fl oor, I pick it up and throw it away.

2. En español, to pick up quiere decir “levantar o recoger algo.” Si veo basura en el piso, la recojo y la tiro.

3. This picture demonstrates the phrase pick up. It shows that a magnet can pick up lots of safety pins at once. What else could a magnet pick up?

4. I’m going to ask you some questions. Answer “yes” or “no.”Can you pick up a shoe?Can you pick up a book?Can you pick up a farm?Can you pick up a toy?

5. I am going to describe some actions. If you think I am picking something up say, “You are picking it up.” If not say, “You are not picking it up.”I am lifting a chair off the fl oor.I am taking a cup from the saucer and putting it to my mouth to drink.I am dropping my book on the fl oor.I am taking my backpack from my chair and putting it on my back.

6. Repeat the phrase three times with me: pick up, pick up, pick up.

218

Function Words and PhrasesUnit 4 Week 3 César Chávez

Word 3 better

Word 4 best

© Macmillan/McGraw-Hill • photo credits: (t) © Comstock Images/Jupiterimages. (b) © BananaStock/PunchStock.

Word 4 best

Word 3 betterTEACHER TALK PARTNER TALK1. In English, we use better to compare two

things. Say it with me: better. Better means “fi ner than or more likeable in some way than another.” My new bike is better than my old bike. My old bike was broken, but my new bike works great. That’s why it’s better.

2. En español, better quiere decir “mejor que otra cosa.” Mi bicicleta nueva es mejor que mi bicicleta vieja. Mi bici vieja ya no servía, pero mi bici nueva funciona de maravilla. Por eso es mejor.

3. This picture demonstrates the word better. It shows all kinds of healthy fruits. Fruits are better for you than candy. Which do you like better, apples or grapes? Bananas or strawberries?

4. Tell your partner about two stories you read. Then tell which one you liked better and why.

5. Which season do you like better, winter or summer? Tell your partner. Talk about why.

6. Repeat the word three times with me: better, better, better.

TEACHER TALK PARTNER TALK1. In English, we use best to compare more than

two things. Say it with me: best. Best means “fi nest, superior or more likeable in some way than all others.” My new bike is the best present I ever got.

2. En español, best quiere decir “mejor que cualquier otra cosa; superior a todos.” Mi bicicleta es el mejor regalo que jamás he recibido.

3. This picture demonstrates the word best. Look at the girl. (Point to the girl.) She is holding a bunch of grapes. She is smiling because the grapes she holds are the best grapes she could fi nd. She picked the biggest, ripest, juiciest grapes she could fi nd.

4. Tell your partner about the best movie you ever saw. Then tell why you think it is the best.

5. Which is your best subject in school? Tell your partner. Talk about why.

6. Repeat the word three times with me: best, best, best.

220

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grape peach banana

tomato lemon orange




Basic WordsUnit 4 Week 3César Chávez

grape, peach, banana, tomato, lemon, orange

221

Key VocabularyUnit 4 Week 4 Frog and Toad: The Kite

Word 1 perhaps

Word 2 meadow

© Macmillan/McGraw-Hill • photo credits: (t) © L. Clarke/Corbis. (b) © Masterfile.


Key Vocabulary

TEACHER TALK

Word 1 perhaps

Word 2 meadow


1. One word in the selection is perhaps. Say it with me: perhaps. Perhaps means “maybe or might happen.” If you think it might snow, but you are not sure you can say, “Perhaps it will snow.”

2. En español, perhaps quiere decir “quizás, tal vez.” Si piensas que va a nevar, pero no estás seguro, puedes decir: “Quizás va a nevar.”

3. Now let’s look at a picture that shows the word perhaps. (Point to the sky in the photo.) See all the dark clouds in the sky. Since it looks like it might rain, we can say, “Perhaps it will rain.”

4. Think about what you might do after school today. Tell your partner. Use the word perhaps in your sentence.

5. Look at the weather outside today. Talk to your partner about what the weather might be like tomorrow. Use the word perhaps to talk about what tomorrow’s weather might be like.

6. Now let’s say perhaps together three more times: perhaps, perhaps, perhaps.


1. Another word in the selection is meadow. Say it with me: meadow. Meadow means “a large area of land covered with grass, a grass-covered fi eld.” Cows like eat the grass in a meadow. A meadow can have low hills covered with grass.

2. En español, meadow quiere decir “pradera, terreno grande y llano cubierto de pasto.” Las vacas comen el pasto de la pradera. Una pradera puede tener colinas cubiertas de pasto.

3. Now let’s look at a picture that shows the word meadow. (Point to the meadow in the photo.) This is a meadow. It is a large area of grassy land. There are no buildings on the meadow, just grass.

4. Look at the picture of the meadow with your partner. Talk about what you would like to do if you were in the meadow. (Examples include: run, lie in the sun, play games)

5. Work with your partner to name as many words as you can that tell about the meadow. (Examples include: big, green, grassy, fi eld, open)

6. Now let’s say meadow together three more times: meadow, meadow, meadow.

PARTNER TALK


224


Word 3 approach

Word 4 quarrel

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Word 3 approach


1. One word in the selection is approach. Say it with me: approach. Approach means “a way of doing something.” You can have more than one approach when you ask someone to do something. You can ask them nicely, or you can demand it. Those are two different approaches.

2. En español, approach quiere decir “manera de hacer algo.” Puede haber varias maneras de pedir algo. Puedes pedir algo de manera amable, o exigirlo. Éstas son dos maneras de pedir algo.

3. Now let’s look at a picture that shows the word approach. (Point to different runners in the photo.) All of these runners are trying to win the race. They all have the same approach. What are they doing that shows the same approach? (Examples include: running fast, using their arms.)

4. Let’s try to jump as high as we can. Let’s take turns showing the different approaches we can use.

5. Let’s pretend a baby is crying. Let’s take turns showing different approaches to get the baby to stop crying.

6. Now let’s say approach together three more times: approach, approach, approach.

Word 4 quarrel

TEACHER TALK PARTNER TALKPoint to the Word 4 image on the opposite side.

1. Another word in the selection is quarrel. Say it with me: quarrel. To quarrel means “to argue or not agree about something.” People who do not agree about something often quarrel. Remember when we learned the word argue? Quarrel is another word for argue.

2. En español, to quarrel quiere decir “discutir o estar en desacuerdo.” Las personas que no están de acuerdo a veces discuten.

?

Recuerdan cuando aprendimos la palabra argue (discutir)? Quarrel y argue son dos palabras que quieren decir “discutir.”

3. Now let’s look at a picture that shows the word quarrel. (Point to the hockey players in the photo.) Look at the faces on these players. Look

at how they are standing. You can see they do not agree about something. They are having a quarrel about what happened in the game.

4. Tell your partner about a time you had a quarrel. What was the quarrel about?

5. Suppose two children are having a quarrel about who gets to ride a bike fi rst. Think of how you might help them. Share ideas with your partner.

6. Now let’s say quarrel together three more times: quarrel, quarrel, quarrel.

Key Vocabulary

226


Word 5 view

Word 6 assist

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Key Vocabulary

TEACHER TALK

Word 5 view

Word 6 assist

PARTNER TALK



1. One word in the selection is view. Say it with me: view. View means “the way you feel about a person, thing, or event, your opinion or attitude.” You can have a view or attitude about how you approach things. You can view things in a happy way or an unhappy way.

2. En español, view quiere decir “opinión, la actitud que alguien tiene hacia una persona, cosa o situación.” Puedes tener una opinión o actitud sobre cómo hacer las cosas. Puedes ver las cosas de manera positiva o de manera negativa.

3. Now let’s look at a picture that shows the word view. (Point to the mother and child in the photo.) See how the mother and daughter look. They have a happy view about the work they just did.

4. Tell your partner what your view is about homework. Do you like it? Do you think it is important? Start your sentence with these words: In my view homework is

. 5. Tell your partner your view about how to

approach something new to do. For example, what is your view about how to make new friends?

6. Now let’s say view together three more times: view, view, view.


1. Another word in the selection is assist. Say it with me: assist. To assist means “to help.” When you help someone carry something heavy, you assist him or her. Sometimes we need people to assist us.

2. En español, to assist quiere decir “asistir o ayudar.” Cuando ayudas a alguien a cargar algo pesado, estás asistiendo a esa persona. A veces necesitamos que alguien nos asista.

3. Now let’s look at a picture that shows the word assist. (Point to the person in the wheelchair in the photo.) This man needs a wheelchair to assist him to get from place to place. The dog also assists or helps the man.

4. Pretend your friend cannot fi nd something that he or she has lost. Show how you would assist your friend.

5. Pretend your partner is carrying a big pile of books. Show how to assist your partner. Then switch roles and repeat.

6. Now let’s say assist together three more times: assist, assist, assist.

228


Word 7 determined

© Macmillan/McGraw-Hill • photo credits: (t) © Photodisc/David De Lossy/Getty Images.


TEACHER TALK

Word 7 determined


1. One word in the selection is determined. Say it with me: determined. Determined means “to really want to do something.” Most team players are determined to win the game. If you really want to learn how to ride a bike, you are determined to learn.

2. En español, determined quiere decir “decidido, resuelto a lograr algo.” Los jugadores de un equipo casi siempre se proponen a ganar el partido. Si tienes muchas ganas de aprender a montar en bicicleta, estás resuelto a aprender.

3. Now let’s look at a picture that shows the word determined. (Point to the girl in the photo.) Look at this girl’s face. It shows she is determined. What is she determined to do? (win the arm wrestling contest)

4. Tell your partner about something you were determined to do. Did you do it?

5. Talk to your partner about what you would do if you were determined to learn how to speak another language.

6. Now let’s say determined together three more times: determined, determined, determined.

230

Function Words and PhrasesUnit 4 Week 4 Frog and Toad: The Kite

Word 1 give up

Word 2 give out

© Macmillan/McGraw-Hill • photo credits: (t) © BananaStock/PunchStock. (b) © The McGraw-Hill Companies, Inc./John Flournoy, photographer.

Word 1 give up

1. In English, we use give up when we stop doing something. Give up means “to stop trying.” Say it with me: give up. When you play a game, you should do your best and keep playing. Do not give up.

2. En español, to give up quiere decir “darse por vencido.” Cuando juegas un juego, pon lo mejor de tu parte. No te des por vencido.

3. This picture demonstrates the phrase give up. It shows two children trying to complete a puzzle. It’s hard, but they will not give up. They’ll keep working on the puzzle until it is fi nished.

4. I’ll describe some situations. After I describe the situation, say,“Don’t give up. You can do it!”Our baseball team is losing. But there are still 10 minutes left in the game.I can’t fi gure out this math problem. It is very hard for me.I don’t know if I can run the last part of the race. I’m so tired!

5. I will say some words. If they are close in meaning to give up say, “give up.” If not, say nothing.quitkeep workingstop trying

6. Repeat the phrase three times with me: give up, give up, give up.


Word 2 give outTEACHER TALK MOVEMENT1. In English, we use give out to tell about

handing things to people. Say it with me: give out. Give out means “to distribute or hand out.” The teacher will give out the books to her students.

2. En español, to give out quiere decir “entregar algo a otros, distribuir.” La maestra distribuirá los libros a sus estudiantes.

3. This picture demonstrates the phrase give out. It shows a woman giving out samples of food to the people at the market. I love when they give out samples because I can try new things.

4. Let’s take turns as we each pretend to give out notebooks to fi ve friends in the class.

5. Now let’s pretend we have a big bag of presents. Let’s act out how to give out the presents to everyone in a group. Reach into the bag, get a present, and give it out.

6. Repeat the phrase three times with me: give out, give out, give out.

232

Function Words and PhrasesUnit 4 Week 4 Frog and Toad: The Kite

Word 3 pull up (to lift)

Word 4 pull up (to stop in front of)

© Macmillan/McGraw-Hill • photo credits: (t) © Sandra Ivany/Brand X Pictures/PunchStock. (b) © Gary He/McGraw-Hill Companies.

Word 4 pull up (to stop in front of)

Word 3 pull up (to lift)TEACHER TALK CHORAL RESPONSE1. In English, we can use pull up to talk about

pulling or lifting something to remove it. Say it with me: pull up. Pull up means “to heave, lift, or remove something.” The gardener will pull up a bunch of weeds from the garden.

2. En español, to pull up quiere decir “halar o alzar algo para removerlo, arrancar.” El jardinero arrancará la maleza del jardín

3. This picture demonstrates the phrase pull up. It shows how the fi shermen pull up the nets from the water. When they pull up their nets, they pull up their catch.

4. I will describe some actions. Say, “pull up” if the actions describe someone pulling something up. Say nothing if they do not.The farmer yanked a bunch of carrots out of the ground.The lifeguard lifted the child from the pool.The librarian put the book on the table.The fi sherman raised his pole and brought in the fi sh.

5. I’ll say some words. If they are close in meaning to pull up, raise your hand and say “pull up.” If not, say and do nothing.yank up higherput downbring to a higher placelift fromraise from

6. Repeat the phrase three times with me: pull up, pull up, pull up.

TEACHER TALK PARTNER TALK1. In English, we can also use pull up to talk

about when a car or other vehicle stops. Say it with me: pull up. Pull up means “to stop in front of some place.” The school bus will pull up in front of the school at eight o’clock.

2. En español, to pull up también quiere decir “detenerse enfrente de un lugar.” Se usa para describir cuando un vehículo para. El autobús escolar se detiene enfrente de la escuela a las ocho en punto.

3. This picture demonstrates the phrase pull up. This car pulled up in front of this house. Then the driver got out and left it there.

4. Tell your partner about some places you have seen a bus pull up in front of. Use the sentence starter: I saw a bus pull up in front of . (Examples include: my school, my house, a store, the bus stop)

5. Look at the picture again. Describe to your partner what happens as a car pulls up to a house. (Example: First we are riding along, then the car pulls up to the house, and then it stops.)

6. Repeat the phrase three times with me: pull up, pull up, pull up.

234

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kite sail hair

fl ag grass water

ROUTINE

Basic WordsUnit 4 Week 4 Frog and Toad: The Kite

kite, sail, hair, fl ag, grass, water




235

Key VocabularyUnit 4 Week 5 Animal Teams

Word 1 danger

Word 2 beautiful

© Macmillan/McGraw-Hill • photo credits: (t) © Arthur S. Aubry/Getty Images. (b) © Stockdisk/PunchStock.


Key Vocabulary


1. One word in the selection is danger. Say it with me: danger. Danger means “something that can hurt or cause harm.” Fire fi ghters are in danger when they fi ght fi res. There is danger if you play with matches.

2. En español, danger quiere decir “peligro, algo que puede causar daño.” Los bomberos se exponen al peligro cuando combaten los incendios. Hay peligro si juegas con cerillos.

3. Now let’s look at a picture that shows the word danger. (Point to the word “danger” in the photo.) See this sign. You can see the word ”Danger.” If you ever see a sign that says “Danger” in the real world, stay away. This danger sign is in front of poles that have electrical wires that could cause harm.

4. Talk with your partner about what you would do if you saw the danger sign in the photo.

5. Take turns completing the following sentence: You would be in danger if you

. (Examples include: play with matches, walk alone at night, talk to strangers.)

6. Now let’s say danger together three more times: danger, danger, danger.


1. Another word in the selection is beautiful. Say it with me: beautiful. Beautiful means “very pretty, pleasing to look at.” A very pretty painting is a beautiful painting. A very pretty woman is a beautiful woman.

2. En español, beautiful quiere decir “muy bonito, hermoso, bello.” Un cuadro muy bonito es un cuadro bello. Una mujer bella es una mujer hermosa.

3. Now let’s look at a picture that shows the word beautiful. (Point to the fl owers the photo.) This bouquet of fl owers is beautiful. It is very pretty. The fl owers are pleasing to look at.

4. Think of a beautiful picture you have seen. Tell your partner what it looked like. Why was it beautiful?

5. Look at the photo of the fl owers. What makes them look so beautiful? Talk with your partner about the photo. Use the sentence frame: These fl owers are beautiful because

. (Examples include: they are pretty colors, they are fresh, they are nice to look at)

6. Now let’s say beautiful together three more times: beautiful, beautiful, beautiful.

Word 1 danger

Word 2 beautiful

PARTNER TALK


238


Word 3 behavior

Word 4 group

© Macmillan/McGraw-Hill • photo credits: (t) © Photodisc/Tom Brakefield/Getty Images. (b) © Photodisc/Jeremy Woodhouse/Getty Images.


Key Vocabulary


1. One word in the selection is behavior. Say it with me: behavior. Behavior means “the way animals or people act, their actions.” A dog’s behavior is good if the dog does not bark a lot or bite. It is bad behavior if the dog chews things in the house.

2. En español, behavior quiere decir “la manera en que las personas o los animales se comportan,comportamiento.” Un perro tiene buen comportamiento si no ladra mucho ni muerde. Tiene mal comportamiento si es travieso y destruye las cosas del hogar.

3. Now let’s look at a picture that shows the word behavior. (Point to the leopards in the photo.) See how these leopards are kissing each other. Their behavior is friendly. The other leopard is looking for danger. Its behavior or action is helpful.

4. Tell your partner what kind of behavior a friendly dog would have. What would the dog do?

5. Talk with your partner about the behavior of birds. What have you seen birds do when they are afraid? What about when they are hungry?

6. Now let’s say behavior together three more times: behavior, behavior, behavior.


1. Another word in the selection is group Say it with me: group. Group means “a set of things, more than one of things that are alike.” One child is a single child. Three or more children is a group of children. Many animals together is a group of animals.

2. En español, group quiere decir “grupo, un conjunto de cosas similares.” Un niño es un individuo. Cuando se juntan más de tres niños, ya es un grupo. Muchos animales juntos también son un grupo.

3. Group in English and grupo in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word group. (Point to the animals in the photo.) See these animals. There are many of them together in one place. They are all sable. This picture shows a group of sable.

5. I’ll call out some names to make a group. If I call your name, come up to make a group of children.

6. Let’s act out making different kinds of groups. I’ll tell you what kind of group to make. Let’s make a group of boys. Let’s make a group of girls. Let’s make a group of books.

7. Now let’s say group together three more times: group, group, group.

Word 3 behavior

Word 4 group

PARTNER TALK


240


Word 5 plead

Word 6 soar

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Key Vocabulary


1. One word in the selection is plead. Say it with me: plead. To plead means “to beg.” If you really want something you might have to plead for it. For example, if you want a new computer you might beg or plead for it for your birthday.

2. En español, to plead quiere decir “pedir algo a través de súplicas, rogar.” Si tienes muchas ganas de algo, a veces tendrás que suplicar para conseguirlo. Por ejemplo, si quieres una computadora nueva, quizás tendrás que rogarles a tus papás que te regalen uno en tu cumpleaños.

3. Now let’s look at a picture that shows the word plead. (Point to the dog in the photo.) This dog really wants it food. See the dog’s face. This is how the dog pleads, or begs, for the food.

4. Pretend you want your partner to come to your house to play. Plead with your partner to come. Then switch roles and repeat.

5. Talk to your partner about a time you pleaded for something or someone pleaded to you to do something. Tell how you or the other person pleaded for what he or she wanted.

6. Now let’s say plead together three more times: plead, plead, plead


1. Another word in the selection is soar. Say it with me: soar. To soar means “to fl y or rise up high in the air.” When a birds fl ies from a tree up into the air, it soars. When an airplane takes off, it soars into the sky.

2. En español, to soar quiere decir “remontar el vuelo, volar hacia el cielo.” Los pájaros remontan el vuelo desde un árbol. Los aviones vuelan alto.

3. Now let’s look at a picture that shows the word soar. (Point to the bird in the photo.) This bird soars through the air. It fl ies up high in the sky.

4. Tell your partner why the photo is a good picture to show what the word soar means. (Examples include: Soar means to fl y high and the bird is fl ying high; The bird is fl ying in the air.)

5. Talk with your partner to name some things that can and cannot soar. Use the sentences: can soar and

cannot soar. (Examples include: Can: planes, rocketships, birds, fl ies; Cannot: ants, dogs, cats, elephants)

6. Now let’s say soar together three more times: soar, soar, soar.

Word 5 plead

Word 6 soar

PARTNER TALK


242


Word 7 vivid

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1. One word in the selection is vivid. Say it with me: vivid. Vivid means “bright, or colorful, or standing out.” Some birds have very bright and colorful feathers. The colors are vivid.

2. En español, vivid quiere decir “vivo, de color intenso, llamativo.” Algunos pájaros tienen plumas de colores distintos e intensos. Los colores son vivos.

3. Vivid in English and vivo in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now, let’s look at a picture that shows the word vivid. (Point to the fi sh in the photo.) See how the patterns on these fi sh stand out. The fi sh have vivid colors. They are so bright and vivid they look like they are glowing.

5. (Provide children with crayons and paper.) Work together with your partner to draw a bird with vivid colors.

6. Tell your partner an animal or a piece of clothing such as a shirt or dress that you saw that had vivid colors. Describe the animal or clothing to your partner.

7. Now let’s say vivid together three more times: vivid, vivid, vivid.

PARTNER TALK

Word 7 vivid

244

Function Words and PhrasesUnit 4 Week 5 Animal Teams

Word 1 get out

Word 2 get away

© Macmillan/McGraw-Hill • photo credits: (t) © image100/PunchStock. (b) © Digital Vision/PunchStock.

Word 1 get out

1. In English, we use get out to tell about leaving a place. Say it with me: get out. Get out means “to leave a place.” When the bell rings at the end of the day, we are all ready to get out of school!

2. En español, to get out quiere decir “salir; abandonar un lugar.” Cuando suena la campana, todos salimos de la escuela.

3. This picture demonstrates the phrase get out. Look at that cute little animal. That is a mole. The mole lives in a tunnel underground. He has dug up through the dirt to get out of his tunnel.

4. I am going to describe some situations. If you think the animal is trying to get out, say “It is trying to get out.” If not, don’t say anything.The bird is trying to open the door to its cage.The dog is trying to get the food from the table.The rabbit is climbing up to the top of the rabbit hole.

5. Now I am going to describe some places. If you think the person should get out, say “Get Out!” If not, say nothing. a person is in a cage with a tigera person is in a house that is on fi rea kid is in a toy storea kid is in a classroom

6. Repeat the phrase three times with me: get out, get out, get out


Word 2 get awayTEACHER TALK CHORAL RESPONSE1. In English, get away means “to escape, usually

from danger or from something that is chasing you.” Say it with me: get away. The robber tried to get away from the police, but they caught him.

2. En español, to get away quiere decir “escapar, generalmente para huir del peligro o de alguien que te persigue.” El ladrón trató de escapar de la policía, pero lo capturaron.

3. This picture demonstrates the phrase get away. (Point to the cheetah.) This animal is a cheetah. (Point to the zebras.) These animals are zebras. Cheetahs hunt and eat zebras. It looks like this cheetah is chasing the zebras. The zebras are running fast. They are trying to get away. Do you think the cheetah will catch the zebras? Or will the zebras get away?

4. I am going to ask some questions. Answer each “yes” or “no.”Does a mouse want to get away from a cat? Does a child want to get away from a friend?Does a fi sh want to get away from a bird? Would you want to get away from a lion?

5. I am going to say some words. If they mean almost the same thing as say get away, say “get away.” If not, say nothing.escaperun fromavoid dangerstand still

6. Repeat the phrase three times with me: get away, get away, get away.

246

Function Words and PhrasesUnit 4 Week 5 Animal Teams

Word 3 break off

Word 4 break up

© Macmillan/McGraw-Hill • photo credits: (t) © Image Plan/Corbis. (b) © Digital Vision/PunchStock.

Word 4 break up

Word 3 break offTEACHER TALK CHORAL RESPONSE1. In English, we use break off to describe a kind

of separation. Say it with me: break off. Break off means “to separate from or come off.” If you pull too hard on a door knob, it might break off from the door.

2. En español, to break off quiere decir “romper, separar.” Si halas con fuerza el tirador de la puerta, se puede separar de la puerta.

3. This picture demonstrates the phrase break off. Look at all this ice. (Point to the large body of ice.) I think this is an iceberg. (Point to the smaller chunks of ice.) See the smaller pieces in the water. They are there because they break off from the iceberg and fall into the water.

4. I’m going to say some sentences. Repeat each sentence. Replace the word separate with the words break off.She will separate the handle from the cup.She will separate the leg from the chair.She will separate the branch from the tree.

5. I am going to describe some situations. If I am telling about something that is breaking off, say “break off.” If not, say nothing.The bumper falls off the car.Mia puts together a puzzle.The caboose separated from the rest of the train.Jack takes a piece of his pretzel and gives it to his little sister.

6. Repeat the phrase three times with me: break off, break off, break off.

TEACHER TALK MOVEMENT1. In English, we use break up to describe how to

make pieces of a whole. Say it with me: break up. Break up means “to divide into pieces or parts.” If you drop a plate it may break up into little pieces.

2. En español, to break up quiere decir “partirse en muchos pedazos.” Si dejas caer un plato, se puede partir en muchos pedacitos.

3. This picture demonstrates the phrase break up. Look at all this ice. It was once one solid sheet of ice. But you can see how the big piece of ice can break up into lots of little pieces.

4. (Distribute clay or other modeling material to children.) Let’s break up the piece of clay I gave you. How many little pieces can you make?

5. Let’s act out how we hammer a big rock so that it breaks up into little pieces.

6. Repeat the phrase three times with me: break up, break up, break up.

248

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ants fi sh geese

penguins pigeons sea lions

ROUTINE

Basic WordsUnit 4 Week 5Animal Teams

ants, fi sh, geese, penguins, pigeons, sea lions




249

Key VocabularyUnit 5 Week 1 Kitten’s First Full Moon

Word 1 lucky

Word 2 leaped

© Macmillan/McGraw-Hill • photo credits: (t) © Ken Cavanagh, photographer/McGraw-Hill Companies. (b) © Digital Vision/Getty Images.


Key Vocabulary

Word 1 lucky


1. One word in the selection is lucky. Say it with me: lucky. Lucky means “having things go well, having good things happen.” You are lucky if you win a prize at a school fair. If you like pizza and we are having pizza for lunch, you are lucky.

2. En español, lucky quiere decir “afortunado, tener buena suerte.” Si ganas un premio en la feria escolar, eres afortunado. Si te encanta la pizza, y eso es lo que vamos a comer hoy, eres afortunado.

3. Now let’s look at a picture that shows the word lucky. (Point to the blocks in the photo.) Look at how tall these towers are that the children built. The blocks could have fallen, but they did not fall. The children are lucky.

4. I dropped a carton of eggs in my kitchen. But I was lucky. None of the eggs broke. Now you tell your partner about a time you were lucky at home.

5. Once I forgot to bring a pen to school. But I was lucky. I had another pen in my desk. Now you tell your partner about a time you were lucky in school.

6. Now let’s say lucky together three more times: lucky, lucky, lucky.

Word 2 leaped

PARTNER TALK


1. Another word in the selection is leaped. Say it with me: leaped. Leaped means “jumped over or jumped up.” If you jumped up the stairs, you leaped up the stairs. If you jumped over a fence, you leaped over the fence.

2. En español, to leap quiere decir “saltar o brincar.” Si subiste las gradas a saltos, quiere decir que lo hiciste con pasos agigantados. Si te saltaste una cerca, pasaste por encima de ella.

3. Now let’s look at a picture that shows the word leaped. (Point to the hurdle in the photo.) Look at the girl. She leaped over this hurdle. She is in a race. She has to run fast and leap over these hurdles to win the race.

4. Let’s pretend you and your partner are walking along a path. Look out—there is a rock in the path! One of you step over the rock and the other leap over it. Who leaped?

5. Let’s all pretend we are in a race like the girl in the photo. Let’s run, run, run, and leap! (Repeat the pattern several times.)

6. Now let’s say leap together three more times: leap, leap, leap.


TEACHER TALK

252


Word 3 discover

Word 4 dusk

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Word 3 discover

TEACHER TALK

PARTNER TALK

PARTNER TALK

Word 4 dusk


1. One word in the selection is discover. Say it with me: discover. To discover means “to fi nd something new.” When you open a gift box, you discover what is inside. When you read a new book, you discover what the story is about.

2. En español, to discover quiere decir “descubrir; encontrar algo nuevo.” Al abrir una caja descubrirás qué contiene. Al leer un libro descubrirás de qué se trata.

3. To discover in English and descubrir in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word discover. (Point to the boy and the paper tube in the photo.) See the boy. He is using a paper tube as a telescope to see what he can discover in the sky. What do you think he will discover? (Examples include stars and the moon.)

5. Tell your partner about the fi rst time you visited a place such as a friend’s house or a new town. Tell something you discovered about the place.

6. Tell your partner about the fi rst time you tried a new food to eat. Talk about what you discovered.

7. Now let’s say discover together three more times: discover, discover, discover.


1. Another word in the selection is dusk. Say it with me: dusk. Dusk means “the evening, just before the sun goes down.” It starts to get dark at dusk. Dusk is the time between the day and the night.

2. En español, dusk quiere decir “anochecer, justo antes de que se ponga el sol.” Empieza a oscurecer cuando se hace noche. El anochecer es el tiempo entre el día y la noche.

3. Now let’s look at a picture that shows the word dusk. (Point to the sky in the photo.) Look at the sky. You cannot see the sun any more and the moon is not out yet. It is dusk. It is just getting dark. You can still see the outline of the people and lighthouse.

4. Tell your partner where you think you will be today at dusk. Use the sentence frame: At dusk I will be .

5. Talk with your partner about what happens at dusk. (Examples include: it starts to get dark, it’s time to go inside, the streetlights come on)

6. Now let’s say dusk together three more times: dusk, dusk, dusk.


Key Vocabulary

TEACHER TALK

254


Word 5 mysterious

Word 6 pale

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TEACHER TALK

TEACHER TALK

PARTNER TALK

PARTNER TALK

Word 5 mysterious

Word 6 pale


1. One word in the selection is mysterious. Say it with me: mysterious. Mysterious means “strange, something that cannot be explained.” If someone is doing something and won’t tell you what it is, they are acting in a mysterious way. If you hear a sound and you do not know what it is, it is a mysterious sound.

2. En español, mysterious quiere decir “misterioso; algo que no se puede explicar.” Si alguien está haciendo algo y no quiere decir qué es, su comportamiento es misterioso. Si escuchas un sonido desconocido, es un sonido misterioso.

3. Mysterious in English and misterioso in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word mysterious. (Point to the fog in the photo.) See how dark and mysterious this picture is. You do not know what is behind the fog. You do not know what will happen to the man in the boat. It is very mysterious.

5. Tell your partner about a time you thought someone acted in a mysterious way. Who was it? What were they doing that looked mysterious?

6. Look at the photo. Pretend you and your partner are in the boat. What would you say to each other? Use the word mysterious in your conversation.

7. Now let’s say mysterious together three more times: mysterious, mysterious, mysterious.

Key Vocabulary


1. Another word in the selection is pale. Say it with me: pale. Something that is pale is very light in color. Snow is white. It has almost no color. It is pale. Light colors like pink and yellow are pale colors.

2. En español, pale quiere decir “pálido; descolorido.” La nieve es blanca. Casi no tiene color. La nieve es descolorida. Los colores pasteles son colores pálidos.

3. Pale in English and pálido in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word pale. (Point to the rose in the photo.) Some roses are red. Red is not a pale color. This rose if very light yellow. Light yellow is a pale color.

5. Look around the classroom with your partner. Tell each other some objects that you see that look pale.

6. Draw a fl ower garden that has some pale fl owers. Then share your picture with your partner. Talk about which fl owers are pale and which fl owers are not pale.

7. Now let’s say pale together three more times: pale, pale, pale.

256


Word 7 scatter

© Macmillan/McGraw-Hill • photo credits: (t) © Robert Llewellyn/Corbis.



Word 7 scatter


1. One word in the selection is scatter. Say it with me: scatter. When you scatter things, you throw them so they are spread out all over. If you stack blocks on the fl oor they are one on top of another, but if you scatter the blocks, they are all over the fl oor.

2. En español, to scatter quiere decir “esparcir, arrojar en distintas direcciones.” Si colocas cubos de madera uno sobre el otro formando una torre y la torre se derrumba, los cubos quedarán esparcidos por todo el piso.

3. Now let’s look at a picture that shows the word scatter. (Point to the sky in the photo.) Look at the stars. They are all over the sky. They cover the sky. They are not in just one place. The stars are scattered all over the sky.

4. Sometimes, when we plant seeds we scatter the seeds all over the soil. Let’s pretend to scatter seeds.

5. Let’s all stand up in a line. Now everyone scatter around the room.

6. Now let’s say scatter together three more times: scatter, scatter, scatter.

258

Word 1 take off (to lift up)

Word 2 take off (to remove)

Function Words and PhrasesUnit 5 Week 1 Kitten’s First Full Moon

Word 1 take off (to lift up)TEACHER TALK CHORAL RESPONSE

Word 2 take off (to remove)TEACHER TALK CHORAL RESPONSE1. In English, we also use take off to tell what

we do when we remove something. Say it with me: take off. Take off means “to remove or detach.” I had to take off the price tag from my new sweatshirt before I could wear it.

2. En español, to take off también quiere decir “quitar o desprender.” Antes de estrenar mi sudadera, tuve que quitarle la etiqueta.

3. This picture shows the phrase take off. You wash your hands with soap to take off dirt from your hands. Look at the hands in the picture. The child washes his or her hands to take off the dirt.

4. I am going to ask some questions. Answer each question by saying either “yes” or “no.”Should you take off your shoes before you go to bed?Do you need to take off the top of a jar to open the jar?Do you need to take off your hat if it is cold out?

5. I am going to say some words. If they mean the same as take off say “take off.” If the words do not mean the same thing as take off, then don’t say anything.removedetachtake something away from glue together


1. In English, we can use take off to describe how some objects lift up. Say it with me: take off. Take off means “to leave the ground and start to fl y.” We have to keep our seat belts on when the airplane takes off.

2. En español, to take off quiere decir “emprender el vuelo; despegar.” Tenemos que abrocharnos el cinturón cuando el avión va a despegar.

3. This picture shows the phrase take off. The rocket ship is taking off for outer space. Look at the smoke it leaves in its path!

4. I am going to describe some situations with airplanes. If you think the airplane is taking off, say “It’s taking off.” If not, say, “It’s not taking off.”The airplane is going down the runway and starts to lift into the air.The airplane is coming down from the air and lands on the ground.The airplane’s wheels come up, and the airplane is off the ground.

5. Now I am going to name some objects. Say, “It can take off,” if it is able to take off. Say nothing if it cannot.a helicopteran airplanea rocket shipa truck


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260

Function Words and PhrasesUnit 5 Week 1 Kitten’s First Full Moon

Word 3 sweep up

Word 4 sweep away

TEACHER TALK CHORAL RESPONSE1. In English, we use sweep up to describe what

we do when we clean with a broom. Say it with me: sweep up. Sweep up means “to pick up or remove dirt from the fl oor with a brush or broom.” Before you mop the fl oor, you should sweep up the dirt.

2. En español, to sweep up quiere decir “barrer el piso con una escoba o cepillo.” Antes de trapear el piso, hay que barrerlo.

3. This picture demonstrates the phrase sweep up. It shows how to sweep up with a broom.

4. I’m going to describe what some people are doing. Say “sweep up” if they are sweeping up. Say nothing if they are not.Kendra uses a broom to clean up the dirt from the laundry room.Fran brushes the dust from the fl oor.Erin brushes her hair.

5. After I tell about each person, repeat and complete this sentence: He (or she) is sweeping up the .Keisha is cleaning the dirt from the kitchen fl oor. Mike is using a broom to remove the sand from the front steps.Mr. Collins is brushing the crumbs off of the cafeteria fl oor.

6. Repeat the phrase three times with me: sweep up, sweep up, sweep up.

Word 4 sweep away

Word 3 sweep up

TEACHER TALK PARTNER TALK1. In English, we use sweep away to describe

what a storm or hurricane can do. Say it with me: sweep away. Sweep away means “to knock down or destroy.” A tornado can sweep away many houses at one time.

2. En español, to sweep away quiere decir “llevarse algo con violencia, destruir, arrebatar.” Un tornado puede arrebatar muchas casas de un solo golpe.

3. This picture shows the phrase sweep away. It shows that a storm was strong enough to sweep away houses and cars.

4. Think about going on a picnic. Tell your partner what you would do. Then repeat and complete the sentence to tell what would happen if a strong wind came along. A strong wind could sweep away . (Examples include: all of our food, the paper plates, our drinks, the tablecloth)

5. Look back at the picture. Tell your partner some things a strong storm or tornado can sweep away.

6. Repeat the phrase three times with me: sweep away, sweep away, sweep away.

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262

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bowl full moon pie

cent disk checkers




Basic WordsUnit 5 Week 1Kitten’s First Full Moon

bowl, full moon, pie, cent, disk, checkers

263

Key VocabularyUnit 5 Week 2 Meet Ben Franklin

Word 1 curious

Word 2 idea

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TEACHER TALK


Word 1 curious

Word 2 idea


1. One word in the selection is curious. Say it with me: curious. When you are curious, you want to know or fi nd out more about something. If you see your friends whispering, you will probably be curious about what they are saying.

2. En español, curious quiere decir “curioso; con ganas de averiguar algo.” Si ves a tus amigos hablando en voz baja, estarás curioso. Querrás averiguar qué están diciendo.

3. Curious in English and curioso in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word curious. (Point to the girl with the stethoscope in the photo.) The girl can hear sounds. Look at her face. You can tell she is curious. She is curious about what she hears. She wants to know what is making the sounds.

5. Tell your partner about something you are curious about. Tell what you would like to know about it. Use the sentence frames: I am curious about . I want to fi nd out .

6. Talk about animals you are both curious about. Tell what you would like to know. (Examples include: I am curious about what a snake feels like, what a lion sounds like.)

7. Now let’s say curious together three more times: curious, curious, curious.

Key Vocabulary


1. Another word in the selection is idea. Say it with me: idea. (Point to your head.) Anything you think of is an idea. When you have an answer to a question, it is an idea. For example, if someone asks, “What should we do today?” you might say, “I have an idea. Let’s go to the park!”

2. En español, idea quiere decir “idea; algo que te viene a la mente.” Si se te ocurre la respuesta a una pregunta, te llega una idea. Alguien te podría preguntar, “¿Qué hacemos hoy?” a lo cual tú podrías responder, “Tengo una idea. ¡Vamos al parque!”

3. Idea in English and idea in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word idea. Look at the girl. She is raising her hand because she wants to tell the teacher what she is thinking. She wants to share her idea.

5. Think about what you could do to have fun after school. Tell each other your ideas. Start with the sentence starter: My idea is to

.

6. Tell each other the best idea you ever had. 7. Now let’s say idea together three more times:

idea, idea, idea.

PARTNER TALK


266


Word 3 career

Word 4 fascinating

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Word 3 career

Word 4 fascinating


1. One word in the selection is career. Say it with me: career. A career is what someone does for work. Your career is the job you will do when you are an adult. When you grow up, you might have a career as a doctor, as a scientist, or as a teacher.

2. En español, career quiere decir “carrera; la profesión que alguien ejerce.” Cuando crezcas, tendrás una carrera. A eso te vas a dedicar. Podrás ser médico, científi co o maestro.

3. Career in English and carrera in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word career. Look at what these people are wearing. They all have on white coats. Then look at the equipment in the offi ce. You can see a computer and tubes and jars. These are clues to the career these people have. They are scientists.

5. Let’s pretend we have a career as doctors. Let’s act out being a doctor.

6. Think about another career. Take turns with your partner acting out a career and guessing which career it is.

7. Now let’s say career together three more times: career, career, career.

Key Vocabulary


1. Another word in the selection is fascinating. Say it with me: fascinating. Fascinating means “very, very interesting.” Some people think the stars in the sky are fascinating. They like to look at them and learn about them. When you are interested in something and like to watch it and learn about it, you are fascinated by it. It is fascinating.

2. En español, fascinating quiere decir “algo interesante, irresistible o atractivo, fascinante.” A algunas personas les fascinan las estrellas. Cuando te interesa mucho algo y te gusta mirarlo y aprender sobre ello, te fascina. Te parece fascinante.

3. Fascinating in English and fascinate in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word fascinating. Look at the girl. She is watching and looking and touching the glass. What do you think is fascinating to her? (the bug in the tank)

5. Tell your partner about someone you think is fascinating. Why is he or she fascinating?

6. Talk with your partner about something fascinating you learned or read about in school. What was so interesting or fascinating about it?

7. Now let’s say fascinating together three more times: fascinating, fascinating, fascinating.

268


Word 5 improve

Word 6 investigate

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TEACHER TALK

TEACHER TALK


Word 5 improve

Word 6 investigate


1. One word in the selection is improve. Say it with me: improve. To improve means “to make better.” When you comb your hair, you improve the way you look. Whenever you make something better, you improve it.

2. En español, to improve quiere decir “mejorar, perfeccionar.” Cuando te peinas, tratas de mejorar tu apariencia. Cuando vuelves a hacer algo, tratas de que te quede mejor.

3. Now let’s look at a picture that shows the word improve. This man paints his house. He improves his house. How does painting improve a house? (Examples include: It makes it look better; It makes the house cleaner and nicer to look at.)

4. Tell your partner some ways to improve your grades in school. (Examples include: study more, take you time doing work, get help with homework)

5. Tell you partner about something you want to improve. Tell how you will improve it.

6. Now let’s say improve together three more times: improve, improve, improve.

Key Vocabulary


1. Another word in the selection is investigate. Say it with me: investigate. To investigate means “to fi nd out about.” If you hear a noise, you might want to investigate to fi nd out what it is. Some people like to investigate how things work. For example, they might investigate what makes a watch work.

2. En español, to investigate quiere decir “investigar, averiguar, estudiar.” Si escuchas un ruido, tratas de investigar qué es. Algunas personas investigan cómo funcionan las cosas. Por ejemplo, pueden investigar cómo funciona un reloj.

3. To investigate in English and investigar in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word investigate. This boy wants to know about the object on the ground. He is investigating the object. He is looking at it to see what he can fi nd out.

5. Let’s investigate what is under the table. Let’s look to fi nd out what is under there.

6. Now let’s pretend we found a treasure chest. Let’s investigate to fi nd out what is inside.

7. Now let’s say investigate together three more times: investigate, investigate, investigate.

PARTNER TALK

MOVEMENT

270

Word 1 jump into

Word 2 jump over

Function Words and PhrasesUnit 5 Week 2 Meet Ben Franklin

© Macmillan/McGraw-Hill • photo credits: (t) © Digital Vision/Andersen Ross/Getty Images. (b) © Digital Vision/Ryan McVay/Getty Images.

Word 1 jump intoTEACHER TALK CHORAL RESPONSE1. In English, we use jump into to describe a

kind of movement. Say it with me: jump into. To jump into means “to leap inside of something.” We all jump into the pool to cool off.

2. En español, to jump into quiere decir “tirarse.” Todos nos tiramos a la piscina para refrescarnos.

3. This picture demonstrates the phrase jump into. It shows a girl who likes to jump into a puddle. Do you like to jump into puddles?

4. I am going to name some things. If you can jump into it, then say, “jump into.” If you cannot jump into it, then say nothing. the oceana swimming poola big boxa ball

5. Now I am going to ask some questions. Answer “yes” or “no” for each one.Can you jump into the ocean to get wet?Should you jump into a lion’s cage at the zoo?Can you jump into a pool from a diving board?Can you jump into your school desk?

6. Repeat the phrase three times with me: jump into, jump into, jump into.

Word 2 jump overTEACHER TALK CHORAL RESPONSE1. In English, we use jump over to describe how

we get over something. Say it with me: jump over. To jump over means “to leap above.” I did not want to step in the puddle, so I jumped over it.

2. En español, to jump over quiere decir “pasar de un salto, saltar por encima de algo.” Para no pisar el charco, salté por encima de él.

3. This picture demonstrates the phrase jump over. It shows runners who can jump over hurdles in a race. They do not hit the hurdles when they jump. Their bodies go over the hurdles.

4. I am going to describe some actions. If they describe jumping over say, “You jumped over it.” If they do not, then say, “You did not jump over it.”I jumped from one side of a puddle to the other.I jumped from the side of the pool into the water.I leaped over a kitten who was sleeping on the fl oor.

5. I am going to read some sentences. Repeat each sentence. Replace the words leaped above with jumped over.The runner leaped above the hurdles.The robber leaped above the wall.The rabbit leaped above the bushes.

6. Repeat the phrase three times with me: jump over, jump over, jump over.

272

Word 3 jump off

Word 4 jump at

Function Words and PhrasesUnit 5 Week 2 Meet Ben Franklin

© Macmillan/McGraw-Hill • photo credits: (t) © Digital Vision/Getty Images. (b) © Stockbyte/SuperStock.

Word 3 jump off

1. In English, we use jump off to describe how we leap from a place or object. Say it with me: jump off. Jump off means “to leap from.” It is dangerous to jump off a ladder.

2. En español, to jump off quiere decir “saltar o tirarse de un lugar alto.” Es peligroso saltar de una escalera.

3. This picture demonstrates the phrase jump off. It shows the skydivers as they jump off the airplane.

4. I’m going to describe some situations. If you think it is safe to jump off, then say “Jump off.” If it is not safe, then say, “Don’t jump off.”A lifeguard is on a diving board and wants to go into the pool.Juan is at the top of the stairs.Sara is on the bottom step.

5. Answer “yes” or “no” to each question. Can a cat jump off a chair?Can a skydiver jump off a plane?Can a ladder jump off the steps?Can a butterfl y jump off a fl ower?

6. Repeat the phrase three times with me: jump off, jump off, jump off.


TEACHER TALK MOVEMENT1. In English, we use jump at to describe toward

where we jump. Say it with me: jump at. To jump at means “to leap toward something.” The kitten jumped at the mouse as it ran by.

2. En español, to jump at quiere decir “caerle encima a algo, lanzarse.” El gato se lanzó sobre el ratón cuando pasó por su lado.

3. This picture demonstrates the words jump at. It shows a basketball player who had to jump at the ball to tap it away.

4. Let’s pretend that there are balloons hanging from our classroom ceiling. The balloons have strings attached to them. Let’s all jump at the balloons to try to pull them down!

5. Look at the picture again. Let’s pretend we are playing a basketball game, too. Let’s jump at the ball to tap it away.

6. Repeat the phrase three times with me: jump at, jump at, jump at.

Word 4 jump at

274

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sound fossils rocks

space animals plants




Basic WordsUnit 5 Week 2Meet Ben Franklin

sound, fossils, rocks, space, animals, plants

275

Key VocabularyUnit 5 Week 3 Stormy Weather

Word 1 extreme

Word 2 predict

© Macmillan/McGraw-Hill • photo credits: (t) © Nature Picture Library/Alamy Images. (b) © Ingram Publishing/age fotostock.



Word 1 extreme


1. One word in the selection is extreme. Say it with me: extreme. Extreme means “much more than what is usual.” It is not unusual to have a rainy day. If it rains every day for a week, that is extreme.

2. En español, extreme quiere decir “extremo, mucho más de lo que es normal.” Es normal que llueva por un día. Si llueve todos los días durante una semana, eso es extremo.

3. Extreme in English and extremo in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word extreme. If it is cold near the water, some ice may form. But this photo shows a great deal of ice. This shows extreme cold. There is an extreme amount of ice near the water.

5. Tell your partner what it is like when the weather is extremely hot. What do you do in extreme hot weather? (Examples include: wear cool clothes, go swimming, stay indoors in air conditioning)

6. Draw a picture of some kind of extreme weather. Share your picture with your partner. Talk to each other about your pictures.

7. Now let’s say extreme together three more times: extreme, extreme, extreme.

Word 2 predictKey Vocabulary


1. Another word in the selection is predict. Say it with me: predict. To predict means “to guess what will happen.” What you predict something you use clues to help you. For example, if you see children standing in line at a bus stop, you can predict that a school bus will soon come to pick them up.

2. En español, to predict quiere decir “predecir; adivinar lo que pasará más adelante.” Algunas pistas te ayudan a hacer predicciones. Por ejemplo,si ves unos niños en la parada del autobús, puedes predecir que pronto llegará el autobús.

3. To predict in English and predecir in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word predict. Look at the dark thick clouds in the sky. The clouds are clues to what kind of weather will be coming. You can use the clues to predict that a big storm is coming.

5. Pretend it is raining outside. When you look up at the sky the clouds seem to be going away. Tell your partner what you predict about the weather. (Examples include: I predict it will stop raining; I predict the sun will come out.)

6. (Hold up two different books: one textbook and one picture book.) Tell your partner which book you predict will be easier to read. Tell which clues helped you predict that.

7. Now let’s say predict together three more times: predict, predict, predict.



278


Word 3 breeze

Word 4 commotion

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TEACHER TALK



Word 3 breeze

Word 4 commotion


1. One word in the selection is breeze. Say it with me: breeze. A breeze is a light wind, a wind that is not very strong. In the fall, the breeze blows the leaves on the ground. You can watch the leaves fl y around in the breeze.

2. En español, breeze quiere decir “brisa; viento leve.” En el otoño, la brisa alborota las hojas. Puedes ver las hojas volar en el viento.

3. Breeze in English and brisa in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word breeze. This fl ag is fl ying in the breeze. What would it look like if there were no breeze? (The fl ag would be hanging down on the pole.)

5. Tell your partner about a time you felt a breeze when you were inside. Where did the breeze come from? (Examples include: I felt a breeze in my room. The window was open.)

6. Pretend you are standing in a meadow. Now pretend a breeze starts to blow. Talk with your partner about what happens to you and the meadow. (Examples include: The breeze blows my hair in my eyes; The breeze bends the grass; The breeze makes me feel cold.)

7. Now let’s say breeze together three more times: breeze, breeze, breeze.

Key Vocabulary


1. Another word in the selection is commotion. Say it with me: commotion. A commotion is a time when there is a lot of noise and confusion. Too many people talking loudly at once in a small room can cause a commotion. If we all get up at once and run to the door, we can have a commotion.

2. En español, commotion quiere decir “conmoción; mucho ruido y alboroto.” Cuando hay gente amontonada en un cuartito, y están hablando todos a la vez, esa gente crea conmoción. Si todos nos levantamos al mismo tiempo y corremos hacia la puerta, podemos crear una conmoción.

3. Commotion in English and conmoción in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word commotion. Look at all these birds. They are all making noise and fl apping their wings at the same time. They are causing a commotion.

5. Talk with your partner about what might cause a commotion in a movie theater. Tell what would happen. (Examples include: If everyone tried to get out at the same time it could cause a commotion. People might get hurt.)

6. Tell your partner if you think it would be good or bad to have a commotion in our classroom. Tell why.

7. Now let’s say commotion together three more times: commotion, commotion, commotion.

PARTNER TALK

280


Word 5 conditions

Word 6 forecast

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TEACHER TALK



Word 5 conditions

Word 6 forecast


1. One word in the selection is conditions. Say it with me: conditions. Conditions are what it is like around you. The conditions in our classroom are warm and dry. You can decide what you will wear outdoors by checking the weather conditions. For example, if the conditions are rainy and cold you would wear a coat and use an umbrella.

2. En español, conditions quiere decir “condiciones; modo de estar.” Nuestro salón está en cómodas condiciones. Puedes decidir cómo vas a vestir según las condiciones climatológicas. Por ejemplo, en un día lluvioso y frío, hay que llevar un impermeable y un paraguas.

3. Conditions in English and condiciones in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word conditions. (Point to the different parts of the photo as you discuss each.) Look at the weather conditions in this picture. The trees are bent over, which shows it is windy. It is wet, and the streets are fl ooded. These are poor weather conditions.

5. Tell your partner what weather conditions you like best.

6. Talk to your partner about today’s weather conditions. Are they good or bad conditions for playing outside? Why?

7. Now let’s say conditions together three more times: conditions, conditions, conditions.

Key Vocabulary


1. Another word in the selection is forecast. Say it with me: forecast. A forecast is a prediction. A forecast is usually about the weather. People look at the weather forecast to help them decide what to wear for the day.

2. En español, forecast quiere decir “pronóstico, predicción.” El pronóstico del tiempo nos ayuda a decidir qué ropa vamos a usar ese día.

3. Now let’s look at a picture that shows the word forecast. This man is giving a weather forecast. He is predicting what the weather will be in the next fi ve days. Where can you see someone forecast the weather? (on TV)

4. Tell your partner what your weather forecast is for tomorrow. Do you both have the same forecast?

5. Talk about how the weather forecast can help you each day. (Examples include: The forecast can help me decide what to wear. It can help me decide if I can go out to play.)

6. Now let’s say forecast together three more times: forecast, forecast, forecast.

PARTNER TALK

282


Word 7 tranquil

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TEACHER TALK


Word 7 tranquil


1. One word in the selection is tranquil. Say it with me: tranquil. Tranquil means “peaceful and quiet.” If you want to go to sleep, you want to be in a tranquil place. If you are in a quiet room, you are in a tranquil place.

2. En español, tranquil quiere decir “tranquilo, pacífi co, quieto.” Para dormir bien, hay que buscar un lugar tranquilo. Si estás en un cuarto sin ruido, estás en un lugar tranquilo.

3. Tranquil in English and tranquilo in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word tranquil. Look at the beach. It is empty. The sky is blue. The water is calm. It is quiet. This is a tranquil place.

5. Draw a picture of an imaginary tranquil place. Tell your partner about the place in your picture.

6. Tell your partner about a real tranquil place you have been to. Describe why you like it.

7. Now let’s say tranquil together three more times: tranquil, tranquil, tranquil.

PARTNER TALK

284

Function Words and PhrasesUnit 5 Week 3 Stormy Weather

Word 1 on its way

Word 2 get out of their way

© Macmillan/McGraw-Hill • photo credits: (t) © StockTrek/Getty Images. (b) © Jeremy Hoare/Life File/Getty Images.

Word 1 on its wayTEACHER TALK CHORAL RESPONSE1. In English, we use on its way to tell about

when something is coming. Say it with me: on its way. On its way means “in the process of getting to a place.” Our class is on its way to the computer room.

2. En español, on its way quiere decir “en camino.” Nuestro salón está en el camino al salón de las computadoras.

3. This picture demonstrates the phrase on its way. It shows a school bus driving down a road. It is probably on its way to school.

4. I am going to describe some situations. If you think the situation tells about something that is on its way, say “on its way.” If not, then say nothing. The pizza delivery truck is bringing pizza to our class party. The airplane is about to land in Denver, Colorado.The truck broke down on the highway.The ambulance is coming to get the injured man.

5. Now I am going to describe some things that are on their way. Listen, then complete the sentence: The is on its way.The taxi is going to pick up a passenger. The school bus is almost at my house.The ship will be back at the dock in an hour.

6. Repeat the phrase three times with me: on its way, on its way, on its way.

Word 2 get out of their wayTEACHER TALK PARTNER TALK1. In English, we use the phrase get out of

their way to tell what to do when you want someone or something to move. Say it with me: get out of their way. Get out of their way means “to move from the place where other people, animals, or things are going to.” When a group of people runs in a race, the police make sure that the cars get out of their way.

2. En español, get out of their way quiere decir “quitarse del camino.” Cuando un grupo de corredores participa en una carrera, la policía se asegura de que los vehículos se quiten del camino.

3. This picture demonstrates the phrase get out of their way. It shows an ambulance racing through the streets. When ambulances or fi re trucks rush down the street, the other cars need to get out of their way.

4. When fi re trucks rush down the street, the other cars get out of their way. Talk to your partner about why. Tell why it is important for the cars to get out of their way.

5. Suppose some children are sitting in a movie theater, and some adults sit in front of them. Now the children cannot see the movie screen. Tell your partner how the children can politely ask the adults to get out of their way.

6. Repeat the phrase three times with me: get out of their way, get out of their way, get out of their way.

286

Function Words and PhrasesUnit 5 Week 3 Stormy Weather

Word 3 pick up a truck

Word 4 pickup truck

© Macmillan/McGraw-Hill • photo credits: (t) © Warren Faidley/Corbis. (b) © VisionsofAmerica/Joe Sohm/Getty Images.

Word 3 pick up a truckTEACHER TALK CHORAL RESPONSE1. In English, we use pick up a truck to describe

lifting. Say it with me: pick up a truck. Pick up a truck means “to lift a truck.” A strong wind can pick up a truck.

2. En español, pick up a truck quiere decir “levantar una camioneta.” Un fuerte viento puede levantar una camioneta del suelo.

3. This picture demonstrates the words pick up a truck. It shows that the storm was strong enough to pick up a truck.

4. Answer “yes” or “no” to each question.Can a tornado pick up a truck?Can a crane pick up a truck?Can a kitten pick up a truck?Can a tow truck pick up a truck?

5. Repeat and complete each sentence with the phrase pick up a truck.The wind was strong enough to

.I need a tow truck to .I am not strong enough to .

6. Repeat the phrase three times with me: pick up a truck, pick up a truck, pick up a truck.

Word 4 pickup truckTEACHER TALK PARTNER TALK1. In English, we use pickup truck to describe a

kind of vehicle. Say it with me: pickup truck. Pickup truck means “a kind of vehicle used to carry things.” It usually has an open back to make it easy to put things in and carry them. We used a pickup truck to move furniture.

2. En español, pickup truck quiere decir “un vehículo que se usa para cargar cosas, una camioneta.” Una camioneta está abierta en la parte de atrás para poder cargar cosas. Usamos una camioneta para transportar muebles.

3. This picture demonstrates the words pickup truck. It shows two men standing by a pickup truck. They are wearing helmets and looking at some plans while they work. They use their pickup truck in their construction job. What do you think they carry in their truck?

4. Pretend you own a pickup truck. Tell your partner what you would use it to carry. Where would you carry the things in the truck?

5. Look at the picture again. Describe one of the pickup trucks in the picture to your partner.

6. Repeat the words three times with me: pickup truck, pickup truck, pickup truck.

288

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wind rain snow

clouds sun ice




Basic WordsUnit 5 Week 3Stormy Weather

wind, rain, snow, clouds, sun, ice

289

Key VocabularyUnit 5 Week 4 Happy Fall!

Word 1 wondered

Word 2 season

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TEACHER TALK


Word 1 wondered

Word 2 season


1. One word in the selection is wondered. Say it with me: wondered. Wondered means “wanted to know about something.” Have you ever thought about why the sky is blue? Then you wondered about it.

2. En español, to wonder quiere decir “tener curiosidad; tener deseos de saber; preguntarse.” ¿Alguna vez te has preguntado por qué el cielo es azul? Eso es tener curiosidad o preguntarse.

3. Now let’s look at a picture that shows the word wondered. These people want to know about this skeleton. One thing they wonder about is how old it is. What else might they wonder about? (Examples include: what it looked like when it was alive, who found it, if it was dangerous)

4. Tell your partner something about a famous person that you wonder about. Talk about how you could fi nd out about what you wonder.

5. Pretend you are a new student in this school. Tell each other what you might wonder about before you come to school.

6. Now let’s say wondered together three more times: wondered, wondered, wondered.

Key Vocabulary


1. Another word in the selection is season. Say it with me: season. A season is a time of the year. There are four seasons: winter, summer, spring, and autumn, or fall. What season is it now?

2. En español, season quiere decir “estación del año.” Hay cuatro estaciones: invierno, verano, primavera y otoño. ¿Qué estación estamos viviendo ahora?

3. Now let’s look at a picture that shows the word season. Look at the color of the leaves. They are turning red and orange. In what season do the leaves turn from green to red and orange in some places? (autumn or fall)

4. Talk about the fall season with your partner. Tell what the trees look like where we live. Tell how the weather feels. Tell what kind of clothes you wear in the fall season.

5. Tell your partner which season is your favorite and why.

6. Now let’s say season together three more times: season, season, season.

PARTNER TALK

292


Word 3 blaze

Word 4 increase

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TEACHER TALK


Word 3 blaze

Word 4 increase


1. One word in the selection is blaze. Say it with me: blaze. Blaze means “a bright show of color.” A blaze of color usually means that something has the colors of a fi re. A blaze of color is bright red, yellow, and orange.

2. En español, blaze quiere decir “un resplandor de colores deslumbrantes.” Un resplandor normalmente tiene los colores del fuego: rojo, amarillo y anaranjado.

3. Now let’s look at a picture that shows the word blaze. Look at the blaze of color in these trees. The colors are so bright they almost look like fi re. The leaves are red and orange. They are a blaze of color.

4. Draw something that shows a blaze of color. Tell your partner which crayons you used to make your picture.

5. Show your partner the crayon you used that is your favorite. Tell your partner why you like it.

6. Now let’s say blaze together three more times: blaze, blaze, blaze.

Key Vocabulary


1. Another word in the selection is increase. Say it with me: increase. To increase means “to get bigger or to get higher.” As you get older, your age increases. As you get taller, your height increases, too.

2. En español, to increase quiere decir “incrementar; crecer; aumentar de tamaño o cantidad.” Entre más creces, más incrementa el número de años que tienes. Entre más creces, más incrementa tu estatura.

3. To increase in English and incrementar in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word increase. (Point to the measuring spoons one at a time from smallest to largest.) Look at these spoons. This one is small. The size of each spoon increases as they get bigger and bigger.

5. Let’s pretend we are blowing up a balloon. Let’s put our hands around the balloon. Now it is small. Let’s blow up the balloon and watch how it increases in size. Use your hands to show how it increases in size.

6. Let’s crouch down low so we are very short. Then let’s get up slowly to increase our size.

7. Now let’s say increase together three more times: increase, increase, increase.

MOVEMENT

294


Word 5 outline

Word 6 observe

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TEACHER TALK



Word 5 outline

Word 6 observe


1. One word in the selection is outline. Say it with me: outline. An outline is a line you draw around the outside shape of something. (Use chalk to outline a book on the chalkboard.) To make the outline of a book, I put the book on the board and draw a line all around the sides of the book. Look—the outline shows the shape of the book.

2. En español, outline quiere decir “contorno; una línea que trazas alrededor de algo.” (Use tiza para trazar el borde de un libro en el tablero.) Para hacer el contorno de este libro, lo coloco sobre la pizarra y trazo su forma. Miren: el contorno muestra la fi gura del libro.

3. Now let’s look at a picture that shows the word outline. (Run your fi nger around the outline in the photo.) The red outline shows the shape of the United States.

4. (Provide children with pencil or crayon and paper.) Place the hand you do not write with on the paper. Open up your fi ngers. Now use your other hand to draw the outline of your hand. (Have children share their hand outlines.)

5. Let’s work with your partner and take turns drawing and guessing outlines of different shapes in the air. I’ll go fi rst. Guess what shape I made an outline of. (Draw the outline of a circle in the air.)

6. Now let’s say outline together three more times: outline, outline, outline.

Key Vocabulary


1. Another word in the selection is observe. Say it with me: observe. To observe means “to watch or to look at.” When you look out the window, you observe what is happening outside. When you go to the zoo, you observe the animals.

2. En español, to observe quiere decir “observar; mirar.” Si miras por la ventana, observas lo que está pasando afuera. Cuando vas al zoológico, observas los animales.

3. To observe in English and observar in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word observe. These people are observing and taking notes about what they see. What activity are they observing now? (They are observing students going in to school.)

5. Look around the classroom with your partner. Tell each other what you observe.

6. Observe me as I work at the board. Tell your partner what you each observe. (Draw a simple picture such as a teddy bear or tree on the board. Label the picture.)

7. Now let’s say observe together three more times: observe, observe, observe.

MOVEMENT

296


Word 7 scorch

© Macmillan/McGraw-Hill • photo credits: (t) © PhotoAlto.



Word 7 scorch


1. One word in the selection is scorch. Say it with me: scorch. If there is too much heat and not enough water, something can get scorched. The hot sun can scorch the leaves of a plant. If the leaves are scorched, they will turn brown.

2. En español, to scorch quiere decir “chamuscarse; tostarse; quemarse.” Si hace mucho sol y no hay sufi ciente agua, algo se puede quemar. El sol puede quemar las hojas de una planta. Si las hojas se queman, se ponen marrones.

3. Now let’s look at a picture that shows the word scorch. Look at the land. It is all cracked and dry. It needs water. It is scorched. Maybe is was scorched by fi re, or maybe it was scorched by the hot sun.

4. Pretend you have a garden. Tell your partner what you do to keep your plants from getting scorched.

5. Talk to your partner about what a garden might look like if it were scorched.

6. Now let’s say scorch together three more times: scorch, scorch, scorch.

298

Function Words and PhrasesUnit 5 Week 4 Happy Fall!

Word 1 pop out

Word 2 pop up

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1. In English, we use pop out to describe how something opens. Say it with me: pop out. To pop out means “to open suddenly from a closed position or to bulge or stick out.” In the spring, fl owers pop out.

2. En español, to pop out quiere decir “salir inesperadamente de una posición cerrada o de un lugar; brotar.” En la primavera, las fl ores brotan de la tierra.

3. This picture demonstrates the phrase pop out. It shows that when it rains, umbrellas pop out. They are opened from their closed positions when their owners feel the raindrops on their heads.

4. If you squeeze a box of juice too hard, the juice will pop out. Tell your partner about something else that will pop out if you squeeze it too hard. (Examples include a paper cup fi lled with water, an ice cream cone, a container of milk, or a tube of toothpaste.)

5. Look at the picture again. Talk about how this picture shows what the phrase pop out mean.

6. Repeat the phrase three times with me: pop out, pop out, pop out.


Word 2 pop upTEACHER TALK MOVEMENT1. In English, we use pop up to describe when

something comes out quickly. Say it with me: pop up. To pop up means “to come up quickly from a downward position.” When the toast is done, it pops up from the toaster.

2. En español, to pop up quiere decir “saltar de repente.” Cuando el pan está tostado, salta de repente de la tostadora.

3. This picture demonstrates the phrase pop up. It shows a prairie dog. The prairie dog pops up from the ground. One moment you see just the ground and the hole, the next you see a prairie dog!

4. Let’s pretend we are toast in a toaster. Let’s squat down until we are done. When we are done, I will say “Pop up!” and we will all pop up. (Repeat several times with children.)

5. Now let’s look at the picture again. Let’s pretend we are prairie dogs. We will pretend that we are in the ground, and then we will pop up and look around.

6. Repeat the phrase three times with me: pop up, pop up, pop up.

Word 1 pop out

300

Function Words and PhrasesUnit 5 Week 4 Happy Fall!

Word 3 look out (be careful)

Word 4 lookout (place)

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Word 3 look out (be careful)TEACHER TALK CHORAL RESPONSE1. In English, we use look out to warn of danger.

Say it with me: look out. To look out means “to be careful, watch carefully.” If you walk under icicles, you should look out for falling ice.

2. En español, to look out quiere decir “tener cuidado, estar pendiente de algo.” Si caminas por un lugar donde hay carámbanos, debes estar pendiente de los pedazos de hielo que caen.

3. This picture demonstrates the phrase look out. It shows that you should look out when you cross the street. What should you look out for? (Examples include: traffi c, cars, buses)

4. I’ll describe a situation. If you think I should look out, say, “Look out!” If not, say nothing.I am crossing the street, and a truck is coming down the road.I am eating dinner, and a friend is sitting with me.I am not watching where I am going, and there is a closed door in front of me.

5. Repeat and complete each sentence with the words look out.When we cross the street, we .When we use a sewing machine, we

.When we ride a bike, we .

6. Repeat the phrase three times with me: look out, look out, look out.

Word 4 lookout (place)TEACHER TALK PARTNER TALK1. In English, we use lookout to describe a place.

Say it with me: lookout. Lookout means “a place to look from.” A lookout is usually up high so that you can see things all around it. Sailors can see for miles from the lookout at the top of the ship.

2. En español, lookout quiere decir “un lugar ideal para vigilar.” Los marineros pueden vigilar desde lo alto del barco. Este es el lugar ideal para vigilar.

3. This picture demonstrates the word lookout. It shows a person at a lookout. From this lookout, she can see very far away.

4. Pretend you are at the lookout with the person in the picture. Tell your partner what you can see. Start with the sentence starter: From this lookout, I can see .

5. Now pretend you are at a lookout on top of a ship. Use the sentence starter: From the lookout on the ship, I can see to tell your partner what you see.

6. Repeat the word three times with me: lookout, lookout, lookout.

302

tree plate mug

window bottle bicycle

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Basic WordsUnit 5 Week 4Happy Fall!

tree, plate, mug, window, bottle, bicycle

303

Key VocabularyUnit 5 Week 5 A Tiger Cub Grows Up

Word 1 cub

Word 2 wild

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Word 1 cub

Word 2 wild


1. One word in the selection is cub. Say it with me: cub. A cub is a name for some kinds of baby animals. Baby animals have special names. A baby dog is a puppy. A baby cat is a kitten. A baby tiger is a cub. Baby lions and baby bears are called cubs, too.

2. En español, cub quiere decir “cachorro.” Los bebés de algunos animales se llaman cachorros. Los bebés de los perros, tigres, leones y osos son cachos.

3. Now let’s look at a picture that shows the word cub. See how small this little lion is. It is a cub. It is a baby lion.

4. Draw a picture that shows a mother animal with her cub. Tell your partner what kind of cub your picture shows.

5. Tell each other as many words as you can that describe the cub in your partner’s picture. (Examples include: cute, little, young, small, weak, tiny)

6. Now let’s say cub together three more times: cub, cub, cub.

Key Vocabulary


1. One word in the selection is wild. Say it with me: wild. Wild means “living free in nature, not at home, not a pet.” Wild animals live in the forests and jungles. They not taken care of by people. Pets are not wild. They live with people and are taken care of by us.

2. En español, wild quiere decir “salvaje; no domesticado.” Un animal salvaje no puede ser una mascota. Un animal salvaje vive en un bosque o en una selva. No puede vivir en una casa con una familia. En cambio, las mascotas sí viven con nosotros. Nosotros las cuidamos.

3. Now let’s look at a picture that shows the word wild. This giraffe is wild. It lives on its own. It takes care of itself. It does not live with people.

4. Tell your partner the names of as many wild animals as you can think of. (Examples include lions, tigers, elephants, and leopards.)

5. Talk with your partner about how the life of a wild animal is different than the life of a pet.

6. Now let’s say wild together three more times: wild, wild, wild

306


Word 3 mature

Word 4 newborn

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Word 3 mature

Word 4 newborn


1. One word in the selection is mature. Say it with me: mature. Someone who is mature is grown-up or an adult. When you grow up you will be mature. A baby is not mature. An adult is mature.

2. En español, mature quiere decir “maduro; adulto.”Cuando crezcas, serás maduro. Un bebé no es maduro. Un adulto es una persona madura.

3. Mature in English and maduro in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word mature. This is a butterfl y. A mature caterpillar is a butterfl y. It is an adult. It is fully grown with wings and all of its colors.

5. Tell your partner some people you know who are mature.

6. Talk about what you will be able to do when you are mature, but you cannot do now. (Examples include: drive a car, go to work, get married)

7. Now let’s say mature together three more times: mature, mature, mature.

Key Vocabulary


1. Another word in the selection is newborn. Say it with me: newborn. Newborn means “just born.” A baby is a newborn. A newborn baby needs lots of care. As the newborn grows, it becomes bigger and stronger.

2. En español, newborn quiere decir “recién nacido.” Un bebé es un recién nacido. Un recién nacido necesita muchos cuidados. Ese bebé irá creciendo grande y fuerte.

3. Now let’s look at a picture that shows the word newborn. (Point to the chick in the photo). This chick just came out of its egg. It is a newborn chick.

4. We have learned the words cub, mature, and newborn. Tell your partner the order of these words that show the order of the life of a tiger. (newborn, cub, mature)

5. Talk with your partner about words that describe a newborn animal. (Examples include tiny, weak, baby, and helpless.)

6. Now let’s say newborn together three more times: newborn, newborn, newborn.

308


Word 5 process

Word 6 remain

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TEACHER TALK

TEACHER TALK


Word 5 process

Word 6 remain


1. One word in the selection is process. Say it with me: process. Process means “the steps that are followed to do something.” When you learn to read, you follow a process. First you learn letters, then you learn words, and then you learn to put the words together to read sentences.

2. En español, process quiere decir “proceso; los pasos que hay que tomar para hacer o lograr algo.” Para aprender a leer, hay que seguir un proceso. Primero se aprenden las letras. Después se aprenden las palabras. Entonces se juntan las palabras para formar oraciones.

3. Process in English and proceso in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word process. (Point to the different stages in the lifecycle of the butterfl y shown in the photo as you talk about each step.) This picture shows the process a butterfl y goes through to become a butterfl y. First it is a caterpillar, then the caterpillar makes a cocoon, and then it comes out of the cocoon as a butterfl y.

5. Let’s act out the process we would follow to make a sandwich.

6. Now let’s act out the process we would follow to wrap a present.

7. Now let’s say process together three more times: process, process, process.

Key Vocabulary


1. Another word in the selection is remain. Say it with me: remain. To remain means “to stay.” When it is raining outside, we like to remain inside until the rain stops. In school, you remain in your seats to do your work.

2. En español, to remain quiere decir “permanecer; quedarse.” Si está lloviendo, permaneceremos adentro hasta que deje de llover. En el salón, permanecemos sentados para aprender la lección.

3. Now let’s look at a picture that shows the word remain. (Point to the cocoon in the photo.) The butterfl y in this photo came out of its cocoon. The cocoon remains behind on the branch after the butterfl y comes out. The butterfl y will fl y away. The cocoon will remain on the branch.

4. Let’s all do some dance movements. When I say “remain there” everyone stop and remain in the position you are in. (Have children move and say “remain” several different times.)

5. Let’s play Simon Says. Listen closely for when I say to remain. (Say things like: Simon says stand up; Simon says remain standing.)

6. Now let’s say remain together three more times: remain, remain, remain.

MOVEMENT

MOVEMENT

310


Word 7 slender

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Word 7 slender


1. One word in the selection is slender. Say it with me: slender. Slender means “long and thin.” A snake is slender, but an elephant is not. Some people have long, thin fi ngers. Their fi ngers are slender.

2. En español, slender quiere decir “delgado y largo, esbelto.” Una serpiente es esbelta, pero no un elefante. Algunas personas tienen los dedos largos y delgados. Sus dedos son esbeltos.

3. Now let’s look at a picture that shows the word slender. Look at this caterpillar. It is long and thin. This caterpillar is slender. See the twig it is crawling on? Is the twig slender, too? (yes)

4. Draw a picture of something that is slender. Tell your partner what makes this thing slender.

5. Look around the room and in your desk. Tell your partner some slender things you see in the room. (Examples include crayons, pencils, pens, chalk, a pointer, and a ruler.)

6. Now let’s say slender together three more times: slender, slender slender.

312

Function Words and PhrasesUnit 5 Week 5 A Tiger Cub Grows Up

Word 1 bite hard

Word 2 try hard

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TEACHER TALK CHORAL RESPONSE1. In English, we use the words bite hard to

describe how we eat something. Say it with me: bite hard. To bite hard means “to chomp down with a lot of strength.” Sometimes you have to bite hard to get corn off of the cob.

2. En español, to bite hard quiere decir “morder con fuerza.” A veces hay que morder con fuerza para desprender los granos del maíz.

3. This picture demonstrates the phrase bite hard. The boy has to bite hard to eat a raw carrot because carrots that are not cooked are not very soft.

4. I’ll say the name of a food. If you have to bite hard to eat it, then say, “You have to bite hard.” If you do not have to bite hard to eat it, then say, “You do not have to bite hard.”corn on the cobapplewatermelonraw carrotcooked carrot

5. I’ll say some actions. If they describe biting hard, then say, “Bite hard.” If not, then say nothing.using a lot of strength to bitechomping down hardhitting a rock with a hammer

6. Repeat the phrase three times with me: bite hard, bite hard, bite hard.

Word 2 try hardTEACHER TALK PARTNER TALK1. In English, we use try hard to describe how we

attempt to do something. Say it with me: try hard. To try hard means “to use a lot of effort, to make a big attempt.” You should always try hard to do well in school.

2. En español, to try hard quiere decir “usar mucho esfuerzo para lograr algo o hacer un gran intento, esforzarse.” Hay que esforzarse para triunfar en la escuela.

3. This picture demonstrates the phrase try hard. It shows children on a swim team. The swimmers had to try hard to be on the team.

4. Tell your partner about a time when you had to try hard in school. What did you try hard to do?

5. Now tell your partner about a time when you had to try hard to do something at home.

6. Repeat the phrase three times with me: try hard, try hard, try hard.

Word 1 bite hard

314

Function Words and PhrasesUnit 5 Week 5 A Tiger Cub Grows Up

Word 3 full

Word 4 empty

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Word 3 fullTEACHER TALK CHORAL RESPONSE1. In English, we use the word full to tell about

an amount. Say it with me: full. Full means “holding as much as possible, fi lled or complete.” If every seat is taken in a room, the room is full.

2. En español, full quiere decir “lleno; que contiene la máxima cantidad posible.” Si cada asiento en el cuarto está ocupado, el cuarto está lleno.

3. This picture demonstrates the word full. It shows a full classroom. There is a student sitting at every desk in the classroom.

4. I’ll describe a place or object. If you think the place or object is full, then say, “The

is full.” If it is not full, say, “The is not full.”Every place on the shelf has a book.The water is right up to the top of the glass.Some of the seats in the classroom do not have children sitting in them.All of the spots in the parking lot have cars in them.

5. I’ll say some words. If the word means full, say “full.” If not, say nothing.completefi lledpackedblank

6. Repeat the word three times with me: full, full, full.

Word 4 emptyTEACHER TALK CHORAL RESPONSE1. In English, we use the word empty to tell

when something has nothing in it. Say it with me: empty. The word empty means “with nothing in it, not having anything.” I drank all of the juice in the glass, so now the glass is empty.

2. En español, empty quiere decir “vacío; que no contiene nada.” Me terminé el jugo que había en el vaso. El vaso ahora está vacío.

3. This picture demonstrates the word empty. It shows an empty classroom. There are no students in the room at all. It is empty.

4. I’ll describe a place or object. If you think the place or object is empty say, “The

is empty.” If it is not empty, say, “The is not empty.”There are no books on the shelf.There is nothing in the dish.Some of the seats in the classroom have children sitting in them.There are no cars in the parking lot.

5. I’ll say some words. If the word means empty, say “empty.” If the word does not mean empty, say nothing.having nothingblankpackedbare

6. Repeat the word three times with me: empty, empty, empty.

316

pounce chew bite

climb swallow scamper

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Basic WordsUnit 5 Week 5A Tiger Cub Grows Up

pounce, chew, bite, climb, swallow, scamper

317

Key VocabularyUnit 6 Week 1 Olivia

Word 1 supposed

Word 2 firm

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Key Vocabulary

TEACHER TALK

Word 1 supposed


1. One word in the selection is supposed. Say it with me: supposed. Supposed means “expected or required.” We are supposed to listen when someone else is talking. What are we supposed to do when we hear the fi re drill bell ring? (We are supposed to quietly get in line.)

2. En español, to suppose quiere decir “deber, suponer.” Se supone que debemos escuchar cuando alguien está hablando, pero no siempre lo hacemos. ¿Qué debemos hacer cuando suena la campana del simulacro de incendio? (Debemos salir ordenadamente.)

3. To suppose in English and suponer in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word supposed. (Point to each girl in the costume in the photo.) This girl is supposed to be a fairy. What is this girl supposed to be? How can you tell? (She is supposed to be a queen or a princess. She has a crown on her head.)

5. Tell your partner what you are supposed to do when you spill a drink. Use the word supposed in your answer.

6. Look again at the photo. Describe a costume you wore, or one you would like to wear. Have your partner guess what you are supposed to be. Switch roles and repeat.

7. Now let’s say supposed together three more times: supposed, supposed, supposed.

PARTNER TALK


1. Another word in the selection is fi rm. Say it with me: fi rm. Firm means “hard.” Fruit that is ripe is fi rm. Do you like to eat a soft apple or a fi rm apple? Why? (a fi rm apple, because it would taste sweet; a soft apple might be mushy and rotten)

2. En español, fi rm quiere decir “fi rme, duro.” La fruta madura está fi rme. ¿Prefi eres comer una manzana fi rme o una manzana blanda? ¿Por qué? (una manzana fi rme sería más dulce; una manzana blanda puede estar podrida)

3. Firm in English and fi rme Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word fi rm. Look at the fruit. The woman is looking for fruit that is fi rm, or hard. Then she knows it will be tasty. If it is fi rm it will not be bruised or mushy. What kind of foods do you think should feel fi rm to taste good? (Examples include: apples, squash, melons, oranges)

5. Take turns telling each other as many words as you can that mean fi rm. Then tell each other words that mean the opposite of fi rm. (Examples include: hard, stiff, solid; soft, mushy, gentle)

6. Take turns naming things in the classroom that feel fi rm. (Examples include: chairs, desk, tables)

7. Now let’s say fi rm together three more times: fi rm, fi rm, fi rm.

Word 2 firm

PARNTER TALK

320


Word 3 adventurous

Word 4 anxious

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Key Vocabulary

TEACHER TALK

Word 3 adventurous


1. One word in the selection is adventurous. Say it with me: adventurous. If you are adventurous, you are daring. You are willing to take a chance or a risk. If you like trying new things or going to places you have never been, you are adventurous.

2. En español, adventurous quiere decir “aventurero, dispuesto a tomar un riesgo.” Si te gusta intentar cosas nuevas o visitar lugares desconocidos, eres aventurero.

3. Adventurous in English and aventurero in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word adventurous. Look at the hikers. They are exploring someplace they’ve never been before. They are adventurous.

5. Tell your partner something you have done that was adventurous. Did you try a new food? Did you visit a new place?

6. Tell each other if you think you are an adventurous person. Tell why or why not. Use the sentence frame: I am (not) adventurous because .

7. Now let’s say adventurous together three more times: adventurous, adventurous, adventurous.

PARTNER TALK

MOVEMENT

Word 4 anxious


1. Another word in the selection is anxious. Say it with me: anxious. Anxious means “worried, scared, or nervous.” If you hear a strange noise and do not know what is making it, you might be anxious about it.

2. En español, anxious quiere decir “ansioso, preocupado, temeroso, nervioso.” Si escuchas un ruido desconocido, puedes sentirte ansioso.

3. Anxious in English and ansioso in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word anxious. Look at the girl. She is waiting for something that is making her feel anxious. How can you tell that she is anxious? (Examples include: Her face looks worried, her hands are clenched, and she is sitting in a stiff position.)

5. Let’s pretend we waiting to perform on stage, and we feel anxious. Let’s use our faces to show that we are anxious.

6. Now let’s pretend we are still waiting and use our hands and feet to show we are anxious.

7. Now let’s say anxious together three more times: anxious, anxious, anxious.

TEACHER TALK

322


Word 5 inquisitive

Word 6 insignificant

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Key Vocabulary


Word 5 inquisitive


1. One word in the selection is inquisitive. Say it with me: inquisitive. When you are inquisitive you want to know about things. You ask a lot of questions. Some people want to know how a computer works. They are inquisitive. What are you inquisitive about?

2. En español, inquisitive quiere decir “inquisitivo, curioso, con deseos de saber.” Las personas inquisitivas hacen muchas preguntas. Hay personas que quieren saber cómo funciona una computadora. Son personas inquisitivas. ¿Qué te causa ser inquisitivo?

3. Inquisitive in English and inquisitivo in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word inquisitive. See how this child uses a magnifying glass to fi nd out about what the man has in his hand. This child is inquisitive.

5. Let’s pretend we have a mysterious box but are not allowed to open it. What would we do if we were inquisitive about this box? Let’s act it out.

6. Let’s pretend we hear a strange noise in our classroom. Let’s act inquisitive about the noise.

7. Now let’s say inquisitive together three more times: inquisitive, inquisitive, inquisitive.

Word 6 insignificant


1. Another word in the selection is insignifi cant Say it with me: insignifi cant. Insignifi cant means “not important. ” If a big rock fell from a window it could be very dangerous. But if a small feather fell, it would be insignifi cant. It would have no effect on anything.

2. En español, insignifi cant quiere decir “insignifi cante, sin importancia, sin sentido.” Que una roca caiga desde una ventana puede ser peligroso. Pero que caiga una plumita de pájaro sería insignifi cante. No causaría ningún daño. Nadie se daría cuenta siquiera.

3. Insignifi cant in English and insignifi cante in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word insignifi cant. These are small rocks. They do not affect us much. We may walk on them without noticing them. Most of the time we pay no attention to rocks on the ground. They are insignifi cant.

5. Look around the classroom with your partner. Name some things that are insignifi cant. (Examples include: small pieces of chalk, dust on the fl oor, a paper clip)

6. Think about some things in your room or your home. Tell your partner some that are important to you and some that are insignifi cant.

7. Now let’s say insignifi cant together three more times: insignifi cant, insignifi cant, insignifi cant.

PARTNER TALK

324


Word 7 route




Word 7 route


1. One word in the selection is route. Say it with me: route. A route is a path or the way to a place. You follow a route when you go from your home to school. You go in a certain way to get you from one place to another. If you do not follow the route, you will not get to school.

2. En español, route quiere decir “el camino que se toma para llegar a un lugar, la ruta.” Sigues una ruta para llegar a la escuela. Vas en una dirección particular para llegar de un lado a otro. Si no sigues esa ruta, no llegarás a la escuela.

3. Route in English and ruta in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word route. Look at the road. If you follow the path you will get to a place at the end of the route. If you go off the path you will be in the woods next to it. You would not be on the route.

5. I’ll show you a route to follow from my desk to the back of the room. Then you follow the same route.

6. Now take turns with your partner taking and following a different route from your desk to the front of the room.

7. Now let’s say route together three more times: route, route, route.

326

Function Words and PhrasesUnit 6 Week 1 Olivia

Word 1 really

Word 2 not at all

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Word 1 really

Word 2 not at all

1. In English, we can use really to put emphasis on an action. Say it with me: really. Really means “truly or very much.” This test is really hard.

2. En español, really quiere decir “verdaderamente, realmente o muy.” Este examen es verdaderamente difícil.

3. This picture demonstrates the word really. It shows a girl playing with a dog. The dog really wears her out by playing so much.

4. I’ll say some sentences. Repeat each sentence, but add the word really where it belongs. I’ll do the fi rst one for you. I’ll say, “I am tired.” Then you say, “I am really tired.”

I am happy. It is cold outside. He can sing well.5. Answer “yes” or “no” to each question.

Is a pillow really hard?Does an eagle really soar high in the sky?Should you really study before a test?

6. Repeat the word three times with me: really, really, really.

1. In English, we can use not at all to emphasize not. Say it with me: not at all. Not at all means “absolutely not, not one little bit.” I am not at all happy with the rainy weather.

2. En español, not at all quiere decir “nada, ni un poquito.” No estoy nada contenta con tanta lluvia.

3. This picture demonstrates the phrase not at all. It shows that the two children having a pillow fi ght are not at all tired.

4. Tell your partner about a time when you were not at all surprised. Use the sentence starter: I was not at all surprised when . (Examples include: it started to snow, I got an A, we won the game)

5. Look back at the picture. Then talk about some things you like to do when you are not at all sleepy. Use the sentence: I like to when I am not at all sleepy. (Examples include: have some hot milk, read a book, watch TV)

6. Repeat the phrase three times with me: not at all, not at all, not at all.



328

Function Words and PhrasesUnit 6 Week 1 Olivia

Word 3 That’s it! (that’s all – no more)

Word 4 That’s it! (that’s the one)

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Word 3 That’s it! (that’s all – no more)

1. In English, we can use the phrase That’s it! when something is fi nished. Say it with me: That’s it! That’s it! means “that’s all, that’s the end, there is no more.” That’s it! I am fi nished putting away all of my toys.

2. En español, That’s it! quiere decir “es todo, se acabó o no hay más.” Se dice “¡Listo!” o “¡Todo listo!” “¡Todo listo! Ya terminé de guardar mis juguetes.

3. This picture demonstrates the phrase That’s it!. It shows the fi nish line of a race. That’s it! The race is over.

4. I’m going to describe an event. It the event is fi nished say, “That’s it!” If not, say nothing.

I am done with the test. The ball game is over. The play has come to an end. The movie has just started.5. I’ll say some sentences or phrases. If they

mean almost the same thing as That’s it say, “That’s it!” If not, say nothing.

It’s over. The end I’m fi nished. Get ready.6. Repeat the phrase three times with me:

That’s it! That’s it! That’s it!

Word 4 That’s it! (that’s the one)

1. In English, we can use the phrase That’s it! to identify something. Say it with me: That’s it! That’s it! means “that’s the one, that is what I want.” That’s it! I want that red dress.

2. En español, that’s it! tiene otro signifi cado. También quiere decir “eso es; ése es el que quiero.” ¡Ése es! Quiero ese vestido rojo.

3. This picture demonstrates the phrase That’s it. It shows a girl holding up the piece of the puzzle that she needs. That’s it! That’s the piece that will solve the puzzle.

4. I’ll say some sentences that describe an item. You say, “That’s it!” and repeat the sentence.

That’s the hat that I want. That is my car. That is the book I was looking for.5. I’ll ask some questions about things in this

classroom. Point to the answers and say, “That’s it!”

Which is the fi rst desk near the door? What do we look at to tell what time it is? What is the United States Flag?6. Repeat the phrase three times with me:

That’s it! That’s it! That’s it!

330

read paint show and tell

swim sing sew

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Basic WordsUnit 6 Week 1 Olivia

read, paint, show and tell, swim, sing, sew

331

Key VocabularyUnit 6 Week 2 Whistle for Willie

Word 1 errand

Word 2 suddenly

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Key Vocabulary


1. One word in the selection is errand. Say it with me: errand. An errand is a short trip to do or buy something. When you go to the store to buy a box of juice, you go on an errand.

2. En español, errand quiere decir “mandado, una salida rápida para hacer o comprar algo.” Cuando sales al supermercado a comprar jugo, haces un mandado.

3. Now let’s look at a picture that shows the word errand. This mom and her son and daughter went on an errand together. They went to the store to get some food.

4. Tell your partner about an errand you went on. Who did you go with? What did you get?

5. Look again at the photo. What do you think the mom and girl will do now? Do you think they will go on another errand? Talk with your partner about it.

6. Now let’s say errand together three more times: errand, errand, errand.

PARTNER TALK

TEACHER TALK

Word 2 suddenly


1. Another word in the selection is suddenly. Say it with me: suddenly. Suddenly means “without warning, quickly, unexpected.” If it suddenly starts to rain, the rain falls quickly. You did not expect it to rain, so you might get very wet.

2. En español, suddenly quiere decir “repentinamente, inesperadamente.” Si empieza a llover repentinamente, llueve de repente. Como no esperabas que lloviera, te podrías mojar.

3. Now let’s look at a picture that shows the word suddenly. Look at the lightning in the sky. Lightning strikes suddenly. First it is not there, then suddenly, with no warning—boom—it strikes.

4. Let’s take a walk around the room. Show what we do if we stop suddenly.

5. Let’s pretend we are reading a book, and then suddenly start to laugh.

6. Now let’s say suddenly together three more times: suddenly, suddenly, suddenly.

MOVEMENT

Word 1 errand

334


Word 3 dare

Word 4 humble

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Key Vocabulary

TEACHER TALK

TEACHER TALK

Word 3 dare


1. One word in the selection is dare. Say it with me: dare. To dare means “to challenge someone to do something.” Dare can also mean that you have the courage to do something. I do not have the courage to sing in front of people. I would not dare do it.

2. En español, to dare quiere decir “desafi ar o retar a alguien a hacer algo; atreverse a hacer algo.” No tengo la valentía para cantar en frente de otras personas. No me atrevo a hacerlo.

3. Now let’s look at a picture that shows the word dare. These children are learning how to defend themselves. They are in a position that dares others to attack them.

4. Tell your partner about a time you dared to do something different. Use the sentence frame: I dared to .

5. Pretend you wanted your partner to eat a strange new kind of food. Use the word dare to challenge your partner to eat it.

6. Now let’s say dare together three more times: dare, dare, dare.

PARTNER TALK

Word 4 humble


1. Another word in the selection is humble. Say it with me: humble. If you are humble, you do not want attention. People who do nice things for others are often humble. They do not want a lot of attention from others. They just want to help.

2. En español, humble quiere decir “humilde, sin llamar la atención, sin orgullo.” Las personas que sirven a los demás por lo general son personas humildes. No piden atención. Sólo quieren ayudar.

3. Humble in English and humilde in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word humble. This girl just danced on stage. She is humble. She is hiding behind the curtain because she does not want a lot of attention from the audience.

5. Tell your partner how to be humble if you just got the highest mark in the class on a test.

6. Who is the most humble person you know or know about? Talk with your partner about this person. What does he or she do that is humble?

7. Now let’s say humble together three more times: humble, humble, humble.

PARTNER TALK

336


Word 5 permit

Word 6 predicament

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Key Vocabulary

TEACHER TALK

TEACHER TALK

Word 5 permit


1. One word in the selection is permit. Say it with me: permit. To permit means “to allow.” If your parents let you stay up late on the weekend, they permit you to stay up.

2. En español, to permit quiere decir “permitir, dejar que algo sea posible.” Si tus padres te dejan acostarte tarde los fi nes de semana, ellos permiten que lo hagas.

3. To permit in English and permitir in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word permit. The parents of these children permit them to ride bikes, but only if they wear their helmets. They do not permit them to ride without helmets.

5. Ask your partner if the teacher permits him or her to call out answers. Then after answering, switch roles and repeat.

6. Tell your partner one thing you would permit a dog to do, and one thing you would not permit a dog to do.

7. Now let’s say permit together three more times: permit, permit, permit.

PARTNER TALK

Word 6 predicament


1. Another word in the selection is predicament. Say it with me: predicament. A predicament is a diffi cult situation or a situation where there is a problem. If you lock yourself out of your house, you are in a predicament. If you get a fl at tire while riding your bike, you are in a predicament.

2. En español, predicament quiere decir “situación difícil donde existe un problema, un aprieto.” Si cierras tu casa con llave y no tienes tus llaves, estás en un aprieto. Si se te poncha la llanta mientras andas en bicicleta, estás en un aprieto.

3. Now let’s look at a picture that shows the word predicament. The car broke down. It does not work. This woman is in a predicament. What does she do to help fi x this predicament? (She is calling for help on the phone.)

4. Tell your partner about a predicament you had. What did you do about it?

5. Tell your partner about a predicament that someone else had. What happened?

6. Now let’s say predicament together three more times: predicament, predicament, predicament.

PARTNER TALK

338


Word 7 solution

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TEACHER TALK

Word 7 solution


1. One word in the selection is solution. Say it with me: solution. Solution means “the answer to a problem, or the way to fi x a problem.” If you are asked to fi nd one and one, the solution is two. One solution for fi xing a fl at tire is to change the tire.

2. En español, solution quiere decir “solución, manera de resolver un problema.” Si se poncha una llanta, hay una solución: cambiar la llanta.

3. Solution in English and solución in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word solution. (Point to the girl at the end of the number mats in the photo.) Look at the numbers. This girl must put the next number onto the mat. What is the solution? How do you know? (Seven, because when you count, seven comes after six.)

5. I’ll put a problem on the board. Work with your partner to fi nd the solution. Then, we will share the solutions. (Write this problem on the board: 2 + 5 - 6 = ?)

6. Tell your partner about a problem you had or a predicament you were in. Then tell about the solution you used to solve the problem. Was it a good solution? Why or why not?

7. Now let’s say solution together three more times: solution, solution, solution.

PARTNER TALK

340

Function Words and PhrasesUnit 6 Week 2 Whistle for Willie

Word 1 start home

Word 2 get home

© Macmillan/McGraw-Hill • photo credits: (t) © Comstock/PictureQuest/Jupiterimages. (b) © Image Source Black/Alamy Images.



1. In English, we use start home to tell about the beginning of the trip home. Say it with me: start home. Start home means “begin to go back to where you live.” After the game I will start home.

2. En español, to start home quiere decir “regresar a casa.” Después del partido voy a regresar a casa.

3. This picture demonstrates the phrase start home. It shows children getting on the school bus after school. They are leaving school to start home.

4. Tell your partner about a place you leave to start home. Use this sentence: When I leave

I start home. (Examples include: school, the mall, the store, the playground)

5. Tell your partner how you start home from school. Use the sentence: When I start home from school I . (Examples include: ride the bus, ride in my car, ride my bike, walk, take a train)

6. Repeat the phrase three times with me: start home, start home, start home.

1. In English, we use get home to tell about arriving at home. Say it with me: get home. Get home means “to arrive at where you live.” I get home from school at three o’clock.

2. En español, to get home quiere decir “llegar a casa.” Llegaré a casa de la escuela a las fres en punto.

3. This picture demonstrates the phrase get home. It shows a boy who runs to his mother when he gets home.

4. Tell your partner some things you do when you get home from school. Use the sentence: When I get home from school I .

5. Tell your partner about a time it took you a long time to get home. Then tell about a time it took a short time to get home. Talk about how you got home both times.

6. Repeat the phrase three times with me: get home, get home, get home.

Word 1 start home

Word 2 get home

342

Function Words and PhrasesUnit 6 Week 2 Whistle for Willie

Word 3 look into (look into a mirror)

Word 4 look into (to study something)

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1. In English, we can use look into to tell about taking a glance. Say it with me: look into. Look into means “to glance or turn your eyes into or at something.” Look into the box to see what is inside.

2. En español, to look into quiere decir “mirar adentro de algo o hacia una cosa.” Mira dentro de la caja para ver qué contiene.

3. This picture demonstrates the phrase look into. It shows a girl who is playing dress up. She looks into a mirror to see how she looks in her costume.

4. I’m going to name some objects. If you can look into them say, “You can look into it.” If not say, “You cannot look into it.”

a mirror a house an opened box a locked safe a wall5. I’m going to describe some actions. If I am

looking into something say, “You are looking into it.” If not say, “You are not looking into it.”

I see myself in the mirror. I see what is inside the bag. I close the door to the house. I stare at the inside of my closet.6. Repeat the phrase three times with me: look

into, look into, look into.

1. In English, we can use look into to tell about fi nding out about something. Say it with me: look into. Look into means “to study something or to fi nd out about something.” The police offi cer will look into the robbery.

2. En español, to look into tiene otro signifi cado. También quiere decir “estudiar algo o averiguar algo; investigar.” El policía investigará el robo.

3. This picture demonstrates the phrase look into. It shows a boy studying. He is looking into a subject he must learn about for school.

4. Think about your favorite animal. What would you like to look into about that animal? Do you want to know why, where, or how something happens with the animal? Tell your partner using the sentence starter: I would like to look into . (Examples include: why a dog sheds, where penguins live, how lions eat)

5. Tell your partner about something you have already looked into for school. What did you learn after you looked into it?

6. Repeat the phrase three times with me: look into, look into, look into.

Word 3 look into (look into a mirror)

Word 4 look into (to study something)


344

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whistle skate write

draw dance pay attention




Basic WordsUnit 6 Week 2Whistle for Willie

whistle, skate, write, draw, dance, pay attention

345

Key VocabularyUnit 6 Week 3 Cool Jobs

Word 1 interesting

Word 2 ordinary

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Key Vocabulary

TEACHER TALK

TEACHER TALK

Word 1 interesting


1. One word in the selection is interesting. Say it with me: interesting. When something is interesting, you want to spend time doing it or looking at it. It is interesting to learn new things. Some people think it is interesting to watch how animals act. An interesting book is a book that someone enjoys reading and wants to read more of.

2. En español, interesting quiere decir “interesante, algo que te llama la atención.” A mucha gente le interesa aprender cosas nuevas. Algunas personas piensan que es interesante observar a los animales. Un libro interesante es uno que nos gusta leer.

3. Interesting in English and interesante in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word interesting. Look at how these children are studying the pinecones. They fi nd these pinecones interesting. They want to look at them and learn about them.

5. Tell your partner about an interesting story you read. Why did you think it was interesting?

6. Talk to your partner about the most interesting person you know or have seen on television. What makes this person so interesting?

7. Now let’s say interesting together three more times: interesting, interesting, interesting.

PARTNER TALK

Word 2 ordinary


1. Another word in the selection is ordinary. Say it with me: ordinary. Something that is ordinary isn’t special. On an ordinary school day, we have math and reading. We do not have parties on ordinary days.

2. En español, ordinary quiere decir “ordinario, común y corriente, nada especial.” En un día de clases ordinario vemos matemáticas y lectura. No tenemos fi estas en los días ordinarios.

3. Ordinary in English and ordinario in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word ordinary. Look at the cars. There is nothing very special about them. They are ordinary cars.

5. Let’s pretend we are reading a book the ordinary way. Then let’s show a special or unusual way to read a book.

6. Let’s walk in an ordinary way. Now let’s walk in a funny or silly way.

7. Now let’s say ordinary together three more times: ordinary, ordinary, ordinary.

MOVEMENT

348


Word 3 duty

Word 4 equipment

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Key Vocabulary

TEACHER TALK

TEACHER TALK

Word 3 duty


1. One word in the selection is duty. Say it with me: duty. Duty means “a chore or responsibility.” It is your duty to come to school everyday.

2. En español, duty quiere decir “responsabilidad, obligación, deber.” Es tu deber venir a clases todos los días.

3. Now let’s look at a picture that shows the word duty. This girl has a duty to help with the laundry. What other duties might she have? (Examples include: feed the dog, do the dishes)

4. Draw a picture that shows a duty you have at home. Tell your partner about your picture.

5. Tell your partner a duty you have in school. Use the sentence frame: In school, it is my duty to .

6. Now let’s say duty together three more times: duty, duty, duty.

PARTNER TALK

Word 4 equipment


1. Another word in the selection is equipment. Say it with me: equipment. Equipment means “tools used to do a certain job.” Football players use equipment such as footballs, helmets, and padding when they play. Fire fi ghters use equipment such as a hose, helmet, and ax when they fi ght fi res.

2. En español, equipment quiere decir “equipo, las herramientas necesarias para realizar un trabajo.” Los futbolistas usan pelotas de fútbol, cascos y hombreras para jugar. Los bomberos usan equipo como mangueras, cascos y hachas para combatir incendios.

3. Equipment in English and equipo in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word equipment. (Point to the girl in the photo.) This girl is using safety equipment while she is on her skateboard. See the helmet and knee pads?

5. Tell your partner what kind of equipment you need to go on a camping trip. (Examples include: tent, sleeping bag, lamp)

6. Talk with your partner about a job that uses special equipment, such as a doctor, police offi cer, or builder. Then talk about the equipment needed to do the job.

7. Now let’s say equipment together three more times: equipment, equipment, equipment.

PARTNER TALK

350


Word 5 profession

Word 6 satisfaction

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Key Vocabulary

TEACHER TALK

TEACHER TALK

Word 5 profession


1. One word in the selection is profession. Say it with me: profession. A profession is a job that a person needs special training to do. Doctors go to school for many years to learn their profession.

2. En español, profession quiere decir “profesión, un ofi cio que requiere de una educación o entrenamiento para ejercer.” Los doctores tienen que ir a la universidad por muchos años para aprender su profesión.

3. Profession in English and profesión in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word profession. This man is an animal doctor. He went to school for many years to learn this profession.

5. Pretend that you want to be an animal doctor. Talk to your partner about some things you have to learn to be in that profession.

6. Tell your partner about someone you know who works in a profession. What is the profession? What does the person do in this profession?

7. Now let’s say profession together three more times: profession, profession, profession.

PARTNER TALK

Word 6 satisfaction


1. Another word in the selection is satisfaction. Say it with me: satisfaction. Satisfaction means “contentment and happiness.” We usually feel satisfaction when we do a good job. When we are happy with our friends, we feel satisfaction, too.

2. En español, satisfaction quiere decir “satisfacción, el estar complacido y contento.” Nos da satisfacción realizar un buen trabajo. Cuando estamos rodeados de amigos, sentimos satisfacción.

3. Satisfaction in English and satisfacción in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word satisfaction. These children are enjoying their dog. They are happy and feeling good. They have satisfaction with their pet.

5. Tell your partner about something you did that made you feel satisfaction after you were done.

6. Take turns naming words that tell how you feel when you feel satisfaction. (Examples include: happy, content, relaxed, pleasure, glad)

7. Now let’s say satisfaction together three more times: satisfaction, satisfaction, satisfaction.

PARTNER TALK

352


Word 7 thorough

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1. One word in the selection is thorough. Say it with me: thorough. Thorough means “complete and very careful.” When you wash your hands, do a thorough job to kill all of the germs.

2. En español, thorough quiere decir “completo, absoluto, con mucho cuidado.” Hay que lavarse las manos con mucho cuidado para matar todos los gérmenes.

3. Now let’s look at a picture that shows the word thorough. This doctor is doing a thorough examination on this patient. She wants to check this patient carefully and completely to be sure he is not sick.

4. Pretend you lost an important paper in your desk. Let’s act out doing a thorough search for the paper.

5. Let’s act out how to do a thorough job of washing our hands and then of brushing our teeth.

6. Now let’s say thorough together three more times: thorough, thorough, thorough.

Word 7 thorough

354

Function Words and PhrasesUnit 6 Week 3 Cool Jobs

Word 1 pull out (yank out)

Word 2 pull out (leave)

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1. In English, we can use pull out to describe taking something out from its place. Say it with me: pull out. Pull out means “to yank from or yank out.” I will pull out my tooth when it gets very loose.

2. En español, to pull out quiere decir “arrancar algo de su lugar; sacar de un tirón.” Cuando mi diente ya esté muy fl ojo, me lo voy a sacar de un tirón.

3. This picture demonstrates the phrase pull out. This child must pull out the carrot from the ground to get the carrot. (Point to the carrot.) Because it was growing in the ground, it will take a lot of strength to pull it out.

4. I will describe some actions. Say, “pull out” if the actions describe someone pulling out something. Say nothing if they do not.

The gardener yanked a bunch of weeds out of the ground.

Amber took her lunch out from her lunchbox. I caught a fi sh and got it out of the water. Mika pulled the door closed.5. I’ll say some words. If they are close in

meaning to pull out, raise your hand and say “pull out.” If not, say and do nothing.

yank take out tug raise from push in6. Repeat the phrase three times with me: pull

out, pull out, pull out.

1. In English, we can use pull out to tell about leaving. Say it with me: pull out. Pull out means “to leave something you were in or somewhere you were at.” The team pulled out of the competition when the star player was hurt.

2. En español, to pull out también quiere decir “retirarse; abandonar un lugar o un evento.” El equipo se retiró de la competencia cuando su jugador estrella se lastimó.

3. This picture demonstrates the phrase pull out. It shows a driver in a car. The car pulls out of, or leaves, the driveway.

4. Tell your partner about some places you have seen a bus or car or train pull out of. Use the sentence starter: I saw a [bus, car, train] pull up out of . (Examples include: a garage, a train station, a bus station, a driveway)

5. Look at the picture again. Describe to your partner what happens as a car pulls out of a driveway. (First the car is not moving, then the driver starts the car, and then it moves away from the house.)

6. Repeat the phrase three times with me: pull out, pull out, pull out.

Word 1 pull out (yank out)

Word 2 pull out (leave)


356

Function Words and PhrasesUnit 6 Week 3 Cool Jobs

Word 3 get to work (start work)

Word 4 get to work (travel to work)

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Word 4 get to work (travel to work)

Word 3 get to work (start work)

1. In English, we can use get to work to tell about starting to work. Say it with me: get to work. Get to work means “begin doing your job or what you must do.” In school we get to work as soon as we sit down in the morning.

2. En español, to get to work quiere decir “empezar a trabajar; poner manos a la obra.” En la escuela, empezamos a trabajar en cuanto nos sentamos en la mañana.

3. This picture demonstrates the phrase get to work. It shows children getting to work in school. They are fi nding places on the globe.

4. Let’s pretend we are carpenters building something. We are all relaxing and eating lunch. But when I say “Let’s get to work!” everyone pretend to start building . (Act out eating lunch, then say “Let’s get to work.”)

5. Let’s do this same activity. This time we will act out being students in school. You can talk act out talking to each other, but when I say “Let’s get to work!” stop talking and start acting out doing school work.

6. Repeat the phrase three times with me: get to work, get to work, get to work


1. In English, we can use get to work to tell about going to work. Say it with me: get to work. Get to work means “to travel to your job.” Some people get to work by bus.

2. En español, to get to work tiene otro signifi cado. También quiere decir “viajar a su trabajo.” Algunas personas viajan a su trabajo por autobús.

3. This picture demonstrates the phrase get to work. It shows that some people get to work by train.

4. Your work is your school. Take turns asking and answering each other about how you each get to work.

5. Now talk about what you both do fi rst when you get to work (which is really school). Use this sentence to begin: When I fi rst get to work I .

6. Repeat the phrase three times with me: get to work, get to work, get to work.

358

zoo airport hotel

offi ce circus police station

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Basic WordsUnit 6 Week 3Cool Jobs

zoo, airport, hotel, offi ce, circus, police station

359

Word 1 invisible

Word 2 clues

Key VocabularyUnit 6 Week 4 Dot and Jabber and the Big Bug Mystery

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Key Vocabulary


TEACHER TALK

Word 1 invisible


1. One word in the selection is invisible. Say it with me: invisible. When something is invisible, you cannot see it. On a cloudy day, you cannot see the sun. It is still in the sky, but it is made invisible by the clouds.

2. En español, invisible quiere decir “invisible, que no se puede ver.” En un día nublado, no se ve el sol. Está ahí en el cielo, pero es invisible porque las nubes no nos dejan verlo.

3. Invisible in English and invisible in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word invisible. (Point to the nearly hidden fi sh in the photo.) You know there is something under the seabed, but you cannot see it. It is a fi sh. The fi sh was made invisible by its surroundings.

5. Hold up your hands. Now let’s all make our hands invisible. Let’s make them visible again!

6. Show your partner a small object. Have your partner look away. Now make the object invisible. Switch roles and repeat. At the end, show each other where the object is. Make it visible again.

7. Now let’s say invisible together three more times: invisible, invisible, invisible.

Word 2 clues


1. Another word in the selection is clues. Say it with me: clues. Clues are “hints or signs.” A detective uses clues to help solve a crime. When a dog goes to the door and barks, it is a clue that the dog wants to go out.

2. En español, clues quiere decir “pistas, indicios.” Un detective usa pistas para resolver un caso. Que un perro ladre y corra a la puerta es una pista que quiere salir.

3. Now let’s look at a picture that shows the word clues. (Point to the sky in the photo.) The sky is dark. You can tell it is windy too. These are clues that tell us that a storm is coming.

4. Think of a fruit. Give your partner three clues about the fruit. Have your partner try to guess the fruit. Keep giving clues until the fruit is guessed. Switch roles and repeat.

5. Play the clue guessing game again with your partner. This time give clues about an animal that you think of.

6. Now let’s say clues together three more times: clues, clues, clues.

PARTNER TALK


362

Word 3 blend

Word 4 dull


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Key Vocabulary

TEACHER TALK

TEACHER TALK

Word 3 blend


1. One word in the selection is blend. Say it with me: blend. A blend is a mix or combination. Our class is a blend of many different people.

2. En español, blend quiere decir “mezcla, combinación.” En nuestro salón hay una mezcla de diferentes personas.

3. Now let’s look at a picture that shows the word blend. (Point to the different cloths in the photo.) These cloths are a blend, or mix, of many different colors and patterns.

4. Look around the room. Describe an object that has a blend of colors or patterns to your partner. Have your partner guess the object. Then switch roles and repeat.

5. Tell your partner what foods you would blend to make a tasty stew or soup.

6. Now let’s say blend together three more times: blend, blend, blend.

PARTNER TALK

Word 4 dull


1. Another word in the selection is dull. Say it with me: dull. Dull means “boring or plain.” A room that is all grey, with no other colors, may seem dull. A party with no music or games may seem dull, too!

2. En español, dull quiere decir “aburrido o muy simple.” Un cuarto pintado de gris, sin ningún otro color, puede ser un poco aburrido. Una fi esta sin música ni piñata puede ser aburrida también.

3. Now let’s look at a picture that shows the word dull. Look at this small pile of sand. It is all one color and has no interesting shape. It is plain and dull.

4. Tell your partner about one object in the classroom that you think is dull. What does it look like?

5. Talk with your partner about other words that mean dull. Then try to think of words that mean the opposite of dull. (Examples include: plain, boring, simple, uninteresting; fancy, colorful, fun, interesting)

6. Now let’s say dull together three more times: dull, dull, dull.

PARTNER TALK


364

Word 5 swift

Word 6 habit


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Key Vocabulary


TEACHER TALK

Word 5 swift


1. One word in the selection is swift. Say it with me: swift. Swift means “quick or fast.” If you go on a quick walk around the block, it is a swift walk. A quick or fast runner is a swift runner.

2. En español, swift quiere decir “rápido, veloz.” Si caminas de prisa por la calle, tu paso es veloz. Una persona que corre rápidamente es un corredor veloz.

3. Now let’s look at a picture that shows the word swift. This is a racing car. In order to win a car race, the car must be swift, or fast.

4. Take turns walking across the room in a swift way.

5. Talk with your partner about why someone might need to be swift. For example, you need to be a swift runner to win a race.

6. Now let’s say swift together three more times: swift, swift, swift.

Word 6 habit


1. Another word in the selection is habit. Say it with me: habit. A habit is something you do over and over. A habit is a pattern or routine you follow. If you do your homework at the same time every day, it becomes a habit.

2. En español, habit quiere decir “costumbre, una cosa que haces una y otra vez, hábito.” Si haces tu tarea a la misma hora todos los días, se vuelve un hábito hacerla a la misma hora.

3. Habit in English and hábito in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word habit. These children always brush their teeth after they eat. This is a good habit. Brushing their teeth after eating is a routine they follow.

5. Tell your partner about some good habits you have, such as brushing your teeth after eating.

6. Tell your partner about a bad habit you have or you have seen people do that you think should stop, such as biting your fi ngernails.

7. Now let’s say habit together three more times: habit, habit, habit.

PARTNER TALK


366

Word 7 understandKey VocabularyUnit 6 Week 4 Dot and Jabber and the Big Bug Mystery

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TEACHER TALK

Word 7 understand


1. One word in the selection is understand. Say it with me: understand. When you understand something, you know about it and are able to explain it to someone else. If you know how to add two numbers, you understand addition. When you understand addition, you can explain how to add.

2. En español, to understand quiere decir “entender, conocer bien una materia.” Cuando entiendes algo, lo sabes y lo puedes explicar a otra persona. Si sabes sumar, puedes explicarle a otra persona cómo hacerlo.

3. Now let’s look at a picture that shows the word understand. The teacher just taught these children something in school. They raise their hands to answer a question, because they understand what they learned.

4. Explain something that you understand to your partner. You can explain how to add two numbers, or tell about a book you read.

5. Look at the photo again. Talk with your partner about why children in school raise their hands when they want to answer a question. Give reasons to show that you understand why. (Examples include: so the teacher knows that they know the answer; so everyone does not talk at once)

6. Now let’s say understand together three more times: understand, understand, understand.

PARTNER TALK


368

Function Words and PhrasesUnit 6 Week 4 Dot and Jabber and the Big Bug Mystery

Word 1 walk through

Word 2 to be through

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1. In English, we use walk through to describe walking in a place. Say it with me: walk through. Walk through means “to stroll in a place from one end to another.” On warm days I like to walk through town.

2. En español, to walk through quiere decir “dar un paseo por.” Cuando hace buen tiempo, me gusta dar un paseo por la ciudad.

3. This picture demonstrates the phrase walk through. (Point to the family). The family walks through the park.

4. I will describe some actions. After each say “You are walking through the .”

I am strolling all around the school. I am going from one end of the store to

the other. I am walking with my friend and looking

all around his house.5. I’ll say some words. If the word names

something you can walk through, say “You can walk through it.” If not say, “You cannot walk through it.”

a park a mall a wall a room

a puppy6. Repeat the phrase three times with me: walk

through, walk through, walk through.

1. In English, we use to be through to tell about when we have completed something. Say it with me: to be through. To be through means “to be fi nished or done.” I will be through with my work in ten minutes.

2. En español, to be through quiere decir “acabar, terminar algo.” Dentro de diez minutos terminaré mi trabajo.

3. This picture demonstrates the phrase to be through. It shows a fi nished or completed drawing. The boy is through with this drawing.

4. I will tell you about some actions. Say, “You are through,” or “You are not through,” to tell about the actions.

I fi nished taking the test. I painted the whole room. I completed the book I was reading. I still have to fi nish my lunch.5. I will say some words. If they mean almost the

same as to be through, say “to be through.” If not say nothing.

to be done to be completed to begin to be fi nished to be happy6. Repeat the phrase three times with me: to be

through, to be through, to be through.

Word 1 walk through

Word 2 to be through

370

Function Words and PhrasesUnit 6 Week 4 Dot and Jabber and the Big Bug Mystery

Word 3 in plain sight

Word 4 plain object

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Word 4 plain object

Word 3 in plain sight

1. In English, we use in plain sight to tell about things we can see. Say it with me: in plain sight. In plain sight means “clear or easy to see or notice.” The playground I am going to is in plain sight.

2. En español, in plain sight quiere decir “que es fácil de ver, en plena vista.” Voy a un parque que está en plena vista.

3. This picture demonstrates the phrase in plain sight. It shows a cheetah that can be easily seen. The cheetah is not hiding: it is in plain sight.

4. I’ll name some objects in the room. If the object is in plain sight say, “It’s in plain sight.” If you can not see it say, “It’s not in plain sight.”

my desk my comb the chalkboard your coat5. I’ll say some sentences. Repeat each sentence,

replacing the words easily seen with in plain sight.

The kangaroo was easily seen. The pimple on her face was easily seen. My backpack in the closet is not easily seen. 6. Repeat the phrase three times with me: in

plain sight, in plain sight, in plain sight.

1. In English, we use plain object to tell about objects that are not fancy. Say it with me: plain object. Plain object means “something that is undecorated or simple.” There is a plain object on my desk. It is a plain sheet of paper.

2. En español, plain object quiere decir “una cosa sencilla, sin lujos ni decoraciones.” Hay una cosa sencilla sobre mi escritorio. Es una simple hoja de papel.

3. This picture demonstrates the words plain object. It shows a plain object. (Point to the pizza.) The plain pizza has no toppings. It only has cheese and sauce.

4. Think about what might be on a plain sandwich. Describe a plain sandwich to your partner. Then talk about how you can make the sandwich different so that it is not plain.

5. Tell your partner some words that mean almost the same as plain. Then tell some words that mean the opposite of plain. (Examples include: the same: simple, undecorated; opposite: fancy, decorated)

6. Repeat the words three times with me: plain object, plain object, plain object.


372

fl y hide hop

run away sting crawl

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Basic WordsUnit 6 Week 4Dot and Jabber and the Big Bug Mystery

fl y, hide, hop, run away, sting, crawl

373

Key VocabularyUnit 6 Week 5 Super Oscar

Word 1 daydream

Word 2 cancel

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Key Vocabulary

TEACHER TALK

TEACHER TALK

Word 1 daydream


1. One word in the selection is daydream. Say it with me: daydream. To daydream means “to think about something you wish for or hope for.” When it is cold and rainy outside, you might daydream about a warm, sunny day at the beach.

2. En español, to daydream quiere decir “soñar despierto sobre algo que deseas.” En un día frío y lluvioso es posible que sueñes despierto con un día cálido y asoleado en la playa.

3. Now let’s look at a picture that shows the word daydream. Have you ever daydreamed in class? This boy has. He is looking into space, like he is deep in thought, but he is not working like the girl behind him. Maybe he is daydreaming about being outside playing soccer.

4. Let’s all daydream about a special place you would like to visit. Then tell your partner about your daydream.

5. Now let’s daydream about actually meeting a famous person you would like to meet. Then tell your partner what happened in your daydream.

6. Now let’s say daydream together three more times: daydream, daydream, daydream.

PARTNER TALK

Word 2 cancel


1. Another word in the selection is cancel. Say it with me: cancel. To cancel means “to call off or stop.” If you are supposed to play a baseball game and it starts to rain, you may cancel, or call off, the game. If it snows a lot, school may be cancelled or called off.

2. En español, to cancel quiere decir “cancelar, anular o dejar de hacer.” Si empieza a llover durante un partido de béisbol, se puede cancelar el juego. Se pueden cancelar las clases durante una tormenta de nieve.

3. To cancel in English and cancelar in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word cancel. Look at how sad these players look. That’s because their game was canceled. They thought they were going to play, but the game was called off.

5. Tell your partner about something you were going to that was canceled. Was it a party, school, a visit, a show? Tell why it was canceled.

6. Act out with your partner how you would cancel an appointment with a doctor or dentist. Pretend you are talking on the phone to cancel the appointment. Use the sentence starter: I’m sorry, but I have to cancel the appointment because .

7. Now let’s say cancel together three more times: cancel, cancel, cancel.

PARTNER TALK

376


Word 3 nutritious

Word 4 plentiful

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Key Vocabulary

TEACHER TALK

TEACHER TALK

Word 3 nutritious


1. One word in the selection is nutritious. Say it with me: nutritious. Food that is nutritious is healthy and good for you. Nutritious food has vitamins that we need to stay healthy. Vegetables are nutritious. Candy is not nutritious.

2. En español, nutritious quiere decir “nutritivo.” La comida nutritiva tiene vitaminas que necesitamos para mantenernos sanos. Las verduras son nutritivas. Los dulces no son nutritivos.

3. Nutritious in English and nutritivo in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word nutritious. (Point to the different foods in the photo.) These foods are all nutritious. The vegetables are nutritious, and so is the orange juice. We eat nutritious foods to stay healthy and to help us grow.

5. Take turns with your partner naming nutritious foods and drinks. (Examples include: spinach, oranges, milk, fi sh)

6. Tell your partner why it is important to eat nutritious foods. Use the sentence starter: It is important to eat nutritious foods because .

7. Now let’s say nutritious together three more times: nutritious, nutritious, nutritious.

PARTNER TALK

Word 4 plentiful


1. Another word in the selection is plentiful. Say it with me: plentiful. If something is plentiful, there is a lot of it. There is enough for everyone. In the library, books are plentiful.

2. En español, plentiful quiere decir “abundante, que hay en gran cantidad.” Hay una cantidad abundante de libros en la biblioteca.

3. Now let’s look at a picture that shows the word plentiful. Look at all of the food on the table. At this feast, food will be plentiful. There will be plenty for everyone.

4. Draw a picture of something that is plentiful. It might be something in a store. Label your picture with the sentence: is plentiful. Tell your partner about your picture.

5. Tell your partner about a place where friends are plentiful. (Examples include: a party, in school, in your neighborhood)

6. Now let’s say plentiful together three more times: plentiful, plentiful, plentiful.

PARTNER TALK

378


Word 5 stubborn

Word 6 visit

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Key Vocabulary


TEACHER TALK

Word 5 stubborn


1. One word in the selection is stubborn. Say it with me: stubborn. Someone who is stubborn refuses to change, listen, or move. A dog acts stubborn when it will not move or go for a walk. A stubborn child does not go to bed when he or she is supposed to.

2. En español, stubborn quiere decir “terco, que se niega a cambiar, escuchar o mover.” Un perro terco se niega a moverse. Un niño terco desobedece a sus padres cuando le dicen que se acueste.

3. Now let’s look at a picture that shows the word stubborn. This boy is stubborn. He will not listen. He does not want to do what he is being told to do. He does not want to change.

4. One partner asks another to come with him or her. The other partner acts stubborn and refuses to go. Then switch roles and repeat.

5. Let’s all use our faces and gestures to show what we look like when we are stubborn.

6. Now let’s say stubborn together three more times: stubborn, stubborn, stubborn.

Word 6 visit


1. Another word in the selection is visit. Say it with me: visit. To visit means “to go to see someone for a little while, to spend some time with someone.” When someone is ill you can visit, or go to see the person in the hospital.

2. En español, to visit quiere decir “visitar, ir a ver a alguien un rato.” Puedes visitar a un enfermo en el hospital.

3. To visit in English and visitar in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word visit. (Point to the children in the photo.) These children are going to visit their grandparents. They are going to spend time with their grandparents. Everyone is happy about the visit.

5. Tell your partner about a visit you went on. Where did you go? Who did you see?

6. Tell your partner about someone who visited you. Describe the visit to your partner.

7. Now let’s say visit together three more times: visit, visit, visit.

PARTNER TALK

380


Word 7 fantastic

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TEACHER TALK

Word 7 fantastic


1. One word in the selection is fantastic. Say it with me: fantastic. Fantastic means “terrifi c, great, better than usual.” A trip that is lots of fun and exciting is a fantastic trip. If you get 100 on your test, it is a fantastic grade.

2. En español, fantastic quiere decir “fantástico, magnífi co, fabuloso.” Un viaje divertido y emocionante es un viaje fantástico. Si sacas 100 porciento de las respuestas bien en un examen, sacas una nota fantástica.

3. Fantastic in English and fantástico in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word fantastic. This canyon is beautiful and unusual. It is not plain or ordinary. It is fantastic.

5. Tell your partner about a fantastic meal you had. What did you eat? Where was the meal? Who was there? What made it so fantastic?

6. Tell your partner what the most fantastic movie or TV program you ever saw was. Tell why it was fantastic.

7. Now let’s say fantastic together three more times: fantastic, fantastic, fantastic.

PARTNER TALK

382

Function Words and PhrasesUnit 6 Week 5 Super Oscar

Word 1 daydream

Word 2 to dream for

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Word 1 daydreamTEACHER TALK PARTNER TALK1. In English, we use daydream to describe

thinking about something. Say it with me: daydream. Daydream means “to have pleasant thoughts, to not pay attention because your are thinking about something pleasant, to imagine.” In cold weather, I like to daydream about going to the beach in the summer.

2. En español, to daydream quiere decir “soñar despierto; distraerse con pensamientos agradables.” Cuando hace frío, sueño despierto con ir a la playa en el verano.

3. This picture demonstrates the word daydream. It shows a girl daydreaming about something while she is in school. Is it good to daydream in school? Why or why not?

4. Tell your partner about a daydream you have had. What do you like to daydream, or think about during the day?

5. Daydream about meeting someone famous who you would like to meet. Then tell your partner about your daydream.

6. Repeat the word three times with me: daydream, daydream, daydream.

Word 2 to dream forTEACHER TALK PARTNER TALK1. In English, we use to dream for to tell about

wishing. Say it with me: to dream for. To dream for means “to wish for or to hope for.” I dream for a chance to star in a movie.

2. En español, to dream for quiere decir “anhelar o desear algo.” Yo anhelo ser una estrella de cine.

3. This picture demonstrates the phrase to dream for. It shows a boy looking in a toy store window. He is dreaming for a toy he wants. Which toy do you think he is dreaming for?

4. Tell your partner about a toy you dream for. Look at the picture to help you. Use the sentence: I dream for a .

5. Think of something you would like to do. For example, would you like to meet the president? Tell your partner what you dream for using this sentence starter: I dream for a chance to .

6. Repeat the phrase three times with me: dream for, dream for, dream for.

384

Word 3 aroundFunction Words and PhrasesUnit 6 Week 5 Super Oscar

Word 4 round

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Word 3 aroundTEACHER TALK MOVEMENT1. In English, we use around to describe where.

Say it with me: around. Around means “from one place to another, surrounding a place or thing.” I wear a belt around my waist.

2. En español, around quiere decir “alrededor.” Uso un cinturón alrededor de mi cintura.

3. This picture demonstrates the word around. It shows people who are standing around the building to watch the parade.

4. Let’s pretend we are in a parade. I’ll be the leader. Follow me as we walk around the room.

5. Let’s walk around our desks. Walk around your desk and I’ll walk around mine.

6. Repeat the word three times with me: around, around, around.

Word 4 roundTEACHER TALK CHORAL RESPONSE1. In English, we use round to tell about shape.

Say it with me: round. Round means “the shape of a circle.” A paper plate is round. A coin is round.

2. En español, round quiere decir “redondo; con forma de círculo.” Un plato de cartón es redondo. Una moneda es redonda.

3. This picture demonstrates the word round. It shows a round pizza. The pizza has the shape of a circle. It is round.

4. I’ll hold up some objects. Say “round” if they are round, say “not round” if they are not round. (Hold up various objects that are and are not round, such as coins, an eraser, a paper plate, counters, a pen.)

5. I am going to tell you about an object. If it can be round, say. “It can be round.” If it can not be round say, “It cannot be round.”It does not have any corners.It has straight sides.It looks like a circle.It looks like a square.

6. Repeat the word three times with me: round, round, round.

386

picnic party fi eld trip

project lesson parade

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Basic WordsUnit 6 Week 5 Super Oscar

picnic, party, fi eld trip, project, lesson, parade

387

ContentsEnglish Language Development

Unit 1 Week 1 ELD Vocabulary .....................................................................389

Content Words ......................................................................391Week 2 ELD Vocabulary .....................................................................393



Content Words ......................................................................403Week 5 ELD Vocabulary .................................................................... 405

Content Words ......................................................................407

Unit 2Week 1 ELD Vocabulary .................................................................... 409





Content Words ......................................................................427

Unit 3Week 1 ELD Vocabulary .....................................................................429




Content Words ..................................................................... 443Week 5 ELD Vocabulary .................................................................... 445

Content Words ......................................................................447






Content Words ......................................................................467





Content Words ......................................................................483Week 5 ELD Vocabulary .................................................................... 485

Content Words ......................................................................487






Content Words ......................................................................507

ELD Vocabulary WordsUnit 1 Week 1 I Can!

Word 1 special

Word 2 different

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ELD Vocabulary WordsUnit 1 Week 1 I Can!

Word 1 special


1. One word in the selection is special. Say it with me: special. Special means “out of the ordinary, important.” When something or someone is special to you, they are important. This book is special. It is my favorite book.

2. En español, special quiere decir “fuera de lo normal, importante, especial.” Cuando alguien o algo es especial, te parece que es importante. Este libro es especial para mí. Es mi libro preferido.

3. Special in English and especial in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that demonstrates the word special. (Point to the birthday girl in the photo.) It is this girl’s birthday. It is a special day for her. This is her party, so she is special because she is the birthday girl!

5. Turn to your partner and talk about a special toy you have. Tell each other why that toy is special to you.

6. Now tell your partner about a special person in your life. Think about why that person is special. Tell your partner what that person does that is special.

7. Now let’s say special together three more times: special, special, special.

TEACHER TALK

PARTNER TALK

Word 2 different


1. Another word in the selection is different. Say it with me: different. Different means “not the same or not alike.” There are many different kinds of animals. When we go to the zoo we see different animals. For example, we may see elephants, tigers, and lions.

2. En español, different quiere decir “que no es igual o parecido a otro, diferente.” Hay muchas clases diferentes de animales. Cuando vamos al zoológico, vemos diferentes animales. Por ejemplo, vemos elefantes, tigres y leones.

3. Different in English and diferente in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that demonstrates the word different. (Point to the children in the photo.) See the children in this picture. They all look different. They are all wearing different clothes. How else are they different?

5. Each of you draw a picture of yourself. Then look at the pictures you drew. How are they different?

6. One partner will tell the other about a game you like to play. Then the other partner will talk about a different game. How are the games different?

7. Now let’s say different together three more times: different, different, different.

PARTNER TALK

TEACHER TALK

ELD Vocabulary Words

390

energy air

space shelter

ROUTINE

ELD Content WordsUnit 1 Week 1 What People and Animals Need

energy, air, space, shelter


Incorporate actions where appropriate. 3. Have children say the word three times. 4. Explain how these four words fi t into a group, or category. During

independent work time, have children write sentences for each word. 5. Point out the following cognates: energía, aire, espacio.

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ELD Vocabulary WordsUnit 1 Week 2 Pat and Sam

Word 1 pretend

Word 2 applaud

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1. One word in the selection is pretend. Say it with me: pretend. Pretend means “to make believe or act out.” Jamie likes to pretend he is a super hero. He’s not really a superhero, but he has fun acting like he is.

2. En español, to pretend quiere decir “usar la imaginación, actuar o hacerse pasar por algo.” A Jaime le gusta imaginar que es un super héroe. Él no es realmente un super héroe, pero se divierte haciéndose pasar por uno.

3. Now let’s look at a picture that demonstrates the word pretend. (Point to the girls in the photo.) These girls like to pretend they are at a tea party. They are not really drinking tea. They are pretending. They’re acting like they’re drinking real tea.

4. Think about your favorite animal. Let’s take turns pretending to be our favorite animal. The rest of us will guess which animal you are pretending to be.

5. Now let’s all pretend we are playing different instruments. I’ll call out an instrument, and you pretend to play it. (Call out names of instruments such as piano, guitar, violin, trumpet, drums.)

6. Now let’s say pretend together three more times: pretend, pretend, pretend.

Word 1 pretendELD Vocabulary WordsUnit 1 Week 2 Pat and Sam

Word 2 applaud


1. Another word in the selection is applaud. Say it with me: applaud. Applaud means “to clap at the end of a performance.” When we go to a show, we applaud at the end to let the performers know we liked the show. Let’s all applaud together. (Demonstrate clapping quietly.)

2. En español, to applaud quiere decir “unir las manos para que hagan un sonido, aplaudir.” Normalmente se aplaude al fi nal de una presentación. Se aplaude para que los intérpretes o artistas sepan que nos ha gustado su presentación. Aplaudamos juntos. (Demuestre apluadir suavemente.)

3. To applaud in English and aplaudir in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that demonstrates the word applaud. (Point to the people clapping in the photo.) See the people in this picture. They enjoyed the show. Each one of them applauds. They clap their hands to show they liked the show.

5. I’m going to pretend to be a singer. Watch my performance. When I’m fi nished everyone can applaud.

6. Now it’s your turn. Take turns pretending to put on a show. You can pretend to play an instrument, sing, or dance. When you are fi nished we will all applaud for you. (Have children take turns performing and applauding.)

7. Now let’s say applaud together three more times: applaud, applaud, applaud.


TEACHER TALK

394

Australia continent

people nature

ROUTINE

ELD Content WordsUnit 1 Week 2 The First People of Australia

Australia, continent, people, nature



independent work time, have children write sentences for each word. 5. Point out the following cognates: continente, naturaleza.

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ELD Vocabulary WordsUnit 1 Week 3 We Can Grow

Word 1 proud

Word 2 enjoy

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ELD Vocabulary WordsUnit 1 Week 3 We Can Grow

Word 1 proud


1. One word in the selection is proud. Say it with me: proud. Proud means “pleased about something good you or someone else has done.” You should be proud of your good grades in school.

2. En español, proud quiere decir “agradado por algo que tú u otra persona ha hecho bien, orgulloso.” Deberían estar orgullosos de sus buenas califi caciones en sus clases.

3. Now let’s look at a picture that demonstrates the word proud. (Point to the father in the photo.) This dad is proud of his sons. See the smile on his face. He feels very pleased with his sons. He is proud. What do you think they did to make their father look so proud?

4. Think about something you did that made you feel proud. Tell your partner about it. Use the sentence starter: I felt proud when I

. (Examples include: got a good grade, won a race, learned how to ride a bike, read a whole book.)

5. Now think about something you want to learn to do. Tell your partner about how proud you will be when you learn. Use this sentence starter: I will be very proud when I learn to

. 6. Now let’s say proud together three more

times: proud, proud, proud.


Word 2 enjoy


1. Another word in the selection is enjoy. Say it with me: enjoy. Enjoy means “to have fun or to like a lot.” If you like to read, you enjoy reading. If you like to ride a bike, you enjoy riding a bike. If you like tacos, you enjoy tacos.

2. En español, to enjoy quiere decir “divertirse o gustar mucho, disfrutar.” Si te gusta leer, disfrutas la lectura. Si te gusta montar en bici, disfrutas montar en bici. Si te gustan los tacos, disfrutas comer tacos.

3. Now let’s look at a picture that shows the word enjoy. (Point to the children in the photo.) These children are having fun. They enjoy playing together. How can you tell they are enjoying themselves? (They are smiling.)

4. Talk to your partner about what you enjoy at school. Do you enjoy playing outside? Do you enjoy art or computer time? Use the word enjoy in your conversation.

5. Tell your partner about a person you enjoy being with. What do you enjoy doing with this person?

6. Now let’s say enjoy together three more times: enjoy, enjoy, enjoy.


398

citizens rights

responsibilities free

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ROUTINE

ELD Content WordsUnit 1 Week 3 Rights and Responsibilities

citizens, rights, responsibilities, free



independent work time, have children write sentences for each word. 5. Point out the following cognate: responsabilidades.

399

ELD Vocabulary WordsUnit 1 Week 4 Kim


Word 2 cuddly

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TEACHER TALK

ELD Vocabulary WordsUnit 1 Week 4 Kim



1. One word in the selection is responsibility. Say it with me: responsibility. Responsibility means “your job or something you are supposed to do.” It is your responsibility to do your homework. It is my responsibility to teach.

2. En español, responsibility quiere decir “un deber o algo que se tiene que hacer, responsabilidad.” Es su responsabilidad hacer sus tareas. Es mi responsabilidad enseñarles.

3. Responsibility in English and responsibilidad in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word responsibility. (Point to the boy in the photo.) This boy is taking care of his responsibility. It is his job, or responsibility, to throw out the plastic jugs. It is everyone’s responsibility to recycle plastic containers.

5. Tell your partner about one responsibility you have at home. Is it your responsibility to clean your room, take out the garbage, or help set the table?

6. Talk with your partner about the different kinds of responsibilities you have in school. Choose one and take turns to complete the sentence: In school it is our responsibility to

. 7. Now let’s say responsibility together three

more times: responsibility, responsibility, responsibility.

PARTNER TALK

Word 2 cuddly


1. Another word in the selection is cuddly. Say it with me: cuddly. Cuddly means “soft and huggable, nice to hold because it is soft and warm.” Stuffed animals are cuddly. Kittens are cuddly, but you have to be careful not to hug them too tightly.

2. En español, cuddly quiere decir “que es suave y que dan ganas de abrazar.” Los muñecos de peluche son suaves y cálidos. Te dan ganas de abrazarlos. Los gatitos también son suaves pero tienes que tener cuidado, pues no los puedes abrazar con mucha fuerza.

3. Now let’s look at a picture that demonstrates the word cuddly. (Point to the teddy bears in the photo.) See the teddy bear the little girl is holding. The teddy bear is cuddly. It is soft and the girl likes to hug it.

4. Think about a cuddly toy you have or once had. Describe it to your partner.

5. Take turns naming things that are cuddly. See how many you can name. Start with the sentence: Teddy bears are cuddly. Add on each item to the sentence: Teddy bears and

are cuddly. (Examples include puppies, kittens, stuffed bunnies, pillows, and soft blankets.)

6. Now let’s say cuddly together three more times: cuddly, cuddly, cuddly.


402

tradition Thanksgiving

feast cultures

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ROUTINE

ELD Content WordsUnit 1 Week 4 Traditions We Share

tradition, Thanksgiving, feast, cultures



independent work time, have children write sentences for each word. 5. Point out the following cognates: tradición, fi esta, culturas.

403

ELD Vocabulary WordsUnit 1 Week 5 We Play Sports

Word 1 cooperate

Word 2 athlete

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TEACHER TALK

ELD Vocabulary WordsUnit 1 Week 5 We Play Sports

Word 1 cooperate


1. One word in the selection is cooperate. Say it with me: cooperate. To cooperate means “to work together well.” When you play a game, you need to cooperate. You need to take turns and play by the rules.

2. En español, to cooperate quiere “trabajar con otras personas, ayudarse, cooperar.” Cuando juegas con otros, tienen que cooperar. Todos los que juegan tienen que esperar su turno y seguir las reglas del juego.

3. To cooperate in English and cooperar in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word cooperate. (Point to the children in the photo.) These children are making a human pyramid. They all need to do things together. They need to cooperate so that they don’t fall down.

5. Let’s look back at the picture. Tell your partner how these children are cooperating. What is something they all must do together? (Examples include: stay still, kneel, balance)

6. Talk about why it is important to cooperate in our class. Tell how we all cooperate. What would happen if we did not cooperate?(If we didn’t cooperate, we would not learn, or people could get hurt.)

7. Now let’s say cooperate together three more times: cooperate, cooperate, cooperate.

PARTNER TALK

Word 2 athlete


1. Another word in the selection is athlete. Say it with me: athlete. An athlete is a person who plays sports. To be a good athlete you need to stay in shape. There are many different kinds of athletes, such as baseball players, swimmers, and basketball players.

2. En español, athlete quiere decir “una persona que juega un deporte, atleta.” Hay muchos tipos de atletas distintos, como los jugadores de béisbol, los nadadores y los jugadores de baloncesto.

3. Athlete in English and atleta in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that shows the word athlete. (Point to the racers in the photo.) See the racers in this picture. They are both athletes. They both are ready to start the running race.

5. Take turns naming different kinds of athletes. How many can you and your partner name?

6. Think about being an athlete. What would you need to do to be a good athlete? Talk to your partner about it. (Examples include: exercise, train, eat right, practice)

7. Now let’s say athlete together three more times: athlete, athlete, athlete.



406

independence freedom

declaration government

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ELD Content WordsUnit 1 Week 5 Independence Day

independence, freedom, declaration, government



independent work time, have children write sentences for each word. 5. Point out the following cognates: independencia, declaración, gobierno.

ROUTINE

407

Word 1 patientELD Vocabulary WordsUnit 2 Week 1 Two Little Bears

Word 2 active

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ELD Vocabulary WordsUnit 2 Week 1 Two Little Bears

Word 1 patient


1. One word in the selection is patient. Say it with me: patient. Patient means “able to wait without getting annoyed, being calm.” When you are patient, you allow others to take their time without becoming angry or rushed.

2. En español, patient quiere decir “que puede esperar sin fastidiarse o perder la calma, paciente.” Cuando eres paciente permites que otros se tomen su tiempo sin enojarte ni apresurarte.

3. Patient in English and paciente in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that demonstrates the word patient. (Point to the grandparents in the photo.) These grandparents are letting their children take their time to do their work. The grandparents are patient with the children.

5. Tell your partner about a time you had to be patient. Use the sentence starter: I had to be patient when .

6. Tell your partner how you can tell if someone is patient. How do they act? What do they do? (Examples include: They are quiet; They are calm; They do not get angry.)

7. Now let’s say patient together three more times: patient, patient, patient.

PARTNER TALK

Word 2 active


TEACHER TALK


1. Another word in the selection is active. Say it with me: active. Active means “lively, on the go.” You guys are usually very active when we go out for recess.

2. En español, active quiere decir “animado, haciendo algo, activo.” Ustedes normalmente son muy activos cuando salen al recreo.

3. Now let’s look at a picture that demonstrates the word active. (Point to the children in the photo.) See the children in this picture. They are all playing games. They are all active.

4. Tell your partner about a place where you like to be active. What do you like to do there? (Examples include the gym, the playground, and the park.)

5. Talk about what someone might be doing if they are active. Then talk about what someone might be doing if they are not active. (Examples include: active—moving, running, jumping; not active—sitting still, resting, not moving)

6. Now let’s say active together three more times: active, active, active.


410

classroom tools

abacus computer

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ROUTINE

ELD Content WordsUnit 2 Week 1 Going to School

classroom, tools, abacus, computer



independent work time, have children write sentences for each word. 5. Point out the following cognates: clase, ábaco, computador.

411

Word 1 deliciousELD Vocabulary WordsUnit 2 Week 2 The Farm

Word 2 healthy

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ELD Vocabulary WordsUnit 2 Week 2 The Farm

Word 1 delicious


1. One word in the selection is delicious. Say it with me: delicious. Delicious means “tasty or yummy.” Something that tastes really good is delicious. The pizza I ate last night was delicious. The juicy orange I had for dessert was delicious, too!

2. En español, delicious quiere decir “que sabe a rico, delicioso.” La pizza que me comí anoche estaba deliciosa. La naranja jugosa que me comí de postre también estaba deliciosa.

3. Delicious in English and delicioso in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that demonstrates the word delicious. (Point to the breakfast foods in the photo.) Look at the little blueberry pancakes. They look fresh, tasty, and moist. They probably taste delicious.

5. Tell your partner some foods you think are delicious. Use the sentence: I think is delicious.

6. Think about a delicious meal you had. Tell your partner what made the meal delicious to you.

7. Now let’s say delicious together three more times: delicious, delicious, delicious.

PARTNER TALK

Word 2 healthy


TEACHER TALK


1. Another word in the selection is healthy. Say it with me: healthy. Healthy means “good for your body.” Fruits and vegetables are healthy foods.

2. En español, healthy quiere decir “bueno para el cuerpo, saludable.” Las frutas y las verduras son alimentos saludables.

3. Now let’s look at a picture that demonstrates the word healthy. (Point to each type of food in the photo as you name it.) See the lemons. Lemons are healthy. See the limes. Limes are healthy. These are oranges and these are tomatoes. They are all healthy foods. Eating lots of fruits like these will help keep your body healthy and strong.

4. Take turns naming as many healthy foods as you can. Use the picture to help.

5. Tell your partner about a food that you think is both delicious and healthy.

6. Now let’s say healthy together three more times: healthy, healthy, healthy.


414

sun dark

cold ice

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ROUTINE

ELD Content WordsUnit 2 Week 2 Living in Alaska

sun, dark, cold, ice



independent work time, have children write sentences for each word. 5. Point out the following cognate: sol.

415

Word 1 helpfulELD Vocabulary WordsUnit 2 Week 3 Use a Map

Word 2 adventure

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ELD Vocabulary WordsUnit 2 Week 3 Use a Map

Word 1 helpful


1. One word in the selection is helpful. Say it with me: helpful. Helpful means “supportive, ready to give aid to someone.” The boy was helpful by carrying the woman’s groceries for her.

2. En español, helpful quiere decir “que apoya o que ayuda a otros, amable.“ El niño amable le ayudó a la señora a llevar sus bolsas al carro.

3. Now let’s look at a picture that demonstrates the word helpful. (Point to the offi cer holding the map in the photo.) This offi cer is being helpful by showing the people directions on the map. A map is helpful to use when you are lost.

4. Tell your partner about a time someone was helpful to you. How were they helpful? What did they do?

5. Suppose you saw someone in a store fall down. How could you be helpful? Tell your partner what you would do to be helpful.

6. Now let’s say helpful together three more times: helpful, helpful, helpful.

PARTNER TALK

Word 2 adventure


TEACHER TALK


1. Another word in the selection is adventure. Say it with me: adventure. Adventure means “an exciting event or activity.” Riding on a roller coaster is an adventure. It can be a scary adventure for some people. It can be a fun adventure for others.

2. En español, adventure quiere decir ”un evento o actividad emocionante, una aventura.” Montar en una montaña rusa es una aventura. Puede asustar a algunas personas, pero otras disfrutan de la aventura.

3. Adventure in English and aventura in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that demonstrates the word adventure. (Point to the man in the kayak.) See this man. He is riding through the white waters of a raging river. It looks exciting. It is an adventure.

5. Take turns telling your partner about an adventure you saw on television or in the movies. Describe the adventures to each other.

6. Have you ever been on an adventure? Would you like to go on an adventure? Tell your partner why or why not.

7. Now let’s say adventure together three more times: adventure, adventure, adventure.


418

neighborhood address

absolute location relative location

ROUTINE

ELD Content WordsUnit 2 Week 3 Find an Address

neighborhood, address, absolute location, relative location




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Word 1 tastyELD Vocabulary WordsUnit 2 Week 4 The Three Bears

Word 2 comfortable

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ELD Vocabulary WordsUnit 2 Week 4 The Three Bears

Word 1 tasty


1. One word in the selection is tasty. Say it with me: tasty. Tasty means “delicious or yummy.” After eating supper some people like to have dessert. What tasty dessert do you like?

2. En español, tasty quiere decir ”delicioso, que sabe a rico, sabroso.” Después de la cena, a algunas personas les gusta comer un postre. ¿Qué postre sabroso te gusta a ti?

3. Now let’s look at a picture that demonstrates the word tasty. (Point to the girl in the photo.) This girl is eating something tasty. You can tell that it is tasty because she has taken quite a few bites. What tasty food is this girl eating? (an apple)

4. Let’s pretend we are eating a tasty piece of watermelon. Let’s act out how we would eat it. (Demonstrate taking big bites and licking your lips)

5. Now let’s act out what we would do after we ate a tasty piece of watermelon. (Act out rubbing tummy and saying “mmmmmm.”)

6. Now let’s say tasty together three more times: tasty, tasty, tasty.

MOVEMENT

Word 2 comfortable


TEACHER TALK


1. Another word in the selection is comfortable. Say it with me: comfortable. Comfortable means “feeling at ease, feeling relaxed.” My big soft chair is very comfortable.

2. En español, comfortable quiere decir “que se siente agradable y relajante, cómodo, confortable.“ Mi sillón grande y suave es muy confortable.

3. Comfortable in English and confortable in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that demonstrates the word comfortable. (Point to the girls in the bed.) See these girls. They are both relaxing in bed and reading. They are comfortable in the soft, warm bed.

5. Tell your partner where you feel most comfortable when doing your homework. Why are you comfortable in that place?

6. Tell your partner about a comfortable piece of clothing you like to wear. What makes the clothing so comfortable?

7. Now let’s say comfortable together three more times: comfortable, comfortable, comfortable.


422

pilgrim mountainside

liberty pride

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ROUTINE

ELD Content WordsUnit 2 Week 4 America

pilgrim, mountainside, liberty, pride



independent work time, have children write sentences for each word. 5. Point out the following cognates: peregrino, libertad.

423

Word 1 disappointedELD Vocabulary WordsUnit 2 Week 5 Trish Gets a Pet

Word 2 thrilled

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ELD Vocabulary WordsUnit 2 Week 5 Trish Gets a Pet

Word 1 disappointed


1. One word in the selection is disappointed. Say it with me: disappointed. You feel disappointed when you are sad because something you hoped for or expected did not happen. Ellen was disappointed when she found out she could not go to the party.

2. En español, disappointed se dice “decepcionado.” Uno se siente decepcionado cuando lo que uno esperaba que ocurriera no ocurre. Helena se sintió decepcionada cuando se enteró que no podría ir a la fi esta.

3. Now let’s look at a picture that demonstrates the word disappointed. (Point to the soccer player in the photo.) Look at the soccer player’s face. You can tell he is disappointed. Something he hoped would happen did not happen. Why do you think he is disappointed? (His team lost the game.)

4. Tell your partner about a time you were disappointed in school. What did you hope would happen? Why were you disappointed?

5. What helps you feel better when you are disappointed? Pretend your partner is disappointed about something. Try to help him or her feel better. (Examples include: I’m sorry; It will be okay; You’ll do better next time.)

6. Now let’s say disappointed together three more times: disappointed, disappointed, disappointed.

PARTNER TALK

Word 2 thrilled


TEACHER TALK


1. Another word in the selection is thrilled. Say it with me: thrilled. Thrilled means “feeling very excited or happy about something.” Thrilled is the opposite of disappointed. Ellen was thrilled when the time for the party changed. She got to go after all!

2. En español, thrilled quiere decir “que se siente emocionado o muy contento por algo, ilusionado.“ Estar ilusionado es el sentimiento opuesto a estar decepcionado. Helena se ilusionó cuando se enteró que cambiaron la hora de la fi esta. ¡Al fi n sí pudo ir!

3. Now let’s look at a picture that demonstrates the word thrilled. (Point to the children in the photo.) See how happy they look. They are having fun on the beach. They are thrilled to be together.

4. Tell your partner about a time you were thrilled in school. What did you hope would happen? Why were you thrilled when it did happen?

5. What can you say to someone who is thrilled? Pretend something wonderful has happened to your partner. What will you say? (Examples include: I’m happy for you; Congratulations; I’m thrilled, too!)

6. Now let’s say thrilled together three more times: thrilled, thrilled, thrilled.


426

condensation water vapor

water cycle clouds

ROUTINE

ELD Content WordsUnit 2 Week 5 What Does the Sun Do?

condensation, water vapor, water cycle, clouds



independent work time, have children write sentences for each word. 5. Point out the following cognate: condensación.

427© Macmillan/McGraw-Hill • photo credits: (tl) © David Young-Wolff/PhotoEdit. (tr) © Eiichi Onodera/Getty Images. (bl) © DK Limited/Corbis. (br) © Ryan McVay/Getty Images.

ELD Vocabulary WordsUnit 3 Week 1 We Are Late!

Word 1 upset

Word 2 unexpected

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ELD Vocabulary WordsUnit 3 Week 1 We Are Late!

Word 1 upset


1. One word in the selection is upset. Say it with me: upset. Upset means “unhappy because of something that has happened.” When you are upset you might be sad, angry, or disappointed. Jared was upset when he did not make the basketball team.

2. En español, upset quiere decir “que no está contento por lo que ha pasado, disgustado.“ Cuando estás disgustado, te puedes sentir triste, enojado o decepcionado. Jairo se sintió disgustado cuando se enteró que no había sido escogido para el equipo de baloncesto.

3. Now let’s look at a picture that demonstrates the word upset. (Point to the sad girl in the photo.) This girl looks upset. She is not happy. Why do you think she is upset? (The other girls are whispering and are not including her.)

4. Tell your partner about one thing that makes you fell upset. Use the sentence: I am upset when . (Examples include: I lose a game; I fail a test; I am sick.)

5. Take turns telling your partner words that mean almost the same as upset. Then tell each other words that mean the opposite. (Examples include: same—sad, unhappy, disappointed; opposite—happy, thrilled, excited)

6. Now let’s say upset together three more times: upset, upset, upset.

PARTNER TALK

Word 2 unexpected


1. Another word in the selection is unexpected. Say it with me: unexpected. Unexpected means “not predicted, coming as a surprise.” The size of the crowd at the game was unexpected. Only a few people were expected to show up, but hundreds came to watch.

2. En español, unexpected quiere decir “sorprendente porque no era esperado, no había sido predicho, inesperado.“ Llegó una cantidad inesperada de espectadores a ver el partido. Llegaron cientos de personas, pero pensamos que sólo iban a venir unas cuantas.

3. Now let’s look at a picture that demonstrates the word unexpected. (Point to the people and the car in the photo.) See the people and car. Notice the hood of the car is up. This family did not think the car would break down but it did. The car trouble was unexpected.

4. Tell your partner about something unexpected that happened that made you happy.

5. Tell your partner about something unexpected that happened that made you upset.

6. Now let’s say unexpected together three more times: unexpected, unexpected, unexpected.

TEACHER TALK



430

rules respect

lawcommunity

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ROUTINE

rules, respect, community, law



independent work time, have children write sentences for each word. 5. Point out the following cognates: reglas, respeto, comunidad.

ELD Content WordsUnit 3 Week 1 All About Rules and Laws

431

ELD Vocabulary WordsUnit 3 Week 2 Playing With Mike

Word 1 imitate

Word 2 annoy

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ELD Vocabulary WordsUnit 3 Week 2 Playing With Mike!

Word 1 imitate


1. One word in the selection is imitate. Say it with me: imitate. Imitate means “to copy or act like someone else.” I try to imitate my favorite singer when I sing a song.

2. En español, to imitate quiere decir “copiar o actuar como otra persona, imitar.“ Trato de imitar a mi cantante preferido cuando canto una canción.

3. To imitate in English and imitar in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that demonstrates the word imitate. (Point to the two children in the photo.) Notice how the boy and girl have the same positions. They are imitating each other. The boy imitates the girl and then the girl imitates the boy.

5. Let’s see how well you can imitate what I do. (Demonstrate some different positions and have children imitate them.)

6. Now take turns imitating your partner. 7. Now let’s say imitate together three more

times: imitate, imitate, imitate.


1. Another word in the selection is annoy. Say it with me: annoy. Annoy means “to bother or do something to make someone upset or angry.” It annoys me when someone cuts in front of me in line.

2. En español, to annoy quiere decir “molestar o hacerle algo a otra persona hasta que se disguste, fastidiar.“ Me fastidia cuando alguien se cuela en una fi la enfrente mío.

3. Now let’s look at a picture that demonstrates the word annoy. (Point to girl touching the other girl’s hair in the photo.) See how this girl is touching her classmate’s hair? She is annoying the girl by touching her hair. Does it annoy you when someone touches your hair?

4. Ask your partner the following question: “What is one thing that annoys you?” Use this sentence starter to answer: It annoys me when . Switch roles and repeat.

5. Take turns telling each other as many words as you can that mean the same as annoy. (Examples include: bother, tease, make angry, upset, aggravate)

6. Now let’s say annoy together three more times: annoy, annoy, annoy.

Word 2 annoy

MOVEMENT

434

state

globeocean

country

ROUTINE

state, country,ocean, globe



independent work time, have children write sentences for each word. 5. Point out the following cognates: estado, océano.

ELD Content WordsUnit 3 Week 2 Our Country, Our Earth

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ELD Vocabulary WordsUnit 3 Week 3 I Can Draw!

Word 1 popular

Word 2 unusual

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ELD Vocabulary WordsUnit 3 Week 3 I Can Draw!

Word 1 popular

TEACHER TALK PARTNER TALKPoint to the Word 1 image on the opposite side.

1. One word in the selection is popular. Say it with me: popular. Popular means “liked by many.” We wanted to get tickets to see a popular band play on Friday night. The band is so popular that all the tickets were sold out.

2. En español, popular quiere decir “que a muchas personas le gusta, popular.“ Queríamos conseguir boletos para un concierto de una banda muy popular, pero es tan popular que los boletos se habían agotado.

3. Popular in English and popular in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that demonstrates the word popular. (Point to the mailbox in the photo.) Look how full this mailbox is. The person who owns this mailbox must be very popular to receive so much mail!

5. Tell your partner the name of a popular star from television, the movies, or music. Why do you think this star is popular?

6. What makes someone popular in school? Use this sentence starter to tell your partner: To be popular you should . (Examples include: be nice to others, help other children, do well in school, play sports)

7. Now let’s say popular together three more times: popular, popular, popular.

Word 2 unusual


1. Another word in the selection is unusual. Say it with me: unusual. Unusual means “different, not ordinary, strange, or not common.” It is unusual for a dog to be good friends with a cat.

2. En español, unusual quiere decir “diferente, no ordinario, extraño, poco común; inusual.“ Es inusual ver a un perro llevárselas bien con un gato.

3. Now let’s look at a picture that demonstrates the word unusual. (Point to grasshopper in the photo.) Look at this insect. You do not see many insects that look like this grasshopper. It looks like a leaf. It is very unusual.

4. Tell your partner about the most unusual animal you ever saw. Describe the animal to your partner.

5. Do you think it is unusual for a child to use a computer? Tell your partner what you think and why.

6. Now let’s say unusual together three more times: unusual, unusual, unusual.

438

past history

frontierpioneer

ROUTINE

past, history, pioneer, frontier

1. Display the card. 2. Defi ne each word in English, referring to the photograph. Incorporate

actions where appropriate. 3. Have children say the word three times. 4. Explain how these four words fi t into a group, or category. During

independent work time, have children write sentences for each word. 5. Point out the following cognates: pasado, historia, pionero, frontera.

ELD Content WordsUnit 3 Week 3 Now and Long Ago

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ELD Vocabulary WordsUnit 3 Week 4 Dan and the Painting

Word 1 imagination

Word 2 pretend

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ELD Vocabulary WordsUnit 3 Week 4 Dan and the Painting

Word 1 imagination


1. One word in the selection is imagination. Say it with me: imagination. Imagination means “the ability to think of ideas or images that you’ve never seen or are not real.” I don’t always like to paint the things that I see. I like to use my imagination when I paint pictures.

2. En español, imagination quiere decir “la abilidad de pensar en ideas o imágenes que no has visto antes o que no son reales, imaginación.” No siempre quiero pintar las cosas que tengo enfrente o que he visto antes. Me gusta usar mi imaginación cuando pinto.

3. Imagination in English and imaginación in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that demonstrates the word imagination. (Point to the paper cutouts in the photo.) Look at these paper people. These girls are using their imaginations to create and play with paper dolls. Since the dolls are not real, the girls use their imaginations to give them names and think about how they would act if they were real.

5. Close your eyes. Use your imagination to think about what an alien from outer space might look like. Tell your partner what you imagined.

6. Suppose you could invent anything you wanted. Use your imagination to think about what kind of invention you would make. Tell your partner what you imagine.

7. Now let’s say imagination together three more times: imagination, imagination, imagination.

PARTNER TALK

Word 2 pretend


TEACHER TALK


1. Another word in the selection is pretend. Say it with me: pretend. Pretend means “to make believe.” Some children like to pretend to be grownups when they play.

2. En español, pretend quiere decir “jugar usando tu imaginación.“ A algunos niños les gusta imaginar que son adultos cuando juegan.

3. Now let’s look at a picture that demonstrates the word pretend. (Point to each child in the photo as you ask about him or her.) Look at these children. They are dressed in costumes. What is this child pretending to be? (a cow, a cat, a robot, a witch)

4. Let’s pretend we can fl y. Let’s fl y around the room.

5. Now let’s pretend we are playing a musical instrument. Pretend to play your favorite musical instrument, such as a piano, a guitar, or the drums. We can pretend we’re in a band!

6. Now let’s say pretend together three more times: pretend, pretend, pretend.


442

Golden Rule house rule

choresharing

ROUTINE

Golden Rule, house rule, sharing, chore




ELD Content WordsUnit 3 Week 4 Goldilocks Learns

the Golden Rule

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Word 1 competeELD Vocabulary WordsUnit 3 Week 5 Kids Like Sports!

Word 2 flexible

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ELD Vocabulary WordsUnit 3 Week 5 Kids Like Sports!

Word 1 compete


1. One word in the selection is compete. Say it with me: compete. Compete means “to try to win a contest.” My basketball team has a game on Saturday. We will compete against another team and see who wins.

2. En español, to compete quiere decir “tratar de ganar un concurso, competir.” Mi equipo de baloncesto tendrá un partido el domingo. Competiremos con otro equipo y veremos quién ganará el partido.

3. To compete in English and competir in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that demonstrates the word compete. (Point to the football players in the photo.) The football players compete against each other. Each team wants to win the game, so they must compete.

5. Talk about a time you watched two sports teams compete. Which team did you want to win? Did your team win?

6. Tell about another event where people compete that is not a sport. Think about other kinds of contests where people compete. What do they compete to do? (Examples include: spelling bee, writing contest, art contest, talent show)

7. Now let’s say compete together three more times: compete, compete, compete.

PARTNER TALK


Word 2 flexible


1. Another word in the selection is fl exible. Say it with me: fl exible. Flexible means “able to bend without breaking.” Usually things made of rubber, like rubber bands, are fl exible. You can twist them many times without them breaking.

2. En español, fl exible quiere decir “capaz de ser doblado sin partirse, fl exible.” Normalmente las cosas hechas de caucho, como las gomas, son fl exibles. Les puedes dar muchas vueltas sin que se rompan.

3. Flexible in English and fl exible in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that demonstrates the word fl exible. (Point to the girl in the photo.) Look how fl exible this girl’s legs are. She can bend her leg all the way up past her head.

5. Take turns naming something that is fl exible, and then naming something that is not fl exible. (fl exible: straw, rubber hose, rubber eraser; not fl exible: metal pole, pencil, crayon)

6. Tell your partner if you think your fi ngers are fl exible. Tell why or why not.

7. Now let’s say fl exible together three more times: fl exible, fl exible, fl exible.

446

celebrate holiday

fi reworksparade

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ROUTINE

celebrate, holiday, parade, fi reworks



independent work time, have children write sentences for each word. 5. Point out the following cognate: celebrar.

ELD Content WordsUnit 3 Week 5 Martin Luther King, Jr. Day,

Presidents’ Day, Memorial Day, Independence Day, Thanksgiving

447

Word 1 bakeELD Vocabulary WordsUnit 4 Week 1 Pig and Mule

Word 2 snack

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ELD Vocabulary WordsUnit 4 Week 1 Pig and Mule

Word 1 bake


1. One word in the selection is bake. Say it with me: bake. Bake means “to cook something in the oven.” The baker will bake the bread and sell it in the bakery.

2. En español, to bake quiere decir “cocinar algo en el horno, hornear.” El panadero horneará el pan y lo venderá en su panadería.

3. Now let’s look at a picture that demonstrates the word bake. (Point to the cookies on the tray in the photo.) See these cookies. They were baked in the oven. They have to be careful because the oven is hot. They are wearing gloves to protect their hands.

4. Let’s look at the picture again. This family is baking cookies. Let’s act out baking bread. We can mix the dough. Now let’s make a loaf of bread and put it on a pan. Now let’s put the pan in the oven to bake the bread.

5. Now let’s pretend that our bread is baked. Let’s act out getting a glove and taking the baked bread out of the oven. Be careful. It’s hot! We can slice our bread and eat it.

6. Now let’s say bake together three more times: bake, bake, bake.

MOVEMENT

Word 2 snack


TEACHER TALK


1. Another word in the selection is snack. Say it with me: snack. Snack means “a small amount of food you usually eat in between meals.” In school we have a snack a couple of hours before lunch.

2. En español, snack quiere decir “una cantidad pequeña de comida que se come entre comidas, un tentempié.” En la escuela comemos un tentempié un par de horas antes del almuerzo.

3. Now let’s look at a picture that demonstrates the word snack. (Point to the different foods in the photo as you talk about each.) These are all healthy snacks you can eat in between meals. This snack is yogurt. (Point to and name the other snacks.)

4. Tell your partner what your favorite snack for school is. Why do you like that fruit to eat as a snack?

5. Look at the picture again. Which snack in the picture do you like most? Tell your partner by using the sentence: The snack I like most is

. 6. Now let’s say snack together three more

times: snack, snack, snack.


450

vote choice

faircounted

ROUTINE

ELD Content WordsUnit 4 Week 1 Votes Count!

vote, choice, counted, fair



independent work time, have children write sentences for each word. 5. Point out the following cognates: votar, contó.

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Word 1 greetsELD Vocabulary WordsUnit 4 Week 2 The Pictures

Word 2 old-fashioned

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ELD Vocabulary WordsUnit 4 Week 2 The Pictures

Word 1 greets


1. One word in the selection is greets. Say it with me: greets. Greets means “welcomes or says hello to someone in a polite way.” The store owner greets his customers with a smile and a handshake.

2. En español, to greet quiere decir “bienvenir o decirle hola a alguien de una manera educada, saludar.” El dueño de la tienda saluda a sus clientes con una sonrisa y un apretón de manos.

3. Now let’s look at a picture that demonstrates the word greets. (Point to the handshaking gesture in the photo.) See the teacher and girl. They are shaking hands. The teacher greets the girl and the girl greets him. What do you think they are saying to each other? (Examples include “Hello,” “How are you?” or “Welcome.”)

4. Let’s act out that we are meeting a new classmate. Let’s greet our new classmate by shaking hands and smiling. Partners can take turns being the new classmate and greeting the new classmate.

5. Now let’s act out that we are greeting a family member we have not seen in a long time. We can act out hugging our family member and smiling to greet him or her.

6. Now let’s say greets together three more times: greets, greets, greets.

MOVEMENT

Word 2 old-fashioned


TEACHER TALK


1. Another word in the selection is old-fashioned. Say it with me: old-fashioned. Old-fashioned means “out of date or from the past.” The play was about life a long time ago, so the actors wore old-fashioned clothes.

2. En español, old-fashioned quiere decir “pasado de moda, del pasado, anticuado.” La obra de teatro era sobre la vida hace muchos años, entonces los actores vistieron trajes anticuados.

3. Now let’s look at a picture that demonstrates the word old-fashioned. (Point to the typewriter the photo.) It shows an old typewriter. This is an old-fashioned tool people used to write letters. What do we use today instead of a typewriter? (computer)

4. Today we use electric lamps to light our houses. Before electricity we used the old-fashioned way to light our houses. We used candles. Talk with your partner about which way of lighting your house you think is better: lamps or the old-fashioned way. Tell why you think so.

5. Tell your partner some words that mean almost the same as old-fashioned. Then name some words that mean the opposite. (Examples include: same—old, past, out-of date, long ago; opposite—new, modern, now, up-to-date.)

6. Now let’s say old-fashioned together three more times: old-fashioned, old-fashioned, old-fashioned.


454

leader mayor

presidentgovernor

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ROUTINE

ELD Content WordsUnit 4 Week 2 Voting in a Community

leader, mayor, governor, president



independent work time, have children write sentences for each word. 5. Point out the following cognates: lider, gobernador, presidente.

455

Word 1 placeELD Vocabulary WordsUnit 4 Week 3 Teams

Word 2 sells

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ELD Vocabulary WordsUnit 4 Week 3 Teams

Word 1 place


1. One word in the selection is place. Say it with me: place. Place means “a certain location or spot where things happen or people go to.” Our classroom is the place where we learn. The gym is the place where we play basketball.

2. En español, place quiere decir “un sitio o punto donde cosas ocurren o donde van personas, lugar.” Nuestro salón es el lugar donde aprendemos. El gimnasio es el lugar donde jugamos baloncesto.

3. Now let’s look at a picture that demonstrates the word place. (Point to stadium in the photo.) See this big stadium. It is a football stadium. This is the place where people go to play and watch football games. Have you ever been to a place like this?

4. Tell your partner about one place you like to go to play with friends. Where is this place? What is it like? Why do you like it? (Examples include: playground, friend’s home, your room, the park, the soccer fi eld)

5. Talk about the different places you have been to see a game or sport. What game or sport did you see? What was the place like?

6. Now let’s say place together three more times: place, place, place.

PARTNER TALK

Word 2 sells


TEACHER TALK


1. Another word in the selection is sells. Say it with me: sells. Sells means “put out for people to buy.” The supermarket sells food. The toy store sells toys.

2. En español, to sell quiere decir “sacar o mostrar para que la gente compre, vender.” El supermercado vende comida. La juguetería vende juguetes.

3. Now let’s look at a picture that demonstrates the word sells. (Point to the skis in the photo.) It shows the inside of a sporting goods store. This store sells skis.

4. Look back at the picture. This only shows part of the sporting goods store. Talk with your partner about other things a sporting goods store sells. (Examples include: baseballs, tennis rackets, helmets)

5. Tell your partner about your favorite store. Tell each other what it sells.

6. Now let’s say sells together three more times: sells, sells, sells.


458

matter solid

gasliquid

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ROUTINE

ELD Content WordsUnit 4 Week 3 My Matter Book

matter, solid, liquid, gas



independent work time, have children write sentences for each word. 5. Point out the following cognates: materia, sólido, líquido, gas.

459

Word 1 kindsELD Vocabulary WordsUnit 4 Week 4 A Frog Grows and Changes

Word 2 tiny

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ELD Vocabulary WordsUnit 4 Week 4 A Frog Grows and Changes

Word 1 kinds


1. One word in the selection is kinds. Say it with me: kinds. Kinds means “types, groups, categories, or examples.” There are many different kinds of dogs. Some kinds of dogs are big. Some kinds of dogs are small.

2. En español, kinds quiere decir “tipos, grupos, categorías o ejemplos.” Hay muchos tipos diferentes de perros. Algunos tipos de perros son grandes. Otros tipos de perros son pequeños.

3. Now let’s look at a picture that demonstrates the word kinds. (Point to frogs in the photo.) There are many different kinds of frogs. This picture shows one kind of frog.

4. There are many different kinds of food. For example, one kind of food is fruit. Another kind is meat. Talk with your partner about the different kinds of food you have eaten.

5. See how many different kinds of animals you and your partner can name. Take turns naming the different kinds.

6. Now let’s say kinds together three more times: kinds, kinds, kinds.

PARTNER TALK

Word 2 tiny


TEACHER TALK


1. Another word in the selection is tiny. Say it with me: tiny. Tiny means “very small, little.” The bug was so tiny I could hardly see it!

2. En español, tiny quiere decir decir “muy pequeño, diminuto.” ¡El insecto era tan diminuto que casi no lo podía ver!

3. Now let’s look at a picture that demonstrates the word tiny. (Point to the frog the photo.) It shows a tiny frog. You can tell the frog is tiny because it fi ts inside a fl ower.

4. Look around the room. Name an object. Then your partner will name an object that is tiny compared to the one you named. Switch roles and repeat.

5. Take turns naming tiny animals. How many can you and your partner name? (Examples include: fl y, mouse, frog, butterfl y, hamster)

6. Now let’s say tiny together three more times: tiny, tiny, tiny.


462

museum stagecoach

mailtravel

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ROUTINE

ELD Content WordsUnit 4 Week 4 Wells Fargo History Museum

museum, stagecoach, travel, mail



independent work time, have children write sentences for each word. 5. Point out the following cognate: museo.

463

Word 1 nibbledELD Vocabulary WordsUnit 4 Week 5 Lenny and Molly

Word 2 roar

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ELD Vocabulary WordsUnit 4 Week 5 Lenny and Molly

Word 1 nibbled


1. One word in the selection is nibbled. Say it with me: nibbled. Nibbled means “ate in fast little bites.” The mouse nibbled at the cheese.

2. En español, to nibble quiere decir “comer con mordizcos pequeños y rápidos, mordisquear.” El ratón mordisqueó el queso.

3. Now let’s look at a picture that demonstrates the word nibbled. (Point to plate of food in the photo.) It shows tiny bits of food. The baby nibbled the food one little bit at a time.

4. Let’s think that we have a plate of grapes. Let’s act out how we nibble the grapes.

5. Now let’s think that we have a big piece of watermelon. Let’s nibble at the watermelon. Remember when we nibble we take small, quick bites.

6. Now let’s say nibbled together three more times: nibbled, nibbled, nibbled.

MOVEMENT

Word 2 roar


TEACHER TALK


1. Another word in the selection is roar. Say it with me: roar. Roar means “a loud growl.” The lions in the zoo sometimes let out roars when people walk by.

2. En español, roar quiere decir decir “el sonido que produce un león, rujido.” Los leones en el zoológico a veces sueltan rujidos cuando las personas pasan por sus jaulas.

3. Now let’s look at a picture that demonstrates the word roar. (Point to the tiger the photo.) It shows a how a tiger looks when it lets out a roar. Let’s all let out a roar like the tiger’s. (Have children roar.)

4. Look back at the picture. Talk to your partner about why the tiger might roar. (Examples include: the lion sees another animal, the lion is protecting itself)

5. Take turns naming animals that roar. Use the sentence: A can roar. (Examples include: lion, tiger, leopard, jaguar)

6. Now let’s say roar together three more times: roar, roar, roar.


466

stem leaves

rootsseeds

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ROUTINE

ELD Content WordsUnit 4 Week 5 Do All Plants Need the Same Things to Grow?

stem, leaves,seeds, roots




467

ELD Vocabulary WordsUnit 5 Week 1 The Sun

Word 1 gases

Word 2 sunblock

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TEACHER TALK

ELD Vocabulary WordsUnit 5 Week 1 The Sun

Word 1 gases

TEACHER TALK

PARTNER TALK

Word 2 sunblock

PARTNER TALK


1. One word in the selection is gases. Say it with me: gases. Gases means “things that are not a solid or a liquid; substances like air.” Have you ever seen water boil? The smoky air that comes out is a gas.

2. En español, gases quiere “cosas que no son ni sólidas ni líquidas, sustancias como el aire, gases.” ¿Haz visto el agua hervir? El humo que le sale es un gas.

3. Gases in English and gases in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that demonstrates the word gases (Point to the gases coming from the sun in the photo.) The sun is very hot. This picture shows what the gases that come from the sun look like.

5. Steam from water is a gas. Talk to your partner about how you can get steam from a pot of water. (Heat the water until the steam forms.)

6. Do you think fi re is a gas? Tell your partner if you do. Tell why or why not. (Example: Yes, because it is not solid or liquid. It is like hot air.)

7. Now let’s say gases together three more times: gases, gases, gases.



1. Another word in the selection is sunblock. Say it with me: sunblock. Sunblock is a cream that stops the rays of the sun from burning your skin. You should always protect your skin with sunblock when you are out in the sun.

2. En español, sunblock quiere decir “crema que previene que los rayos del sol quemen la piel, bloqueador solar.” Siempre deberían proteger su piel con bloqueador cuando están afuera.

3. Now let’s look at a picture that demonstrates the word sunblock. (Point to the bottle in the photo.) See the mother rubbing her daughter’s back. She is putting this sunblock on her back so that the sun does not burn her daughter’s skin.

4. Tell your partner if you think the term sunblock is a good term to describe the bottle the woman is holding in the picture. Tell why or why not.

5. Talk about why it is important to use sunblock. Tell when and where you should use it.

6. Now let’s say sunblock together three more times: sunblock, sunblock, sunblock.

470

gills fi ns

webbed spines

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ROUTINE

ELD Content WordsUnit 5 Week 1 Amazing Animals

gills, fi ns, webbed, spines




471

ELD Vocabulary WordsUnit 5 Week 2 Mr. Bell’s Telephone

Word 1 invented

Word 2 message

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TEACHER TALK

ELD Vocabulary WordsUnit 5 Week 2 Mr. Bell’s Telephone


Word 1 invented

Word 2 message


1. One word in the selection is invented. Say it with me: invented. Invented means “made something that never existed before.” Alexander Bell invented the telephone. Before he invented this machine, telephones did not exist.

2. En español, to invent quiere decir “hacer algo que no existía antes, inventar.” Puedes hacer una nueva máquina. Alexander Bell inventó el teléfono. Antes que él lo inventara, el teléfono no existía.

3. To invent in English and inventar in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that demonstrates the word invented. (Point to the telephone in the photo.) This is a picture of the fi rst telephone Alexander Bell invented.

5. Talk with your partner about other things that you are glad were invented. Use the sentence: I am glad the was invented.

6. Choose one of the things you and your partner named and tell why you are glad it was invented. Use the sentence: I am glad the

was invented because . 7. Now let’s say invented together three more

times: invented, invented, invented.

TEACHER TALK

PARTNER TALK


1. Another word in the selection is message. Say it with me: message. A message is something you want to communicate. A message can be given in writing, in speaking, or by gestures. Mother wrote a message to Stan and left it on the table.

2. En español, message quiere decir “lo que quieres comunicar, mensaje.” Un mensaje puede ser escrito, dicho o expresado con gestos. Mamá le escribió un mensaje a Stan y lo dejó sobre la mesa.

3. Message in English and mensaje in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that demonstrates the word message. (Point to the woman.) See the mother talking on the phone. When she speaks on the phone she is giving someone a message.

5. Let’s act out giving your partner a message on the phone. Then switch roles and repeat.

6. Now let’s use our faces and bodies to act out a message for a partner. Your partner has to tell you what your message is.

7. Now let’s say message together three more times: message, message, message.

474

needs wants

trade money

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ROUTINE

ELD Content WordsUnit 5 Week 2 Needs and Wants

needs, wants, trade, money




475

ELD Vocabulary WordsUnit 5 Week 3 What’s the Weather?

Word 1 dangerous

Word 2 storm

© Macmillan/McGraw-Hill • photo credits: (t) © Jeremy Woodhouse/Photodisc/Getty Images. (b) © Warren Faidley/Corbis.


TEACHER TALK

ELD Vocabulary WordsUnit 5 Week 3 What’s the Weather?

Word 1 dangerous


1. One word in the selection is dangerous. Say it with me: dangerous. If something is dangerous, it can hurt you or cause harm. It is very dangerous to play with matches. You could start a fi re.

2. En español, dangerous quiere decir “que puede causar lesión o daño, peligroso.” Es peligroso jugar con fósforos. Podrías empezar un incendio.

3. Now let’s look at a picture that shows the word dangerous. (Point to the lightning in the photo.) Look at the lightning. Lightning is dangerous. It can strike things on the ground and cause fi res.

4. Talk with your partner about what you would do if you saw dangerous lightning like in the photo. (They should go inside as soon as possible to avoid being struck.)

5. Take turns completing the following sentence: It is dangerous to . (Examples include: play with matches, walk alone at night, talk to strangers. Be sure to stress that children should never do anything dangerous.)

6. Now let’s say dangerous together three more times: dangerous, dangerous, dangerous.

PARTNER TALK


1. Another word in the selection is storm. Say it with me: storm. Storm means “a type of weather that has strong winds and rain or snow.” We ran for cover when we saw the storm coming.

2. En español, storm quiere decir “una condición del clima con vientos fuertes y lluvia o nieve, tormenta.” Corrimos a casa cuando vimos que se acercaba la tormenta.

3. Now let’s look at a picture that demonstrates the word storm. (Point to the trees and fl ooding in the photo.) It shows what it is like in a storm. See the trees. They are bent from the strong winds. And look at all the water. This storm caused fl ooding, too.

4. Talk with your partner about what it might feel like if you were caught outside in a storm. What would you do?

5. Look back at the picture. Talk about the things in the picture that show there was a storm. (Examples include: fl ooding, wind, cloudy sky, broken trees)

6. Now let’s say storm together three more times: storm, storm, storm.

Word 2 storm


478

spring summer

fall winter

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ROUTINE

ELD Content WordsUnit 5 Week 3 The Four Seasons

spring, summer, fall, winter




479

ELD Vocabulary WordsUnit 5 Week 4 Trees

Word 1 forest

Word 2 fruit

© Macmillan/McGraw-Hill • photo credits: (t) © Image Plan/PunchStock. (b) © Photodisc/James P. Blair/Jupiterimages.


TEACHER TALK

ELD Vocabulary WordsUnit 5 Week 4 Trees

Word 1 forest


1. One word in the selection is forest. Say it with me: forest. A forest is a large area of land that is covered with trees that grow close together. Small animals such as squirrels and rabbits live in the forest.

2. En español, forest quiere decir “un área de terreno grande cubierta de árboles que crecen juntos, bosque.” Animales pequeños como las ardillas y los conejos viven en el bosque.

3. Now let’s look at a picture that demonstrates the word forest. (Point to the trees in the photo.) Look how many trees there are! And they are all close together. This picture shows what a forest looks like from above the treetops.

4. Look at the picture again. Talk with your partner about what a forest looks like. How do you think it might feel to walk through a forest? What do you think you would see? (Examples include: lots of trees, green, shady; cool, damp; squirrels, rabbits, deer, trees, plants)

5. Tell your partner if you would or would not like to visit a forest. Tell why or why not. (Yes, because the animals and the plants would be beautiful and interesting. No, because I could get lost.)

6. Now let’s say forest together three more times: forest, forest, forest.

PARTNER TALK

Word 2 fruit


1. Another word in the selection is fruit. Say it with me: fruit. Fruit is a kind of food that grows on a plant and has seeds. Some examples of fruits are apples and pears.

2. En español, fruit quiere decir “un tipo de alimento que crece en lo árboles y tiene semillas, fruta.” Algunos ejemplos de frutas son las manzanas y las peras.

3. Fruit in English and fruta in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that demonstrates the word fruit. (Point to the apples on the tree branch in the photo.) See these apples. They are a kind of fruit that grows on trees. Some fruits, like strawberries, do not grow on trees. They grow on vines along the ground.

5. Take turns naming different kinds of fruits. See how many you and your partner can name.

6. Describe your favorite fruit to your partner, but do not say its name. When your partner guesses the fruit, switch roles and repeat.

7. Now let’s say fruit together three more times: fruit, fruit, fruit.


482

thermometer temperature

rain gauge weather vane

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ROUTINE

ELD Content WordsUnit 5 Week 4 Measure the Weather

thermometer, temperature, rain gauge, weather vane



independent work time, have children write sentences for each word. 5. Point out the following cognates: termómetro, temperatura.

483

ELD Vocabulary WordsUnit 5 Week 5 Living Things

Word 1 food

Word 2 soil

© Macmillan/McGraw-Hill • photo credits: (t) © Brand X Pictures/PunchStock. (b) © Bob Nichols/USDA Natural Resources Conservation Service.


ELD Vocabulary WordsUnit 5 Week 5 Living Things

Word 1 food


1. One word in the selection is food. Say it with me: food. Food means “the thing that gives people and animals nourishment.” All people and animals need food to live. People eat many different kinds of food, such as meat, fruit, and vegetables.

2. En español, food quiere decir “lo que nutre a los animales y las personas, comida.” Todas las personas y los animales necesitan comida para vivir. La gente come muchos tipos diferentes de comida como carnes, frutas y vegetales.

3. Now let’s look at a picture that demonstrates the word food. (Point to grapes on the vines in the photo.) This picture shows a kind of food that grows on vines. These are grapes. Some food grows in the ground, such as potatoes. Another kind of food is meat. We get meat from animals.

4. Let’s act out that we are picking food like fruits from trees. We have to reach high to get some. Then let’s pick food like carrots from the ground. We have to bend down and pull them out of the ground

5. Now let’s act out that we are eating some food. First let’s eat some corn on the cob. Now let’s have a slice of pizza. What other food shall we pretend to eat? (Take several suggestions from children and act out eating the food.)

6. Now let’s say food together three more times: food, food, food.

Word 2 soil


1. Another word in the selection is soil. Say it with me: soil. Soil is the dirt we plant things in. Soil has nutrients in it that help plants grow.

2. En español, soil quiere decir “el material del suelo en el que plantamos cosas, tierra.” La tierra tiene nutrientes que ayudan a que las plantas crezcan.

3. Now let’s look at a picture that demonstrates the word soil. This family digs in the soil. Then they plant the fl owers in the soil.

4. Look at the picture. Let’s act out that we are helping this family dig the soil. Let’s dig the soil so that we can plant the fl owers.

5. Now let’s act out helping them plant the fl owers. First put the fl owers in the soil. Then cover the roots of the fl owers with the soil that you dug.

6. Now let’s say soil together three more times: soil, soil, soil.



486

game soccer

court stadium

ROUTINE

ELD Content WordsUnit 5 Week 5 Ball Games in Mexico

game, soccer, court, stadium



independent work time, have children write sentences for each word. 5. Point out the following cognate: estadio.

487© Macmillan/McGraw-Hill • photo credits: (tl) © Valueline/PunchStock. (tr) © Polka Dot Images/PunchStock. (bl) © Flint/Corbis. (br) © The Stock Connection RM/PunchStock.

ELD Vocabulary WordsUnit 6 Week 1 The Show

Word 1 animals

Word 2 family

© Macmillan/McGraw-Hill • photo credits: (t) © Photodisc/Tom Brakefield/Getty Images. (b) © Photodisc/Adam Crowley/Getty Images.

ELD Vocabulary WordsUnit 6 Week 1 The Show


TEACHER TALK

Word 1 animals

Word 2 family


1. One word in the selection is animals. Say it with me: animals. Animals means “living beings that are not plants.” Some animals can be pets, but some cannot. Cats and lions are animals.

2. En español, animals quiere decir “los seres vivientes que no son plantas, animales.” Algunos animales pueden ser mascotas, pero otros no. Los gatos y los leones son animales.

3. Animals in English and animales in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that demonstrates the word animals. (Point to the bears.) See the bears. Bears are animals. They are living things that move and eat. They are dangerous; they cannot live in the house.

5. Take turns naming different kinds of pets. See how many you and your partner can name.

6. Talk to your partner about your favorite animal. Tell what it looks like, what it sounds like, and where it lives.

7. Now let’s say animals together three more times: animals, animals, animals.


PARTNER TALK


1. Another word in the selection is family. Say it with me: family. Family means “a group of people who are all related.” People who belong to the same family usually like doing things together. My family has dinner together every night.

2. En español, family quiere decir “un grupo de personas relacionadas, una familia.” Las personas que pertencen a la misma familia normalmente hacen cosas juntas. Mi familia cena junta todas las noches.

3. Family in English and familia in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that demonstrates the word family. (Point to each family member.) The members of this family are the grandmother, grandfather, mother, father, and two children.

5. Tell your partner what are some things that families do together. Which are the most fun?

6. Talk to your partner about a family party that you might plan. How would you chose the foods to eat and games to play. Be sure there are foods and games for everyone in the family.

7. Now let’s say family together three more times: family, family, family

490

work job

goods services

© Macmillan/McGraw-Hill • photo credits: (tl) © SW Productions/Getty Images. (tr) © © Ryan McVay/Getty Images. (bl) © Photo: © Michael Evans/Life File/Getty Images. (br) © Pixtal/age fotostock.

ROUTINE

ELD Content WordsUnit 6 Week 1 Goods and Services

work, job,goods, services



independent work time, have children write sentences for each word. 5. Point out the following cognate: servicios.

491

ELD Vocabulary WordsUnit 6 Week 2 Dawn Can Skate

Word 1 contest

Word 2 excited

© Macmillan/McGraw-Hill • photo credits: (t) © Stone/Soren Hald/Getty Images. (b) © Stockbyte/PunchStock.

ELD Vocabulary WordsUnit 6 Week 2 Dawn Can Skate


TEACHER TALK

Word 1 contest

Word 2 excited


1. One word in the selection is contest. Say it with me: contest. A contest is an event, a game, or a sport that you try to win in. The winner of the spelling contest gets a gold medal.

2. En español, contest quiere decir “un evento, un juego o un deporte en el que tratas de ganar; concurso.” El ganador del concurso de deletreo recibirá una medalla de oro.

3. Now let’s look at a picture that demonstrates the word contest. (Point to the skater in the photo.) See the girl ice-skating. She is in an ice-skating contest, or competition. She is trying to be the best skater in the contest.

4. Tell your partner about a contest you were in or one that you saw. What did you or the others have to do to win the contest?

5. Look at the picture again. What do you think this girl did to get ready for this ice skating contest? Do you think she will win the contest? Why or why not?

6. Now let’s say contest together three more times: contest, contest, contest.

TEACHER TALK

PARTNER TALK


1. Another word in the selection is excited. Say it with me: excited. Excited means “eager, thrilled, or happy about something that is happening or is about to happen.” Thomas is excited that he is getting a new puppy.

2. En español, excited quiere decir “animado o contento por algo que ha ocurrido o va a ocurrir, emocionado.” Tomás está emocionado por el nuevo cachorro que va a recibir.

3. Now let’s look at a picture that demonstrates the word excited. (Point to the boy in the photo.) It shows a boy who is excited. What do you think he is excited about? (Examples include: He won a contest. His team won a game.)

4. Let’s look at the picture again. Let’s all pretend we are as excited as the boy in the photo. Let’s try to look like he does.

5. Now let’s pretend someone famous is coming to visit our class. (You may wish to have children suggest who might visit.) Let’s see how excited we can act before the famous person gets here!

6. Now let’s say excited together three more times: excited, excited, excited.

MOVEMENT

494

immigrants cooperation

caring understanding

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ROUTINE

ELD Content WordsUnit 6 Week 2 A New Kid on the Block

immigrants, cooperation, caring, understanding



independent work time, have children write sentences for each word. 5. Point out the following cognate: inmigrantes, cooperación.

495

ELD Vocabulary WordsUnit 6 Week 3 Save Paper, Save Trees

Word 1 mill

Word 2 recycling

PARTNER TALK

© Macmillan/McGraw-Hill • photo credits: (t) © Digital Vision/Visions of America/Joe Sohm/Getty Images. (b) © Digital Vision/Janie Airey/Getty Images.

ELD Vocabulary WordsUnit 6 Week 3 Save Paper, Save Trees

Word 1 mill

Word 2 recycling


1. One word in the selection is mill. Say it with me: mill. A mill is a machine where natural materials such as trees, cotton, or grain are ground into little pieces. The little pieces are then made into products like paper, fabric, or fl our. The trees taken to the paper mill are made into paper.

2. En español, mill quiere decir “la máquina en la que materiales naturales como árboles, algodón o granos son picados en pedacitos chiquitos; molino.” Estos pedacitos chiquitos luego se usan para hacer productos como papel, tela y harina. Los árboles son llevados al molino para hacer papel.

3. Now let’s look at a picture that demonstrates the word mill. (Point to the mill in the photo.) See the paper mill. It has different buildings and smoke stacks. The mill turns trees into paper.

4. Tell your partner about some things you use that might have been made in a paper mill. Use the sentence: My was made in a paper mill.

5. Talk about why a paper mill is important. What would happen if there were no paper mills? (Paper mills are important because they make paper from trees. Without paper mills we would not have things like notebooks, books, or newspapers.)

6. Now let’s say mill together three more times: mill, mill, mill.

TEACHER TALK

PARTNER TALK


1. Another word in the selection is recycling. Say it with me: recycling. Recycling means “making used material into something new.” We recycle things so that they can be used again instead of wasted or thrown away. Recycling paper helps to save our trees.

2. En español, to recycle quiere decir “convertir algo que ha sido usado en algo nuevo, reciclar.” Reciclamos cosas para que puedan ser usadas de nuevo en vez de botadas a la basura. Reciclar el papel ayuda a conservar árboles.

3. To recycle in English and reciclar in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

4. Now let’s look at a picture that demonstrates the word recycling. (Point to the pack of paper in the photo.) A girl is getting a stack of newspapers ready for recycling.

5. Tell your partner another kind of material, besides paper, that gets recycled. Use the sentence: We recycle paper and . (Examples include: cans, plastic, glass)

6. Talk with your partner about why recycling is important. (Recycling helps save our trees, cuts down on garbage, and makes Earth cleaner. It uses things again instead of throwing them away.)

7. Now let’s say recycling together three more times: recycling, recycling, recycling.


TEACHER TALK

498

herbivore teeth

carnivore omnivore

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ROUTINE

ELD Content WordsUnit 6 Week 3 What Animals Eat Plants?

herbivore, teeth, carnivore, omnivore



independent work time, have children write sentences for each word. 5. Point out the following cognates: herbívoro, carnívoro, omnívoro.

499

ELD Vocabulary WordsUnit 6 Week 4 The Beautiful Butterfl y

Word 1 bands

Word 2 Painted Lady

PARTNER TALK

© Macmillan/McGraw-Hill • photo credits: (t) © Leo Fiedler/Corbis. (b) © Robert Marien/Corbis.

ELD Vocabulary WordsUnit 6 Week 4 The Beautiful Butterfl y


TEACHER TALK

Word 1 bands

Word 2 Painted Lady


1. One word in the selection is bands. Say it with me: bands. Bands are rings of color. Zebras look like they have black bands or stripes around their bodies.

2. En español, bands quiere decir “aros de color, listas.” Las cebras tienen listas negras alrededor de sus cuerpos.

3. Now let’s look at a picture that demonstrates the word bands. (Point to the caterpillar in the photo.) See the caterpillar. It has green and black bands.

4. Tell your partner about some things that have bands. (Examples include: caterpillars, zebras, clothing with stripes, tigers)

5. Tell your partner another word that means the same as bands. Use the sentence: Bands are like . (Examples include: rings, stripes)

6. Now let’s say bands together three more times: bands, bands, bands.

TEACHER TALK

PARTNER TALK


1. Another word in the selection is Painted Lady. Say it with me: Painted Lady. A Painted Lady is a kind of butterfl y. Most Painted Lady butterfl ies are orange and black and white.

2. En español, Painted Lady se dice “Mariposa Vanessa.” Una Mariposa Vanessa es un tipo de mariposa. Estas mariposas son anaranjadas con negro y blanco.

3. Now let’s look at a picture that shows a Painted Lady. (Point to the butterfl y in the photo.) This is a Painted Lady butterfl y.

4. Look at the picture again. Talk with your partner about what the Painted Lady looks like.

5. Tell if you think Painted Lady is a good name for this butterfl y. Tell why or why not.

6. Now let’s say Painted Lady together three more times: Painted Lady, Painted Lady, Painted Lady.

502

Native American nation

canoe moccasins

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1. Display the card. 2. Defi ne each word in English, referring to the photograph. Incorporate actions

where appropriate. 3. Have children say the word three times. 4. Explain how these four words fi t into a group, or category. During independent

work time, have children write sentences for each word. 5. Point out the following cognates: nación, canoa, mocasines.

ELD Content WordsUnit 6 Week 4 The First Americans

Native American, nation, canoe, moccasins

ROUTINE

503

ELD Vocabulary WordsUnit 6 Week 5 Fun Days

Word 1 country

Word 2 holidays

PARTNER TALK

© Macmillan/McGraw-Hill • photo credits: (t) © Cartesia/Photodisc/Getty Images. (b) © Ariel Skelley/Blend Images/Getty Images.

ELD Vocabulary WordsUnit 6 Week 5 Fun Days

TEACHER TALK

Word 1 country

Word 2 holidays


1. One word in the selection is country. Say it with me: country. Country means “a territory with people and its own government, and that is separate from other mations; a nation.” We live in the country known as The United States of America.

2. En español, country quiere decir “un terriorio con gente, su propio gobierno y que está separado de otras naciones; un país.” Nosotros vivimos en un país que se llama Estados Unidos.

3. Now let’s look at a picture that demonstrates the word country. (Point to the globe and several countries shown.) This is a globe. It is a round map of the world. The colors on this globe show some of the countries in the world. This country is . (Point to each country.)

4. Tell your partner the name of a country you or someone in your family has been to. Describe what the country was like.

5. People from different countries sometimes speak the language of their country. Name one country and the language the people speak. Use the sentence: In the country of

, many people speak . 6. Now let’s say country together three more

times: country, country, country.

TEACHER TALK

PARTNER TALK


1. Another word in the selection is holidays. Say it with me: holidays. Holidays are days on which we celebrate special events. Thanksgiving and the Fourth of July are two of my favorite holidays.

2. En español, holidays se dice “días festivos.” Los días festivos son días en los que celebramos eventos especiales. El Día de Acción de Gracias y el Día de la Independencia son dos de mis días festivos preferidos.

3. Now let’s look at a picture that demonstrates the word holidays. (Point to the children and fl ags.) It shows how these children celebrate a holiday called the Fourth of July.

4. Take turns with your partner naming other holidays you celebrate with your family.What are some things you like to do to celebrate the Fourth of July? (wave fl ags, salute, watch parades)

5. Choose one holiday you like and tell your partner how you celebrate it.

6. Now let’s say holidays together three more times: holidays, holidays, holidays.


506

freeze boil

grow melts

© Macmillan/McGraw-Hill • photo credits: (tl) © Jeremy Hoare/Life File/Getty Images. (tr) © David Chasey/Getty Images. (bl) © Jupiter Images/Creatas/Alamy Images. (br) © Brand X Pictures/PunchStock.

ROUTINE

ELD Content WordsUnit 6 Week 5 Things Change

freeze, boil, grow, melts




507

visual vocabulary resources (grade 1)

Documents

quiere decir

quiere decir

estar de acuerdo

squared studiosphotodiscgetty

rob melnychukgetty

photodisctom

squared studiosgetty

radius imagesalamy