adventure Key Words Unit 3 ● Week 3 TEACHER TALK Point to the Word 1 image. 1. One word to learn this week is adventure. Say it with me: adventure. An adventure is an exciting thing to do. A trip can be an adventure. People on a trip see and do exciting things. 2. En español, adventure quiere decir “algo que uno hace que es emocionante, una aventura.” Un viaje podría ser una aventura. Cuando uno va de viaje, ve y hace cosas diferentes y divertidas. 3. Adventure in English and aventura in Spanish are cognates. They sound almost the same and mean the same thing in both languages.   PARTNER TALK 4. Now let’s look at the picture. The people are on a raft. The raft is on a fast river. The people are having an exciting ride. They are on an adventure. 5. Tell your partner about an adventure from a book, a television show, or a movie. Explain why you thought what happened was exciting. 6. We said that exciting and adventure go together. Talk with your partner about other words that go with adventure. (Examples include: fun, scary, new, different) 7. Now let’s say adventure together three more times: adventure, adventure, adventure. adventure

attach Key Words Unit 3 ● Week 3 TEACHER TALK Point to the Word 2 image. 1. Another word to learn this week is attach. Say it with me: attach. To attach means “to put or connect something onto something else.” In school, we use glue, paperclips, and tape to attach things to each other. 2. En español, to attach quiere decir “atar o conectar una cosa con otra, sujetar.” En el colegio usamos goma de pegar, clips y cinta pegante para sujetar una cosa a otra. 3. Now let’s look at the picture. The dog has a leash attached to its collar. Before the dog can go outside, its owner must attach its leash so it can’t run away. The owner uses a little hook to connect the leash to the dog’s collar.   MOVEMENT 4. (Put out a supply of paperclips along with papers, index cards, envelopes, and similar items.) I am going to give each of you a direction to follow. Listen carefully and do what I tell you. (Give directions such as: Hector, attach the index card to the red paper. Ana, attach the big paper to the little paper.) 5. Let’s go on a hunt. We will walk around our room and find things we use to attach one thing to another. When you see one, point to it and say the word for the thing. 6. Now let’s say attach together three more times: attach, attach, attach. attach

haul Key Words Unit 3 ● Week 3 TEACHER TALK Point to the Word 3 image. 1. Another word to learn this week is haul. Say it with me: haul. To haul means “to move something that is heavy.” Sometimes, we haul things ourselves. We can haul a heavy box to the basement. Other times, we use something to help us. A van can haul furniture to a family’s new house. 2. En español, to haul quiere decir “mover o arrastrar algo muy pesado, tirar.” A veces nosotros mismos tiramos de cosas. Podríamos tirar de una caja pesada para llevarla al sótano. 3. Now let’s look at the picture. Look at the huge logs in this picture. They must be very heavy. The trucks haul the logs away.   MOVEMENT 4. I will name some things. Stand up if I name something a person could haul. Sit down if the thing is too big or heavy for a person to haul. A box of clothes A car A rug A trashcan A school desk A bucket of dirt A giraffe 5. Pretend you are hauling a box of toys. Show me what you would do. 6. Now let’s say haul together three more times: haul, haul, haul. haul

massive Key Words Unit 3 ● Week 3 TEACHER TALK Point to the Word 4 image. 1. Another word to learn this week is massive. Say it with me: massive. Massive means “very, very large.” A mountain is massive. A stone is not massive. 2. En español, massive quiere decir “muy muy grande, gigante, enorme.” Una montaña es enorme, pero una piedra no es enorme. 3. Now let’s look at the picture. (Point to the whale.) See this huge sea animal. It is one of the biggest animals in the world. This whale is massive.   PARTNER TALK 4. Draw something that is massive. Share your drawing with your partner. Tell what you have drawn. Which is more massive in real life? The object you drew or the object your partner drew? 5. Work with your partner to name as many massive animals as you can think of. 6. Now let’s say massive together three more times: massive, massive, massive. massive

wheels Key Words Unit 3 ● Week 3 TEACHER TALK Point to the Word 5 image. 1. Another word to learn this week is wheels. Say it with me: wheels. Wheels are round things that let other things roll. Bikes have two wheels. Cars have four wheels. Some trucks have 18 wheels! 2. En español, wheels quiere decir “los objetos redondos que permiten que algunas cosas se muevan, ruedas.” Las bicicletas tienen dos ruedas. Los carros o automóviles tienen cuatro ruedas. Algunos camiones tienen 18 ruedas. 3. Now let’s look at the picture. (Point to the wheels.) See the round wheels. They are part of a truck. They let the truck roll down the road.   MOVEMENT 4. We will sing the song, “The Wheels on the Bus.” Every time we say the word wheels, make a circle in the air with your finger. 5. Let’s pretend we are walking in the neighborhood. I will say things we see. Every time I say something that has wheels, stop and say, “Wheels!” (As you lead children in walking around the classroom, make comments such as, Now we are passing the grocery store. I see a truck full of bread. Oh, look, there is a bus bringing children to school.) 6. Now let’s say wheels together three more times: wheels, wheels, wheels. wheels

toward Function Words & Phrases Unit 3 ● Week 3 TEACHER TALK 1. In English, we use the word toward to tell about going closer to something. Say it with me: toward. Watch as I walk toward my desk. (From another part of the room, walk toward your desk.) 2. En español, toward quiere decir “hacia algo, en la dirección de una cosa.” Miren cómo camino hacia mi escritorio. (Camine hacia su escritorio desde otra parte del cuarto.) 3. This picture shows the word toward. The people are playing basketball. The man threw the ball toward the basket. (Point to the man. Then put your finger on his raised hands and arc toward the net to show the movement of the ball.) The ball is getting closer and closer to the basket. The ball is going toward the basket.   MOVEMENT 4. We will play Simon Says. If Simon says to go toward something, do it, and say, “toward.” If Simon does not say to go toward something, stand still. Simon says, “Walk two steps toward me. “ Simon says, “Hop one step toward your partner.” Simon says, “Sit down in your seat.” (Continue with similar directions.) 5. Work with a partner. Take turns telling each other to go toward different things in our room. 6. Repeat the word three times with me: toward, toward, toward. toward

past Function Words & Phrases Unit 3 ● Week 3 TEACHER TALK 1. In English, we use the word past to tell that we go by a place and keep on going. We do not stop. Say it with me: past. Watch as I walk past the bookshelf. (Walk past the bookshelf and keep moving until you are a distance from it.) 2. En español, past se dice “pasar por algo.” Si pasamos por un lugar, no paramos. Seguimos caminando. Miren cómo paso por el estante. (Pase por el estante y siga un poco después de pasarlo.) 3. This picture shows the word past. The girl is in a race. (Point to the girl in the forefront.) She is at the finish line. (Point to the finish line.) She is going to keep running. She will go past the finish line. Then she will win the race.   MOVEMENT 4. I will give each of you a direction to follow. After you follow the direction, we will all say what you did. [Name], please walk past the door. We should all say, “[Name] walked past the door.” “[Name], please walk past [name].” Say, “[Name] walked past [name].” (Continue until everyone has had a turn.) 5. Now work with a partner. Take turns telling each other what to walk past in the classroom. 6. Repeat the word three times with me: past, past, past. past

duck Basic Words Unit 3 ● Week 3 ROUTINE 1. Display the card. 2. Define each word in English, referring to the photograph. Incorporate actions where appropriate. 3. Have children say the word three times. duck

cow Basic Words Unit 3 ● Week 3 ROUTINE 1. Display the card. 2. Define each word in English, referring to the photograph. Incorporate actions where appropriate. 3. Have children say the word three times. cow

pig Basic Words Unit 3 ● Week 3 ROUTINE 1. Display the card. 2. Define each word in English, referring to the photograph. Incorporate actions where appropriate. 3. Have children say the word three times. pig

horse Basic Words Unit 3 ● Week 3 ROUTINE 1. Display the card. 2. Define each word in English, referring to the photograph. Incorporate actions where appropriate. 3. Have children say the word three times. horse

sheep Basic Words Unit 3 ● Week 3 ROUTINE 1. Display the card. 2. Define each word in English, referring to the photograph. Incorporate actions where appropriate. 3. Have children say the word three times. sheep

goat Basic Words Unit 3 ● Week 3 ROUTINE 1. Display the card. 2. Define each word in English, referring to the photograph. Incorporate actions where appropriate. 3. Have children say the word three times. goat

Basic Words Unit 3 ● Week 3 ROUTINE Explain how these six words fit into a group, or category. During independent work time, have children write sentences for each word.