Key Words Unit 2 ● Week 2

species Key Words Unit 2 ● Week 2 TEACHER TALK Point to the Word 1 image. 1. One word in the selection is species. Say it with me: species. A species is a certain type or group of living things. The members of an animal species all have some of the same characteristics, such as fur or scales. Lions belong to one species. 2. En español, species quiere decir “un grupo de seres vivos que comparten características, especies.” Los miembros de una especie tienen características comunes como el ser escamosos o peludos. Los leones pertenecen a una especie. 3. Species in English and especies 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 a picture that demonstrates the word species. (Point to the dogs in the photo.) This photo shows three different types, or breeds, of dogs that are all in the same species. There’s a boxer, a terrier, and a cocker spaniel. Each breed looks a little bit different, but they are all in the same species that we call dogs. 5. Turn to your partner and talk about the ways you can tell that these dogs belong to the same species. Share your answers with the class. (Examples include: They all have fur; they all have four legs and tails.) 6. Work with your partner and think of other species you know. Describe the characteristics of one of the species and have your partner guess the name of the species. 7. Now let’s say species together three more times: species, species, species. species

survive Key Words Unit 2 ● Week 2 TEACHER TALK Point to the Word 2 image. 1. Another word in the selection is survive. Say it with me: survive. To survive means “to stay alive, especially after an accident, a natural disaster, or another type of difficulty.” When you survive, you go on living. If you have been injured, you get well again. 2. En español, survive quiere decir “mantenerse vivo después de un accidente, desastre natural u otra dificultad; sobrevivir.” Si sobrevives, sigues viviendo. Aún si has sido lesionado podrás recuperarte. 3. Now let’s look at a picture that demonstrates the word survive. (Point to the animal in the photo.) This mountain lion was hurt in an accident. The team of vets came to help the lion survive. They are giving it medicine and they have put bandages on the wounds. Thanks to their good care, the lion will survive.   MOVEMENT 4. Let’s work with the team of vets to help the lion survive. Let’s put a blanket under the lion. Let’s give it some medicine and put bandages on its wounds. We are skilled vets, so we know that our care will help the lion survive. 5. Think of times when people might need to survive, such as after an accident or a natural disaster like a hurricane. Show what you would do to survive and how you would help others survive. 6. Now let’s say survive together three more times: survive, survive, survive. survive

alert Key Words Unit 2 ● Week 2 TEACHER TALK Point to the Word 3 image.  1. Another word in the selection is alert. Say it with me: alert. When you are alert you watch carefully. You are ready to act if you have to. You pay attention and think clearly. You have to be alert when you cross the street so you don’t get hit by a car. 2. En español, alert quiere decir “alerta, listo, vigilante, pendiente.” Cuando estás alerta, observas cuidadosamente. Debes permanecer alerta cuando cruzas la calle para no ser atropellado por un carro. 3. Alert in English and alerta in Spanish are cognates. They sound almost the same and mean the same thing in both languages.   MOVEMENT 4. Now let’s look at a picture that demonstrates the word alert. (Point to the animal in the photo.) This little animal is standing up and looking at something ahead of him. If the animal thinks it’s in danger, it will remain alert to protect itself. 5. Let’s all show what an alert animal looks like. Let’s stand up tall and straight. Let’s look ahead and look at the animal in front of us. Let’s be quiet and listen for sounds. Whew! We escaped being eaten by that fox because we were so alert. 6. Think of a time you have to be alert, like during a test or when you are playing in the ocean. Show us what you look like when you are alert. Tell us why it’s important for you to be alert. We’ll imitate your movements and look alert, too. 7. Now let’s say alert together three more times: alert, alert, alert. alert

vibrates Key Words Unit 2 ● Week 2 TEACHER TALK Point to the Word 4 image. 1. Another word in the selection is vibrates. Say it with me: vibrates. If something vibrates it shakes or moves back and forth quickly. A building might vibrate or sway if there is an earthquake. When an instrument vibrates, the shaking helps it make musical sounds. 2. En español, to vibrate quiere decir “agitarse rápidamente, vibrar.” Un edificio vibra si hay un terremoto. Cuando un instrumento musical vibra, la agitación causa que sonidos sean emitidos. 3. To vibrate in English and vibrar in Spanish are cognates. They sound almost the same and mean the same thing in both languages.   MOVEMENT 4. Now let’s look at a picture that demonstrates the word vibrates. (Point to the guitar strings in the photo.) The guitar strings vibrate, or move quickly back and forth, when they are strummed. The vibrations cause the strings to make noise, which we hear as music. 5. Let’s play our instruments and make them vibrate. Let’s hold our bows and move them back and forth over the strings. You can see the strings vibrate and you can hear the sounds, too. 6. Think of something else that vibrates. Show your partner what this thing looks like when it vibrates. Your partner will guess what it is. Then both of you demonstrate for another group. 7. Now let’s say vibrates together three more times: vibrates, vibrates, vibrates. vibrates

surroundings Key Words Unit 2 ● Week 2 TEACHER TALK Point to the Word 5 image. 1. Another word in the selection is surroundings. Say it with me: surroundings. Your surroundings are the environment or area around you. Right now your surroundings are our classroom. The other students, the teacher, and all of the things in the room are part of your surroundings. 2. En español, surroundings quiere decir “el ambiente o área que te rodea, el entorno.” En este momento su entorno es el salón de clases. Sus compañeros, su profesor y las cosas que se encuentran en el salón son parte de su entorno. 3. Now let’s look at a picture that demonstrates the word surroundings. (Point to the snake in the photo.) This snake blends in with its surroundings. It’s the same color as the leaves on the tree. The snake’s surroundings help it stay camouflaged, or hidden, from other animals that might hurt it.   PARTNER TALK 4. Turn to your partner and describe the snake’s surroundings. Talk about why it’s important for this snake to blend in with its surroundings. 5. Think of a place you like to visit. Draw a picture and include all of the surroundings. Show your picture to a group of students and describe the surroundings to them. 6. Now let’s say surroundings together three more times: surroundings, surroundings, surroundings. surroundings

prey Key Words Unit 2 ● Week 2 TEACHER TALK Point to the Word 6 image. 1. Another word in the selection is prey. Say it with me: prey. Prey is a word that describes an animal that is used as food by another animal. A hungry animal will catch and kill its prey and then eat it. Most animals are prey for one or more larger animals. 2. En español, prey quiere decir “un animal que es la comida de otro animal, presa.” Un animal hambriento caza a su presa y luego se la come. Los animales más pequeños son la presa de los más grandes. 3. Now let’s look at a picture that demonstrates the word prey. (Point to the small fish in the photo.) This little fish is prey for the bird. The bird is hungry, so the bird caught the fish to eat. The bird is holding its prey in its mouth and soon it will eat the fish.   PARTNER TALK 4. Being prey is part of the natural world. Answer these questions with your partner: What do you think might happen if some animals were not prey for others? What might happen if a hungry animal could not catch enough prey? 5. Think of an animal like a rabbit. Make a list of all of the animals that might consider your animal as its prey. Compare your list with another group’s list. See which animals are prey for several other animals, and which animals are not prey for many others. 6. Now let’s say prey together three more times: prey, prey, prey. prey

predators Key Words Unit 2 ● Week 2 TEACHER TALK Point to the Word 7 image.  1. Another word in the selection is predators. Say it with me: predators. A predator is an animal that hunts and kills other animals for food. The animals a predator hunts are called its prey. Lions, tigers, and wolves are all predators because they hunt other animals. Rabbits are not predators because they only eat plants. 2. En español, predators quiere quiere decir “animales que cazan y matan a otros animal para alimentarse, depredadores.” Los animales que los depredadores cazan son su presa. Los leones, los tigres y los lobos son depredadores porque cazan a otros animales. Los conejos no son depredadores poque sólo comen plantas. 3. Predators in English and depredadores 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 a picture that demonstrates the word predators. (Point to the shark in the photo.) This great white shark is one of the fiercest predators in the world. Look at those huge, sharp teeth. This predator will gobble up any fish that it can get. I wouldn’t want to be this shark’s prey! 5. Predators are also a part of the natural world. Answer these questions with your partner: Why are predators necessary in the animal world? What do you think might happen if some animals were not predators? 6. Think of a predator like a lion or a shark. Make a list of the other animals that the predator eats. Talk about how the predator finds and kills its prey. 7. Now let’s say predators together three more times: predators, predators, predators. predators

lunging Key Words Unit 2 ● Week 2 TEACHER TALK Point to the Word 8 image. 1. Another word in the selection is lunging. Say it with me: lunging. To lunge means “to move forward suddenly.” When you are lunging, you are trying to grab something in front of you. You might have to move quickly or stretch your arms out far to get the thing you want. You might look like you are diving or leaping. 2. En español, lunging quiere decir “lanzarse hacia algo con fuerza o violencia.” Si te lanzas hacia algo, estás tratando de cogerlo. Tal vez tengas que moverte rápidamente o que estirar los brazos para alcanzarlo. Cuando uno se lanza, parece que estuviera saltando o tirándose. 3. Now let’s look at a picture that demonstrates the word lunging. (Point to the lion in the photo.) This lion is a predator. It’s lunging at the zebra, which is its prey. The lion is trying to attack and grab the zebra. Look at the way the lion springs forward on its powerful hind legs.   MOVEMENT 4. Let’s lunge like this lion. Let’s stand on our hind legs. Then let’s reach far forward and try to grab our prey. Oops, we missed. We’ll have to run and lunge again. 5. You might lunge if you are trying to catch a ball. Show us what this would look like. Reach up and forward. Run after the ball. Great catch! Your lunging paid off. 6. Now let’s say lunging together three more times: lunging, lunging, lunging. lunging

to go separate ways Function Words & Phrases Unit 2 ● Week 2 TEACHER TALK 1. In English, we use to go separate ways to describe leaving someone. Say it with me: to go separate ways. To go separate ways means “to each one go off in a different direction.” When you and your friends get off the school bus, you go separate ways. You do not stay together. Each person walks to his or her own home. 2. En español, to go separate ways quiere decir “irse cada quien por su camino.” Cuando tú y tus amigos se bajan del autobús, cada quien se va por su camino. No se quedan juntos. Cada quien se va a su casa. 3. This picture demonstrates the phrase to go separate ways. These two friends have gone for a walk in the park together. Now they have to go home. They wave goodbye to each other as they go their separate ways. They go off in different directions. They’ll see each other another day.   CHORAL RESPONSE 4. Listen to this poem one time. Then say each line after me. Wave goodbye when you say “let’s go our separate ways.” Goodbye, farewell, Let’s go our separate ways. We’ll see each other tomorrow, There will be so much to say. Let’s go our separate ways now, I’ll see you another time. You go to your house And I’ll go to mine. 5. Imagine that you are out with a friend. You are getting ready to go your separate ways. What will you say to your friend? First say, “Let’s go our separate ways.” Then say what you will do next. Here’s an example: Let’s go our separate ways. I’ll e-mail you after dinner. (Call on several students to share their responses.) 6. Repeat the phrase three times with me: to go separate ways, to go separate ways, to go separate ways. to go separate ways

to have live young Function Words & Phrases Unit 2 ● Week 2 TEACHER TALK 1. In English, we use to have live young to describe how some animals are born. Say it with me: to have live young. To have live young means “to have babies instead of laying eggs.” Mammals have live young. The babies grow in the mother and then they are born. The babies don’t grow inside of eggs like birds do. 2. En español, to have live young quiere decir “tener crías en vez de poner huevos.” Los mamíferos tienen crías. Los bebés crecen dentro de la mamá y luego nacen. Los bebés no nacen de huevos, como lo hacen los pájaros. 3. This picture demonstrates the phrase to have live young. This mother tiger just had live young. Look at the two newborn tiger cubs. They were just born a few hours ago. They were not born from eggs. They were born as live young.   CHORAL RESPONSE 4. I am going to name some animals. If the animal has live young, say “to have live young.” If not, don’t do anything. a rattlesnake a polar bear an eagle a whale a frog a leopard 5. Now I’ll name some other animals that are able to have live young, and I’ll tell you the name for the babies. Repeat the sentences after me. A wolf is able to have live young. They are called cubs. A cat is able to have live young. They are called kittens. A dog is able to have live young. They are called puppies. 6. Repeat the phrase three times with me: to have live young, to have live young, to have live young. to have live young

it is unusual for Function Words & Phrases Unit 2 ● Week 2 TEACHER TALK 1. In English, we use it is unusual for to describe things that almost never happen. Say it with me: it is unusual for. It is unusual for means “happening only on occasion, rarely.” It is unusual for us to see rainbows because the conditions have to be just right for one to form. 2. En español, it is unusual for quiere decir “es inusual, es raro.” Es inusual ver un arco iris porque las condiciones tienen que ser precisas para que se forme uno. 3. This picture demonstrates the phrase it is unusual for. Most of the time, you’ll find a three-leaf clover. It is unusual for you to find a four-leaf clover. Because it is unusual, a four-leaf clover is considered to be a sign of good luck.   CHORAL RESPONSE 4. I am going to tell you about some things that happen. If it is unusual for them to happen, clap and say “it is unusual for.” If not, don’t do anything. We get ten feet of snow at one time. The boy makes friends with a wild bird. We eat lunch in the cafeteria. We jump rope in the classroom. We check books out of the library. 5. The opposite of the word unusual is usual. I’m going to describe some things that are usual for us to do. You repeat them and describe something else that is unusual. Here’s an example: It’s usual for me to find a three-leaf clover, but it’s unusual for me to find a four-leaf clover. It’s usual for someone to ride a horse, but it’s unusual for someone to ride __________. It’s usual for someone to swim in a swimming pool, but it’s unusual for someone to swim __________. It’s usual for someone to have a dog for a pet, but it’s unusual for someone to have __________. 6. Repeat the phrase three times with me: it is unusual for, it is unusual for, it is unusual for. it is unusual for

hang out Function Words & Phrases Unit 2 ● Week 2 TEACHER TALK 1. In English, we use hang out to describe being with friends. Say it with me: hang out. Hang out means “to relax and be together with friends.” When you hang out, you are relaxing. You might not have any definite plans about what to do. You might hang out at your friend’s house and watch TV or talk. 2. En español, to hang out quiere decir “juntarse con amigos.” Cuando te juntas con amigos, están relajados. No tienen ningún plan en particular. Pueden pasar un rato en casa de un amigo para ver la tele o para simplemente charlar. 3. This picture demonstrates the phrase hang out. These friends like to hang out together. They read, talk, watch TV, or play video games. They enjoy each other’s company. They just relax and have a good time. They like hanging out together.   CHORAL RESPONSE 4. Listen to this poem once. Then repeat each line after me. Clap when you say “hang out.” Let’s hang out. Let’s do something together. We could read books, Or talk about the weather. Let’s hang out, Let’s walk and talk and play. It’s fun to hang out and have a great day. 5. Now suppose you have just called your friend. Talk about what you want to do when you hang out. Finish these sentences. It’s a warm, sunny day. Let’s hang out and __________. It’s a cold, rainy day. Let’s hang out and __________. It’s a bright, snowy day. Let’s hang out and __________. 6. Repeat the phrase three times with me: hang out, hang out, hang out. hang out

fang Basic Words Unit 2 ● Week 2 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. fang

shedding Basic Words Unit 2 ● Week 2 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. shedding

venom Basic Words Unit 2 ● Week 2 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. venom

scent trail Basic Words Unit 2 ● Week 2 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. scent trail

live young Basic Words Unit 2 ● Week 2 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. live young

slither Basic Words Unit 2 ● Week 2 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. slither

Basic Words Unit 2 ● Week 2 ROUTINE Explain how these six words fit into a group, or category. During independent work time, have children write sentences for each word.