generations Key Words Unit 3 ● Week 3 TEACHER TALK Point to the Word 1 image. 1. One word in the selection is generations. Say it with me: generations. A generation is a group of people who were all born at about the same time. You and your friends are a generation because you are about the same age. Your parents and their friends of the same age belong to a different generation. Several generations live at the same time. 2. En español, generations quiere decir “grupos de personas que nacieron en la misma época, generaciones.” Tú y tus amigos son de la misma generación porque tienen casi la misma edad. Tus padres y sus amigos de la misma edad pertenecen a otra generación. 3. Generations in English and generaciones 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 generations. (Point to the people in the photo as you name each generation.) There are three generations of family members in this photograph. The grandparents are in the oldest generation. The parents are in the middle generation. The children belong to the youngest generation. 5. Turn to your partner and talk about why this picture demonstrates the word generations. Share your answers with the class. (Examples include: The people are of different ages. There are three groups of people.) 6. Work with your partner to name the people in the different generations in your families. 7. Now let’s say generations together three more times: generations, generations, generations. generations

globe Key Words Unit 3 ● Week 3 TEACHER TALK Point to the Word 2 image. 1. Another word in the selection is globe. Say it with me: globe. A globe is a model of the Earth. A globe shows all of the continents, oceans, countries, and islands on Earth. You use a globe when you want to locate a place. Classrooms, libraries, and homes often have globes to look at. 2. En español, globe quiere decir “un modelo de la Tierra, un globo.” El globo terráqueo muestra todos los océanos y continentes del mundo. Lo puedes usar para localizar o ver dónde queda un lugar. 3. Globe in English and globo 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 globe. (Point to the globe in the photo.) This globe is round, just like Earth. Here you can see the continent of Africa and parts of Europe and Asia. Each country is shown in a different color. The oceans are shown in gray. The latitude and longitude lines are in gray, too. If you spin the globe, you’ll see the rest of the continents. 5. Where have you seen a globe? What can you use a globe for? Talk with your partner about how a globe can be useful. Share your ideas with the class. 6. Talk with your partner about places you could locate on a globe. What places would you like to find? Share your ideas with another pair. 7. Now let’s say globe together three more times: globe, globe, globe. globe

preserve Key Words Unit 3 ● Week 3 TEACHER TALK Point to the Word 3 image. 1. Another word in the selection is preserve. Say it with me: preserve. To preserve means “to protect or keep safe.” When you preserve an idea, you make sure others know about it. When you preserve food, you store it so it’s safe to eat it at a later time. 2. En español, to preserve quiere decir “proteger, preservar.” Cuando preservas comida, la guardas de manera que no se dañe con el tiempo. 3. To preserve in English and preservar 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 preserve. (Point to the fresh fruit in the photo.) The cook is going to preserve these fresh fruits. She’ll cook them a special way and put them in jars. Then she’ll seal the jars so the fruit will be safe to eat later on. 5. People like to preserve things, or keep them safe for later use. I like to preserve photos, or keep them so I can enjoy them later. Talk with your partner about things you would like to preserve. Share your ideas with the class. 6. With your partner, make a list of things you would like to preserve. Talk about why you want to preserve these things. Share your list with another pair. 7. Now let’s say preserve together three more times: preserve, preserve, preserve. preserve

reveal Key Words Unit 3 ● Week 3 TEACHER TALK Point to the Word 4 image.  1. Another word in the selection is reveal. Say it with me: reveal. To reveal means “to make something known or easy to see.” When you reveal information, you tell it to someone. When you reveal something that was hidden, you show it to someone. 2. En español, to reveal quiere decir “mostrar algo o hacer algo conocido, revelar.” Cuando revelas información dejas que otros la sepan. Cuando revelas algo que estaba escondido, dejas que sea visto. 3. To reveal in English and revelar 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 reveal. (Point to the older man in the photo.) The teacher has revealed the inside of a computer to his students. He took the cover off so he can show them what the circuits look like. Now the students better understand how a computer works. 5. Let’s all show what it’s like for a teacher to reveal information about the computer. Let’s show the circuit board to our students. Let’s point out different parts and explain how they work. 6. Think of a topic you know about. Reveal information about the topic to us. You can use movements or drawings, or you can talk about it. 7. Now let’s say reveal together three more times: reveal, reveal, reveal. reveal

amusing Key Words Unit 3 ● Week 3 TEACHER TALK Point to the Word 5 image. 1. Another word in the selection is amusing. Say it with me: amusing. Amusing means “funny or comical.” When something is amusing, it makes you laugh. A joke can be amusing. A funny trick or a clown can be amusing. 2. En español, amusing quiere decir “gracioso, cómico o entretenido.” Algo entretenido, como un chiste o un payaso, te hace reír. 3. Now let’s look at a picture that demonstrates the word amusing. (Point to the legs and shoes in the photo.) This photograph is amusing. I laugh when I look at these big, silly feet and striped socks.   PARTNER TALK 4. Talk with you partner about what makes this picture amusing. Share your ideas with the class. (Examples include: The shoes and socks are funny. They are silly. They make me laugh.) 5. Tell your partner about something amusing that you have seen. Tell your partner what you did when you saw this amusing thing and how it made you feel. 6. Now let’s say amusing together three more times: amusing, amusing, amusing. amusing

to bring back to life Function Words & Phrases Unit 3 ● Week 3 TEACHER TALK 1. In English, we use to bring back to life to describe a way to fix things. Say it with me: to bring back to life. To bring back to life means “to repair or make like new again.” If a house is old and worn down, you can bring it back to life by fixing broken windows and doors, repainting, putting in new carpets, and cleaning. Then the house looks like new again. 2. En español, to bring back to life quiere decir “revitalizar algo reparándolo o renovándolo.” Si una casa es vieja y está en malas condiciones, podemos revitalizarla reparando sus puertas y ventanas, pintándola, alfombrándola, y limpiándola. Así la casa se verá como nueva otra vez. 3. This picture demonstrates the phrase to bring back to life. A terrible forest fire destroyed the trees in this forest. Now this man is helping to bring the forest back to life by planting new trees. As the trees grow the forest will look alive again. The man is doing something good for the environment by helping to bring the forest back to life.   CHORAL RESPONSE 4. Help me finish these sentences: To bring my garden back to life, I’m going to __________. The beach was damaged by the hurricane. To bring it back to life, we will __________. The park was flooded in the storm. To bring it back to life, we will __________. 5. Now I am going to describe some places. If you think someone helped to bring this place back to life, raise your hand and say “to bring back to life.” If not, don’t do anything. The neighborhood kids cleaned up the trash, painted the swings, and put up new basketball nets at the playground. The farmer let the old barn fall apart. The windows were broken and the roof had a hole in it. Juanita dragged her old wagon out of the garage, put on new tires, sanded off the rust, and painted it red. 6. Repeat the phrase three times with me: to bring back to life, to bring back to life, to bring back to life. to bring back to life

unlike Function Words & Phrases Unit 3 ● Week 3 TEACHER TALK 1. In English, we use unlike to describe things that are not the same. Say it with me: unlike. Unlike means “not alike, or different.” These two crayons are unlike each other in color; one is pink and the other is purple. 2. En español, unlike significa “distinto o diferente.” Estos dos creyones son distintos porque tienen diferente color; uno es rosa y el otro morado. 3. This picture demonstrates the word unlike. The two parts of this town are unlike each other. One part of the town is farmland, while the other part of the town is houses and businesses. The two parts of the town look different from each other and are used in different ways.   CHORAL RESPONSE 4. I am going to read a short poem to you. Listen once, and then repeat each line after me. I’m unlike you, and you’re unlike me. We’re as different as different can be. You are short, while I am tall. You play guitar, but I play ball. I’m unlike you, and you’re unlike me, But best of friends we’ll always be. 5. Now I am going describe two things. Tell me how they are unlike each other. (Call on a few students to answer.) a boat and a car an apple and an orange a book and a movie a dog and a cat a tree and a flower 6. Repeat the word three times with me: unlike, unlike, unlike. unlike

like other Function Words & Phrases Unit 3 ● Week 3 TEACHER TALK 1. In English, we use like other to describe things that are the same. Say it with me: like other. Like other means “similar to, resembling, or having the same qualities.” You are like other students because you are in this class with them. 2. En español, like other quiere decir “como algo o alguien, similar o parecido a, tener las mismas cualidades.” Tú eres como los otros estudiantes porque estás en la misma clase que ellos. 3. This picture demonstrates the word like other. This street vendor sells jewelry, just like other stores do. The jewelry looks the same and costs about the same amount of money. The street vendor is like other street vendors because they all sell products from booths on the street.   CHORAL RESPONSE 4. Help me finish these sentences: Like other animals, a cat __________. Like other schools, our school __________. Like other students, I __________. Like other cities, our city __________. 5. Now I am going to describe two things. Tell us how they are like each other. (Call on a few students to answer.) games and tag fruits and an orange subjects and math animals and a dog sports and tennis 6. Repeat the phrase three times with me: like other, like other, like other. like other

tap into Function Words & Phrases Unit 3 ● Week 3 TEACHER TALK 1. In English, we use tap into to describe a way that we get information. Say it with me: tap into. Tap into means “find out or use.” When we ask someone a question, we tap into their knowledge to find the answer. We use information they have. The Native American storyteller tapped into the culture’s wealth of stories at the Beyond the Border Storytelling Festival. 2. En español, to tap into quiere decir “averiguar, indagar o informarse.” Cuando le hacemos una pregunta a alguien, indagamos en su conocimiento. Usamos la información que nos proporciona. En el Festival de Cuentos Más Allá de la Frontera, los narradores natives indagan en la rica cultura de cuentos y leyendas de Estados Unidos. 3. This picture demonstrates the phrase tap into. These students are doing research on trickster tales. They use the computers to tap into the information on the Internet to find out about the tales. They’re glad there is so much information on the World Wide Web for them to tap into.   PARTNER TALK 4. Suppose that your partner knows all about a topic and you want to learn more. Think of a topic. Now ask questions and tap into your partner’s knowledge. Tells us a few of the questions you asked. (Ask a few pairs to respond.) 5. Why would you need to tap into information in a book or on the World Wide Web? Discuss your response with your partner. (Ask a few pairs to share their answers.) 6. Repeat the phrase three times with me: tap into, tap into, tap into. tap into

heritage 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. heritage

storyteller 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. storyteller

tradition 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. tradition

audience 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. audience

character 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. character

entertainer 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. entertainer

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.