inspire Key Words Unit 3 ● Week 4 TEACHER TALK Point to the Word 1 image. 1. One word to learn this week is inspire. Say it with me: inspire. To inspire means “to cause someone to want to do something.” 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, inspirar.” Un buen professor inspira a los niños de su clase a que estudien. 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.   PARTNER TALK 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. inspire

resourceful Key Words Unit 3 ● Week 4 TEACHER TALK Point to the Word 2 image. 1. Another word to learn this week 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 figure 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.   PARTNER TALK 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. resourceful

structure Key Words Unit 3 ● Week 4 TEACHER TALK Point to the Word 3 image. 1. Another word to learn this week 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 that make up this structure? (Examples include: windows, door, roof)   PARTNER TALK 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. structure

create Key Words Unit 3 ● Week 4 TEACHER TALK Point to the Word 4 image. 1. Another word to learn this week is create. Say it with me: create. Create means “to make something that was not there 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 were not on the paper until the child made them.   MOVEMENT 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. create

hobby Key Words Unit 3 ● Week 4 TEACHER TALK Point to the Word 5 image. 1. Another word to learn this week 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.” Tejer es el pasatiempo de muchas personas. Tejen 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 finished her work.   PARTNER TALK 4. What do you like to do when you are finished 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. hobby

pull down Function Words & Phrases Unit 3 ● Week 4 TEACHER TALK 1. 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 fire alarm.   CHORAL RESPONSE 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 chair a cloud in the sky the string on a ceiling fan a 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 fire 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. pull down

pull back Function Words & Phrases Unit 3 ● Week 4 TEACHER TALK 1. 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 hacia atrás 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.   MOVEMENT 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. pull back

leftover Function Words & Phrases Unit 3 ● Week 4 TEACHER TALK 1. In English, we use leftover to tell about things that are extra. Say it with me: leftover. Leftover means “remained.” After I ate breakfast, there was some leftover cereal. 2. En español, leftover quiere decir “que sobra, sobras.” Después del desayuno, quedaron sobras de cereal. 3. This picture shows the words leftover. The boys are eating some pizza. The rest of the pizza is leftover.   CHORAL RESPONSE 4. I will describe some situations. Say, “leftover” if there is a leftover. 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 books into groups of three. There is one more book that 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 leftover milk? The dog ate all of the food in its dish. Is there any leftover food? Maris gave away some of her stickers. Does she have any leftover stickers? 6. Repeat the words three times with me: leftover, leftover, leftover. leftover

left out Function Words & Phrases Unit 3 ● Week 4 TEACHER TALK 1. 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.   PARTNER TALK 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. left out

toothbrush Basic Words Unit 3 ● Week 4 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.   toothbrush

toothpaste Basic Words Unit 3 ● Week 4 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.   toothpaste

shoes Basic Words Unit 3 ● Week 4 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.   shoes

sneakers Basic Words Unit 3 ● Week 4 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.   sneakers

coat Basic Words Unit 3 ● Week 4 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.   coat

vest Basic Words Unit 3 ● Week 4 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.   vest

Basic Words Unit 3 ● Week 4 ROUTINE Explain how these six words fit into a group, or category. During independent work time, have children write sentences for each word.