investigates Key Words Unit 4 ● Week 2 TEACHER TALK Point to the Word 1 image. 1. One word in the selection is investigates. Say it with me: investigates. Investigates means “looks closely at or examines.” The detective investigates the mystery. 2. En español, to investigate quiere decir “investigar, examinar, observar detenidamente.” El detective investiga el misterioso caso. 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 demonstrates the word investigates. (Point to the girl looking through the magnifying glass.) This girl investigates a leaf. She is using a magnifying glass to take a closer look at it.   PARTNER TALK 5. With a partner, make a list of jobs in which people investigate things. Share your list with the class. (Examples include: reporters, police, detectives, scientists, doctors) 6. With a partner, talk about some stories you’ve read in which a main character investigates something. What did the main character want to find out, and how did he or she go about it? 7. Now let’s say investigates together three more times: investigates, investigates, investigates. investigates

solitary Key Words Unit 4 ● Week 2 TEACHER TALK Point to the Word 2 image. 1. Another word in the selection is solitary. Say it with me: solitary. Solitary means “alone.” Something that is solitary is by itself. There was a solitary flower in the vase. 2. En español, solitary quiere decir “solitario, solo.” Una cosa solitaria se encuentra sola, sin compañía. Había una flor solitaria en el florero. 3. Solitary in English and solitario 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 solitary. (Point to the tree.) This is a solitary tree. There are no other trees around it.   MOVEMENT 5. I’m going to tell you where to stand. Some of you will be in groups and some of you will be solitary. (Arrange students in groups of one, two, and three.) As I point, say either “group” or “solitary.” (Point to students standing alone or in groups.) 6. Now put a solitary item on your desk. How many things are on your desk? (one) 7. Now let’s say solitary together three more times: solitary, solitary, solitary. solitary

territory Key Words Unit 4 ● Week 2 TEACHER TALK Point to the Word 3 image. 1. One word in the selection is territory. Say it with me: territory. A territory is an area of land, usually belonging to a person, a state, or a country. When you play soccer, you try to move the ball into the other team’s territory. 2. En español, territory quiere decir “territorio, un área de tierra que le pertenece a una persona, un estado o un país.” Cuando juegas fútbol, intentas mover la pelota hacia el territorio del otro equipo. 3. Territory in English and territorio 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 territory. (Point to the map.) This map shows the Louisiana Territory. In 1803, President Thomas Jefferson bought this territory from France to become part of the United States. The territory stretched from the Mississippi River to the Rocky Mountains. 5. With a partner, claim a part of the classroom as your territory. Mark your territory with a sheet of paper, a book, or other object to show that it belongs to you. 6. Now invite another pair to visit your territory. As they enter your territory, say, “Welcome to our territory. We own this land.” Then switch roles. 7. Now let’s say territory together three more times: territory, territory, territory. territory

communication Key Words Unit 4 ● Week 2 TEACHER TALK Point to the Word 4 image. 1. Another word in the selection is communication. Say it with me: communication. Communication is sharing ideas and information with others. Talking is one kind of communication. 2. En español, communication quiere decir “comunicación, el compartir información e ideas con otras personas.” Hablar es una forma de comunicación. 3. Communication in English and comunicación 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 communication. (Point to the boy talking on the telephone.) Talking on the telephone is one kind of communication. Telephones allow us to share ideas and information with people who aren’t in the same place as we are.   PARTNER TALK 5. With a partner, make a list of some kinds of communication. Then communicate your list to the class. (Examples include: telephone, radio, letters, e-mail, television) 6. Complete this sentence frame: The kind of communication I use most often is ____________ because ____________. Share your completed sentence with your partner. 7. Now let’s say communication together three more times: communication, communication, communication. communication

nutrients Key Words Unit 4 ● Week 2 TEACHER TALK Point to the Word 5 image. 1. One word in the selection is nutrients. Say it with me: nutrients. Nutrients are substances that help living things grow. People get nutrients by eating healthy foods, such as vegetables, fruit, chicken, fish, and bread. 2. En español, nutrients quiere decir “nutrientes, sustancias que ayudan al crecimiento de los seres vivos.” La gente recibe nutrients cuando se alimenta con comida sana, como los vegetales, las frutas, el pollo, el pescado y el pan. 3. Nutrients in English and nutrientes 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 nutrients. (Point to the Mexican dinner.) This meal is full of nutrients, such as fats, proteins, carbohydrates, vitamins, and minerals. Eating healthy food that is full of nutrients will help you grow and stay strong.   PARTNER TALK 5. Work with a partner. Plan a meal that is full of nutrients. Share your meal with the class. Tell some of the nutrients it has. 6. Make a list of the foods you have eaten today. Talk with a partner about some foods you could eat the rest of today to make sure you get more nutrients. 7. Now let’s say nutrients together three more times: nutrients, nutrients, nutrients. nutrients

prehistoric Key Words Unit 4 ● Week 2 PARTNER TALK Point to the Word 6 image. 1. Another word in the selection is prehistoric. Say it with me: prehistoric. Something that is prehistoric comes from a time before history was written down. A dinosaur is a prehistoric animal. 2. En español, prehistoric quiere decir “prehistórico, algo que pasó antes de que la historia fuera escrita.” El dinosaurio es un animal prehistórico. 3. Prehistoric in English and prehistórico 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 prehistoric. (Point to Stonehenge.) This is Stonehenge. Stonehenge is a prehistoric monument of huge stones set in a circle. It was built in England thousands of years ago.   5. With your partner, make a list of some prehistoric animals you have read about or learned about. Share your list with the class. (Examples include: dinosaurs, mammoths, saber-toothed tigers) 6. Talk with a partner about some ways that we have learned about prehistoric people and animals. Share your ideas with the class. (Examples include: monuments, cave paintings, bones, fossils) 7. Now let’s say prehistoric together three more times: prehistoric, prehistoric, prehistoric. prehistoric

tunnel out Function Words & Phrases Unit 4 ● Week 2 TEACHER TALK 1. To tunnel out is to dig in order to reach the earth’s surface. Say it with me: tunnel out. The rabbit tunneled out of the ground. 2. En español, to tunnel out quiere decir “cavar un túnel y pasar por él hasta llegar a la superficie.” El conejo pasó por el túnel hasta llegar a la superficie. 3. This prairie dog has tunneled out of the ground. If you look around it, you can see that it is in a hole in the ground. He dug from under the ground to the earth’s surface.   MOVEMENT 4. Show me how you would move your hands if you were tunneling out. 5. What are some animals that tunnel out? (Examples include: rabbits, moles, insects, snakes) Pretend to be one of these animals. Show us how you would tunnel out. 6. Repeat the phrase three times with me: tunnel out, tunnel out, tunnel out. tunnel out

ramble on Function Words & Phrases Unit 4 ● Week 2 TEACHER TALK 1. Ramble on is another way of saying “roam” or “wander.” Say it with me: ramble on. To ramble on is to wander around without following a clear path. It is not a good idea to ramble on in a place you do not know. You may get lost. 2. En español, to ramble on quiere decir “caminar sin rumbo fijo; andar a la ventura.” No es buena idea caminar sin rumbo por un lugar desconocido. Te podrías perder. 3. The hiker in this picture is rambling on. He is exploring without following a clearly marked path.   CHORAL RESPONSE 4. I’m going to give some examples. If the example I give is an example of rambling on, say “ramble on.” If it’s not, don’t say anything. Exploring a forest with a group of friends Wandering through the mall without a plan Running around the track at school Following a hiking trail with a map 5. Would you rather ramble on or follow a path? Explain. (Call on volunteers to share their point of view.) 6. Repeat the phrase three times with me: ramble on, ramble on, ramble on. ramble on

frequently Function Words & Phrases Unit 4 ● Week 2 TEACHER TALK 1. In English, we use frequently to describe things we do often, or a lot. Say it with me: frequently. Frequently is another way of saying often. I frequently check my planner. I make sure I have written down all of my assignments in class. I make sure I have completed all my assignments after I get home. 2. En español, frequently quiere decir “frecuentemente, que se hace a menudo.” Frecuentemente miro mi libreta. Ahí tengo apuntado lo que quiero hacer en mis clases. Me aseguro de haber hecho lo que me propuse cuando llego a casa. 3. Frequently in English and frecuentemente in Spanish are cognates. They sound almost the same and mean the same thing in both languages. 4. The children in this picture are taking a break to drink water. Drinking enough water during the day is part of being healthy. It is important to drink water frequently during the day.   CHORAL RESPONSE 5. I’m going to name some things we do. If we do them frequently, clap your hands and say “frequently.” If not, don’t do anything. We talk with our friends. We read and write. We stand on our chairs. We take trips around the world. 6. Now I’m going to say some sentences. Repeat the sentences. Replace the word often with frequently. We often go to recess. We often work in groups. We often go to the library. 7. Repeat the word three times with me: frequently, frequently, frequently. frequently

afterward Function Words & Phrases Unit 4 ● Week 2 TEACHER TALK 1. Afterward means “at a later time.” Say it with me: afterward. We went to a movie. Afterward we went home. 2. En español, afterward quiere decir “más adelante, después.” Fuimos al cine. Después nos fuimos a la casa. 3. The children in this picture came home from school. Afterward, they went outside to play.   PARTNER TALK 4. Complete these sentences. Then share your completed sentences with a partner. I went to school. Afterward I ____________. I finished my homework. Afterward I ____________. I ate breakfast. Afterward I ____________. 5. Tell a partner about a time when you accomplished a goal. How did you feel afterward? 6. Repeat the word three times with me: afterward, afterward, afterward. afterward

colony Basic Words Unit 4 ● 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. colony

anthill Basic Words Unit 4 ● 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. anthill

chamber Basic Words Unit 4 ● 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. chamber

antenna Basic Words Unit 4 ● 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. antenna

mandible Basic Words Unit 4 ● 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. mandible

abdomen Basic Words Unit 4 ● 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. abdomen

Basic Words Unit 4 ● 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.