combine Key Words Unit 4 ● Week 1 TEACHER TALK Point to the Word 1 image. 1. One word to learn this week is combine. Say it with me: combine. To combine means “to mix or put together.” If we combine red paint with yellow paint, we get orange paint. 2. En español, to combine quiere decir “mezclar o poner junto, combinar.” Si combinamos pintura roja con pintura amarilla, quedamos con pintura naranja o anaranjada. 3. To combine in English and combinar in Spanish are cognates. They sound almost the same and mean the same thing in both languages. 4. Now let’s look at the picture. It shows a kind of food called shish kabob. This shish kabob has meat, tomatoes, corn, and squash. To make shish kabob, we combine different kinds of meat and vegetables and cook them on a stick.   PARTNER TALK 5. Pretend you are going to make shish kabob. Think about the kinds of meats and vegetables you like. Tell your partner what foods you would combine to make your shish kabob. 6. Think of some other things you can combine to make food. For example, you can combine chocolate syrup and milk to make chocolate milk. Draw a picture of something you can make when you combine two or more foods. Tell your partner about your drawing. 7. Now let’s say combine together three more times: combine, combine, combine. combine

farmer Key Words Unit 4 ● Week 1 TEACHER TALK Point to the Word 2 image. 1. Another word to learn this week is farmer. Say it with me: farmer. A farmer is a person who grows food plants. Some farmers grow fruit, such as apples and grapes. Some farmers grow vegetables, such as corn and peas. 2. En español, farmer quiere decir “una persona que cultiva plantas comestibles, un granjero.” Algunos granjeros cultivan frutas como uvas y manzanas. Otros granjeros cultivan vegetales como el maíz y las arvejas. 3. Now let’s look at the picture. We see a farmer taking a rest on his farm. He has probably been planting seeds or gathering fruits and vegetables from his plants. See the fields behind him. The farmer grows food plants in the field.   MOVEMENT 4. We said that some farmers have plants on their land. Some farmers also have animals. Let’s sing about an old farmer named MacDonald. The song tells about the animals on his farm. Pretend to be the farmer Old MacDonald. Point to yourself every time we say the farmer’s name. (Lead children in singing “Old MacDonald Had a Farm.”) 5. Farmers have to do many jobs. We will name some of the jobs. We will act out each job we name. Say what I say and do what I do: Farmers plant seeds. (Pretend to plant seeds.) Farmers water plants. (Pretend to water plants.) Farmers pick vegetables. (Pretend to pick crops.) 6. Now let’s say farmer together three more times: farmer, farmer, farmer. farmer

ingredient Key Words Unit 4 ● Week 1 TEACHER TALK Point to the Word 3 image. 1. Another word to learn this week is ingredient. Say it with me: ingredient. An ingredient is a food you mix with other foods to make something to eat. The ingredients for a peanut butter and jelly sandwich are peanut butter, jelly, and bread. 2. En español, ingredient quiere decir “uno de los alimentos que se mezclan con otros para preparar una receta, un ingrediente.” Los ingredientes en un emparedado de mantequilla de maní con mermelada son pan, mermelada y mantequilla de maní. 3. Ingredient in English and ingrediente in Spanish are cognates. They sound almost the same and mean the same thing in both languages. 4. Now let’s look at the picture. We see some foods in the picture. We could put together some of these ingredients to make something to eat. We could cook the macaroni with cheese and milk to make macaroni and cheese.   MOVEMENT 5. I am going to name some ingredients. If you like the ingredient smile and nod “yes.” If you do not like the ingredient, frown and shake your head “no.” The first ingredient is ketchup. The second ingredient is honey. (Continue this pattern with other foods.) 6. We will pretend to make some foods. First, we will make chili. What is one ingredient we need? (meat) Let’s pretend to put that ingredient in a pot. (Continue this pattern adding beans, tomatoes, and spices. Then pretend to make another food.) 7. Now let’s say ingredient together three more times: ingredient, ingredient, ingredient. ingredient

market Key Words Unit 4 ● Week 1 TEACHER TALK Point to the Word 4 image. 1. Another word to learn this week is market. Say it with me: market. A market is a place where people buy and sell things. In some markets, people sell things they made. They might sell jewelry or clothes or pies. 2. En español, market quiere decir “el lugar donde las personas compran y venden cosas, mercado.” En algunos mercados las personas venden las cosas que hacen. Tal vez vendan joyas, ropa o tortas. 3. Market in English and mercado in Spanish are cognates. They sound almost the same and mean the same thing in both languages.   MOVEMENT 4. Now let’s look at the picture. The people in the picture are at a market. (Point to the woman behind the counter.) This woman grew lots of tomatoes. She wants to sell them at the market. (Point to the customer.) This woman wants to buy tomatoes. She came to the market to find some. 5. We will march around the classroom and say a rhyme. Follow me and echo the lines after me: To market, to market to buy a fat pig. Home again, home again, jiggety, jig. (Repeat replacing with rhymes such as a big bread, jiggety, jed; a fun toy, jiggety, joy. ) 6. Each of you will draw and cut out a piece of food. We will put all the foods on the table and pretend we are at a market. Each child will pretend to buy one piece of food at our market. (To save time, you could use toy food.) 7. Now let’s say market together three more times: market, market, market. market

nutritious Key Words Unit 4 ● Week 1 TEACHER TALK Point to the Word 5 image. 1. Another word to learn this week is nutritious. Say it with me: nutritious. A food that is nutritious is good for our bodies.” Fruit is nutritious. Vegetables are nutritious. Candy is not so nutritious. 2. En español, nutritious quiere decir “que es bueno para el cuerpo, nutritivo.” La comida nutritiva es buena para nuestros cuerpos. Las frutas y las verduras son nutritivas. El dulce no es nutritivo 3. Nutritious in English and nutritivo in Spanish are cognates. They sound almost the same and mean the same thing in both languages. 4. Now let’s look at the picture. We see a lunch. Is the lunch nutritious? (Point to juice.) Juice is nutritious. Soda would not be nutritious. (Point to the sandwich.) A sandwich with meat is nutritious. The sandwich would be more nutritious with whole wheat bread. (Point to the apple.) An apple is a nutritious dessert. It is much healthier than candy or cake.   PARTNER TALK 5. Draw a nutritious snack. Show your partner and tell him or her about the nutritious snack. 6. You and your partner will take turns naming foods. Name some foods that are nutritious. Name some foods that are not good for you. After one partner names a food, the other will say, “nutritious” or “not nutritious” for each food. 7. Now say nutritious three more times with me: nutritious, nutritious, nutritious. nutritious

set up Function Words & Phrases Unit 4 ● Week 1 TEACHER TALK 1. In English, we use set up to tell about getting ready to do something. Say it with me: set up. Pretend that we want to set up a table where you can paint. Here is how we would set up. We would put down paper. Then we would put out paints, brushes, and water. 2. En español, to set up quiere decir “prepararse para hacer algo.” Imagina que quieres preparar una mesa para poder pintar. Así es cómo la podemos preparar. Primero ponemos papel. Luego sacamos las pinturas, pinceles y agua. 3. This picture shows the phrase set up. The children are getting ready to do something. They are setting up a table to sell drinks. They must make the drinks and put out the cups. They must make a sign and hang it. This is how they set up.   CHORAL RESPONSE 4. Let’s pretend we are going to make a peanut butter and jelly sandwich. Let’s set up. Do what I do. (Pantomime the steps of making the sandwich.) What is the first thing we do to set up? The first thing we do to set up is get out bread. What is the second thing we do to set up? (Continue asking about the steps and have children answer using the sentence frame: The __________ thing we do to set up is __________.) 5. Think about a game you like to play. What do you have to do to set up to play the game? (Call on a few children to respond.) 6. Repeat the phrase three times with me: set up, set up, set up. set up

pack up Function Words & Phrases Unit 4 ● Week 1 TEACHER TALK 1. In English, we use pack up to tell about putting things away. Say it with me: pack up. Before you leave home in the morning, you pack up the things you need for school. 2. En español, to pack up quiere decir “empacar.” Antes de salir de tu casa para irte a la escuela, tienes que empacar las cosas que necesitas. 3. This picture shows the phrase pack up. See the little boy. He puts old toys in a box. These are toys he does not want anymore. The boy packs up the toys to give to someone else.   CHORAL RESPONSE 4. I am going to name some things. If they are things you can pack up in a box, say “pack up.” If you could not pack up the thing, say “no.” clothes a puppy your friend games books water 5. Pretend you are going on a trip. Think about what you would like to do on the trip. What things do you need to pack up to take on the trip? 6. Repeat the phrase three times with me: pack up, pack up, pack up. pack up

pie Basic Words Unit 4 ● Week 1 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. pie

cake Basic Words Unit 4 ● Week 1 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. cake

muffin Basic Words Unit 4 ● Week 1 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. muffin

juice Basic Words Unit 4 ● Week 1 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. juice

cider Basic Words Unit 4 ● Week 1 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. cider

sauce Basic Words Unit 4 ● Week 1 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. sauce

Basic Words Unit 4 ● Week 1 ROUTINE Explain how these six words fit into a group, or category. During independent work time, have children write sentences for each word.