grateful Key Words Unit 2 ● Week 3 TEACHER TALK Point to the Word 1 image. 1. One word to learn this week is grateful. Say it with me: grateful. Grateful means “feeling that you want to thank someone.” People are grateful when others help them. People are grateful when others say something nice or give them gifts. 2. En español, grateful quiere decir “sentir que le quieres dar las gracias a alguien, agradecido.” Uno está agradecido cuando otros lo ayudan. Uno se siente agradecido cuando otros le dicen algo lindo o le dan un regalo. 3. Grateful in English and agradecido 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 the picture. The children’s mother does many things for them. She gives them good food. She cleans their clothes. She helps them learn. The children want to thank their mom. They give her a card that says they are grateful for everything she does. 5. Ask children to make a card for someone they are grateful to. Then ask them to tell a partner about the card they made. 6. Point out that Thanksgiving in the United States is a holiday when we think about what we are grateful for. Have children tell what they know about this holiday. Invite them to share about holidays from other cultures that are about being grateful. 7. Now let’s say grateful together three more times: grateful, grateful, grateful. grateful

include Key Words Unit 2 ● Week 3 TEACHER TALK Point to the Word 2 image. 1. Another word to learn this week is include. Say it with me: include. To include means “to be sure that someone or something is part of something else.” When we talk about something in class, I like to be sure to include everyone. I don’t want to leave any child out. 2. En español, to include quiere decir “asegurarse de que alguien o algo hace parte de otra cosa, incluir.” Cuando hablamos sobre algo en la clase, me gusta asegurarme de que todos están incluidos. No quiero dejar a nadie por fuera. 3. To include in English and incluir 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. Someone is taking the children’s picture. He wants to include everyone. The photographer says, “Squeeze in close so I can include everyone.” 5. I will give you some directions for forming groups. Please make the groups I ask you to make. I want one group to include (name) and (name). The next group will include (name), (name), and (name). (Continue until all children are grouped.) Now, I will call on you to tell me who your group includes. 6. Each of you will take three things out of your desk and put them in a pile. Then you will tell me what your pile includes. (Example: My pile includes a pencil, a book, and a marker.) 7. Now let’s say include together three more times: include, include, include. include

problem Key Words Unit 2 ● Week 3 TEACHER TALK Point to the Word 3 image. 1. Another word to learn this week is problem. Say it with me: problem. Problem means “a puzzle or question that needs an answer.” In school, we practice what we learn by figuring out the answers to problems. 2. En español, problem quiere decir “una pregunta o una dificultad que necesita una solución, un problema.” En el colegio practicamos lo que aprendemos cuando tratamos de encontrar las respuestas a problemas. 3. Problem in English and problema 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. The photo shows some children in school. They are working with numbers. They are using math to figure out the answer to a number problem.   PARTNER TALK 5. You will work with your partner to figure out the answer to a problem. Here is the problem: Luis and Eduardo eat lunch together. Luis has four pretzels. He wants to share them with Eduardo. Draw how many pretzels each boy can eat. 6. Problems do not have to be about numbers. They can be about other things. Here is another problem you and your partner can talk about. Think of as many ways as you can to fix this problem: A kindergarten boy keeps leaving his crayons in places and forgetting where they are. What are some ways to fix this problem? 7. Now let’s say problem together three more times: problem, problem, problem. problem

solve Key Words Unit 2 ● Week 3 TEACHER TALK Point to the Word 4 image. 1. Another word to learn this week is solve. Say it with me: solve. To solve means “to figure out the answer to a question or problem.” When we find the answer to a number problem, we solve the problem. 2. En español, to solve quiere decir “resolver una pregunta o un problema, solucionar.” Cuando resolvemos un problema matemático, solucionamos el problema. 3. Now let’s look at the picture. The teacher gave the children a math problem to figure out. The girl is working on the problem. She is trying to figure out the answer. Soon she will solve the problem by finding the answer.   PARTNER TALK 4. I will give you a problem to solve. Think about the problem. Tell your partner how you would solve it. See if you have the same or different ways to solve the problem. The problem is: You want to draw a red apple, but you broke your red crayon and don’t have another one. What can you do? (draw a green apple, borrow a red crayon) 5. Tell your partner about a problem a child might have at lunch (or snack time) in school. Your partner will give you an idea about how to solve the problem. 6. Now let’s say solve together three more times: solve, solve, solve. solve

thoughtful Key Words Unit 2 ● Week 3 TEACHER TALK Point to the Word 5 image. 1. Another word to learn this week is thoughtful. Say it with me: thoughtful. Thoughtful means “thinking about what others need and being kind to them.” Sending a card to someone who is sick is thoughtful. Sharing a snack with a friend is thoughtful. 2. En español, thoughtful quiere decir “que piensa en las necesidades de los demás y en cómo ayudarlos, atento.” Cuando le mandas una carta a una persona enferma estás siendo atento. Cuando compartes tu comida con un amigo estás siendo atento. 3. Now let’s look at the picture. The children are planning a treat for their mother. They are making her a special breakfast. They know their mom works hard. They know it will be a treat for her to have a special breakfast. What thoughtful children they are!   PARTNER TALK 4. It is thoughtful to say nice things to people. You can say nice things about how a person looks or what they do. Say something thoughtful to your partner. (Examples include: I like your shirt. I like the pictures you draw.) 5. Tell your partner about a thoughtful thing someone did for you. Tell how it made you feel. 6. Now let’s say thoughtful together three more times: thoughtful, thoughtful, thoughtful. thoughtful

by myself Function Words & Phrases Unit 2 ● Week 3 TEACHER TALK 1. In English, by myself means “alone, without others.” Say it with me: by myself. When I drive home from school, I am by myself. No one is in the car with me. 2. En español, by myself quiere decir “solo, sin compañía.” Cuando manejo hacia mi casa después de clases, estoy sola. No hay nadie más en el coche. 3. This picture shows the word by myself. The girl says, “I am playing ball by myself. None of my friends want to play.”   CHORAL RESPONSE 4. Say this chant with me. “I can quack by myself,” said the duck. “I can meow by myself,” said the cat. “I can moo by myself,” said the cow. “What do you think of that?” 5. Tell us about some things you can do without help. Say: I can __________ by myself. Then we will all repeat what you say. 6. Repeat the words three times with me: by myself, by myself, by myself. by myself

in a group Function Words & Phrases Unit 2 ● Week 3 TEACHER TALK 1. In English, in a group means “with other people.” Say it with me: in a group. When you do something with your family, you are in a group. 2. En español, in a group quiere decir “en un grupo, con otras personas.” Al hacer algo con tu familia, estás en un grupo. 3. This picture shows the words in a group. How many boys are playing basketball? Count them with me: one, two, three. The three boys play in a group.   CHORAL RESPONSE 4. I will ask you to stand with some other children. (Form small groups of various numbers of children.) As I point to each group, we will tell who is in the group. (An example is: Luis, Marty, and Ken are in a group.) 5. Draw a picture of something that children do in a group. Show the class your picture and tell us about it. Use the sentence: Children __________ in a group. Then the class will repeat your sentence. 6. Repeat the words three times with me: in a group, in a group, in a group. in a group

fold Basic Words Unit 2 ● 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. fold

rip Basic Words Unit 2 ● 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. rip

color Basic Words Unit 2 ● 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. color

write Basic Words Unit 2 ● 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. write

paint Basic Words Unit 2 ● 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. paint

crumple Basic Words Unit 2 ● 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. crumple

Basic Words Unit 2 ● 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.