1. annoy Key Words Unit 9 ● Week 1 TEACHER TALK
Point to the Word 1 image.
1. One word to learn this week is annoy. Say it with me: annoy. To annoy is to “make someone feel a little bit angry.” A fly can annoy you by buzzing around your face.
2. En español, to annoy quiere decir “molestar, fastidiar, hacer enojar un poco.” Una mosca molesta cuando zumba cerca de tu cara.
3. Now let’s look at a picture that shows the word annoy. One boy is trying to do his work. The boy behind him is tapping him on the head with a pencil. This bothers the boy in front. The other boy annoys him.
PARTNER TALK
4. Show your partner how your face and body look when something annoys you.
5. Take turns telling your partner things that annoy you. Tell why those things make you a little bit angry.
6. Now let’s say annoy together three more times: annoy, annoy, annoy.
annoy

2. distinctive Key Words Unit 9 ● Week 1 TEACHER TALK
Point to the Word 2 image.
1. Another word to learn this week is distinctive. Say it with me: distinctive. Distinctive means “different from other people or things.” A giraffe is distinctive because it has such a long neck. Other animals do not have necks that long.
2. En español, distinctive quiere decir “distintivo, diferente a los demás.” Una jirafa es distintiva por su largo cuello. Ningún otro animal tiene un cuello así.
3. Distinctive in English and distintivo 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 shows the word distinctive. Look at the beautiful red, blue, and black marks on this butterfly. Only this kind of butterfly has this kind of marks. Other butterflies look different. The colorful marks on this one are distinctive.
5. Think of a way you are distinctive from other children you know. Maybe you know how to do something most of your classmates do not. Maybe you like a food that most children do not. Tell your partner one way you are distinctive.
6. Draw a house that you think would be fun to live in. Don’t make it look like most other houses. Make it distinctive in some way. Then share your picture with your partner. Talk about what makes your house is distinctive.
7. Now let’s say distinctive together three more times: distinctive, distinctive, distinctive.
distinctive

3. flutter Key Words Unit 9 ● Week 1 TEACHER TALK
Point to the Word 3 image.
1. One word to learn this week is flutter. Say it with me: flutter. To flutter means “to move wings up and down very fast.” Sometimes birds flutter their wings after they take a birdbath. They move their wings fast to get the water off.
2. En español, to flutter quiere decir “aletear, agitar las alas rápidamente de arriba abajo.” A veces los pájaros aletean después de bañarse. Agitan las alas para secarse.
3. Now let’s look at a picture that shows the word flutter. Look at the wings on this bee. (Point to the wings.) The bee’s wings are going up and down very fast. The bee flutters its wings so it can stay in the air to suck the juice out of the flowers. If the bee did not flutter its wings, it would fall to the ground.
MOVEMENT
4. Let’s pretend we are bees. Pretend that your arms are wings. Let’s flutter our wings.
5. Each of you will have a turn to name an animal that flutters its wings. We will pretend to be that animal and flutter around the classroom. (Examples include: bird, butterfly, bat, fly.)
6. Now let’s say flutter together three more times: flutter, flutter, flutter.
flutter

4. insect Key Words Unit 9 ● Week 1 TEACHER TALK
Point to the Word 4 image.
1. Another word to learn this week is insect. Say it with me: insect. An insect is a very, very small animal that has six legs. Many insects also have wings. Another word we use for insect is bug. Flies are insects, and so are ants.
2. En español, insect quiere decir “insecto, un animalito con tres pares de patas.” Muchos insectos también tienen alas. Las moscas y las hormigas son insectos.
3. Insect in English and insecto 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 shows the word insect. Look at the animal in this picture. It looks big in the picture, but in real life it would be this big. (Indicate a half inch with your fingers.) Let’s count how many legs it has. (Point to each leg as your lead children in counting: one, two, three, four, five, six.) This is an insect. It has six legs.
5. You and your partner will make an insect word chain. You will do this by taking turns naming insects you know. You will name as many insects as you can.
6. Draw an insect. Be sure to make it small. Be sure it has six legs. Make up a name for the kind of insect you draw. Tell your partner the insect’s name. Make up a story about where the insect lives, what it eats, and how it acts.
7. Now let’s say insect together three more times: insect, insect, insect.
insect

5. interesting Key Words Unit 9 ● Week 1 TEACHER TALK
Point to the Word 5 image.
1. One word to learn this week is interesting. Say it with me: interesting. Interesting means “making you pay attention or making you want to learn more.” I think spiders are interesting. I like to read about spiders and to look at pictures of spiders.
2. En español, interesting quiere decir “interesante, algo que te llama la atención.” Las arañas me parecen interesantes. Me gusta leer libros y ver fotos de arañas.
3. Interesting in English and interesante 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 shows the word interesting. The girl is looking at something interesting. She is looking at a model of a dinosaur. She doesn’t want to leave. She wants to stay there and keep looking. She wonders about the dinosaur. She wants to know more about it because it is so interesting.
5. Each of you will have a few minutes to find something in our classroom that you think is interesting. Go stand next to the interesting thing. When it is your turn, you can show it to us and tell us why you think it is interesting.
6. You will have a chance to act out something that you think is interesting to do. We will guess what you are showing us.
7. Now let’s say interesting together three more times: interesting, interesting, interesting.
interesting

6. in the water Function Words & Phrases Unit 9 ● Week 1 TEACHER TALK
1. In English, we use the phrase in the water to tell about someone or something that is in water. When you jump into a pool or lake to swim, you are in the water. Say it with me: in the water.
2. En español, in the water quiere decir “en el agua.” Cuando te tiras a la piscina o a un lago a nadar, estás en el agua.
3. This picture shows the phrase in the water. The ducks are swimming in the water. They find fish to eat in the water. They live in the water. They play in the water.
CHORAL RESPONSE
4. I am going to name some animals. When I name an animal that lives in the water, say, “in the water.” When I name an animal that does not live in the water, do not say anything.
dolphin
horse
seal
cat
whale
lion
5. Now name some other animals that live in the water. Tell where the animal lives—in the ocean, or in a lake, river, or stream. If you have seen the animal in the water, describe how it looked. Share your memories of the animal with your classmates.
6. Repeat the phrase three times with me: in the water, in the water, in the water.
in the water

7. on land Function Words & Phrases Unit 9 ● Week 1 TEACHER TALK
1. In English, we use the phrase on land to tell about things that happen out of the water and on the land. Say it with me: on land. Some people do not know how to swim. They do not go in the water. They stay on land where they feel safe.
2. En español, on land quiere decir “sobre tierra.” Algo que sucede fuera del agua sucede sobre tierra. Algunas personas no saben nadar. Éstas no se tiran al agua. Se quedan sobre tierra, donde se sienten más seguras.
3. This picture shows the phrase on land. The ducklings are walking on land with their mother. Ducks are birds that fly, swim, and live both on land and in the water.
CHORAL RESPONSE
4. I am going to tell about several different events. When I describe something that happens on land, say “on land.” When I name something that does not happen on land, don’t say anything.
You go for a walk with your family.
You take a trip on an airplane.
You swing on the playground.
Balloons are flying through the air.
Birds sweep across the sky.
A train takes you into the city.
5. Imagine that your family is going on a trip. You will stay on land as you travel. Tell where you will go and how you will get there. Think about the different ways that people travel on land. We can drive in our cars or in trailers, and we can take trains and buses.
6. Repeat the phrase three times with me: on land, on land, on land.
on land

8. puddle Basic Words Unit 9 ● 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.
puddle

9. stream Basic Words Unit 9 ● 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.
stream

10. pond Basic Words Unit 9 ● 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.
pond

11. lake Basic Words Unit 9 ● 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.
lake

12. river Basic Words Unit 9 ● 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.
river

13. ocean Basic Words Unit 9 ● 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.
ocean

14. Basic Words Unit 9 ● 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.