1. hilarious Key Words Unit 6 ● Week 5 TEACHER TALK
Point to the Word 1 image.
1. One word in the selection is hilarious. Say it with me: hilarious. Hilarious means “very
funny.” The clown’s act was hilarious. It made me laugh a lot.
2. En español, hilarious quiere decir “muy gracioso o divertido, divertidísimo.” El espectáculo del payaso fue divertidísimo. Me hizo reír mucho.
3. Now let’s look at a picture that demonstrates the word hilarious. (Point to the girl laughing.) This girl thinks her friend is hilarious. She is laughing hard at something her friend said.
PARTNER TALK
4. Tell your partner about a book, movie, or television show that you think is hilarious. Explain what makes it so funny.
5. With your partner, pretend to watch a hilarious show. Show what you would look and sound like as you watched.
6. Now let’s say hilarious together three more times: hilarious, hilarious, hilarious.
hilarious

2. dizzy Key Words Unit 6 ● Week 5 TEACHER TALK
Point to the Word 2 image.
1. Another word in the selection is dizzy. Say it with me: dizzy. If you are dizzy, you feel like you are spinning and likely to fall. Twirling in a circle can make you feel dizzy.
2. En español, dizzy quiere decir “sentir que uno está dando vueltas y va a caer, mareado.” Si haces muchas piruetas de seguido te puedes marear.
3. Now let’s look at a picture that demonstrates the word dizzy. (Point to the children.) These children are skipping around in a circle. They might feel dizzy at the end of their game. They will feel like they are still spinning!
PARTNER TALK
4. With your partner, make a list of amusement park rides or playground equipment that can make you feel dizzy. Talk about whether or not you like these kinds of rides. (Examples include: tire swings, merry-go-rounds)
5. Complete this sentence: I feel dizzy when ____________. Share your completed sentence with a partner.
6. Now let’s say dizzy together three more times: dizzy, dizzy, dizzy.
dizzy

3. mischief Key Words Unit 6 ● Week 5 TEACHER TALK
Point to the Word 3 image.
1. One word in the selection is mischief. Say it with me: mischief. Mischief is behavior that causes minor harm or annoyance. Mischief is playful rather than serious or hurtful. I caused mischief as a child by hiding my little sister’s favorite toy.
2. En español, mischief quiere decir “comportamiento que causa fastidio, travesura.” Las travesuras son bromas. No son ni hirientes ni serias. Una de mis travesuras de niña fue esconder el juguete preferido de mi hermanita.
PARTNER TALK
3. Now let’s look at a picture that demonstrates the word mischief. (Point to the woman spraying the man with the hose.) This woman is making mischief by spraying her friend with the hose. She is having fun and being playful, not causing harm or damage.
4. Talk with a partner about mischief a small child might get into. For each example, suggest something the child might do instead. (Examples include: coloring on the wall/coloring on paper)
5. What mischief might a pet get into? Work with a partner to list your ideas. Share them with the class. (Examples include: dig holes, steal socks)
6. Now let’s say mischief together three more times: mischief, mischief, mischief.
mischief

4. independence Key Words Unit 6 ● Week 5 TEACHER TALK
Point to the Word 4 image.
1. Another word in the selection is independence. Say it with me: independence. Independence means “freedom.” On July 4th, we celebrate our independence, or freedom, from British rule. The July 4th holiday is called Independence Day.
2. En español, independence quiere decir “libertad, independencia.” El 4 de Julio celebramos nuestra independencia de Gran Bretaña, por eso a ese día le llamamos el Día de la Independencia.
3. Independence in English and independencia 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 demonstrates the word independence. (Point to the girls marching in the July 4th parade.) In the United States, we have parades to celebrate Independence Day. These girls are marching in an Independence Day parade. They are wearing red, white, and blue—the colors of our flag.
5. Work with your partner to plan an Independence Day celebration. What activities would you have to celebrate America’s independence? Share your plan with the class.
6. Draw a symbol that stands for independence. It can be one you’ve seen or one you create. Tell your partner why you chose the symbol you did.
7. Now let’s say independence together three more times: independence, independence, independence.
independence

5. nowadays Key Words Unit 6 ● Week 5 TEACHER TALK
Point to the Word 5 image.
1. One word in the selection is nowadays. Say it with me: nowadays. Nowadays is another way of saying “in this day and age” or “currently.” Nowadays, people drive cars instead of covered wagons.
2. En español, nowadays quiere decir “en estos tiempos, actualmente, hoy en día.” Hoy en día las personas conducen carros en vez de carruajes.
3. Now let’s look at a picture that demonstrates the word nowadays. (Point to the man surfing the Internet while on his cell phone.) In earlier times, people had to send letters to communicate and wait for days to get information. Nowadays, technology has made it possible to communicate and access information almost instantly.
PARTNER TALK
4. Work with a partner. Draw and label a picture showing one way people traveled in the past, one way they travel nowadays, and one way they might travel in the future. Share your picture with the class.
5. You may have heard your parents or relatives talk about what life was like when they were children. Tell your partner one thing that was different when your parents or relatives were children than it is nowadays.
6. Now let’s say nowadays together three more times: nowadays, nowadays, nowadays.
nowadays

6. came in handy Key Words Unit 6 ● Week 5 TEACHER TALK
Point to the Word 6 image.
1. Another term in the selection is came in handy. Say it with me: came in handy. Came in handy means the same thing as was useful. It came in handy to have an extra set of keys when you locked yourself out.
2. En español, came in handy quiere decir “que tuvo uso, útil.” Fue útil tener una copia extra de llaves cuando te quedaste afuera y sin llaves.
3. Now let’s look at a picture that demonstrates the term came in handy. (Point to the man fixing the bike.) It came in handy to have the tools and knowledge to fix the bike. The boy’s father is able to fix his son’s bicycle.
PARTNER TALK
4. With your partner, name one thing that came in handy in each situation you might have had:
a camping trip (flashlights, tents, backpack)
a long car ride (games, music, books)
a picnic (a cooler, bug spray)
5. What are some things that came in handy at school, at the library, at practice, and at the playground? Make a list with your partner.
6. Now let’s say came in handy together three more times: came in handy, came in handy, came in handy.
came in handy

7. goes to figure Function Words & Phrases Unit 6 ● Week 5 TEACHER TALK
1. If something goes to figure, it makes sense or is the logical result of an action. Say it with me: goes to figure. It goes to figure that you will get wet if you go outside when it is raining.
2. En español, goes to figure quiere decir “el resultado lógico de una acción, que tiene sentido.” Si está lloviendo, es lógico que te mojes al salir.
3. Look at this burnt toast. The person put the toast in and forgot about it. It goes to figure that toast will burn if you leave it in the toaster for too long.
CHORAL RESPONSE
4. I am going to name some things. If the thing I say makes sense, or is a likely result of an action, say “It goes to figure.” If not, don’t say anything.
Your pants get dirty when you jump in a puddle.
Your teacher is happy when you don’t listen.
Your brother is upset when you use his computer without asking.
Your dog starts talking.
5. Now help me complete these sentences:
It goes to figure that it will rain when ____________.
It goes to figure that your friend will laugh when ____________.
It goes to figure that your car won’t run if ____________.
6. Repeat the phrase three times with me: goes to figure, goes to figure, goes to figure.
goes to figure

8. lickety-split Function Words & Phrases Unit 6 ● Week 5 TEACHER TALK
1. Lickety-split means “very quickly.” Say it with me: lickety-split. The dog ran to the door lickety-split when it heard its owner come home.
2. En español, lickety-split quiere decir “rápidamente.” El perro corrió hacia la puerta rápidamente cuando escuchó llegar a su dueño.
3. This girl is running down the hall, lickety-split. She is in a hurry to get to class on time.
CHORAL RESPONSE
4. Complete each of these sentences with the word lickety-split.
The rabbit ran toward the carrot, ____________.
When I smelled cookies, I ran to the kitchen ____________.
My friend said she was going skating right now, so I put my skates on ____________.
5. What is one thing you can do lickety-split? For example, I can tie my shoes, lickety-split. (Call on students to respond.)
6. Repeat the word three times with me: lickety-split, lickety-split, lickety-split.
lickety-split

9. newfangled Function Words & Phrases Unit 6 ● Week 5 TEACHER TALK
1. Newfangled is a new style or fashion of a product. Say it with me: newfangled. Newfangled things often have extra features and functions that aren’t really needed.
2. En español, newfangled quiere decir “del nuevo estilo o moda, moderno.” Las cosas modernas muchas veces tienen detallitos llamativos que en realidad salen sobrando.
3. This photograph shows two kinds of phones. This is an old-fashioned telephone. (Point to the old-fashioned phone.) This cell phone is a newfangled phone. Besides being a telephone, it can also be used to take pictures, listen to music, and send messages. It has many newfangled features that old phones did not have.
PARTNER TALK
4. Design a newfangled tennis shoe. Include extra features, such as light-up laces. Share your design with a partner. Explain why it is newfangled.
5. What things do newfangled cars have that older cars do not? Share your ideas with the class.
6. Repeat the word three times with me: newfangled, newfangled, newfangled.
newfangled

10. storm brewing Function Words & Phrases Unit 6 ● Week 5 TEACHER TALK
1. A storm brewing is a storm that is about to happen. Say it with me: storm brewing. When a storm is brewing, the clouds and sky grow darker to show that it’s about to rain. Sometimes the wind starts blowing and the air gets colder when a storm is brewing.
2. En español, storm brewing quiere decir “se aproxima una tormenta.” Cuando se aproxima una tormenta, el cielo oscurece para indicar que va a llover. A veces el viento sopla fuerte y el aire se enfría cuando se aproxima una tormenta.
3. This picture shows a storm brewing. The dark sky and funnel-shaped cloud show that a tornado is about to happen.
PARTNER TALK
4. With your partner, prepare a weather report that you might hear on the news. Warn viewers that a storm is brewing. Then share your weather report with the class.
5. Imagine that you are looking out your window and see a storm brewing. Tell a partner what sounds you hear and what the sky looks like.
6. Repeat the phrase three times with me: storm brewing, storm brewing, storm brewing.
storm brewing

11. eclipse Basic Words Unit 6 ● Week 5 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.
eclipse

12. thunderstorm Basic Words Unit 6 ● Week 5 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.
thunderstorm

13. lightning Basic Words Unit 6 ● Week 5 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.
lightning

14. forecast Basic Words Unit 6 ● Week 5 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.
forecast

15. odometer Basic Words Unit 6 ● Week 5 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.
odometer

16. bifocal Basic Words Unit 6 ● Week 5 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.
bifocal

17. Basic Words Unit 6 ● Week 5 ROUTINE
Explain how these six words fit into a group, or category. During independent work time, have children write sentences for each word.