1. delicious Key Words Unit 4 ● Week 3 TEACHER TALK
Point to the Word 1 image.
1. One word to learn this week is delicious. Say it with me: delicious. Delicious means “tasting very good.” Many people love to eat pizza. They think it is a delicious food.
2. En español, delicious quiere decir “que sabe muy rico, delicioso.” A muchas personas les gusta la pizza. Les parece que la pizza es deliciosa.
3. Delicious in English and delicioso 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. Look at the food in the photo. The chicken is cooked just right. The tomato is red and juicy. The lettuce is fresh. I would love to bite into that sandwich. It looks delicious!
5. One partner will say a food he or she thinks is delicious. I think __________ is delicious. The other partner will tell whether he or she agrees. I think __________ is delicious, too; or I don’t think __________ is delicious. Then the partners will switch.
6. Draw the most delicious lunch you can think of. Share your picture with your partner and tell him or her about it.
7. Now let’s say delicious together three more times: delicious, delicious, delicious.
delicious

2. devour Key Words Unit 4 ● Week 3 TEACHER TALK
Point to the Word 2 image.
1. Another word to learn this week is devour. Say it with me: devour. To devour means “to eat quickly and with great hunger.” When people devour things, they usually eat a lot and eat fast. They are usually very hungry.
2. En español, to devour quiere decir “comer rápidamente y con mucha hambre, devorar.” Cuando alguien devora su comida, come mucho y rápidamente. Normalmente es porque esa persona tiene mucha hambre.
3. To devour in English and devorar 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 girls are eating noodles. They are very hungry, so they will quickly devour the food.
5. Let’s pretend we are eating noodles like the girls in the photo. Show me how you would devour the noodles.
6. Animals can devour foods, too. Think about a time you saw a dog devour dog food or another animal devour food. How did the dog look? What kind of noises did the dog make? Let’s pretend we are dogs. Let’s devour our dog food.
7. Now let’s say devour together three more times: devour, devour, devour.
devour

3. fresh Key Words Unit 4 ● Week 3 TEACHER TALK
Point to the Word 3 image.
1. Another word to learn this week is fresh. Say it with me: fresh. Fresh means “just picked.” Fresh food tastes better than food from a can.
2. En español, fresh quiere decir “acabado de coger o hacer, fresco.” La comida fresca, acabada de hacer, sabe mucho mejor que la comida enlatada.
3. Fresh in English and fresco 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 vegetables. There is a tomato, a zucchini, a pepper, and corn. (Point to each as you name it.) The colors are bright. The vegetables do not have any spots on them. Someone must have just picked them from the plants. They look very fresh.
MOVEMENT
5. We will pretend to pick fruit and eat it fresh off the plant. Pretend with me. (Pretend to pick an apple off a tree and bite into it.) Echo what I say. This fresh apple is good. (Follow the pattern to act out picking, eating, and commenting on a few other fruits.)
6. I am going to name some foods. If I say a fresh food, clap. If I name a food that is not fresh, do not clap. A potato from the garden, a French fry, a pickle, a cucumber off a plant, a can of corn, an ear of corn from a stalk.
7. Now let’s say fresh together three more times: fresh, fresh, fresh.
fresh

4. menu Key Words Unit 4 ● Week 3 TEACHER TALK Point to the Word 4 image.
1. Another word to learn this week is menu. Say it with me: menu. A menu is a list of foods you can get in a restaurant. Most menus have a list of foods, drinks, and desserts.
2. En español, menu quiere decir “la lista de comida que puedes pedir en un restaurante, el menú.” La mayoría de menús incluyen los platos, las bebidas y los postres que se pueden pedir.
3. Menu in English and menú 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 people ordering food from a restaurant menu. The menu might be for breakfast, lunch, or dinner. I wonder what foods are on the menu.
PARTNER TALK
5. Fold a big piece of paper in half. (Demonstrate.) You and your partner will make a picture menu. Pretend you have a restaurant. Take turns drawing things people can buy in your restaurant.
6. Use the menu you and your partner made. One child will pretend to be the waiter. The other will pretend to be the customer. The customer will look at the menu and tell the waiter what he or she wants to eat. Then the partners will switch.
7. Now let’s say menu together three more times: menu, menu, menu.
menu

5. tradition Key Words Unit 4 ● Week 3 TEACHER TALK
Point to the Word 5 image.
1. Another word to learn this week is tradition. Say it with me: tradition. Tradition means “a special thing a family or a community does to celebrate.” Some families give gifts on birthdays. It is their tradition.
2. En español, tradition quiere decir “algo especial que hace un grupo de personas para celebrar, tradición.” Algunas familias se dan regalos de cumpleaños. Esa es su tradición.
3. Tradition in English and tradición 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. We see a cooked turkey. It has special decorations around it. Some families have a turkey for Thanksgiving celebrations. Turkey for Thanksgiving is a tradition.
5. Talk with your partner about traditions in our community. Tell which ones you think are the most fun and why. (Examples include: parades, 4th of July fireworks)
6. Think about some holidays we celebrate in this community. Pick one with your partner. What are some food traditions we have for those holidays? Name as many foods that are part of the tradition as you can with your partner.
7. Now let’s say tradition together three more times: tradition, tradition, tradition.
tradition

6. a bit of Function Words & Phrases Unit 4 ● Week 3 TEACHER TALK
1. In English, we use the phrase a bit of to tell about a small piece or a small number of something. Say it with me: a bit of. We just put a bit of salt on food, not a lot.
2. En español, a bit of quiere decir “un poco de algo.” A la comida le ponemos un poquito de sal, no mucha.
3. This picture shows the phrase a bit of. The picture shows just two apples on a tree. There are many, many more. This is just a bit of what is on the whole tree.
CHORAL RESPONSE
4. We will pretend that we are eating together. I will ask you if you want something. You will answer that you would like a bit of it. You will show me with your hand how much. Would you like some pie? Yes, I would like a bit of pie. (Continue with other foods and beverages.)
5. We will tell about some things we have in our classroom. (Hold up items and lead children in telling what you have.) We have a bit of paper. We have a bit of paste. We have a bit of paint.
6. Repeat the phrase three times with me: a bit of, a bit of, a bit of.
a bit of

7. a lot of Function Words & Phrases Unit 4 ● Week 3 TEACHER TALK
1. In English, we use the phrase a lot of when we have a big number of something. Say it with me: a lot of. We have a lot of books in our school library.
2. En español, a lot of quiere decir “una gran cantidad de algo, mucho.” Tenemos una gran cantidad de libros en la biblioteca de la escuela.
3. This picture shows the phrase a lot of. Look at all the apples. There are so many that it would be hard to count them all. There are many boxes of apples. This picture shows a lot of apples.
CHORAL RESPONSE
4. I will name some things we might have at a party. Tell me whether you’d like to have a lot or a bit of each thing. Complete the sentence: I’d like to have a lot of __________ or I’d like to have a bit of __________.
cake
music
games
ice cream
sandwiches
quiet time
5. Now look around the classroom. Find one thing we have a lot of. Tell me what you see. (Call on a few children to respond.)
6. Repeat the phrase three times with me: a lot of, a lot of, a lot of.
a lot of

8. peanut butter Basic Words Unit 4 ● 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.
peanut butter

9. cream cheese Basic Words Unit 4 ● 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.
cream cheese

10. rye bread Basic Words Unit 4 ● 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.
rye bread

11. egg Basic Words Unit 4 ● 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.
egg

12. tuna Basic Words Unit 4 ● 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.
tuna

13. ham Basic Words Unit 4 ● 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.
ham

14. Basic Words Unit 4 ● 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.