1. brilliance Key Words Unit 4 ● Week 2 TEACHER TALK
Point to the Word 1 image.
1. One word in the selection is brilliance. Say it with me: brilliance. Brilliance means “brightness.” If you see the brilliance of the stars at night, you see how bright and shining they are.
2. En español, brilliance quiere decir “resplandor; brillo.” Si ves las estrellas de noche, verás su resplandor y brillo.
3. Brilliance in English and brillo in Spanish are cognates. They sound almost the same and mean the same thing in both languages.
4. Now let’s look at a picture that demonstrates the word brilliance. (Point to the yellow birds.) Look at these brightly colored birds. I like the brilliance of their feathers. Their feathers are bright and shiny.
PARTNER TALK
5. We saw the brilliance of the birds’ feathers in the picture. What other pictures could you use to demonstrate the word brilliance? Tell your partner. (Examples include: bright stars, colorful costumes, a city with a lot of bright lights, etc.)
6. Do you think the brilliance of the birds in the picture helps them stay safe from enemies or makes it hard for them to stay safe? Why?
7. Now let’s say brilliance together three more times: brilliance, brilliance, brilliance.
brilliance

2. affection Key Words Unit 4 ● Week 2 TEACHER TALK
Point to the Word 2 image.
1. Another word in the selection is affection. Say it with me: affection. If you feel affection for someone or something, you really like the person or the thing. Many people feel affection for their pets. They love their pets.
2. En español, affection quiere decir “afecto.” Si sientes afecto por alguien, te cae bien esa persona o la quieres. Mucha gente siente afecto por sus animales. Aman a sus animales.
3. Affection in English and afecto 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 demonstrates the word affection. (Point to the family.) The people in this family feel affection for each other. They love each other. I can tell because they are hugging each other. You feel affection for someone you hug.
5. I hug people in my family to show my affection. Show me how you hug to show affection. (Hug yourself.) Complete this sentence: I hug ____________ to show affection.
6. Make believe you have a pet cat that you feel affection for. How would you show your affection? Act it out. (Demonstrate petting a cat.)
7. Now let’s say affection together three more times: affection, affection, affection.
affection

3. pleaded Key Words Unit 4 ● Week 2 TEACHER TALK
Point to the Word 3 image.
1. Another word in the selection is pleaded. Say it with me: pleaded. Pleaded means “begged or asked a lot of times.” Suppose you wanted an extra long recess. You asked me politely. Then you asked again and again. You pleaded with me to give you an extra long recess.
2. En español, to plead quiere decir “rogar; suplicar; pedir algo formalmente.” Digamos que quieren un recreo largo. Me lo piden amablemente. Me lo piden una y otra vez. Me suplican que les dé un recreo largo.
3. Now let’s look at a picture that demonstrates the word pleaded. (Point to the children pleading for money.) These children pleaded with their dad. The children begged him to give them some money. They asked and asked and asked. The children pleaded so much, that their dad gave them money.
MOVEMENT
4. Sometimes when children plead for something, they put their hands together like this. (Fold your hands in front of you as if you are pleading.) Then they say, “Please, please, please!” Let’s make believe we are pleading. Put your hands together and say, “Please, please, please!”
5. Role play how you plead with a parent when you ask to do something you really want to do. Show what you would say and do.
6. Now let’s say pleaded together three more times: pleaded, pleaded, pleaded.
pleaded

4. exhausted Key Words Unit 4 ● Week 2 TEACHER TALK
Point to the Word 4 image.
1. Another word in the selection is exhausted. Say it with me: exhausted. Exhausted means “very, very tired.” When I am really exhausted in the afternoon, I take a nap.
2. En español, exhausted quiere decir “muy, muy cansado, agotado.” Cuando estoy agotado por la tarde, tomo una siesta.
3. Now let’s look at a picture that demonstrates the word exhausted. (Point to the doctor.) This doctor worked all day. He had a very busy day. Now he is exhausted. That is why he is taking a nap.
MOVEMENT
4. When I am exhausted, I stretch and yawn. (Demonstrate.) Let’s all imagine we are exhausted. Let’s stretch and yawn. Now we can pretend we are taking a nap. (Demonstrate resting your head on your hands or your table.)
5. Some people get exhausted when they run. (Act out running. Then stretch and yawn.) Show me something that makes you exhausted. Then act exhausted. We will guess what makes you exhausted by completing this sentence: You are exhausted because ____________.
6. Now let’s say exhausted together three more times: exhausted, exhausted, exhausted.
exhausted

5. guarantee Key Words Unit 4 ● Week 2 TEACHER TALK
Point to the Word 5 image.
1. Another word in the selection is guarantee. Say it with me: guarantee. Guarantee means “to promise or be certain.” If you guarantee you will clean your room by noon, you promise you will clean it.
2. En español, to guarantee quiere decir “garantizar; prometer.” Si me garantizas que limpiarás tu cuarto antes de las doce, prometes limpiarlo.
3. To guarantee in English and garantizar in Spanish are cognates. They sound almost the same and mean the same thing in both languages.
4. Now let’s look at a picture that demonstrates the word guarantee. (Point to the sunset.) This is a picture of a sunset. I know that the sun sets in the west every day. I can guarantee that if you look to the west at the end of a sunny day, you will see the sun set.
PARTNER TALK
5. Think about things that happen every day. Then tell your partner something you can guarantee will happen today. Complete this sentence: I guarantee that ____________. (Examples include the following: school will get out at (time of release); it will get dark outside; we will go to lunch.)
6. You can guarantee some things but not others. Tell your partner one thing you can guarantee and why you can guarantee it. Then tell one thing you cannot guarantee and why you cannot guarantee it.
7. Now let’s say guarantee together three more times: guarantee, guarantee, guarantee.
guarantee

6. preparations Key Words Unit 4 ● Week 2 TEACHER TALK
Point to the Word 6 image.
1. Another word in the selection is preparations. Say it with me: preparations. When you make preparations for something, you get ready for it. I make preparations for school every day. I plan what we will do.
2. En español, preparations quiere decir “preparativos.” Cuando haces preparativos para una ocasión, estás poniendo todo en orden. Yo hago preparativos antes de empezar el día escolar. Así sé lo que vamos a hacer durante el día.
3. Preparations in English and preparativos 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 preparations. (Point to the family making preparations for lunch.) These people are making preparations for lunch. They are getting ready. They have dishes and food on the table. I see a cake, too. I think they are making preparations for a birthday lunch. Soon the preparations will be done, and the people will eat.
5. Why do people make preparations? Do you think it is always important to make preparations? Why or why not?
6. What do you make preparations for? How do you make the preparations?
7. Now let’s say preparations together three more times: preparations, preparations, preparations.
preparations

7. followed by Function Words & Phrases Unit 4 ● Week 2 TEACHER TALK
1. In English, we use the phrase followed by to tell what happens after something else. Say it with me: followed by. At school, students have lunch. Lunch is followed by recess. After lunch, students go out to play. Recess is followed by more learning.
2. En español, followed by quiere decir “sigue.” En la escuela, los estudiantes comen su almuerzo. Después del almuerzo sigue la hora del recreo. Después del almuerzo los niños salen a jugar. Al recreo le siguen más clases.
3. This picture demonstrates the phrase followed by. The girl blows out the candles on her cake. After that, she eats some cake. So blowing out the candles is followed by eating the cake. After she eats cake, she opens presents. Eating the cake is followed by opening the presents.
CHORAL RESPONSE
4. I will name two things. Say the two things in order to complete this sentence: ____________ is followed by ____________.
the letter A/the letter B
the number 2/the number 3
spring/summer
Friday/Saturday
5. Let’s all stand in one line. I will be at the front of the line. Listen as I say this sentence: “I am followed by [name of student behind you in line].” Now [name of student], you say the sentence. Tell who you are followed by. (Continue on down the line.) What did the last person say? (I am followed by no one; I’m not followed by anyone.)
6. Repeat the phrase three times with me: followed by, followed by, followed by.
followed by

8. except Function Words & Phrases Unit 4 ● Week 2 TEACHER TALK
1. In English, we use the word except to mean almost the same as but. Say it with me: except. If all the students are here today except one, then everyone is here but one student. One student is not here.
2. En español, except quiere decir “excepto.” Hoy todos los estudiantes están presentes, excepto uno. Falta un estudiante hoy.
3. Except in English and excepto in Spanish are cognates. They sound almost the same and mean the same thing in both languages.
4. This picture demonstrates the word except. The whole pizza is gone except for one piece. Only one piece is left.
CHORAL RESPONSE
5. I am going to say a group of words. All the words belong in the group except one. Tell me which word does not belong. Complete this sentence: All the words except ____________ belong in the group.
green, twenty, blue
football, soccer, pizza
mom, bike, dad
dog, cat, elephant
giraffe, bird, butterfly
6. Everyone stand up. I will sit down. Now everyone except me is standing. If I tap you on the shoulder, sit down. Then say, “Everyone except me is standing.” Now everyone clap. If I tap you, stop clapping and say, “Everyone except me is clapping.” (Continue to have everyone except one student do something. That student will say the sentence, “Everyone except me is ____________.”)
7. Repeat the word three times with me: except, except, except.
except

9. the more…the more Function Words & Phrases Unit 4 ● Week 2
TEACHER TALK
1. In English, we use the phrase the more something happens, the more something else happens to show a relationship between two events. Say it with me: the more something happens, the more something else happens. Make believe we are watching a clown do funny tricks. The more funny tricks the clown does, the more we laugh. The more we laugh, the more fun we have.
2. En español, the more something happens, the more something else happens quiere decir “entre más ocurre algo, más ocurre otra cosa.” Esta expresión describe la relación que hay entre dos cosas. Digamos que hay un payaso entreteniéndonos. Entre más travesuras hace, más nos reímos. Entre más nos reímos, más nos divertimos.
3. This picture demonstrates the phrase the more something happens, the more something else happens. The children play a game together. The more children play the game, the more fun the game is. The more the children play, the more tired they get. The more they get tired, the more they want to rest. The more they rest, the more ready they are to play again. So the children play again and have fun.
CHORAL RESPONSE
4. I will say the beginning of some sentences. You complete each sentence.
The more I run, the more ____________.
The more I buy at the store, the more ____________.
The more fun I have, the more ____________.
The more I go to school, the more ____________.
5. Now you think about a time when you would use the words the more something happens, the more something else happens. Tell us about when doing more of one thing makes you do more of something else.
6. Repeat the phrase three times with me: the more something happens, the more something else happens; the more something happens, the more something else happens; the more something happens, the more something else happens.
the more…the more

10. before Function Words & Phrases Unit 4 ● Week 2 TEACHER TALK
1. In English, we use the word before to tell what happens first or what you should do first—before you do something else. Say it with me: before. Before we eat breakfast, we get out of bed. Before we leave for school, we get ready for school. We wait for the bell to ring before we start school in the morning. We wait for the bell to ring before we leave school in the afternoon, too.
2. En español, before quiere decir “antes.” Antes de desayunar, tenemos que salir de la cama. Antes de salir para la escuela, tenemos que alistarnos. Esperamos a que suene el timbre antes de entrar a la escuela. Esperamos el timbre antes de salir también.
CHORAL RESPONSE
3. This picture demonstrates the word before. Before this girl went outside to play in the snow, she put her winter jacket on. She did not want to get cold. Before she made a face for her snowman, she found some rocks and a carrot.
4. I will name two things. Use before in a sentence to tell what happens before something else.
I go outside to play in the snow. I put on my jacket.
It gets dark outside. The sun sets.
I brush my teeth. I go to bed.
I put on my helmet. I go for a bike ride.
5. Tell us about something you always do before you do something else.
6. Repeat the word three times with me: before, before, before.
before

11. vine Basic Words Unit 4 ● Week 2 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.
vine

12. twig Basic Words Unit 4 ● Week 2 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.
twig

13. branch Basic Words Unit 4 ● Week 2 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.
branch

14. buds Basic Words Unit 4 ● Week 2 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.
buds

15. poppies Basic Words Unit 4 ● Week 2 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.
poppies

16. flower Basic Words Unit 4 ● Week 2 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.
flower

17. Basic Words Unit 4 ● Week 2 ROUTINE
Explain how these six words fit into a group, or category. During independent work time, have children write sentences for each word.