1. interfere Key Words Unit 5 ● Week 2 TEACHER TALK
Point to the Word 1 image.
1. One word in the selection is interfere. Say it with me: interfere. To interfere is to get in the way of something or stop it from happening. The rain will interfere with our picnic.
2. En español, to interfere quiere decir “obstaculizar o impedir algo, interferir.” La lluvia va a interferir con nuestro picnic.
3. To interfere in English and interferir 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 interfere. (Point to the girls.) These girls are caught in the rain. The rain will interfere with their plans for the day. What do you think they were planning to do today?
PARTNER TALK
5. Think about a time when you didn’t get to do something you wanted to do. What interfered with your plans? Tell a partner what you didn’t get to do and why.
6. Work with a partner to complete this sentence: ____________ interfered with my plans.
7. Now let’s say interfere together three more times: interfere, interfere, interfere.
interfere

2. awkward Key Words Unit 5 ● Week 2 TEACHER TALK
Point to the Word 2 image.
1. Another word in the selection is awkward. Say it with me: awkward. Awkward means “clumsy or not graceful.” The calf was awkward when it took its first steps.
2. En español, awkward quiere decir “torpe, sin gracia.” El becerro se mostró torpe al tomar sus primeros pasos.
3. Now let’s look at a picture that demonstrates the word awkward. (Point to the man.) This man is awkward. He has just stumbled and is spilling the drink in his cup.
MOVEMENT
4. Write your name using the hand you don’t usually write with. Did it feel natural or awkward?
5. When you first learn to do something, like roller skate, you may look awkward. Imagine it’s your first time doing an activity. Pretend to do the activity in an awkward way to show you are learning. Then do it skillfully, the way you do it now. We’ll try to guess the activity.
6. Now let’s say awkward together three more times: awkward, awkward, awkward.
awkward

3. proclaimed Key Words Unit 5 ● Week 2 TEACHER TALK
Point to the Word 3 image.
1. One word in the selection is proclaimed. Say it with me: proclaimed. If you proclaimed something, you said it in public and with confidence. After tasting the pizza, Jon proclaimed it was the best he’d ever eaten.
2. En español, to proclaim quiere decir “decir o anunciar algo en público y con confianza, proclamar.” Después de probar la pizza, Juan proclamó que era la mejor pizza que había comido en su vida.
3. To proclaim in English and proclamar 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 proclaimed. (Point to the man.) In his speech, this man proclaimed that the graduating class would have a bright future. He was proud of his class, and he wanted people to know about it.
5. Talk with a partner about some advertisements you have seen. Did you believe or agree with what the ads proclaimed?
6. Now complete this sentence with your partner: The candidate for class president proclaimed that ____________.
7. Now let’s say proclaimed together three more times: proclaimed, proclaimed, proclaimed.
proclaimed

4. agile Key Words Unit 5 ● Week 2 TEACHER TALK
Point to the Word 4 image.
1. Another word in the selection is agile. Say it with me: agile. Agile means “to move in a quick, lively way.” The agile cat leaped onto the counter.
2. En español, agile quiere decir “que se mueve de una manera rápida y animada, ágil.” El gato ágil saltó del piso a la mesa.
3. Agile in English and ágil 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 agile. (Point to the gymnast.) This girl is very agile. She can balance and do gymnastics on this narrow balance beam.
PARTNER TALK
5. Many animals are agile, too. With a partner, make a list of agile animals. Share your list with the class. Tell what makes each animal agile. (Examples include: cats, otters, antelopes, mountain goats)
6. With your partner, name some athletes who are agile. Tell why you think they are quick or graceful.
7. Now let’s say agile together three more times: agile, agile, agile.
agile

5. guardian Key Words Unit 5 ● Week 2 TEACHER TALK
Point to the Word 5 image.
1. One word in the selection is guardian. Say it with me: guardian. A guardian is a person who protects or defends someone or something. A parent is a child’s guardian.
2. En español, guardian quiere decir “guardián, la persona que protege o defiende a alguien o algo.” Un padre es el guardián de su hijo.
3. Guardian in English and guardián 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 guardian. (Point to the police officer.) This police officer is the guardian of this safe. It is his job to make sure no one opens it without permission.
PARTNER TALK
5. Who is someone you think of as your guardian? Tell a partner who this person is and how he or she watches over you and protects you. (Examples include: parents, teachers, grandparents, aunts, uncles, older brothers and sisters)
6. Work with your partner to complete these sentences.
A librarian is a guardian of ____________.
A dog can be a guardian of ____________.
A babysitter is a guardian because ____________.
Compare your sentences with the sentences of another pair.
7. Now let’s say guardian together three more times: guardian, guardian, guardian.
guardian

6. convinced Key Words Unit 5 ● Week 2 TEACHER TALK
Point to the Word 6 image.
1. Another word in the selection is convinced. Say it with me: convinced. Convinced means “to cause to believe or agree to something.” You might try to convince a friend to enter the talent show with you.
2. En español, to convince quiere decir “causar que alguien crea o esté de acuerdo contigo, convencer, persuadir.” Tal vez intents convencer a tu amigo a que se inscriba contigo en una presentación de talento.
3. To convince in English and convencer 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 convince. (Point to the salesman.) This salesman convinced these people to sell his product. He used his words, actions, and evidence (point to the graph on the paper) to make them believe selling his product is a good idea.
PARTNER TALK
5. Work with a partner. Think of a field trip or project you would like this class to take part in. Then try to convince me that your idea is something we should do.
6. Imagine you and your partner own a store or a restaurant. Work together to write an ad that would convince people to shop at your store or eat at your restaurant. Share your ad with the class.
7. Now let’s say convinced together three more times: convinced, convinced, convinced.
convinced

7. coil around Function Words & Phrases Unit 5 ● Week 2 TEACHER TALK
1. Coil around means “to wrap around in a ring or circular pattern.” Say it with me: coil around. A snail has a shell that coils around.
2. En español, to coil around quiere decir “enrollarse formando un anillo o un patron circular, enroscarse.” El caracol tiene una concha que se enrosca.
3. The strip of metal in this picture is coiled around. It is wrapped around in circles that get smaller and smaller toward the center.
MOVEMENT
4. Pretend you have a string. Show me how you would move your hand to coil the string around your pencil. (Students should move their hands in a winding, circular motion.)
5. Now I’m going to name some things. If they are coiled around, use your finger to trace a coil shape as you say, “coiled around.” If not, don’t say anything.
a snake curled up in a basket
a spring on a trampoline
a hose stretched across the yard
6. Repeat the phrase three times with me: coil around, coil around, coil around.
coil around

8. draw close Function Words & Phrases Unit 5 ● Week 2 TEACHER TALK
1. Draw close means “to get near.” Say it with me: draw close. When people are sitting by a campfire on a cold evening, they draw close to the fire to get warm.
2. En español, to draw close quiere decir “acercarse, arrimarse.” Cuando las personas están alrededor de una hoguera en una noche fría, se arriman al fuego para calentarse.
3. In this picture, the flying butterfly is drawing close to the leaves. The butterfly is getting nearer to the leaves and almost touching them.
CHORAL RESPONSE
4. I am going to start walking toward my desk. As I draw close, say, “You are drawing close.” Don’t say anything until I’m almost at my desk.
5. I’m going to say some sentences. Replace the words getting near to with drawing close.
It is getting near to the end of the day.
The boy is getting near to home.
The zebras are getting near to the lake.
6. Repeat the phrase three times with me: draw close, draw close, draw close.
draw close

9. ruffle feathers Function Words & Phrases Unit 5 ● Week 2 TEACHER TALK
1. Ruffle feathers means “to upset or annoy a person or animal.” Say it with me: ruffle feathers. When birds are afraid or upset, they may ruffle their feathers, which means their feathers are standing on end instead of laying fl at and smooth. If your brother’s friend borrows his bike without asking, he may ruffle your brother’s feathers.
2. En español, to ruffle feathers quiere decir, literalmente, “sacudirse las plumas.” Es una expresión que en inglés se usa para describer a una persona que está fastidiada o enojada. Cuando los pájaros se asustan o se molestan, sacuden sus plumas. Sus plumas quedan erizadas y desordenadas. Si el amigo de tu hermano toma su bicicleta sin pedir permiso, tu hermano puede fastidiarse.
3. The feathers on this bird’s neck are ruffled. The bird has ruffled its feathers to show that it is angry.
CHORAL RESPONSE
4. I’m going to name some things. If the thing I say would ruffle your feathers, make an annoyed face and say, “it ruffles my feathers.” If not, don’t say anything.
someone talking loudly while you are trying to study
receiving a gift on your birthday
someone saying unkind things about a person you care about
not having homework tonight
5. Most people have things that make them feel annoyed or upset. As we go around the room, tell us one thing that ruffles your feathers.
6. Repeat the phrase three times with me: ruffle feathers, ruffle feathers, ruffle feathers.
ruffle feathers

10. take shape Function Words & Phrases Unit 5 ● Week 2 TEACHER TALK
1. Take shape means “to begin to have a definite form that can be recognized.” Say it with me: take shape. When you build a sand castle, you use your hands to make the sand take shape.
2. En español, to take shape quiere decir “tomar una forma definitiva y distinguible, formar.” Cuando construyes un castillo de arena, usas las manos para formarlo.
3. This potter is using a wheel and her hands to make the clay take shape. As the potter molds the clay, it begins to take shape as a pot.
PARTNER TALK
4. Imagine you are working with clay. Show your partner what you would do with your hands to help the clay take shape. Describe what you are doing and making.
5. As a building is built, details are added to help the building take shape. Draw a basic square on a sheet of paper. Then add some details to help your building take shape. Share your completed building with your partner. Explain what details you added to help the building take shape.
6. Repeat the phrase three times with me: take shape, take shape, take shape.
take shape

11. eagle Basic Words Unit 5 ● 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.
eagle

12. coyote Basic Words Unit 5 ● 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.
coyote

13. roadrunner Basic Words Unit 5 ● 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.
Basic Words
Unit 5 ● 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.
roadrunner

14. heron Basic Words Unit 5 ● 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.
heron

15. quail Basic Words Unit 5 ● 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.
quail

16. raven Basic Words Unit 5 ● 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.
raven

17. Basic Words Unit 5 ● 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.