2. robot Key Words Unit 4 ● Week 4 TEACHER TALK
Point to the Word 1 image.
1. One word in the selection is robot. Say it with me: robot. A robot is a machine that has a computer in it. The computer can be programmed to do things that people usually do. Robots build cars, lift heavy things, and go into dangerous places. Some robots vacuum the floors.
2. En español, robot quiere decir “robot, una máquina que tiene una computadora.” La computadora puede ser programada para hacer cosas que normalmente hacen las personas. Hay robots que construyen automóviles, levantan cargas pesadas, entran a lugares peligrosos y otros que aspiran el piso.
3. Robot in English and robot 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 robot. (Point to the robot dog in the photo.) This robot was made to look like a dog. The robot dog can do some things that a dog can do, like fetch the paper, sit, and come to its owner.
5. Suppose that you just got this robot dog as a present. Describe the robot dog to your partner. Tell what it looks and feels like. Explain how you make it work and what it does. Tell what you like and don’t like about owning a robot dog.
6. Imagine that you have created a robot to do anything you want it to do. Tell your partner what your robot looks like and what it does. Explain why you like having a robot.
7. Now let’s say robot together three more times: robot, robot, robot.
robot

3. defective Key Words Unit 4 ● Week 4 TEACHER TALK
Point to the Word 2 image.
1. Another word in the selection is defective. Say it with me: defective. If something is defective, it has a weakness or something is wrong with it. A defective item may or may not work properly. It’s not perfect.
2. En español, defective quiere decir “defectuoso, que tiene alguna debilidad o imperfección.” Un objeto defectuoso puede o no funcionar bien. No es perfecto.
3. Defective in English and defectuoso 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 defective. (Point to the broken link in the chain in the photo.) This link is defective because it is broken. The whole chain is defective now, too, because it won’t work properly. You can’t use this defective chain until you fix it.
5. Suppose you bought this chain and when you got home from the store, you discovered that it was defective. Take it back to the store and talk to the clerk. Explain why the chain is defective and why you can’t use it this way. Ask for a new chain that is not defective.
6. Turn to your partner and talk about other things that might be defective, and what happens when they are defective. (Examples include: a defective tire that won’t stay inflated, a defective CD that skips.)
7. Now let’s say defective together three more times: defective, defective, defective.
defective

4. meteor Key Words Unit 4 ● Week 4 TEACHER TALK
Point to the Word 3 image.
1. Another word in the selection is meteor. Say it with me: meteor. A meteor is a body in space that is made of metal or stone. If a meteor enters the Earth’s atmosphere, it will get hot and shine brightly. When it gets near Earth, a meteor shoots across the night sky leaving a trail of light. Meteors are sometimes called shooting stars because of the way they flash across the sky. Some meteors fall to Earth. They may make holes in the ground.
2. En español, meteor quiere decir “meteoro, fragmento de piedra o de metal en el espacio.” Cuando un meteoro entra en la atmósfera de la Tierra, se calienta y brilla. Cuando se acerca a la Tierra, el meteoro deja un camino de luz por donde atravesó el cielo nocturno. Por esto también son conocidos como estrellas fugaces. Si caen a la Tierra, suelen hacer un hueco en el suelo.
PARTNER TALK
3. Meteor in English and meteorito 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 meteor. (Point to the meteors in the photo.) Sometimes we have meteor showers like this one. The meteors come into Earth’s atmosphere. Their speed makes them burn up and they look like streaks of light in the sky.
5. Imagine that you and your partner are outside one night and you see this meteor shower in the sky. Describe what you see. Tell how you feel about seeing a meteor shower.
6. Work with your partner to tell something else you know about meteors. Use the sentence frame: A meteor __________.
7. Now let’s say meteor together three more times: meteor, meteor, meteor.
meteor

5. rotate Key Words Unit 4 ● Week 4 TEACHER TALK
Point to the Word 4 image.
1. Another word in the selection is rotated. Say it with me: rotated. Rotated means “turned or moved around on a straight line called an axis.” The Earth rotates from west to east on its axis. The tire on your bike rotates on an axis, too. You can watch the tire go around.
2. En español, to rotate quiere decir “rotar, hacer girar sobre una línea recta llamada un eje.” La Tierra rota del oeste al este sobre su eje. La llanta en tu bicicleta también rota sobre un eje. Puedes observarla dar una y otra vuelta sobre la barra que la sostiene.
3. To rotate in English and rotar 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 rotated. (Point to the windmill in the photo.) The axis of this windmill is in the center. (Point to the axis.) When it is windy, the windmill rotates on its axis. You could see the blades moving around the axis. As the wind gets stronger, the windmill rotates faster and faster.
5. Let’s all show what it was like when the windmill rotated. Let’s move our arm in a circle. Let’s start slowly, then rotate faster and faster.
6. Think of something else that rotates, like the Earth, a tire, a pinwheel, the hands on a clock, or a Ferris wheel. Show us how it rotates.
7. Now let’s say rotated together three more times: rotated, rotated, rotated.
rotate

6. staggered Key Words Unit 4 ● Week 4 TEACHER TALK
Point to the Word 5 image.
1. Another word in the selection is staggered. Say it with me: staggered. Staggered means “walked with a swaying, unsteady movement.” When you stagger, you don’t have good balance. You are unsteady on your feet. You wobble and almost fall over. You might stagger after you get off of a roller coaster or a Ferris wheel because you are dizzy.
2. En español, to stagger quiere decir “tambalearse, caminar de una manera inestable, moviéndose de lado a lado.” Cuando tambaleas, no tienes buen equilibrio y te puedes caer. Tal vez tambalees después de bajarte de una montaña rusa o una vuelta al mundo si te has mareado.
MOVEMENT
3. Now let’s look at a picture that demonstrates the word staggered. (Point to the baby in the photo.) Look at the way the baby bent his legs. He was not able to walk straight, so he staggered from his father to his mother. He swayed back and forth and almost fell over.
4. Let’s all show how the baby staggered. Let’s stand up carefully and sway back and forth on our feet. Let’s almost fall over, then take a few more shaky steps.
5. Pretend you just got off of your favorite ride at the amusement park. Tell us the name of the ride and describe it for us. Show us how you staggered when you tried to walk.
6. Now let’s say staggered together three more times: staggered, staggered, staggered.
staggered

7. reversed Key Words Unit 4 ● Week 4 TEACHER TALK
Point to the Word 6 image.
1. Another word in the selection is reversed. Say it with me: reversed. Reversed means “went backwards.” If you were walking forward and then you reversed your direction, you would have gone back the way you came.
2. En español, to reverse quiere decir “dar marcha atrás, retroceder.” Si estabas caminando hacia adelante y decidiste dar marcha atrás, retrocediste hacia donde venías.
3. Now let’s look at a picture that demonstrates the word reversed. (Point to the woman in the photo.) This woman reversed the direction of her car. She went backwards to get into a parking space. She is looking over her shoulder to see what is behind her as she drives the car in reverse.
MOVEMENT
4. Let’s all show how the woman reversed her car. Let’s put the car in reverse gear. Let’s look over our shoulders and turn the steering wheel carefully. Great! We have backed up.
5. Think of a time you were walking, riding your bike, or driving in a car. Show us how you reversed directions. We’ll imitate your actions.
6. Now let’s say reversed together three more times: reversed, reversed, reversed.
reversed

8. dangling Key Words Unit 4 ● Week 4 TEACHER TALK
Point to the Word 7 image.
1. Another word in the selection is dangling. Say it with me: dangling. Dangling means “hanging down or swinging.” If you are dangling your arms, they are swinging loosely by your sides. If you go fishing, you might be dangling a worm on the end of your hook. Things that are dangling are hanging down and moving freely.
2. En español, to dangle quiere decir “balancear en el aire, pender.” Si balanceas tus brazos en el aire, dejas que tus brazos se muevan de un lado al otro a tus costados. Cuando vas de pesca, pendes una lombriz de tu anzuelo. Las cosas que se balancean cuelgan y se mueven libremente.
MOVEMENT
3. Now let’s look at a picture that demonstrates the word dangling. (Point to one pair of legs in the photo.) These children are all dangling their legs over the edge of the dock. See how their legs hang down and move back and forth. There’s nothing to support their feet.
4. Let’s all sit on the dock and dangle our legs. Let’s move them back and forth and let them sway. Doesn’t this feel great!
5. Think of something else that you can dangle, like a yo-yo, a worm on a fishhook, a watch on a chain, or a long scarf. Show us how you dangled it.
6. Now let’s say dangling together three more times: dangling, dangling, dangling.
dangling

9. tokens Key Words Unit 4 ● Week 4 TEACHER TALK
Point to the Word 8 image.
1. Another word in the selection is tokens. Say it with me: tokens. Tokens are small objects that you use as markers when you play a game. Beans, coins, or buttons can be used as tokens. Some games come with tokens that look like houses, shoes, or other items.
2. En español, tokens quiere decir “objetos pequeños que se usan en los juegos, fichas.” Puedes usar como fichas fríjoles, monedas o hasta botones. Algunos juegos de mesa traen fichas en formas de casas, zapatos y otros objetos.
3. Now let’s look at a picture that demonstrates the word tokens. (Point to the tokens in the photo.) These game pieces are tokens. There are three players, so each player has one token. The player moves the token when it’s his or her turn.
PARTNER TALK
4. Turn to your partner and describe how to play a game using these tokens. Tell what you do with the tokens. Explain why you need these tokens to play your game.
5. With your partner, make a list of games you have played that use tokens. Then complete this sentence frame: My favorite game that uses tokens is __________. Share your list and completed sentence with the class.
6. Now let’s say tokens together three more times: tokens, tokens, tokens.
tokens

10. end up looking like Function Words & Phrases Unit 4 ● Week 4
TEACHER TALK
1. In English, we use end up looking like to describe a way that we sometimes look. Say it with me: end up looking like. End up looking like means “how we look after something else happens.” Suppose a boy is showing off for a girl. He wants to look like a really cool guy, but instead he ends up looking silly. He does not look the way he thought he would.
2. En español, to end up looking like quiere decir “terminar pareciendo.” Digamos que un muchacho quiere quedar bien con una chica. Trata de aparentar ser un macanudo, pero termina pareciendo un tonto. No aparenta lo que quería.
3. This picture demonstrates the phrase end up looking like. The boy in the middle of this group of students wanted to be the star of the show. Instead, he ended up playing the hot dog. He didn’t end up looking like he wanted to.
CHORAL RESPONSE
4. Help me finish these sentences.
When the girl tried out her mother’s makeup, she wanted to look like a model. Instead, she ended up looking like __________.
The boy wanted to look like he knew everything about computers. Instead, he ended up looking like __________.
The singer wanted to look like a rock star. Instead, he ended up looking like __________.
5. This time, I’ll say the first part of the sentence. You repeat it, and then finish it.
You will end up looking like a clown if you __________.
You will end up looking like a coward if you __________.
You will end up looking like a hero if you__________.
6. Repeat the phrase three times with me: end up looking like, end up looking like, end up looking like.
end up looking like

11. less and less of Function Words & Phrases Unit 4 ● Week 4 TEACHER TALK
1. In English, we use less and less of to describe how things decrease. Say it with me: less and less of. Less and less of means “not as much\left.” Starting around September, there is less and less of the sun visible each day. It gets dark earlier. There is not as much daylight.
2. En español, less and less of quiere decir “menos y menos.” A partir de septiembre, se ve menos y menos el sol cada día. Empieza a oscurecer más temprano. No hay tanta luz.
3. This picture demonstrates the phrase less and less of. When the two boys started their lunch, there was a whole pizza. As they ate, there was less and less of the pizza left. There is not as much as when they started.
CHORAL RESPONSE
4. I am going read a poem to you. Listen the first time and then repeat each line after me. Hold your hands open when you say “less and less of.”
I started out with a lot of work
But I got busy and so
There’s less and less of it left to do
And out to play I’ll go.
5. Help me finish these sentences.
There’s less and less of the snow now because __________.
I used to see my friend every day, but now I see less and less of her because__________.
Once there were a lot of birds in our yard, but there are less and less of them now because__________.
6. Repeat the phrase three times with me: less and less of, less and less of, less and less of.
less and less of

12. to freeze (on) Function Words & Phrases Unit 4 ● Week 4 TEACHER TALK
1. In English, we use to freeze on to describe what we do when we stop suddenly. Say it with me: to freeze on. To freeze on means “to stop completely and quickly.” Sometimes at night you’ll be driving through a wooded area and you might see a deer. The deer will freeze on sight of the car’s headlights. It will stand totally still and not move.
2. En español, to freeze on quiere decir “quedarse paralizado, congelado.” A veces cuando uno va manejando de noche por un lugar rural, sale un venado. El venado se queda paralizado ante las luces del carro. Se queda completamente quieto, sin moverse.
3. This picture demonstrates the phrase to freeze. The cars come to a complete stop, or freeze, at the red light. They will not try to go through because it is their turn to stop.
MOVEMENT
4. Let’s play a game. I’ll hold up either a piece of red paper or a piece of green paper. You stand up and walk slowly around the room when you see the green paper. Freeze on sight of the red paper and say “to freeze on.” Okay, let’s play!
5. Now I am going to describe some situations. You show us how you would freeze on sight of each thing.
You are a dog and you see a snake in the grass.
You are walking and you see a red light.
You are trying to sneak up behind your friend and she starts to turn around.
6. Repeat the phrase three times with me: to freeze on, to freeze on, to freeze on.
to freeze (on)

13. level out Function Words & Phrases Unit 4 ● Week 4 TEACHER TALK
1. In English, we use level out to describe a way that things change. Say it with me: level out. Level out means “to become less, or to become more even.” Suppose you are at a football game and your team scores a touchdown. The crowd cheers and there’s a lot of noise. After a few minutes, the crowd gets quiet again and the noise levels out. The crowd sounds like it did before the touchdown.
2. En español, to level out quiere decir “nivelarse; poner en un mismo nivel o grado.” Digamos que estás en un partido de fútbol y tu equipo anota un gol. Todo el mundo grita y hace mucho ruido. Después de unos minutos, los espectadores se calman y se nivela el ruido. Se escucha el mismo ruido que se escuchaba antes del gol.
3. This picture demonstrates the phrase level out. About an hour before this photograph was taken, there was a lot more rush-hour traffic. Now the traffic has begun to level out. There’s not as much traffic as there was earlier.
CHORAL RESPONSE
4. I am going to describe some situations. Tell us how they will look when they level out. Repeat the first part of the sentence and add your own ending.
When the crowd levels out the skating rink will look __________.
When the noise levels out the concert hall will sound __________.
Right now the river is really high. After the water levels out it will look __________.
5. Now I am going to describe some situations. If you think things have leveled out, say “level out.” If not, don’t say anything.
There were many people when the store opened but now there aren’t as many.
When she first got her braces off, she wanted to eat lots of sticky candy. Now she doesn’t want to eat as much candy.
When he got his first video game player, he wanted to play it all the time. He’s had it for three months and he still wants to play it all the time.
6. Repeat the phrase three times with me: level out, level out, level out.
level out

14. antenna Basic Words Unit 4 ● Week 4 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.
antenna

15. flying saucer Basic Words Unit 4 ● Week 4 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.
flying saucer

16. vessel Basic Words Unit 4 ● Week 4 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.
vessel

17. alien Basic Words Unit 4 ● Week 4 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.
alien

18. spaceship Basic Words Unit 4 ● Week 4 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.
spaceship

19. black hole Basic Words Unit 4 ● Week 4 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.
black hole

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