1. endless Key Words Unit 1 ● Week 4 TEACHER TALK
Point to the Word 1 image.
1. One word in the selection is endless. Say it with me: endless. Something that is endless has no end. It seems to go on forever. Time is endless because it never stops.
2. En español, endless quiere decir “sin fin, algo que parece no terminar.” El tiempo no tiene fin porque nunca para.
3. Now let’s look at a picture that demonstrates the word endless. (Point to the horizon line.) The line where the water meets the sky seems endless. It looks like it goes on and on without ever stopping.
PARTNER TALK
4. Talk with a partner about why the ocean seems endless. Share your answers with the class. (The ocean seems endless because it is so big that you can’t see where it ends.)
5. Imagine someone offered you an endless supply of something. What would you want an endless supply of and why? Share your ideas with your partner.
6. Now let’s say endless together three more times: endless, endless, endless.
endless

2. realistic Key Words Unit 1 ● Week 4 TEACHER TALK
Point to the Word 2 image.
1. Another word in the selection is realistic. Say it with me: realistic. Something that is realistic is made to look or seem like something in real life. If a silk flower is realistic, you might mistake it for a real flower.
2. En español, realistic quiere decir “algo hecho de modo que se parezca a un objeto de la vida real.” Si una flor artificiales realista, es possible que la confundas con una flor natural.
3. Realistic in English and realista 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 realistic. (Point to the model airplane.) This is a realistic model of an airplane. It looks like a real airplane.
PARTNER TALK
5. Talk with your partner about why the model airplane is realistic. What details make it look like a real airplane? Share your answers with the class. (It has wings and a tail. It has windows and landing gear.)
6. Tell a partner whether you would rather read a realistic story or a made-up one. Explain your choice. (I would rather read a realistic story because I like to read about things that remind me of my life.)
7. Now let’s say realistic together three more times: realistic, realistic, realistic.
realistic

3. sensible Key Words Unit 1 ● Week 4 TEACHER TALK
Point to the Word 3 image.
1. Another word in the selection is sensible. Say it with me: sensible. A sensible person makes good decisions or judgments. It is sensible to carry an umbrella if you know it is going to rain.
2. En español, sensible quiere decir “prudente y razonable, una persona que usa lógica y modera su comportamiento.” Una persona prudente toma buenas decisiones. Una persona prudente carga un paraguas si sabe que lloverá.
3. Now let’s look at a picture that demonstrates the word sensible. (Point to the boys eating breakfast.) Whole-grain cereal and orange juice are sensible choices for breakfast. These foods are healthy and will give the boys energy for the day.
PARTNER TALK
4. Imagine you are going to sleep over at a friend’s house. Talk with a partner about some sensible things to bring with you. Share your ideas with the class. Explain why these choices would be sensible. (I would bring a pillow to sleep on, my toothbrush so I could brush my teeth, pajamas to sleep in, a snack to share with my friend in case we get hungry)
5. Work with a partner to complete this sentence frame: If you know you have a test the next day, it is sensible to ____________. (Examples include: study, review, practice)
6. Now let’s say sensible together three more times: sensible, sensible, sensible.
sensible

4. protested Key Words Unit 1 ● Week 4 TEACHER TALK
Point to the Word 4 image.
1. Another word in the selection is protested. Say it with me: protested. Protested means “showed strong disagreement.” The customers protested the store’s high prices by shopping at a different store.
2. En español, to protest quiere decir “mostrar desacuerdo, protestar.” Los clientes de la tienda protestaron por los altos precios comprando en otro lugar.
3. To protest in English and protestar 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 protested. (Point to people in the photograph.) The airline attendant told this man and woman that they will not be able to get on their flight. The man and woman protested because they had already bought tickets. They thought they should be allowed to get on the plane.
MOVEMENT
5. What are some ways you could show that you protest something? Use your face, hands, or feet to show your disagreement.
6. Now I’m going to say some things I could do. If you like the idea, nod. If you protest the idea, shake your head.
Plan a field trip
Assign extra homework
Give a pop quiz
Read a story aloud
Which ideas were protested by most of the class? (Examples include: extra homework, pop quiz)
7. Now let’s say protested together three more times: protested, protested, protested.
protested

5. paralyzed Key Words Unit 1 ● Week 4 TEACHER TALK
Point to the Word 5 image.
1. One word in the selection is paralyzed. Say it with me: paralyzed. Paralyzed means “unable to move.” The snowstorm paralyzed the city. The snow blocked the roads and no one could travel to work.
2. En español, paralyzed quiere decir “sin la habilidad de moverse, paralizado.” La tormenta de nieve paralizó a la ciudad. La nieve obstruyó las calles y nadie podía llegar a su trabajo.
3. Paralyzed in English and paralizado 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 paralyzed. (Point to the traffic.) These cars are paralyzed. They can’t move because there is so much traffic.
MOVEMENT
5. Sometimes people say they are paralyzed by fear. They are too scared to move. I’m going to say “Boo!” Show me what it looks like to be paralyzed by fear. Freeze in that position. Now, together, let’s say: “We’re paralyzed by fear.”
6. Stand up next to your seat. Move your whole body. When I call the name of a body part, paralyze just that part. When I’m finished calling out parts, you should be standing completely paralyzed. (Call out head, right arm, left arm, right foot, and then left foot.)
7. Now let’s say paralyzed together three more times: paralyzed, paralyzed, paralyzed.
paralyzed

6. display Key Words Unit 1 ● Week 4 TEACHER TALK
Point to the Word 6 image.
1. Another word in the selection is display. Say it with me: display. A display is an arrangement of objects. A store may have a display of items in the window in order to attract shoppers.
2. En español, display quiere decir “exposición o arreglo de objetos.” Las tiendas hacen una exposición de sus productos en las vitrinas para atraer compradores.
3. Now let’s look at a picture that demonstrates the word display. This store has a display of fruit. The fruit is arranged so that shoppers can see what kinds of fruit they can buy.
PARTNER TALK
4. With a partner, make a list of three places where you might see a display. What kinds of things would be in a display at each place? (Examples include: gymnasium—trophies and medals; supermarket—fruits and vegetables; bookstore—books and magazines)
5. What kind of display could we create in our classroom to show our best work? Share your ideas with a partner. Then share your ideas with me.
6. Now let’s say display together three more times: display, display, display.
display

7. duck around Function Words & Phrases Unit 1 ● Week 4 TEACHER TALK
1. When you duck around, you lower your head and body and move quickly from place to place. Say it with me: duck around. People duck around to keep from being seen or to avoid objects.
2. En español, to duck around quiere decir “agacharse y quitarse rápidamente.” Las personas se mueven así para esconderse o para evitar que les caiga algo encima.
3. This picture demonstrates the phrase duck around. (Point to the children playing hide and seek.) These children are playing hide and seek. The boy is ducking around the tree. He is lowering his body and moving quickly and quietly, because he doesn’t want the girl to know he is coming to find her.
MOVEMENT
4. Stand up next to your desk. Now duck around the classroom. Move as if you are trying to get to another part of the classroom without being seen. Be careful not to run into your classmates as you duck around.
5. I’m going to name some games. If you would duck around to play this game, show me by ducking in your seat. If you would not, don’t do anything.
tag
a crossword puzzle
dodge ball
jumping rope
6. Repeat the phrase three times with me: duck around, duck around, duck around.
duck around

8. tell yourself Function Words & Phrases Unit 1 ● Week 4 TEACHER TALK
1. When you tell yourself something, you encourage yourself to believe that something is true or that you can do something. Say it with me: tell yourself. If you want to finish the race, tell yourself to keep running.
2. En español, to tell yourself quiere decir “decirse algo a si mismo.” A veces nos decimos algo para animarnos a creer algo que es cierto o que queremos lograr. Si quieres terminar una carrera, te dices a ti mismo “¡sigue corriendo!”
3. This picture demonstrates the phrase tell yourself. The girl is looking in the mirror and telling herself that she will have a good day.
PARTNER TALK
4. What do you tell yourself before doing something you think will be difficult? Share what you tell yourself with a partner. (Examples: I can do it; I’ll try my best)
5. I’m going to say some situations. Tell a partner what you would tell yourself in each situation.
You are doing your homework but you want to watch television. (Example: I’ll finish my homework. Then I can watch TV.)
You’re running and want to stop before the race is over. (Example: Keep going. It’s not much farther to the finish line.)
Your friend asks you to do something you know your parents would not want you to do. (Example: I don’t want to disappoint my parents.)
6. Repeat the phrase three times with me: tell yourself, tell yourself, tell yourself.
tell yourself

9. keep inside Function Words & Phrases Unit 1 ● Week 4 TEACHER TALK
1. In English, we use the phrase keep inside to describe thoughts or feelings we don’t tell other people. Say it with me: keep inside. People don’t always share everything they think or feel. When you keep something inside, you don’t share your thoughts or feelings about it with others.
2. En español, to keep inside quiere decir “mantener pensamientos o sentimientos por dentro.” No siempre compartimos lo que pensamos o sentimos. Cuando mantienen algo por dentro, no lo comparten con otros.
3. This picture demonstrates the phrase keep inside. This boy is keeping his feelings inside. He is worried about something, but he doesn’t want to tell anyone what he is worried about.
CHORAL RESPONSE
4. I’m going to say some situations. If you would keep your feelings inside, say “keep it inside.” If you would share your feelings, tell me what you would say. (Call on a few students to share their ideas.)
Your friend gives you a gift that you don’t like.
Your little sister is about to cross the street without looking.
You are nervous about speaking in front of the class but don’t want anyone to know.
You see someone treating one of your friends unkindly.
5. Sometimes it’s hard to keep your feelings inside. One way to share things you keep inside is to write in a diary. What are some other ways? Tell me your ideas. (Call on a few students to respond. Examples: writing a story, telling a friend or adult you trust)
6. Repeat the phrase three times with me: keep inside, keep inside, keep inside.
keep inside

10. tame Function Words & Phrases Unit 1 ● Week 4 TEACHER TALK
1. When people tame something, like a wild animal, they find a way to make that thing gentle and obedient. Say it with me: tame. When you tame an emotion, like fright, you stop feeling the emotion so strongly. A piece of fruit can tame hunger.
2. En español, to tame quiere decir “calmar, amansar o suavizar.” Cuando calmas una emoción, como el miedo, esa emoción no es tan intensa. Un poco de fruta puede calmar el hambre.
3. In this picture, the girl is petting her horse. The horse is standing still because the girl has tamed it. It knows to behave well around her and to obey her commands.
PARTNER TALK
4. What tame animals have you seen? Tell your partner about the animals and how you knew they had been tamed.
5. Work with your partner. Make a list of ways to gently tame a wild animal such as a horse. (Examples: gently show the animal what to do. Give it treats when it obeys a command. Give it positive feedback.)
6. Repeat the word three times with me: tame, tame, tame.
tame

11. checkout Basic Words Unit 1 ● 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.
checkout

12. produce Basic Words Unit 1 ● 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.
produce

13. aisle Basic Words Unit 1 ● 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.
aisle

14. shopping list Basic Words Unit 1 ● 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.
shopping list

15. cart Basic Words Unit 1 ● 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.
cart

16. display Basic Words Unit 1 ● 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.
display

17. Basic Words Unit 1 ● 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.