1. enormous Key Words Unit 9 ● Week 3 TEACHER TALK
Point to the Word 1 image.
1. One word to learn this week is enormous. Say it with me: enormous. Enormous means “very, very big or huge.” A mountain is enormous.
2. En español, enormous quiere decir “enorme, muy grande.” Una montaña es enorme.
3. Enormous in English and enorme 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 shows the word enormous. The picture shows an elephant. Elephants are bigger than any other animals. They are enormous.
MOVEMENT
5. Show me how big something enormous is. (Children may use their arms to stretch out as far as possible to indicate very large.)
6. I will name some things. If I say something that is enormous, stretch your arms out to show that it is enormous. If I say something that is not enormous, do not do anything: a building, the ocean, a mouse, a hippopotamus, an orange, a train, a giant.
7. Now let’s say enormous together three more times: enormous, enormous, enormous.
enormous

2. fantasy Key Words Unit 9 ● Week 3 TEACHER TALK
Point to the Word 2 image.
1. Another word to learn this week is fantasy. Say it with me: fantasy. Fantasy means “something that cannot happen in real life.” Fantasy stories have things in them that are not real, such as dragons. In many fantasy stories, animals talk and wear clothes. These things do not happen in real life.
2. En español, fantasy quiere decir “fantasía, algo que no puede suceder en la vida real.” Los cuentos de fantasía tienen personajes que no existen en la vida real, por ejemplo, los dragones. En muchos, los animales hablan y usan ropa. Esto no sucede en la vida real.
3. Fantasy in English and fantasía in Spanish are cognates. They sound almost the same and mean the same thing in both languages.
PARTNER TALK
3. Now let’s look at a picture that shows the word fantasy. In fantasy, animals can do things they cannot really do. Look at this frog. He is wearing a crown. In some stories, frogs wear crowns. But in real life, frogs do not wear crowns.
4. In a fantasy, people can do things they cannot really do. For example, a girl might fly. A boy might ride on the back of a fish. Draw a picture of something that would be fun for a child to do. Make your drawing show something a child cannot really do. Show your fantasy drawing to your partner and talk about it.
5. Tell your partner about a fantasy story you have heard or a fantasy movie or television show you saw. Tell something that happened that could not happen in real life.
6. Now let’s say fantasy together three more times: fantasy, fantasy, fantasy.
fantasy

3. gulp Key Words Unit 9 ● Week 3 TEACHER TALK Point to the Word 3 image.
1. One word to learn this week is gulp. Say it with me: gulp. When you gulp, you drink something fast in big swallows. You might gulp down a cool drink when you are very thirsty on a hot day.
2. En español, to gulp quiere decir “tragar, beber rápidamente.” Si tienes mucha sed, bebes un vaso de agua rápidamente.
3. Now let’s look at a picture that shows the word gulp. The girl is very thirsty. She is drinking fast. The glass is almost empty. She is gulping the water.
MOVEMENT
4. Let’s pretend that it is a very hot day. You are taking a long walk up a big hill, and you are very thirsty. Your friend gives you a bottle of water. Show me how you would gulp the water.
5. I will name some things you can drink. If I name something you like, pretend to gulp it. If I name something you do not like, pretend to pour it out. (Turn your hand over as if you are pouring something out.) Listen: milk, hot sauce, water, lemon juice, lemonade, pickle juice, grape juice.
6. Now let’s say gulp together three more times: gulp, gulp, gulp.
gulp

4. incredible Key Words Unit 9 ● Week 3 TEACHER TALK
Point to the Word 4 image.
1. Another word to learn this week is incredible. Say it with me: incredible. Incredible is “something that does not seem like it can be true.” If you told me you came to school today in an airplane, I would say, “That is incredible!”
2. En español, incredible quiere decir “increíble, algo que apenas se puede creer.” Si me dices que hoy llegaste a la escuela en avión, yo diría “¡Eso es increíble!”
3. Incredible in English and increíble 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 shows the word incredible. We see a picture that looks like any outdoors place. It has trees and bushes. But what else? There is a dinosaur! That is incredible! There are no dinosaurs alive today.
PARTNER TALK
5. Your partner will say, “I saw a __________ on the way to school.” Your partner may name something a child really could see on the way to school, such as a bus or a dog. But your partner may name something a child could not really see, such as a giraffe or a spaceship. You will say, “That’s incredible!” only if your partner names something you would not usually see.
6. We saw a picture of a dinosaur and said it was incredible. Draw a picture of something that would be incredible to see in our neighborhood. Show your partner your drawing, and tell why it is incredible.
7. Now let’s say incredible together three more times: incredible, incredible, incredible.
incredible

5. reality Key Words Unit 9 ● Week 3 TEACHER TALK
Point to the Word 5 image.
1. One word to learn this week is reality. Say it with me: reality. Reality is what can really happen. White snow is an example of reality. Pink snow is not real.
2. En español, reality quiere decir “realidad, algo que realmente puede suceder.” La nieve blanca existe en realidad. La nieve color de rosa no existe.
3. Reality in English and realidad 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 shows the word reality. The picture shows students painting in art class. They are painting something they can see that is real. They are not painting something that is only in their imagination. Their pictures show reality.
MOVEMENT
5. Show me something a dog could do in reality. (Examples include barking and eating.) Show me something a dog could not do in reality. (Examples include talking and reading a book.)
6. I will say some things. If they are examples of reality, raise your hand. If they are not things that could really happen, shake your head “no.” Listen: A fish swims in a lake. A bird goes to school. A boy makes a spaceship and goes to the moon. A woman helps a hurt cat. A tiger learns to play baseball. A girl builds a birdhouse.
7. Now let’s say reality together three more times: reality, reality, reality.
reality

6. put out Function Words & Phrases Unit 9 ● Week 3 TEACHER TALK
1. In English, we use the phrase put out to tell about placing something where someone else will see it. Say it with me: put out. My mom puts out breakfast food on the table for us every morning. She sets juice, milk, cereal, and some fruit for us to eat.
2. En español, to put out quiere decir “sacar algo y ponerlo donde otro lo vea.” Mi mamá pone el desayuno sobre la mesa todas las mañanas. Saca jugo, leche, cereal y frutas para que comamos.
3. This picture shows the phrase put out. These kids are gathering the recycling bins. They are going to put them out so that the garbage collector will pick them up.
CHORAL RESPONSE
4. I am going to name some everyday actions. When I tell about something that I put out, say, “put out.” When I do not tell about something that I put out, do not say anything.
I place a snack on the table
I set a library book on the floor.
I hang my coat in the closet.
I put my clean clothes back in my dresser.
5. Imagine that you are helping your mom and dad get ready for dinner. I will name some things for you to take to the table. Tell me that you will place the items on the table using the words put out.
I will __________ plates and silverware.
I will __________ napkins.
I will __________ a basket of bread.
6. Repeat the phrase three times with me: put out, put out, put out.
put out

7. put on Function Words & Phrases Unit 9 ● Week 3 TEACHER TALK
1. In English, we use the phrase put on to tell about clothing you set on your body. Say it with me: put on. When it is raining outside, you put on your rain boots and raincoat so that you stay dry. When it is sunny and warm, you put on a pair of shorts and a T-shirt.
2. En español, to put on quiere decir “ponerse una prenda de ropa.” Cuando está lloviendo, te pones tus botas y tu impermeable. Cuando hace calor, te pones unos pantalones cortos y una camiseta.
3. This picture shows the phrase put on. The boy in the picture put on his jacket, mittens, and hat before he went outside to play in the snow.
CHORAL RESPONSE
4. I am going to name some things that you do. When I name something that you put on, say “put on.” When I tell about something that you do not put on, do not say anything.
a baseball cap
a new book
a basketball
a jacket
a pair of blue jeans
a glass of milk
5. Now tell me about other things that you can put on. Think about the different seasons of the year, and tell me what you wear when it is winter, spring, summer, and fall. For each season of the year, let’s think of three things that we put on.
6. Repeat the phrase three times with me: put on, put on, put on.
put on

8. computer Basic Words Unit 9 ● 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.
computer

9. shelf Basic Words Unit 9 ● 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.
shelf

10. poster Basic Words Unit 9 ● 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.
poster

11. table Basic Words Unit 9 ● 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.
table

12. books Basic Words Unit 9 ● 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.
books

13. magazine Basic Words Unit 9 ● 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.
magazine

14. Basic Words Unit 9 ● 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.