2. frayed Key Words Unit 6 ● Week 2 TEACHER TALK
Point to the Word 1 image.
1. One word in the selection is frayed. Say it with me: frayed. Frayed means “worn out or tattered.” If you wear the same pair of jeans all the time, they will start to get frayed. The seams might pull apart, and the fabric will have small holes and loose threads. The fabric will be frayed.
2. En español, frayed quiere decir “desgastado, hecho jirones; deshilachado.” Si siempre te pones los mismos jeans, empezarán a desgastarse. Las costuras se pueden romper y la tela tendrá agujeros e hilos sueltos. La tela se deshilachará.
3. Now let’s look at a picture of a rope that is frayed. (Point to the frayed ends of the rope in the photo.) These parts of the rope are frayed. The rope was used so much that it has worn out.
PARTNER TALK
4. Turn to your partner and talk about how the rope in the picture became frayed. How was it used? Did the rope rub against a rock? Was the rope used to pull something very heavy? What do you think? Use this sentence frame to talk about the frayed rope: I think the rope became frayed because __________.
5. Do you have a piece of clothing you really like? You like it so much that you wear it a lot, so it might become frayed. I had a red backpack once that I really loved. I used it for a long time and it got frayed, so small objects fell out. Tell your partner about something you really like that might become frayed. What could you do so you could use or wear it even longer?
6. Now let’s say frayed together three more times: frayed, frayed, frayed.
frayed

3. parched Key Words Unit 6 ● Week 2 TEACHER TALK
Point to the Word 2 image.
1. Another word in the selection is parched. Say it with me: parched. Parched means “very dry, in need of water.” Plants and animals need water to grow and thrive. When there isn’t enough water, the ground gets very dry and hard and may become cracked. It is parched.
2. En español, parched quiere decir “muy seco, que necesita agua; reseco.” Las plantas y los animals necesitan agua para crecer y desarrollarse. Cuando no hay suficiente agua, el suelo se pone muy seco y duro y se puede agrietar. Está reseco.
3. Now let’s look at a picture that shows earth that is parched. There is a drought. It has not rained for many months, so the earth on this farm is dry and hard. You can tell the ground is parched by these cracks. (Point to the cracks in the photo.) When the earth is parched, plants cannot grow. The farmer cannot grow crops, and the animals have no plants to eat.
MOVEMENT
4. Let’s imagine we are plants. The ground is parched, so we cannot grow. We are slumped over, and we look lifeless. Show me how we look. Now imagine that it rains. The rain soaks into the parched ground. What happens to the plants? Are we still bent over? Do we still look lifeless?
5. People and animals need water, too, so our bodies will work well. When we feel parched our mouths might feel dry and sticky. Show me how a dog looks when its mouth feels dry and sticky. What do we do when we feel parched? Let’s imagine we are parched and then drink some water. How do we look when we do not feel parched?
6. Now let’s say parched together three more times: parched, parched, parched.
parched

4. wearily Key Words Unit 6 ● Week 2 TEACHER TALK
Point to the Word 3 image.
1. Another word in the selection is wearily. Say it with me: wearily. Wearily means “in a tired way.” When you’re very tired and try to do something, you might do it wearily. You feel like you have no energy. You feel weak, and you cannot move quickly.
2. En español, wearily quiere decir “de manera cansada; cansadamente.” Cuando estás muy cansado y tratas de hacer algo, es posible que lo hagas cansadamente. Sientes que no tienes energía. Te sientes débil y no te puedes mover con rapidez.
3. Now let’s look at a picture that demonstrates the word wearily. This boy is leaning wearily on the lawnmower. He is too tired to continue mowing to finish his chores. He might not have slept well during the night, or he might have worked or played very hard yesterday.
MOVEMENT
4. When I am very tired and act wearily, I speak quietly and slowly. (Demonstrate speaking quietly, slowly with a monotone.) My body feels thick, and I don’t move well. I just want to sit or lie down. (Demonstrate wearily walking to a chair and sitting down, slumping.) Let’s all show what it’s like to do something wearily. Pretend you are very, very tired, but you still have to read a book. Show what happens when you read the book wearily.
5. When you are not feeling weary, you probably feel good. You have lots of energy. Now let’s show what it’s like to do something the opposite of wearily. How do you feel and act when you are not tired? Get up and walk around, sit and read a book, or do another activity when you are not feeling tired.
6. Now let’s say wearily together three more times: wearily, wearily, wearily.
wearily

5. abruptly Key Words Unit 6 ● Week 2 TEACHER TALK
Point to the Word 4 image.
1. Another word in the selection is abruptly. Say it with me: abruptly. Abruptly means “suddenly.” When something happens abruptly, it happens without a warning. It is very sudden. If you push the mute button, the sound on your TV stops abruptly.
2. En español, abruptly quiere decir “de repente; repentinamente, abruptamente.” Cuando algo pasa de repente, pasa sin aviso. Es repentino. Si presionas el botón de silencio, el sonido de la televisión deja de oírse abruptamente.
3. Abruptly in English and abruptamente 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 abruptly. (Point to the lightning bolt in the photo.) This lightning bolt hit abruptly, lighting the sky with a sudden flash of light. Almost immediately came an enormous clap of thunder. Everyone in the area was surprised.
MOVEMENT
5. Look at the photo again. That is a very powerful bolt of lightning, so it must have produced a very bright flash of light. Imagine you were in the area when the lightning bolt and clap of thunder abruptly occurred. How might you have reacted? Sit quietly or pretend to read. I’ll abruptly slam a book closed. When you hear the sound, react as you might have for the lightning bolt and thunder.
6. Now let’s sing a song. When I wave my hand, it will be a signal to stop singing abruptly. Make sure you stop as soon as I wave my hand. (Use a song familiar to all of the students, and make a hand gesture that is large and decisive.) Now sing softly with your partner, and take turns signaling to stop abruptly.
7. Now let’s say abruptly together three more times: abruptly, abruptly, abruptly.
abruptly

6. suspicious Key Words Unit 6 ● Week 2 TEACHER TALK
Point to the Word 5 image.
1. Another word in the selection is suspicious. Say it with me: suspicious. Suspicious means “suspecting, or doubting, something.” When you suspect something, or are suspicious of it, you doubt or don’t trust it. You might hear or see something that doesn’t seem right to you, but you have no proof. There may be something wrong or it may be new or different to you.
2. En español, suspicious quiere decir “que sospecha o que duda algo; sospechoso.” Cuando sospechas algo, lo dudas o no confías en ello. Quizá oíste o viste algo que no te parece correcto, pero no tienes ninguna evidencia. Es posible que sea algo malo o quizá nuevo o diferente para ti.
3. Now let’s look at a picture that demonstrates the word suspicious. Hmmm, I wonder what happened here. The kitten looks innocent, as if he didn’t do anything, but I am suspicious. I think he knocked over the bottle of milk. What do you think?
PARTNER TALK
4. Look at the photo again. Is it fair to be suspicious of the kitten? Talk about it with your partner. One of you thinks it was the kitten and completes this sentence: I am suspicious of the kitten, because __________. The other believes the kitten is innocent and completes this sentence: I am not suspicious of the kitten, because __________.
5. What would you do if you heard some new information that sounded “too good to be true”? Would you accept the information and believe it or would you be suspicious? If you were suspicious, what would you do? Would you say “that can’t be right” and forget about it or would you try to find out more information to see if it was true? Who would you ask? Talk to your partner about what you would do.
6. Now let’s say suspicious together three more times: suspicious, suspicious, suspicious.
suspicious

7. jubilant Key Words Unit 6 ● Week 2 TEACHER TALK
Point to the Word 6 image.
1. Another word in the selection is jubilant. Say it with me: jubilant. Jubilant means “very happy.” When you are jubilant you feel good and may be very excited. We usually feel jubilant if something good happens that we hoped for but didn’t expect to happen. Sports fans feel jubilant if their favorite team wins an important game that had a close score.
2. En español, jubilant quiere decir “muy contento; jubiloso, alegre.” Cuando estás jubiloso, te sientes muy bien y muy entusiasmado. Generalmente nos sentimos jubilosos cuando nos pasa algo bueno que esperábamos, pero que suponíamos que no iba a pasar. Los fanáticos del deporte se sienten jubilosos cuando su equipo favorito gana un partido importante con un puntaje muy cerrado.
3. Now let’s look at a picture that demonstrates the word jubilant. This crowd is jubilant! The football team they were supporting is winning the game, and everyone is very, very happy. Look closely at the photo. How can you tell the crowd is jubilant?
MOVEMENT
4. The fans in the photo are jubilant because their team won the game. Imagine that it is a soccer game, and you are there. The game is tied and everyone is watching anxiously. How do you react when the player for your team scores the winning goal? Show me. (Take the role of a sports announcer: The game is tied, the clock ticking the last seconds of the match when one player kicks the ball for a goal just as the game ends.)
5. Now imagine that this is the same game but the ball just missed going into the net when the game ended. Let’s act out the end of the game again. Would the fans be jubilant? Show me how they look and act.
6. Now let’s say jubilant together three more times: jubilant, jubilant, jubilant.
jubilant

8. debris Key Words Unit 6 ● Week 2 TEACHER TALK
Point to the Word 7 image.
1. Another word in the selection is debris. Say it with me: debris. Debris is scattered pieces of something that has fallen apart, broken, gotten old, or been destroyed. When the wind blows very hard, it might blow down twigs and branches from trees or even destroy buildings. The ground is covered with the debris from the trees and buildings. Some debris from trees and plants happens naturally when the leaves fall and are not raked up.
2. En español, debris quiere decir “pedazos regados de algo que se deshizo, se rompió, se hizo Viejo o se destruyó; restos, desechos.” Cuando el viento sopla muy fuerte, puede romper ramas de los árboles y hasta destruir edificios. El suelo se cubre de restos de árboles y de edificios. Algunos de los desechos de árboles y plantas ocurren de manera natural cuando caen las hojas y no se recogen con el rastrillo.
3. Now let’s look at a picture that demonstrates the word debris. The beach is covered with debris. There has just been a big storm, and the strong wind and waves washed all the debris onto the shore. The beach is not a safe place now to swim and play. These people are cleaning up the debris, so they can use the beach again.
PARTNER TALK
4. Turn to your partner and talk about why this picture demonstrates the word debris. What kind of debris do you see in the photo? Do you see paper and plastic? Do you think there might be other debris, such as wood, metal, and glass? Talk about why it is important to clean up the debris before people swim and play there again.
5. Debris can collect in other places as well. If someone worked on an art project, scraps of paper or wood or other materials might cover the floor around the work space. That is debris. Debris can also collect during the construction of a new building. What kind of things would you find as debris at a building site? List some things with your partner.
6. Now let’s say debris together three more times: debris, debris, debris.
debris

9. sensation Key Words Unit 6 ● Week 2 TEACHER TALK
Point to the Word 8 image.
1. Another word in the selection is sensation. Say it with me: sensation. A sensation is a feeling. It’s our body’s ability to see, touch, smell, hear, and taste. When we eat soup, we have a hot and maybe spicy sensation in our mouth. When we pat a kitten, our fingers feel a soft sensation from its fur.
2. En español, sensation quiere decir “sensación, impresión.” Una sensación es una impresión. Es la habilidad del cuerpo para ver, sentir (tocar), oler, oír y saborear. Cuando tomamos sopa, tenemos la sensación de algo caliente y tal vez picante en la boca. Al acariciar un gatito, tenemos en los dedos la sensación de la suavidad de su pelo.
3. Sensation in English and sensación 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 sensation. (Point to the sprinkler in the photo.) The sprinkler sprays cool water into the air. The boy is jumping through the spray of water. Do you think he is jubilant? I think he is, too. It’s a hot summer day, and the cool sensation of the water on his skin feels very good.
PARTNER TALK
5. Our bodies constantly take in information from our senses—from what we hear, see, smell, feel, and taste. In some places, we take in some sensations more than others. Which three sensations do we use most often in the classroom? (hearing, seeing, feeling) Talk about it with your partner, and then share your ideas with the class.
6. Imagine being in the lunchroom eating lunch. Think about all the information your body takes in there—what it sees, hears, tastes, feels, and smells. With your partner, describe a sensation for each sense. For example, what sounds do you hear and how could you describe them? What do you eat, and what sensation does that cause in your mouth?
7. Now let’s say sensation together three more times: sensation, sensation, sensation.
sensation

10. started up Function Words & Phrases Unit 6 ● Week 2 TEACHER TALK
1. In English, the phrase started up means “began to do or began to happen.” Say it with me: started up. Last summer, I planned to hike up a mountain. As soon as I started up the path, it began to rain. I turned around and went back to my car.
2. En español, to start up quiere decir “iniciar, empezar.” El verano pasado hice planes para subir una montaña caminando. En cuanto inicié la caminata, empezó a llover. Di la vuelta y regresé a mi coche.
3. Now let’s look at a picture that demonstrates the meaning of started up. These students arrived at their school and are about to go inside. (Point to the steps in front of the school in the photo.) To get into the school, they need to climb these steps. (Point to the students on the steps.) These students have started up the steps. They began to go up the steps to get into the school.
MOVEMENT
4. Let’s play a game. Imagine you are climbing a ladder. (Demonstrate movements for climbing a ladder.) When I say “Start up,” start up the ladder. Say “I started up the ladder.” When I say “Stop,” stop and say “I stopped.”
5. Let’s imagine that we are walking on a path up a mountain. Start walking. (Demonstrate walking in place.) What do you see? I see pine trees. Do you see a deer? Do you see flowers? When I say your name, stop walking and complete this sentence: After I started up the path, I saw __________. Then start up the path again.
6. Now let’s say started up together three more times: started up, started up, started up.
started up

11. worked their way up Function Words & Phrases Unit 6 ● Week 2
TEACHER TALK
1. In English, the phrase worked their way up means “started at the bottom and worked hard to get to the top.” Say it with me: worked their way up. Imagine you are at the bottom of 100 steps. You really want to get to the top, so you start up. Finally you get to the top. You worked your way up!
2. En español, to work their way up quiere decir “empezar en la parte más baja y esforzarse por llegar a la parte más alta; esforzarse para subir.” Imagínate que estás en la base de una escalera de cien escalones. Inicias la subida, pues de verdad quieres llegar arriba. Finalmente llegas a la parte más alta. ¡Te esforzaste para subir!
3. Now let’s look at a picture that shows the meaning of the phrase worked their way up. These boys climbed a steep rocky mountain. It was hard to climb the mountain, but they worked their way up to the top. One is on the top and is helping the other the rest of the way. They are happy, because they worked hard to climb the mountain.
PARTNER TALK
4. The boys in the picture worked their way up the mountain. Imagine that you just worked your way up something. What did you work your way up? Complete this sentence: I worked my way up __________. (Examples include a ladder, stairs, a steep hill)
5. People can work their way up a ladder, a mountain, or a set of stairs. They can work their way up in a job or a project, too. What do you think it means to work your way up in your job? How do you think people work their way up? Talk about it with your partner.
6. Repeat the phrase three times with me: worked their way up, worked their way up, worked their way up.
worked their way up

12. drifted out over Function Words & Phrases Unit 6 ● Week 2 TEACHER TALK
1. In English, the phrase drifted out over means “moved across.” Say it with me: drifted out over. When something drifts, it is blown by the wind. On a windy day, the wind would blow dry leaves around. The leaves might drift out over the schoolyard and settle alongside the building.
2. En español, to drift out over quiere decir “atravesar arrastrado por el viento.” Cuando el viento arrastra algo, lo mueve. En un día ventoso, el viento sopla y mueve las hojas secas. Las hojas arrastradas por el viento pueden atravesar el patio de la escuela y situarse junto al edificio.
3. Now let’s look at a picture that demonstrates the meaning of drifted out over. This boat drifted out over the water. The people sailed out from the shore and sat in the boat while it drifted. They wanted to see where water would take them before beginning to sail again.
PARTNER TALK
4. In the photo, the sailboat drifted on the water. Things drift through the air over water, too, as leaves sometimes drift out over a yard. Imagine you are sitting at the beach. What do you see drift out over the ocean, on the air and on the water? Tell your partner. Complete this sentence: __________ drifted out over the ocean. (Examples include: a sailboat, a raft, seaweed, a ball, or a seagull)
5. Now let’s imagine that we are sitting in a big field. Close your eyes and imagine you are looking up at the sky. What do you see drifting out over the field? Describe it to your partner.
6. Now let’s say the phrase together three more times: drifted out over, drifted out over, drifted out over.
drifted out over

13. shoveled out Function Words & Phrases Unit 6 ● Week 2 TEACHER TALK
1. In English, the phrase shoveled out means we dug something up. Say it with me: shoveled out. Imagine that yesterday it snowed all day. This morning, there was a foot of snow outside. You went outside and shoveled out. That means you used a shovel to get all the snow off the steps or sidewalk or driveway of your home.
2. En español, to shovel out quiere decir “palear.” Imagínate que ayer nevó todo el día. Esta mañana había un pie de nieve en la calle. Saliste y paleaste la nieve. Eso quiere decir que usaste una pala para quitar la nieve de los escalones, de la acera o de la entrada para el coche de tu casa.
3. Now let’s look at a picture that shows the meaning of shoveled out. This woman shoveled out after a big snowstorm. The snow had drifted out over the cars, sidewalks, and street. A snowplow cleared the street, but she needed to use a shovel to clear the snow away from her car. (Point to the shovel in the photo.)
MOVEMENT
4. Look at the photo again. Imagine that you need to use a shovel to shovel out after the storm. Act it out. Show me how you shovel out the snow. What can you do after you have shoveled out and the snow is in big piles? Act it out with your partner. (Examples include making a snow fort or snow person.)
5. People shovel out snow. They also shovel out other things, such as dirt from a garden or sand at the beach. What else do people shovel out? Where do they shovel it out from? Make believe you are shoveling something out. As you shovel, complete this sentence: I shoveled out the __________ from the __________ . (Examples include: dirt, sand, coal, ashes)
6. Repeat the phrase three times with me: shoveled out, shoveled out, shoveled out.
shoveled out

14. basketball court Basic Words Unit 6 ● 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.
basketball court

15. hoop Basic Words Unit 6 ● 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.
hoop

16. tied score Basic Words Unit 6 ● 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.
tied score

17. practice shot Basic Words Unit 6 ● 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.
practice shot

18. foul shot Basic Words Unit 6 ● 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.
foul shot

19. midcourt Basic Words Unit 6 ● 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.
midcourt

20. Basic Words Unit 6 ● 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.