1. rumbling Key Words Unit 5 ● Week 5 TEACHER TALK
Point to the Word 1 image.
1. One word in the selection is rumbling. Say it with me: rumbling. Rumbling is a low, deep, rolling sound. The volcano made rumbling sounds before it erupted.
2. En español, rumbling quiere decir “un ruido grave y retumbante; estruendoso.” El volcán emitió ruidos estruendosos antes de entrar en erupción.
3. Now let’s look at a picture that demonstrates the word rumbling. (Point to the storm.) Rumbling is a low, deep rolling sound, like the sound of thunder during a lightning storm.
PARTNER TALK
4. Work with a partner. Make the sounds of a thunderstorm. One of you should start rumbling, like thunder. The other should join and make the crackling sound of lightning. Then switch roles.
5. With your partner, complete this sentence: My stomach started rumbling when ____________.
6. Now let’s say rumbling together three more times: rumbling, rumbling, rumbling.
rumbling

2. unique Key Words Unit 5 ● Week 5 TEACHER TALK
Point to the Word 2 image.
1. Another word in the selection is unique. Say it with me: unique. Unique means “very unusual” or “like no other.” If you have a unique talent, you are able to do something that most other people can’t.
2. En español, unique quiere decir “como ningún otro, raro, inusual; único.” Si tienes un talent único, puedes hacer algo que la mayoría de gente no puede hacer.
3. Unique in English and único 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 unique. (Point to the elephant.) Encountering a wild animal is a unique, or highly unusual, event. People don’t often have the chance to see an elephant in the wild.
PARTNER TALK
5. What is something that makes you unique? Tell a partner.
6. With your partner, design a unique outfit. Make it as fun or as crazy as you want. Remember that it is supposed to be unusual. Show the class your unique outfit.
7. Now let’s say unique together three more times: unique, unique, unique.
unique

3. dove Key Words Unit 5 ● Week 5 TEACHER TALK Point to the Word 3 image.
1. One word in the selection is dove. Say it with me: dove. Dove means “jumped into the water headfirst.” The children dove off the diving board.
2. En español, to dive quiere decir “tirarse al agua de cabeza, zambullirse de cabeza.” Los niños se zambulleron de cabeza del trampolín.
3. Now let’s look at a picture that demonstrates the word dove. (Point to the penguin.) This penguin dove into the water. He jumped headfirst off the iceberg.
MOVEMENT
4. I’m going to place a piece of paper on the table. Imagine this is a diving board. We’re going to take turns pretending that a pen is diving off this board. I’ll go first. Then we’ll each take a turn. When everyone has had a turn, we’ll say, “The pen dove off the diving board.”
5. Now imagine you are a bird. Show me what it would look like if you dove down to get something to eat.
6. Now let’s say dove together three more times: dove, dove, dove.
dove

4. massive Key Words Unit 5 ● Week 5 TEACHER TALK
Point to the Word 4 image.
1. Another word in the selection is massive. Say it with me: massive. Something that is massive is very large and heavy. It took four people to move the massive table.
2. En español, massive quiere decir “enorme y sólido; macizo.” Se necesitaron cuatro personas para mover la mesa maciza.
3. Now let’s look at a picture that demonstrates the word massive. (Point to the whale.) Whales are massive animals. They are very large and heavy!
PARTNER TALK
4. With a partner, make a list of other massive animals. Share your list with the class. (Examples include: elephants, dinosaurs, whales, wooly mammoths)
5. Work with your partner. Pretend to try to move a massive rock. Then complete this sentence: A massive rock is hard to move because ____________.
6. Now let’s say massive together three more times: massive, massive, massive.
massive

5. tangles Key Words Unit 5 ● Week 5 TEACHER TALK
Point to the Word 5 image.
1. One word in the selection is tangles. Say it with me: tangles. Tangles are strands or threads that have become twisted together in a confused, jumbled-up way. After the cat played with it, the yarn was in tangles.
2. En español, tangles quiere decir “enredos o marañas, normalmente de algún tipo de hebra.” Después de que el gato jugara con la bola de lana, quedó completamente enmarañada.
3. Now let’s look at a picture that demonstrates the word tangles. (Point to the girl’s hair.) This girl’s hair is in tangles. The strands of her hair are twisted and knotted together. She is using a comb to try to untangle her hair.
PARTNER TALK
4. With your partner, make a list of things that can be in tangles. (Examples include: shoelaces, yarn, thread, hair) Take turns demonstrating how you might untangle each thing on your list.
5. With your partner, decide which of these things could get in tangles.
a rock
a horse’s mane
a candle
a spool of thread
a necklace
6. Now let’s say tangles together three more times: tangles, tangles, tangles.
tangles

6. encounter Key Words Unit 5 ● Week 5 TEACHER TALK
Point to the Word 6 image.
1. Another word in the selection is encounter. Say it with me: encounter. An encounter is a short, unexpected meeting with a person or a thing. If you see a friend at the store while shopping with your family, it is an encounter. You didn’t plan to meet your friend.
2. En español, encounter quiere decir “una reunión breve e inesperada con alguien o algo, encuentro.” Si ves a un amigo en un almacén cuando estás de compras con tu familia, has tenido un encuentro con tu amigo. No habías planeado encontrarte con él.
3. Encounter in English and encuentro 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 encounter. (Point to the two boys.) These boys are having an encounter. They didn’t plan to meet, but they are happy to see each other.
5. Work with a partner. Pretend you and your partner had an encounter at the store. Role play what you would say and do.
6. Imagine you are swimming in the ocean. With your partner, make a list of animals you might encounter. (Examples include: sharks, dolphins, crabs)
7. Now let’s say encounter together three more times: encounter, encounter, encounter.
encounter

7. little corner of Function Words & Phrases Unit 5 ● Week 5 TEACHER TALK
1. A little corner of a place is a small part of a place that represents the whole place. Say it with me: a little corner of. A little corner of a place is often a place that not many others know about.
2. En español, little corner of quiere decir “un rinconcito de un lugar más grande.” Un rinconcito muchas veces es un lugar que no mucha gente conoce.
3. The beach in this picture is a little corner of the tropics. It has the same kind of sand, water, and trees as more popular beaches, but fewer people visit it.
PARTNER TALK
4. Think about a place you like to go to be by yourself. Describe this little corner of your world to a partner. Tell what it is like and why you go there.
5. Imagine you are moving to a new place. What things would you bring with you to create a little corner of your old home in your new one? Tell a partner.
6. Repeat the phrase three times with me: little corner of, little corner of, little corner of.
little corner of

8. seek out Function Words & Phrases Unit 5 ● Week 5 TEACHER TALK
1. Seek out means “to search for.” Say it with me: seek out. If you seek out something, you are making a special effort to find it.
2. En español, to seek out quiere decir “buscar.” Si buscas algo, tratas de encontrarlo.
3. The diver in this picture is seeking out different kinds of fish in the coral reef. He hopes to find some kinds he hasn’t seen before.
PARTNER TALK
4. Imagine you are planning to visit a place. What things would you want to seek out? Tell your partner.
5. Now work with your partner to create a travel brochure for our community. Tell visitors what restaurants, stores, or special places they should seek out on their visit to our community. Share your brochure with the class.
6. Repeat the phrase three times with me: seek out, seek out, seek out.
seek out

9. face-to-face Function Words & Phrases Unit 5 ● Week 5 TEACHER TALK
1. The phrase face-to-face is used to describe close personal contact with someone or something. Say it with me: face-to-face. You can come face-to-face with exotic fish at an aquarium.
2. En español, face-to-face quiere decir “cara a cara; en contacto directo con algo o alguien.” En un acuario, puedes ver cara a cara un pez tropical.
3. These girls are face-to-face. They have their faces toward each other, their foreheads are touching, and they are looking directly at each other.
CHORAL RESPONSE
4. I’m going to name some situations. If you would describe the situation as coming face-to-face with someone or something, say “face-to-face.” If not, don’t say anything.
talking to someone on the telephone
talking to someone across the lunch table
seeing a movie star in person
seeing a movie star in a movie
5. Imagine you are swimming in the ocean. Tell me one thing you would like to come face-to-face with and one thing you would not like to come face-to-face with. (Call on each student to respond.)
6. Repeat the phrase three times with me: face-to-face, face-to-face, face-to-face.
face-to-face

10. ever-present Function Words & Phrases Unit 5 ● Week 5 TEACHER TALK
1. Ever-present means “all the time” or “always there.” Say it with me: ever-present. At the tops of very high mountains, snow is ever-present. It never melts.
2. En español, ever-present quiere decir “siempre presente.” En la cima de la montaña más alta, la nieve está siempre presente. Nunca se derrite.
3. The waves of the ocean are ever-present. They never stop rolling toward the shore.
PARTNER TALK
4. Imagine you are a small fish. Work with a partner to make a list of ever-present dangers.
Share your ideas with the class. (Examples include: larger fish, fishermen, sharks)
5. Describe a place you know well, such as a city, a park, or even your own home. Tell your partner what sounds, sights, and smells are ever-present in this place.
6. Repeat the phrase three times with me: ever-present, ever-present, ever-present.
ever-present

11. saltwater Basic Words Unit 5 ● Week 5 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.
saltwater

12. tide Basic Words Unit 5 ● Week 5 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.
tide

13. water level Basic Words Unit 5 ● Week 5 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.
water level

14. bluff Basic Words Unit 5 ● Week 5 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.
bluff

15. shoreline Basic Words Unit 5 ● Week 5 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.
shoreline

16. seaweed Basic Words Unit 5 ● Week 5 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.
seaweed

17. Basic Words Unit 5 ● Week 5 ROUTINE
Explain how these six words fit into a group, or category. During independent work time, have children write sentences for each word.