1. descendants Key Words Unit 2 ● Week 4 TEACHER TALK
Point to the Word 1 image.
1. One word in the selection is descendants. Say it with me: descendants. Descendants are people, animals, or plants that can be traced to people, animals, or plants that came before them. Dogs are descendants of wolves.
2. En español, descendants quiere decir “descendientes.” Los descendientes son personas, animales o plantas que proceden de personas, animales o plantas que vinieron o existieron antes. Por ejemplo, los perros son descendientes de los lobos.
3. Descendants in English and descendientes 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 descendants. (Point to the girl.) This girl is a descendant of her grandparents. She is related to them.
PARTNER TALK
5. Share the names of your parents’ descendants with a partner. Be sure to include yourself! (Students should list their names and the names of any brothers and sisters.)
6. Work with a partner to complete this sentence frame: My parents are the descendants of ____________. (my grandparents)
7. Now let’s say descendants together three more times: descendants, descendants, descendants.
descendants

2. sanctuary Key Words Unit 2 ● Week 4 TEACHER TALK
Point to the Word 2 image.
1. Another word in the selection is sanctuary. Say it with me: sanctuary. A sanctuary is a shelter for plants and animals. It is a place where they are protected and kept safe.
2. En español, sanctuary quiere decir “un refugio para plantas y animales, santuario.” Un santuario es un lugar donde plantas y animales son protegidos y mantenidos fuera de peligro.
3. Sanctuary in English and santuario 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 sanctuary. (Point to the rhinoceros.) This rhinoceros lives at a sanctuary. At the sanctuary, the rhinoceros is protected from hunters.
PARTNER TALK
5. With your partner, complete this sentence frame: This place is a sanctuary for the rhinoceros because ____________. (the rhinoceros is safe from hunters, the rhinoceros has a steady food supply)
6. Many communities have sanctuaries for dogs and cats. What are some things you could do to help these sanctuaries? Share your ideas with a partner. Then share them with the class. (Examples might include: donate food, visit the animals, donate money, walk the dogs, pet the cats)
7. Now let’s say sanctuary together three more times: sanctuary, sanctuary, sanctuary.
sanctuary

3. threatened Key Words Unit 2 ● Week 4 TEACHER TALK
Point to the Word 3 image.
1. Another word in the selection is threatened. Say it with me: threatened. Threatened means “to be a danger to.” If someone threatened you, he or she made you feel like you were in danger.
2. En español, to threaten quiere decir “ser un peligro para alguien o algo, amenazar.” Si alguien te amenaza, te hace sentir que estás en peligro.
3. Now let’s look at a picture that demonstrates the word threatened. (Point to the cheetah.) This cheetah threatened the gazelle by chasing it. The gazelle’s life was in danger.
PARTNER TALK
4. What are some things that might make a mouse feel threatened? Share your ideas with a partner. Then share them with the class. (Examples might include: a cat, a person, a mousetrap)
5. Work with a partner to complete this sentence frame: If we were threatened, we would feel ____________. (scared, worried, afraid)
6. Now let’s say threatened together three more times: threatened, threatened, threatened.
threatened

4. fragile Key Words Unit 2 ● Week 4 TEACHER TALK
Point to the Word 4 image.
1. Another word in the selection is fragile. Say it with me: fragile. Something that is fragile is easily hurt or broken. A glass vase is fragile. If you drop it, it will break.
2. En español, fragile quiere decir “que se daña, parte o lastima con facilidad; frágil.” Un jarrón de vidrio es frágil. Si lo dejas caer al piso, es muy probable que se parta.
3. Fragile in English and frágil 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 fragile. (Point to the chick.) This chick is fragile. It must be held gently and carefully. The eggshell is also fragile. It could break easily.
MOVEMENT
5. Show me how you would pet a fragile chick. Tell me why you petted the chick in this way. (I petted the chick with soft, gentle strokes because it is small and not very strong yet. If I pet it hard, I might hurt it.)
6. Now show me how you would do each of these things:
carry a carton of fragile eggs
dust a fragile vase
wash fragile glass dishes
7. Now let’s say fragile together three more times: fragile, fragile, fragile.
fragile

5. habitat Key Words Unit 2 ● Week 4 TEACHER TALK
Point to the Word 5 image.
1. Another word in the selection is habitat. Say it with me: habitat. A habitat is the place where a plant or animal lives and grows. It has everything the plant or animal needs. The frog’s habitat is the pond.
2. En español, habitat quiere decir “el lugar donde una planta o un animal vive y crece, el hábitat.”El hábitat de una planta o animal tiene todo lo que éste necesita. El hábitat de la rana es el lago o el estanque.
3. Habitat in English and hábitat 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 habitat. (Point to the elephants.) The habitat of these elephants is the grasslands of Africa. Elephants need to make their homes in places where there are plenty of plants for them to eat.
PARTNER TALK
5. Turn to your partner and talk about some habitats in which you might find fish. What do all these habitats have in common? (Examples might include: lakes, rivers, streams, ponds, oceans, aquariums. They all have water for fish to swim in and food for fish to eat.)
6. Imagine you could create a habitat that was perfect for you. What things would be a part of your habitat? Remember that your habitat should have things you need to live and be comfortable. Draw a picture of your habitat and share it with your partner.
7. Now let’s say habitat together three more times: habitat, habitat, habitat.
habitat

6. emerge Key Words Unit 2 ● Week 4 TEACHER TALK
Point to the Word 6 image.
1. One word in the selection is emerge. Say it with me: emerge. To emerge means “to rise up or come out.” After the winter is over, the bear will emerge from its cave.
2. En español, to emerge quiere decir “surgir o salir de algo, emerger.” Después del invierno, el oso emerge de su cueva.
3. To emerge in English and emerger 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 emerge. (Point to the sprouting plants.) These plants emerge from the soil. They have risen up from under the ground.
MOVEMENT
5. Let’s all pretend we are plants emerging from the soil. Squat down low and slowly emerge, spreading your arms to show your sprouting leaves.
6. Now work with a partner. Squat down behind your chair. When your partner says, “emerge,” emerge from behind your seat. Take turns so that you both have a chance to emerge.
7. Now let’s say emerge together three more times: emerge, emerge, emerge.
emerge

7. hop a train Function Words & Phrases Unit 2 ● Week 4 TEACHER TALK
1. In English, to hop a train means “to board, or get on, a train.” Say it with me: hop a train. You might hop a train to travel to another city.
2. En español, to hop a train quiere decir “subir a bordo de un tren.” Puedes subir a bordo de un tren para viajar a otra ciudad.
3. This picture demonstrates the phrase hop a train. This woman is about to hop a train. She is stepping onto the train in order to ride it.
CHORAL RESPONSE
4. Where would you like to go? As we go around the room, tell us where you’d like to go by saying: I’d like to hop a train to ____________.
5. I’m going to name some trips. If you’d hop a train to make this trip, say “hop a train.” If not, don’t say anything.
A visit to your neighbor’s house
A visit to another city
A journey across the ocean
A journey across the state
6. Repeat the phrase three times with me: hop a train, hop a train, hop a train.
hop a train

8. peek out of a corner of an eye Function Words & Phrases
Unit 2 ● Week 4
TEACHER TALK
1. To peek out of a corner of an eye means “to take a quick, secret look.” Say it with me: peek out of a corner of an eye. If you peek out of a corner of an eye, you don’t want others to know you are looking.
2. En español, to peek out of a corner of an eye quiere decir “mirar de reojo, con una mirada rápida y furtiva.” Si miras así, no quieres que otros se den cuenta.
3. The girl in this picture is peeking out of a corner of an eye. Even though she has covered her face, she is looking through her fingers so that she can see what others are doing.
MOVEMENT
4. Choose a classmate. Peek out of a corner of an eye at that person.
5. Now cover your face with your hands. When I say “peek,” peek out from behind your hands. (You may want to demonstrate, as if you were playing peek-a-boo.)
6. Repeat the phrase three times with me: peek out of a corner of an eye, peek out of a corner of an eye, peek out of a corner of an eye.
peek out of
a corner of an eye

9. spook and charge Function Words & Phrases Unit 2 ● Week 4 TEACHER TALK
1. If animals spook and charge, they get scared and start running. Say it with me: spook and charge. Horses might spook and charge when they hear thunder.
2. En español, to spook and charge quiere decir “asustarse y salir corriendo.” Los caballos se asustan cuando escuchan truenos y salen corriendo.
3. This picture demonstrates the phrase spook and charge. Something has spooked, or frightened, these zebras. Now they are charging, or running rapidly, to get away.
PARTNER TALK
4. Talk with a partner about some things that might make an animal spook and charge. Share your ideas with the class. (Examples: loud noises, thunderstorms, another animal approaching)
5. Work with your partner to decide which animal in each pair would spook and charge.
a lion or an antelope
a rabbit or a wolf
a person or a wild horse
6. Repeat the phrase three times with me: spook and charge, spook and charge, spook and charge.
spook and charge

10. bolt up Function Words & Phrases Unit 2 ● Week 4 TEACHER TALK
1. Bolt up means “to climb very quickly, as if you are running.” Say it with me: bolt up. You might bolt up the steps to school if you thought you were going to be late.
2. En español, to bolt up quiere decir “subir rápidamente, como un rayo.” Puedes subir las escaleras de la escuela rápidamente si piensas que vas a llegar tarde.
3. This picture demonstrates the phrase bolt up. These children are bolting up the stairs. They are climbing very quickly to reach the top of the stairs.
MOVEMENT
4. Show me what you would look like if you were bolting up a hill.
5. Now show me how you would feel when you were done bolting up a hill. (Students should show that they are tired and out of breath from moving quickly.)
6. Repeat the phrase three times with me: bolt up, bolt up, bolt up.
bolt up

11. mustang Basic Words Unit 2 ● 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.
mustang

12. mare Basic Words Unit 2 ● 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.
mare

13. mane Basic Words Unit 2 ● 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.
mane

14. herd Basic Words Unit 2 ● 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.
herd

15. steed Basic Words Unit 2 ● 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.
steed

16. pony Basic Words Unit 2 ● 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.
pony

17. Basic Words Unit 2 ● 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.