1. animal Key Words Unit 1 ● Week 1 TEACHER TALK
Point to the Word 1 image.
1. One word to learn this week is animal. Say it with me: animal. An animal is a living thing that eats and can move about. Dogs, lions, birds, and fish are all animals.
2. En español, animal quiere decir “un ser viviente que come y se mueve.” Los perros, leones, pájaros y peces son animales.
3. Animal in English and animal in Spanish are cognates. They sound almost the same and mean the same thing in both languages.
4. Now let’s look at the picture. This is a coyote. A coyote looks somewhat like a dog or a wolf. The coyote moves about looking for food to eat. The coyote is a wild animal.
MOVEMENT
5. Let’s pretend to be the coyote in the picture. Let’s do what this animal does. (Lead children in barking and panting. You may also want to let them get on their hands and knees and pretend to move like a coyote.)
6. We will play a guessing game. I will pretend to be an animal. You pretend to be that animal, too. We will use this sentence to tell what animal we are pretending to be: This animal is a __________. (Act out obvious animal movements such as a bird flapping its wings and a cat stretching.)
7. Now let’s say animal together three more times: animal, animal, animal.
animal

2. imitate Key Words Unit 1 ● Week 1 TEACHER TALK
Point to the Word 2 image.
1. Another word to learn this week is imitate. Say it with me: imitate. To imitate means “to copy what someone does.” When your friend makes a funny face, and then you make the same face, you imitate your friend.
2. En español, to imitate quiere decir “imitar o copiar lo que hace otra persona.” Cuando tu amigo hace una mueca, y luego tu haces la misma mueca, tu imitaste a tu amigo.
3. To imitate in English and imitar in Spanish are cognates. They sound almost the same and mean the same thing in both languages.
4. Now let’s look at the picture. The big boy plays a flute. The little boy also plays a flute. The little boy does the same thing the big boy does. The little boy imitates the big boy.
MOVEMENT
5. We will play a game called “Follow the Leader.” I will be the leader. I will do an action. You will copy what I do. You will imitate me. (Do actions such as marching, hopping, and clapping for children to imitate.)
6. You will work with a partner. Each of you will draw something. You might draw an animal or a toy. Then your partner will look at your drawing and draw the same thing. Your partner will imitate your drawing.
7. Now let’s say imitate together three more times: imitate, imitate, imitate.
imitate

3. protect Key Words Unit 1 ● Week 1 TEACHER TALK
Point to the Word 3 image.
1. Another word to learn this week is protect. Say it with me: protect. To protect means “to keep a person or thing safe.” Our actions can protect us. We wash our hands to protect ourselves from getting sick. Things can protect us, too. Umbrellas protect us from the rain.
2. En español, to protect quiere decir “mantener a una persona o cosa fuera de peligro, proteger.” Nuestras acciones nos pueden proteger. Nos lavamos las manos para protegernos de enfermedades. Usamos paraguas para protegernos de la lluvia.
3. To protect in English and proteger 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 the picture. The girl is putting on a hard hat called a helmet. (Point to the helmet.) The helmet will protect her head if she falls off her bike.
5. We protect ourselves from the weather. We use things to keep us safe and comfortable in cold, hot, or wet weather. Talk to your partner about things we use to protect ourselves from the weather. Use this sentence frame: __________ protect us in cold weather. (Examples: boots, mittens, hats)
6. We want everyone in our school to be safe. That is why we have rules to protect us. Talk with your partner about school rules that keep us safe. (Examples: Don’t run in the halls. Stay in the schoolyard.)
7. Now let’s say protect together three more times: protect, protect, protect.
protect

4. resemble Key Words Unit 1 ● Week 1 TEACHER TALK
Point to the Word 4 image.
1. Another word to learn this week is resemble. Say it with me: resemble. To resemble means “to look like something else.” A red ball could resemble an apple. They would be the same color, shape, and size. But they would not be exactly alike.
2. En español, to resemble quiere decir “parecerse, verse parecido a otra cosa.” Una pelota roja puede parecerse a una manzana. Tienen el mismo color, la misma forma, y el mismo tamaño. Pero no son exactamente iguales.
3. Now let’s look at the picture. The picture shows two dogs. The dogs are not exactly the same, but they resemble each other. Both dogs have black heads and black backs. Both dogs have white front legs and white chests.
MOVEMENT
4. Each of you will have a chance to pick someone in our class who resembles you. When it is your turn, go stand next to someone you think resembles you. Then tell us how your classmate resembles you. (Examples: We both are the same size. We have the same haircut. We have the same color hair and eyes.)
5. I will give you a few minutes to look around our classroom. Look for two things that resemble each other. Then show the two things to the class. Use these sentence frames to tell us about the two things: __________ resembles __________. They both __________.
6. Now let’s say resemble together three more times: resemble, resemble, resemble.
resemble

5. together Key Words Unit 1 ● Week 1 TEACHER TALK
Point to the Word 5 image.
1. Another word to learn this week is together. Say it with me: together. Together means “with someone or something else.” We work with each other in our classroom. We work together.
2. En español, together quiere decir “con otra persona u otra cosa, juntos.” Trabajamos con nuestros compañeros en la clase. Trabajamos juntos.
3. Now let’s look at the picture. We see three boys in this picture. They are all looking at the same book. They are looking at the book together.
PARTNER TALK
4. Draw a picture of something you and your friends do together. Show your picture to your partner. Tell about the picture. Use the word together.
5. We talked about how people can do things together. Things can also be together. For example, salt and pepper go together. Paint and brushes go together. Tell your partner some things that go together. Use this sentence frame: __________ and __________ go together.
6. Now let’s say together three more times: together, together, together.
together

6. hard Function Words & Phrases Unit 1 ● Week 1 TEACHER TALK
1. In English, we use the word hard to talk about things that aren’t easy to do. Say it with me: hard. Hard means “difficult to do.” It is hard to lift a big, heavy box.
2. En español, hard quiere decir “difícil de hacer.” Es difícil levantar una caja pesada.
3. This picture shows the word hard. The boys are pulling on the rope. They are playing a game called tug-of-war. It is hard to win the game.
CHORAL RESPONSE
4. I am going to tell you about some things people do. If I name something that is hard to do, say “Hard!” If I name something that is not hard to do, do not say anything.
putting together a big puzzle
eating a snack
building a house
5. Let’s pretend we are climbing a big mountain. (Lead children in doing motions such as stepping high and grabbing above with your hands to simulate climbing.) We will chant as we climb:
This is hard.
This is hard to do.
6. Repeat the word three times with me: hard, hard, hard.
hard

7. easily Function Words & Phrases Unit 1 ● Week 1 TEACHER TALK
1. In English, we use the word easily to talk about things we do that are not hard at all. Say it with me: easily. Easily means “without working hard.” You can easily say your name.
2. En español, easily quiere decir “fácilmente; sin mucho esfuerzo.” Puedes decir tu nombre fácilmente.
3. This picture shows the word easily. The girl is going down a slide. She slides down easily. It’s not hard for her to slide from top to bottom.
CHORAL RESPONSE
4. Let’s do some things that we can do easily. We will say what we are doing using the word easily. Let’s clap. Now let’s all say, “We can clap easily.“ (Continue with other actions, such as wave, smile, and blink.)
5. I am going to tell you about some other things we do. If we do them easily, say the word easily. If not, don’t say anything.
climb a mountain.
listen to a story.
carry a heavy package.
talk to a friend.
6. Repeat the word three times with me: easily, easily, easily.
easily

8. mouth Basic Words Unit 1 ● Week 1 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.
mouth

9. eye Basic Words Unit 1 ● Week 1 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.
eye

10. tail Basic Words Unit 1 ● Week 1 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.
tail

11. face Basic Words Unit 1 ● Week 1 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.
face

12. wing Basic Words Unit 1 ● Week 1 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.
wing

13. nose Basic Words Unit 1 ● Week 1 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.
nose

14. Basic Words Unit 1 ● Week 1 ROUTINE
Explain how these six words fit into a group, or category. During independent work time, have children write sentences for each word.