1. connections Key Words Unit 3 ● Week 2 TEACHER TALK
Point to the Word 1 image.
1. One word to learn this week is connections. Say it with me: connections. Connections mean “the relations between things.” When you make a connection in your mind, you understand the relation between things. A book with pictures shows the connections between the story and the pictures. You see how the pictures go together with the story. You see the connection.
2. En español, connections quiere decir “unions o relaciones entre dos cosas, conexiones.” Cuando lees un libro con ilustraciones, haces conexiones entre las ilustraciones y el cuento. Ves cómo las ilustraciones van con la historia.
3. Connections in English and conexiones 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 shows the word connections. (Point to the teacher in the photo.) The teacher is making connections with her student by talking to her and showing her things. The teacher is making connections or getting together with her student.
5. When you make connections with people, you do things with them because you have a relationship. Talk with your partner about how you make connections with other children in your class. (We talk together. We play together. We help each other.)
6. We can make connections with people who live far away from us. Tell your partner one way you can make connections with someone who lives far away. (Examples include: writing letters or , talking on the telephone)
7. Now let’s say connections together three more times: connections, connections, connections.
connections

2. possessions Key Words Unit 3 ● Week 2 TEACHER TALK
Point to the Word 2 image.
1. Another word to learn this week is possessions. Say it with me: possessions. Possessions means “things we own, things that belong to us.” Some of our possessions are our clothes, our toys, and our furniture.
2. En español, possessions quiere decir “las cosas que te pertenecen, que son tuyas; posesiones.” Nuestra ropa y nuestros juguetes son algunas de nuestras posesiones.
3. Possessions in English and posesiones 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 possessions. (Point to the toys in the photo.) These toys are someone’s possessions. What other possessions do you see in the photo? (clothes, towels)
PARTNER TALK
5. Possessions means more than one thing. But sometimes we have one favorite possession. Talk to your partner about your favorite possession.
6. It is important to take care of your possessions. Tell your partner which possessions you take care of and what you do to take care of them. (Examples include: Clothes—I take off my good clothes when I play. Toys—I put my toys away when I am finished playing with them.)
7. Now let’s say possessions together three more times: possessions, possessions, possessions.
possessions

3. relief Key Words Unit 3 ● Week 2 TEACHER TALK
Point to the Word 3 image.
1. Another word to learn this week is relief. Say it with me: relief. Relief means “something that ends a tiring or painful event.” Medicine can give you relief from a cold. Food gives you relief from being hungry.
2. En español, relief quiere decir “descanso de un evento agotador o doloroso, alivio.” La medicina te brinda alivio cuando estás enfermo. La comida es un alivio al hambre.
3. Now let’s look at a picture that shows the word relief. (Point to the sleeping child the photo.) This child is asleep. Sleep gives us relief from being tired. When we work hard we need relief. Sleep is a good relief from hard work.
PARTNER TALK
4. Pretend you have been working hard for a long time doing homework. Tell your partner what you would do for some relief.
5. Imagine you are at a party that is too noisy. Tell your partner what you will do for relief. Use this sentence frame: To get relief from the noise I will ____________.
6. Now let’s say relief together three more times: relief, relief, relief.
relief

4. support Key Words Unit 3 ● Week 2 TEACHER TALK
Point to the Word 4 image.
1. Another word to learn this week is support. Say it with me: support. To support means “to help or hold up.” If you are having trouble doing something it is nice to have someone support you. Your family supports you when you need help. Friends support each other.
2. En español, support quiere decir “ayudar o sostener algo, apoyar.” Tu familia y tus amigos te apoyan cuando necesitas ayuda.
3. Now let’s look at a picture that shows someone giving support. (Point to the teacher helping the boy in the photo.) The teacher is helping the boy do his work. This is how the teacher supports the student. Who supports you when you need help with your work in school?
PARTNER TALK
4. Tell your partner how you can support a friend who needs help reading a story.
5. Talk to your partner about a time you needed help. Who supported you? What did they do?
6. Now let’s say support together three more times: support, support, support.
support

5. typical Key Words Unit 3 ● Week 2 TEACHER TALK
Point to the Word 5 image.
1. Another word to learn this week is typical. Say it with me: typical. Typical means “usual, what is expected.” It is typical for a dog to bark if it is excited.
2. En español, typical quiere decir “normal, lo que se espera de algo o alguien.” Que un perro ladre cuando se emociona es típico.
3. Typical in English and típico 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 what it is like to be typical. (Point to the children laughing in the photo.) Children like to laugh and have fun. These children are being typical. They are having fun as children like to do.
MOVEMENT
5. Let’s all pretend we are cats. When we act like cats, we are doing the movements of a typical cat.
6. Pretend someone just told us a very funny joke. What is typical to do when you hear a funny joke? (laugh) Let’s act typical after we heard the joke.
7. Now let’s say typical together three more times: typical, typical, typical.
typical

6. here we are Function Words & Phrases Unit 3 ● Week 2 TEACHER TALK
1. In English, we use here we are to let people know where a group is. Say it with me: here we are. Here we are means “two or more people are at a specific place.” The guests for dinner said, “Here we are,” when they arrived.
2. En español, here we are quiere decir “aquí estamos.” Se usa para decir dónde están dos o más personas. Los invitados a la cena anunciaron, “Aquí estamos.”
3. This picture shows the phrase here we are. It shows children arriving for a birthday party saying, “Here we are with your birthday presents.”
CHORAL RESPONSE
4. I am going to describe some situations. Pretend you are in the situation. Say, “Here we are,” if that’s what you might say. If not, say nothing.
You and your family go to someone’s house for dinner. You knock on the door. The door opens and you say ____________.
You go to the store by yourself. You walk in and say ____________.
You and your friend are hiding behind a tree. Another friend calls out “Where are you?” You and your friend jump out and say ____________.
5. Answer each question with “yes” or “no”
If you walk into your bedroom, would you say “Here we are?”
If you and your friends want to let your teacher know where you are, would you say, “Here we are?”
6. Repeat the phrase three times with me: here we are, here we are, here we are.
here we are

7. here I am Function Words & Phrases Unit 3 ● Week 2 TEACHER TALK
1. In English, we use here I am to let people know where you are. Say it with me: here I am. Here I am means “you are at a specific place.” When your friend looks for you, stand up and say, “Here I am.”
2. En español, here I am quiere decir “aquí estoy.” Se usa para decir dónde estás. Cuando te busca un amigo, te pones de pie y le dices, “Aquí estoy.”
3. This picture shows the phrase here I am. It shows a girl peeking over an umbrella. She is saying, “Here I am.”
CHORAL RESPONSE
4. I am going to describe some situations. Pretend you are in the situation. Say, “Here I am,” if that is what you might say. If not, say nothing.
Three friends come to a party. They open the door and they say ____________.
You go to your friend’s house. You walk in and say ____________.
You are sitting at the computer. Your teacher calls out, “Where are you?” You stand up and say ____________.
5. Answer each question “yes” or “no.”
If your friends are looking for you, would you say, “Here I am?”
If you and your friends walk into a store, would you say, “Here I am?”
6. Repeat the phrase three times with me: here I am, here I am, here I am.
here I am

8. look at Function Words & Phrases Unit 3 ● Week 2 TEACHER TALK
1. In English, we use look at to describe something we do with our eyes. Say it with me: look at. Look at means “to watch or stare.” When we go to the toy store, I like to look at all the toys.
2. En español, to look at quiere decir “mirar u observar.” Cuando vamos a la juguetería me gusta mirar todos los juguetes.
3. This picture shows the words look at. It shows two children watching another child who is working on something. They look at what the child is doing.
CHORAL RESPONSE
4. Think about what look at means. I’m going to describe some situations. If you think the person I am talking about is looking at something, say “look at.” If not, say nothing.
The boy is watching a play.
The girl is sleeping.
The dog stares at the cat.
We watch the teacher read a book.
5. I’m going to say some words. If they mean “look at,” clap and say, “look at.” If not, say nothing.
stare
watch
view
sleep
see
6. Repeat the words three times with me: look at, look at, look at.
look at

9. look up Function Words & Phrases Unit 3 ● Week 2 TEACHER TALK
1. In English, we use look up to describe how we use our eyes. Say it with me: look up. Look up means “watch something that is higher, raise your eyes.” The teacher asked us to look up at the board.
2. En español, to look up quiere decir “mirar hacia arriba; alzar la vista.” La maestra nos pidió que alzáramos la vista para ver el pizarrón.
3. This picture shows the words look up. The teacher and student are looking up at something above them. You can see that they are looking up because their heads and eyes are raised.
MOVEMENT
4. Let’s look up at different parts of the room. Let’s look up at the top of the board. Now let’s look up at the flag. Now let’s look up at the ceiling.
5. I’m going to look in different directions. Raise your hand whenever you see me look up. (Look up, down, to the right, and left several times. Have children take turns looking in different directions as well.)
6. Repeat the words three times with me: look up, look up, look up.
look up

10. clap Basic Words Unit 3 ● 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.
clap

11. sing Basic Words Unit 3 ● 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.
sing

12. whine Basic Words Unit 3 ● 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.
whine

13. quack Basic Words Unit 3 ● 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.
quack

14. cry Basic Words Unit 3 ● 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.
cry

15. laugh Basic Words Unit 3 ● 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.
laugh

16. Basic Words Unit 3 ● 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.