1. Key Words
Unit 2 ● Week 3

2. investigating Key Words Unit 2 ● Week 3 TEACHER TALK
Point to the Word 1 image.
1. One word in the selection is investigating. Say it with me: investigating. Investigating means “studying or looking at something carefully.” When you are investigating, you are looking for information. You inspect something to learn more about it.
2. En español, to investigate quiere decir “estudiar u observar algo con mucho cuidado, investigar.” Cuando investigas algo, buscas información. Examinas algo para aprender más sobre él.
3. To investigate in English and investigar in Spanish are cognates. They sound almost the same and mean the same thing in both languages.
MOVEMENT
4. Now let’s look at a picture that demonstrates the word investigating. (Point to the girls in the photo.) These students are in a science class. One girl is holding a model of DNA. The students are investigating how it works.
5. Let’s pretend we are in the science class, too, and we are investigating DNA. Let’s hold up the DNA model and look at it carefully. Let’s study our notes and talk with each other. We learn a lot when we are investigating DNA.
6. You might want to investigate other topics besides science. You could investigate the history of a sport by reading about it and talking to players. Think of a topic you would like to investigate. Show us what you will do when you are investigating it. We’ll help you.
7. Now let’s say investigating together three more times: investigating, investigating, investigating.
investigating

3. observed Key Words Unit 2 ● Week 3 TEACHER TALK
Point to the Word 2 image.
1. Another word in the selection is observed. Say it with me: observed. Observed means “watched something carefully.” When you observe something you notice what is happening. You might examine something or study it in detail. I observed how my father planted the seeds in his garden so I could do it the same way in my own garden.
2. En español, to observe quiere decir “mirar algo con cuidado y detenidamente, observar.” Cuando observas algo, te fijas en lo que ocurre. Tal vez lo examines o estudies detalladamente. Observé cómo mi padre sembraba las semillas en su jardín para poder hacer lo mismo en el mío.
3. To observe in English and observar in Spanish are cognates. They sound almost the same and mean the same thing in both languages.
MOVEMENT
4. Now let’s look at a picture that demonstrates the word observed. (Point to the Petri dish in the photo.) The scientist in the lab has observed something in this specimen. Now she’s using an instrument to help her study it more closely. Later, she’ll write down information about what she observed.
5. Let’s observe the specimen in the science lab. Let’s hold the dish close to us and use our instrument to inspect it. Let’s look at the color of the specimen and see if it changes when we add a chemical. Let’s make notes in our logbooks about what we observed.
6. Tell us about something you observed. Show us how you observed it and tell us what you found out.
7. Now let’s say observed together three more times: observed, observed, observed.
observed

4. inhibit Key Words Unit 2 ● Week 3 TEACHER TALK
Point to the Word 3 image.
1. Another word in the selection is inhibit. Say it with me: inhibit. To inhibit means “to slow something down or to stop it.” When something is inhibited from growing, it may grow very slowly, or it may not grow anymore.
2. En español, to inhibit quiere decir “dificultar o impedir que algo ocurra, inhibir.” Si inhibes el crecimiento de algo, puede que siga creciendo lentamente o que pare de crecer.
3. To inhibit in English and inhibir 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 inhibit. (Point to the pharmacist in the photo.) This pharmacist is filling a prescription for a medication. The person who needs the medication has a disease that medication will inhibit, or stop. The person will get better once the disease is inhibited.
5. Germs cause many diseases. Turn to your partner and talk about why it’s a good idea to inhibit the growth of germs. You many also discuss things you can do at home to inhibit the growth of germs. (examples include: people don’t get sick as often if there aren’t as many germs; to inhibit germs, you can wash your hands, not share eating utensils, and keep tables and counters clean.)
6. You can also use the word inhibit when you talk about preventing or keeping things from happening. A large, fierce guard dog would inhibit a burglar from robbing a house. Watching a scary movie might inhibit you from sleeping. Talk with your partner about a thing or a person that might inhibit someone. (Examples include: bad weather might inhibit you from traveling; fear of being punished might inhibit someone from breaking a law.)
7. Now let’s say inhibit together three more times: inhibit, inhibit, inhibit.
inhibit

5. conquer Key Words Unit 2 ● Week 3 TEACHER TALK
Point to the Word 4 image.
1. Another word in the selection is conquer. Say it with me: conquer. To conquer means “to win or triumph.” When you conquer a fear or an illness, you feel strong and happy. You gain control over something that was hard to defeat or to fix.
2. En español, to conquer decir “triunfar, vencer.” Si vences un temor o una enfermedad, te sientes fuerte y contento. Logras controlar algo difícil de superar o arreglar.
3. Now let’s look at a picture that demonstrates the word conquer. (Point to the woman in the photo.) This woman climbed up the mountain. She was afraid, but she did it anyway. She raises her arms and smiles to show that she conquered her fear. She feels strong and confident.
MOVEMENT
4. Let’s climb the mountain with this woman and conquer our fear. We’re at the base of the mountain. We take a deep breath and tell ourselves we can do this. We remind ourselves that we are strong and we know how to climb. We don’t give in to our fears. Pretty soon we’re at the top of the mountain. We shout and clap and raise our arms because we conquered our fear.
6. You can use the word conquer to talk about doing anything that is hard to do, or about getting well from a disease. Think of something you have conquered. Show your partner the steps you took to conquer this. Tell your partner how you felt after you conquered it.
7. Now let’s say conquer together three more times: conquer, conquer, conquer.
conquer

6. insight Key Words Unit 2 ● Week 3 TEACHER TALK
Point to the Word 5 image.
1. Another word in the selection is insight. Say it with me: insight. When you gain an insight you are able to understand something that you had not understood before. That thing or idea is not puzzling to you anymore. Reading a book about climbing Mount Everest gave me insight into climbers’ challenges and why they are driven to make challenging climbs.
2. En español, insight quiere decir “la habilidad de entender algo que antes no entendías, perspicacia.” Lo que antes parecía confuso ahora entiendes. Leer un libro sobre el montañismo en el Monte Everest me dio la perspicacia para comprender los retos de los montañistas y su empuje para seguir escalando.
3. Now let’s look at a picture that demonstrates the word insight. (Point to the girl in the photo.) This girl is in math class. At first she did not understand how to do the problems. Suddenly she gained an insight and she knew just what to do. She tried her new idea and it worked. Now she knows how to solve the problems. Her smile shows that she is happy about her insight.
PARTNER TALK
4. Think about a time when you were confused by something in school. Talk about this time with your partner. Tell your partner how you gained an insight into the problem, or how someone could have helped you gain insight and understanding.
5. Imagine that your friend is having trouble understanding a book that you both just read. Tell your partner how you can help your friend gain an insight. What would you do and say to help your friend? Share your ideas with another pair.
7. Now let’s say insight together three more times: insight, insight, insight.
insight

7. except Function Words & Phrases Unit 2 ● Week 3 TEACHER TALK
1. In English, we use except to describe things that are different or unusual. Say it with me: except. Except means “different, or apart from.” We have P.E. every day except Friday. We do not have P. E. on Friday. Our schedule is different on Friday.
2. En español, except quiere decir “excepto; a excepción de.” Tenemos clase de educación física todos los días excepto los viernes. No tenemos esa clase los viernes. El horario es diferente los viernes.
3. Except in English and excepto in Spanish are cognates. They sound almost the same and mean the same thing in both languages.
CHORAL RESPONSE
4. This picture demonstrates the word except. All of these tulips are red, except the yellow one. The yellow tulip is different or unusual. It is not like all the other red tulips.
5. I am going to use the word except in some sentences. Repeat them after me. Then answer my questions.
Everyone in our family except my sister Meg has red hair. Does Meg have red hair? (no)
I finished all of my homework except the math. Did I finish the math? (no)
She has played every position except shortstop on the softball team. Has she played shortstop? (no)
6. Help me finish these sentences.
I like every sport except __________.
She likes every vegetable except __________.
All birds can fly except the __________.
7. Repeat the word three times with me: except, except, except.
except

8. jam-packed Function Words & Phrases Unit 2 ● Week 3 TEACHER TALK
1. In English, we use jam-packed to describe a very crowded place. Say it with me: jam-packed. Jam-packed means “very crowded and close together.” Our school bus is jam-packed every morning. There aren’t any empty seats. It’s very crowded. No one has much room.
2. En español, jam-packed quiere decir “colmado, lleno.” El autobús escolar está colmado cada mañana. No hay asientos disponibles. Hay mucha gente. No hay mucho espacio.
3. This picture demonstrates the phrase jam-packed. This parking lot is jam-packed. Look at how many cars there are, and they are all squeezed in together! There are almost no empty parking spaces. This is a jam-packed, very crowded parking lot.
CHORAL RESPONSE
4. I am going to describe some places. If they are jam-packed, clap and say “jam-packed.” If not, don’t do anything.
I’m the only person on the beach.
There are so many people on the beach that there’s nowhere to sit.
Every seat on the airplane is full.
There are two empty seats next to me and several behind me on the airplane.
I have things to do from early morning until bedtime today.
There’s nothing that I have to do today.
5. Imagine that you are at the amusement park and it’s jam-packed. What does it look like? How long do you have to wait in line to get on a ride? How many rides can you go on in one day? Now imagine the same amusement park when it’s not jam-packed. What does it look like now? How long do you have to wait in line to get on a ride? How many rides can you go on in one day? (Call on several students to share their responses.)
6. Repeat the phrase three times with me: jam-packed, jam-packed, jam-packed.
jam-packed

9. to become popular Function Words & Phrases Unit 2 ● Week 3
TEACHER TALK
1. In English, we use to become popular to describe things that many people like to have. Say it with me: to become popular. To become popular means “to become liked and used by many people; in style.” Things like computers and digital cameras become popular with people. If the prices are low enough so that many people can afford them, and they are fun to use, then they become popular.
2. En español, to become popular quiere decir “estar de moda, volverse popular.” Algo se vuelve popular cuando le gusta a y es usado por muchas personas. Las computadoras y las cámaras digitales, son populares. Si el precio de un objeto baja lo suficiente para que mucha gente pueda comprarlo, y es un objeto divertido, se convierte en un objeto popular.
3. This picture demonstrates the phrase to become popular. Music players like the ones these girls are using have become popular recently. Many kids have them!
CHORAL RESPONSE
4. I am going to name some things. If this has become popular with you or your friends, say “to become popular.” If it isn’t popular, don’t say anything.
DVD players
CD players
cell phones
playing tennis
playing chess
wearing red shoes
5. Now think of some things that have become or may become popular with you and your friends. Finish the sentences to tell about these things.
__________ has become popular.
__________ is going to become popular soon.
6. Repeat the phrase three times with me: to become popular, to become popular, to become popular.
to become popular

10. go into tight spots Function Words & Phrases Unit 2 ● Week 3
TEACHER TALK
1. In English, we use go into tight spots to describe going into small spaces. Say it with me: go into tight spots. Go into tight spots means “to be able to fit or squeeze through a small opening.” An ambulance driver on a busy city street has to be able to go into and out of tight spots. There are a lot of cars and not much room to drive.
2. En español, to go into tight spots quiere decir “que se mete en espacios angostos o apretados.” Una ambulancia tiene que moverse por calles congestionadas y tiene que entrar y salir de espacios apretados. Hay mucho tráfico y no mucho espacio para conducir.
3. This picture demonstrates the phrase go into tight spots. This eel is long and thin. It’s able to go into tight spots between rocks. The eel can squeeze in, twist and turn, and slide through them. Bigger fish cannot go into tight spots like this eel can.
CHORAL RESPONSE
4. I am going to describe some situations. If you think the animal is able to go into tight spots, clap and say “go into tight spots.” If not, don’t do anything.
The rattlesnake slides under a fallen log.
The hippopotamus slides into a pond.
The mouse runs into a small hole in the wall.
The whale swims in the ocean.
5. Now think about people or things other than animals that can go into tight spots. Finish these sentences about them.
The __________ can go into tight spots when __________.
My __________ can go into tight spots when __________.
6. Repeat the phrase three times with me: go into tight spots, go into tight spots, go into tight spots.
go into tight spots

11. lobster Basic Words Unit 2 ● Week 3 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.
lobster

12. crab Basic Words Unit 2 ● Week 3 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.
crab

13. scorpion Basic Words Unit 2 ● Week 3 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.
scorpion

14. cockroach Basic Words Unit 2 ● Week 3 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.
cockroach

15. spider Basic Words Unit 2 ● Week 3 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.
spider

16. grasshopper Basic Words Unit 2 ● Week 3 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.
grasshopper

17. Basic Words Unit 2 ● Week 3 ROUTINE
Explain how these six words fit into a group, or category. During independent work time, have children write sentences for each word.