1. decisions Key Words Unit 4 ● Week 5 TEACHER TALK
Point to the Word 1 image.
1. One word in the selection is decisions. Say it with me: decisions. Decisions are choices. Sometimes you have to choose between two things, for example, do you want to play football or soccer? You cannot do both, so you make a decision. You choose what you will do.
2. En español, decisions quiere decir “decisiones.” Cuando hay que escoger entre dos cosas, como entre jugar béisbol o fútbol, hay que tomar una decisión. No puedes hacer las dos cosas, por eso hay que escoger. Tienes que tomar una decisión.
3. Decisions in English and decisiones 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 decisions. (Point to the boy who is deciding between the melon and the pineapple.) This boy is making a decision. His mom says he can have the melon or the pineapple. He cannot have both, so he must choose. The boy has to make a decision.
5. Pretend you are the boy in the picture. What decision would you make? Would you choose the melon or the pineapple? Why? Tell your partner.
6. Tell your partner about a decision you had to make. Was it hard to choose? Why did you make that decision? Start like this: I had to make a decision when ____________.
7. Now let’s say decisions together three more times: decisions, decisions, decisions.
decisions

2. communicate Key Words Unit 4 ● Week 5 TEACHER TALK
Point to the Word 2 image.
1. Another word in the selection is communicate. Say it with me: communicate. Communicate means “to talk or write to someone.” Some people use to communicate with friends and family who live far away.
2. En español, to communicate quiere decir “comunicarse; hacer saber algo.” Muchas personas usan el correo electrónico para comunicarse con familiares y amigos que viven lejos.
3. To communicate in English and comunicar 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 communicate. (Point to the teacher.) This teacher communicates with the students in his class. He is talking to them, and they are listening.
MOVEMENT
5. We can communicate by talking. We can also communicate by using our bodies to show what we want to say. Let’s play a game. You will communicate without talking. Try to make us guess what you want to “say.”
6. Let’s sit in a circle to play this game. First I will communicate a message to one student. I will whisper it in the student’s ear. That student communicates the message to the next student. We keep going until the end. The last student says the message aloud. Did we communicate the message correctly? (Possible message: I communicate when I talk.)
7. Now let’s say communicate together three more times: communicate, communicate, communicate.
communicate

3. essential Key Words Unit 4 ● Week 5 TEACHER TALK
Point to the Word 3 image.
1. Another word in the selection is essential. Say it with me: essential. Essential means “necessary or important.” It is essential for children to eat vegetables. Children need vegetables to keep their bodies healthy and strong. Vegetables are an important and necessary food for children.
2. En español, essential quiere decir “esencial, lo necesario o importante.” Los vegetales son esenciales para la salud de los niños. Los vegetales los ayudan a crecer fuertes y saludables.
3. Essential in English and esencial 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 essential. (Point to the essential foods.) This picture shows some foods that are essential for people to eat. Essential foods are foods that people need to eat. It is necessary to have essential foods to stay healthy and strong.
5. Discuss with your partner the foods in the picture. Complete this sentence to tell why each food is essential to eat: It is essential to have ____________ because ____________.
6. What do you do every day that is essential for you to do? Tell your partner. (Possible responses include brush your teeth, sleep, eat, or go to school.)
7. Now let’s say essential together three more times: essential, essential, essential.
essential

4. responsible Key Words Unit 4 ● Week 5 TEACHER TALK
Point to the Word 4 image.
1. Another word in the selection is responsible. Say it with me: responsible. If you are responsible, people can trust you to do what you are supposed to do. Parents choose a responsible person to be a babysitter. Parents trust a babysitter to take care of their children. That’s why a babysitter has to be responsible.
2. En español, responsible quiere decir “responsable.” Se puede confiar en una persona responsable. Esa persona cumplirá lo que dice. Los padres de familia contratan a una niñera responsable para cuidar a sus hijos. Los padres confían en ella.
3. Responsible in English and responsable 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 responsible. (Point to the children with their seat belts on.) These children are responsible. They are doing what they are supposed to do. They are wearing their seat belts in the car.
5. What makes a student a responsible student? Tell your partner by completing this sentence: A responsible student ____________.
6. What do you do at home that shows that you are responsible? What could you start to do to make you even more responsible?
7. Now let’s say responsible together three more times: responsible, responsible, responsible.
responsible

5. research Key Words Unit 4 ● Week 5 TEACHER TALK
Point to the Word 5 image.
1. Another word in the selection is research. Say it with me: research. When you do research, you study something to learn more about it. Sometimes I ask you to do research to learn more about something. You look for information in books or on the Internet. Then you share your research with me.
2. En español, research quiere decir “investigación.” Al realizar una investigación, se estudia algo hasta llegar a conocerlo bien. Digamos que les pido que investiguen algo. Buscarían la información en libros o en la red. Después compartirían los resultados de sus investigaciones conmigo.
PARTNER TALK
3. Now let’s look at a picture that demonstrates the word research. (Point to the scientist.) This woman is a scientist. She is doing an experiment to learn more about something. She is doing research. Soon she will finish her research. Then she will share what she has learned.
4. Scientists do research to learn about a lot of things. Pretend you are a scientist. What research would you like to do? Why? Tell your partner.
5. Complete this sentence: Research is important because ____________.
6. Now let’s say research together three more times: research, research, research.
research

6. specialist Key Words Unit 4 ● Week 5 TEACHER TALK
Point to the Word 6 image.
1. Another word in the selection is specialist. Say it with me: specialist. A specialist is a person who knows a lot about something. Someone who knows more about plants than most people is a specialist in plants.
2. En español, specialist quiere decir “especialista; una persona que sabe mucho sobre un tema; experto.” Alguien que conoce mucho sobre las plantas es un especialista en plantas.
3. Specialist in English and especialista 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 specialist. (Point to the astronaut.) This astronaut is a specialist. The astronaut knows a lot about space. The astronaut can walk in space. The astronaut can fix things in space, too.
5. Pretend you are a specialist at something. Show us what you do. We will guess what kind of specialist you are.
6. Draw a picture of a specialist. Hold up your picture. Complete this sentence to tell about it: This person is a specialist because ____________.
7. Now let’s say specialist together three more times: specialist, specialist, specialist.
specialist

7. luckily Function Words & Phrases Unit 4 ● Week 5 TEACHER TALK
1. In English, we use the word luckily to talk about when we are having good luck or when things that we want to happen are happening. Say it with me: luckily. Let’s pretend that we are going on a walk in the woods. It is warm and sunny. We feel lucky because the weather is nice for our walk. Luckily for us, the sun is shining. We are lucky because it is a nice day for our walk.
2. En español, luckily quiere decir “afortunadamente; que sucede por buena suerte.” Digamos que vamos a pasear por el bosque. Es un día hermoso. Nos sentimos afortunados de tener un día tan bonito. Qué buena suerte tenemos de salir a caminar en un día tan soleado.
3. This picture demonstrates the word luckily. These children are happy because it is not raining. They thought it was going to rain. That’s why they have raincoats on. But luckily for them, it did not rain. They are lucky.
CHORAL RESPONSE
4. Listen to each sentence. If it tells about something lucky, repeat the sentence but add the word luckily at the beginning.
I broke my leg.
The test was easy.
I found my lost dog.
I lost my homework.
I won first prize in the art contest.
5. Think about a time when you were lucky. Complete this sentence to tell about that time: Luckily for me, ____________.
6. Repeat the word three times with me: luckily, luckily, luckily.
luckily

8. blast into space Function Words & Phrases Unit 4 ● Week 5 TEACHER TALK
1. In English, we use the phrase blast into space to tell when a space shuttle goes up into the sky. Right before it blasts into space, people count down from ten to one. Then the people say, “Blast off!” The shuttle blasts into space. Say it with me: blast into space.
2. En español, blast into space quiere decir “despegar hacia el espacio.” Antes de que un cohete despegue hacia el espacio, la gente cuenta al revés desde el diez. Luego dispara el cohete.
3. This picture demonstrates the phrase blast into space. It shows a space shuttle. The space shuttle blasts into space. It goes up, up, up into the sky.
CHORAL RESPONSE
4. Let’s make believe a space shuttle is about to blast into space. First, we will count down from ten to one. Then we will say, “Blast off!” Then we will make believe we blast into space. Say, “We blast into space!”
5. What else might blast into space? Complete this sentence to tell: A ____________ blasts into space when it ____________. (Responses include a rocket, an astronaut, or a UFO.)
6. Repeat the phrase three times with me: blast into space, blast into space, blast into space.
blast into space

9. between Function Words & Phrases Unit 4 ● Week 5 TEACHER TALK
1. In English, we use the word between to tell about something that comes after one thing but before another. It comes in the middle. Say it with me: between. The afternoon comes between the morning and the night.
2. En español, between quiere decir “en medio; después de una cosa pero antes que otra.” La tarde ocurre después de la mañana pero antes de la noche.
3. This picture demonstrates the word between. We go to school all morning. We go to school in the afternoon, too. Between the morning and the afternoon, we eat lunch. You can see a boy’s lunch on his desk. He has a sandwich. His sandwich has cheese between two pieces of bread.
PARTNER TALK
4. Draw a picture with your partner. Put one thing between two other things. Then show us your picture. Tell us about it. Use the word between.
5. Find something in the room that has one thing between two other things. Tell your partner what other things the object is between. Have your partner guess what you are thinking of. (Responses include stripes on the flag, pages in a book, children in a row, or numbers on the clock.)
6. Repeat the word three times with me: between, between, between.
between

10. stand out Function Words & Phrases Unit 4 ● Week 5 TEACHER TALK
1. In English, we use the phrase stand out when we talk about something or someone very special. Say it with me: stand out. Imagine you are shopping for shoes. You go to the shoe store. One pair of shoes stands out. You really like that pair of shoes. They stand out because they are special. They stand out so much that you buy them.
2. En español, to stand out quiere decir “destacarse; resaltar.” Digamos que estás viendo zapatos en una zapatería. Un par de zapatos resalta. Te llaman la atención. Son bonitos y únicos. Resaltan tanto, que los compras.
3. This picture demonstrates the phrase stand out. These three girls did well in the science fair. Do you see their ribbons? Each won a ribbon because their projects stand out. The projects are good. Their projects are better than other projects in the fair.
CHORAL RESPONSE
4. (Draw three black circles and one bright red circle on a single sheet of paper. Show the circles.) Which of these circles stands out on this piece of paper? What makes it stand out? Use the phrase stands out in your answer.
5. Think about something or someone that you think stands out. What makes that thing or person stand out?
6. Repeat the phrase three times with me: stand out, stand out, stand out.
stand out

11. astronaut Basic Words Unit 4 ● 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.
astronaut

12. space shuttle Basic Words Unit 4 ● 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.
space shuttle

13. ground crew Basic Words Unit 4 ● 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.
ground crew

14. space station Basic Words Unit 4 ● 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.
space station

15. payload Basic Words Unit 4 ● 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.
payload

16. space flight Basic Words Unit 4 ● 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.
space flight

17. Basic Words Unit 4 ● 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.