1. energy Key Words Unit 1 ● Week 2 TEACHER TALK
Point to the Word 1 image.
1. One word to learn this week is energy. Say it with me: energy. If you have energy, you can play for a long time and not get tired. When you have energy, you aren’t tired.
2. En español, energy quiere decir “ánimo, fuerza, poder, energía.”Si tú tienes energía, puedes jugar por horas sin cansarte. Cuandotienes energía no estás cansado.
3. Energy in English and energía 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 energy. (Point to the group of children.) These children have lots of energy. Look at how they run around on the beach. When they run out of energy, they will want a nap.
PARTNER TALK
5. What do you do when you have a lot of energy? Tell your partner. (I play tag. I run around with my dog.)
6. Tell your partner how much energy you have right now. Use the sentence frame: Right now, I have ____________ energy.
7. Now let’s say energy together three more times: energy, energy, energy.
energy

2. exhausted Key Words Unit 1 ● Week 2 TEACHER TALK
Point to the Word 2 image.
1. Another word to learn this week is exhausted. Say it with me: exhausted. If you are exhausted you are really tired. When you are exhausted, you want to rest. Do you have a lot of energy or are you exhausted?
2. En español, exhausted quiere decir “estar muy cansado, agotado, exhausto.” Si uno está exhausto, probablemente quiere descansar.
3. Exhausted in English and exhausto 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 exhausted. (Point to girl and puppy sleeping.) This girl is sleeping with the puppy in her arms. Do you think she is exhausted?
5. Let’s all pretend that we’re exhausted. Let’s yawn and stretch our arms. Let’s rub our eyes and go to sleep.
6. Let’s pretend that we had a long day at school, and now we’re exhausted. Walk into your house and flop onto the couch. Give a big, tired yawn.
7. Now let’s say exhausted together three more times: exhausted, exhausted, exhausted.
exhausted

3. stretch Key Words Unit 1 ● Week 2 TEACHER TALK
Point to the Word 3 image.
1. Another word to learn this week is stretch. Say it with me: stretch. When you stretch, you extend your arms and legs. When you stretch, you get more flexible.
2. En español, to stretch quiere decir “estirar, alargar, extender.” Cuando uno se estira, extiende sus brazos y piernas. Al estirarse su cuerpo se vuelve más flexible.
3. Now let’s look at a picture that demonstrates the word stretch. (Point to the kids in the photo.) These children are stretching. Look at their arms and legs.
MOVEMENT
4. Let’s all get up and stretch. Let’s reach up to the sky. Now let’s stand on our toes. Reach from side to side.
5. Pretend you just woke up. Get out of bed and stretch your body. Let’s get the kinks out. Touch the floor. Now straighten up. Make an “x” with your body.
6. Now let’s say stretch together three more times: stretch, stretch, stretch.
stretch

4. movement Key Words Unit 1 ● Week 2 TEACHER TALK
Point to the Word 4 image.
1. Another word to learn this week is movements. Say it with me: movements. Movement means “a change in position.” Running, stretching, and even coloring with a crayon are all movements.
2. En español, movements quiere decir “el cambio de posición de algo o alguien, movimientos.” Una cosa hace un movimiento cuando cambia de lugar o posición. Cuando corres, te estiras o coloreas estás haciendo movimientos.
3. Movements in English and movimientos 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 movements. (Point to the zebra in the photo.) See how the zebra runs. It is making movements with its body.
MOVEMENT
5. Let’s all get up and make movements. Jump up and down. Make circles with your arms. Touch your ear to your shoulder.
6. Pretend you are a fish swimming in the water. Show me what movements you make under water.
7. Now let’s say movements together three more times: movements, movements, movements.
movement

5. express Key Words Unit 1 ● Week 2 TEACHER TALK
Point to the Word 5 image.
1. Another word to learn this week is express. Say it with me: express. When you express your feelings, you show or tell about your feelings. How would you express feelings of happiness? Show me.
2. En español, to express quiere decir “mostrar o decir lo que sientes, expresar.” Cuando expresas tus sentimientos, los estás mostrando.
3. To express in English and expresar 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 express. (Point to the group of boys.) These boys like to express their feelings. Look at how they hug each other. This is how they express their friendship.
PARTNER TALK
5. How can you express sadness? Tell your partner, and show your partner too. (Examples include: I pout. I cry. I hug my mom.)
6. Work with your partner to use the word express in a sentence. Tell your partner when you would express surprise. Use the sentence frame: I would express surprise when ____________.
7. Now let’s say express together three more times: express, express, express.
express

6. high Function Words & Phrases Unit 1 ● Week 2 TEACHER TALK
1. In English, we use high to describe a great distance above us. Say it with me: high. High means “far up, or way above the ground.” Airplanes fly high in the sky.
2. En español, high quiere decir “alto, elevado, a gran altura del suelo.” Los aviones vuelan alto por el cielo.
3. This picture demonstrates the word high. The giraffe has a long neck, so it can reach high above the ground. It can eat leaves that are high up in a tree.
CHORAL RESPONSE
4. I am going to name some things. If they are high, say “high.” If not, say “not high.”
clouds in the sky
a worm on the ground
the top of a mountain
an ant in the grass
5. I am going to say some sentences. Repeat each sentence. Replace the words way up with the word high.
The bird flew way up into the sky.
I can see the moon way up above Earth.
We climbed way up to the mountaintop.
The firefighter climbed way up on the ladder.
6. Repeat the word three times with me: high, high, high.
high

7. far Function Words & Phrases Unit 1 ● Week 2 TEACHER TALK
1. In English, we use far to describe a great distance away. Say it with me: far. If your school is a long distance from your house, it is far from your house.
2. En español, far quiere decir “lejos, a gran distancia.” Si la escuela queda a gran distancia de tu casa, queda lejos de tu casa.
3. This picture shows the word far. The girl is getting ready to throw the ball as far as she can. She wants the ball to go a great distance away. She wants it to travel far.
CHORAL RESPONSE
4. I am going to name pairs of places or things. Name the one that is far in each pair.
my desk or the principal’s office
this school or the stars in the sky
an inch from where you are or a mile from where you are
the sun or the post office
5. I am going to say some sentences. Repeat each sentence. Replace the words a long way with the word far.
I live a long way from my grandmother.
I went on a vacation a long way from home.
The sun is a long way from Earth.
I can throw a ball a long way.
6. Repeat the word three times with me: far, far, far.
far

8. long (time) Function Words & Phrases Unit 1 ● Week 2 TEACHER TALK
1. In English, we can use long to describe how much time something might take to do. Say it with me: long. Long can mean “using up a lot of time.” If you read slowly, it will take long to finish reading a book.
2. En español, long quiere decir “mucho tiempo.” Si lees lentamente, te toma mucho tiempo terminar un libro.
3. This picture shows the word long. These people are hiking up a big mountain. It will take long for them to get where they are going.
CHORAL RESPONSE
4. I am going to name some activities. If the activity takes long to complete, say the word long. If it does not take a long time, say nothing.
build a house
turn on a light
drive across the country
wave hello
become a doctor
5. Now I am going to ask questions. Answer “yes” or “no.”
Does it take long to throw a ball?
Does it take long to learn how to fly a plane?
Does it take long to grow up?
Does it take long to shut a door?
6. Repeat the word three times with me: long, long, long.
long (time)

9. fast Function Words & Phrases Unit 1 ● Week 2 TEACHER TALK
1. In English, we use fast to describe speed. Say it with me: fast. Fast means “quick.” You run fast to win a race.
2. En español, fast quiere decir “rápido, veloz.” Si quieres ganar una carrera, corres rápido.
3. This picture shows the word fast. This ambulance is taking a person who is ill to the hospital. It moves fast to get the person there quickly.
MOVEMENT
4. Let’s walk around the room in a line at a regular speed. Then let’s walk fast. Follow me.
5. Let’s take turns acting out things we can do fast. Let’s pretend we are running fast, talking fast, and eating fast.
6. Repeat the word three times with me: fast, fast, fast.
fast

10. jump Basic Words Unit 1 ● 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.
jump

11. skip Basic Words Unit 1 ● 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.
skip

12. kick Basic Words Unit 1 ● 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.
kick

13. stop Basic Words Unit 1 ● 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.
stop

14. swing Basic Words Unit 1 ● 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.
swing

15. throw Basic Words Unit 1 ● 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.
throw

16. Basic Words Unit 1 ● 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.