1. similar Key Words Unit 2 ● Week 3 TEACHER TALK
Point to the Word 1 image.
1. One word in the selection is similar. Say it with me: similar. Things that are similar are very much alike. All of the houses in the neighborhood look similar. They are all about the same size and style.
2. En español, similar quiere decir “que se parece mucho a otra cosa, similar.” Todas las casas del barrio son similares. Son más o menos del mismo tamaño y del mismo estilo.
3. Similar in English and similar 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 similar. (Point to the brothers.) These brothers look very similar. They look so much alike that it is difficult to tell them apart.
PARTNER TALK
5. Look at the boys in the picture. With your partner, make a list of three things that are similar about the boys. Share your ideas with the class. (Examples might include: They have the same color eyes, the same color hair, and the same smile.)
6. Work with your partner to complete these sentence frames: ____________ and ____________ are similar. They are alike because ____________. (Airplanes and helicopters are similar. They are alike because they are both vehicles that fly in the sky.)
7. Now let’s say similar together three more times: similar, similar, similar.
similar

2. challenges Key Words Unit 2 ● Week 3 TEACHER TALK
Point to the Word 2 image.
1. Another word in the selection is challenges. Say it with me: challenges. Challenges are difficult tasks that test your abilities. Climbing a mountain and running a long race are challenges.
2. En español, challenges quiere decir “tareas difíciles que ponen tus habilidades a prueba, retos.” Escalar una montaña o correr en un maratón son retos.
3. Now let’s look at a picture that demonstrates the word challenges. (Point to the ballerinas.) One of the challenges of being a ballerina is dancing gracefully on the very tips of your toes.
PARTNER TALK
4. Tell a partner about some challenges you or someone you know has faced. What were the challenges and how were they overcome?
5. Work with a partner. Imagine you are creating a reality television show. The people on the show must complete challenges. What are some challenges you would give them? Share your list with the class. (Examples might include: building something, solving a mystery)
6. Now let’s say challenges together three more times: challenges, challenges, challenges.
challenges

3. designed Key Words Unit 2 ● Week 3 TEACHER TALK
Point to the Word 3 image.
1. Another word in the selection is designed. Say it with me: designed. Something that is designed is planned or created for a particular purpose. Firefighters wear special suits designed to protect them from fire.
2. En español, designed quiere decir “planeado o creado con un propósito específico, diseñado.” Los bomberos usan vestimentas especialmente diseñadas para protegerse de los incendios.
3. Designed in English and diseñado 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 designed. (Point to the paper airplane.) This paper airplane is designed to be able to fl y across the room when it is thrown. The paper is folded in a special way for this purpose.
PARTNER TALK
5. Draw a picture of an invention you would like to create. Then describe your invention to a partner. Tell what your invention is and what it is designed to do.
6. Work with a partner to complete this sentence frame: If we could have a robot, it would be designed to ____________. (Examples might include: clean our rooms, help us with our homework)
7. Now let’s say designed together three more times: designed, designed, designed.
designed

4. achieved Key Words Unit 2 ● Week 3 TEACHER TALK
Point to the Word 4 image.
1. Another word in the selection is achieved. Say it with me: achieved. If you achieved something, you successfully reached a goal or completed a task. The boy achieved his goal of making the soccer team.
2. En español, to achieve quiere “alcanzar una meta o completar una tarea, lograr.” El niño logró su meta de entrar al equipo del fútbol.
3. Now let’s look at a picture that demonstrates the word achieved. (Point to the girl.) This girl achieved a victory by running faster than the other runners. She achieved this victory by practicing hard every day.
PARTNER TALK
4. Tell a partner about something you have achieved. What was it, and how did you achieve it?
5. With your partner, make a list of five goals that would be exciting to achieve. Choose one of the goals and list the steps you would take to achieve this goal.
6. Now let’s say achieved together three more times: achieved, achieved, achieved.
achieved

5. varied Key Words Unit 2 ● Week 3 TEACHER TALK
Point to the Word 5 image.
1. Another word in the selection is varied. Say it with me: varied. Something that is varied comes in several different colors, sizes, shapes, or styles. The restaurant had a varied menu. There were many different kinds of food on it.
2. En español, varied quiere decir “que tiene cosas distintas, variado.” Algo que es variado tiene diversos colores, tamaños, formas o estilos. El menú del restaurante es variado si tiene muchos tipos de comida.
3. Varied in English and variado 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 varied. (Point to the buttons.) This is a varied collection of buttons. There are many different kinds of buttons in this group.
PARTNER TALK
5. Turn to your partner and talk about why this picture demonstrates the word varied. (There are many different shapes, colors, and sizes of buttons.)
6. Work with a partner to make a list of types of books that would be included in a varied collection of books. Share your list with the class. (Examples might include: short stories, biographies, novels, mysteries, science fiction, fairy tales, nonfiction)
7. Now let’s say varied together three more times: varied, varied, varied.
varied

6. the same as Function Words & Phrases Unit 2 ● Week 3 TEACHER TALK
1. Things that are the same as each other look alike. Say it with me: the same as. All the chicks look the same as each other. They are all small, fluffy, and yellow.
2. En español, the same as quiere decir “igual que.” Las cosas que son iguales se parecen mucho. Todos los pollitos son iguales. Todos son pequeños, suavecitos y amarillos.
3. This picture demonstrates the phrase the same as. (Point to the two pumpkins in the foreground of the picture.) These two pumpkins are the same as each other. They are both round, orange, and about the same size.
CHORAL RESPONSE
4. If these things are the same as each other, say “the same as.” If they are different, don’t say anything.
shorts and a jacket
a basket of red apples
a basket of apples and oranges
a field of purple flowers
5. Look around the room. Find someone who has something that is the same as something you have, such as shoes or a lunch box or backpack. Tell us what you have that is the same as someone else.
6. Repeat the phrase three times with me: the same as, the same as, the same as.
the same as

7. want something bad enough
Function Words & Phrases
Unit 2 ● Week 3
TEACHER TALK
1. If you want something bad enough, you are willing to work very hard to achieve your goal. Say it with me: want something bad enough. If you want to learn to play the piano bad enough, you will practice every day.
2. En español, to want something bad enough quiere decir “ansiar algo lo suficiente.” Si ansías tocar bien el piano lo suficiente, entonces practicarás todos los días.
3. This picture demonstrates the phrase want something bad enough. The girl in this picture wants to find the answer to her question bad enough to look through many books. She is willing to make a lot of effort to find the information she needs.
PARTNER TALK
4. What is something that you have wanted to do bad enough to make a special effort? Tell your partner what you wanted to do and what you did to accomplish it.
5. Complete this sentence with your partner: If you want to do well in school bad enough, you will ____________.
6. Repeat the phrase three times with me: want something bad enough, want something bad enough, want something bad enough.
want something bad enough

8. get better and better Function Words & Phrases Unit 2 ● Week 3
TEACHER TALK
1. If you get better and better at something, you improve each time you do it. Say it with me: get better and better. I get better and better at cooking every time I try a new recipe.
2. En español, to get better and better quiere decir “ser cada vez mejor.” Cada vez que preparo una nueva receta, mi habilidad para cocinar mejora.
3. This picture demonstrates the phrase get better and better. The girl is practicing her violin. By practicing, she gets better and better each time she plays.
CHORAL RESPONSE
4. I’m going to give you some examples. If I’m getting better and better, say “You get better and better.” If I’m not, give me a thumbs down.
In my first game, I didn’t score any baskets. In the next game, I scored one.
Last week, I read two books. This week I haven’t read any.
I got a B on my first test and an A on the next test.
5. I’m going to say some sentences. Repeat the sentences. Replace the word improve with the phrase get better and better.
We want to improve at following directions.
You can improve at soccer.
I will improve at being nice to my sister.
6. Repeat the phrase three times with me: get better and better, get better and better, get better and better.
get better and better

9. absorb shock Function Words & Phrases Unit 2 ● Week 3 TEACHER TALK
1. In English, absorb shock means “to cushion a part of the body to prevent injury.” Say it with me: absorb shock. Playing sports can pound and shake an athlete’s joints and bones. Athletes use special equipment to absorb shock.
2. En español, to absorb shock quiere decir “amortiguar una parte del cuerpo para protegerlo contra el impacto.” Algunos deportes son intensos, pueden lastimar coyunturas y huesos. Los atletas usan equipos especiales para protegerse del impacto.
3. This picture demonstrates the phrase absorb shock. This girl is doing a somersault on a mat. The mat absorbs the shock and lets her roll on a soft surface so she doesn’t hurt herself.
CHORAL RESPONSE
4. Imagine you are jumping up and down. If you think the surface I name would absorb shock, say “absorb shock.” If not, don’t say anything.
a mat
a trampoline
a wood floor
a cement floor
a mattress
5. Athletes wear special equipment to absorb shock if they fall or get hit by something. As I say each piece of equipment, point to the body part it protects and say “absorb shock.”
helmet
running shoes
shin guards
knee pads
6. Repeat the phrase three times with me: absorb shock, absorb shock, absorb shock.
absorb shock

10. athlete 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.
athlete

11. champion 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.
champion

12. treadmill 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.
treadmill

13. swimming 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.
swimming

14. running 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.
running

15. biking 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.
biking

16. 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.