1. gradually Key Words Unit 8 ● Week 2 TEACHER TALK
Point to the Word 1 image.
1. One word to learn this week is gradually. Say it with me: gradually. Gradually means “happening slowly or a little bit at a time.” Imagine that you have a big plate of food. You eat one forkful at a time. Gradually, the plate gets empty.
2. En español, gradually quiere decir “gradualmente, poco a poco.” Imagina que tienes enfrente un plato de comida. Con un tenedor, tomas un bocado a la vez. Poco a poco, queda el plato limpio.
3. Now let’s look at a picture that shows the word gradually. The picture shows some tiny plants. If we looked at them tomorrow they would be a tiny bit taller. The next day, they would be a little bit taller again. Plants grow gradually.
MOVEMENT
4. Let’s get up from out seats gradually. Please sit in your chair. Now, very slowly, bit by bit, stand up. (Lead children in gradually rising from their seats.)
5. Line up on one side of the room. I will say some things. When I name something that happens gradually, take a step forward. When I name something that happens fast and all at once, stay still. Gradually, you’ll get all the way across the room.
a tree grows
a balloon pops
a dog barks
a person falls asleep
a person falls down
a tub fills up with water
6. Now let’s say gradually together three more times: gradually, gradually, gradually.
gradually

2. moist Key Words Unit 8 ● Week 2 TEACHER TALK
Point to the Word 2 image.
1. Another word to learn this week is moist. Say it with me: moist. Moist means “a little bit wet.” If you were outside in a little drizzle, your clothes might get moist.
2. En español, moist quiere decir “húmedo, un poco mojado.” Si te sorprende una llovizna en la calle, cuando llegues a casa tu ropa estará un poco mojada.
3. Now let’s look at a picture that shows the word moist. The girl gets the plants wet. She does not pour lots of water on them with a watering can. She uses a spray bottle to get them just a little bit wet. The girl makes the plants moist.
MOVEMENT
4. Let’s pretend to be the girl in the photo. Let’s water an imaginary plant just enough to make it moist. (Lead children in acting out spraying a plant.) Now, let’s act out putting lotion on our hands to make our skin moist. Let’s act out taking a tiny sip of water to make our mouths moist.
5. If I tell about something moist, say, “moist.” If I tell about something that is not moist, say, “dry.”
your towel after you use it to dry off
the ground after a light rain
a cotton ball
a dog’s nose
a cracker
6. Now let’s say moist together three more times: moist, moist, moist.
moist

3. necessary Key Words Unit 8 ● Week 2 TEACHER TALK
Point to the Word 3 image.
1. Another word to learn this week is necessary. Say it with me: necessary. Necessary means “needed.” Necessary things are things we must have. We must have food. Food is necessary.
2. En español, necessary quiere decir “necesario.” Si una cosa es necesaria, tenemos que tenerla. La comida es necesaria. Tenemos que comer.
3. Necessary in English and necesario 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 necessary. The person in the picture is going to plant something. She must have soil to plant. Soil is necessary for planting.
PARTNER TALK
5. Make a picture list of things that are necessary for people to have. Share your list with your partner. Which things on your picture list are the same as your partner’s? Which things on your picture list are different from your partner’s? (Examples include: food, water, sleep, a home, clothes)
6. When we make food to eat, certain ingredients are necessary. Think of a food you have made or seen an adult make. Tell your partner what the food is. Tell him or her what ingredients are necessary to make the food. (For example, a child may say it is necessary to have fruit, yogurt, and ice to make a smoothie.)
7. Now let’s say necessary together three more times: necessary, necessary, necessary.
necessary

4. observe Key Words Unit 8 ● Week 2 TEACHER TALK
Point to the Word 4 image.
1. Another word to learn this week is observe. Say it with me: observe. To observe means “to watch or look at something carefully.” When you work, I watch you carefully. I observe what you are doing to see if you need help.
2. En español, to observe quiere decir “observar, mirar atentamente.” Cuando ustedes hacen su trabajo, yo los miro atentamente. Los observe para ver si necesitan ayuda.
3. Observe in English and observar 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 observe. The girl in this picture observes a flower. She does not just look at it quickly. She looks at it for a while. She looks at it carefully. The girl pays attention to the color, shape, and size of the flower.
MOVEMENT
5. We will play a game. I will describe something I observe. You will guess what it is. If you can’t guess the first time, I will give you hints until you do. Let’s play. I observe something round. (Pause for guesses. Give additional clues, as needed.) It has numbers on it. (Pause) It tells us the time. (Continue the game with other items.)
6. Walk around our classroom and choose something to observe. Look at the thing carefully. Notice everything about it. After a few minutes, you will have a chance to tell the class what you observed about the thing.
7. Now let’s say observe together three more times: observe, observe, observe.
observe

5. seed Key Words Unit 8 ● Week 2 TEACHER TALK Point to the Word 5 image.
1. Another word to learn this week is seed. Say it with me: seed. A seed is a small, hard, dry part of a plant that we can put in soil to make a new plant grow. The tiny round things we see inside of tomatoes are seeds. People eat some seeds, such as pumpkin, sunflower, and sesame seeds.
2. En español, seed quiere decir “semilla.” Una semilla es la parte pequeña, dura y seca de una planta que se siembra para producir otra planta de la misma especie. Los granitos que vemos dentro de un tomate son semillas. Algunas semillas, como las de calabaza, sésamo y girasol, se pueden comer.
3. Now let’s look at a picture that shows the word seed. These are the seeds of a sunflower plant. Sunflower seeds have a dark, hard shell. Inside each shell is a light brown seed. If we plant sunflower seeds in a sunny place and water them, they will grow into new sunflower plants.
MOVEMENT
4. (Give each child a marker or something else to represent a seed.) This will be our seed. Let’s plant it. (Demonstrate putting one hand flat on the floor. “Plant” the “seed” under the hand.) Let’s watch it grow. (Demonstrate putting the other hand, with the fingers spread, perpendicular to the flat hand to represent a plant.)
5. Let’s sing about planting seeds. After we sing each verse, I will ask someone to tell me what kind of seed the farmer planted. You can say any kind you wish. (Lead children in singing to the tune of “The Farmer in the Dell.”) The farmer plants a seed. The farmer plants a seed. Hi-ho-the derry-o. The farmer plants a seed. [Name], what kind of seed did the farmer plant? Okay, let’s sing again.
6. Now say seed three more times with me: seed, seed, seed.
seed

6. travel with Function Words & Phrases Unit 8 ● Week 2 TEACHER TALK
1. In English, we use the phrase travel with to talk about the people or things we take along when we go from one place to another. Say it with me: travel with. I travel with my best friend every summer. We like to go to the beach.
2. En español, to travel with quiere decir “viajar con alguien o algo.” Yo viajo con mi major amiga cada verano. Nos gusta ir a la playa.
3. This picture shows the phrase travel with. This little girl travels with her mother. They are going on a trip together. Where do you think they might be going?
CHORAL RESPONSE
4. Imagine you are going on a long trip. What is one thing you would want to travel with? I’ll start. I travel with a good book. Now tell me one thing you travel with. (Call on each student.)
5. Now find a partner. I’ll call you and your partner to the front of the room. Say: “I travel with [partner’s name].” Then walk across the room and go back to your seat.
6. Repeat the phrase three times with me: travel with, travel with, travel with.
travel with

7. travel by Function Words & Phrases Unit 8 ● Week 2 TEACHER TALK
1. In English, we use the phrase travel by to tell how we get from place to place. Say it with me: travel by. To get to school, you may travel by bus. To go someplace far away, you might travel by train.
2. En español, to travel by quiere decir “viajar en.” Para llegar a la escuela, quizás viajes en autobús. Para llegar a un lugar lejano, quizás viajes en tren.
3. This picture shows the phrase travel by. To go places that are far away, people sometimes travel by airplane. The airplane takes them from one place to another. Can anyone tell me about a time you traveled by plane? Where did you go?
CHORAL RESPONSE
4. Let’s show some ways we travel. (Lead children through movements as they say each way of traveling.)
We travel by car. (Pretend to steer a car.)
We travel by bike. (Pretend to pedal by moving your legs in a cycling motion.)
We travel by foot. (March in place.)
We travel by airplane. (Hold your arms out wide like an airplane’s wings.)
5. Now let’s say this rhyme together. I’ll say a line. Repeat the line after me. Then we’ll say the whole rhyme together.
We travel by car when we have to go far.
We travel by bike when we don’t want to hike.
We travel by boat when we want to float.
6. Repeat the phrase three times with me: travel by, travel by, travel by.
travel by

8. squash Basic Words Unit 8 ● 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.
squash

9. coconut Basic Words Unit 8 ● 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.
coconut

10. pepper Basic Words Unit 8 ● 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.
pepper

11. strawberry Basic Words Unit 8 ● 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.
strawberry

12. watermelon Basic Words Unit 8 ● 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.
watermelon

13. pear Basic Words Unit 8 ● 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.
pear

14. Basic Words Unit 8 ● 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.