1. consider Key Words Unit 10 ● Week 3 TEACHER TALK
Point to the Word 1 image.
1. One word to learn this week is consider. Say it with me: consider. To consider means “to think carefully about something.” When I buy gifts for people, I consider what they might like.
2. En español, to consider quiere decir “considerar, reflexionar sobre una cosa con mucha atención.” Cuando compro un regalo, considero la personalidad de la persona.
3. To consider in English and considerar 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 consider. The children play a game called chess. Look at this boy. (Point to the boy on the left.) It is his turn. He thinks carefully. He considers what to do next.
PARTNER TALK
5. Pretend you just picked up a book. You are going to decide whether to read it. Tell your partner what you would consider to help you decide.
6. Pretend that there is a new child in our class. He or she wants to play with you and your friends. Talk with your partner about how you would consider the feelings of a new child.
7. Now let’s say consider together three more times: consider, consider, consider.
consider

2. curious Key Words Unit 10 ● Week 3 TEACHER TALK
Point to the Word 2 image.
1. Another word to learn this week is curious. Say it with me: curious. When you are curious, you are interested in knowing about things. I am curious about the moon. I want to know more about what is on the moon.
2. En español, curious quiere decir “curioso, con ganas de saber más.” Soy curioso con respect a la luna. Quisiera saber más.
3. Curious in English and curioso 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 curious. The girl watches some animals. She wonders about them. She wants to learn about them. The girl is curious.
PARTNER TALK
5. Tell your partner about an animal that you are curious about. Tell what you want to know about the animal.
6. When we are curious, we want to know more about something. Talk with your partner about what we can we do to learn more when we are curious. (Examples include: read, ask, observe)
7. Now let’s say curious together three more times: curious, curious, curious.
curious

3. explore Key Words Unit 10 ● Week 3 TEACHER TALK
Point to the Word 3 image.
1. One word to learn this week is explore. Say it with me: explore. To explore means “to go to a place and find out about it.” When my family goes on vacation, we walk and drive in new places. We look, listen, touch, smell, and taste things. We explore the new place.
2. En español, to explore quiere decir “explorar, ir a un lugar para investigarlo.” Cuando mi familia y yo vamos de vacaciones, caminamos dondequiera. Miramos, escuchamos, tocamos, olemos y probamos. Exploramos el nuevo lugar.
3. To explore in English and explorar 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 shows the word explore. See the little girl. She is exploring at the beach. She has something in her pail. It might be a shell. She wants to find out more about what is in the pail.
5. I will name some places. If they are places you would like to explore, raise your hand. If you would not like to explore the place, do not do anything: a park, a dark basement, an old house, a beach, a garden. I will call on some children to tell us why they would or would not like to explore each place.
6. Choose a place in our classroom that you would like to explore. I will give you a few minutes to explore the place. Look at it very carefully. Then tell us what you found as you explored.
7. Now let’s say explore together three more times: explore, explore, explore.
explore

4. final Key Words Unit 10 ● Week 3 TEACHER TALK
Point to the Word 4 image.
1. Another word to learn this week is final. Say it with me: final. Final means “the last or end of something.” Think about when we line up to go somewhere as a class. Think about the last person in line. That is the final person in our line.
2. En español, final quiere decir “final, lo último.” Imaginen que nos vamos a formar en fila. Piensen en la última persona de la fila. Ese niño está al final de la fila.
3. Final in English and final 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 final. The sun is setting in this picture. When does this happen? It happens at the end of the day. It is the final thing that happens before day stops and night begins.
MOVEMENT
5. Listen as I tell you some things to do. Then please do them. Pat your head. Tap your toe. Wave your hand. (Pause after each direction, and allow children to carry it out.) What is the final thing I asked you to do? (Repeat with a couple of other series of directions.)
6. Watch as I put some things in a bag. (One by one, place several classroom items, such as a marker, a book, a sheet of paper in a bag.) What was the final thing I put in the bag? (Repeat a few times with other items.)
7. Now let’s say final together three more times: final, final, final.
final

5. splendid Key Words Unit 10 ● Week 3 TEACHER TALK
Point to the Word 5 image.
1. One word to learn this week is splendid. Say it with me: splendid. Splendid means “very beautiful or special.” I love flowers. They are so beautiful. There are so many wonderful kinds. I think flowers are splendid.
2. En español, splendid quiere decir “espléndido, muy bello o especial.” Me encantan las flores. Son bellas, y hay tantas variedades. Creo que las flores son espléndidas.
3. Splendid in English and espléndido 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 splendid. These children painted all the pictures that are hanging on the wall behind them. The colors are so bright and cheerful. These are splendid paintings!
PARTNER TALK
5. Tell your partner about something splendid you have seen in nature. Tell why you thought it was splendid.
6. Draw a picture of a splendid meal. Be sure your drawing has some wonderful foods. Be sure they look beautiful. You and your partner will share and talk about your splendid meal.
7. Now let’s say splendid together three more times: splendid, splendid, splendid.
splendid

6. now Function Words & Phrases Unit 10 ● Week 3 TEACHER TALK
1. In English, we use the word now to describe the present time. Say it with me: now. Now you are sitting with me learning new words. Later, when school ends, you will go home.
2. En español, now quiere decir “ahora, en este momento.” Ahora están aquí conmigo aprendiendo nuevas palabras. Luego, cuando terminen las clases, se irán a casa.
3. This picture shows the word now. The gardener is going to plant the seeds now. Later on, after the seeds take root, they will grow into beautiful flowers.
CHORAL RESPONSE
4. I am going to tell about things that you do during the day. When I mention something that you do at Kindergarten, say, “now.” When I tell about something that you do at home, do not say anything.
get ready for school
play on our playground
have snack in our classroom
watch television
eat dinner
go to gym class
5. I am going to tell about some more things that you do here at Kindergarten. When I pause, help me finish the sentence by using the word now.
I want to give you a snack __________ so that you will not be hungry.
Let’s go outside __________ since the sun is shining brightly.
We will read a big book __________ and then later, you can choose a book to take home with you.
It is time __________ to get ready to go home, so please find your coats and backpacks.
6. Repeat the word three times with me: now, now, now.
now

7. then Function Words & Phrases Unit 10 ● Week 3 TEACHER TALK
1. In English, we use the word then to talk about a later time. Say it with me: then. In the morning, you wake up and get dressed. Then you eat your breakfast, and then you go to school.
2. En español, then quiere decir “después, luego, en un momento más tarde.” En la mañana te despiertas y te vistes. Después desayunas y después te vas a la escuela.
3. This picture shows the word then. The seeds that were planted have grown into a small plant. The plant is called a seedling. First there were seeds, and then there was a plant!
CHORAL RESPONSE
4. I am going to say some sentences aloud. Each sentence will contain a missing word. When I pause for the missing word, tell me if the missing word is the word then.
First I take out my lunch, and (pause) I eat it.
Now you are at school, and (pause) you go home.
Today we go to the library, and (pause) you will read your new books.
Now we eat a snack, and (pause) we will eat lunch.
5. Make up your own sentence using the word then. Think of something that you do in two steps. Share your sentences with the rest of the group. Start your sentence with the word first, and use the word then in the middle of your sentence.
6. Repeat the word three times with me: then, then, then.
then

8. chirp Basic Words Unit 10 ● 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.
chirp

9. flutter Basic Words Unit 10 ● 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.
flutter

10. swirl Basic Words Unit 10 ● 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.
swirl

11. slide Basic Words Unit 10 ● 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.
slide

12. rustle Basic Words Unit 10 ● 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.
rustle

13. buzz Basic Words Unit 10 ● 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.
buzz

14. Basic Words Unit 10 ● 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.