1. amazing Key Words Unit 9 ● Week 2 TEACHER TALK
Point to the Word 1 image.
1. One word to learn this week is amazing. Say it with me: amazing. When something is amazing, it is so surprising or wonderful that it doesn’t seem real. I think it is amazing that a huge airplane can stay up in the sky.
2. En español, amazing quiere decir “increíble, tan asombroso que apenas se puede creer.” Es asombroso que algo tan grande y pesado como un avión pueda volar.
3. Now let’s look at a picture that shows the word amazing. Look at this picture. This is an amazing sight! Can you believe how many fish there are! The fish are such beautiful bright colors! And look at all the green plants at the bottom of the water. They are amazing, too!
PARTNER TALK
4. Tell your partner some things you have seen in real life or on television that you think are amazing. Tell why you thought those things were wonderful and surprising.
5. You and your partner will take turns pretending you have just seen something amazing. Show what your face and body looks like when you see something amazing. Think about what you say when you see something amazing. Say it in a voice that shows you are amazed.
6. Now let’s say amazing together three more times: amazing, amazing, amazing.
amazing

2. deep Key Words Unit 9 ● Week 2 TEACHER TALK Point to the Word 2 image.
1. Another word to learn this week is deep. Say it with me: deep. Deep means “far down.” The roots of a tree go deep into the ground.
2. En español, deep quiere decir “hondo, profundo.” Las raíces del árbol son profundas. Llegan hasta muy adentro de la tierra.
3. Now let’s look at a picture that shows the word deep. The trucks are at the bottom of a very, very deep hole. (Trace down the side of the wall with your finger from top to bottom.) Look how far down they are. I wonder how these trucks got down so deep.
MOVEMENT
4. Let’s pretend we are looking down a deep hole. Look with me. (Bend over at the waist and cup your hands around your eyes as if you are looking down.) Look how deep the hole is. It is hard to see down to the bottom. Oh look—there are rocks at the bottom of the hole. But they look like tiny pebbles because they are so far away.
5. Now, we will pretend to dig a deep hole. We’ll use a pretend shovel. We will have to dig for a while to make the hole deep. (Lead children in acting out digging a hole.) Keep digging. We need the hole to be deep. Okay, now stop. Show me with your arms how deep the hole you dug is.
6. Now let’s say deep together three more times: deep, deep, deep.
deep

3. invite Key Words Unit 9 ● Week 2 TEACHER TALK
Point to the Word 3 image.
1. One word to learn this week is invite. Say it with me: invite. To invite means “to ask someone to do something or go some place with you.” I invite my family to come to my house for holidays.
2. En español, to invite quiere decir “invitar, pedirle a alguien que haga algo o vaya a alguna parte contigo.” Yo invito a mi familia a mi casa a celebrar las fiestas.
3. Invite in English and invitar 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 invite. The girl is talking on the telephone. She is calling her friend. She is inviting her friend to come to her house. Her friend will come to the girl’s house. They will play together.
PARTNER TALK
5. Pretend that your hand is a telephone, like this. (Show children how to hold their hands.) You and your partner will pretend to talk on the phone. Invite your partner to go some place or to do something with you. Your partner will say, “Yes” or “No, thank you.”
6. The girl invites her friend on the telephone. We can also write a letter or send a card to invite someone. Pretend you are going to have a party. Make a card to invite your friends. Show what kind of party it will be. Then you will each have a chance to give a card and get a card from a classmate.
7. Now let’s say invite together three more times: invite, invite, invite.
invite

4. ocean Key Words Unit 9 ● Week 2 TEACHER TALK
Point to the Word 4 image.
1. Another word to learn this week is ocean. Say it with me: ocean. An ocean is a very, very large area of water that covers part of the earth. Many fish and other animals live in the ocean.
2. En español, ocean quiere decir “océano, una enorme extensión de agua salada que cubre una gran parte de la Tierra.” Muchos peces y otros animales viven en el océano.
3. Ocean in English and océano 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 ocean. This is a picture of the ocean. See how much water is in the ocean. The ocean is so big that we cannot see where it begins and ends in the picture. The water has waves in it that move all the time. (Point to the waves.)
MOVEMENT
5. Let’s act out things we could do in the ocean. (Examples include swim, splash, boat, and fish.)
6. People can play in the ocean. There are lots of animals in the ocean, too. Let’s pretend our classroom is full of water. It is an ocean. We will be fish. Swim around with me in our ocean.
7. Now let’s say ocean together three more times: ocean, ocean, ocean.
ocean

5. reason Key Words Unit 9 ● Week 2 TEACHER TALK
Point to the Word 5 image.
1. One word to learn this week is reason. Say it with me: reason. A reason is why something happens. The reason we use an umbrella is that it is raining.
2. En español, reason quiere decir “razón, causa, por qué sucede algo.” La razón por la cual usamos un paraguas es la lluvia.
3. Reason in English and razón 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 reason. See the fish in the picture. It is a puffer fish. It can puff up and make its body big. The reason a puffer fish puffs up is so that other fish cannot eat it.
5. Tell your partner a storybook or television show that you like. Tell your partner the reason you like it.
6. Take turns with your partner thinking of reasons a child might play inside instead of going outdoors to play. (Examples include cold weather, having a cold, and rain.)
7. Now let’s say reason together three more times: reason, reason, reason.
reason

6. open wide Function Words & Phrases Unit 9 ● Week 2 TEACHER TALK
1. In English, we use the phrase open wide to describe the way people or animals open their mouths all the way. Say it with me: open wide. Your doctor says “Open wide” when she wants to examine your throat.
2. En español, open wide es lo que hacen las personas o los animales cuando abren la boca ampliamente. La doctora te puede pedir que abras la boca así cuando quiere examinarte la garganta.
3. This picture shows the phrase open wide. The crocodile’s mouth is open wide. Don’t go near that crocodile. He looks hungry!
CHORAL RESPONSE
4. I am going to name things that you might or might not want to eat. When I name the object, say “open wide” if you would eat it. If you would not eat the object, do not say anything.
a bowl of ice cream
a wiggly worm
a plate of spaghetti
a juicy peach
a handful of dirt
5. Help me finish these sentences.
When I eat a hot dog covered in ketchup, I __________ to take the first bite.
The zookeeper does not have to tell the lions to __________ when it is feeding time at the zoo.
The dentist tells you to __________ when he wants to take a look inside your mouth.
6. Repeat the phrase three times with me: open wide, open wide, open wide.
open wide

7. stick up Function Words & Phrases Unit 9 ● Week 2 TEACHER TALK
1. In English, we use the phrase stick up to tell about something that stands up straight and tall. A flower sticks up from the ground. A rocky hill sticks up from the ground.
2. En español, to stick up quiere decir “pararse derecho, erguido.” Una flor brota de la tierra y se mantiene erguida. Una colina alta también parece erguirse sobre la tierra.
3. This picture shows the phrase stick up. You are looking at the Washington Monument in Washington, D.C. It sticks up high into the sky.
CHORAL RESPONSE
4. I am going to name some things that you know. I want you to tell me if each thing sticks up. When I name something that sticks up, raise your hands high. When I tell about something that does not stick up, do not say anything.
a tall tree
a mound of dirt
a lake
a skyscraper
a tower
a tall mountain
5. I am going to read some sentences. When I pause, help me complete each sentence with the phrase stick up.
When spring comes, the beautiful red tulips will __________ from the ground.
I like to lie under the tall oak trees that __________ into the sky.
We flew over tall mountains that __________ high into the landscape.
Can you make a block tower that will __________ from the floor?
6. Repeat the phrase three times with me: stick up, stick up, stick up.
stick up

8. eye Basic Words Unit 9 ● 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.
eye

9. nose Basic Words Unit 9 ● 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.
nose

10. mouth Basic Words Unit 9 ● 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.
mouth

11. face Basic Words Unit 9 ● 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.
face

12. spikes Basic Words Unit 9 ● 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.
spikes

13. fins Basic Words Unit 9 ● 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.
fins

14. Basic Words Unit 9 ● 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.