1. assist Key Words Unit 2 ● Week 2 TEACHER TALK
Point to the Word 1 image.
1. One word to learn this week is assist. Say it with me: assist. When we assist someone, we help them do something. We can assist someone who is doing a job such as cleaning up a mess. We can assist someone by helping them learn something, such as how to play a game.
2. En español, to assist quiere decir “ayudar a una persona a hacer algo.” Podemos ayudar a alguien que está limpiando un reguero. Podemos ayudar a alguien a aprender cómo se juega un juego.
3. Now let’s look at the picture. The girl does her schoolwork. (Point to the girl.) The teacher assists the girl. (Point to the teacher.) The teacher helps the girl understand what to do.
MOVEMENT
4. I will name some chores. Nod your head “yes” if you would need someone to assist you to do the chore. Shake your head “no” if you would not need someone to assist you.
Wiping off a table
Reaching a book way up high
Making a snack
Getting to school
Reading a chapter book
Building a block tower
5. You and a partner will find something to do to make our classroom look nice. For example, you might put some trash in the trash can. You might put books back on the shelves. Assist each other. I will ask you what you did to assist your partner.
6. Now let’s say assist together three more times: assist, assist, assist.
assist

2. game Key Words Unit 2 ● Week 2 TEACHER TALK Point to the Word 2 image.
1. Another word to learn this week is game. Say it with me: game. Game means “an activity, contest, or sport with rules.” People play games for fun. Each person or team tries to do better than the other person or team so they can win the game.
2. En español, game quiere decir “una actividad, concurso o deporte con reglas; un juego.” Las personas participan en juegos para divertirse. Cada persona o equipo trata de ganar el juego.
3. Now let’s look at the picture. In the photo a boy and his grandfather play a game. The game is called checkers. The boy uses the red pieces. The grandfather uses the black pieces. They follow the rules to try to get all of each other’s pieces to win.
PARTNER TALK
4. Tell your partner your favorite game. Explain to your partner how to play the game.
5. We will play a game. I will divide you into four teams. Each team will have one minute to name as many games as possible. (Give each team a supply of markers.) You will put a marker in a pile for each game someone in the team names. Then we will count the markers for each team. The team that names the most games will be the winner.
6. Now let’s say game together three more times: game, game, game.
game

3. honest Key Words Unit 2 ● Week 2 TEACHER TALK
Point to the Word 3 image.
1. Another word to learn this week is honest. Say it with me: honest. Honest means “truthful.” We can trust people who are honest. They do not lie or cheat.
2. En español, honest quiere decir “una persona que dice la verdad, honesto.” Podemos confiar en las personas que son honestas. Las personas honestas no dicen mentiras ni hacen trampas.
3. Honest in English and honesto in Spanish are cognates. They sound almost the same and mean the same thing in both languages.
4. Now let’s look at the picture. The girl and grandmother in the photo play cards. They are honest. They play by the rules. They tell the truth about which cards they have. They do not cheat or lie.
MOVEMENT
5. I will say some sentences. If you think I am being honest, smile. If you think I am lying, frown.
My name is [say your name].
I teach fifth grade.
My hair is [say an incorrect hair color].
I teach children to read.
I use a hammer and saw in my work.
I use books in my work.
6. You and your partner will choose one item in the classroom to show to the class. You will each think of two things to say about the item. Some of the things you say will be honest. Some of them will not. The class will decide when you are being honest. For example, if I wanted to show you this pencil, I might say, “It is yellow. It is good to eat.”
7. Now let’s say honest together three more times: honest, honest, honest.
honest

4. pleasant Key Words Unit 2 ● Week 2 TEACHER TALK
Point to the Word 4 image.
1. Another word to learn this week is pleasant. Say it with me: pleasant. Pleasant means “causing people to feel enjoyment or pleasure.” A nice smell is pleasant. A happy surprise is pleasant.
2. En español, pleasant quiere decir “que causa que alguien sienta alegría o placer; agradable.” Un rico aroma es agradable. Una buena sorpresa también es agradable.
3. Now let’s look at the picture. We see a family sitting outside. It is a nice day. The sun is out. It is warm enough that they do not need coats. They are all smiling and enjoying the day. It is a pleasant day.
PARTNER TALK
4. Tell your partner some things that you think are pleasant. Show your partner how you look when something pleasant happens.
5. Work with your partner to make a web. Draw five branches. At the end of one branch draw a nose. At the end of another draw an eye. At the end of another draw an ear. At the end of another draw a tongue. At the end of the last branch, draw a finger. Now, work together to draw something pleasant to smell, see, hear, taste, and feel on each of the branches.
6. Now let’s say pleasant together three more times: pleasant, pleasant, pleasant.
pleasant

5. world Key Words Unit 2 ● Week 2 TEACHER TALK
Point to the Word 5 image.
1. Another word to learn this week is world. Say it with me: world. World means “Earth and all the people and things on it.” Every living thing is part of our world. Every human, animal, and plant is part of our world. Nonliving things such as rocks, rivers, and mountains are part of our world, too.
2. En español, world quiere decir “la Tierra y todas las personas y cosas en ella, el mundo.” Cada ser viviente es parte de nuestro mundo. Cada persona, animal y planta es parte de nuestro mundo. Las cosas inanimadas como las piedras, los ríos y las montañas también forman parte de nuestro mundo.
3. Now let’s look at the picture. The picture shows our planet Earth. Someone took the photo from space. It shows that all the land and everything that is on the land is part of our world. It shows that all the water on Earth and everything in the water is part of the world.
PARTNER TALK
4. Draw three things that are part of our world. Share the drawings with your partner. Tell your partner about what you drew.
5. Tell your partner some things we can do to take care of our world.
6. Now let’s say world together three more times: world, world, world.
world

6. into Function Words & Phrases Unit 2 ● Week 2 TEACHER TALK
1. In English, into means “inside of something.” Say it with me: into. When you go home, you go into your house. You are inside of your house.
2. En español, into quiere decir “dentro de.” Si entras a tu casa, estás dentro de la casa.
3. This picture shows the word into. A girl is going into the bus. She was outside of the bus. Soon she will be inside the bus.
CHORAL RESPONSE
4. (Show children a bag.) I will give you something. Then I will ask you to put the thing into the bag. (An example is: [Name], put your marker into the bag.) Then we will all say what happened. (An example is: [Name] put a marker into the bag.)
5. I will ask a question. Then we will all give an answer. What goes into a lunch bag? (Lunch goes into a lunch bag.) What goes into a desk? (Books go into a desk.) (Continue with this pattern for a few more items.)
6. Repeat the word three times with me: into, into, into.
into

7. out of Function Words & Phrases Unit 2 ● Week 2 TEACHER TALK
1. In English, out of means “away from the inside.” Say it with me: out of. We can take food out of a refrigerator.
2. En español, out of quiere decir “fuera.” Si sacamos comida del refrigerador, está fuera del refrigerador.
3. This picture shows the words out of. The children were in school. Now they are leaving school. They are running out of school.
CHORAL RESPONSE
4. Let’s say a chant together.
What comes out of a bird cage?
A bird comes out of a bird cage.
What comes out of a doghouse?
A dog comes out of a doghouse.
5. (Draw a schoolhouse on the board. Be sure to include the front door.) We all come out of school at the end of the day. When I call on a name, tell us who comes out of school. Say: [Name] comes out of school.
6. Repeat the words three times with me: out of, out of, out of.
out of

8. racket Basic Words Unit 2 ● 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.
racket

9. ball Basic Words Unit 2 ● 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.
ball

10. bat Basic Words Unit 2 ● 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.
bat

11. mitt Basic Words Unit 2 ● 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.
mitt

12. puck Basic Words Unit 2 ● 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.
puck

13. stick Basic Words Unit 2 ● 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.
stick

14. Basic Words Unit 2 ● 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.