1. belong Key Words Unit 5 ● Week 2 TEACHER TALK
Point to the Word 1 image.
1. One word in the selection is belong. Say it with me: belong. Belong means “to be a part of a group.” (Point to children.) You belong to my class.
2. En español, belong quiere decir “pertenecer a un grupo.” (Señale a los niños.) Ustedes pertenecen a mi clase.
3. Now let’s look at a picture that shows the word belong. These birds are a family. They live in the same nest. The birds belong to the same family.
PARTNER TALK
4. Think of everyone that belongs to our classroom. I am the teacher. I belong to this classroom. Joseph belongs to this classroom. Grace belongs to this classroom. Use this sentence frame to talk about each of the children in this classroom: _________ belongs to our classroom.
5. There are many different groups that people belong to. I belong to a big family. I also belong to a choir. What groups do you belong to? Tell your partner about the groups you may belong to, such as a team or a club. Draw a picture of your favorite group. Talk about your picture with your partner.
6. Now let’s say belong together three more times: belong, belong, belong.
belong

2. fragile Key Words Unit 5 ● Week 2 TEACHER TALK
Point to the Word 2 image.
1. Another word to learn this week is fragile. Say it with me: fragile. Fragile means “easy to break.” A glass is fragile. If we dropped it on the ground it would break.
2. En español, fragile quiere decir “frágil, algo que se rompe fácilmente.” Un vaso de vidrio es frágil. Si se cae al suelo, se rompe.
3. Fragile in English and frágil 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 fragile. The picture shows bird eggs. The shell on the eggs is very fragile. The child holding them has to be careful not to drop or squeeze the eggs because they would break.
PARTNER TALK
5. I will give each pair of children a sheet of paper. You and your partner will take turns drawing something fragile on the paper. When you are done you will have a chance to show and tell the class about your drawings. Complete this sentence: __________ is fragile.
6. When we mail something fragile, we have to wrap it carefully. Pretend you are sending some cookies that break easily to someone. Tell your partner how you will wrap the fragile cookies so they do not crumble.
7. Now let’s say fragile together three more times: fragile, fragile, fragile.
fragile

3. information Key Words Unit 5 ● Week 2 TEACHER TALK
Point to the Word 3 image.
1. Another word to learn this week is information. Say it with me: information. Information is facts about something. Sometimes, children go home and tell their family about their day. They tell whom they talked to and what they did. They tell what they learned. Those children are giving information about the day.
2. En español, information quiere decir “información, datos, noticias.” A veces los niños llegan a casa y le cuentan a su familia sobre su día. Dicen con quién hablaron y qué hicieron. Estos niños están dando información sobre su día.
3. Information in English and información 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 information. We see a teacher and a class. The teacher reads a book to the class. The book has information in it. Then the teacher asks a question. The student gives information when she answers.
5. You and your partner will each think of a place you have visited. Take turns sharing information about the place with your partner.
6. When we looked at the photo, we said that children could get information from their teachers. Talk with your partner about other ways children can get information. (Examples include: libraries, Internet, books, friends, television)
7. Now let’s say information together three more times: information, information, information.
information

4. parent Key Words Unit 5 ● Week 2 TEACHER TALK
Point to the Word 4 image.
1. Another word to learn this week is parent. Say it with me: parent. A parent is a mother or father. Humans have parents. Animals have parents, too.
2. En español, parent quiere decir “padre.” Un padre puede ser un papá (padre) o una mama (madre). Los seres humanos tienen padres. Los animales tienen padres también.
3. Now let’s look at a picture that shows the word parent. We see three rabbits. Two are tiny. They are the children. The other one is bigger. (Point to the largest rabbit.) The biggest rabbit is the parent.
PARTNER TALK
4. Talk with your partner about things parents do for their children.
5. One partner will pretend to be a parent at home. The other will pretend to be the child coming home from school. Talk together as a parent and child would after school. Maybe you will talk about the child’s day. You might talk about homework. You might talk about chores.
6. Now let’s say parent together three more times: parent, parent, parent.
parent

5. several Key Words Unit 5 ● Week 2 TEACHER TALK
Point to the Word 5 image.
1. Another word to learn this week is several. Say it with me: several. Several means “a small number of something.” Here are several pencils. (Show several pencils.) Here are several books. (Hold up several books.)
2. En español, several quiere decir “pequeña cantidad de algo, algunos.” Aquí hay algunos lápices. (Muestre algunos lápices.) Aquí hay algunos libros. (Muestre algunos libros.)
3. Now let’s look at a picture that shows the word several. We see some horses. Let’s count them. There are not a whole lot of horses. There are not just one or two horses. There are several horses.
MOVEMENT
4. We will do some things several times and count how many times we do them. Let’s clap several times. One, two, three, four, five. Let’s tap several times. One, two, three, four. Let’s blink several times. One, two, three, four, five, six.
5. I will give you a few minutes to gather several of something in our classroom. You might gather several crayons, several scissors, or several papers. Then you will have a chance to tell us what you gathered. Complete the sentence: I have several __________.
6. Now let’s say several together three more times: several, several, several.
several

6. stand up Function Words & Phrases Unit 5 ● Week 2 TEACHER TALK
1. In English, we use the phrase stand up to tell about when we are on our feet and our body is straight up and down. Say it with me: stand up. When we stand up, we are not sitting. We are not lying down. We stand up to get in line.
2. En español, to stand up quiere decir “ponerse de pie.” Cuando estás de pie, tu cuerpo está recto. No estás sentado. No estás acostado. Nos ponemos de pie para ponernos en fila.
3. This picture shows the phrase stand up. The children were sitting in their chairs. Then they got up. They stand up straight to say the Pledge of Allegiance to the flag.
CHORAL RESPONSE
4. Let’s play Simon Says. When I say “Simon Says” and give a direction, repeat the direction and do what I say. If I give a direction and do not say “Simon Says,” do not do anything.
Simon says, “Stand up.”
Simon says, “Sit down.”
“Stand up again.”
Simon says, “Wave to me.”
5. I will name things we do. If I say something we usually stand up to do, say “stand up.” If I say something we do not stand up to do, shake your head “no.”
wait in line
take a nap
run a race
swim
take a walk
ride in a car
6. Repeat the phrase three times with me: stand up, stand up, stand up.
stand up

7. tumble down Function Words & Phrases Unit 5 ● Week 2 TEACHER TALK
1. In English, we use the phrase tumble down to tell about someone or something that falls. Say it with me: tumble down. If you put your book on the edge of the table, it may tumble down to the floor.
2. En español, to tumble down quiere decir “caer hacia el piso.” Si pones tu libro en la orilla de la mesa, se puede caer al piso.
3. This picture shows the phrase tumble down. The little boy was on his tricycle. He was riding down the hill. Then he started to go too fast. He could not steer his tricycle. It fell over and the boy tumbled down the hill. Ouch!
PARTNER TALK
4. Make a picture in your mind of a hill. Take turns with your partner telling things that could tumble down the hill.
5. Tell your partner about a time you tumbled down something. What made you tumble? How did it feel to tumble down? What could you do so you would not tumble down?
6. Repeat the phrase three times with me: tumble down, tumble down, tumble down.
tumble down

8. kitten Basic Words Unit 5 ● 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.
kitten

9. puppy Basic Words Unit 5 ● 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.
puppy

10. lamb Basic Words Unit 5 ● 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.
lamb

11. chick Basic Words Unit 5 ● 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.
chick

12. cub Basic Words Unit 5 ● 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.
cub

13. calf Basic Words Unit 5 ● 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.
calf

14. Basic Words Unit 5 ● 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.