1. identified Key Words Unit 1 ● Week 3 TEACHER TALK
Point to the Word 1 image.
1. One word in the selection is identified. Say it with me: identified. Identified means “recognized.” The birdwatcher identified the bird he saw as a robin.
2. En español, to identify quiere decir “reconocer o identificar.” El observador de pájaros identificó al pájaro que vio como un petirrojo.
3. To identify in English and identificar 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 demonstrates the word identified. (Point to one of the signs in the photo.) The signs above the flowers identified the prices of the flowers so that people would know how much each kind of flower costs. (Now point to the yellow roses.) I have identified some yellow roses that I would like to buy.
MOVEMENT
5. Let’s play a game of “I Spy” together. I’ll describe something in the classroom without saying the name of the object. The first person to figure out what I’m describing will walk to the object and say: I have identified it. It’s ____________.
6. Play “I Spy” with a partner. Take turns describing an object or identifying your partner’s object.
7. Now let’s say identified together three more times: identified, identified, identified.
identified

2. enterprising Key Words Unit 1 ● Week 3 TEACHER TALK
Point to the Word 2 image.
1. Another word in the selection is enterprising. Say it with me: enterprising. An enterprising person takes on a project or adventure with energy and excitement. An enterprising student might run a lemonade stand to earn money.
2. En español, enterprising quiere decir “emprendedor, una persona que lleva a cabo un proyecto por iniciativa propia con energía y entusiasmo.” Un estudiante emprendedor podría abrir un puesto de limonada para ganar dinero.
3. Now let’s look at a picture that demonstrates the word enterprising. (Point to the woman in the photo.) This woman is enterprising. She started her own flower shop. Enterprising people often start their own businesses.
PARTNER TALK
4. Turn to your partner and talk about why a person must be enterprising to start a business. Share your answer with the class. (You must be enterprising to start a business because it is risky to start a new business. It takes a lot of energy and hard work to make a new business successful.)
5. Now tell a partner about an enterprising person you know or have read about. Tell who the person is and why he or she is enterprising. (My older sister is enterprising. She started her own dog-walking business.)
6. Now let’s say enterprising together three more times: enterprising, enterprising, enterprising.
enterprising

3. persistence Key Words Unit 1 ● Week 3 TEACHER TALK
Point to the Word 3 image.
1. Another word in the selection is persistence. Say it with me: persistence. Persistence means “continuing to do something, even if it is difficult.” The girl showed persistence by continuing to climb the rope, even though she was tired, until she reached the top.
2. En español, persistence quiere decir “la continuación de alguna actividad aunque esta se dificulte, persistencia.” La niña mostró persistencia al continuar trepando la soga hasta el final a pesar de su consancio.
3. Persistence in English and persistencia 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 demonstrates the word persistence. (Point to the runners.) Running in a race takes persistence. You must keep going, even if you get tired or your legs begin to hurt.
PARTNER TALK
5. Talk with a partner about some other activities that require persistence. Choose one of the activities you talked about and share it with the class. Explain why the activity requires persistence.
6. Tell a partner about a time when you showed persistence. Use this sentence frame: I showed persistence when ____________.
7. Now let’s say persistence together three more times: persistence, persistence, persistence.
persistence

4. venture Key Words Unit 1 ● Week 3 TEACHER TALK
Point to the Word 4 image.
1. Another word in the selection is venture. Say it with me: venture. A venture is a risky or dangerous activity. Starting a new business is a venture because there is no guarantee that the business will be successful.
2. En español, venture quiere decir “una empresa o aventura riesgosa o peligrosa.” Empezar un nuevo negocio es una empresa riesgosa porque no hay garantía de que tendrá éxito.
3. Now let’s look at a picture that demonstrates the word venture. (Point to the skydivers.) Skydiving is a venture. It is dangerous to jump out of a plane. You must be willing to take a risk to do this activity.
PARTNER TALK
4. Now work with your partner to list some other activities you would describe as ventures. Choose one, and complete this sentence frame: ____________ is a venture because ____________.
5. Tell your partner whether you would want to participate in an activity described as a venture. Explain why or why not.
6. Now let’s say venture together three more times: venture, venture, venture.
venture

5. track down Function Words & Phrases Unit 1 ● Week 3 TEACHER TALK
1. Track down means “follow a trail of clues to find something.” Say it with me: track down. In the selection, the reporters have to track down information.
2. En español, to track down quiere decir “seguir el rastro, averiguar algo.” En la lectura, los reporteros tienen que averiguar información.
3. This picture demonstrates the phrase track down. (Point to the rescue worker.) This rescue worker is using a dog to track down people who are missing after the storm. The dog is following a scent that may lead to a person.
CHORAL RESPONSE
4. Help me list some kinds of workers who track things down. (Call on a few students to respond. Examples: police officers, firefighters, detectives, reporters)
5. I’m going to name some things. Tell me how you’d track down each thing. Say I’d track it down by ____________. (Call on a few students to respond.)
a book (Example: going to the library)
a phone number (Example: looking in a phone book)
a missing sock (Examples: looking in the laundry or under the bed)
6. Repeat the phrase three times with me: track down, track down, track down.
track down

6. behind-the-scenes Function Words & Phrases Unit 1 ● Week 3
TEACHER TALK
1. Things that happen behind the scenes take place out of the view of the public. Say it with me: behind-the-scenes. For example, many people worked behind the scenes to make the party a success.
2. En español, behind-the-scenes quiere decir “entre bastidores; lo que el público no ve.” Mucha gente trabajó entre bastidores para que la fiesta fuera un éxito.
3. This picture demonstrates the phrase behind the-scenes. This chef works behind-the-scenes at a restaurant. The people eating in the restaurant cannot see her preparing the food.
CHORAL RESPONSE
4. I’m going to name some kinds of jobs. If this person works behind-the-scenes, say “behind-the-scenes.” If the person works where everyone can see him or her, don’t say anything.
an actor
a costume designer
a television reporter
the person who films the reporter
5. Would you rather work behind-the-scenes or where everyone can see you? As we go around the room, say “behind-the-scenes” or “where everyone can see me.”
6. Repeat the phrase three times with me: behind-the-scenes, behind-the-scenes, behind-the-scenes.
behind-the-scenes

7. war-torn Function Words & Phrases Unit 1 ● Week 3 TEACHER TALK
1. War-torn is a phrase you might read in the newspaper or hear on the news. Say it with me: war-torn. It describes places that have been destroyed, or torn apart, by war.
2. En español, war-torn quiere decir “devastado por una guerra.” Es una expresión que se escucha en los medios de comunicación. Se usa para describir las regiones que han sido destruidas por una guerra.
3. This picture demonstrates the phrase war-torn. It shows a building in a war-torn area. The building has been destroyed by a bomb.
CHORAL RESPONSE
4. I’m going to say some words. If you think the word describes a war-torn area, say “war-torn.” If not, don’t say anything.
peaceful
noisy
dangerous
safe
5. Imagine that you live in a war-torn area. Why might you leave this place? (Call on a few students to respond. Examples: to live in a peaceful place; because my home had been destroyed)
6. Repeat the phrase three times with me: war-torn, war-torn, war-torn
war-torn

8. high-priority Function Words & Phrases Unit 1 ● Week 3 TEACHER TALK
1. In English, we use high-priority to describe something that needs attention. Say it with me: high-priority. If something is high-priority, it is very important and should be taken care of before doing something else.
2. En español, high-priority quiere decir “alta prioridad; de urgencia.” Si algo tiene alta prioridad, es muy importante y se debe atender cuanto antes.
3. This picture demonstrates the phrase high-priority. In this family, breakfast is a high-priority activity. This family believes it is very important to start the day with a balanced meal.
PARTNER TALK
4. Make a list of things you do each day. Put a check mark next to the things that are high-priority activities. Share your list with your partner. Tell why each high-priority activity is important.
5. Complete this sentence: Doing your homework is a high-priority activity because ____________.
6. Repeat the phrase three times with me: high-priority, high-priority, high-priority.
high-priority

9. event Basic Words Unit 1 ● 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.
event

10. interview Basic Words Unit 1 ● 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.
interview

11. reporter Basic Words Unit 1 ● 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.
reporter

12. tour Basic Words Unit 1 ● 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.
tour

13. session Basic Words Unit 1 ● 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.
session

14. video Basic Words Unit 1 ● 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.
video

15. Basic Words Unit 1 ● 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