Unit 2 Week 1

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Unit 2 Week 1

dazzling Vocabulary

attracted Vocabulary

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attracted

Vocabulary Unit 2 Week 1

CO L

TEACHER TALK One word in the selection is attracted. Say it with me: attracted. Follow the vocabulary routine. 1. Define: Attracted means drew the attention of. En español, attracted quiere decir “llamó la atención”. 2. Example: The brightly colored flower attracted a butterfly. En español: La flor multicolor atrajo a la mariposa. 3. Ask: What kinds of insects are attracted to sugar? Examples include: ants, flies 4. Now let’s look at a picture that demonstrates the word attracted. (Point to the butterfly.) The butterfly landed on the flower. The smell and color of the flower attracted the butterfly to it.

LABORATE

PARTNER TALK ●

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With a partner, make a list of things you are attracted to. Play this word game with a partner by filling in the blanks. Birds are attracted to

.

Dogs are attracted to

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. People are attracted to Now let’s say attracted together three more times: attracted, attracted, attracted.

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dazzling

Vocabulary Unit 2 Week 1

CO L

TEACHER TALK One word in the selection is dazzling. Say it with me: dazzling. Follow the vocabulary routine. 1. Define: Something dazzling is so bright that it is almost blinding. En español, dazzling quiere decir “que brilla mucho, deslumbrante”. 2. Example: The fireworks in the night sky were bright and dazzling. En español: Los fuegos artificiales eran brillantes y destellantes. 3. Ask: What is something else that can be described as dazzling? Examples include: jewelry, lights 4. Now let’s look at a picture of something that is dazzling. (Point to the fireworks.) The trees are pretty, but your attention goes to the fireworks in the sky. They are dazzling because they are colorful and constantly changing.

LABORATE

PARTNER TALK ●

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With a partner, describe something you once saw that was dazzling. For example: a rainbow, a skater jumping in the air, a shooting star, etc. With your partner, read the words below. If the item is dazzling, say, “It’s dazzling.” a dishcloth a cake full of lighted candles a card with glitter a pencil Now let’s say dazzling together three more times: dazzling, dazzling, dazzling.

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Unit 2 Week 1

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Unit 2 Week 1

greed Vocabulary

fabric Vocabulary

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Vocabulary

fabric

Unit 2 Week 1

CO L

TEACHER TALK One word in the selection is fabric. Say it with me: fabric. Follow the vocabulary routine. 1. Define: Fabric is a material that is woven or knitted, such as cloth. En español, fabric quiere decir “material que se puede tejer, como la tela”. 2. Example: The girl’s towel and clothes are made from fabric. En español: La toalla y la ropa de la niña están hechas de tela. 3. Ask: What else can be made from fabric? Examples include: furniture, backpacks 4. Now let’s look at a picture that demonstrates the word fabric. (Point to the towel.) Fabric is something that can be cut and sewn into different shapes. This fabric was made into a towel.

LABORATE

PARTNER TALK ●

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The towel the girl is holding is made of fabric. What else in this picture is made of fabric? With a partner, list all the things you are wearing that are made of fabric. Now let’s say fabric together three more times: fabric, fabric, fabric.

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Vocabulary

greed

Unit 2 Week 1 CO L

TEACHER TALK One word in the selection is greed. Say it with me: greed. Follow the vocabulary routine. 1. Define: Greed is a very great and selfish desire to have or get something. En español, greed quiere decir “enorme deseo egoísta de tener muchas cosas”. 2. Example: It was greed that caused the boys to grab more cookies than they needed. En español: La avaricia hizo que los muchachos tomaran más galletas de las que necesitaban. 3. Ask: What is an antonym for greed? 4. Now let’s look at a picture that demonstrates the word greed. (Point to the boys.) Both boys have their hands in a small cookie jar. They couldn’t wait to take turns. This is an example of greed.

LABORATE

PARTNER TALK ●

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Greed can cause people to do many things. With a partner, make a list of things people might do because of greed. With a partner, discuss a situation that was caused by greed. Then discuss a situation in which someone was generous. Now let’s say greed together three more times: greed, greed, greed.

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Unit 2 Week 1

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Unit 2 Week 1

requested Vocabulary

honest Vocabulary

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Vocabulary

honest

Unit 2 Week 1

CO L

TEACHER TALK One word in the selection is honest. Say it with me: honest. Follow the vocabulary routine. 1. Define: An honest person is truthful, fair, and trustworthy. En español, honest quiere decir “justo, confiable”. Honest in English and honesto in Spanish are cognates. 2. Example: Leo was honest and told his mother the truth about the broken window. En español: Leo fue honesto y le dijo a su madre la verdad sobre la ventana rota. 3. Ask: What is a synonym for honest? 4. This picture demonstrates someone being honest. (Point to the boy.) This boy is being honest by telling the truth about a broken window.

LABORATE

PARTNER TALK ●

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With a partner, make a list of ways people can be honest. Share stories with a partner about times you were honest about something. Now let’s say honest together three more times: honest, honest, honest.

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requested

Vocabulary Unit 2 Week 1

CO L

TEACHER TALK One word in the selection is requested. Say it with me: requested. Follow the vocabulary routine. 1. Define: Something requested is asked for. En español, requested quiere decir “solicitó algo”. 2. Example: The customer requested service from the waiter. En español: El cliente solicitó la atención del mesero. 3. Ask: What is something you have requested? 4. (Point to the man with a raised hand.) In this picture, the man has requested something from the waiter. The waiter might then request the item from the chef.

LABORATE

PARTNER TALK ●

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With a partner, pretend you are going on a camping trip and have requested some things to take along. Repeat this phrase four times, each time with a new item requested. “I requested a for my camping trip.” Discuss with a partner times you have requested something from someone else. Now let’s say requested together three more times: requested, requested, requested.

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Unit 2 Week 1

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Unit 2 Week 1

trudged Vocabulary

soared Vocabulary

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soared

Vocabulary Unit 2 Week 1

CO L

TEACHER TALK One word in the selection is soared. Say it with me: soared. Follow the vocabulary routine. 1. Define: If something soared, it flew very high in the air. En español, soared quiere decir “que voló muy alto”. 2. Example: The seagull soared upward, high over the ocean. En español: La gaviota se elevó muy alto por encima del océano. 3. Ask: What is a synonym for soared? Examples include: climbed, rose 4. Now let’s look at a picture that demonstrates the word soared. (Point to the seagull.) The seagull’s wings are stretched out, as if it was riding on the winds. I’ve seen birds that have soared like this, high in the sky. It looked like a lot of fun.

LABORATE

PARTNER TALK ●

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With a partner, list things that can soar. Then make a second list of things that can’t soar, such as an elephant. I’m going to name some things. With your partner, decide if each thing soars. If it does, say, “It soars.” a jet plane a turtle a tree a kite Now let’s say soared together three more times: soared, soared, soared.

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trudged

Vocabulary Unit 2 Week 1

CO L

TEACHER TALK One word in the selection is trudged. Say it with me: trudged. Follow the vocabulary routine. 1. Define: If you trudged, you walked steadily and slowly. En español, trudged quiere decir “caminó lentamente”. 2. Example: The tired hikers trudged slowly up the path. En español: Los excursionistas cansados caminaron fatigosamente por el sendero empinado. 3. Ask: Describe a time you trudged instead of walked quickly. 4. Now let’s look at a picture that demonstrates the word trudged. (Point to the walkers.) Do these people look tired? Some have backpacks and it looks as if they trudged up a hill.

LABORATE

PARTNER TALK ●

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With a partner, make a list of times people might trudge instead of walking fast. Show your partner how you look when you trudge. How does your face look? How does your body look? Now let’s say trudged together three more times: trudged, trudged, trudged.

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Unit 2 Week 2

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Unit 2 Week 2

attitude Vocabulary

annoyed Vocabulary

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annoyed

Vocabulary Unit 2 Week 2

CO L

TEACHER TALK One word in the selection is annoyed. Say it with me: annoyed. Follow the vocabulary routine. 1. Define: To be annoyed means to feel bothered or irritated. En español, annoyed quiere decir “molesto o irritado”. 2. Example: Having to wake up early annoyed my father and made him grumpy. En español: El tener que madrugar molestó a mi padre y lo puso gruñón. 3. Ask: What is a synonym for annoyed? Examples include: irritated, upset 4. Now let’s look at the picture of someone who is annoyed. (Point to the man’s face.) This man does not look happy. He must be annoyed about having to get up.

LABORATE

PARTNER TALK ●

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With a partner, make a list of things that have annoyed you. Play this word game with a partner. If the phrase demonstrates the word annoyed, say, “That annoyed me.” I stepped in a mud puddle. I listened to beautiful music. I dropped my food. I read a good book. Now let’s say annoyed together three more times: annoyed, annoyed, annoyed.

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attitude

Vocabulary Unit 2 Week 2

CO L

TEACHER TALK One word in the selection is attitude. Say it with me: attitude. Follow the vocabulary routine. 1. Define: An attitude is a way of thinking, acting, or feeling. En español, attitude se refiere a “una manera de pensar, actuar o sentir”. Attitude in English and actitud in Spanish are cognates. 2. Example: The girls had fun working together because they both had a good attitude. En español: Las niñas se divirtieron trabajando juntas porque tenían una buena actitud. 3. Ask: Describe your attitude about doing chores. 4. Now let’s look at the picture that demonstrates the word attitude. (Point to the girls’ faces.) These girls are working together to do a hard job. Their smiles tell me they have a good attitude about their work.

LABORATE

PARTNER TALK ●

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With a partner, make a list of things that show a good attitude about something. For example: someone asked nicely, I wanted to help with something, etc. With your partner, decide which of the descriptions below show a good attitude and a bad attitude. After reading each description, say “good attitude,” or “bad attitude.” a frown an offer to help someone cross a street an offer to share something not helping someone find a lost object Now let’s say attitude together three more times: attitude, attitude, attitude.

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Unit 2 Week 2

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Unit 2 Week 2

cranky Vocabulary

commotion Vocabulary

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commotion

Vocabulary Unit 2 Week 2

CO L

TEACHER TALK One word in the selection is commotion. Say it with me: commotion. Follow the vocabulary routine. 1. Define: A commotion is a noisy disturbance. En español, commotion quiere decir “interrupción ruidosa”. 2. Example: The swans made a commotion with their squawking and splashing. En español: Los cisnes causaron un alboroto con sus graznidos y chapoteos. 3. Ask: What is an example of something that can make a commotion? 4. This picture demonstrates the word commotion. (Point to the swans.) What is unusual about this picture of swans? Do we normally see swans swimming peacefully? These swans look like they are upset. They are causing a commotion.

LABORATE

PARTNER TALK ●

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With a partner, make a list of words that describe a commotion. For example: loud voices, people running, etc. Describe a commotion you have been in to your partner. What did your commotion sound like? Now let’s say commotion together three more times: commotion, commotion, commotion.

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cranky

Vocabulary Unit 2 Week 2

CO L

TEACHER TALK One word in the selection is cranky. Say it with me: cranky. Follow the vocabulary routine. 1. Define: A cranky person is grouchy or in a bad mood. En español, cranky quiere decir “enfadado o malhumorado”. 2. Example: Being hungry makes Neil feel cranky. En español: Cuando Neil tiene hambre, se pone de mal humor. 3. Ask: What makes you feel cranky? 4. Now let’s look at a picture of someone who is cranky. (Point to the boy’s face.) This boy’s face shows he is upset. He is not smiling. Something has put him in a bad mood. I would not want to talk to him when he feels this cranky.

LABORATE

PARTNER TALK ●

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Many things can make someone cranky. With your partner, make a list of things that can bring on a cranky mood. Think of a time you were cranky. Show your partner how you looked. Describe what made you cranky. Now let’s say cranky together three more times: cranky, cranky, cranky.

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Unit 2 Week 2

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Unit 2 Week 2

frustrated Vocabulary

familiar Vocabulary

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familiar

Vocabulary Unit 2 Week 2

CO L

TEACHER TALK One word in the selection is familiar. Say it with me: familiar. Follow the vocabulary routine. 1. Define: Something familiar is well-known because it was heard or seen before. En español, familiar quiere decir que es “conocido porque se ha oído o visto antes”. 2. Example: I took a familiar route from the bus stop to my house so that I would not get lost. En español: Para no perderme, seguí un camino familiar desde la parada del autobús hasta mi casa. 3. Ask: What is a familiar sound at the park? 4. Now let’s look at the picture that demonstrates the word familiar. (Point to the girl.) This girl looks like she knows where she is going. If she takes this route every day, the things she sees, such as this house, look familiar to her.

LABORATE

PARTNER TALK ●

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Think of a place that is familiar to you. For example: a friend’s house, a park you play in, etc. Tell a partner what you remember about the place. With a partner, make a list of things that are familiar to you in school. For example: a special song, where you hang your coat, etc. Now let’s say familiar together three more times: familiar, familiar, familiar.

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Vocabulary

frustrated

Unit 2 Week 2

CO L

TEACHER TALK One word in the selection is frustrated. Say it with me: frustrated. Follow the vocabulary routine. 1. Define: To be frustrated means to feel disappointed by being kept from doing something. En español, frustrated significa “sentir contrariedad por no poder hacer algo”. Frustrated in English and frustrado in Spanish are cognates. 2. Example: The student was frustrated by the difficult assignment. En español: El estudiante estaba frustrado con la tarea tan difícil. 3. Ask: What makes you feel frustrated? 4. This picture shows someone who is frustrated. (Point to the girl.) This girl is reading something on her computer. Her face looks as if she is frustrated and does not know how to start.

LABORATE

PARTNER TALK ●

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Make faces that show you are frustrated. With your partner, make a list of ways you can let people know you are frustrated. Describe a time you were frustrated. Say to your partner, “I was frustrated because .” Now let’s say frustrated together three more times: frustrated, frustrated, frustrated.

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Unit 2 Week 2

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Unit 2 Week 2

specialty Vocabulary

selfish Vocabulary

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selfish

Vocabulary Unit 2 Week 2

CO L

TEACHER TALK One word in the selection is selfish. Say it with me: selfish. Follow the vocabulary routine. 1. Define: Selfish people care only about themselves. En español, selfish quiere decir “preocuparse solamente de sí mismo”. 2. Example: The two friends were not selfish at all and shared everything. En español: Las dos amigas no eran egoístas y compartían todo. 3. Ask: How would you describe a selfish person? 4. In this picture, the girls look happy about sharing their music. If they were selfish, they would not look happy about sharing something. This picture shows what the opposite of selfish looks like because it shows two people caring about each other.

LABORATE

PARTNER TALK ●

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Describe a selfish person to your partner. Then describe someone who is not selfish. Tell your partner which you would rather be. With your partner, make up a story about someone who was selfish. Tell what you liked or didn’t like about that person. Now let’s say selfish together three more times: selfish, selfish, selfish.

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specialty

Vocabulary Unit 2 Week 2

CO L

TEACHER TALK One word in the selection is specialty. Say it with me: specialty. Follow the vocabulary routine. 1. A specialty is something that someone does particularly well or gives extra attention to. En español, specialty quiere decir “tarea a la que uno se dedica en particular”. Specialty in English and especialidad in Spanish are cognates. 2. Example: Understanding x-rays is a specialty that requires training and practice. En español: Interpretar las radiografías es una especialidad que requiere entrenamiento y práctica. 3. Ask: What specialty would require flying a plane? 4. This picture demonstrates the word specialty. (Point to the woman.) She studied to learn how to read x-rays. This must be her specialty.

LABORATE

PARTNER TALK ●

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With a partner, make a list of things that would require a specialty. For example: teaching, coaching soccer, etc. With a partner, give an example of a specialty you have. Then give an example of a specialty you would like to have. Now let’s say specialty together three more times: specialty, specialty, specialty.

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Unit 2 Week 3

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Unit 2 Week 3

droughts Vocabulary

crumbled Vocabulary

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Vocabulary

crumbled

Unit 2 Week 3

CO L

TEACHER TALK One word in the selection is crumbled. Say it with me: crumbled. Follow the vocabulary routine. 1. Define: If something crumbled, then it broke into small pieces. En español, crumbled quiere decir “roto en muchos pedazos”. 2. Example: The old brick wall had crumbled over the years. En español: La vieja muralla de ladrillo se desmoronó con los años. 3. Ask: What is a synonym for crumbled? Examples include broke apart, dissolved. 4. Now let’s look at the picture that demonstrates the word crumbled. (Point to the brick wall.) This wall is breaking up into very small pieces. It must be because it is old. Many things can crumble into tiny pieces, such as the muffin I had for breakfast today.

LABORATE

PARTNER TALK ● ●

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With a partner, make a list of things that crumbled. I am going to name some things. With your partner, decide if each thing demonstrates something that crumbled. If it did, say “It crumbled.” bread to crumbs old stone statue to tiny pieces ice to water Now let’s say crumbled together three more times: crumbled, crumbled, crumbled.

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droughts

Vocabulary Unit 2 Week 3

CO L

TEACHER TALK One word in the selection is droughts. Say it with me: droughts. Follow the vocabulary routine. 1. Define: Droughts are long periods of dry weather without rainfall. En español, droughts quiere decir “períodos largos de tiempo seco y sin lluvias”. 2. Example: Because of the lack of rain, farmers’ crops died during the droughts. En español: Por falta de lluvia, la cosecha de los granjeros se perdió en las sequías. 3. Ask: In what part of the world are there a lot of droughts? 4. Now let’s look at the picture that demonstrates the word droughts. (Point to the dying crops.) The crops in this field are not growing. They need water to grow, and it must not have rained. Droughts like this can destroy our crops.

LABORATE

PARTNER TALK ●

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With a partner, talk about what plants need in order to grow. For example: sun, soil, water. Describe to each other what happens to plants during droughts. With your partner, make a list of things other than crops that need water. Discuss what happens if there is a flood, or too much water. Now let’s say droughts together three more times: droughts, droughts, droughts.

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Unit 2 Week 3

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Unit 2 Week 3

extinct Vocabulary

ecosystem Vocabulary

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Vocabulary

ecosystem

Unit 2 Week 3

CO L

TEACHER TALK One word in the selection is ecosystem. Say it with me: ecosystem. Follow the vocabulary routine. 1. Define: An ecosystem is all the living and nonliving things in an area. En español, ecosystem se refiere a “los seres vivos y seres inanimados de una zona”. Ecosystem in English and ecosistema in Spanish are cognates. 2. Example: A reef ecosystem can be disrupted if you remove one species that lives in it. En español: Un ecosistema de coral puede quedar afectado si se elimina una de las especies que vive en él. 3. Ask: What are some other examples of ecosystems? Examples include: rain forests, lakes. 4. This picture demonstrates ecosystem. (Point to the coral.) The coral is part of an ecosystem. It is a healthy ecosystem, supporting many kinds of life.

LABORATE

PARTNER TALK ●

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With a partner, read the definition of ecosystem again. Talk about what nonliving things make up an ecosystem. For example: water, soil, etc. Choose one ecosystem, such as a forest or a desert, and describe it to a partner. Now let’s say ecosystem together three more times: ecosystem, ecosystem, ecosystem.

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extinct

Vocabulary Unit 2 Week 3

CO L

TEACHER TALK One word in the selection is extinct. Say it with me: extinct. Follow the vocabulary routine. 1. Define: Something that is extinct no longer exists. En español, extinct quiere decir “que no existe más”. Extinct in English and extinto in Spanish are cognates. They sound almost the same and mean the same thing in both languages. 2. Example: The American buffalo was hunted so much that it almost became extinct. En español: El búfalo fue cazado tan extensamente que casi quedó extinto. 3. Ask: Name an animal that is now extinct. Examples include: stegosauruses, pterodactyls. 4. This picture shows an animal that almost became extinct. (Point to the buffalo.) Years ago, buffalo were hunted so much they almost disappeared.

LABORATE

PARTNER TALK ●

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With a partner, make a list of animals that are extinct. Describe what this means and how it makes you feel. Other living things can go extinct, too. With your partner, discuss how plants can also become extinct. Now let’s say extinct together three more times: extinct, extinct, extinct.

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Unit 2 Week 3

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Unit 2 Week 3

fragile Vocabulary

flourished Vocabulary

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Vocabulary

flourished

Unit 2 Week 3

CO L

TEACHER TALK One word in the selection is flourished. Say it with me: flourished. Follow the vocabulary routine. 1. Define: Something that flourished thrived or grew strongly. En español, flourished quiere decir “creció con fuerza”. 2. Example: The sunflowers grew tall and flourished in the rich soil. En español: Los girasoles crecieron mucho en el rico suelo y florecieron. 3. Ask: What is a synonym for flourished? Examples include: thrived, lived well 4. Now let’s look at the picture of sunflowers in a field. (Point to the sunflowers.) This demonstrates the word flourished. The sunflowers look healthy and strong. They have flourished in the field.

LABORATE

PARTNER TALK ●

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With a partner, pretend you are a flower that is flourishing. Show your partner that you are strong and thriving. I’m going to name some things. With your partner, decide if each is something that flourished. If it did, say “It flourished.” a ripe tomato on a vine a polluted lake a garden full of flowers Now let’s say flourished together three more times: flourished, flourished, flourished.

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fragile

Vocabulary Unit 2 Week 3 CO L

TEACHER TALK One word in the selection is fragile. Say it with me: fragile. Follow the vocabulary routine. 1. Define: Something that is fragile is delicate and tends to break easily. En español, fragile quiere decir “delicado y que puede romperse fácilmente”. Fragile in English and frágil in Spanish are cognates. 2. Example: Tom held the nest carefully because he was afraid the fragile eggs might break. En español: Tom sujetó el nido con cuidado porque temía que los huevos frágiles fueran a romperse. 3. Ask: What is an antonym for fragile? 4. Now let’s look at the picture that demonstrates the word fragile. (Point to the eggs.) The eggs are in a strong and carefully made nest. Birds take good care of their fragile eggs.

LABORATE

PARTNER TALK ●

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With a partner, make a list of things that are fragile. Describe why each item is fragile. For example: a glass plate because it can break if dropped, etc. Read the following list to a partner. After each item, say “It’s an antonym for fragile.” or “It’s a synonym for fragile.” strong breakable delicate tough Now let’s say fragile together three more times: fragile, fragile, fragile.

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Unit 2 Week 3

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Unit 2 Week 3

ripples Vocabulary

imbalance Vocabulary

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Vocabulary

imbalance

Unit 2 Week 3

CO L

TEACHER TALK One word in the selection is imbalance. Say it with me: imbalance. Follow the vocabulary routine. 1. Define: An imbalance in something means that its parts are not in an equal, steady, or secure position. En español, imbalance quiere decir “que las partes de algo no son iguales, o que algo no está en posición segura”. 2. Example: Too much algae created an imbalance in the pond’s ecosystem. En español: Tantas algas crearon un desequilibrio en el ecosistema del estanque. 3. Ask: How are imbalance and inequality similar? 4. This picture demonstrates the word imbalance. (Point to the frog.) The frog’s head is sticking out of the algae. I hope he finds a pond that does not have this imbalance of algae and clear water.

LABORATE

PARTNER TALK ●

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With a partner, think of an example of an imbalance, such as a flood. Describe what a place looks like before the imbalance and then describe what it looks like with the imbalance. Think of a see-saw. Describe to a partner how the see-saw looks and feels when it is evenly balanced. Try to use the words equal, steady, and secure in your description. Now let’s say imbalance together three more times: imbalance, imbalance, imbalance.

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ripples

Vocabulary Unit 2 Week 3

CO L

TEACHER TALK One word in the selection is ripples. Say it with me: ripples. Follow the vocabulary routine. 1. Define: Something that ripples forms small waves. En español, ripples quiere decir “que produce ondas pequeñas”. 2. Example: The water ripples around the swimming dog. En español: El agua forma ondas alrededor del perro que nada en el agua. 3. Ask: If a flag ripples, is the air windy or still? 4. Now let’s look at the picture that demonstrates the word ripples. (Point to the water around the dog.) Ripples form on water when something disturbs it. In this picture, it is the dog. Other things can form these small waves, too, such as fabric, when something disturbs them.

LABORATE

PARTNER TALK ●

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With a partner, make a list of things that can ripple. For example: paper, a sail, etc. Write a description of something that ripples without naming the object. Have a partner guess what object is rippling. Now let’s say ripples together three more times: ripples, ripples, ripples.

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Unit 2 Week 4

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Unit 2 Week 4

dribbles Vocabulary

camouflaged Vocabulary

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camouflaged

Vocabulary Unit 2 Week 4

CO L

TEACHER TALK One word in the selection is camouflaged. Say it with me: camouflaged. Follow the vocabulary routine. 1. Define: Something camouflaged is hidden by looking like its surroundings. En español, camouflaged quiere decir “oculto porque se parece a lo que lo rodea”. 2. Example: It’s hard to see the camouflaged insect because it blends in with the leaf. En español: Es difícil ver al insecto camuflado, porque se confunde con la hoja. 3. Ask: How are the words camouflaged and hidden similar? 4. Now let’s look at the picture that demonstrates the word camouflaged. (Point to the insect.) It’s hard to see the insect. It’s the same color as the leaf!

LABORATE

PARTNER TALK ●

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With a partner, make a list of things that are camouflaged. For example: a fawn, some types of snakes, etc. Name several ways something can be camouflaged. Work with a partner to find examples for each way. For example: color – a butterfly, shape – a walking stick insect, etc. Now let’s say camouflaged together three more times: camouflaged, camouflaged, camouflaged.

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dribbles

Vocabulary Unit 2 Week 4

CO L

TEACHER TALK One word in the selection is dribbles. Say it with me: dribbles. Follow the vocabulary routine. 1. Define: To dribble is to flow or let flow in small drops. En español, dribbles quiere decir “cae gota a gota”. 2. Example: Water dribbles from the leaky faucet all night. En español: El grifo gotea toda la noche porque está averiado. 3. Ask: Name something else that dribbles. Examples include: food from a baby’s mouth, rain water from a leaky roof. 4. Now let’s look at the picture that demonstrates the word dribbles. (Point to water coming from the faucet.) This water in this faucet is not rushing or flooding the sink. It dribbles slowly.

LABORATE

PARTNER TALK ●

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What sound do dribbles make? With your partner, make the sound dribbles make. Then make the sound rushing water makes. With your partner, make a list of synonyms for the word dribbles. Then make a list of antonyms for the word. Now let’s say dribbles together three more times: dribbles, dribbles, dribbles.

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Unit 2 Week 4

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Unit 2 Week 4

poisonous Vocabulary

extraordinary Vocabulary

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extraordinary

Vocabulary Unit 2 Week 4

CO L

TEACHER TALK One word in the selection is extraordinary. Say it with me: extraordinary. Follow the vocabulary routine. 1. Define: Something extraordinary is very unusual or remarkable. En español, extraordinary quiere decir “poco usual o sorprendente”. Extraordinary in English and extraordinario in Spanish are cognates. 2. Example: The owl has an extraordinary ability to stare for a long time without blinking. En español: El búho tiene una capacidad extraordinaria para mirar fijo sin cerrar los ojos. 3. Ask: What is an antonym for extraordinary? 4. (Point to the owl’s eyes.) An owl has extraordinary eyes. He can see images in low light and from far away.

LABORATE

PARTNER TALK ●

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With a partner, make a list of things you find extraordinary. Add to the list what makes the object extraordinary. Name one ordinary thing, such as a piece of bread. Tell your partner what might make it extraordinary, such as eating it with homemade jam. Now let’s say extraordinary together three more times: extraordinary, extraordinary, extraordinary.

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poisonous

Vocabulary Unit 2 Week 4

CO L

TEACHER TALK One word in the selection is poisonous. Say it with me: poisonous. Follow the vocabulary routine. 1. Define: Something poisonous harms or kills by chemical action. En español, poisonous quiere decir “que puede envenenar y matar por medio de sustancias químicas”. 2. Example: Some wild mushrooms can make you sick because they are poisonous. En español: Algunos hongos pueden enfermarte porque son venenosos. 3. Ask: What other things are poisonous? Examples include: some flowers, snake venom. 4. Now let’s look at a picture that demonstrates the word poisonous. (Point to the mushroom.) Some mushrooms are poisonous and this might be one of them. We should not eat mushrooms in the wild.

LABORATE

PARTNER TALK ●

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With a partner, make a list of household items that are poisonous. Look up and draw the symbol for poison. What does this symbol tell you about poison? Now let’s say poisonous together three more times: poisonous, poisonous, poisonous.

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Unit 2 Week 4

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Unit 2 Week 4

predator Vocabulary

pounce Vocabulary

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pounce

Vocabulary Unit 2 Week 4

CO L

TEACHER TALK One word in the selection is pounce. Say it with me: pounce. Follow the vocabulary routine. 1. Define: To pounce is to leap or spring suddenly in attack. En español, pounce quiere decir “saltar rápidamente para atacar”. 2. Example: The bobcat likes to pounce on fish in the river. En español: Al lince le gusta abalanzarse sobre los peces del río. 3. Ask: What other animals pounce? Examples include: house cats, lions 4. Now let’s look at the picture that demonstrates the word pounce. (Point to the bobcat.) The bobcat is high in the air. It looks as if it knows where it wants to land. It is probably pouncing on something it wants to eat.

LABORATE

PARTNER TALK ●

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With a partner, make a list of animals that pounce. Don’t forget that insects are animals, too. I’m going to say some words. With your partner, decide if each is a synonym for pounce. If it is, say “It is a synonym for pounce.” leap kneel jump swing Now let’s say pounce together three more times: pounce, pounce, pounce.

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predator

Vocabulary Unit 2 Week 4

CO L

TEACHER TALK One word in the selection is predator. Say it with me: predator. Follow the vocabulary routine. 1. Define: A predator is an animal that lives by hunting other animals for food. En español, predator quiere decir “animal que caza otros animales para alimentarse”. Predator in English and predador in Spanish are cognates. 2. Example: A leopard is a fierce predator that can catch most animals that it hunts. En español: Un leopardo es un predador temible que puede cazar muchos tipos de animales. 3. Ask: Explain why a hawk is a predator 4. This leopard is a predator. (Point to the leopard.) Leopards need to hunt other animals. Predators are above things they hunt on the food chain.

LABORATE

PARTNER TALK ●

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Make a list of animals that are predators. Then exchange the list with a partner and compare your animals. Describe to your partner how a predator hunts for food. What are some characteristics predators might have? For example: ability to run fast, good eyesight, etc. Now let’s say predator together three more times: predator, predator, predator.

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Unit 2 Week 4

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Unit 2 Week 4

vibrations Vocabulary

prey Vocabulary

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prey

Vocabulary Unit 2 Week 4

CO L

TEACHER TALK One word in the selection is prey. Say it with me: prey. Follow the vocabulary routine. 1. Define: An animal that is hunted by another animal is its prey. En español, prey quiere decir “animal que es cazado por otro animal”. 2. Example: The venus flytrap plant traps its prey inside its sticky leaves. En español: La planta atrapamoscas utiliza sus hojas pegajosas para atrapar a su presa. 3. Ask: What is an antonym for prey? Examples include: predator, hunter 4. Now let’s look at a picture that demonstrates prey. (Point to the insect.) This insect is caught in the venus flytrap. It is the plant’s prey because the plant has sticky leaves in order to catch food.

LABORATE

PARTNER TALK ●

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With a partner, think of other plants or animals that are prey. Then beside each prey write what its predator is. For example: mouse, hawk; etc. Work with a partner to make a food chain. Think of animals that are predators and prey and work your way up. For example: ants, spiders, birds, hawks, etc. Now let’s say prey together three more times: prey, prey, prey.

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vibrations

Vocabulary Unit 2 Week 4

CO L

TEACHER TALK One word in the selection is vibrations. Say it with me: vibrations. Follow the vocabulary routine. 1. Define: Vibrations are rapid motions back and forth or up and down. En español, vibrations quiere decir “movimientos rápidos, continuos y en todas las direcciones”. Vibrations in English and vibraciones in Spanish are cognates. 2. Example: Eric plucked his guitar strings, causing vibrations as the strings moved quickly back and forth. En español: Eric tocó las cuerdas de la guitarra, causando vibraciones al moverse las cuerdas rápidamente. 3. Ask: What else can make vibrations? 4. These strings are making vibrations. (Point to the strings.) I can almost hear the sound they make.

LABORATE

PARTNER TALK ●

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With a partner, pretend you are playing a guitar. Hum along to make the sounds the guitar strings would make. I am going to name some things. With your partner, decide if each thing makes vibrations. If it does, say “It makes vibrations.” a park bench a drum a power saw a rock Now let’s say vibrations together three more times: vibrations, vibrations, vibrations.

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Unit 2 Week 5

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Unit 2 Week 5

creative Vocabulary

brittle Vocabulary

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brittle

Vocabulary Unit 2 Week 5

CO L

TEACHER TALK One word in the selection is brittle. Say it with me: brittle. Follow the vocabulary routine. 1. Define: If something is brittle, it is easily broken. En español, brittle quiere decir “quebradizo, que se rompe fácilmente”. 2. Example: The brittle, dry leaf fell apart when I closed my hand around it. En español: La hoja seca y quebradiza se deshizo cuando la guardé en mi mano. 3. Ask: What is something else that is brittle? 4. Now let’s look at the picture that demonstrates the word brittle. (Point to the leaf.) The leaf is very dry and brittle. If you touch it, it will fall apart easily. This happens in autumn when leaves fall from the trees.

LABORATE

PARTNER TALK With a partner, make a list of things that are brittle. For example, crackers, toast, etc. Demonstrate to your partner how you would hold something that is brittle. How would you make sure it doesn’t break? Now let’s say brittle together three more times: brittle, brittle, brittle.

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creative

Vocabulary Unit 2 Week 5

CO L

TEACHER TALK One word in the selection is creative. Say it with me: creative. Follow the vocabulary routine. 1. Define: Creative people show the ability to do something in a new way. En español, creative quiere decir “creativo, capacidad de hacer las cosas de forma distinta”. Creative in English and creativo in Spanish are cognates. 2. Example: The florist made original and creative flower arrangements. En español: La florista hizo un arreglo floral creativo y original. 3. Ask: Describe a time when you were creative. 4. Now let’s look at the picture that demonstrates the word creative. (Point to the florist.) The florist is very creative. She arranges flowers in beautiful ways. She has a lot of talent.

LABORATE

PARTNER TALK ●

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With your partner, talk about creative people you know. What do they do? How are they creative? Demonstrate to your partner something a creative person might do. Act out the action. For example: painting, acting, etc. Now let’s say creative together three more times: creative, creative, creative.

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Unit 2 Week 5

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Unit 2 Week 5

outstretched Vocabulary

descriptive Vocabulary

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descriptive

Vocabulary Unit 2 Week 5

CO L

TEACHER TALK One word in the selection is descriptive. Say it with me: descriptive. Follow the vocabulary routine. 1. Define: Descriptive things describe or tell about something. En español, descriptive quiere decir “descriptivo, que describe las cosas”. Descriptive in English and descriptivo in Spanish are cognates. 2. Example: The speaker gave a vivid, descriptive talk about the rain forest. En español: El ponente ofreció una charla intensa y descriptiva del bosque tropical. 3. Ask: Talk about a sport in a descriptive way. 4. This picture demonstrates the word descriptive. (Point to the man.) The speaker was giving detailed, descriptive information about the rain forest. This helped the audience imagine it in their minds.

LABORATE

PARTNER TALK ●

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With a partner, discuss why it is important to be descriptive when you talk or write about something. What does it help people to do? With a partner, talk about your home in a descriptive way. Help your partner imagine your home the way you see it. Now let’s say descriptive together three more times: descriptive, descriptive, descriptive.

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outstretched

Vocabulary Unit 2 Week 5

CO L

TEACHER TALK One word in the selection is outstretched. Say it with me: outstretched. Follow the vocabulary routine. 1. Define: Outstretched means extended to full length. En español, outstretched quiere decir “extendido del todo”. 2. Example: The seagull glided through the air on outstretched wings. En español: La gaviota planeó en el aire con las alas extendidas. 3. Ask: What is an antonym for outstretched? For example: folded, crunched, etc. 4. Now let’s look at a picture that demonstrates the word outstretched. (Point to the bird.) This bird is gliding through the air on outstretched wings. It is not flapping its wings. It keeps its wings extended to full length so that it can glide through the air.

LABORATE

PARTNER TALK ●

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Demonstrate to your partner what outstretched means. Imitate an animal flying with outstretched wings. With your partner, make a list of animals and other things that might have outstretched wings. For example: an owl, an airplane, etc. Now let’s say outstretched together three more times: outstretched, outstretched, outstretched.

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