Grade 4

Contents
Unit 1
Week 1 Key Vocabulary...........................................................................1 Function Words and Phrases ................................................7 Basic Words ...............................................................................11 Week 2 Key Vocabulary........................................................................ 13 Function Words and Phrases ............................................. 19 Basic Words .............................................................................. 23 Week 3 Key Vocabulary........................................................................ 25 Function Words and Phrases ............................................. 29 Basic Words .............................................................................. 33 Week 4 Key Vocabulary........................................................................ 35 Function Words and Phrases ............................................. 41 Basic Words .............................................................................. 45 Week 5 Key Vocabulary........................................................................ 47 Function Words and Phrases ............................................. 53 Basic Words .............................................................................. 57

Unit 4
Week 1 Key Vocabulary......................................................................179 Function Words and Phrases ...........................................185 Basic Words ............................................................................189 Week 2 Key Vocabulary......................................................................191 Function Words and Phrases ...........................................197 Basic Words ............................................................................201 Week 3 Key Vocabulary......................................................................203 Function Words and Phrases ...........................................209 Basic Words ............................................................................213 Week 4 Key Vocabulary......................................................................215 Function Words and Phrases ...........................................221 Basic Words ............................................................................225 Week 5 Key Vocabulary......................................................................227 Function Words and Phrases ...........................................233 Basic Words ............................................................................237

Unit 2
Week 1 Key Vocabulary........................................................................ 59 Function Words and Phrases ............................................. 65 Basic Words .............................................................................. 69 Week 2 Key Vocabulary........................................................................ 71 Function Words and Phrases ............................................. 77 Basic Words .............................................................................. 81 Week 3 Key Vocabulary........................................................................ 83 Function Words and Phrases ............................................. 89 Basic Words .............................................................................. 93 Week 4 Key Vocabulary........................................................................ 95 Function Words and Phrases ...........................................101 Basic Words ............................................................................105 Week 5 Key Vocabulary......................................................................107 Function Words and Phrases ........................................... 113 Basic Words ............................................................................ 117

Unit 5
Week 1 Key Vocabulary......................................................................239 Function Words and Phrases ...........................................245 Basic Words ............................................................................249 Week 2 Key Vocabulary......................................................................251 Function Words and Phrases ...........................................257 Basic Words ............................................................................261 Week 3 Key Vocabulary......................................................................263 Function Words and Phrases ...........................................269 Basic Words ............................................................................273 Week 4 Key Vocabulary......................................................................275 Function Words and Phrases ...........................................281 Basic Words ............................................................................285 Week 5 Key Vocabulary......................................................................287 Function Words and Phrases ...........................................293 Basic Words ............................................................................297

Unit 3
Week 1 Key Vocabulary...................................................................... 119 Function Words and Phrases ...........................................125 Basic Words ............................................................................129 Week 2 Key Vocabulary......................................................................131 Function Words and Phrases ...........................................137 Basic Words ............................................................................141 Week 3 Key Vocabulary......................................................................143 Function Words and Phrases ...........................................149 Basic Words ............................................................................153 Week 4 Key Vocabulary......................................................................155 Function Words and Phrases ...........................................161 Basic Words ............................................................................165 Week 5 Key Vocabulary......................................................................167 Function Words and Phrases ...........................................173 Basic Words ............................................................................177

Unit 6
Week 1 Key Vocabulary......................................................................299 Function Words and Phrases ...........................................305 Basic Words ............................................................................309 Week 2 Key Vocabulary...................................................................... 311 Function Words and Phrases ........................................... 317 Basic Words ............................................................................321 Week 3 Key Vocabulary......................................................................323 Function Words and Phrases ...........................................329 Basic Words ............................................................................333 Week 4 Key Vocabulary......................................................................335 Function Words and Phrases ...........................................341 Basic Words ............................................................................345 Week 5 Key Vocabulary......................................................................347 Function Words and Phrases ...........................................353 Basic Words ............................................................................357

English Language Development Vocabulary ... 358A

How to Use this Book

Visual Vocabulary ResourcesA New Classroom Resource
Purpose and Use
The Visual Vocabulary Resources book provides teachers using the Macmillan/McGraw-Hill California Treasures reading program photo-word cards that visually introduce specific vocabulary from the program. The photos are intended to preteach vocabulary to English learners and Approaching Level students, as well as offer additional, meaningful language and concept support to these students. The photo-word cards are designed to interrelate with the English Learners and Approaching Small Groups lessons and the English Learner Resource lessons, all of which are designed to support the EL and struggling reader population. The Visual Vocabulary Resources book is referenced specifically in those lessons.

Vocabulary Words
In the first half of the book, the photo-word cards support three categories of vocabulary in the core reading program: 1. Key Vocabulary These are the Key Words as introduced to the entire class in the core vocabulary lesson and core selection. Students of all levels of language acquisition are taught these words: Beginning, Early Intermediate, Intermediate, and Early Advanced. 2. Function Words and Phrases These are idioms, adverbs, two-word verbs, and other words and phrases of particular use to English learners. Function Words and Phrases are also drawn from the core selection, but will not be taught to the whole group as part of the core lesson. Students of all levels of language acquisition are taught these words: Beginning, Early Intermediate, Intermediate, and Early Advanced. 3. Basic Words These words are chosen from the core selection, to fit a specific thematic category that will help EL learners increase their depth of vocabulary. These words are not singled out for instruction to the whole group. Only students at the Beginning and Early Intermediate levels of language acquisition are taught these words. The second half of the book supports the vocabulary presented in the English Language Development component of the California Treasures reading program. The ELD Vocabulary presented is selected from the weekly Skill-Based English Learners Practice Reader. In the place of the Basic Words categories, there are Content Words drawn from ELD Content Book selections.

Unit

Key

2 Wee

Vocab

k2 M ight

ulary

y Jack

ie: Th

e Strik

e-ou

t Qu

een

Wor

d1

lege

ndar

Wor
Basic Words
Unit 1 Week 1 My Diary: From Here to There

d2

bus station, airplane, freight train, escalator, car, packing boxes

mutt

ered

A4V VR

_C A_U

2W 2_R D

10_k ey.ndd i

71

bus station

airplane

freight train

escalator
ROUTINE

car
Function Words and Phrases
Unit 3 Week 3 Ranita, the Frog Princess

packing boxes
Word 1

muffle a laugh

1. Display the card. 2. Dene each word in English, referring to the photograph. Incorporate actions where appropriate. 3. Have children say the word three times. 4. Explain how these six words t into a group, or category. During independent work time, have children write sentences for each word.

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MacMillan McGraw-Hill photo credits: (tl) Photodisc/Getty Images. (tc) Ilene MacDonald/Alamy Images. (tr) Donovan Reese/Photodisc/Getty Images. (bl) Steve Cole/Photodisc/Getty Images. (bm) Polka Dot Images/PunchStock. (br) C Squared Studios/Photodisc/Getty Images.

Structure of Book
The Key Vocabulary and Function Words and Phrases sections both have two photos on each right-hand page. Each photo represents one vocabulary word. The teacher script is located on the back of each card directly behind its accompanying photo. The Basic Words section shows six photos per page, followed by a teacher routine. The ELD Content Words section mimics this format with 4 to 6 words per page.
Word 2

roll eyes

Teacher Scripts
The lessons found on the Key Vocabulary, Function Words and Phrases, and ELD Vocabulary sections are interactive in approach. They define the vocabulary words in English and Spanish, point out cognates (where appropriate), and provide strategies to get students talking and using the new language as much as possible; for example students:

chorally pronounce the word to focus on articulation partner talk with structured sentence frames to use the word in oral speech role-play to make the word come to life and use in everyday situations connect the word to known words and phrases through sentence replacement activities engage in movement activities to experience the words meaning

The techniques make instruction engaging and memorable for students. These low-risk ways to practice speaking help students make connections and develop understanding as they acquire vocabulary.

iv

Key Vocabulary
Unit 1 Week 1 My Diary: From Here to There

Word 1

opportunities

Word 2

border

Key Vocabulary
Unit 1 Week 1 My Diary: From Here to There

Word 1

opportunities

TEACHER TALK
Point to the Word 1 image on the opposite side.

PARTNER TALK
4. Now lets look at a picture that demonstrates the word opportunities. These students are reading books. Reading gives you opportunities to learn about people, places, and things that interest you. Even if you cant meet the people, travel to the places, or do the things you read about, you can still experience them through books. 5. Turn to your partner and talk about what opportunities you have when you visit a library. Share your answers with the class. (I can use the computers. I can do research.) 6. Work with your partner to use the word opportunities in a sentence. Use the sentence frame: Some opportunities I hope to have in school this year are . 7. Now lets say opportunities together three more times: opportunities, opportunities, opportunities.

1. One word in the selection is opportunities. Say it with me: opportunities. Opportunities are chances to become successful or achieve a goal. If you are a new student, joining a club or a team will give you opportunities to meet new friends. 2. En espaol, opportunities quiere decir oportunidades, una buena ocasin para hacer algo. Una oportunidad es el momento perfecto para alcanzar una meta o tener xito. Si eres un nuevo estudiante, participar en una organizacin o deporte te da la oportunidad de hacer nuevas amistades. 3. Opportunities in English and oportunidades in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

Key Vocabulary

Word 2

border

TEACHER TALK
Point to the Word 2 image on the opposite side.

MOVEMENT
4. Lets pretend our classroom is divided into two countries. Im going to draw a line on the oor with my chalk to show where the border is. Now lets line up and take turns crossing the border. 5. Lets cross the border again. This time, Im going to say, Welcome. What is your name? Where are you from? Answer my questions. Then step over the line to cross the border. 6. Now lets say border together three more times: border, border, border.

1. Another word in the selection is border. Say it with me: border. A border is a line that separates one country from another. When you travel from the United States to Canada or Mexico, you are crossing a border. 2. En espaol, border quiere decir una frontera o lmite, la lnea que separa dos pases o naciones. Cuando uno viaja de Estados Unidos a Canad o a Mxico, uno cruza una frontera. 3. Now lets look at a picture that demonstrates the word border. (Point to the Mexico border in the photo.) This is the border between the United States and Mexico. The people in these cars are waiting in line to cross from the United States into Mexico. A guard at the border might ask the people questions such as, Where are you from? and How long do you plan to stay in Mexico?

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Macmillan/McGraw-Hill photo credits: (t) Pixland/PunchStock. (b) Royalty-Free/Corbis.

Key Vocabulary
Unit 1 Week 1 My Diary: From Here to There

Word 3

unions

Word 4

strikes

Key Vocabulary
Unit 1 Week 1 My Diary: From Here to There

Word 3

unions

TEACHER TALK
Point to the Word 3 image on the opposite side.

PARTNER TALK
4. Turn to your partner and talk about what things you would work for if you could form a union for students in your school. (Examples include: computers in every classroom, longer lunches, more books in the library) Share your responses with the class. 5. Work with your partner to complete this sentence frame: Unions are like teams because . 6. Now lets say unions together three more times: unions, unions, unions.

1. Another word in the selection is unions. Say it with me: unions. Unions are groups of people who work together to support a common interest. Many kinds of jobs have unions to support their workers. The unions try to make the jobs better, safer, and fair for all workers. 2. En espaol, unions quiere decir sindicatos, o grupos de personas que trabajan juntos con un mismo n. Muchas ocupaciones tienen sindicatos para apoyar a sus trabajadores. Los sindicatos intentan hacer las condiciones laborales de sus miembros mejores, ms seguras y ms justas. 3. Now lets look at a picture that demonstrates the word unions. (Point to the students joining hands.) These students are forming a union. They are joining hands to show that they are connected and will all work together and support each other.

Key Vocabulary

Word 4

strikes

TEACHER TALK
Point to the Word 4 image on the opposite side.

PARTNER TALK
4. Talk with a partner about whether you would join a strike if you were an employee. Explain why or why not. (Yes, because I would want to support the other workers and make my workplace better. No, because I need to get paid to support my family.) 5. With your partner, make a list of reasons why workers might hold strikes. Share your reasons with the class. 6. Now lets say strikes together three more times: strikes, strikes, strikes.

1. Another word in the selection is strikes. Say it with me: strikes. Strikes happen when workers stop working to show that they disagree with their employers and want better treatment. 2. En espaol, strikes quiere decir una huelga, un paro voluntario de trabajo. Las huelgas ocurren cuando los trabajadores paran de trabajar para demonstrar que estan en desacuerdo con sus empleadores y desean mejor trato. 3. Now lets look at a picture that demonstrates the word strikes. (Point to the workers holding picket signs.) These workers are on strike. They are holding signs outside their workplace to show that they will not return to work until working conditions change or improve.

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Macmillan/McGraw-Hill photo credits: (t) Photo and Co/Taxi/Getty Images. (b) Andrew Resek/Macmillan/McGraw-Hill.

Key Vocabulary
Unit 1 Week 1 My Diary: From Here to There

Word 5

boycotts

Word 6

citizen

Key Vocabulary
Unit 1 Week 1 My Diary: From Here to There

Word 5

boycotts

TEACHER TALK
Point to the Word 5 image on the opposite side.

PARTNER TALK
4. Now lets look at a picture that demonstrates the word boycotts. (Point to the man standing on the right.) This man boycotts an oil company. He thinks the company is harming the environment. 5. Talk with a partner about other reasons people might have for boycotting. Share your responses with another pair of students. 6. With your partner, talk about foods you would boycott if you were trying to eat healthfully. (Examples include: chips, french fries, candy, cookies, soda) Share your responses with the class. 7. Now lets say boycotts together three more times: boycotts, boycotts, boycotts.

1. Another word in the selection is boycotts. Say it with me: boycotts. When a person boycotts something, he or she refuses to buy or use a product as a form of protest. The person may disagree with the way it is made or the values of the people who make the product. 2. En espaol, boycotts quiere decir boicots, negarse a comprar de una persona o una empresa con la que se est en desacuerdo. La persona que lleva acabo el boicot puede estar en desacuerdo con la manera en la que se fabrica el producto o con los valores de las personas que lo fabrican. 3. Boycotts in English and boicots in Spanish are cognates. They sound almost the same and mean the same thing in both languages.

Key Vocabulary

Word 6

citizen

TEACHER TALK
Point to the Word 6 image on the opposite side.

PARTNER TALK
5. Lets name some rights and freedoms that citizens of the United States have. (Examples include: the right to vote, freedom of speech, freedom of religion) 6. With your partner, complete this sentence frame: Being a good citizen means . 7. Now lets say citizen together three more times: citizen, citizen, citizen.

1. Another word in the selection is citizen. Say it with me: citizen. A citizen is a person who is a member of a country. 2. En espaol, citizen quiere decir una persona que vive y es miembro de un pas, ciudadano. Un ciudadano tiene deberes y derechos polticos. 3. Citizen in English and ciudadano in Spanish are cognates. They sound almost the same and mean the same thing in both languages. 4. Now lets look at a picture that demonstrates the word citizen. (Point to the students saluting the ag.) These students are citizens of the United States. They are saying the Pledge of Allegiance to show that they are loyal to their country.

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Macmillan/McGraw-Hill photo credits: (t) Don Gray/Photofusion Picture Library/Alamy Images. (b) Donna Day/Stone/Getty Images.

Function Words and Phrases

Unit 1 Week 1 My Diary: From Here to There

Word 1

instead of

Word 2

leave behind

Word 1

instead of

TEACHER TALK
1. In English, instead of means in place of. Say it with me: instead of. I bring my lunch instead of buying it. 2. En espaol, instead of quiere decir en vez de. Yo traigo mi almuerzo en vez de comprarlo. 3. This picture demonstrates the phrase instead of. There are many different kinds of pizza. The person who ordered this pizza chose a pizza with toppings instead of a plain one.

CHORAL RESPONSE
4. Help me nish these sentences: In summer, we wear instead of . On weekends, we instead of . In the library, we should instead of . 5. Lets pretend were at a restaurant. Were going to take turns ordering. You must order something different from the person before you. For example, if I say Ill have a hamburger, the next person might say Ill have a salad instead of a hamburger. (Start the activity and continue until every student has ordered.) 6. Repeat the phrase three times with me: instead of, instead of, instead of.

Word 2

leave behind

TEACHER TALK
1. In English, to leave behind means to go away without taking someone or something with you. Say it with me: leave behind. When you go on a trip, you leave behind most of your toys. You do not take them with you. 2. En espaol, to leave behind quiere decir dejar atrs. Cuando te vas de vacaciones, dejas atrs casi todos tus juguetes. No te los llevas. 3. This picture demonstrates the phrase leave behind. When you leave a place, make sure you do not leave behind your bag or backpack. It may not be there when you return.

CHORAL RESPONSE
4. Imagine we are going to take a nature walk. Im going to list some things. If you would take it with you, do nothing. If you would leave it behind, say leave behind. television camera video game backpack 5. Imagine you are moving to a new city. What things would you have to leave behind? (Call on a few students to respond. Examples: home, friends, school) 6. Repeat the phrase three times with me: leave behind, leave behind, leave behind.

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Macmillan/McGraw-Hill photo credits: (t) Photo: Jupiterimages/Brand X/Alamy Images. (b) Stanley Fellerman/Corbis.

Function Words and Phrases

Unit 1 Week 1 My Diary: From Here to There

Word 3

huddle together

Word 4

gather around

Word 3

huddle together

TEACHER TALK
1. In English, to huddle together means to come together in a tight group. Say it with me: huddle together. When its cold, people might huddle together to stay warm. 2. En espaol, to huddle together quiere decir amontonarse o agruparse. Cuando hace mucho fro, las personas pueden amontonarse para conservar el calor. 3. This picture demonstrates the phrase huddle together. These children are huddled together. They are standing in a tight group.

MOVEMENT
4. Pretend its cold outside and this chair is a warm re. Lets all huddle together around the re to stay warm. 5. Teams often huddle together before a game. Get in groups of three or four. Im going to be the coach. When I say huddle, huddle together in your group. 6. Repeat the phrase three times with me: huddle together, huddle together, huddle together.

Word 4

gather around

TEACHER TALK
1. In English, gather around means come together around a central point. Say it with me: gather around. At mealtimes, people gather around the table to eat. 2. En espaol, to gather around quiere decir reunirse alrededor de un punto central. A la hora de comer, la gente se rene alrededor de una mesa. 3. This picture demonstrates the phrase gather around. The soccer players gather around their coach. They are sitting around him so they can see and hear what he is teaching them.

MOVEMENT
4. Come to the front of the room. Gather around me, just like we do when I read a story. 5. Get in groups of three or four. Gather around something in the classroom. Tell me what you are gathered around by completing the sentence: We are gathered around . 6. Repeat the phrase three times with me: gather around, gather around, gather around.

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Macmillan/McGraw-Hill photo credits: (t) Brand X Pictures/PunchStock (b) Jupiterimages/BananaStock/Alamy Images

bus station, airplane, freight train, Unit 1 Week 1 My Diary: From Here to There escalator, car, packing boxes
Basic Words

bus station

airplane

freight train

escalator
ROUTINE

car

packing boxes

1. Display the card. 2. Dene each word in English, referring to the photograph. Incorporate actions where appropriate. 3. Have children say the word three times. 4. Explain how these six words t into a group, or category. During independent work time, have children write sentences for each word.

11
Macmillan/McGraw-Hill photo credits: (tl) Photodisc/Getty Images. (tc) Ilene MacDonald/Alamy Images. (tr) Donovan Reese/Photodisc/Getty Images. (bl) Steve Cole/Photodisc/Getty Images. (bm) Polka Dot Images/PunchStock. (br) C Squared Studios/Photodisc/Getty Images.

Key Vocabulary
Unit 1 Week 2 The Adventures of Ali Baba Bernstein

Word 1

curious

Word 2

policy

Key Vocabulary
Unit 1 Week 2 The Adventures of Ali Baba Bernstein

Word 1

curious

TEACHER TALK
Point to the Word 1 image on the opposite side.

PARTNER TALK
5. Turn to your partner and talk about a place you are curious about. Tell your partner what you would like to nd out about this place. Share your answers with the class. 6. List three things or places you are curious about. Then ask your partner if he or she is also curious about these things. Use this question frame: Are you curious about ? Your partner should say I am curious about or I am not curious about . 7. Now lets say curious together three more times: curious, curious, curious.

1. One word in the selection is curious. Say it with me: curious. A curious person is excited about learning and full of questions. If you are curious about something, you want to know more about it. 2. En espaol, curious quiere decir una persona ansiosa por aprender, una persona que tiene muchas preguntas sobre lo que no sabe, curioso. Si eres curioso, quieres aprender ms acerca de algo. 3. Curious in English and curioso in Spanish are cognates. They sound almost the same and mean the same thing in both languages. 4. Now lets look at a picture that demonstrates the word curious. (Point to the students looking at the globe.) These students are curious about other countries. They are using the globe to nd out where different countries are located.

Key Vocabulary

Word 2

policy

TEACHER TALK
Point to the Word 2 image on the opposite side.

PARTNER TALK
4. With a partner, talk about some of the policies we have in our classroom. Choose one policy to share with the rest of the class. Tell what the policy is and why you think we have it. (One policy our class has is that you must raise your hand to speak. This keeps everyone from talking at the same time.) 5. Work with a partner to complete this sentence frame: Some policies in the library are . (You must talk quietly. You must have a library card to check out books.) 6. Now lets say policy together three more times: policy, policy, policy.

1. Another word in the selection is policy. Say it with me: policy. A policy is a rule that people are expected to follow. Schools and businesses have policies to make sure they run smoothly and safely. 2. En espaol, policy quiere decir una norma o una regla que las personas deben seguir. Los colegios y las empresas tienen normas para asegurar que estas organizaciones marchen sin problemas y sin incidentes. 3. Now lets look at a picture that demonstrates the word policy. (Point to the Please Keep off the Grass sign.) The owners of this yard have a policy that people are not allowed on the grass. They have posted a sign to make sure people know that they are expected to follow this rule.

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Macmillan/McGraw-Hill photo credits: (t) Jose Luis Pelaez, Inc./Corbis. (b) Chloe Johnson/Alamy Images.

Key Vocabulary
Unit 1 Week 2 The Adventures of Ali Baba Bernstein

Word 3

ranged

Word 4

temporary

Key Vocabulary
Unit 1 Week 2 The Adventures of Ali Baba Bernstein

Word 3

ranged

TEACHER TALK
Point to the Word 3 image on the opposite side.

PARTNER TALK
4. Tell a partner about the range of ages of people in your family. Use the sentence frame: The ages in my family range from to . 5. Listen to this sentence: The ages of the guests at the party ranged from seven to thirteen years old. Now with your partner, decide whether these people could have been at the party: an eight year old, a fourteen year old, a ve year old, an eleven year old. Compare your answers with another pair. (Answers should be: yes, no, no, yes) 7. Now lets say ranged together three more times: ranged, ranged, ranged.

1. Another word in the selection is ranged. Say it with me: ranged. Ranged means that there is variety between limits. If the temperatures for last week ranged between 85 degrees and 90 degrees, that means that all the days had temperatures between 85 degrees and 90 degrees. 2. En espaol, to range quieredecir variar entre sus lmites, oscilar. Si la semana pasada la temperatura oscil entre 85 grados y 90 grados, eso quiere decir que la temperatura cada da de la semana pasada estuvo entre 85 y 90 grados. 3. Now lets look at a picture that demonstrates the word ranged. (Point to the pole vaulter.) This athlete practiced jumping, or vaulting, over a bar. The height of the bar he jumped over ranged between 11 and 13 feet.

Key Vocabulary

Word 4

temporary

TEACHER TALK
Point to the Word 4 image on the opposite side.

PARTNER TALK
4. With a partner, look around our classroom. What are some things that are temporary, or not always a part of our classroom? Share your answers with the class. 5. Work with your partner to complete this sentence frame: Holiday decorations are temporary because . (Holiday decorations are temporary because we take them down after the holidays are over.) 6. Now lets say temporary together three more times: temporary, temporary, temporary.

1. Another word in the selection is temporary. Say it with me: temporary. Something that is temporary lasts only for a certain amount of time. A substitute teacher is a temporary teacher until your regular teacher returns. 2. En espaol, temporary quiere decir algo que dura un tiempo limitado, provisional o transitorio. Un profesor suplente es un profesor provisional que slo te ensea mientras regresa tu profesor habitual o permanente. 3. Now lets look at a picture that demonstrates the word temporary. (Point to the arm in the cast.) This person is wearing a cast. The cast is temporary. When the persons arm is healed, he or she will no longer wear the cast.

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Macmillan/McGraw-Hill photo credits: (t) Digital Vision/Getty Images. (b) Jupiterimages/Comstock Images/Alamy Images.

Key Vocabulary
Unit 1 Week 2 The Adventures of Ali Baba Bernstein

Word 5

several

Word 6

frequently

Key Vocabulary
Unit 1 Week 2 The Adventures of Ali Baba Bernstein

Word 5

several

TEACHER TALK
Point to the Word 5 image on the opposite side.

MOVEMENT
4. Lets show examples of several. (Hop several times in one place.) I hopped several times. Now lets all hop several times. (Have students demonstrate several hops.) Now Ill show another example of several. (Clap your hands several times.) I clapped several times. Now lets all clap several times. (Have students demonstrate several claps.) 5. Have volunteers demonstrate other examples of several. (Students may show examples of several steps, several head shakes, several hand waves, several blinks, etc.) 6. Now lets say several together three more times: several, several, several.

1. Another word in the selection is several. Say it with me: several. Several means more than two but less than many. During a soccer game, each team has several players on the eld. 2. En espaol, several quiere decir varios, ms de uno pero no muchos. Durante un partido de ftbol, cada equipo tiene varios jugadores en la cancha. 3. Now lets look at a picture that demonstrates the word several. (Point to the dog and her puppies.) This dog has several puppies. There are more than two puppies, but four is not a large number of puppies.

Key Vocabulary

Word 6

frequently

TEACHER TALK
Point to the Word 6 image on the opposite side.

PARTNER TALK
5. Exercising frequently is one way to stay healthy. Talk with a partner about some other things you should do frequently in order to stay healthy. Share your ideas with the class. 6. Tell a partner about a place you visit frequently. Explain why you go there frequently. (I frequently visit my friends house because we like to play together.) 7. Now lets say frequently together three more times: frequently, frequently, frequently.

1. Another word in the selection is frequently. Say it with me: frequently. If you do something frequently, you do it often. I frequently eat cereal for breakfast. I eat it almost every morning. 2. En espaol, frequently quiere decir que ocurre a menudo o muchas veces, frecuentemente. Yo desayuno cereal frecuentemente. Ese es mi desayuno casi todos los das. 3. Frequently in English and frecuentemente in Spanish are cognates. They sound almost the same and mean the same thing in both languages. 4. Now lets look at a picture that demonstrates the word frequently. This girl is having a drink while on her bike. When you are exercising outdoors, it is a good idea to stop frequently to rest and drink water.

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Macmillan/McGraw-Hill photo credits: (t) Jupiterimages/Comstock Images/Alamy Images. (b) Image Source/PunchStock.

Function Words and Phrases

Unit 1 Week 2 The Adventures of Ali Baba Bernstein

Word 1

I bet

Word 2

I have trouble

Word 1

I bet

TEACHER TALK
1. In English, people say I bet when they are making a good guess about something that they dont know for sure. Say it with me: I bet. I bet most of you like pizza. 2. En espaol, I bet quiere decir apuesto. Se usa para decir una suposicin que tienes. Apuesto que a todos nos gusta la pizza. 3. This picture demonstrates the phrase I bet. (Point to the boy in the lead.) This boy might be saying, Hurry! I bet we can get to the playground before the other kids.

CHORAL RESPONSE
4. Im going to describe some situations. If you think what Im describing might happen, say I bet. If not, dont say anything. Im going to give you a huge elephant. Im going to give you homework. Were going to read books this week. Were going to take a trip to the moon. 5. Im going to say some sentences. Repeat the sentences. Replace the words I think with I bet. I think it will rain. I think well have pizza at the party. I think well go to the library. 6. Repeat the phrase three times with me: I bet, I bet, I bet.

Word 2

I have trouble

TEACHER TALK
1. In English, I have trouble is another way of saying I have a problem. Say it with me: I have trouble. Sometimes I have trouble getting my dog to stop barking. 2. En espaol, I have trouble quiere decir me cuesta trabajo. A veces me cuesta trabajo calmar a mi perro cuando ladra. 3. This picture demonstrates the phrase I have trouble. This woman is calling her friend for help. She is saying, I have trouble with my car. It has a at tire. Can you help me x it?

PARTNER TALK
4. Imagine you need to call your partner for help. Tell your partner what you are having trouble with. Role-play the phone call with your partner. Then perform it for the class. 5. Complete this sentence: I have trouble with , but Im great at . Then share your sentence with your partner. 6. Repeat the phrase three times with me: I have trouble, I have trouble, I have trouble.

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Macmillan/McGraw-Hill photo credits: (t) Pixland/PunchStock (b) Stanley Fellerman/Corbis

Function Words and Phrases

Unit 1 Week 2 The Adventures of Ali Baba Bernstein

Word 3

RSVP

Word 4

call to accept

Word 3

RSVP

TEACHER TALK
1. People RSVP to tell the host of a party whether they will be able to attend. Say it with me: RSVP. It is polite to RSVP when you get an invitation. 2. En espaol, RSVP quiere decir responde, por favor. Cuando estas siglas aparecen en una invitacin, el antrin quiere saber si vas a asistir a la esta o no. 3. This picture demonstrates the phrase RSVP. It shows a party invitation. If you received this invitation, you would need to RSVP to tell the host whether you were able to go to the party.

CHORAL RESPONSE
4. Lets practice how to RSVP. First, repeat after me: Thank you for asking me. Ill be at the party. Now lets say Thank you for asking me. Im sorry that I wont be able to go. 5. Now Im going to name some situations. If youd need to RSVP, say RSVP. If you would not need to RSVP, dont say anything. Youre invited to a birthday party. Breakfast every morning at your house Your friend invites you to dinner on Saturday. Riding the school bus 6. Repeat the phrase three times with me: RSVP, RSVP, RSVP.

Word 4

call to accept

TEACHER TALK
1. When people call to accept, they are calling to say yes to an invitation. Say it with me: call to accept. One way you can RSVP to an invitation is to call to accept. 2. En espaol, to call to accept quiere decir llamar para aceptar. Puedes llamar por telfono a tu antrin para decirle que aceptas su invitacin. 3. This picture demonstrates the phrase call to accept. This girl is making a call to accept her friends invitation. She is telling her friend that she will be able to go to the party.

PARTNER TALK
4. Imagine your partner has invited you to a party. Role-play making a call to accept the invitation. Then switch roles. 5. Work with a partner. Make a list of activities that you would call to accept in order to do them. Share your list with the class. (Examples: go to a sleepover, go to a party, go to a special dinner) 6. Repeat the phrase three times with me: call to accept, call to accept, call to accept.

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Macmillan/McGraw-Hill photo credits: (t) Ken Skalski/Corbis. (b) BananaStock/PunchStock.

Basic Words
Unit 1 Week 2 The Adventures of Ali Baba Bernstein

writer, dentist, mail carrier, director, groomer, teacher

writer

dentist

mail carrier

director
ROUTINE

groomer

teacher

1. Display the card. 2. Dene each word in English, referring to the photograph. Incorporate actions where appropriate. 3. Have children say the word three times. 4. Explain how these six words t into a group, or category. During independent work time, have children write sentences for each word.

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Macmillan/McGraw-Hill photo credits: (tl) Angela Maynard/Life File/Photodisc/Getty Images. (tc) Keith Brofsky/Photodisc/Getty Images. (tr) Comstock/PunchStock. (bl) Glyn Jones/Corbis. (bm) Image Source/PunchStock. (br) Comstock/Jupiterimages.

Key Vocabulary
Unit 1 Week 3 Kid Reporters at Work

Word 1

identified

Word 2

enterprising

Key Vocabulary
Unit 1 Week 3 Kid Reporters at Work

Word 1

identified

TEACHER TALK
Point to the Word 1 image on the opposite side.

MOVEMENT
5. Lets play a game of I Spy together. Ill describe something in the classroom without saying the name of the object. The rst person to gure out what Im describing will walk to the object and say: I have identied it. Its . 6. Play I Spy with a partner. Take turns describing an object or identifying your partners object. 7. Now lets say identied together three more times: identied, identied, identied.

1. One word in the selection is identied. Say it with me: identied. Identied means recognized. The birdwatcher identied the bird he saw as a robin. 2. En espaol, to identify quiere reconocer o identicar. El observador de pjaros identic al pjaro que vi como un petirrojo. 3. To identify in English and identicar in Spanish are cognates. They sound almost the same and mean the same thing in both languages. 4. Now lets look at a picture that demonstrates the word identied. (Point to one of the signs in the photo.) The signs above the owers identied the prices of the owers so that people would know how much each kind of ower costs. (Now point to the yellow roses.) I have identied some yellow roses that I would like to buy.

Key Vocabulary

Word 2

enterprising

TEACHER TALK
Point to the Word 2 image on the opposite side.

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 lets say enterprising together three more times: enterprising, enterprising, enterprising.

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 espaol, enterprising quiere emprendedor, una persona que lleva acabo un proyecto por iniciativa propia y con energa y entusiasmo. Un jven emprendedor podra abrir un puesto de limonada para ganar dinero. 3. Now lets look at a picture that demonstrates the word enterprising. (Point to the woman in the photo.) This woman is enterprising. She started her own ower shop. Enterprising people often start their own businesses.

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Macmillan/McGraw-Hill photo credits: (t) BananaStock/PunchStock (b) Richard Ransier/Corbis.

Key Vocabulary
Unit 1 Week 3 Kid Reporters at Work

Word 3

persistence

Word 4

venture

Key Vocabulary
Unit 1 Week 3 Kid Reporters at Work

Word 3

persistence

TEACHER TALK
Point to the Word 3 image on the opposite side.

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 lets say persistence together three more times: persistence, persistence, persistence.

1. Another word in the selection is persistence. Say it with me: persistence. Persistence means continuing to do something, even if it is difcult. The girl showed persistence by continuing to climb the rope, even though she was tired, until she reached the top. 2. En espaol, persistence quiere decir la continuacin de alguna actividad aunque esta se diculte, persistencia. La nia mostr persistencia al continuar trepando la soga, aunque ya estaba cansada, hasta llegar al nal. 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 lets 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.

Key Vocabulary

Word 4

venture

TEACHER TALK
Point to the Word 4 image on the opposite side.

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 lets say venture together three more times: venture, venture, venture.

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 espaol, venture quiere decir una empresa o aventura riesgosa o peligrosa. Empezar un nuevo negocio es una empresa riesgosa porque no hay garanta de que tendr xito. 3. Now lets 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.

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Macmillan/McGraw-Hill photo credits: (t) Mark Karrass/Corbis. (b) Brand X Pictures/Jupiterimages.

Function Words and Phrases

Unit 1 Week 3 Kid Reporters at Work

Word 1

track down

Word 2

behind-the-scenes

Word 1

track down

TEACHER TALK
1. Track down means follow a trail of clues to nd something. Say it with me: track down. In the selection, the reporters have to track down information. 2. En espaol, to track down quiere decir conseguir informacin. En el cuento, los reporteros tienen que conseguir informacin. 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 ofcers, reghters, detectives, reporters) 5. Im going to name some things. Tell me how youd track down each thing. Say Id 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.

Word 2

behind-the-scenes
CHORAL RESPONSE
4. Im 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, dont say anything. an actor a costume designer a television reporter the person who lms 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, behindthe-scenes.

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 espaol, behind-the-scenes quiere decir entre bastidores; lo que el pblico no ve. Mucha gente trabaj entre bastidores para que la esta fuera un xito. 3. This picture demonstrates the phrase behindthe-scenes. This chef works behind-the-scenes at a restaurant. The people eating in the restaurant cannot see her preparing the food.

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Macmillan/McGraw-Hill photo credits: (t) Jocelyn Augustino/FEMA. (b) Arthur S. Aubry/Getty Images.

Function Words and Phrases

Unit 1 Week 3 Kid Reporters at Work

Word 3

war-torn

Word 4

high-priority

Word 3

war-torn

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 espaol, war-torn quiere decir devastado por una guerra. Es una expresin que se escucha mucho en los medios de comunicacin. Se usa para describir las regiones que han sido destruidas por una guerra. 3. This picture demonstrates the word war-torn. It shows a building in a war-torn area. The building has been destroyed by a bomb.

CHORAL RESPONSE
4. Im going to say some words. If you think the word describes a war-torn area, say wartorn. If not, dont 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: wartorn, war-torn, war-torn

Word 4

high-priority

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 espaol, high-priority quiere decir alta prioridad; de urgencia. Si algo tiene alta prioridad, es muy importante y hay que atender ese asunto cuanto antes. 3. This picture demonstrates the phrase highpriority. In this family, breakfast is a highpriority 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 highpriority 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: highpriority, high-priority, high-priority.

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Macmillan/McGraw-Hill photo credits: (t) Courtesy of Bechtel National, Inc. (b) BananaStock/PunchStock.

Basic Words
Unit 1 Week 3 Kid Reporters at Work

event, interview, reporter, tour, session, video

event

interview

reporter

tour
ROUTINE

session

video

1. Display the card. 2. Dene each word in English, referring to the photograph. Incorporate actions where appropriate. 3. Have children say the word three times. 4. Explain how these six words t into a group, or category. During independent work time, have children write sentences for each word.

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Macmillan/McGraw-Hill photo credits: (tl) Comstock/PunchStock. (tc) Ryan McVay/Photodisc/Getty Images. (tr) Digital Vision/Getty Images. (bl) Charles Smith/Corbis. (bm) David Buffington/Photodisc/Getty Images. (br) Liquidlibrary/Jupiterimages.

Key Vocabulary
Unit 1 Week 4 The Astronaut and the Onion

Word 1

endless

Word 2

realistic

Key Vocabulary
Unit 1 Week 4 The Astronaut and the Onion

Word 1

endless

TEACHER TALK
Point to the Word 1 image on the opposite side.

PARTNER TALK
4. Talk with a partner about why the ocean seems endless. Share your answers with the class. (The ocean seems endless because it is so big that you cant see where it ends.) 5. Imagine someone offered you an endless supply of something. What would you want an endless supply of and why? Share your ideas with your partner. 6. Now lets say endless together three more times: endless, endless, endless.

1. One word in the selection is endless. Say it with me: endless. Something that is endless has no end. It seems to go on forever. Time is endless because it never stops. 2. En espaol, endless quiere decir sin n, algo que parece no terminar. El tiempo no tiene n porque nunca para. 3. Now lets look at a picture that demonstrates the word endless. (Point to the horizon line.) The line where the water meets the sky seems endless. It looks like it goes on and on without ever stopping.

Key Vocabulary

Word 2

realistic

TEACHER TALK
Point to the Word 2 image on the opposite side.

PARTNER TALK
5. Talk with your partner about why the model airplane is realistic. What details make it look like a real airplane? Share your answers with the class. (It has wings and a tail. It has windows and landing gear.) 6. Tell a partner whether you would rather read a realistic story or a made-up one. Explain your choice. (I would rather read a realistic story because I like to read about things that remind me of my life.) 7. Now lets say realistic together three more times: realistic, realistic, realistic.

1. Another word in the selection is realistic. Say it with me: realistic. Something that is realistic is made to look or seem like something in real life. If a silk ower is realistic, you might mistake it for a real ower. 2. En espaol, realistic quiere decir algo hecho que se parece al objeto en vida real. Si una or articial es realista, es posible que la confundas con una or natural. 3. Realistic in English and realista in Spanish are cognates. They sound almost the same and mean the same thing in both languages. 4. Now lets look at a picture that demonstrates the word realistic. (Point to the model airplane.) This is a realistic model of an airplane. It looks like a real airplane.

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Macmillan/McGraw-Hill photo credits: (t) DAJ/Getty Images. (b) Ingram Publishing/Fotosearch Stock Photography.

Key Vocabulary
Unit 1 Week 4 The Astronaut and the Onion

Word 3

sensible

Word 4

protested

Key Vocabulary
Unit 1 Week 4 The Astronaut and the Onion

Word 3

sensible

TEACHER TALK
Point to the Word 3 image on the opposite side.

PARTNER TALK
4. Imagine you are going to sleep over at a friends house. Talk with a partner about some sensible things to bring with you. Share your ideas with the class. Explain why these choices would be sensible. (I would bring a pillow to sleep on, my toothbrush so I could brush my teeth, pajamas to sleep in, a snack to share with my friend in case we get hungry) 5. Work with a partner to complete this sentence frame: If you know you have a test the next day, it is sensible to . (Examples include: study, review, practice) 6. Now lets say sensible together three more times: sensible, sensible, sensible.

1. Another word in the selection is sensible. Say it with me: sensible. A sensible person makes good decisions or judgments. It is sensible to carry an umbrella if you know it is going to rain. 2. En espaol, sensible quiere decir prudente y razonable, una persona que usa lgica y modera su comportamiento. Una persona prudente toma buenas decisiones. Una persona prudente carga un paraguas si sabe que llover. 3. Now lets look at a picture that demonstrates the word sensible. (Point to the boys eating breakfast.) Cereal and orange juice are sensible choices for breakfast. These foods are healthy and will give the boys energy for the day.

Key Vocabulary

Word 4

protested

TEACHER TALK
Point to the Word 4 image on the opposite side.

MOVEMENT
5. What are some ways you could show that you protest something? Use your face, hands, or feet to show your disagreement. 6. Now Im going to say some things I could do. If you like the idea, nod. If you protest the idea, shake your head. Plan a eld trip Assign extra homework Give a pop quiz Read a story aloud Which ideas were protested by most of the class? (Examples include: extra homework, pop quiz) 7. Now lets say protested together three more times: protested, protested, protested.

1. Another word in the selection is protested. Say it with me: protested. Protested means showed strong disagreement. The customers protested the stores high prices by shopping at a different store. 2. En espaol, to protest quiere decir mostrar desacuerdo, protestar. Los clientes protestaron los precios altos de la tienda empezando a comprar de otra tienda. 3. To protest in English and protestar in Spanish are cognates. They sound almost the same and mean the same thing in both languages. 4. Now lets look at a picture that demonstrates the word protested. (Point to people in the photograph.) The airline attendant told this man and woman that they will not be able to get on their ight. The man and woman protested because they had already bought tickets. They thought they should be allowed to get on the plane.

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Macmillan/McGraw-Hill photo credits: (t) Randy Faris/Corbis. (b) Image Source/Corbis.

Key Vocabulary
Unit 1 Week 4 The Astronaut and the Onion

Word 5

paralyzed

Word 6

display

Key Vocabulary
Unit 1 Week 4 The Astronaut and the Onion

Word 5

paralyzed

TEACHER TALK
Point to the Word 5 image on the opposite side.

MOVEMENT
5. Sometimes people say they are paralyzed by fear. They are too scared to move. Im going to say Boo! Show me what it looks like to be paralyzed by fear. Freeze in that position. Now, together, lets say: Were paralyzed by fear. 6. Stand up next to your seat. Move your whole body. When I call the name of a body part, paralyze just that part. When Im nished calling out parts, you should be standing completely paralyzed. (Call out head, right arm, left arm, right foot, and then left foot.) 7. Now lets say paralyzed together three more times: paralyzed, paralyzed, paralyzed.

1. One word in the selection is paralyzed. Say it with me: paralyzed. Paralyzed means unable to move. The snowstorm paralyzed the city. The snow blocked the roads and no one could travel to work. 2. En espaol, paralyzed quiere decir sin la abilidad de moverse, paralizado. La tormenta de nieve paraliz a la ciudad. La nieve obstruy las calles y nadie poda llegar a su trabajo. 3. Paralyzed in English and paralizado in Spanish are cognates. They sound almost the same and mean the same thing in both languages. 4. Now lets look at a picture that demonstrates the word paralyzed. (Point to the trafc.) These cars are paralyzed. They cant move because there is so much trafc.

Key Vocabulary

Word 6

display

TEACHER TALK
Point to the Word 6 image on the opposite side.

PARTNER TALK
4. With a partner, make a list of three places where you might see a display. What kinds of things would be in a display at each place? (Examples include: gymnasiumtrophies and medals; supermarketfruits and vegetables; bookstorebooks and magazines) 5. What kind of display could we create in our classroom to show our best work? Share your ideas with a partner. Then share your ideas with me. 6. Now lets say display together three more times: display, display, display.

1. Another word in the selection is display. Say it with me: display. A display is an arrangement of objects. A store may have a display of items in the window in order to attract shoppers. 2. En espaol, display quiere decir exposicin o arreglo de objetos para mostrarlos. Las tiendas ponen arreglos de sus productos en sus vitrinas para atraer a ms compradores. 3. Now lets look at a picture that demonstrates the word display. This store has a display of fruit. The fruit is arranged so that shoppers can see what kinds of fruit they can buy.

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Macmillan/McGraw-Hill photo credits: (t) Charles Smith/Corbis. (b) PhotoLink/Photodisc/Getty Images.

Function Words and Phrases

Unit 1 Week 4 The Astronaut and the Onion

Word 1

duck around

Word 2

tell yourself

Word 1

duck around

TEACHER TALK
1. When you duck around, you lower your head and body and move quickly from place to place. Say it with me: duck around. People duck around to keep from being seen or to avoid objects. 2. En espaol, to duck around quiere decir agacharse y moverse rpidamente de aqu para all. Las personas se mueven as para esconderse o para evitar que les caiga algo encima. 3. This picture demonstrates the phrase duck around. (Point to the children playing hide and seek.) These children are playing hide and seek. The boy is ducking around the tree. He is lowering his body and moving quickly and quietly, because he doesnt want the girl to know he is coming to nd her.

MOVEMENT
4. Stand up next to your desk. Now duck around the classroom. Move as if you are trying to get to another part of the classroom without being seen. Be careful not to run into your classmates as you duck around. 5. Im going to name some games. If you would duck around to play this game, show me by ducking in your seat. If you would not, dont do anything. tag a crossword puzzle dodge ball jumping rope 6. Repeat the phrase three times with me: duck around, duck around, duck around.

Word 2

tell yourself

TEACHER TALK
1. When you tell yourself something, you encourage yourself to believe that something is true or that you can do something. Say it with me: tell yourself. If you want to nish the race, tell yourself to keep running. 2. En espaol, to tell yourself quiere decir animarse o asegurarse uno mismo. Si quieres terminar una carrera, te animas t mismo para seguir corriendo. 3. This picture demonstrates the phrase tell yourself. The girl is looking in the mirror and telling herself that she will have a good day.

PARTNER TALK
4. What do you tell yourself before doing something you think will be difcult? Share what you tell yourself with a partner. (Examples: I can do it; Ill try my best) 5. Im going to say some situations. Tell a partner what you would tell yourself in each situation. You are doing your homework but you want to watch television. (Example: Ill nish my homework. Then I can watch TV.) Youre running and want to stop before the race is over. (Example: Keep going. Its not much farther to the nish line.) Your friend asks you to do something you know your parents would not want you to do. (Example: I dont want to disappoint my parents.) 6. Repeat the phrase three times with me: tell yourself, tell yourself, tell yourself.

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Macmillan/McGraw-Hill photo credits: (t) Image Source/PunchStock. (b) PhotoAlto/PunchStock.

Function Words and Phrases

Unit 1 Week 4 The Astronaut and the Onion

Word 3

keep inside

Word 4

tame

Word 3

keep inside

TEACHER TALK
1. In English, we use the phrase keep inside to describe thoughts or feelings we dont tell other people. Say it with me: keep inside. People dont always share everything they think or feel. When you keep something inside, you dont share your thoughts or feelings about it with others. 2. En espaol, to keep inside quiere decir no compartir los pensamientos o sentimientos con nadie. No siempre comunicamos nuestros sentimientos. Tus pensamientos ms ntimos no los compartes con nadie. 3. This picture demonstrates the phrase keep inside. This boy is keeping his feelings inside. He is worried about something, but he doesnt want to tell anyone what he is worried about.

CHORAL RESPONSE
4. Im going to say some situations. If you would keep your feelings inside, say keep it inside. If you would share your feelings, tell me what you would say. (Call on a few students to share their ideas.) Your friend gives you a gift that you dont like. Your little sister is about to cross the street without looking. You are nervous about speaking in front of the class but dont want anyone to know. You see someone treating one of your friends unkindly. 5. Sometimes its hard to keep your feelings inside. One way to share things you keep inside is to write in a diary. What are some other ways? Tell me your ideas. (Call on a few students to respond. Examples: writing a story, telling a friend or adult you trust) 6. Repeat the phrase three times with me: keep inside, keep inside, keep inside

Word 4

tame

TEACHER TALK
1. When people tame something, like a wild animal, they nd a way to make that thing gentle and obedient. Say it with me: tame. When you tame an emotion, like fright, you stop feeling the emotion so strongly. A piece of fruit can tame hunger. 2. En espaol, to tame quiere decir calmar, amansar o suavizar. Cuando calmas una emocin, como el miedo, esa emocin no es tan intensa. Un poco de fruta puede calmar el hambre. 3. In this picture, the girl is petting her horse. The horse is standing still because the girl has tamed it. It knows to behave well around her and to obey her commands

PARTNER TALK
4. What tame animals have you seen? Tell your partner about the animals and how you knew they had been tamed. 5. Work with your partner. Make a list of ways to gently tame a wild animal such as a horse. (Examples: gently show the animal what to do. Give it treats when it obeys a command. Give it positive feedback.) 6. Repeat the word three times with me: tame, tame, tame.

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Macmillan/McGraw-Hill photo credits: (t) Rodolfo Arpia/Alamy Images. (b) Stock Visions/age fotostock.

Basic Words
Unit 1 Week 4 The Astronaut and the Onion

checkout, produce, aisle, shopping list, cart, display

checkout

produce

aisle

shopping list
ROUTINE

cart

display

1. Display the card. 2. Dene each word in English, referring to the photograph. Incorporate actions where appropriate. 3. Have children say the word three times. 4. Explain how these six words t into a group, or category. During independent work time, have children write sentences for each word.

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Macmillan/McGraw-Hill photo credits: (tl) Ryan McVay/Digital Vision/Getty Images. (tc) BananaStock/PunchStock. (tr) Andrew Resek/Macmillan/McGraw-Hill. (bl) Rob Melnychuk/Digital Vision/Getty Images. (bm) Brand X Pictures/PunchStock. (br) Barry Gregg/Corbis.