Visual Vocabulary G1 [].pdf

8/20/2019 Visual Vocabulary G1 [www.irlanguage.com].pdf

1/511

Grade 1


2/511

Contents

Unit 1Week 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


Basic Words ..............................................................................35

Week 4 Key Vocabulary........................................................................ 37

Function Words and Phrases .............................................43

Basic Words .............................................................................. 47Week 5 Key Vocabulary........................................................................49


Basic Words ..............................................................................59

Unit 2Week 1 Key Vocabulary........................................................................ 61


Basic Words .............................................................................. 71



Basic Words ..............................................................................83



Basic Words ..............................................................................95


Function Words and Phrases ...........................................103

Basic Words ............................................................................107

Week 5 Key Vocabulary......................................................................109


Basic Words ............................................................................119

Unit 3Week 1 Key Vocabulary......................................................................121


Basic Words ............................................................................131



Basic Words ............................................................................143



Basic Words ............................................................................155Week 4 Key Vocabulary......................................................................157


Basic Words ............................................................................167



Basic Words ............................................................................179



Basic Words ............................................................................193



Basic Words ............................................................................207



Basic Words ............................................................................221





Basic Words ............................................................................249



Basic Words ............................................................................263



Basic Words ............................................................................275



Basic Words ............................................................................289



Basic Words ............................................................................303



Basic Words ............................................................................317



Basic Words ............................................................................331



Basic Words ............................................................................345





Basic Words ............................................................................373



Basic Words ............................................................................387

English Language Development Vocabulary ... 388A


3/511

Function Wordsand Phrases

Unit 3 Week 3 MasksAll Overthe World

Word 1 make out of

Word 2 make up

K e y V o c a b u l a r y U n i t 2 W e e k 2 Li t t l e R e d H e n

W o r d 3 p a r t n e r

W o r d 4 r e s p o n s i b i l i t y

A

1

V

V

R

_

C

A

_

U

2

W

2

_

R

D

1

0

_

k

e

y

i

n

d

d

7

5

_C _ _

_.

2

2

5

0

8

fresh fruit stew nuts

©Macmillan/McGraw-Hill•photo credits:(tl)©BrandXPictures/PunchStock.(tc)©IngramPublishing/Alamy Images.(tr)©The McGraw-HillCompanies,Inc./KenCavanagh.(bl)©MitchHrdlicka/Getty Images.(bm)©KevinSanchez/Cole Group/Getty Images.(br)©C SquaredStudios/Getty Images.

creamcheesepudding

ROUTINE

pudding, cheese, cream,fresh fruit, stew, nuts

BasicWords

Unit 1 Week 1Pam and Sam

1. Display the card. 2. Define each wordin English, referring to the photograph.

Incorporate actionswhere appropriate.

3. Have children say the wordthree times.

4. Explain how these six wordsfit into agroup, or category. Duringindependent work time, have children write sentencesfor each word.

11

How to

Use this Book

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 WordsIn 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 Oral Vocabulary

Card selections or the 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 les-

son. 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 Read Aloud Anthology, the core selection, or

the Kindergarten Literature Big Book. They have been chosen to fit a specif ic 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 ofthe Basic Words categories, there are Content Words drawn from ELD Content Big Book selections.

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.

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 word’s 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.

•••••

Visual Vocabulary Resources—A New Classroom Resource


4/511

Key Vocabulary

Unit 1 Week 1 Pam and Sam

Word 1 cheerful

Word 2 genuine


5/511© Macmillan/McGraw-Hill • photo credits: (t) © Bananastock/PunchStock. (b) © Brand X Pictures/Jupiterimages.

Key Vocabulary


Key Vocabulary

MOVEMENT

Word 1 cheerful

Word 2 genuine

Point to the Word 1 image on the opposite side.

1. One word in the selection is cheerful . Say itwith me: cheerful . When you are cheerful, youare happy or glad. When you feel cheerful,you smile.

2. En español, cheerful quiere decir “alegre,contento, feliz.” Cuando uno está alegre, unosonríe y se muestra animado.

3. Now let’s look at a picture that shows theword cheerful . (Point to the boys in thephoto.) These boys are smiling. Do you thinkthey feel angry or cheerful?

4. How do you look when you feel cheerful?What do you do? Let’s all pretend to becheerful together.

5. I’ll describe a situation and you respondby looking cheerful and saying the word“cheerful” or looking unhappy and saying“not cheerful.” Here we go: You got a 100 onyour math test (cheerful). Your forgot your

lunch (not cheerful). (Continue with similarsituations.)

6. Now let’s say cheerful together three moretimes: cheerful , cheerful , cheerful.


1. Another word in the selection is genuine.Say it with me: genuine. When something isgenuine, it is real, not fake. You can have abelt made of genuine leather. You can havegenuine feelings of love for someone.

2. En español, genuine quiere decir “natural,puro, auténtico.” Cuando algo es genuino,es de verdad, no es falso. Uno puede tener unacorrea o cinturón hecho de cuero genuino.Uno le puede tener afecto genuino a alguien.

3. Genuine in English and genuino in Spanish arecognates. They sound almost the same andmean the same thing in both languages.

4. Now let’s look at a picture that shows theword genuine. (Point to the woman in thephoto.) See how this mother kisses the baby.She has genuine feelings of love for this baby.

5. For whom do you have a genuine feeling oflove? Tell your partner about that person.(I feel genuine love for my mom. She is nice tome. She hugs me all the time.)

6. Work with your partner to use the wordgenuine in a sentence. Use the sentenceframe: The boy feels genuine .

7. Now let’s say genuine together three more

times: genuine, genuine, genuine.

TEACHER TALK PARTNER TALK

TEACHER TALK

2


6/511

© MacMillan McGraw-Hill • photo credits:(t) © Photodisc/B2M Productions/Getty Images. (b) © Digital Vision/Manchan/PunchStock.

Key Vocabulary


Word 3 interest

Word 4 prefer


7/511

© Macmillan/McGraw-Hill • photo credits: (t) © Digital Vision/Manchan/PunchStock. (b) © Photodisc/B2M Productions/Getty Images.

Key Vocabulary


Key Vocabulary

Word 3 interest

Word 4 prefer


1. Another word in the selection is interest . Sayit with me: interest . An interest is somethingyou enjoy doing or you want to know moreabout. When you have an interest insomething, you pay attention because youthink it’s interesting.

2. En español, interest quiere decir “curiosidad,

la atención o inclinación que se tiene por algo,interés.” Si algo te provoca interés, disfrutashacerlo o te da curiosidad por aprender más.Cuando sientes interés por algo, le prestasatención.

3. Interest in English and interés in Spanish arecognates. They sound almost the same andmean the same thing in both languages.

4. Now let’s look at a picture that demonstratesthe word interest . (Point to the man andboy in the photo.) This man is showing abook to the little boy. They both seem tohave an interest in the book! The man has amagnifying glass so the boy can see better. Ifthe boy did not have an interest in the book,he might look bored.

5. What types of activities do you have aninterest in? Tell your partner. (I have aninterest in soccer. I also have an interest inraising chickens.)

6. Think of three different interests your partnermight have. For each one, ask your partner:Do you have an interest in ?Why or why not?

7. Now let’s say interest together three more

times: interest , interest , interest .

TEACHER TALK

PARTNER TALKTEACHER TALK

PARTNER TALK


1. Another word in the selection is prefer . Say itwith me: prefer . When you prefer something,you like it more than something else. Ifsomeone offered me an apple or a grapefruit,I would choose the apple. I prefer apples. Ilike them more than I like grapefruit.

2. En español, to prefer quiere decir “preferir,escoger una cosa entre varias opciones.” Sialguien me ofreciera una manzana o unanaranja, yo escogería la manzana. Prefiero lamanzana.

3. To prefer in English and preferir in Spanish arecognates. They sound almost the same andmean the same thing in both languages.

4. Now let’s look at a picture that demonstratesthe word prefer . (Point to the melon and thepineapple in the photo.) This boy’s mom is

holding a melon in one hand and a pineapplein the other. It looks like she’s asking her son,“Which do you prefer?”

5. Which fruit do you think the boy prefers?Why? Share your ideas with a partner.(I think the boy prefers the melon because it issweeter.)

6. Look at the fruits in the photo. Work withyour partner to say which fruit you prefer. Usethe sentence frame: I prefer .

7. Now let’s say prefer together three more

times: prefer , prefer , prefer .

4


8/511

Key Vocabulary


Word 5 unique


9/511

© Macmillan/McGraw-Hill • photo credits: (t) © Brand X Pictures/PunchStock.

Key Vocabulary


TEACHER TALK

Word 5 unique


1. Another word in the selection is unique. Say itwith me: unique. When something is unique,it is the only one of its kind. It is special.

2. En español, unique quiere decir “singular,extraordinario, sin igual, único.” Cuando sedice que algo es único, no hay más de su tipoo clase. Es algo especial.

3. Unique in English and único in Spanish arecognates. They sound almost the same andmean the same thing in both languages.

4. Now let’s look at a picture that demonstratesthe word unique. (Point to the dog in thephoto.) This dog is wearing a ribbon that says“First Place.” This must be a special dog. Thepeople who gave him first place thought hewas unique. He was not like the other dogs in

the contest.

5. Why do you think this dog might be unique?What did he do for the judges? Share yourideas with your partner. (This dog is uniquebecause he can dance on his hind legs. Thisdog is unique because his coat is so shiny.)

6. What makes you unique? Tell your partner.Use the sentence frame: I am unique because

.

7. Now let’s say unique together three moretimes: unique, unique, unique.

PARTNER TALK

6


10/511

Word 1 creep past

Word 2 scamper across

Function Words and Phrases



11/511

© Macmillan/McGraw-Hill • photo credits: (t) © 1997 IMS Communications LTD/Capstone Design. All Rights Reserved./FlatEarth Images. (b) © Creatas Images/PunchStock.

1. In English, we use creep past to describe howsomeone or something moves when passingby slowly and quietly. Say it with me: creep

past. Creep past means “to slowly move orsneak by quietly.” A cat might creep past asleeping dog so that the dog will not wake up.

2. En español, to creep past quiere decir“moverse o pasar al lado de algo lentamente,sin hacer mucho ruido.” Un gato puede pasarlentamente por el lado de un perro para no

despertarlo.3. This picture shows the phrase creep past . It

shows a traffic jam. There are so many cars onthe road that they can only move slowly, orcreep past each other.

4. I am going to say some sentences. Repeat thesentences after me.

I will creep past you.You will creep past me.Who will creep past us? We’ll see!

5. I am going to describe actions. If the actionsdescribe the phrase creep past , raise yourhand and say the phrase creep past . If not,don’t do anything.

The clown jumps out of the car. A mouse sneaks by a sleeping cat.The baby moves slowly on its hands and knees.

6. Repeat the phrase three times with me: creep past, creep past, creep past.

Word 2 scamper across

Word 1 creep past

TEACHER TALK CHORAL RESPONSE

1. In English, we use scamper across to describea quick kind of movement. Say it with me:scamper across. Scamper across means “to runor move quickly from one place to another.” Ifyou want to get from one side of the street tothe other quickly, you can scamper across thestreet.

2. En español, to scamper across quieredecir “moverse rápidamente de un lugara otro, corretear.” Si quieres cruzar lacalle rápidamente, puedes cruzar la callecorreteando.

3. This picture shows the words scamper across. The wolf is moving quickly over the snow. Itscampers across the snow.

4. I am going to name some places. If you canscamper across them, say scamper across, ifnot, say nothing.

a high rocky mountaina flat grassy meadow the school yard

5. I am going to say some words that describeactions. If they describe what it is like whensomething scampers across, say “yes.” If they

do not, say “no.” moves quickly

creeps past runs fast lays downhops along

6. Repeat the words three times with me:scamper across, scamper across, scamper,across.


8


12/511

Word 3 crouch in fear

Word 4 watch in amazement




13/511

© Macmillan/McGraw-Hill • photo credits: (t) © BananaStock/PunchStock. (b) © Image100/PictureQuest.

Word 3 crouch in fear

1. In English, we use crouch in fear to describewhat we might do if we are afraid. Say itwith me: crouch in fear. Crouch in fear means“bend down or hide from something scary.”Some people crouch in fear when they watcha scary movie.

2. En español, to crouch in fear quiere decir“encogerse de miedo.” Algunas personas seencogen de miedo cuando ven una películade terror.

3. This picture shows the phrase crouch infear . It shows children starting to hide andcover themselves under the blanket becausethey are watching something scary on thetelevision. They are all crouching in fear.

4. I am going to name an event. If it issomething that might cause you to crouch infear, say “crouch in fear.” If not, say nothing.

A lion walks past you. A kitten walks past you. A tornado comes toward the house.The sun shines on your house.

5. Now I am going to say some sentence starters.Repeat the sentence starters and completeeach one with the words crouch in fear.

When I hear a strange noise, I .When I watch a scary movie, I .When I see a dangerous animal, I .

6. Repeat the phrase three times with me:crouch in fear, crouch in fear, crouch in fear .

Word 4 watch in amazement


1. In English, we use watch in amazement todescribe how we look at some things. Sayit with me: watch in amazement. Watch inamazement means “to look at somethingwith wonder, surprise, or astonishment.” Atthe circus, people watch in amazement as theman swings on the trapeze.

2. En español, to watch in amazement quieredecir “mirar algo con asombro o sorpresa.”En el circo, las personas miran con asombroal trapecista mientras vuela por el aire.

3. This picture demonstrates the words watchin amazement. These people are watchingsomething up high that is amazing orastonishing. They are watching in amazement.What might they be watching in amazement?(Examples include: an airplane show, aspaceship, a hot air balloon festival)

4. I am going to name some events. If peoplewould watch the event in amazement say,“watch in amazement.” If not, say nothing.

a man walking across a tightropea boy juggling 10 balls at oncea woman pushing a baby carriagea fireworks show in the sky

5. I am going to say some words that describewhat people look like. If the words describe

what people might look like when they watchin amazement, say “yes.” If not, say “no.”

eyes widemouths openeyes closed big smilehead down

6. Repeat the phrase three times with me:watch in amazement, watch in amazement,watch in amazement.


10


14/511

fresh fruit stew nuts

© Macmillan/McGraw-Hill • photo credits: (tl) © Brand X Pictures/PunchStock. (tc) © Ingram Publishing/Alamy Images. (tr) © The McGraw-Hill Companies, Inc./Ken Cavanagh.(bl) © Mitch Hrdlicka/Getty Images. (bm) © Kevin Sanchez/Cole Group/Getty Images. (br) © C Squared Studios/Getty Images.

creamcheesepudding

ROUTINE

pudding, cheese, cream,fresh fruit, stew, nuts

Basic Words

Unit 1 Week 1Pam and Sam

1. Display the card.

2. Define each word in English, referring to the photograph.Incorporate actions where appropriate.

3. Have children say the word three times. 4. Explain how these six words fit into a group, or category. During

independent work time, have children write sentences for each word.

11


15/511


16/511

Key Vocabulary

Unit 1 Week 2 I Can, Too!

Word 1 energy

Word 2 exhausted


17/511

© Macmillan/McGraw-Hill • photo credits: (t) © Bananastock/PunchStock. (b) © Digital Vision/PunchStock.

Key Vocabulary


Key Vocabulary

TEACHER TALK

Word 1 energy

Word 2 exhausted


1. One word in the selection is energy . Say itwith me: energy . If you have energy, you canplay for a long time and not get tired. Whenyou have energy, you aren’t tired.

2. En español, energy quiere decir “ánimo,fuerza, poder, energía.”Si tú tienes energía,puedes jugar por horas sin cansarte. Cuando

tienes energía no estás cansado. 3. Energy in English and energía in Spanish are

cognates. They sound almost the same andmean the same thing in both languages.

4. Now let’s look at a picture that demonstratesthe word energy . (Point to the group ofchildren.) These children have lots of energy.Look at how they run around on the beach.When they run out of energy, they will want

a nap.

5. What do you do when you have a lot ofenergy? Tell your partner. (I play tag. I runaround with my dog.)

6. Tell your partner how much energy you haveright now. Use the sentence frame: Right now,I have energy .

7. Now let’s say energy together three moretimes: energy , energy , energy .

TEACHER TALK

PARTNER TALK


1. Another word in the selection is exhausted .Say it with me: exhausted . If you areexhausted you are really tired. When you areexhausted, you want to rest. Do you have a lotof energy or are you exhausted?

2. En español, exhausted quiere decir “estar muycansado, agotado, sin energía o sin fuerzas.”Siuno está agotado, probablemente quiere

descansar.3. Now let’s look at a picture that demonstrates

the word exhausted . (Point to girl and puppysleeping.) This girl is sleeping with the puppyin her arms. Do you think she is exhausted?

4. Let’s all pretend that we’re exhausted. Let’syawn and stretch our arms. Let’s rub our eyesand go to sleep.

5. Let’s pretend that we had a long day atschool, and now we’re exhausted. Walk intoyour house and flop onto the couch. Give abig, tired yawn.

6. Now let’s say exhausted together three moretimes: exhausted , exhausted , exhausted .

MOVEMENT

14


18/511

Key Vocabulary


Word 3 stretch

Word 4 movements

h


19/511

© Macmillan/McGraw-Hill • photo credits: (t) © The Image Bank/Darren Robb/Getty Images. (b) © Photodisc Green/Anup Shah/Getty Images.

Key Vocabulary


Word 3 stretch

Word 4 movements


1. Another word in the selection is stretch. Sayit with me: stretch. When you stretch, youextend your arms and legs. When you stretch,you get more flexible.

2. En español, to stretch quiere decir “estirar,alargar, extender.” Cuando uno se estira,extiende sus brazos y piernas. Al estirarse su

cuerpo se vuelve más flexible. 3. Now let’s look at a picture that demonstrates

the word stretch. (Point to the kids in thephoto.) These children are stretching. Look attheir arms and legs.

4. Let’s all get up and stretch. Let’s reach up tothe sky. Now let’s stand on our toes. Reachfrom side to side.

5. Pretend you just woke up. Get out of bed andstretch your body. Let’s get the kinks out.Touch the floor. Now straighten up. Make an“x” with your body.

6. Now let’s say stretch together three more

times: stretch, stretch, stretch.

TEACHER TALK

TEACHER TALK

MOVEMENT

MOVEMENT


1. Another word in the selection is movements.

Say it with me: movements. Movement means“a change in position.” Running, stretching,and even coloring with a crayon are allmovements.

2. En español, movements quiere decir “laactividad de un cuerpo, o el cambio deposición de algo o alguien, movimientos.”Unacosa hace un movimiento cuando cambia delugar o posición. Cuando corres, te estiras ocoloreas estás haciendo movimientos.

3. Movements in English and movimientos inSpanish are cognates. They sound almostthe same and mean the same thing in bothlanguages.

4. Now let’s look at a picture that demonstratesthe word movements. (Point to the zebrain the photo.) See how the zebra runs. It ismaking movements with its body.

5. Let’s all get up and make movements. Jumpup and down. Make circles with your arms.Touch your ear to your shoulder.

6. Pretend you are a fish swimming in the water.Show me what movements you make underwater.

7. Now let’s say movements together three moretimes: movements, movements, movements.

Key Vocabulary

16


20/511

Key Vocabulary


Word 5 express


21/511

© Macmillan/McGraw-Hill • photo credits: (t) © Digital Vision/Steve Baccon/Getty Images.

Key Vocabulary



Word 5 express


1. Another word in the selection is express. Sayit with me: express. When you express yourfeelings, you show or tell about your feelings.How would you express feelings of happiness?Show me.

2. En español, to express quiere decir “mostrar odecir lo que sientes, expresar.” Cuando expresas

tus sentimientos, los estás mostrando.3. To express in English and expresar in Spanish

are cognates. They sound almost the sameand mean the same thing in both languages.

4. Now let’s look at a picture that demonstratesthe word express. (Point to the group of boys.)These boys like to express their feelings. Lookat how they hug each other. This is how theyexpress their friendship.

5. How can you express sadness? Tell yourpartner, and show your partner too. (ExamplesInclude: I pout. I cry. I hug my mom.)

6. Work with your partner to use the wordexpress in a sentence. Tell your partner whenyou would express surprise. Use the sentenceframe: I would express surprisewhen .

7. Now let’s say express together three moretimes: express, express, express.

18

high


22/511



Word 1 high

Word 2 far

high


23/511

© Macmillan/McGraw-Hill • photo credits: (t) © Photodisc/Anup Shah/Getty Images. (b) © The McGraw-Hill Companies Inc./Gerald Wofford photographer.

1. In English, we use high to describe a great

distance above us. Say it with me: high. High means “far up, or way above the ground.”Airplanes fly high in the sky.

2. En español, high quiere decir “alto, elevado, agran altura del suelo.” Los aviones vuelan altopor el cielo.

3. This picture demonstrates the word high. Thegiraffe has a long neck, so it can reach highabove the ground. It can eat leaves that are

high up in a tree.

4. I am going to name some things. If they are

high, say “high.” If not, say “not high.” clouds in the sky

a worm on the ground the top of a mountainan ant in the grass

5. I am going to say some sentences. Repeateach sentence. Replace the words way upwith the word high.

The bird flew way up into the sky.

I can see the moon way up above Earth.We climbed way up to the mountaintop.The firefighter climbed way up on the ladder.

6. Repeat the word three times with me: high,high, high.

Word 2 far

Word 1 high

1. In English, we use far to describe a greatdistance away. Say it with me: far. If yourschool is a long distance from your house, it isfar from your house.

2. En español, far quiere decir “lejos, a grandistancia.” Si la escuela queda a gran distanciade tu casa, queda lejos de tu casa.

3. This picture shows the word far. The girl isgetting ready to throw the ball as far as shecan. She wants the ball to go a great distanceaway. She wants it to travel far.

4. I am going to name pairs of places or things.Name the one that is far in each pair.

my desk or the principal’s officethis school or the stars in the sky an inch from where your are or a mile fromwhere you arethe sun or the post office

5. I am going to say some sentences. Repeateach sentence. Replace the words a long waywith the word far.

I live a long way from my grandmother.I went on a vacation a long way from home.The sun is a long way from Earth.I can throw a ball a long way.

6. Repeat the word three times with me: far,far, far.



20

F ti W d d Ph W d 3 long (time)


24/511



Word 3 long (time)

Word 4 fast

Word 3 long (time)


25/511

© Macmillan/McGraw-Hill • photo credits: (t) © PhotoAlto Agency RF Collections/ZenShui/Laurence Mouton/Getty Images. (b) © Steve Allen/Brand X Pictures/PunchStock.


Word 3 long (time)

1. In English, we can use long to describe how

much time something might take to do. Say itwith me: long. Long can mean “using up a lotof time.” If you read slowly, it will take a longtime to finish reading a book.

2. En español, long time quiere decir “muchotiempo.” Si lees lentamente, te toma muchotiempo terminar un libro.

3. This picture shows the word long. Thesepeople are hiking up a big mountain. It will

take a long time for them to get where theyare going.

4. I am going to name some activities. If the

activity takes a long time to complete, say theword long. If it does not take a long time, saynothing.

build a houseturn on a light drive across the country wave hellobecome a doctor

5. Now I am going to ask questions. Answer

“yes” or “no.” Does it take a long time to throw a ball?

Does it take a long time to learn how to flya plane? Does it take a long time to grow up? Does it take a long time to shut a door?

6. Repeat the word three times with me: long,long, long.

Word 4 fast

1. In English, we use fast to describe speed. Sayit with me: fast. Fast means “quick.” You runfast to win a race.

2. En español, fast quiere decir “rápido, veloz.”Si quieres ganar una carrera, corres rápido.

3. This picture shows the word fast. Thisambulance is taking a person who is ill to

the hospital. It moves fast to get the personthere quickly.

4. Let’s walk around the room in a line at aregular speed. Then let’s walk fast. Follow me.

5. Let’s take turns acting out things we can dofast. Let’s pretend we are running fast, talkingfast, and eating fast.

6. Repeat the word three times with me: fast,fast, fast.


TEACHER TALK MOVEMENT

22

Basic Words jump skip kick


26/511

jump skip kick

stop swing throw

© Macmillan/McGraw-Hill • photo credits: (tl) © Jean-Michel CORNET/age fotostock. (tc) © Paul Burns/Getty Images. (tr) © Creatas/Punchstock/Macmillan/McGraw-Hill.(bl) © Photodisc/SW Productions/Getty Images. (bm) © BananaStock/Alamy Images. (br) © Charles Smith/Corbis.

ROUTINE



3. Have children say the word three times. 4. Explain how there six words fit into a group, or category. During

independent work time, have children write sentences for each word.

Unit 1 Week 2I Can, Too!

jump, skip, kick, stop, swing, throw

23


27/511

Key Vocabulary Word 1 adult


28/511

Key Vocabulary

Unit 1 Week 3 How You Grew

Word 1 adult

Word 2 change

Key Vocabulary Word 1 adult


29/511

© Macmillan/McGraw-Hill • photo credits: (t) © Paul Souders/The Image Bank/Getty Images. (b) © Polka Dot Images/PunchStock.

y y


Key Vocabulary Word 2 change


1. One word in the selection is adult . Say it withme: adult . If you are an adult, you are not achild anymore. You become an adult whenyou grow up.

2. En español, adult quiere decir “adulto.”Una persona adulta ya no es un niño. Unose vuelve un adulto cuando ha terminado

de crecer. 3. Adult in English and adulto in Spanish are


4. Now let’s look at a picture that demonstratesthe word adult . (Point to the adult gorilla withher baby.) This gorilla is an adult. The babyis not an adult. How are they different? Thegorilla is big. The baby is little.)

5. Think of some adults that you know. Tellyour partner who they are. (Examples include:mom, dad, teacher)

6. Work with your partner to use the word adult in a sentence. Tell your partner how old youwill be when you’re an adult. Use the sentenceframe: When I’m years old , Iwill be an adult .

7. Now let’s say adult together three more times:adult , adult , adult .


1. Another word in the selection is change. Sayit with me: change. To change means “tobecome different.” What are some ways thatyou might change as you grow?

2. En español, to change quiere decir “cambiar,transformar, hacer algo diferente a como eraantes.” Si uno cambia, no es igual a como eraantes. ¿Cómo cambiarás al crecer?

3. Now let’s look at a picture that demonstratesthe word change. (Point to the group ofchildren.) These children are of different ages.Look at the younger girl on the left here. Howwill she change?

4. What were you like as a baby? How have youchanged since then? Tell your partner. (I wassmall, but now I’m bigger. I cried a lot, butnow I don’t. I couldn’t walk, but now I can.)

5. Work with your partner to use the wordchange in a sentence. Tell your partner whatyou think will change about you within fiveyears. Use the sentence frame: In five years,my will change.

6. Now let’s say change together three moretimes: change, change, change.



26

Key Vocabulary Word 3 imitate


30/511

y y


Word 4 learn

Key Vocabulary Word 3 imitate


31/511

© Macmillan/McGraw-Hill • photo credits: (t) © Mark Karrass/Corbis. (b) © Blend Images/Jose Luis Pelaez Inc/Getty Images.


Key Vocabulary

MOVEMENTTEACHER TALK

Word 4 learn


1. Another word in the selection is imitate. Say itwith me: imitate. When you imitate someone,you do exactly what they do.

2. En español, to imitate quiere decir “copiaralgo o repetir las acciones de una persona,imitar.” Cuando imitas a alguien, haces lo queesa persona haría.

3. To imitate in English and imitar in Spanish arecognates. They sound almost the same andmean the same thing in both languages.

4. Now let’s look at a picture that demonstratesthe word imitate. (Point to the girl in thephoto.) This girl wants to learn how to kneaddough. That’s why she will imitate what theadult is doing. She will do the same thing asthe adult.

5. Pretend your partner is your reflection in themirror. Imitate what your partner does.

6. Think about an animal. Think of itsmovements and its sounds. Show the classhow you imitate it. We will guess what animalyou are imitating.

7. Now let’s say imitate together three moretimes: imitate, imitate, imitate.


1. Another word in the selection is learn. Say itwith me: learn. When someone teaches yousomething, you learn it. You can learn bywatching, doing, or listening.

2. En español, to learn quiere decir “aprendero lograr entender algo.” Cuando alguiente enseña algo, tú lo aprendes. Se aprendeobservando, haciendo y escuchando.

3. Now let’s look at a picture that demonstratesthe word learn. Say it with me: learn. Thegirl that is sitting wants to learn how to usethe computer. She had not used one before.See the girl pointing at the computer? She isteaching her how to use it.

4. If you could learn to play a musicalinstrument, what would it be? Tell yourpartner. (I would like to learn to play theflute. I would like to learn to play the guitar.)

5. What do you like to learn? Use the sentenceframe: I like to learn how to .

6. Now let’s say learn together three more times:learn, learn, learn.


28

Key Vocabulary Word 5 practice


32/511

FPO1.1.3_key_practice.jpg


Key Vocabulary Word 5 practice


33/511

© Macmillan/McGraw-Hill • photo credits: (t) © Purestock/PunchStock.


TEACHER TALK


1. Another word in the selection is practice.Say it with me: practice. When you practicesomething you do it over and over again.

You practice something to get better at it. You have to practice a lot to do somethingvery well.

2. En español, to practice quiere decir “hacer

algo muchas veces para mejorar, practicar.”Cuando practicas algo, lo haces una y otravez. Tienes que practicar mucho para poderhacerlo bien.

3. To practice in English and practicar in Spanishare cognates. They sound almost the sameand mean the same thing in both languages.

4. Now let’s look at a picture that demonstratesthe word practice. (Point to the boy playingbasketball.) This boy practices playingbasketball. If he practices every day, soon hewill be a better basketball player.

5. What are some things you practice? Tell yourpartner. (math, writing, piano)

6. Pretend we are going to play soccer. First, weneed to practice. Where are some good placesto practice soccer? Use the sentence frame:

is a good place to practice playing soccer .

7. Now let’s say practice together three more

times: practice, practice, practice.

PARTNER TALK

30

Word 1 taller thanFunction Words and PhrasesU it 1 W k 3 H Y G


34/511

Word 2 shorter than

Unit 1 Week 3 How You Grow

Word 1 taller than


35/511

© Macmillan/McGraw-Hill • photo credits: (t) © JupiterImages/ BananaStock/Alamy Images. (b) © Henri Conodul/Iconotec.com.


1. In English, we use taller than to compare

height. Say it with me: taller than. Taller than means “one thing is higher than another.” Agiraffe is taller than a lion.

2. En español, taller than quiere decir “más altoque otra cosa.” Una jirafa es más alta queun león.

3. This picture shows the words taller than. Itshows the coach and his team. The coach istaller than the children on the team. That is

why he crouches down for the picture.

4. I am going to name and point to different

pairs of people or objects. Use the sentenceframe to compare each item in the pair.Say: is taller than .(Point to various pairs of children or itemsin the class, such as the desk and the wastebasket.)

5. Now I am going to ask questions. Say “yes”or “no” to answer each question.

Is a mouse taller than an ant?

Is our school building taller than a car? Is a flower taller than a tree? Are you taller than me?

6. Repeat the phrase three times with me: tallerthan, taller than, taller than.

Word 2 shorter than

1. In English, we use shorter than to compareheight. Say it with me: shorter than. Shorterthan means “one thing is lower thananother.” A goat is shorter than a giraffe.

2. En español, shorter than decir “más bajoque otra cosa.” Un chivo es más bajo queuna jirafa.

3. This picture shows the words shorter than.It shows buildings that are different heights.(Point to the pairs of buildings as you describe

them.) The two buildings in the middle areshorter than the two buildings at the end.

4. I am going to name and point to differentpairs of people or objects. Use the sentenceframe to compare each item in the pair.Say: is shorter than . (Point to various pairs of children or itemsin the class, such as the desk and the wastebasket.)

5. Now I am going to ask questions. Say “yes”or “no” to answer each question.

Is a dog shorter than a hamster?

Is a slipper shorter than a boot? Is a flower shorter than a tree?

Are you shorter than your desk?

6. Repeat the phrase three times with me:shorter than, shorter than, shorter than.



32

Word 3 a year agoFunction Words and PhrasesUnit 1 Week 3 How You Grow


36/511

Word 4 now

Unit 1 Week 3 How You Grow

Word 3 a year ago


37/511

© Macmillan/McGraw-Hill • photo credits: (t) © Andersen Ross/Blend Images/Getty Images. (b) © Creatas/PunchStock.

TEACHER TALK PARTNER TALKWord 4 now

1. In English, we use a year ago to tell about a

time that has passed. Say it with me: a yearago. A year ago means “12 months in thepast.” A year ago, most children in our classwere in kindergarten.

2. En español, a year ago quiere decir “hace unaño, hace 12 meses.” Hace un año, muchos denuestros compañeros estaban en kinder.

3. This picture shows the phrase a year ago.It shows children at a birthday party. The

birthday boy in this picture is six years old. Ayear ago, he was five years old.

4. Tell your partner how old you were a year

ago. Use the sentence frame: A year ago, Iwas .

5. Now talk with your partner about what youdid not know how to do a year ago. (Examplesinclude: A year ago, I could not read. A yearago, I could not ride a bike.)

6. Repeat the phrase three times with me: a yearago, a year ago, a year ago.

1. In English, we use now to tell when. Say itwith me: now. Now means “at this time.” Youare all listening to me now.

2. En español, now quiere decir “ahora,actualmente.” Ustedes me escuchan ahora.

3. This picture shows the word now. Thesechildren are looking at the globe right now.Later they may read a story. But now they arelooking at the globe with the teacher.

4. I am going to name two activities at a time.Say the activity I am doing now. (Act out oneactivity as you say each pair.)

Now I clap my hands or touch my toes.Now I look up or look down.Now I sit or stand.Now I walk or run.

5. I am going to ask you to do some activities.Keep doing each activity until I say, “Now[another activity].” (Include these activities.)

clap your hands jumptap your desk walk around the room

6. Repeat the word three times with me: now,now, now.



34

Basic Words

Unit 1 Week 3How You Grew

milk, carrot, bran,apple sandwich beans


38/511

milk carrot bran

apple sandwich beans

© Macmillan/McGraw-Hill • photo credits: (tl) © Stockbyte/Getty Images. (tc) © D. Hurst/Alamy Images. (tr) © ImageSource/age fotostock.(bl) © PhotoAlto/PunchStock. (bm) © C Squared Studios/Getty Images. (br) © Barry Gregg/Corbis.

ROUTINE



3. Have children say the word three times. 4. Explain how these six words fit into a group, or category. Duringindependent work time, have children write sentences for each word.

How You Grew apple, sandwich, beans

35


39/511

Key Vocabulary

Unit 1 Week 4 Flip

Word 1 adorable


40/511

Word 2 dear

Key Vocabulary

Unit 1 Week 4 Flip

Word 1 adorable


41/511

© Macmillan/McGraw-Hill • photo credits: (t) © G.K. & Vikki Hart/Photodisc/Getty Images. (b) © Photodisc/Barbara Peacock/Getty Images.

Key Vocabulary

TEACHER TALK

Word 2 dear


1. One word in the selection is adorable. Say itwith me: adorable. Adorable means “very cuteand lovable.” People often think babies andlittle animals are adorable.

2. En español, adorable quiere decir “muy lindo,precioso.” Las personas creen que los bebés ylos animalitos chiquitos son muy lindos.

3. Now let’s look at a picture that shows theword adorable. (Point to the puppy in thephoto.) See how little and cute this puppy is.It looks so soft and warm. Wouldn’t you liketo pet this adorable puppy?

4. Talk to your partner about what makes thepuppy in the picture adorable. (He has sucha cute little nose. His ears are so floppy. Hewould be fun to play with.)

5. Work with your partner to tell about people,animals, and things you think are adorable.Tell why they are adorable. Use the sentenceframe: I think is adorablebecause .

6. Now let’s say adorable together three moretimes: adorable, adorable, adorable.

TEACHER TALK

PARTNER TALK

Point to the Word 2 image on the opposite side. 1. Another word in the selection is dear . Say it

with me: dear . Dear means “loved very much.”When something is dear to us, we take verygood care of it. Our family and friends aredear to us. Pets can be dear to us. Even ourfavorite things can be dear to us.

2. En español, dear quiere decir “querido,apreciado.” Cuando sentimos que una cosa

es muy querida, la cuidamos mucho. Nuestrafamilia y nuestros amigos son muy queridos.Nuestras mascotas también pueden serqueridas. Hasta nuestras cosas preferidas sonqueridas.

3. Now let’s look at a picture that shows theword dear . (Point to the puppy in the photo.)The puppy is very dear to the girl. See how thegirl looks at the puppy. We can tell she loveshim. See how shiny he is. He also has a collar.

We can tell the girl takes very good care ofher puppy because he is dear to her.

4. Draw a picture of someone or somethingthat is dear to you. Share your drawing witha partner and tell why the person or thingis dear.

5. We keep things that are dear to us in safeplaces. For example, people keep special

jewelry in jewelry boxes. Tell your partnerother places that people keep things that aredear to them. (Examples include: a special box,photo albums, a safe)

6. Now let’s say dear together three more times:dear, dear, dear .

PARTNER TALK

38

Key Vocabulary

Unit 1 Week 4 Flip

Word 3 needs


42/511

Word 4 sensible

Key Vocabulary

Unit 1 Week 4 Flip

Word 3 needs


43/511

© Macmillan/McGraw-Hill • photo credits: (t) © AsiaPix/Asia Images Group/Getty Images. (b) © Digital Vision/Tanya Constantine/Getty Images.

Key Vocabulary


Word 4 sensible



1. Another word in the selection is needs. Say itwith me: needs. Needs are things a person orthing must have. Soil, air, and water are needsthat plants have. Plants could not stay alivewithout these things.

2. En español, needs quiere decir “las cosasque una persona o cosa tiene que tener parasobrevivir, necesidades.” Las necesidades deuna planta son el aire, la tierra y agua. Sinestas cosas, las plantas no podrían vivir.

3. Now let’s look at a picture that demonstratesthe word needs. We see the family meetingtwo of their needs. They are eating anddrinking. Food and drink are needs ofevery person.

4. I am going to show you how we meet one ofour needs. Do the action with me. (Make apillow with your hands and pretend to sleepon it.) What need am I meeting? (need forsleep) I will show how I meet another need.(Run in place.) What need am I meeting?(need to move or exercise)

5. Think of some of your needs. Take turns withyour partner acting out how you meet your

needs. Your partner will guess the needs youact out.

6. Now let’s say needs together three moretimes: needs, needs, needs.

Point to the Word 4 image on the opposite side. 1. Another word in the selection is sensible. Say

it with me: sensible. When you are sensibleyou act in a way that is wise and makes sense.Things that are not sensible are silly. It issensible to wear a coat in the snow. It wouldnot be sensible to wear a bathing suit inthe snow.

2. En español, sensible quiere decir “que muestra

sabiduría y calma en su forma de actuar,sensato.” Si uno o algo no es sensato esnecio o tonto. Es sensato ponerse un saco enla nieve. No es sensato salir a la nieve en unvestido de baño.

3. Now let’s look at a picture that showssomeone acting in a sensible way. (Point tothe girl in the picture.) The girl in this picturewas playing hard on a hot summer day. Now,she has stopped playing. She is taking a drink.

It is sensible to drink after we play hard inthe heat.

4. Tell your partner sensible things to wear indifferent kinds of weather. Use the sentenceframe: It is sensible to wear in

weather .

5. We help ourselves to stay safe by beingsensible. It is sensible to wear seatbelts. Tellyour partner other sensible things you do tostay safe. (It is sensible to wear sunblock. It issensible to eat healthy foods.)

6. Now let’s say sensible together three moretimes: sensible, sensible, sensible.

40

Key Vocabulary

Unit 1 Week 4 Flip

Word 5 train


44/511

Key Vocabulary

Unit 1 Week 4 Flip

Word 5 train


45/511

© Macmillan/McGraw-Hill • photo credits: (t) © Creatas Images/PunchStock.

TEACHER TALK


1. One word in the selection is train. Say it withme: train. To train means “to teach a personor animal to do something.” One person cantrain another to do a job. A person can trainan animal to do tricks.

2. En español, to train quiere decir “enseñarle auna persona o a un animal cómo hacer algo,entrenar.” Una persona puede entrenar aotra a hacer un trabajo. Una persona puedeentrenar a un animal a que haga trucos.

3. Now let’s look at a picture that showssomeone training a pet. The girl wants totrain her dog to do a trick. She shows himhow to put his paw up in the air. He copiesher. She tells him he is a good dog so he willdo it again.

4. You know how to do many things. You couldtrain a younger child to do things you knowhow to do. Tell your partner some things youcould train someone to do. (ride a bike, drawa cat)

5. Think of a kind of pet. Draw a picture of atrick that you think it would be fun to trainthat kind of pet to do. Show your pictureto your partner. Tell about it. Use the word

train. (It would be fun to train a bird to say,“Hello.”)

6. Now let’s say train together three more times:train, train, train.

PARTNER TALK

42


Unit 1 Week 4 Flip

Word 1 come back


46/511

Word 2 go away

Word 1 come back



47/511

© Macmillan/McGraw-Hill • photo credits: (t) © David R. Frazier/Photo Researchers, Inc.. (b) © SW Productions/Getty Images.

Word 2 go away


1. In English, we use come back to describe what

someone does when they return. Say it withme: come back. Come back means “return tothe place you started from.” At the end of theday you come back home.

2. En español, to come back quiere decir“regresar a un lugar.” Al final del día,regresamos a casa.

3. This picture shows the words come back. Itshows a Ferris wheel. On this ride, each cargoes all the way around. Then it comes backto the bottom where it started out.

4. I am going to describe where you start from

and where you go. Then say and complete thesentence: Then I come back . Forexample, I’ll say, “You leave home and go toschool.” You say, “Then I come back home.”

You leave the classroom and go to lunch.You leave your seat and walk to the front ofthe room.

5. Now I am going to say some words. If theymean the same as come back , say “comeback.” If not, say nothing.

stay away returngo to where you started spin around

6. Repeat the words three times with me: comeback, come back, come back.

TEACHER TALK CHORAL REPSONSE

1. In English, we use go away to describe what

someone does when they leave. Say it withme: go away. Go away means “to leave andgo to another place.” Everyday we go awayfrom home to come to school.

2. En español, to go away decir “salir de un lugarpara irse a otro.” Cada día salimos de casapara irnos a la escuela.

3. This picture shows the words go away. It shows children getting on a school bus.

When the bus moves, they go away fromthe bus stop.

4. I am going to describe where you start from

and where you go. Then say and completethe sentence: I go away from . Forexample, I’ll say, “You start from home and goto school.” You say, “I go away from home.”

You start from the classroom and go to lunch.You start from your seat and go to the front ofthe room.

5. Now I am going to say some words. If theymean the same as go away , say “go away.”

If not, say nothing. move away

returnleavestay

6. Repeat the words three times with me: goaway, go away, go away.

44


Unit 1 Week 4 Flip

Word 3 sit down


48/511

Word 4 stand up

Word 3 sit down



49/511

© Macmillan/McGraw-Hill • photo credits: (t) © Corbis. (b) © Jill Braaten/Macmillan/McGraw-Hill.

1. In English, we use sit down to tell about amove we might make. Say it with me: sitdown. Sit down means “to take a seat, getinto a seated position.” We sit down on ourchairs in the classroom.

2. En español, to sit down quiere decir“sentarse.” Nos sentamos en las sillasdel salón.

3. This picture shows the words sit down. It shows children sitting down in a circlelistening to the teacher read a book.

4. Tell your partner some things you do whenyou sit down in the classroom. Use thesentence: I sit down when I . (Examples include, read, write, draw, listen tothe teacher)

5. Now talk with your partner about placeswhere you can sit down to read a book. Usethe sentence: I can sit down on a . (Examples include: chair, couch, bench, bed)

6. Repeat the words three times with me: sitdown, sit down, sit down.


1. In English, we use stand up to tell about a

move we might make. Say it with me: standup. Stand up means “to get up on your feet.”When we go to lunch, we stand up first andthen get in a line.

2. En español, to stand up quiere decir “ponersede pie.” A la hora del almuerzo, nos ponemosde pie y nos ponemos en fila.

3. This picture shows the words stand up. Thesechildren are standing up as they pledge

allegiance to the flag.

4. Repeat this chant after me.

Stand up when the parade comes by.Stand up and watch the birds fly.Stand up to reach a book up high.Stand up to see stars in the sky.

5. I am going to ask you questions. Answer eachby saying “yes” or “no.”

Can you stand up while you sit down? Can you stand up while you sing? Can you stand up while you kneel?

Can you stand up while you read? 6. Repeat the word three times with me: stand

up, stand up, stand up.

Word 4 stand up

46

Basic Words

Unit 1 Week 4 Flip

lamb, monkey, seal, turtle, whale, porpoise


50/511

lamb monkey seal

turtle whale porpoise

© Macmillan/McGraw-Hill • photo credits: (tl) © Photodisc/Getty Images. (tc) © Creatas Images/PunchStock. (tr) © Stockbyte/Getty Images.(bl) © Ingram Publishing (Superstock Limited)/Alamy Images. (bm) © Creatas/PunchStock. (br) © Jupiterimages.

ROUTINE



3. Have children say the word three times.

4. Explain how these six words fit into a group, or category. Duringindependent work time, have children write sentences for each word.

47


51/511

Key Vocabulary

Unit 1 Week 5 Soccer

Word 1 admire


52/511

Word 2 challenging

Key Vocabulary


Word 1 admire


53/511

© Macmillan/McGraw-Hill • photo credits: (t) © Photodisc/SW Productions/Getty Images. (b) © Digital Vision/PunchStock.


1. One word in the selection is admire. Sayit with me: admire. To admire means “torespect.” When we admire a person, we thinkthe person is special because of what he orshe is or does. You might admire someonewho is very kind. You might admire someonewho can play the piano well.

2. En español, to admire quiere decir “respetar,

pensar que alguien es especial por lo quehace, admirar.” Tal vez admiras a alguien quees muy amable. Tal vez admiras a alguienporque toca el piano muy bien.

3. To admire in English and admirar in Spanishare cognates. They sound almost the sameand mean the same thing in both languages.

4. Now let’s look at a picture that shows whatit is like to admire. The family in the photolooks at the father. They look at him with loveand respect. We can tell that they think he isspecial. They admire him.

5. Take turns telling your partner people youadmire. Explain why you admire each personyou name.

6. Make a card for someone you admire. On the

front, show why you admire the person. Insidewrite a message, I admire you. (Write themessage on the board.)

7. Now let’s say admire together three moretimes: admire, admire, admire.

MOVEMENT


TEACHER TALK

Word 2 challenging


1. Another word in the selection is challenging.

Say it with me: challenging. Challenging means “hard to do.” Something challengingtakes a lot of effort to do. Sometimes we haveto work hard to do something challenging,such as riding a bike up a hill. Sometimeswe have to think hard to do a somethingchallenging, such as solving a puzzle.

2. En español, challenging quiere decir “difícilde hacer, retador.” Algo retador requiere

de mucho esfuerzo para hacer. A vecestenemos que esforzarnos mucho para lograralgo retador, como manejar la bicicletasubiendo una colina. A veces tenemos quepensar mucho para hacer algo retador, comoterminar un rompecabezas.

3. Now let’s look at a picture that showssomething challenging. The people in thephoto are doing something challenging. Theyare doing a handstand. They are standing on

their hands instead of their feet.

4. I am going to name some things to do. If I saysomething challenging to do, stand up and

say challenging. If I say something that is notchallenging, sit down and say nothing. Let’sbegin: Read a hard book. Take a nap. Eat onegrape. Eat one hundred grapes. Figure out theanswer to a hard riddle. Climb a mountain.Write your name.

5. I am going to do something challenging. Thenyou will do it. (Do an action such as standon one foot and hop.) Who has somethingchallenging they would like us to try? Besure it is safe to do in the classroom. (Call onseveral volunteers for the class to imitate.)

6. Now let’s say challenging together three moretimes: challenging, challenging, challenging.

Key Vocabulary

50

Key Vocabulary


Word 3 charity


54/511

Word 4 focus

Key Vocabulary


Word 3 charity


55/511

© Macmillan/McGraw-Hill • photo credits: (t) © Brand X Pictures/PunchStock. (b) © Comstock Images/Jupiterimages.

Key Vocabulary

TEACHER TALK


1. Another word in the selection is charity. Sayit with me: charity. Charity is helping peoplewho do not have things they need. Forexample, giving coats to children who needwarm clothes is an act of charity.

2. En español, charity quiere decir “ayuda a laspersonas necesitadas, caridad.” Donar sacosa niños que no tienen ropa caliente para el

invierno es un acto de caridad. 3. Charity in English and caridad in Spanish are


4. Now let’s look at a picture that shows theword charity . We see two teens who are doingan act of charity. They are serving food topeople who are hungry and do not have food.

5. Tell your partner about an act of charityyou saw someone do. Tell why it was an actof charity.

6. You and your partner will take turns namingthings a person needs to stay alive andwell. Your partner will tell an act of charitysomeone could do to help a person whoneeded that thing.

7. Now let’s say charity together three more

times: charity, charity, charity.


1. Another word in the selection is focus. Say itwith me: focus. To focus means “to look hardor pay close attention to something.” When Iwrite something on the board, you all look atit. You focus on what I am writing.

2. En español, to focus quiere decir “mirarfijamente o concentrar la atención en algo,enfocar.” Cuando escribo algo en el tablero,ustedes lo miran. Ustedes se enfocan en lo queestoy escribiendo.

3. Now let’s look at a picture that shows whatit is like to focus. (Point to the leaf the boy isholding.) The boy focuses on this leaf. He islooking at it very closely. He is even using aspecial tool to focus on the leaf. It is called amagnifying glass. The tool makes things lookbigger. The tool helps him pay attention toevery little part of the leaf.

4. We will play a game. I will tell you to focusyour eyes on something. You will turn aroundand focus on it. Focus on the door. Focus onyour left foot. Focus on the board. (Say severalmore commands with focus. Then call onvolunteers to take turns telling the class whatto focus on.)

5. The boy in the photo uses a magnifyingglass to focus on a leaf. Pretend you havea magnifying glass. (Demonstrate curling

your fingers into a circle to hold a pretendmagnifying glass.) Find something in our roomto focus on with your pretend magnifyingglass. Then I will ask you to tell us what youare focusing on.

6. Now let’s say focus together three more times:focus, focus, focus.

Word 4 focus

MOVEMENT

PARTNER TALK

TEACHER TALK

52

Key Vocabulary


Word 5 offer


56/511

Key Vocabulary



Word 5 offer


57/511

© Macmillan/McGraw-Hill • photo credits: (t) © Image Source/PunchStock.



1. Another word in the selection is offer . Sayit with me: offer. To offer means “to givesomething to someone.” When we offersomething to someone, they may take it orthey may not. For example, a friend couldoffer you a snack after school.

2. En español, to offer quiere decir “dar algo aalguien, ofrecer.” Cuando le ofreces algo a

alguien, esa persona puede aceptarlo o puedeno aceptarlo. Por ejemplo, un amigo te puedeofrecer algo de comer después de clases.

3. To offer in English and ofrecer in Spanish arecognates. They sound almost the same andmean the same thing in both languages.

4. Now let’s look at a picture that demonstratesthe word offer . The girl offers a gift to hergrandmother. The grandmother smiles. She

reaches out to take what the girl offers her.

5. I will pretend to offer you some differentfoods. Decide if you want each food. If youdo, reach out as if you will accept my offer.If you do not want the food, put your handsbehind your back. (Name various items such asa banana, a bowl of spinach, a pretzel, cerealwith ketchup on it.)

6. I will give you time to gather three thingsfrom the classroom. Then you will offer each

thing to your partner. Say: I want to offer youthis . If your partner wants theitem, he or she will take it and say: Thank you.If the partner does not want the item, he orshe will not take it and say: No, thank you.

7. Now let’s say offer together three more times:offer, offer, offer.

54



Word 1 over there


58/511

Word 2 over (in a higher position)

Word 1 over there


1 In English we use over there to describe 4 Look back at the photo with your partner Ask


59/511

© Macmillan/McGraw-Hill • photo credits: (t) © Creatas Images/PunchStock. (b) © PhotoAlto Agency/Laurence Mouton/Jupiterimages.

Word 2 over (in a higher position)

1. In English, we use over there to describewhere something is. Say it with me: overthere. Over there means “in that place.”(Point to the classroom window as you saythe following sentence.) The window is overthere.

2. En español, over there quiere decir “allá,en ese lugar.” (Señale la ventana del salónmientras lee la frase que sigue) La ventanaestá allá.

3. This picture shows the words over there.

Suppose you are standing by the door and areasked, “Where is the computer?” You point tothe computer and say, “It is over there.”

4. Look back at the photo with your partner. Askeach other questions about where different

items are in the picture. Answer the questionsby pointing and using the words over there.

5. Repeat the activity you just did, but thistime ask and answer questions about itemsin our classroom. Remember to answer eachquestion with the words over there.

6. Repeat the words three times with me: overthere, over there, over there.


1. In English, we sometimes use over to describe

a position above. Say it with me: over. Over can mean “in a higher place or position.”The ceiling is over our heads.

2. En español, to be over quiere decir “arriba,encima.” El techo está arriba de nuestrascabezas.

3. This picture shows the word over. It shows theclouds that are above the ocean. The white,fluffy clouds have formed over the water.

4. Let’s put our hands over our heads. Now let’s

put the right hand over the left hand. Nowlet’s switch and put the left hand over theright hand.

5. (Provide children with several differentcolored counters or blocks to practice over .)Let’s put the red block over the yellow block.Now let’s put the blue block over the redblock. (Continue with other instructions thatillustrate the concept.)

6. Repeat the word three times with me: over,over, over.

56



Word 3 over (upside down)


60/511

Word 4 over (to be done with)

Word 3 over (upside down)


1. In English, we sometimes use over to describe 4. Look at the picture again. Tell your partner


61/511

© Macmillan/McGraw-Hill • photo credits: (t) © Digital Vision/Katy McDonnell/Getty Images. (b) © Ken Cavanagh/McGraw-Hill Companies.

g ,a different position. Say it with me: over. Over

can mean “in an upside down position.” Ifwe turn a cup over, the top is then on thebottom. The cup is over, or upside down.

2. En español, to be over también quiere decir“volteado, al revés.” Si volteamos una taza,la parte de arriba está abajo. La taza estáal revés.

3. This picture shows the word over. It showschildren hanging upside down. They are

hanging over the bar.

p g y pabout a time when you or someone you know

hung upside down. Use the word over tomean “upside down.”

5. Tell your partner how a glass, a pancake, anda wagon turned upside down. Use the wordover in your sentences.


Word 4 over (to be done with)


1. In English, we can also use the word over to

tell about the end of an event. Say it withme: over. Over can mean “to be done with orfinished.” When a runner crosses the finishline, the race is over.

2. En español, to be over también quieredecir “haberse terminado.” Cuando uncorredor cruza la línea de meta, la carrera haterminado.

3. This picture shows the word over. The artproject the girl was working on is finished.She is hanging up her painting now that theproject is over.

4. I am going to say some words. If the word

means over as in “The race is over,” say“over.” If not, say nothing. (Read these words:done, begin, finished, start, stopped, ended.)

5. I am going to describe some events. If youthink I am describing an event that is over anddone with, clap and say, “It’s over!” If not,don’t say anything.

The curtain comes down at the end ofthe show.

The school day is finished at three o’clock.The race has begun.The television show has come to an end.


58

Basic Words

Unit 1 Week 5Soccer

soccer, tennis, baseball,basketball, football, softball


62/511

soccer tennis baseball

basketball football softball

© Macmillan/McGraw-Hill • photo credits: (tl) © BananaStock/Alamy Images. (tc) © Stockbyte/PunchStock. (tr) © Comstock/Jupiterimages.(bl) © Stone/Lawrence Migdale/Getty Images. (bm) © Brand X Pictures/Getty Images. (br) © Brand X Pictures/Getty Images.

ROUTINE



3. Have children say the word three times.

4. Explain how these six words fit into a group, or category. Duringindependen work time, have children write sentences for each word.

59


63/511

Key Vocabulary

Unit 2 Week 1 Animal Moms and Dads

Word 1 guide


64/511

Word 2 provide

Key Vocabulary


TEACHER TALK

Word 1 guide

MOVEMENT


65/511

© Macmillan/McGraw-Hill • photo credits: (t) © Bananastock/PunchStock. (b) © Bananastock/PunchStock.

Key Vocabulary

TEACHER TALK

Word 2 provide


1. One word in the selection is guide. Say it withme: guide. To guide means “to show or pointout.” If you do not know how to get homeyou can ask a police officer to guide you.

2. En español, to guide quiere decir “mostrar elcamino, guiar.“ Si uno no sabe cómo llegar asu casa, le puede preguntar a un policía quelo guíe.

3. To guide in English and guiar in Spanish arecognates. They sound almost the same andmean the same thing in both languages.

4. Now let’s look at a picture that shows theword guide. (Point to the woman in thephoto.) See how this woman is pointing to thedinosaur. She guides the children to look atthe skeleton. It looks like she is guiding themto see the teeth.

5. Let’s take turns guiding a classmate to yourdesk. Choose a classmate, walk over to him orher. Then guide your classmate back toyour desk.

6. Let’s make a line. We can take turns leadingthe line. The leader can guide the others inline to march around the room.

7. Now let’s say guide together three moretimes: guide, guide, guide.

PARTNER TALK


1. Another word in the selection is provide. Sayit with me: provide. To provide means “togive or supply something needed.” The schoolprovides books we need to read. Our familiesprovide us with care and love.

2. En español, to provide quiere decir “dar o aportaralgo que se necesita, proveer.” El colegio nosprovee los libros que necesitamos para leer.Nuestras familias nos proveen cariño y amor.

3. To provide in English and proveer in Spanishare cognates. They sound almost the sameand mean the same thing in both languages.

4. Now let’s look at a picture that shows theword provide. (Point to the art supplies in thephoto.) See the paints and brushes. The artteacher provides them to the children so theycan paint their pictures.

5. Tell your partner what you would provide fora dog if you had a dog as a pet. (Examplesinclude: food, water, toys, a soft bed)

6. Think about all of the things your familyprovides for you. Talk to your partner aboutwhat they provide. (Examples include: a home,food, clothes, love, fun)

7. Now let’s say provide together three moretimes: provide, provide, provide.

62

Key Vocabulary


Word 3 protect


66/511

Word 4 separate

Key Vocabulary



Word 3 protect


67/511

© Macmillan/McGraw-Hill • photo credits: (t) © Stockbyte/PunchStock. (b) © Comstock/PunchStock.

Key Vocabulary


Word 4 separate


1. Another word in the selection is protect. Sayit with me: protect. To protect means “tokeep safe or to stop from getting hurt.” Whenyou skate, you should wear pads to protectyou if you fall. In a car we wear a seat belt toprotect us.

2. En español, to protect quiere decir “mantenerseguro o prevenir maltrato, proteger.” Cuando

patinan se colocan rodilleras para proteger susrodillas si se caen. Cuando vamos en un carro,nos ponemos nuestros cinturones de seguridadpara protegernos si hay un accidente.

3. To protect in English and proteger in Spanishare cognates. They sound almost the sameand mean the same thing in both languages.

4. Now let’s look at a picture that shows theword protect . (Point to the helmet in thephoto.)

Documents

Visual Vocabulary G1 [].pdf