1. A Dream Comes True

2. elementary Key Words Unit 6 ● Week 3 TEACHER TALK
Point to the Word 1 image.
1. One word in the selection is elementary. Say it with me: elementary. Elementary means “the basics or the beginnings.” Things that are elementary are simple, not complicated. One plus one is two is an elementary sum.
2. En español, elementary quiere decir “básico o principal, elemental.” Las cosas elementales son simples, no complicadas. Uno más uno son dos es una suma elemental.
3. Elementary in English and elemental in Spanish are cognates. They sound almost the same and mean the same thing in both languages.
4. Now let’s look at a picture that demonstrates the word elementary. (Point to the students in the photo.) These young children are learning the letters of the alphabet. It is an elementary task, because you can’t read or write more until you can say and write the letters.
PARTNER TALK
5. Turn to your partner and talk about the elementary things you learned in kindergarten and first grade. Explain how learning these elementary lessons has helped you with your studies in later grades. (Examples include: reading and writing the alphabet, reading and writing numbers, learning to get along with people)
6. Think of another skill you have, such as playing a sport or a musical instrument. Tell your partner about the elementary things you did when you first started learning this skill. Compare these elementary skills with the skills you have now.
7. Now let’s say elementary together three more times: elementary, elementary, elementary.
elementary

3. physical Key Words Unit 6 ● Week 3 TEACHER TALK
Point to the Word 2 image.
1. Another word in the selection is physical. Say it with me: physical. Physical things relate to your body. Physical exercise helps your body. It includes running, jumping, swimming, and playing games.
2. En español, physical quiere decir “que tiene que ver con tu cuerpo, físico.” Actividades físicas, como correr, saltar, nadar y jugar, son buenas para la salud.
3. Physical in English and físico in Spanish are cognates. They sound almost the same and mean the same thing in both languages.
MOVEMENT
4. Now let’s look at a picture that demonstrates the word physical. (Point to the children in the photo.) When children are on the playground, they get a lot of physical exercise. They play chase with each other, they climb on playscapes, and they push each other on swings. They’re tired after a lot of physical exercise.
5. Let’s get some physical exercise now. Everyone stand up. Let’s stretch our arms and wiggle our fingers. Let’s jump up and down a few times and jog in place. Physical exercise feels great!
6. You should get some physical exercise every day. Show us some of the physical exercises that you like to do. We will do them, too, and we will all get a lot of physical exercise.
7. Now let’s say physical together three more times: physical, physical, physical.
physical

4. rigid Key Words Unit 6 ● Week 3 TEACHER TALK
Point to the Word 3 image.
1. Another word in the selection is rigid. Say it with me: rigid. Something that is rigid is stiff and inflexible. It does not bend or move easily. A steel pole is rigid, because it is stiff and doesn’t bend easily.
2. En español, rigid quiere decir “que no se mueve o dobla con facilidad, tieso, inflexible, rígido.” Una vara de acero es rígida, pues es tiesa y no se puede doblar fácilmente.
3. Rigid in English and rígido in Spanish are cognates. They sound almost the same and mean the same thing in both languages.
4. Now let’s look at a picture that demonstrates the word rigid. (Point to the cast in the photo.) This hard plaster cast is rigid. It won’t move or bend. It feels hard and stiff to the touch.
PARTNER TALK
5. Think about another item that is rigid, such as a wooden table-top or a chair leg. Tell your partner what this rigid thing looks and feels like. (Examples include a tree branch, a piece of hard plastic, and a heavy door.)
6. Ideas can be rigid, too. If your ideas are rigid, they don’t change. You might get new information, but you won’t listen to it. Talk with your partner. One of you should pretend to have a rigid idea about bedtime. The other one should try to change the rigid idea. Then switch roles. After you are finished with your role-play, we’ll talk about what it’s like to try and change someone’s rigid ideas.
7. Now let’s say rigid together three more times: rigid, rigid, rigid.
rigid

5. interact Key Words Unit 6 ● Week 3 TEACHER TALK
Point to the Word 4 image.
1. Another word in the selection is interact. Say it with me: interact. When you interact you are involved with other people. You talk, work, and cooperate with them. If you are on a sports team, you interact with your teammates and work together with them to win games.
2. En español, to interact quiere decir “estar involucracho con otros, interactuar.” Hablas, trabajas y cooperas con otras personas. Si estás en un equipo deportivo, interactúas con tus compañeros para poder ganar partidos.
3. To interact in English and interactuar in Spanish are cognates. They sound almost the same and mean the same thing in both languages.
MOVEMENT
4. Now let’s look at a picture that demonstrates the word interact. (Point to the students in the photo.) These fifth grade students are interacting. They are working on a project together. Notice how they look at each other, talk, point to things in their book, and listen to each other. They interact well and their project will be a success.
5. Let’s get in small groups and interact the way the students in the photograph are doing. Let’s smile, listen to each other, talk one at a time, and point to things in our books. We get a lot of work done when we interact like this.
6. Work with a partner. Show us how you two interact when you do something together, like playing a game or fixing a broken toy. We’ll watch what you do and say when you interact.
7. Now let’s say interact together three more times: interact, interact, interact.
interact

6. wheelchair Key Words Unit 6 ● Week 3 TEACHER TALK
Point to the Word 5 image.
1. Another word in the selection is wheelchair. Say it with me: wheelchair. A wheelchair is a special kind of chair. People who can’t walk at all or who can’t walk well for a long time use wheelchairs which have two small wheels in front and two larger wheels at the sides. A helper can push the wheelchair from behind, or the person in the chair can turn the two large wheels to move the chair.
2. En español, wheelchair quiere decir “una silla de ruedas.” Es una silla especial con dos ruedas pequeñas adelante y dos grandes a los lados. Las personas que no pueden caminar usan sillas de ruedas. Un asistente puede impulsarla, o la persona que va en ella puede impulsar las ruedas delanteras por sí misma.
3. Now let’s look at a picture that demonstrates the word wheelchair. (Point to the girl in the wheelchair in the photo.) This girl is in a wheelchair. She can move it by pushing on the two large wheels on the sides. Or, a teacher or other helper can hold onto the white handles in the back and push her. She can’t walk, but she can participate in most of the activities in her classroom. She plays the tambourine while her classmates play other instruments.
PARTNER TALK
4. Students or teachers who are in wheelchairs need some special accommodations, or adjustments, to help them get around the school. Talk about the things your school has to help people in wheelchairs. (Examples include: ramps, railings, extra-wide doors) Explain how these adjustments help the people in wheelchairs.
5. Suppose a building in your community did not have special accommodations for people in wheelchairs. You think they should have these things. Talk with your partner. Plan a speech that you would give to convince people to make changes and help the people in wheelchairs get around more easily.
6. Now let’s say wheelchair together three more times: wheelchair, wheelchair, wheelchair.
wheelchair

7. up for grabs Function Words & Phrases Unit 6 ● Week 3 TEACHER TALK
1. Up for grabs means “to be available to anyone who can try out or apply.” Say it with me: up for grabs. Suppose you want to join the softball team. All of the positions on the team are up for grabs. No one has made the team and been assigned a position. Everyone has to try out. The best players will get chosen for the positions on the team.
2. En español, up for grabs quiere decir “estar disponible para cualquiera.” Digamos que quieres entrar al equipo de béisbol. Todos los lugares están disponibles. El equipo no está formado todavía. Cualquiera puede presentarse a las pruebas. Después escogerán a los mejores jugadores.
3. This picture demonstrates the phrase up for grabs. These two soccer players are looking at the trophies that their school team has already won. They know that the championship this year is still up for grabs. No one has won yet, and all of the games have not been played. They still have a good chance to help their team get another trophy to add to the case.
CHORAL RESPONSE
4. I’m going to describe some situations. If something is up for grabs, say “up for grabs.” If not, don’t do anything.
Several kids are trying out for parts in the school play.
I bought a new DVD at the bookstore.
There are four jobs at the library and twelve people are applying for them.
The city championship basketball tournament starts tomorrow morning.
5. Now I am going to describe some situations with positions that are up for grabs. Tell me what you would do to get one of the positions.
It’s the beginning of the school year and all of the class offices (president, vice president, etc.) are up for grabs.
Four spots on the swim team are up for grabs.
Tickets to your favorite band’s concert on Saturday are up for grabs.
6. Repeat the phrase three times with me: up for grabs, up for grabs, up for grabs.
up for grabs

8. punch in Function Words & Phrases Unit 6 ● Week 3 TEACHER TALK
1. Punch in means “to press the keys or buttons on a keyboard.” Say it with me: punch in. The keyboard is attached to a computer or other electronic device. We punch in the information we want to communicate by pushing the letters or numbers on the keyboard.
2. En español, to punch in quiere decir “presionar las teclas de un teclado.” El teclado está conectado a la computadora u otro aparato. Presionamos las teclas para pasar información que queremos comunicar.
3. This picture demonstrates the phrase punch in. The woman who is holding this computer will punch in the message she wants to send. The letters will appear on the screen. Then she’ll punch in a command to send the .
CHORAL RESPONSE
4. I am going to name some items. If you punch in numbers or letters on a keyboard to use this item, then pantomime using the keyboard and say “punch in.” If not, don’t do anything.
a book
a hand-held game
chalkboard
a calculator
5. Now I am going to describe some activities. If you punch in numbers or letters on a keyboard for these activities, then pantomime using the keyboard and say “punch in.” If not, don’t do anything.
You send a text message to a friend.
You go to one of your favorite Web sites on your laptop.
You are looking through the CDs on a shelf at a music store.
6. Repeat the phrase three times with me: punch in, punch in, punch in.
punch in

9. in honor of Function Words & Phrases Unit 6 ● Week 3 TEACHER TALK
1. In English, we use in honor of to describe a way to praise important people. Say it with me: in honor of. In honor of means “to praise or remember with respect.” Our school planted a tree on the playground in honor of a past principal who died.
2. En español, in honor of quiere decir “en honor a.” Así se dice cuando queremos recordar a alguien con respeto. Nuestra escuela plantó un árbol en honor a un director que murió.
3. This picture demonstrates the phrase in honor of. This is the Jefferson Memorial in Washington, D. C. The memorial was built in honor of Thomas Jefferson. He was the third president of the United States and also wrote the Declaration of Independence. When people visit the memorial, they remember the good things he did for our country.
CHORAL RESPONSE
4. I am going to describe some other monuments that were built in honor of famous people. Repeat each sentence after me. Raise your hand if you have seen each place, either in person or in pictures.
The Washington Monument in Washington, D.C. was built in honor of George Washington.
The Lincoln Memorial in Washington, D.C. was built in honor of Abraham Lincoln.
Mount Rushmore in South Dakota was carved in honor of George Washington, Thomas Jefferson, Theodore Roosevelt, and Abraham Lincoln.
5. You can also do things in honor of people. For example, we fly the flag in honor of our country. Think about some people you know who have done good things. What would you do in honor of them? (Call on a few students to respond.)
6. Repeat the phrase three times with me: in honor of, in honor of, in honor of.
in honor of

10. far from being a Function Words & Phrases Unit 6 ● Week 3 TEACHER TALK
1. In English, we use far from being a to express an opposite. Say it with me: far from being a. Far from being a means “the opposite, or in contrast.” Suppose a person is not happy. To contrast her with someone who is happy, you would say, “Far from being a happy person, Sylvia was miserable.” Happy and miserable are opposites.
2. En español, far from being a quiere decir “lejos de estar o ser, lo contrario.” Digamos que una persona no es feliz. Para distinguir esa persona de una persona que sí es feliz, diríamos, “Lejos de ser feliz, Sylvia se sentía triste.” Feliz y triste son opuestos.
3. This picture demonstrates the phrase far from being a. The dark clouds are covering most of the sky. Far from being a sunny day, it’s a cloudy day. Far from being a clear day, it’s a cloudy day.
CHORAL RESPONSE
4. Help me finish these sentences:
Far from being cold today, __________.
Far from being hot yesterday, __________.
Far from being afraid of the roller coaster, __________.
Far from being crowded, it is __________.
Far from being noisy, it is __________.
5. Imagine that you are visiting a new place for the first time. This could be an amusement park, the beach, or a new city. This place is nothing like what you expected. Describe this place to us. Use the phrase far from being a in your description. (Call on a few students to respond.)
6. Repeat the phrase three times with me: far from being a, far from being a, far from being a.
far from being a

11. sailing Basic Words Unit 6 ● Week 3 ROUTINE 1. Display the card.
2. Define each word in English, referring to the photograph. Incorporate actions where appropriate.
3. Have children say the word three times.
sailing

12. cycling Basic Words Unit 6 ● Week 3 ROUTINE 1. Display the card.
2. Define each word in English, referring to the photograph. Incorporate actions where appropriate.
3. Have children say the word three times.
cycling

13. in-line skating Basic Words Unit 6 ● Week 3 ROUTINE
1. Display the card.
2. Define each word in English, referring to the photograph. Incorporate actions where appropriate.
3. Have children say the word three times.
in-line skating

14. martial arts Basic Words Unit 6 ● Week 3 ROUTINE 1. Display the card.
2. Define each word in English, referring to the photograph. Incorporate actions where appropriate.
3. Have children say the word three times.
martial arts

15. climbing Basic Words Unit 6 ● Week 3 ROUTINE 1. Display the card.
2. Define each word in English, referring to the photograph. Incorporate actions where appropriate.
3. Have children say the word three times.
climbing

16. kayaking Basic Words Unit 6 ● Week 3 ROUTINE 1. Display the card.
2. Define each word in English, referring to the photograph. Incorporate actions where appropriate.
3. Have children say the word three times.
kayaking

17. Basic Words Unit 6 ● Week 3 ROUTINE
Explain how these six words fit into a group, or category. During independent work time, have children write sentences for each word.