1. beneath Key Words Unit 5 ● Week 3 TEACHER TALK
Point to the Word 1 image.
1. One word to learn this week is beneath. Say it with me: beneath. Beneath means “under.” Some people put their shoes beneath their bed when they take them off at night.
2. En español, beneath quiere decir “debajo de.” Algunas personas ponen sus zapatos debajo de la cama antes de acostarse.
3. Now let’s look at a picture that shows the word beneath. (Point to branches of the trees.) See the branches. What is under the branches? (Point to the leaves beneath the branches.) There are leaves beneath the branches.
MOVEMENT
4. I will give each of you a direction to follow. Put your hand beneath your chair. Put a pencil beneath your book. Put a crayon beneath the table. (Continue with similar directions until everyone has had a turn.)
5. We will play a guessing game. Each person will choose something small enough to fit beneath his or her hand. Do not let anyone see what you choose. When it is your turn, we will close our eyes. You will put the thing beneath your hand. Then we will open our eyes and you will ask, “What is beneath my hand?” We will guess. You can give us hints if we don’t guess after three tries.
6. Now let’s say beneath together three more times: beneath, beneath, beneath.
beneath

2. enter Key Words Unit 5 ● Week 3 TEACHER TALK
Point to the Word 2 image.
1. Another word to learn this week is enter. Say it with me: enter. To enter means “to go into a place.” Each morning, you enter our classroom.
2. En español, to enter quiere decir “entrar en algún lugar.” Cada mañana, entramos al salón.
3. To enter in English and entrar 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 shows the word enter. The girl is at a door of a building. She will open the door and enter the building.
PARTNER TALK
5. Think of all the places you enter on a school day. Take turns naming them with your partner. (Examples include: the school, the classroom, the library, the lunchroom)
6. We usually enter a place through a door. Draw an interesting door. Tell your partner what you would enter if you went through that door. For example, you might decorate the door with colorful candies and tell your partner that it is a door you would use to enter a candy store.
7. Now let’s say enter together three more times: enter, enter, enter.
enter

3. habitat Key Words Unit 5 ● Week 3 TEACHER TALK
Point to the Word 3 image.
1. Another word to learn this week is habitat. Say it with me: habitat. A habitat is a place where a certain animal or plant lives. The habitat of a polar bear is an icy cold place.
2. En español, habitat quiere decir “hábitat.” Un hábitat es un lugar donde vive cierto animal o planta. El hábitat de un oso polar es un lugar helado.
3. Habitat in English and hábitat in Spanish are cognates. They sound almost the same and mean the same thing in both languages.
PARTNER TALK
4. Now let’s look at a picture that shows the word habitat. This picture shows a habitat in the mountains. We can see the plants that live in this habitat. There are also animals that live here. There might be squirrels, chipmunks, and deer in this habitat.
5. Think of an animal you have seen in nature. Tell your partner about its habitat. Tell how the habitat looks.
6. Talk with your partner about how an animal’s habitat is like your home.
7. Now let’s say habitat together three more times: habitat, habitat, habitat.
habitat

4. raise Key Words Unit 5 ● Week 3 TEACHER TALK
Point to the Word 4 image.
1. Another word to learn this week is raise. Say it with me: raise. To raise means “to help a child grow up.” The adults in your family give you a place to live. They feed you. They help you learn. This is what families do to raise children.
2. En español, to raise quiere decir “criar a un hijo.” Los adultos de tu familia te dan un lugar donde vivir. Te dan de comer. Te ayudan a aprender. Así es como las familias crían a sus hijos.
3. Now let’s look at a picture that shows the word raise. We see two children. We see their parents. The parents are outdoors playing with the children. These parents are working to raise their children.
MOVEMENT
4. We will sing a song. (Sing to the tune of “Mary Had a Little Lamb.”) Mama raised a little boy, little boy, little boy. Mama raised a little boy, and took good care of him. (Repeat with Mama raised a little girl; Daddy raised a little boy; and Daddy raised a little girl.) Now, let’s act out some things parents do to raise children as we sing each verse again. (Act out rocking a baby, feeding a child, reading to a child and covering a child up at bedtime as you sing each verse.)
5. Act out something parents do to raise children. We will guess what you are acting out.
6. Now let’s say raise together three more times: raise, raise, raise.
raise

5. responsibility Key Words Unit 5 ● Week 3 TEACHER TALK
Point to the Word 5 image.
1. Another word to learn this week is responsibility. Say it with me: responsibility. A responsibility is something that someone is supposed to do. People depend on us to take care of our responsibilities. For example, you are responsible for doing good work in school.
2. En español, responsibility quiere decir “responsabilidad.” Una responsabilidad es algo que se tiene que hacer, una obligación. Uno espera que cada quien cumpla con sus obligaciones. Por ejemplo, ustedes tienen la responsabilidad de estudiar.
3. Responsibility in English and responsabilidad in Spanish are cognates. They sound almost the same and mean the same thing in both languages.
PARTNER TALK
4. Now let’s look at a picture that shows the word responsibility. The mother is feeding the baby. The baby is too little to feed himself. It is the mother’s responsibility to be sure the baby gets food.
5. Many children have chores to do at home or in school. The chores are their responsibility. Talk to your partner about some of your responsibilities at home.
6. Draw a picture of yourself taking care of a responsibility you have in school. Show your picture to your partner and talk about the responsibility.
7. Now let’s say responsibility together three more times: responsibility, responsibility, responsibility.
responsibility

6. to the top Function Words & Phrases Unit 5 ● Week 3 TEACHER TALK
1. In English, we use the phrase to the top to talk about the highest part or point of something. Say it with me: to the top. If you climb all the way up a hill, you climb to the top.
2. En español, to the top quiere decir “a la cima.” Si llegas hasta el punto más alto de una colina, llegaste a la cima.
3. This picture shows the phrase to the top. (Point to the climber.) This person climbed all the way up the rock. He could not go any farther. He is at the top of the rock.
CHORAL RESPONSE
4. I am going to point to some things. Then you will answer my question. (Point to the top of the bookshelf.) Am I pointing to the top of the bookshelf? (Point to the bottom of a table.) Am I pointing to the top of the table? (Continue with a few more gestures and questions.)
5. Let’s pretend to climb to the top of some things. Do the actions with me. Say what I say. (In each instance, lead children in acting out climbing.)
We climb to the top of the hill.
We climb to the top of the stairs.
We climb to the top of the tree.
We climb to the top of the ladder.
6. Repeat the phrase three times with me: to the top, to the top, to the top.
to the top

7. far below Function Words & Phrases Unit 5 ● Week 3 TEACHER TALK
1. In English, we use the phrase far below to tell about something that is much lower than something else. Say it with me: far below. If you are in an airplane, you can see clouds far below you.
2. En español, far below quiere decir “mucho más abajo.” Desde un avión puedes ver las nubes mucho más abajo.
3. This picture shows the phrase far below. Someone climbed up a hill. Then the person took a picture of the town far below. The town is not near the person taking the picture. The town is much lower than the hill where the person is.
PARTNER TALK
4. Pretend you are a bird. Tell your partner what you see far below as you fly.
5. Imagine you are standing at the top of a hill. Draw a picture of what you see. Show what is far below the hill. Share your picture with your partner. Ask your partner, “What do you see far below?”
6. Repeat the phrase three times with me: far below, far below, far below.
far below

8. cage Basic Words Unit 5 ● 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.
cage

9. bush Basic Words Unit 5 ● 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.
bush

10. nest Basic Words Unit 5 ● 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.
nest

11. field Basic Words Unit 5 ● 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.
field

12. shore Basic Words Unit 5 ● 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.
shore

13. sky Basic Words Unit 5 ● 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.
sky

14. Basic Words Unit 5 ● 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.