Key VocabularyUnit 5 Week 5 Nutik, the Wolf Pup

Word 1 beloved

Word 2 promised

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Key VocabularyUnit 5 Week 5 Nutik, the Wolf Pup

Key Vocabulary

TEACHER TALK

TEACHER TALK PARTNER TALK

PARTNER TALK

Word 1 beloved

Word 2 promised

Point to the Word 1 image on the opposite side.

1. One word in the selection is beloved. Say it with me: beloved. Something beloved is something that is loved. Cartoons are beloved by many children.

2. En español, beloved quiere decir “querido o amado.” Algo que es querido o amado, es algo que se quiere o estima mucho. Las caricatures son estimadas por muchos niños.

3. Now let’s look at a picture of something that is beloved. This girl loves her puppy. The puppy is beloved.

4. With your partner, name each of your family members. Why are they beloved to you?

5. Talk about a special friend. What is it about your friend that makes him or her special? That is why he or she is beloved.

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

Point to the Word 2 image on the opposite side.

1. Another word in the selection is promised. Say it with me: promised. When something is promised, it is guaranteed. I promised Mom I would go with her to the store.

2. En español, to promise quiere decir “prometer.” Cuando se garantiza que algo va a suceder o ser, es algo prometido. Prometí a mamá que la acompañaría a hacer la compra.

3. To promise in English and prometer 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 something that is promised. These men are shaking hands on an agreement. They have promised each other something.

5. Has someone ever promised to give you something for your birthday? Tell your partner about the time this promise was kept, or about the time is wasn’t.

6. What kinds of promises have you made with your friends? Share your promises with your partner.

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

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Key VocabularyUnit 5 Week 5 Nutik, the Wolf Pup

Word 3 wiggled

Word 4 gleamed

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Key VocabularyUnit 5 Week 5 Nutik, the Wolf Pup

Key Vocabulary

MOVEMENTTEACHER TALK

TEACHER TALK

Word 3 wiggled

Word 4 gleamed

Point to the Word 3 image on the opposite side.

1. One word in the selection is wiggled. Say it with me: wiggled. Wiggled means “moved from side to side with short, quick movements.” The worms wiggled in the soil.

2. En español, to wiggle quiere decir “menear” o “batir.” Cuando te meneas te mueves con movimientos cortos y rápidos de lado a lado. Las lombrices se meneaban en la tierra.

3. Now let’s look at something that is wiggling. (Point to the kitten.) The kitten looks like it is trying to escape from the girl. The girl is holding tightly, but the kitten is wiggling.

4. Let’s put our hands up in the air. Let’s wiggle our fi ngers.

5. Let’s wiggle our toes. Can you wiggle your toes with your shoes on?

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

MOVEMENTPoint to the Word 4 image on the opposite side.

1. Another word in the selection is gleamed. Say it with me: gleamed. If something gleamed, it was bright and shiny, sometimes because it was refl ecting the light. The coin gleamed in the light.

2. En español, to gleam quiere decir “relucir” o “brillar”. Cuando algo reluce o brilla, esa cosa es brillante y destellante, comúnmente porque refl eja la luz. La moneda brillaba con la luz.

3. Now let’s look at a picture of something gleaming. (Point to the water.) The water gleams because the sun shines off of it.

4. Are you wearing anything shiny or metallic? Move it into the light. Does it gleam?

5. Use a glass window or a mirror to refl ect light. Sometimes the light gleams onto another area.

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

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Key VocabularyUnit 5 Week 5 Nutik, the Wolf Pup

Word 5 glanced

Word 6 noble

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Key VocabularyUnit 5 Week 5 Nutik, the Wolf Pup

MOVEMENTTEACHER TALK

Word 5 glanced

Word 6 noble

Point to the Word 5 image on the opposite side.

1. One word in the selection is glanced. Say it with me: glanced. If you glanced at something, you looked at it quickly. You did not stare at it for along time.

2. En español, to glance quiere decir “ojear.” Cuando ojeas algo, miras ese objeto rápidamente. No lo miras detenidamente.

3. Now let’s look at a picture that shows someone glancing at someone else. (Point to the woman’s eye.) This woman glanced at something next to her. She looked at it quickly.

4. Glance at your partner. See if he or she notices you glancing at them.

5. When you walk down the street, do you glance into shop windows? Or do you walk looking straight ahead? Show your partner how you walk down the street.

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

Point to the Word 6 image on the opposite side.

1. Another word in the selection is noble. Say it with me: noble. Noble means “with and impressive, royal, or distinguished look” or “superior.” The knights of the round table were noble. Their shiny armor and stature made them look important and made them stand out. They were superior in combat.

2. En español, noble quiere decrir “de apariencia impresionante, real o distinguida; superior; noble.” Los caballeros de la mesa redonda eran nobles. Su armadura brillante y estatura los hacía ver importantes y los hacía destacarse. Eran superiores en el combate.

3. Noble in English and noble 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 of something noble. (Point to the wolves.) These wolves are standing tall and proud. They look noble. Their posture is distinguished. They look like they are superior to any other animal that might try to confront them.

5. What do you think makes a person noble? Are they nice? Do they think of others before they think of themselves? Tell your partner. (Call on one or two pairs to respond.)

6. What do you think a noble person looks like? Do they stand tall and straight or slouched and stooped over? Tell your partner.

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

Key Vocabulary

TEACHER TALK PARTNER TALK

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Function Words and PhrasesUnit 5 Week 5 Nutik, the Wolf Pup

Word 1 sickly

Word 2 well

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Word 1 sicklyTEACHER TALK CHORAL RESPONSE 1. In English, sickly means “faint, weak, in poor

health.” Say it with me: sickly. When I had the fl u, my face had a sickly color. You could tell I did not feel well.

2. En español, sickly quiere decir “enfermizo; pálido, en mala salud.” Cuando estaba enferma, mi cara lucía enfermiza, estaba pálida. Se notaba que no me sentía bien.

3. This picture shows someone looking sickly. This boy does not feel well. He is sick. He has a sickly expression on his face.

4. Listen to these sentences. Repeat them using the word sickly.After my surgery, I still felt in poor health.The baby was born 5 weeks early, and he was weak.The little boy was always sick.

5. How can you tell when someone is sick? They have a sickly look, don’t they? How do their eyes look? How does their mouth look? How do they walk?

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

Word 2 wellTEACHER TALK CHORAL RESPONSE 1. In English, when you feel well, you feel fi ne.

You are not sick. You are happy and healthy. I feel well today. Say it with me: well. Do you feel well today?

2. En español, well quiere decir “bien de salud.” Cuando estás bien, estás contento y saludable. Yo me siento bien hoy. ¿Y tú?

3. This picture shows people who feel well. Look at these children. They are jumping around. They are happy and healthy. They are doing well.

4. Finish this rhyme with me:I feel good. I feel swell.I feel great. I feel .

5. Listen to these sentences. Say them again, but use the word well.Yesterday, I was sick. I was not fi ne.When I felt better, I went to school.Today, I am not sick. I am healthy.

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

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Function Words and PhrasesUnit 5 Week 5 Nutik, the Wolf Pup

Word 3 tired

Word 4 strong

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Word 3 tiredTEACHER TALK CHORAL RESPONSE 1. In English, when you are tired, you have no

more energy. Say it with me: tired. You need a nap. At the end of the day, I am tired. I just want to go home and sit in my soft, comfortable chair.

2. En español, tired quiere decir “cansado; sin energía.” Al fi nal del día, estoy cansada. Quiero descansar en mi casa. Quiero acurrucarme en mi sillón.

3. This picture shows what tired means. This boy is yawning, like this. (Yawn.) He must be tired. He is ready to go to sleep. Do you yawn when you are tired?

4. Let’s imagine that we ran around on the playground for 15 minutes. We are so tired! What can we do when we are tired?

5. When I say I’m tired, what other words do you think of? (sleep, rest, energy, nap, bored, sit down, slow)

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

Word 4 strongTEACHER TALK CHORAL RESPONSE 1. In English, we call a person or animal that has

a lot of power strong. That person or animal can lift heavy things. Say it with me: strong. (Flex your muscles.) A strong person has muscles!

2. En español, strong quiere decir “fuerte; con mucho poder.” Una persona fuerte puede levantar algo pesado. (Flexione sus músculos.) ¡Una persona fuerte es musculosa!

3. This picture shows what the word strong means. This girl is climbing up. That is really hard to do. You need strong arms and legs to do that. The teacher is there to make sure she doesn’t fall down.

4. I’m going to name some animals. Which ones are strong? If it can carry you, make a muscle and say the word strong: a mousean elephanta horsea cata chicken.

5. How strong are you? Can you lift a car? Can you lift a book? Can you lift a big watermelon? Can you lift your friend sitting next to you?

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

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lick cuddle wobble

bound prance whimper

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ROUTINE

Basic WordsUnit 5 Week 5Nutik, the Wolf Pup

lick, cuddle, wobble, bound, prance, whimper

1. Display the card. 2. Defi ne 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 fi t into a group, or category. During

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

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