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Contents Unit 1 Unit 4 Week 1 Key Vocabulary...........................................................................1 Week 1 Key Vocabulary......................................................................181 Function Words and Phrases ................................................7 Function Words and Phrases ...........................................189 Basic Words ...............................................................................11 Basic Words ............................................................................193 Week 2 Key Vocabulary........................................................................ 13 Week 2 Key Vocabulary......................................................................195 Function Words and Phrases ............................................. 19 Function Words and Phrases ...........................................203 Basic Words ..............................................................................23 Basic Words ............................................................................207 Week 3 Key Vocabulary........................................................................25 Week 3 Key Vocabulary......................................................................209 Function Words and Phrases ............................................. 31 Function Words and Phrases ...........................................217 Basic Words ..............................................................................35 Basic Words ............................................................................221 Week 4 Key Vocabulary........................................................................37 Week 4 Key Vocabulary......................................................................223 Function Words and Phrases .............................................43 Function Words and Phrases ...........................................231 Basic Words ..............................................................................47 Basic Words ............................................................................235 Week 5 Key Vocabulary........................................................................49 Week 5 Key Vocabulary......................................................................237 Function Words and Phrases .............................................55 Function Words and Phrases ...........................................245 Basic Words ..............................................................................59 Basic Words ............................................................................249 Unit 2 Unit 5 Week 1 Key Vocabulary........................................................................ 61 Week 1 Key Vocabulary......................................................................251 Function Words and Phrases .............................................67 Function Words and Phrases ...........................................259 Basic Words ..............................................................................71 Basic Words ............................................................................263 Week 2 Key Vocabulary........................................................................73 Week 2 Key Vocabulary......................................................................265 Function Words and Phrases .............................................79 Function Words and Phrases ...........................................271 Basic Words ..............................................................................83 Basic Words ............................................................................275 Week 3 Key Vocabulary........................................................................85 Week 3 Key Vocabulary......................................................................277 Function Words and Phrases .............................................91 Function Words and Phrases ...........................................285 Basic Words ..............................................................................95 Basic Words ............................................................................289 Week 4 Key Vocabulary........................................................................97 Week 4 Key Vocabulary......................................................................291 Function Words and Phrases ...........................................103 Function Words and Phrases ...........................................299 Basic Words ............................................................................107 Basic Words ............................................................................303 Week 5 Key Vocabulary......................................................................109 Week 5 Key Vocabulary......................................................................305 Function Words and Phrases ...........................................115 Function Words and Phrases ...........................................313 Basic Words ............................................................................119 Basic Words ............................................................................317 Unit 3 Unit 6 Week 1 Key Vocabulary......................................................................121 Week 1 Key Vocabulary......................................................................319 Function Words and Phrases ...........................................127 Function Words and Phrases ...........................................327 Basic Words ............................................................................131 Basic Words ............................................................................331 Week 2 Key Vocabulary......................................................................133 Week 2 Key Vocabulary......................................................................333 Function Words and Phrases ...........................................139 Function Words and Phrases ...........................................341 Basic Words ............................................................................143 Basic Words ............................................................................345 Week 3 Key Vocabulary......................................................................145 Week 3 Key Vocabulary......................................................................347 Function Words and Phrases ...........................................151 Function Words and Phrases ...........................................355 Basic Words ............................................................................155 Basic Words ............................................................................359 Week 4 Key Vocabulary......................................................................157 Week 4 Key Vocabulary......................................................................361 Function Words and Phrases ...........................................163 Function Words and Phrases ...........................................369 Basic Words ............................................................................167 Basic Words ............................................................................373 Week 5 Key Vocabulary......................................................................169 Week 5 Key Vocabulary......................................................................375 Function Words and Phrases ...........................................175 Function Words and Phrases ...........................................383 Basic Words ............................................................................179 Basic Words ............................................................................387 English Language Development Vocabulary...388A
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How to Use this Book Visual Vocabulary Resources—A New Classroom Resource Purpose and Use The Visual Vocabulary Resources book provides teachers using the Macmillan/McGraw-Hill California Treasures reading program photo-word cards that visually introduce specific vocabulary from the program. The photos are intended to preteach vocabulary to English learners and Approaching Level students, as well as offer additional, meaningful language and concept support to these students. The photo-word cards are designed to interrelate with the English Learners and Approaching Small Groups lessons and the English Learner Resource lessons, all of which are designed to support the EL and struggling reader population. The Visual Vocabulary Resources book is referenced specifically in those lessons. Vocabulary Words Unit 2 Week 2Key Vocabulary Little Red Hen In the first half of the book, the photo-word cards support three categories of vocabulary in the core Word 3 partner 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 Word 4 responsibility and phrases of particular use to English learners. Function Words and Phrases are also drawn Basic Words pudding, cheese, cream, Unit 1 Week 1 fresh fruit, stew, nuts Pam and Sam 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. A1VVR_CA_U2W2_RD10_key.inddA1VVR_CA_U2W2_RD10_key.indd 3. Basic Words These words are chosen from the Read Aloud Anthology, the core selection, or 7575 pudding cheese cream the Kindergarten Literature Big Book. They have been chosen to fit a specific thematic category that will help EL learners increase their depth of vocabulary. These words are not singled out for 2/25/08 instruction to the whole group. Only students at the Beginning and Early Intermediate levels of language acquisition are taught these words. fresh fruit stew nuts Function Words and Phrases Word 1 make out of ROUTINE Unit 3 Week 3 Masks All Over the World The second half of the book supports the vocabulary presented in the English Language 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 Development component of the California Treasures reading program. The ELD Vocabulary independent work time, have children write sentences for each word. 11 © 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. presented is selected from the weekly Skill-Based English Learners Practice Reader. In the place of the Basic Words categories, there are Content Words drawn from ELD Content Big Book selections. Structure of Book Word 2 make up 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.
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Key Vocabulary Word 1 cheerful Unit 1 Week 1 Pam and Sam TEACHER TALK MOVEMENT Point to the Word 1 image on the opposite side. 4. How do you look when you feel cheerful? 1. One word in the selection is cheerful. Say it What do you do? Let’s all pretend to be with me: cheerful. When you are cheerful, you cheerful together. are happy or glad. When you feel cheerful, 5. I’ll describe a situation and you respond you smile. by looking cheerful and saying the word 2. En español, cheerful quiere decir “alegre, “cheerful” or looking unhappy and saying contento, feliz.” Cuando uno está alegre, uno “not cheerful.” Here we go: You got a 100 on sonríe y se muestra animado. your math test (cheerful). Your forgot your 3. Now let’s look at a picture that shows the lunch (not cheerful). (Continue with similar word cheerful. (Point to the boys in the situations.) photo.) These boys are smiling. Do you think 6. Now let’s say cheerful together three more they feel angry or cheerful? times: cheerful, cheerful, cheerful. Key Vocabulary Word 2 genuine TEACHER TALK PARTNER TALK Point to the Word 2 image on the opposite side. 5. For whom do you have a genuine feeling of 1. Another word in the selection is genuine. love? Tell your partner about that person. Say it with me: genuine. When something is (I feel genuine love for my mom. She is nice to genuine, it is real, not fake. You can have a me. She hugs me all the time.) belt made of genuine leather. You can have 6. Work with your partner to use the word genuine feelings of love for someone. genuine in a sentence. Use the sentence 2. En español, genuine quiere decir “natural, frame: The boy feels genuine . puro, auténtico.” Cuando algo es genuino, 7. Now let’s say genuine together three more es de verdad, no es falso. Uno puede tener una times: genuine, genuine, genuine. correa o cinturón hecho de cuero genuino. Uno le puede tener afecto genuino a alguien. 3. Genuine in English and genuino 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 genuine. (Point to the woman in the photo.) See how this mother kisses the baby. She has genuine feelings of love for this baby. 2 © Macmillan/McGraw-Hill • photo credits: (t) © Bananastock/PunchStock. (b) © Brand X Pictures/Jupiterimages.
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Key Vocabulary Word 3 interest Unit 1 Week 1 Pam and Sam Word 4 prefer © MacMillan McGraw-Hill • photo credits: (t) © Photodisc/B2M Productions/Getty Images. (b) © Digital Vision/Manchan/PunchStock.
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Key Vocabulary Word 3 interest Unit 1 Week 1 Pam and Sam TEACHER TALK PARTNER TALK Point to the Word 3 image on the opposite side. 4. Now let’s look at a picture that demonstrates 1. Another word in the selection is interest. Say the word interest. (Point to the man and it with me: interest. An interest is something boy in the photo.) This man is showing a you enjoy doing or you want to know more book to the little boy. They both seem to about. When you have an interest in have an interest in the book! The man has a something, you pay attention because you magnifying glass so the boy can see better. If think it’s interesting. the boy did not have an interest in the book, 2. En español, interest quiere decir “curiosidad, he might look bored. la atención o inclinación que se tiene por algo, 5. What types of activities do you have an interés.” Si algo te provoca interés, disfrutas interest in? Tell your partner. (I have an hacerlo o te da curiosidad por aprender más. interest in soccer. I also have an interest in Cuando sientes interés por algo, le prestas raising chickens.) atención. 6. Think of three different interests your partner 3. Interest in English and interés in Spanish are might have. For each one, ask your partner: cognates. They sound almost the same and Do you have an interest in ? mean the same thing in both languages. Why or why not? 7. Now let’s say interest together three more times: interest, interest, interest. Key Vocabulary Word 4 prefer TEACHER TALK PARTNER TALK Point to the Word 4 image on the opposite side. 5. Which fruit do you think the boy prefers? 1. Another word in the selection is prefer. Say it Why? Share your ideas with a partner. with me: prefer. When you prefer something, (I think the boy prefers the melon because it is you like it more than something else. If sweeter.) someone offered me an apple or a grapefruit, 6. Look at the fruits in the photo. Work with I would choose the apple. I prefer apples. I your partner to say which fruit you prefer. Use like them more than I like grapefruit. the sentence frame: I prefer . 2. En español, to prefer quiere decir “preferir, 7. Now let’s say prefer together three more escoger una cosa entre varias opciones.” Si times: prefer, prefer, prefer. alguien me ofreciera una manzana o una naranja, yo escogería la manzana. Prefiero la manzana. 3. To prefer in English and preferir 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 prefer. (Point to the melon and the pineapple in the photo.) This boy’s mom is holding a melon in one hand and a pineapple in the other. It looks like she’s asking her son, “Which do you prefer?” 4 © Macmillan/McGraw-Hill • photo credits: (t) © Digital Vision/Manchan/PunchStock. (b) © Photodisc/B2M Productions/Getty Images.
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Key Vocabulary Word 5 unique Unit 1 Week 1 Pam and Sam TEACHER TALK PARTNER TALK Point to the Word 5 image on the opposite side. 5. Why do you think this dog might be unique? 1. Another word in the selection is unique. Say it What did he do for the judges? Share your with me: unique. When something is unique, ideas with your partner. (This dog is unique it is the only one of its kind. It is special. because he can dance on his hind legs. This 2. En español, unique quiere decir “singular, dog is unique because his coat is so shiny.) extraordinario, sin igual, único.” Cuando se 6. What makes you unique? Tell your partner. dice que algo es único, no hay más de su tipo Use the sentence frame: I am unique because o clase. Es algo especial. . 3. Unique in English and único in Spanish are 7. Now let’s say unique together three more cognates. They sound almost the same and times: unique, unique, unique. mean the same thing in both languages. 4. Now let’s look at a picture that demonstrates the word unique. (Point to the dog in the photo.) This dog is wearing a ribbon that says “First Place.” This must be a special dog. The people who gave him first place thought he was unique. He was not like the other dogs in the contest. 6 © Macmillan/McGraw-Hill • photo credits: (t) © Brand X Pictures/PunchStock.
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Word 1 creep past TEACHER TALK CHORAL RESPONSE 1. In English, we use creep past to describe how 4. I am going to say some sentences. Repeat the someone or something moves when passing sentences after me. by slowly and quietly. Say it with me: creep I will creep past you. past. Creep past means “to slowly move or You will creep past me. sneak by quietly.” A cat might creep past a Who will creep past us? sleeping dog so that the dog will not wake up. We’ll see! 2. En español, to creep past quiere decir 5. I am going to describe actions. If the actions “moverse o pasar al lado de algo lentamente, describe the phrase creep past, raise your sin hacer mucho ruido.” Un gato puede pasar hand and say the phrase creep past. If not, lentamente por el lado de un perro para no don’t do anything. despertarlo. The clown jumps out of the car. 3. This picture shows the phrase creep past. It A mouse sneaks by a sleeping cat. shows a traffic jam. There are so many cars on The baby moves slowly on its hands and knees. the road that they can only move slowly, or creep past each other. 6. Repeat the phrase three times with me: creep past, creep past, creep past. Word 2 scamper across TEACHER TALK CHORAL RESPONSE 1. In English, we use scamper across to describe 4. I am going to name some places. If you can a quick kind of movement. Say it with me: scamper across them, say scamper across, if scamper across. Scamper across means “to run not, say nothing. or move quickly from one place to another.” If a high rocky mountain you want to get from one side of the street to a flat grassy meadow the other quickly, you can scamper across the the school yard street. 5. I am going to say some words that describe 2. En español, to scamper across quiere actions. If they describe what it is like when decir “moverse rápidamente de un lugar something scampers across, say “yes.” If they a otro, corretear.” Si quieres cruzar la do not, say “no.” calle rápidamente, puedes cruzar la calle correteando. moves quickly creeps past 3. This picture shows the words scamper across. runs fast The wolf is moving quickly over the snow. It lays down scampers across the snow. hops along 6. Repeat the words three times with me: scamper across, scamper across, scamper, across. 8 © Macmillan/McGraw-Hill • photo credits: (t) © 1997 IMS Communications LTD/Capstone Design. All Rights Reserved./FlatEarth Images. (b) © Creatas Images/PunchStock.
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Function Words and Phrases Word 3 crouch in fear Unit 1 Week 1 Pam and Sam Word 4 watch in amazement
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Word 3 crouch in fear TEACHER TALK CHORAL RESPONSE 1. In English, we use crouch in fear to describe 4. I am going to name an event. If it is what we might do if we are afraid. Say it something that might cause you to crouch in with me: crouch in fear. Crouch in fear means fear, say “crouch in fear.” If not, say nothing. “bend down or hide from something scary.” A lion walks past you. Some people crouch in fear when they watch A kitten walks past you. a scary movie. A tornado comes toward the house. 2. En español, to crouch in fear quiere decir The sun shines on your house. “encogerse de miedo.” Algunas personas se 5. Now I am going to say some sentence starters. encogen de miedo cuando ven una película Repeat the sentence starters and complete de terror. each one with the words crouch in fear. 3. This picture shows the phrase crouch in When I hear a strange noise, I . fear. It shows children starting to hide and When I watch a scary movie, I . cover themselves under the blanket because When I see a dangerous animal, I . they are watching something scary on the television. They are all crouching in fear. 6. Repeat the phrase three times with me: crouch in fear, crouch in fear, crouch in fear. Word 4 watch in amazement TEACHER TALK CHORAL RESPONSE 1. In English, we use watch in amazement to 4. I am going to name some events. If people describe how we look at some things. Say would watch the event in amazement say, it with me: watch in amazement. Watch in “watch in amazement.” If not, say nothing. amazement means “to look at something a man walking across a tightrope with wonder, surprise, or astonishment.” At a boy juggling 10 balls at once the circus, people watch in amazement as the a woman pushing a baby carriage man swings on the trapeze. a fireworks show in the sky 2. En español, to watch in amazement quiere 5. I am going to say some words that describe decir “mirar algo con asombro o sorpresa.” what people look like. If the words describe En el circo, las personas miran con asombro what people might look like when they watch al trapecista mientras vuela por el aire. in amazement, say “yes.” If not, say “no.” 3. This picture demonstrates the words watch eyes wide in amazement. These people are watching mouths open something up high that is amazing or eyes closed astonishing. They are watching in amazement. big smile What might they be watching in amazement? head down (Examples include: an airplane show, a spaceship, a hot air balloon festival) 6. Repeat the phrase three times with me: watch in amazement, watch in amazement, watch in amazement. 10 © Macmillan/McGraw-Hill • photo credits: (t) © BananaStock/PunchStock. (b) © Image100/PictureQuest.
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Basic Words pudding, cheese, cream, Unit 1 Week 1 fresh fruit, stew, nuts Pam and Sam pudding cheese cream fresh fruit stew nuts 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. 4. Explain how these six words fit into a group, or category. During independent work time, have children write sentences for each word. 11 © 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.
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Key Vocabulary Word 1 energy Unit 1 Week 2 I Can, Too! TEACHER TALK PARTNER TALK Point to the Word 1 image on the opposite side. 5. What do you do when you have a lot of 1. One word in the selection is energy. Say it energy? Tell your partner. (I play tag. I run with me: energy. If you have energy, you can around with my dog.) play for a long time and not get tired. When 6. Tell your partner how much energy you have you have energy, you aren’t tired. right now. Use the sentence frame: Right now, 2. En español, energy quiere decir “ánimo, I have energy. fuerza, poder, energía.”Si tú tienes energía, 7. Now let’s say energy together three more puedes jugar por horas sin cansarte. Cuando times: energy, energy, energy. tienes energía no estás cansado. 3. Energy in English and energía 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 energy. (Point to the group of children.) 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. Key Vocabulary Word 2 exhausted TEACHER TALK MOVEMENT Point to the Word 2 image on the opposite side. 4. Let’s all pretend that we’re exhausted. Let’s 1. Another word in the selection is exhausted. yawn and stretch our arms. Let’s rub our eyes Say it with me: exhausted. If you are and go to sleep. exhausted you are really tired. When you are 5. Let’s pretend that we had a long day at exhausted, you want to rest. Do you have a lot school, and now we’re exhausted. Walk into of energy or are you exhausted? your house and flop onto the couch. Give a 2. En español, exhausted quiere decir “estar muy big, tired yawn. cansado, agotado, sin energía o sin fuerzas.”Si 6. Now let’s say exhausted together three more uno está agotado, probablemente quiere times: exhausted, exhausted, exhausted. descansar. 3. Now let’s look at a picture that demonstrates the word exhausted. (Point to girl and puppy sleeping.) This girl is sleeping with the puppy in her arms. Do you think she is exhausted? 14 © Macmillan/McGraw-Hill • photo credits: (t) © Bananastock/PunchStock. (b) © Digital Vision/PunchStock.
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Key Vocabulary Word 3 stretch Unit 1 Week 2 I Can, Too! TEACHER TALK MOVEMENT Point to the Word 3 image on the opposite side. 4. Let’s all get up and stretch. Let’s reach up to 1. Another word in the selection is stretch. Say the sky. Now let’s stand on our toes. Reach it with me: stretch. When you stretch, you from side to side. extend your arms and legs. When you stretch, 5. Pretend you just woke up. Get out of bed and you get more flexible. stretch your body. Let’s get the kinks out. 2. En español, to stretch quiere decir “estirar, Touch the floor. Now straighten up. Make an alargar, extender.” Cuando uno se estira, “x” with your body. extiende sus brazos y piernas. Al estirarse su 6. Now let’s say stretch together three more cuerpo se vuelve más flexible. times: stretch, stretch, stretch. 3. Now let’s look at a picture that demonstrates the word stretch. (Point to the kids in the photo.) These children are stretching. Look at their arms and legs. Key Vocabulary Word 4 movements TEACHER TALK MOVEMENT Point to the Word 4 image on the opposite side. 5. Let’s all get up and make movements. Jump 1. Another word in the selection is movements. up and down. Make circles with your arms. Say it with me: movements. Movement means Touch your ear to your shoulder. “a change in position.” Running, stretching, 6. Pretend you are a fish swimming in the water. and even coloring with a crayon are all Show me what movements you make under movements. water. 2. En español, movements quiere decir “la 7. Now let’s say movements together three more actividad de un cuerpo, o el cambio de times: movements, movements, movements. posición de algo o alguien, movimientos.”Una cosa hace un movimiento cuando cambia de lugar o posición. Cuando corres, te estiras o coloreas estás haciendo movimientos. 3. Movements in English and movimientos 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 movements. (Point to the zebra in the photo.) See how the zebra runs. It is making movements with its body. 16 © Macmillan/McGraw-Hill • photo credits: (t) © The Image Bank/Darren Robb/Getty Images. (b) © Photodisc Green/Anup Shah/Getty Images.
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