Page 2
Program Author Dr. Diane August Educational Researcher • Principal Investigator, Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language- Minority Children and Youth • Member of the New Standards Literacy Project, Grades 4-5 Program Consultant Dr. Cheryl Dressler Literacy Consultant- English Learners cover photography credits: (tr) Brand X Pictures/PunchStock; (l) Tim Laman/National Geographic/Getty Images; (br) Peter Grindley/Taxi/Getty Images. A Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc., Two Penn Plaza, New York, New York 10121. Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. These Visual Vocabulary Resources may be displayed in a classroom setting for use with Treasures, provided such display includes a copyright notice in the name of Macmillan/McGraw-Hill. No other use of these Visual Vocabulary Resources is permitted without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning. Printed in the United States of America 1 2 3 4 5 6 7 8 9 10 073 12 11 10 09 08
Page 3
Contents Unit 1 Unit 4 Week 1 Key Vocabulary...........................................................................1 Week 1 Key Vocabulary......................................................................177 Function Words and Phrases ................................................7 Function Words and Phrases ...........................................183 Basic Words ...............................................................................11 Basic Words ............................................................................187 Week 2 Key Vocabulary........................................................................ 13 Week 2 Key Vocabulary......................................................................189 Function Words and Phrases ............................................. 19 Function Words and Phrases ...........................................195 Basic Words ..............................................................................23 Basic Words ............................................................................199 Week 3 Key Vocabulary........................................................................25 Week 3 Key Vocabulary......................................................................201 Function Words and Phrases .............................................29 Function Words and Phrases ...........................................205 Basic Words ..............................................................................33 Basic Words ............................................................................209 Week 4 Key Vocabulary........................................................................35 Week 4 Key Vocabulary......................................................................211 Function Words and Phrases ............................................. 41 Function Words and Phrases ...........................................217 Basic Words ..............................................................................45 Basic Words ............................................................................221 Week 5 Key Vocabulary........................................................................47 Week 5 Key Vocabulary......................................................................223 Function Words and Phrases .............................................53 Function Words and Phrases ...........................................229 Basic Words ..............................................................................57 Basic Words ............................................................................233 Unit 2 Unit 5 Week 1 Key Vocabulary........................................................................59 Week 1 Key Vocabulary......................................................................235 Function Words and Phrases .............................................65 Function Words and Phrases ...........................................241 Basic Words ..............................................................................69 Basic Words ............................................................................245 Week 2 Key Vocabulary........................................................................71 Week 2 Key Vocabulary......................................................................247 Function Words and Phrases .............................................77 Function Words and Phrases ...........................................253 Basic Words ..............................................................................81 Basic Words ............................................................................257 Week 3 Key Vocabulary........................................................................83 Week 3 Key Vocabulary......................................................................259 Function Words and Phrases .............................................89 Function Words and Phrases ...........................................265 Basic Words ..............................................................................93 Basic Words ............................................................................269 Week 4 Key Vocabulary........................................................................95 Week 4 Key Vocabulary......................................................................271 Function Words and Phrases ...........................................101 Function Words and Phrases ...........................................277 Basic Words ............................................................................105 Basic Words ............................................................................281 Week 5 Key Vocabulary......................................................................107 Week 5 Key Vocabulary......................................................................283 Function Words and Phrases ...........................................113 Function Words and Phrases ...........................................289 Basic Words ............................................................................117 Basic Words ............................................................................293 Unit 3 Unit 6 Week 1 Key Vocabulary......................................................................119 Week 1 Key Vocabulary......................................................................295 Function Words and Phrases ...........................................125 Function Words and Phrases ...........................................301 Basic Words ............................................................................129 Basic Words ............................................................................305 Week 2 Key Vocabulary......................................................................131 Week 2 Key Vocabulary......................................................................307 Function Words and Phrases ...........................................137 Function Words and Phrases ...........................................313 Basic Words ............................................................................141 Basic Words ............................................................................317 Week 3 Key Vocabulary......................................................................143 Week 3 Key Vocabulary......................................................................319 Function Words and Phrases ...........................................147 Function Words and Phrases ...........................................325 Basic Words ............................................................................151 Basic Words ............................................................................329 Week 4 Key Vocabulary......................................................................153 Week 4 Key Vocabulary......................................................................331 Function Words and Phrases ...........................................159 Function Words and Phrases ...........................................337 Basic Words ............................................................................163 Basic Words ............................................................................341 Week 5 Key Vocabulary......................................................................165 Week 5 Key Vocabulary......................................................................343 Function Words and Phrases ...........................................171 Function Words and Phrases ...........................................349 Basic Words ............................................................................175 Basic Words ............................................................................353 English Language Development Vocabulary...354A
Page 4
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. Key Vocabulary Vocabulary Words Unit 2 Week 2 Home-Grown Butterflies In the first half of the book, the photo-word cards support three categories of vocabulary in the core Word 1 disappear reading program: 1. Key Vocabulary These are the Key Words as introduced to the entire class in the core vocabulary lesson and 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 2 protect and phrases of particular use to English learners. Function Words and Phrases are also drawn Basic Words bedroom, doorway, window, Unit 1 Week 1 shade, kitchen, bathroom First Day Jitters 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. A3VVR _C A_U 2W 2_R D 10_key. indd 71 3. Basic Words These words are chosen from the core selection, to fit a specific thematic category bedroom doorway window 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. shade kitchen bathroom The second half of the book supports the vocabulary presented in the English Language Function Words and Phrases Word 1 up-to-the-minute ROUTINE Unit 3 Week 3 Messaging Mania Development component of the California Treasures reading program. The ELD Vocabulary 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 presented is selected from the weekly Skill-Based English Learners Practice Reader. In the place of independent work time, have children write sentences for each word. 11 © MacMillan McGraw-Hill • photo credits: (tl) © Arthur S. Aubry/Getty Images. (tc) © Jupiterimages/BananaStock/Alamy Images. (tr) © Philip Coblentz/Brand X Pictures/Picture Quest. (bl) © Richard Leo Johnson/Beateworks/Corbis. (bm) © Ken Skalski/Corbis/Corbis. (br) © Nancy R. Cohen/Getty Images. the Basic Words categories, there are Content Words drawn from ELD Content Book selections. Structure of Book The Key Vocabulary and Function Words and Phrases sections both have two photos on each right-hand Word 2 more easily 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. iv
Page 6
Key Vocabulary Word 1 chuckled Unit 1 Week 1 First Day Jitters TEACHER TALK PARTNER TALK Point to the Word 1 image on the opposite side. 4. Talk with your partner about why the girl 1. One word in the selection is chuckled. Say chuckled. (The person on the phone told her a it with me: chuckled. To chuckle means “to joke. She’s very happy to talk to that person) laugh.” When a person chuckles, he or she 5. Tell your partner what makes you chuckle. Use thinks something is funny or silly. this sentence frame: makes me 2. En español, to chuckle quiere decir “reírse chuckle. bajito o en voz baja.” Cuando alguien se ríe 6. Now let’s say chuckled together three more bajito es porque algo le pareció chistoso o times: chuckled, chuckled, chuckled. tonto. 3. Now let’s look at a picture that demonstrates the word chuckled. (Point to the girl in the photo.) See how this girl chuckled. Someone must have said something funny or silly to her on the phone. Key Vocabulary Word 2 nervous TEACHER TALK MOVEMENT Point to the Word 2 image on the opposite side. 5. Let’s all show what it’s like to feel nervous. 1. Another word in the selection is nervous. Let’s hunch our shoulders, put our heads Say it with me: nervous. Nervous means “not down, and look away. Let’s be very quiet. We comfortable with a situation.” When a person feel shy because we’re nervous. is nervous, he or she might act shy or afraid. 6. Pretend you are nervous. Show the class how 2. En español, nervous quiere decir “incómodo you look when you’re nervous. Then we will con la situación en la que está, nervioso.” guess what you might be nervous about. Cuando alguien esta nervioso, normalmente 7. Now let’s say nervous together three more actúa como si tuviera pena o miedo. times: nervous, nervous, nervous. 3. Nervous in English and nervioso 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 nervous. (Point to the boy in the photo.) See how this boy is nervous. It’s the fi rst day of school. He is nervous about a new situation. 2 © Macmillan/McGraw-Hill • photo credits: (t) © Reed Kaestner/Corbis. (b) © Comstock Images/PunchStock.
Page 8
Key Vocabulary Word 3 nonsense Unit 1 Week 1 First Day Jitters TEACHER TALK PARTNER TALK Point to the Word 3 image on the opposite side. 4. Talk with your partner about why this picture 1. Another word in the selection is nonsense. demonstrates the word nonsense. Share your Say it with me: nonsense. Nonsense means answers with the class. (It’s silly to make your “behavior that is silly.” When something is face look funny and stick out your tongue. nonsense, it has no meaning or reason. There’s no reason for this behavior.) 2. En español, nonsense quiere decir 5. Work with your partner to use the word “comportamiento sin sentido, tonterías.” nonsense in a sentence. Use the sentence 3. Now let’s look at a picture that demonstrates frame: It is nonsense to . the word nonsense. (Point to the girl in the 6. Now let’s say nonsense together three more photo who is making a funny face.) The girl is times: nonsense, nonsense, nonsense. being really silly. What nonsense! Key Vocabulary Word 4 fumbled TEACHER TALK MOVEMENT Point to the Word 4 image on the opposite side. 4. Let’s all show what it’s like to fumble. Let’s 1. Another word in the selection is fumbled. Say put an object in our hands, walk with it, then it with me: fumbled. To fumble means “to lose fumble it. Our objects dropped because we control of something or to drop something.” fumbled. When a person fumbled a ball, he or she 5. Think of a situation when you might fumble dropped it. something. Act it out. We will guess what you 2. En español, to fumble quiere decir “llevar fumbled. algo con torpeza y perder el control sobre 6. Now let’s say fumbled together three more el objeto.” Si un jugador lleva la bola con times: fumbled, fumbled, fumbled. torpeza, se le puede caer la bola. 3. Now let’s look at a picture that demonstrates the word fumbled. (Point to the waitress in the photo.) See how this woman fumbled. She lost control of the plate. She dropped the food on the other woman. 4 © Macmillan/McGraw-Hill • photo credits: (t) © ImageState/PunchStock. (b) © Stanley Fellerman/Corbis.
Page 10
Key Vocabulary Word 5 trudged Unit 1 Week 1 First Day Jitters TEACHER TALK MOVEMENT Point to the Word 5 image on the opposite side. 4. Let’s all show what it’s like to trudge. Let’s 1. One word in the selection is trudged. Say it imagine we’re walking through deep snow. with me: trudged. To trudge means “to walk It’s difficult to move through snow. with difficulty.” When a person trudges, he 5. I’m going to name some different places. or she has to work hard to walk, like through Show me how you would walk in each place sand or snow. and say “walk” or “trudge.” Let’s begin. 2. En español, to trudge quiere decir “caminar Imagine you’re crossing a sandy desert. Would con difi cultad.” Cuando alguien camina you walk or trudge? (trudge) Now imagine con difi cultad tiene que esforzarse más de you’re going across a grassy meadow. (walk) lo normal, como cuando se camina sobre la (Continue with other scenarios, such as deep arena o la nieve. drifts of sand and the sidewalk in front of the 3. Now let’s look at a picture that demonstrates school.) the word trudge. (Point to the people in the 6. Now let’s say trudged together three more photo.) See how these people trudge. It’s times: trudged, trudged, trudged. diffi cult for them to walk through the snow. They have to really work hard to move their legs. 6 © Macmillan/McGraw-Hill • photo credits: (t) © Caroline Woodham/Photodisc/Getty Images.
Page 11
Function Words and Phrases Word 1 tumbled out of Unit 1 Week 1 First Day Jitters Word 2 drive down the street
Page 12
Word 1 tumbled out of TEACHER TALK CHORAL RESPONSE 1. In English, we use the words tumbled out 4. I have a pencil in my hand. Watch what of to tell about something that falls out of happens to the pencil. If it tumbles out of my something else. Say it with me: tumbled out hand, say this sentence: “The pencil tumbled of. Pretend you drop an open box of breakfast out of your hand.” If the pencil does not cereal. All the cereal tumbles out of the box. tumble out of my hand, say this sentence: Now the cereal is on the floor! “The pencil did not tumble out of your hand.” 2. En español, to tumble out of quiere decir “salir (Have the pencil tumble twice and not tumble o caer de otro lugar.” Imagina que dejas caer once.) Now you take a turn. Hold something una caja abierta de cereal. Todo el cereal sale in your hand. We will say a sentence to tell if de la caja. ¡Ahora el cereal está regado por el it tumbled out of your hand. suelo!. 5. What can tumble out of something? We will 3. This picture demonstrates the words tumbled take turns completing this sentence to tell out of. Do you see this bushel of apples? It has what tumbled out: The tumbled fallen over. Some of the apples have tumbled out of the . out of the bushel. 6. Repeat the phrase three times with me: tumbled out of, tumbled out of, tumbled out of. Word 2 drive down the street TEACHER TALK CHORAL RESPONSE 1. In English, we use the words drive down the 4. We are at school. I will name a place. If we street to tell where someone is driving in a car. could drive down the street to get to that Say it with me: drive down the street. Suppose place, make believe you are driving and say I am at home. I want to go to the grocery this sentence: “Let’s go! We can drive down store. It is too far to walk. I want to take the street.” If we could not drive there, say my car. I get into my car and drive down the this sentence: “We cannot drive down the street. I drive to the grocery store. street.” 2. En español, to drive down the street quiere your house decir “manejar por la calle.” Digamos que the moon estoy en mi casa. Quiero ir al supermercado. the library Como queda lejos, me voy en coche. Me subo the nearest city or town al coche y manejo por la calle. Manejo hacia el across the ocean supermercado. your friend’s house 3. This picture demonstrates the words drive 5. Now complete this sentence: People drive down the street. Look at all these cars. They down the street when . are on the street. People are driving the cars. We will take turns. I will go first: People drive The people drive the cars down the street. The down the street when it is raining outside. people drive from one place to another place. Now you complete the sentence. Make sure your sentence is different from mine! 6. Repeat the phrase three times with me: drive down the street, drive down the street, drive down the street. 8 © Macmillan/McGraw-Hill • photo credits: (t) © Dynamic Graphics/PunchStock. (b) © TongRo Image Stock/Alamy Images.
Page 14
Word 3 slump down TEACHER TALK MOVEMENT 1. In English, we use the words slump down to 4. Sit with a partner. I am going to touch one describe a special way we sit or stand. Say it partner on the shoulder. If I touch you, slump with me: slump down. When we slump down, down. We will complete these sentences: we are not sitting up or standing up straight. slumps down. If I slump down in my chair, I look like this. sits up straight. (Demonstrate.) If I slump down when I am (Continue with different partners.) standing, I look like this. (Demonstrate.) 5. Everyone stand up straight. If I say, “Slump 2. En español, to slump down quiere decir “estar down,” slump down. If I say, “Stand up sentado o parado con postura floja, no recta.” straight,” do not slump down. (Repeat a few No estamos ni sentados ni parados bien. times.) Now you take a turn. Tell us to slump Si me siento con postura floja, así me veo. down or to stand up straight. (Demiéstreto.) Si me paro con postura floja, así 6. Repeat the phrase three times with me: slump me veo. down, slump down, slump down. 3. This picture demonstrates the words slump down. This boy slumps down in the chair. He does not sit up straight. I think he is tired. I slump down when I am tired. Or maybe he is sad. I slump down when I am sad, too. Word 4 tunnel down TEACHER TALK PARTNER TALK 1. In English, we use the words tunnel down 4. Why do you think ants tunnel down in the when we mean someone is digging a hole ground? Tell your partner. (Ask partners to down into the ground. Say it with me: tunnel share their responses.) down. My dog tunnels down when she digs 5. Pretend you are an animal that tunnels down holes in my yard. She makes a tunnel down into the ground. Tell your partner what kind into the ground. of animal you are and what you are doing. 2. En español, to tunnel down quiere decir “cavar Use the phrase tunnel down. (Ask partners un hoyo.” Mi perro cava hoyos en el jardín. to share their responses. Responses include Sigue cavando hasta que hace un túnel. snake, woodchuck, chipmunk, mouse.) 3. This picture demonstrates the words tunnel 6. Repeat the phrase three times with me: tunnel down. These are ants. The ants dig tunnels in down, tunnel down, tunnel down. the sand. (Point to each tunnel.) Here is one tunnel. Here is another. The tunnels go down deep into the sand. The ants tunnel down deep into the sand. 10 © Macmillan/McGraw-Hill • photo credits: (t) © Big Cheese Photo/PunchStock. (b) © Photodisc/Getty Images.
Page 15
Basic Words bedroom, doorway, window, Unit 1 Week 1 shade, kitchen, bathroom First Day Jitters bedroom doorway window shade kitchen bathroom 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) © Arthur S. Aubry/Getty Images. (tc) © Jupiterimages/BananaStock/Alamy Images. (tr) © Philip Coblentz/Brand X Pictures/Picture Quest. (bl) © Richard Leo Johnson/Beateworks/Corbis. (bm) © Ken Skalski/Corbis/Corbis. (br) © Nancy R. Cohen/Getty Images.
Page 18
Key Vocabulary Word 1 auditions Unit 1 Week 2 Amazing Grace TEACHER TALK PARTNER TALK Point to the Word 1 image on the opposite side. 4. Now let’s look at a picture that demonstrates 1. One word in the selection is auditions. Say it the word auditions. (Point to the boy playing with me: auditions. You go to auditions to his guitar.) This boy sings and plays his guitar show people what you can do. Some people at auditions. The boy shows how well he sings go to auditions for a play or a show. They and plays his guitar. If the boy does well at sing, dance, or play musical instruments at the the auditions, he can sing in the show. auditions. 5. Make believe you and your partner are the 2. En español, auditions quiere decir “una boy in the picture and a friend. Ask and prueba para demostrar lo que uno puede answer questions to tell where you are and hacer, audición.”Algunas personas van what you are doing. Use auditions in your a audiciones para obras de teatro o questions and answers. espectáculos. Cantan, bailan o tocan 6. Pretend you are at auditions. Act out what instrumentos en las audiciones. you would do. Your partner can guess what 3. Audition in English and audición in Spanish you are doing and then complete these are cognates. They sound almost the same sentence frames: My friend is at the auditions. and mean the same thing in both languages. He/She . 7. Now let’s say auditions together three more times: auditions, auditions, auditions. Key Vocabulary Word 2 adventure TEACHER TALK PARTNER TALK Point to the Word 2 image on the opposite side. 4. Now let’s look at a picture that demonstrates 1. Another word in the selection is adventure. the word adventure. (Point to the family Say it with me: adventure. An adventure is hiking in the field.) This family is on an something you do that is fun or exciting. adventure. The people are hiking in the When you climb to the top of a mountain, woods. Do you see their backpacks? you go on an adventure. It is exciting because Everything they need is in their backpacks. you do not know what you might see. A trip They are going to sleep in the woods. For me, to a big city can be an adventure, too. You do sleeping in the woods is an adventure! many fun and exciting activities in the city. 5. What makes a hike in the woods an 2. En español, adventure quiere decir “una adventure? Is it an adventure you would like actividad divertida, emocionante o riesgosa.” to have? Why or why not? (You might see Una aventura es emocionante porque uno no animals or plants. You might have a good sabe qué verá. Escalar una montaña es una time. You might learn something new.) aventura. Es emocionante porque no sabes 6. First tell your partner about an adventure you qué verás cuando llegues a la cima. had. Then tell about an adventure you want 3. Adventure in English and aventura in Spanish to have. are cognates. They sound almost the same 7. Now let’s say adventure together three more and mean the same thing in both languages. times: adventure, adventure, adventure. 14 © Macmillan/McGraw-Hill • photo credits: (t) © Terry Vine/Blend Images/PunchStock. (b) © Corbis/Corbis.
Page 20
Key Vocabulary Word 3 exploring Unit 1 Week 2 Amazing Grace TEACHER TALK MOVEMENT 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 exploring. the word exploring. (Point to the people Say it with me: exploring. Exploring means exploring the ocean.) The people are “looking at something closely to learn more exploring the ocean. They are looking at about it.” If you are exploring the park, you plants and animals that live in the ocean. The are walking around and looking at everything people want to learn about the plants and you see. You learn lots of things about the animals that live there. park. 5. Let’s explore this book. (Display a book for 2. En español, to explore quiere decir “observar o students to explore.) We will look carefully at examinar algo cuidadosamente para aprender the book to learn what it is about. What is the más, explorar.” Si estás explorando un parque, name of the book? What else did you learn observas todo lo que hay en el parque cuando when you were exploring the book? caminas por él. Aprenderás mucho sobre el 6. Find something in our room to explore. Spend parque si lo exploras. a few minutes exploring that thing. Now tell 3. To explore in English and explorar in Spanish what you learned, but don’t tell what you are cognates. They sound almost the same explored. We will guess what you explored. and mean the same thing in both languages. 7. Now let’s say exploring together three more times: exploring, exploring, exploring. Key Vocabulary Word 4 sparkling TEACHER TALK PARTNER TALK Point to the Word 4 image on the opposite side. 4. What things would you use the word sparkling 1. Another word in the selection is sparkling. Say to tell about? Why are they sparkling things? it with me: sparkling. If something is sparkling (Examples include: lights, stars, glitter, water it is very shiny or glowing. Sometimes we see or raindrops, snowflakes, jewelry) sparkling stars in the sky at night. My cat has 5. Imagine that you had to draw a picture to sparkling eyes at night, too. His eyes shine show what sparkling means. What would you brightly. draw? Why? Tell your partner. 2. En español, sparkling quiere decir “muy 6. Now let’s say sparkling together three more brillante, resplandeciente, centelleante.” A times: sparkling, sparkling, sparkling. veces vemos estrellas brillantes de noche en el cielo. Mi gato tiene ojos brillantes. 3. Now let’s look at a picture that demonstrates the word sparkling. (Point to the shoes.) These are sparkling shoes. They are very shiny. Do you see the sparkling red sequins? They are like the sparkling stars in the sky at night. Both the sparkling sequins and the sparkling stars shine. 16 © Macmillan/McGraw-Hill • photo credits: (t) © Stephen Frink/Photographer’s Choice/PunchStock. (b) © Image Source/PunchStock.
Affichage des 20 premières pages. Téléchargez le document pour le voir en entier.
Commentaires (0)
Aucun commentaire pour le moment. Soyez le premier !