Kindergarten B 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 2 3 4 5 6 7 8 9 10 071 12 11 10 09 cover photography credits: (t) MedioImages/Getty Images; (bl) Creatas Images/Jupiterimages; (br) SW Productions/Getty Images. 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 • • Unit 1 Week 1 Key Vocabulary 1 Function Words and Phrases 7 Basic Words 9 Week 2 Key Vocabulary 11 Function Words and Phrases 17 Basic Words 19 Week 3 Key Vocabulary 21 Function Words and Phrases 27 Basic Words 29 Unit 2 Week 1 Key Vocabulary 31 Function Words and Phrases 37 Basic Words 39 Week 2 Key Vocabulary 41 Function Words and Phrases 47 Basic Words 49 Week 3 Key Vocabulary 51 Function Words and Phrases 57 Basic Words 59 Unit 3 Week 1 Key Vocabulary 61 Function Words and Phrases 67 Basic Words 69 Week 2 Key Vocabulary 71 Function Words and Phrases 77 Basic Words 79 Week 3 Key Vocabulary 81 Function Words and Phrases 87 Basic Words 89 Unit 4 Week 1 Key Vocabulary 91 Function Words and Phrases 97 Basic Words 99 Week 2 Key Vocabulary 101 Function Words and Phrases 107 Basic Words 109 Week 3 Key Vocabulary 111 Function Words and Phrases 117 Basic Words 119 Unit 5 Week 1 Key Vocabulary 121 Function Words and Phrases 127 Basic Words 129 Week 2 Key Vocabulary 131 Function Words and Phrases 137 Basic Words 139 Week 3 Key Vocabulary 141 Function Words and Phrases 147 Basic Words 149 Unit 6 Week 1 Key Vocabulary 151 Function Words and Phrases 157 Basic Words 159 Week 2 Key Vocabulary 161 Function Words and Phrases 167 Basic Words 169 Week 3 Key Vocabulary 171 Function Words and Phrases 177 Basic Words 179 Unit 7 Week 1 Key Vocabulary 181 Function Words and Phrases 187 Basic Words 189 Week 2 Key Vocabulary 191 Function Words and Phrases 197 Basic Words 199 Week 3 Key Vocabulary 201 Function Words and Phrases 207 Basic Words 209 Unit 8 Week 1 Key Vocabulary 211 Function Words and Phrases 217 Basic Words 219 Week 2 Key Vocabulary 221 Function Words and Phrases 227 Basic Words 229 Week 3 Key Vocabulary 231 Function Words and Phrases 237 Basic Words 239 Unit 9 Week 1 Key Vocabulary 241 Function Words and Phrases 247 Basic Words 249 Week 2 Key Vocabulary 251 Function Words and Phrases 257 Basic Words 259 Week 3 Key Vocabulary 261 Function Words and Phrases 267 Basic Words 269 Unit 10 Week 1 Key Vocabulary 271 Function Words and Phrases 277 Basic Words 279 Week 2 Key Vocabulary 281 Function Words and Phrases 287 Basic Words 289 Week 3 Key Vocabulary 291 Function Words and Phrases 297 Basic Words 299 English Language Development Vocabulary 300A Contents Function Words and Phrases Unit 3 Week 3 Duck on a Bike Word 1 toward Word 2 past Key Vocabulary Unit 2 Week 2 Fr iends All Around Word 1 assist Word 2 game A K VVR _ C A_ U 2 W2 _ R D 1 0 _ ke y. i n d d 4 1 mouth eye tail face wing nose © MacMillan McGraw-Hill • photo credits: (tl) © Purestock/PunchStock. (tc) © Ingram Publishing/Fotosearch Stock Photography. (tr) © Brand X Pictures/PunchStock. (bl) © Brand X Pictures/PunchStock. (bm) © Jeremy Woodhouse/Getty Images. (br) © Digital Vision/PunchStock. 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. ROUTINE Basic Words Unit 1 Week 1 Whose Baby Am I? mouth, eye, tail, face, wing, nose 9 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 In the first half of the book, the photo-word cards support three categories of vocabulary in the core 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 sele ction. 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 and phrases of particular use to English learners. Function Words and Phrases are also drawn from the core selection, but will not be taught to the whole group as part of the core lesson. Students of all levels of language acquisition are taught these words: Beginning, Early Intermediate, Intermediate, and Early Advanced. 3. Basic Words These words are chosen from the Read Aloud Anthology, the core selection, or 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 instruction to the whole group. Only students at the Beginning and Early Intermediate levels of language acquisition are taught these words. The second half of the book suppor ts the vocabulary presented in the English Language Development component of the California Treasures reading program. The ELD Vocabulary 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 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 direc tly 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 se ctions 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 structure d 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 me morable for students. These low-risk ways to practice speaking help students make connections and develop unders tanding as they acquire vocabular y. • • • • • How to Use this Book Visual Vocabulary Resources—A New Classroom Resource iv Key Vocabulary Unit 1 Week 1 Whose Baby Am I? Word 1 animal Word 2 imitate © Macmillan/McGraw-Hill • photo credits: (t) © Jeremy Woodhouse/Digital Vision/Getty Images. (b) © Mark Karrass/Royalty-Free/Corbis. Key Vocabulary Unit 1 Week 1 Whose Baby Am I? TEACHER TALK Point to the Word 1 image on the opposite side. 1. One word in the selection is animal. Say it with me: animal. An animal is a living thing that takes in food and can move about. Dogs, lions, birds, and fi sh are all animals. 2. En español, animal quiere decir “un ser viviente que come y se mueve.” Los perros, leones, pájaros y peces son animales. 3. Animal in English and animal in Spanish are cognates. They sound almost the same and mean the same thing in both languages. 4. Now let’s look at the picture. This is a coyote. A coyote looks somewhat like a dog or a wolf. The coyote moves about looking for food to eat. The coyote is a wild animal. 5. Let’s pretend to be the coyote in the picture. Let’s do what this animal does. (Lead children in barking and panting. You may also want to let them get on their hands and knees and pretend to move like a coyote.) 6. We will play a guessing game. I will pretend to be an animal. You pretend to be that animal, too. We will use this sentence to tell what animal we are pretending to be: This animal is a . (Act out obvious animal movements such as a bird fl apping its wings and a cat stretching.) 7. Now let’s say animal together three more times: animal, animal, animal. Word 1 animal Word 2 imitate Point to the Word 2 image on the opposite side. 1. Another word in the selection is imitate. Say it with me: imitate. To imitate means “to copy what someone does.” Imagine that your friend makes a funny face. Imagine that you make the same face. You imitate your friend. 2. En español, to imitate quiere decir “imitar o copiar lo que hace otra persona.”Imagina que tu amigo hace una mueca. Ahora imagina que tu haces la misma mueca. Tu imitaste a tu amigo. 3. To imitate in English and imitar in Spanish are cognates. They sound almost the same and mean the same thing in both languages. 4. Now let’s look at the picture. The big boy plays a fl ute. The little boy also plays a fl ute. The little boy does the same thing the big boy does. The little boy imitates the big boy. 5. We will play a game called “Follow the Leader.” I will be the leader. I will do an action. You will copy what I do. You will imitate me. (Do actions such as marching, hopping, and clapping for children to imitate.) 6. You will work with a partner. Each of you will draw something. You might draw an animal or a toy. Then your partner will look at your drawing and draw the same thing. Your partner will imitate your drawing. 7. Now let’s say imitate together three more times: imitate, imitate, imitate. MOVEMENTTEACHER TALK MOVEMENT Key Vocabulary 2 Key Vocabulary Unit 1 Week 1 Whose Baby Am I? Word 3 protect Word 4 resemble © Macmillan/McGraw-Hill • photo credits: (t) © Creatas Images/Jupiterimages. (b) © Creatas Images/Jupiterimages. Key Vocabulary Word 3 protect Point to the Word 3 image on the opposite side. 1. Another word in the selection is protect. Say it with me: protect. To protect means “to keep a person or thing safe.” Our actions can protect us. We wash our hands to protect ourselves from getting sick. Things can protect us, too. Umbrellas protect us from the rain. 2. En español, to protect quiere decir “mantener a una persona o cosa fuera de peligro, proteger.” Nuestras acciones nos pueden proteger. Nos lavamos las manos para protegernos de enfermedades. Usamos paraguas o sombrillas para protegernos de la lluvia. 3. To protect in English and proteger in Spanish are cognates. They sound almost the same and mean the same thing in both languages. 4. Now let’s look at the picture. The girl is putting on a hard hat called a helmet. (Point to the helmet.) The helmet will protect her head if she falls off her bike. 5. We protect ourselves from the weather. We use things to keep us safe and comfortable in cold, hot, or wet weather. Talk to your partner about things we use to protect ourselves from the weather. Use this sentence frame: protect us in cold weather. (Examples: boots, mittens, hats) 6. We want everyone in our school to be safe. That is why we have rules to protect us. Talk with your partner about school rules that keep us safe. (Examples: Don’t run in the halls. Stay in the schoolyard.) 7. Now let’s say protect together three more times: protect, protect, protect. PARTNER TALK Word 4 resemble TEACHER TALK MOVEMENT Point to the Word 4 image on the opposite side. 1. Another word in the selection is resemble. Say it with me: resemble. To resemble means “to look like something else.” A red ball could resemble an apple. They would be the same color, shape, and size. But they would not be exactly alike. 2. En español, to resemble quiere decir “parecerse, verse parecido a otra cosa.” Una pelota roja puede parecerse a una manzana. Tienen el mismo color, la misma forma, y el mismo tamaño. Pero no son exactamente iguales. 3. Now let’s look at the picture. The picture shows two dogs. The dogs are not exactly the same, but they resemble each other. Both dogs have black heads, black back legs, and black backs. Both dogs have white front legs and white chests. 4. Each of you will have a chance to pick someone in our class who resembles you. When it is your turn, go stand next to someone you think resembles you. Then tell us how your classmate resembles you. (Examples: We both are the same size. We have the same haircut. We have the same color hair and eyes.) 5. I will give you a few minutes to look around our classroom. Look for two things that resemble each other. Then show the two things to the class. Use these sentences frames to tell us about the two things: resembles . They both . 6. Now let’s say resemble together three more times: resemble, resemble, resemble. Key Vocabulary Unit 1 Week 1 Whose Baby Am I? TEACHER TALK 4 Key Vocabulary Unit 1 Week 1 Whose Baby Am I? Word 5 together © Macmillan/McGraw-Hill • photo credits: (t) © Corbis Images/Jupiterimages. Key Vocabulary Unit 1 Week 1 Whose Baby Am I? TEACHER TALK Word 5 together Point to the Word 5 image on the opposite side. 1. Another word in the selection is together. Say it with me: together. Together means “with someone or something else.” We work with each other in our classroom. We work together. 2. En español, together quiere decir “con otra persona u otra cosa, juntos.” Trabajamos con nuestros compañeros en la clase. Trabajamos juntos. 3. Now let’s look at the picture. We see three boys in this picture. They are all looking at the same book. They are looking at the book together. 4. Draw a picture of something you and your friends do together. Show your picture to your partner. Tell about the picture. Use the word together. 5. We talked about how people can do things together. Things can also be together. For example, salt and pepper go together. Paint and brushes go together. Tell your partner some things that go together. Use this sentence frame: and go together. 6. Now let’s say together three more times: together, together, together. PARTNER TALK 6 [...]... Macmillan/McGraw-Hill • photo credits: (tl) © Comstock/PunchStock (tc) © Ingram Publishing/age fotostock (tr) © Brand X Pictures/PunchStock (bl) © Purestock/PunchStock (bm) © Brand X Pictures/PunchStock (br) © Comstock/PunchStock Key Vocabulary Word 1 compete Unit 2 Week 1 What Do You Like? Word 2 favorite Key Vocabulary Word 1 compete Unit 2 Week 1 What Do You Like? TEACHER TALK Point to the Word 1 image on the opposite... (tl) © Purestock/PunchStock (tc) © Ingram Publishing/Fotosearch Stock Photography (tr) © Brand X Pictures/PunchStock (bl) © Brand X Pictures/PunchStock (bm) © Jeremy Woodhouse/Getty Images (br) © Digital Vision/PunchStock Key Vocabulary Word 1 activity Unit 1 Week 2 The Picnic at Apple Park Word 2 cooperate Key Vocabulary Word 1 activity Unit 1 Week 2 The Picnic at Apple Park TEACHER TALK Point to the... “Let’s change.” 5 Everyone make a happy face like me Now let’s change our face to look sad Think of another way to change your face Show the class how you changed 6 Now let’s say change together three more times: change, change, change Key Vocabulary Word 3 eager Unit 1 Week 3 Peter’s Chair Word 4 occasion Key Vocabulary Word 3 eager Unit 1 Week 3 Peter’s Chair TEACHER TALK Point to the Word 3 image... times: cooperate, cooperate, cooperate Key Vocabulary Word 3 exciting Unit 1 Week 2 The Picnic at Apple Park Word 4 exhausted Key Vocabulary Word 3 exciting Unit 1 Week 2 The Picnic at Apple Park TEACHER TALK Point to the Word 3 image on the opposite side 1 Another word in the selection is exciting Say it with me: exciting If something is exciting, you do not know what will happen You want to find out... yawn, lie down, sit down with head on desk.) 5 Pretend you are the woman in the picture You are exhausted Show me what you will do next 6 Now let’s say exhausted together three more times: exhausted, exhausted, exhausted Key Vocabulary Unit 1 Week 2 The Picnic at Apple Park Word 5 gather Key Vocabulary Word 5 gather Unit 1 Week 2 The Picnic at Apple Park TEACHER TALK Point to the Word 5 image on the opposite... They look happy.) 6 Tell your partner about an occasion you really like Use the sentence frame: An occasion I really like is 7 Now let’s say occasion together three more times: occasion, occasion, occasion Key Vocabulary Unit 1 Week 3 Peter’s Chair Word 5 relative Key Vocabulary Word 5 relative Unit 1 Week 3 Peter’s Chair TEACHER TALK Point to the Word 5 image on the opposite side 1 Another word in... independent work time, have children write sentences for each word 19 © Macmillan/McGraw-Hill • photo credits: (tl) © Ingram Publishing/Alamy Images (tc) © Jack Star/PhotoLink/Getty Images (tr) © Squared Studios/Getty Images (bl) © Ingram Publishing/Alamy Images (bm) © Stockbyte/Getty Images (br) © Photodisc/Getty Images Key Vocabulary Word 1 celebrate Unit 1 Week 3 Peter’s Chair Word 2 change Key Vocabulary. .. thing in both languages 4 Now let’s look at the picture These girls cooperate They work together to make a sandcastle The girls cooperate when they put sand in the pail together Then they cooperate when they use the sand to make the sandcastle 12 © Macmillan/McGraw-Hill • photo credits: (t) © SuperStock (b) © Comstock Images/Alamy Images PARTNER TALK 4 Now let’s look at the picture The picture shows a... del tiempo cambia, ya no hace sol 3 Now let’s look at the picture A storm is coming See how the sky changes It was sunny Now the clouds are moving in The sky changes from light to dark It changes from sunny to cloudy 22 © Macmillan/McGraw-Hill • photo credits: (t) © Ryan McVay/Photodisc/Getty Images (b) © Photodisc/PunchStock PARTNER TALK 4 Now let’s look at the picture (Point to the sign in the photo.)... gather at the back Now complete this sentence: We gather 6 Now let’s say gather together three more times: gather, gather, gather Function Words and Phrases Word 1 go on Word 2 go by Unit 1 Week 2 The Picnic at Apple Park Word 1 go on TEACHER TALK CHORAL RESPONSE 1 In English, we use go on when we talk about taking a trip Say it with me: go on The class will go on a trip to the park 2 En español, . 17 Basic Words 19 Week 3 Key Vocabulary 21 Function Words and Phrases 27 Basic Words 29 Unit 2 Week 1 Key Vocabulary 31 Function Words and Phrases 37 Basic Words 39 Week 2 Key Vocabulary 41 Function. 47 Basic Words 49 Week 3 Key Vocabulary 51 Function Words and Phrases 57 Basic Words 59 Unit 3 Week 1 Key Vocabulary 61 Function Words and Phrases 67 Basic Words 69 Week 2 Key Vocabulary 71 Function. 77 Basic Words 79 Week 3 Key Vocabulary 81 Function Words and Phrases 87 Basic Words 89 Unit 4 Week 1 Key Vocabulary 91 Function Words and Phrases 97 Basic Words 99 Week 2 Key Vocabulary 101 Function