visual vocabulary resources grade 1

Grade 1
Contents
Unit 1
Week 1 Key Vocabulary 1
Function Words and Phrases 7
Basic Words 11
Week 2 Key Vocabulary 13
Function Words and Phrases 19
Basic Words 23
Week 3 Key Vocabulary 25
Function Words and Phrases 31
Basic Words 35
Week 4 Key Vocabulary 37
Function Words and Phrases 43
Basic Words 47
Week 5 Key Vocabulary 49
Function Words and Phrases 55
Basic Words 59
Unit 2
Week 1 Key Vocabulary 61
Function Words and Phrases 67
Basic Words 71
Week 2 Key Vocabulary 73
Function Words and Phrases 79
Basic Words 83
Week 3 Key Vocabulary 85
Function Words and Phrases 91
Basic Words 95
Week 4 Key Vocabulary 97
Function Words and Phrases 103
Basic Words 107

Week 5 Key Vocabulary 109
Function Words and Phrases 115
Basic Words 119
Unit 3
Week 1 Key Vocabulary 121
Function Words and Phrases 127
Basic Words 131
Week 2 Key Vocabulary 133
Function Words and Phrases 139
Basic Words 143
Week 3 Key Vocabulary 145
Function Words and Phrases 151
Basic Words 155
Week 4 Key Vocabulary 157
Function Words and Phrases 163
Basic Words 167
Week 5 Key Vocabulary 169
Function Words and Phrases 175
Basic Words 179
Unit 4
Week 1 Key Vocabulary 181
Function Words and Phrases 189
Basic Words 193
Week 2 Key Vocabulary 195
Function Words and Phrases 203
Basic Words 207
Week 3 Key Vocabulary 209
Function Words and Phrases 217
Basic Words 221
Week 4 Key Vocabulary 223

Function Words and Phrases 231
Basic Words 235
Week 5 Key Vocabulary 237
Function Words and Phrases 245
Basic Words 249
Unit 5
Week 1 Key Vocabulary 251
Function Words and Phrases 259
Basic Words 263
Week 2 Key Vocabulary 265
Function Words and Phrases 271
Basic Words 275
Week 3 Key Vocabulary 277
Function Words and Phrases 285
Basic Words 289
Week 4 Key Vocabulary 291
Function Words and Phrases 299
Basic Words 303
Week 5 Key Vocabulary 305
Function Words and Phrases 313
Basic Words 317
Unit 6
Week 1 Key Vocabulary 319
Function Words and Phrases 327
Basic Words 331
Week 2 Key Vocabulary 333
Function Words and Phrases 341
Basic Words 345
Week 3 Key Vocabulary 347
Function Words and Phrases 355

Basic Words 359
Week 4 Key Vocabulary 361
Function Words and Phrases 369
Basic Words 373
Week 5 Key Vocabulary 375
Function Words and Phrases 383
Basic Words 387
English Language Development Vocabulary 388A
Function Words and Phrases
Unit 3 Week 3 Masks All Over the World
Word 1
make out of
Word 2
make up
Key Vocabulary
Unit 2 Week 2 Li
ttle Red He
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Word 3
partner
Word 4
responsibility
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fresh fruit stew nuts

© 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.
creamcheesepudding
ROUTINE
pudding, cheese, cream,
fresh fruit, stew, nuts
Basic Words
Unit 1 Week 1
Pam and Sam
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.
11
How to
Use this Book
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 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
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 les-
son. 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 supports 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 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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Visual Vocabulary Resources—A New Classroom Resource
Key Vocabulary
Unit 1 Week 1 Pam and Sam
Word 1 cheerful
Word 2 genuine
© Macmillan/McGraw-Hill • photo credits: (t) © Bananastock/PunchStock. (b) © Brand X Pictures/Jupiterimages.
Key Vocabulary
Unit 1 Week 1 Pam and Sam
Key Vocabulary
MOVEMENT
Word 1 cheerful
Word 2 genuine
Point to the Word 1 image on the opposite side.
1. One word in the selection is cheerful. Say it
with me: cheerful. When you are cheerful, you
are happy or glad. When you feel cheerful,
you smile.
2. En español, cheerful quiere decir “alegre,
contento, feliz.” Cuando uno está alegre, uno
sonríe y se muestra animado.

3. Now let’s look at a picture that shows the
word cheerful. (Point to the boys in the
photo.) These boys are smiling. Do you think
they feel angry or cheerful?
4. How do you look when you feel cheerful?
What do you do? Let’s all pretend to be
cheerful together.
5. I’ll describe a situation and you respond
by looking cheerful and saying the word
“cheerful” or looking unhappy and saying
“not cheerful.” Here we go: You got a 100 on
your math test (cheerful). Your forgot your
lunch (not cheerful). (Continue with similar
situations.)
6. Now let’s say cheerful together three more
times: cheerful, cheerful, cheerful.
Point to the Word 2 image on the opposite side.
1. Another word in the selection is genuine.
Say it with me: genuine. When something is
genuine, it is real, not fake. You can have a
belt made of genuine leather. You can have
genuine feelings of love for someone.
2. En español, genuine quiere decir “natural,
puro, auténtico.” Cuando algo es genuino,
es de verdad, no es falso. Uno puede tener una
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.
5. For whom do you have a genuine feeling of
love? Tell your partner about that person.
(I feel genuine love for my mom. She is nice to
me. She hugs me all the time.)
6. Work with your partner to use the word
genuine in a sentence. Use the sentence
frame: The boy feels genuine
.
7. Now let’s say genuine together three more
times: genuine, genuine, genuine.
TEACHER TALK PARTNER TALK
TEACHER TALK
2
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(t) © Photodisc/B2M Productions/Getty Images. (b) © Digital Vision/Manchan/PunchStock.
Key Vocabulary
Unit 1 Week 1 Pam and Sam
Word 3 interest
Word 4 prefer
© Macmillan/McGraw-Hill • photo credits: (t) © Digital Vision/Manchan/PunchStock. (b) © Photodisc/B2M Productions/Getty Images.
Key Vocabulary
Unit 1 Week 1 Pam and Sam
Key Vocabulary
Word 3
interest
Word 4 prefer

Point to the Word 3 image on the opposite side.
1. Another word in the selection is interest. Say
it with me: interest. An interest is something
you enjoy doing or you want to know more
about. When you have an interest in
something, you pay attention because you
think it’s interesting.
2. En español, interest quiere decir “curiosidad,
la atención o inclinación que se tiene por algo,
interés.” Si algo te provoca interés, disfrutas
hacerlo o te da curiosidad por aprender más.
Cuando sientes interés por algo, le prestas
atención.
3. Interest in English and interés 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 interest. (Point to the man and
boy in the photo.) This man is showing a
book to the little boy. They both seem to
have an interest in the book! The man has a
magnifying glass so the boy can see better. If
the boy did not have an interest in the book,
he might look bored.
5. What types of activities do you have an
interest in? Tell your partner. (I have an
interest in soccer. I also have an interest in
raising chickens.)
6. Think of three different interests your partner
might have. For each one, ask your partner:

Do you have an interest in
?
Why or why not?
7. Now let’s say interest together three more
times: interest, interest, interest.
TEACHER TALK
PARTNER TALKTEACHER TALK
PARTNER TALK
Point to the Word 4 image on the opposite side.
1. Another word in the selection is prefer. Say it
with me: prefer. When you prefer something,
you like it more than something else. If
someone offered me an apple or a grapefruit,
I would choose the apple. I prefer apples. I
like them more than I like grapefruit.
2. En español, to prefer quiere decir “preferir,
escoger una cosa entre varias opciones.” Si
alguien me ofreciera una manzana o una
naranja, yo escogería la manzana. Prefi ero 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?”
5. Which fruit do you think the boy prefers?

Why? Share your ideas with a partner.
(I think the boy prefers the melon because it is
sweeter.)
6. Look at the fruits in the photo. Work with
your partner to say which fruit you prefer. Use
the sentence frame: I prefer
.
7. Now let’s say prefer together three more
times: prefer, prefer, prefer.
4
Key Vocabulary
Unit 1 Week 1 Pam and Sam
Word 5 unique
© Macmillan/McGraw-Hill • photo credits: (t) © Brand X Pictures/PunchStock.
Key Vocabulary
Unit 1 Week 1 Pam and Sam
TEACHER TALK
Word 5 unique
Point to the Word 5 image on the opposite side.
1. Another word in the selection is unique. Say it
with me: unique. When something is unique,
it is the only one of its kind. It is special.
2. En español, unique quiere decir “singular,
extraordinario, sin igual, único.” Cuando se
dice que algo es único, no hay más de su tipo
o clase. Es algo especial.
3. Unique in English and único 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 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 fi rst place thought he
was unique. He was not like the other dogs in
the contest.
5. Why do you think this dog might be unique?
What did he do for the judges? Share your
ideas with your partner. (This dog is unique
because he can dance on his hind legs. This
dog is unique because his coat is so shiny.)
6. What makes you unique? Tell your partner.
Use the sentence frame: I am unique because
.
7. Now let’s say unique together three more
times: unique, unique, unique.
PARTNER TALK
6
Word 1 creep past
Word 2 scamper across
Function Words and Phrases
Unit 1 Week 1 Pam and Sam
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1. In English, we use creep past to describe how
someone or something moves when passing
by slowly and quietly. Say it with me: creep
past. Creep past means “to slowly move or
sneak by quietly.” A cat might creep past a
sleeping dog so that the dog will not wake up.
2. En español, to creep past quiere decir

“moverse o pasar al lado de algo lentamente,
sin hacer mucho ruido.” Un gato puede pasar
lentamente por el lado de un perro para no
despertarlo.
3. This picture shows the phrase creep past. It
shows a traffi c jam. There are so many cars on
the road that they can only move slowly, or
creep past each other.
4. I am going to say some sentences. Repeat the
sentences after me.
I will creep past you.
You will creep past me.
Who will creep past us?
We’ll see!
5. I am going to describe actions. If the actions
describe the phrase creep past, raise your
hand and say the phrase creep past. If not,
don’t do anything.
The clown jumps out of the car.
A mouse sneaks by a sleeping cat.
The baby moves slowly on its hands and knees.
6. Repeat the phrase three times with me: creep
past, creep past, creep past.
Word 2 scamper across
Word 1 creep past
TEACHER TALK CHORAL RESPONSE
1. In English, we use scamper across to describe
a quick kind of movement. Say it with me:
scamper across. Scamper across means “to run
or move quickly from one place to another.” If

you want to get from one side of the street to
the other quickly, you can scamper across the
street.
2. En español, to scamper across quiere
decir “moverse rápidamente de un lugar
a otro, corretear.” Si quieres cruzar la
calle rápidamente, puedes cruzar la calle
correteando.
3. This picture shows the words scamper across.
The wolf is moving quickly over the snow. It
scampers across the snow.
4. I am going to name some places. If you can
scamper across them, say scamper across, if
not, say nothing.
a high rocky mountain
a fl at grassy meadow
the school yard
5. I am going to say some words that describe
actions. If they describe what it is like when
something scampers across, say “yes.” If they
do not, say “no.”
moves quickly
creeps past
runs fast
lays down
hops along
6. Repeat the words three times with me:
scamper across, scamper across, scamper,
across.
TEACHER TALK CHORAL RESPONSE

8
Word 3 crouch in fear
Word 4 watch in amazement
Function Words and Phrases
Unit 1 Week 1 Pam and Sam
© Macmillan/McGraw-Hill • photo credits: (t) © BananaStock/PunchStock. (b) © Image100/PictureQuest.
Word 3 crouch in fear
1. In English, we use crouch in fear to describe
what we might do if we are afraid. Say it
with me: crouch in fear. Crouch in fear means
“bend down or hide from something scary.”
Some people crouch in fear when they watch
a scary movie.
2. En español, to crouch in fear quiere decir
“encogerse de miedo.” Algunas personas se
encogen de miedo cuando ven una película
de terror.
3. This picture shows the phrase crouch in
fear. It shows children starting to hide and
cover themselves under the blanket because
they are watching something scary on the
television. They are all crouching in fear.
4. I am going to name an event. If it is
something that might cause you to crouch in
fear, say “crouch in fear.” If not, say nothing.
A lion walks past you.
A kitten walks past you.
A tornado comes toward the house.
The sun shines on your house.
5. Now I am going to say some sentence starters.

Repeat the sentence starters and complete
each one with the words crouch in fear.
When I hear a strange noise, I
.
When I watch a scary movie, I .
When I see a dangerous animal, I .
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
describe how we look at some things. Say
it with me: watch in amazement. Watch in
amazement means “to look at something
with wonder, surprise, or astonishment.” At
the circus, people watch in amazement as the
man swings on the trapeze.
2. En español, to watch in amazement quiere
decir “mirar algo con asombro o sorpresa.”
En el circo, las personas miran con asombro
al trapecista mientras vuela por el aire.
3. This picture demonstrates the words watch
in amazement. These people are watching
something up high that is amazing or
astonishing. They are watching in amazement.
What might they be watching in amazement?
(Examples include: an airplane show, a
spaceship, a hot air balloon festival)
4. I am going to name some events. If people
would watch the event in amazement say,

“watch in amazement.” If not, say nothing.
a man walking across a tightrope
a boy juggling 10 balls at once
a woman pushing a baby carriage
a fi reworks show in the sky
5. I am going to say some words that describe
what people look like. If the words describe
what people might look like when they watch
in amazement, say “yes.” If not, say “no.”
eyes wide
mouths open
eyes closed
big smile
head down
6. Repeat the phrase three times with me:
watch in amazement, watch in amazement,
watch in amazement.
TEACHER TALK CHORAL RESPONSE
10
fresh fruit stew nuts
© 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.
creamcheesepudding
ROUTINE
pudding, cheese, cream,
fresh fruit, stew, nuts
Basic Words
Unit 1 Week 1
Pam and Sam
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.
11
Key Vocabulary
Unit 1 Week 2 I Can, Too!
Word 1 energy
Word 2 exhausted
© Macmillan/McGraw-Hill • photo credits: (t) © Bananastock/PunchStock. (b) © Digital Vision/PunchStock.
Key Vocabulary
Unit 1 Week 2 I Can, Too!
Key Vocabulary
TEACHER TALK
Word 1 energy
Word 2 exhausted
Point to the Word 1 image on the opposite side.
1. One word in the selection is energy. Say it
with me: energy. If you have energy, you can
play for a long time and not get tired. When
you have energy, you aren’t tired.
2. En español, energy quiere decir “ánimo,
fuerza, poder, energía.”Si tú tienes energía,
puedes jugar por horas sin cansarte. Cuando
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.
5. What do you do when you have a lot of
energy? Tell your partner. (I play tag. I run
around with my dog.)
6. Tell your partner how much energy you have
right now. Use the sentence frame: Right now,
I have
energy.
7. Now let’s say energy together three more
times: energy, energy, energy.
TEACHER TALK
PARTNER TALK
Point to the Word 2 image on the opposite side.
1. Another word in the selection is exhausted.
Say it with me: exhausted. If you are
exhausted you are really tired. When you are
exhausted, you want to rest. Do you have a lot
of energy or are you exhausted?
2. En español, exhausted quiere decir “estar muy
cansado, agotado, sin energía o sin fuerzas.”Si
uno está agotado, probablemente quiere
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?
4. Let’s all pretend that we’re exhausted. Let’s
yawn and stretch our arms. Let’s rub our eyes
and go to sleep.
5. Let’s pretend that we had a long day at
school, and now we’re exhausted. Walk into
your house and fl op onto the couch. Give a
big, tired yawn.
6. Now let’s say exhausted together three more
times: exhausted, exhausted, exhausted.
MOVEMENT
14
Key Vocabulary
Unit 1 Week 2 I Can, Too!
Word 3 stretch
Word 4 movements
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Key Vocabulary
Unit 1 Week 2 I Can, Too!
Word 3 stretch
Word 4 movements
Point to the Word 3 image on the opposite side.
1. Another word in the selection is stretch. Say
it with me: stretch. When you stretch, you
extend your arms and legs. When you stretch,
you get more fl exible.
2. En español, to stretch quiere decir “estirar,
alargar, extender.” Cuando uno se estira,
extiende sus brazos y piernas. Al estirarse su
cuerpo se vuelve más fl exible.

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.
4. Let’s all get up and stretch. Let’s reach up to
the sky. Now let’s stand on our toes. Reach
from side to side.
5. Pretend you just woke up. Get out of bed and
stretch your body. Let’s get the kinks out.
Touch the fl oor. Now straighten up. Make an
“x” with your body.
6. Now let’s say stretch together three more
times: stretch, stretch, stretch.
TEACHER TALK
TEACHER TALK
MOVEMENT
MOVEMENT
Point to the Word 4 image on the opposite side.
1. Another word in the selection is movements.
Say it with me: movements. Movement means
“a change in position.” Running, stretching,
and even coloring with a crayon are all
movements.
2. En español, movements quiere decir “la
actividad de un cuerpo, o el cambio de
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.
5. Let’s all get up and make movements. Jump
up and down. Make circles with your arms.
Touch your ear to your shoulder.
6. Pretend you are a fi sh swimming in the water.
Show me what movements you make under
water.
7. Now let’s say movements together three more
times: movements, movements, movements.
Key Vocabulary
16
Key Vocabulary
Unit 1 Week 2 I Can, Too!
Word 5 express
© Macmillan/McGraw-Hill • photo credits: (t) © Digital Vision/Steve Baccon/Getty Images.
Key Vocabulary
Unit 1 Week 2 I Can, Too!
TEACHER TALK PARTNER TALK
Word 5 express
Point to the Word 5 image on the opposite side.
1. Another word in the selection is express. Say
it with me: express. When you express your
feelings, you show or tell about your feelings.
How would you express feelings of happiness?

Show me.
2. En español, to express quiere decir “mostrar o
decir lo que sientes, expresar.” Cuando expresas
tus sentimientos, los estás mostrando.
3. To express in English and expresar 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 express. (Point to the group of boys.)
These boys like to express their feelings. Look
at how they hug each other. This is how they
express their friendship.
5. How can you express sadness? Tell your
partner, and show your partner too. (Examples
Include: I pout. I cry. I hug my mom.)
6. Work with your partner to use the word
express in a sentence. Tell your partner when
you would express surprise. Use the sentence
frame: I would express surprise
when
.
7. Now let’s say express together three more
times: express, express, express.
18
Function Words and Phrases
Unit 1 Week 2 I Can, Too!
Word 1 high
Word 2 far
© Macmillan/McGraw-Hill • photo credits: (t) © Photodisc/Anup Shah/Getty Images. (b) © The McGraw-Hill Companies Inc./Gerald Wofford photographer.
1. In English, we use high to describe a great

distance above us. Say it with me: high. High
means “far up, or way above the ground.”
Airplanes fl y high in the sky.
2. En español, high quiere decir “alto, elevado, a
gran altura del suelo.” Los aviones vuelan alto
por el cielo.
3. This picture demonstrates the word high. The
giraffe has a long neck, so it can reach high
above the ground. It can eat leaves that are
high up in a tree.
4. I am going to name some things. If they are
high, say “high.” If not, say “not high.”
clouds in the sky
a worm on the ground
the top of a mountain
an ant in the grass
5. I am going to say some sentences. Repeat
each sentence. Replace the words way up
with the word high.
The bird fl ew way up into the sky.
I can see the moon way up above Earth.
We climbed way up to the mountaintop.
The fi refi ghter climbed way up on the ladder.
6. Repeat the word three times with me: high,
high, high.
Word 2 far
Word 1 high
1. In English, we use far to describe a great
distance away. Say it with me: far. If your
school is a long distance from your house, it is

far from your house.
2. En español, far quiere decir “lejos, a gran
distancia.” Si la escuela queda a gran distancia
de tu casa, queda lejos de tu casa.
3. This picture shows the word far. The girl is
getting ready to throw the ball as far as she
can. She wants the ball to go a great distance
away. She wants it to travel far.
4. I am going to name pairs of places or things.
Name the one that is far in each pair.
my desk or the principal’s offi ce
this school or the stars in the sky
an inch from where your are or a mile from
where you are
the sun or the post offi ce
5. I am going to say some sentences. Repeat
each sentence. Replace the words a long way
with the word far.
I live a long way from my grandmother.
I went on a vacation a long way from home.
The sun is a long way from Earth.
I can throw a ball a long way.
6. Repeat the word three times with me: far,
far, far.
TEACHER TALK CHORAL RESPONSE
TEACHER TALK CHORAL RESPONSE
20
Function Words and Phrases
Unit 1 Week 2 I Can, Too!
Word 3 long (time)

Word 4 fast
© Macmillan/McGraw-Hill • photo credits: (t) © PhotoAlto Agency RF Collections/ZenShui/Laurence Mouton/Getty Images. (b) © Steve Allen/Brand X Pictures/PunchStock.
TEACHER TALK PARTNER TALK
Word 3 long (time)
1. In English, we can use long to describe how
much time something might take to do. Say it
with me: long. Long can mean “using up a lot
of time.” If you read slowly, it will take a long
time to fi nish reading a book.
2. En español, long time quiere decir “mucho
tiempo.” Si lees lentamente, te toma mucho
tiempo terminar un libro.
3. This picture shows the word long. These
people are hiking up a big mountain. It will
take a long time for them to get where they
are going.
4. I am going to name some activities. If the
activity takes a long time to complete, say the
word long. If it does not take a long time, say
nothing.
build a house
turn on a light
drive across the country
wave hello
become a doctor
5. Now I am going to ask questions. Answer
“yes” or “no.”
Does it take a long time to throw a ball?
Does it take a long time to learn how to fl y
a plane?

Does it take a long time to grow up?
Does it take a long time to shut a door?
6. Repeat the word three times with me: long,
long, long.
Word 4 fast
1. In English, we use fast to describe speed. Say
it with me: fast. Fast means “quick.” You run
fast to win a race.
2. En español, fast quiere decir “rápido, veloz.”
Si quieres ganar una carrera, corres rápido.
3. This picture shows the word fast. This
ambulance is taking a person who is ill to
the hospital. It moves fast to get the person
there quickly.
4. Let’s walk around the room in a line at a
regular speed. Then let’s walk fast. Follow me.
5. Let’s take turns acting out things we can do
fast. Let’s pretend we are running fast, talking
fast, and eating fast.
6. Repeat the word three times with me: fast,
fast, fast.
TEACHER TALK CHORAL RESPONSE
TEACHER TALK MOVEMENT
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