visual vocabulary grade 6

Grade 6
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
•
•
Contents
Unit 1
Week 1 Key Vocabulary 1
Function Words and Phrases 9
Basic Words 13
Week 2 Key Vocabulary 15

Function Words and Phrases 23
Basic Words 27
Week 3 Key Vocabulary 29
Function Words and Phrases 35
Basic Words 39
Week 4 Key Vocabulary 41
Function Words and Phrases 49
Basic Words 53
Week 5 Key Vocabulary 55
Function Words and Phrases 63
Basic Words 67
Unit 2
Week 1 Key Vocabulary 69
Function Words and Phrases 77
Basic Words 81
Week 2 Key Vocabulary 83
Function Words and Phrases 91
Basic Words 95
Week 3 Key Vocabulary 97
Function Words and Phrases 103
Basic Words 107
Week 4 Key Vocabulary 109
Function Words and Phrases 117
Basic Words 121
Week 5 Key Vocabulary 123
Function Words and Phrases 131
Basic Words 135
Unit 3
Week 1 Key Vocabulary 137
Function Words and Phrases 145

Basic Words 149
Week 2 Key Vocabulary 151
Function Words and Phrases 159
Basic Words 163
Week 3 Key Vocabulary 165
Function Words and Phrases 171
Basic Words 175
Week 4 Key Vocabulary 177
Function Words and Phrases 185
Basic Words 189
Week 5 Key Vocabulary 191
Function Words and Phrases 199
Basic Words 203
Unit 4
Week 1 Key Vocabulary 205
Function Words and Phrases 213
Basic Words 217
Week 2 Key Vocabulary 219
Function Words and Phrases 227
Basic Words 231
Week 3 Key Vocabulary 233
Function Words and Phrases 239
Basic Words 243
Week 4 Key Vocabulary 245
Function Words and Phrases 253
Basic Words 257
Week 5 Key Vocabulary 259
Function Words and Phrases 267
Basic Words 271
Unit 5

Week 1 Key Vocabulary 273
Function Words and Phrases 281
Basic Words 285
Week 2 Key Vocabulary 287
Function Words and Phrases 295
Basic Words 299
Week 3 Key Vocabulary 301
Function Words and Phrases 307
Basic Words 311
Week 4 Key Vocabulary 313
Function Words and Phrases 321
Basic Words 325
Week 5 Key Vocabulary 327
Function Words and Phrases 335
Basic Words 339
Unit 6
Week 1 Key Vocabulary 341
Function Words and Phrases 349
Basic Words 353
Week 2 Key Vocabulary 355
Function Words and Phrases 363
Basic Words 367
Week 3 Key Vocabulary 369
Function Words and Phrases 375
Basic Words 379
Week 4 Key Vocabulary 381
Function Words and Phrases 389
Basic Words 393
Week 5 Key Vocabulary 395
Function Words and Phrases 403

Basic Words 407
English Language Development Vocabulary 408A
Function Words and Phrases
Unit 3 Week 3 Saving Grace
Word 1
to capture the spirit
Word 2
tough enough
Key Vocabulary
Unit 2 Week 2
Da
ily Life in An
cient Greece
Word 1
feature
Word 2
foundation
A
6
V
VR
_
C
A
_
U
2
W2_
R
D

1
0
_ke
y
.
i
n
d
d
8
3
2
/
13
/
0
8
cinnamon seafood chocolate
mousse coffee pizza
© MacMillan McGraw-Hill • photo credits: (tl) © Jonnie Miles/Photodisc/Getty Images. (tc) © Stockbyte/Digital Vision/Getty Images. (tr) © C Squared Studios/Photodisc/Getty Images.
(bl) © D. Fischer and P. Lyons/Cole Group/Photodisc/Getty Images. (bm) © Pixtal/SuperStock. (br) © Jupiterimages/Brand X Pictures/Alamy Images.
Basic Words
Unit 1 Week 1
Nothing Ever Happens
on 90
th
Street
cinnamon, seafood, chocolate,
mousse, coffee, pizza
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
13
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 core vocabulary
lesson and 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 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 core selection, 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 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.
•
•
•
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•

Visual Vocabulary Resources—A New Classroom Resource
iv
Word 1 sensational
Word 2 precarious
Key Vocabulary
Unit 1 Week 1 Nothing Ever Happens on 90
th
Street
© Macmillan/McGraw-Hill • photo credits: (t) © Pixtal/age fotostock. (b) © Dr. Parvinder Sethi/McGraw-Hill Companies.
Key Vocabulary
PARTNER TALKTEACHER TALK
PARTNER TALK
Word 1 sensational
Point to the Word 1 image on the opposite side.
1. One word in the selection is sensational. Say
it with me: sensational. To be sensational is to
be wonderful or great. Last summer, I went on
vacation in the mountains. The view from the
top of the mountains was sensational!
2. En español, sensational quiere decir “fantástico,
impresionante o llamativo, sensacional.” Si algo
es sensacional, llama la atención. El verano
pasado mi familia pasó las vacaciones en las
montañas. ¡La vista del sol saliendo encima de
las montañas fue sensacional!
3. Sensational in English and sensacional 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 illustrates the

word sensational. See the steep cliff walls that
have formed these mountains. It looks like the
top of the mountains touch the clouds in the
sky. The view is absolutely sensational!
5. Discuss with a partner how this picture
illustrates the word sensational. Share your
ideas with the class.
6. Work with your partner to name as many
things as you can that can be described using
the word sensational. Explain why each one of
these things could be considered sensational.
7. Now let’s say sensational together three more
times: sensational, sensational, sensational.
Word 2 precarious
Point to the Word 2 image on the opposite side.
1. Another word in the selection is precarious.
Say it with me: precarious. When something
is precarious it means it is “dangerous and
unstable.” Some houses are built on the sides
of hills or mountains. These homes can be
put in precarious positions when the hills or
mountains become damaged.
2. En español, precarious quiere decir ”peligroso
e inestable, precario.” Algunas casas son
construidas sobre colinas o al lado de
montañas. Cuando algo le sucede a estas
colinas o montañas, estas casas son puestas en
una posición precaria: pueden ser dañadas o
derrumbadas.
3. Precarious in English and precario 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 illustrates the
word precarious. (Point to the house in the
photo.) See how the dirt on the hill is wearing
away. The hill supports the house. The house
is in a precarious, or unstable, position. If the
dirt continues to wear away, the house could
slide down the hill and be destroyed.
5. Discuss with a partner why you consider the
house to be in a precarious position. Share
your ideas with the class. (The house looks like
it could fall down the hill.)
6. Work with your partner to use the word
precarious in a sentence. Use the sentence
frame: This house is in a precarious position
because
.
7. Now let’s say precarious together three more
times: precarious, precarious, precarious.
TEACHER TALK
Key Vocabulary
Unit 1 Week 1 Nothing Ever Happens on 90
th
Street
2
Word 3 extravagant
Word 4 unimaginable
Key Vocabulary
Unit 1 Week 1 Nothing Ever Happens on 90

th
Street
© Macmillan/McGraw-Hill • photo credits: (t) © Lars A. Niki/McGraw-Hill Companies. (b) © Jocelyn Augustino/FEMA.
Key Vocabulary
PARTNER TALKTEACHER TALK
PARTNER TALK
TEACHER TALK
Word 3 extravagant
Word 4 unimaginable
Point to the Word 3 image on the opposite side.
1. Another word in the selection is extravagant.
Say it with me: extravagant. When something
is extravagant it means that it is “extreme and
far beyond what you would normally expect.”
The fresh rose petals, silk tablecloths, and
jeweled candles were some of the extravagant
decorations at the school dance.
2. En español, extravagant quiere decir ”fuera de
las expectativas normales, extravagante.” Los
pétalos de rosas frescos, los manteles de seda
y las velas enjoyadas fueron algunas de las
decoraciones extravagantes en el baile
del colegio.
3. Extravagant in English and extravagante 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 illustrates the
word extravagant. Look at the extravagant
limousine driving through the city. What

a long, fancy car! Most people don’t ride
in limousines every day. It must be a very
important person riding in the extravagant
limousine.
5. Discuss why you might use the word
extravagant to describe this picture. Share
your ideas with the class. (The limousine is
very fancy! This might be a famous person’s
car. I think at least 10 people can fi t in it.)
6. Think about something you would describe
as extravagant. Share your idea with your
partner and discuss why it is extravagant.
7. Now let’s say extravagant together three more
times: extravagant, extravagant, extravagant.
Point to the Word 4 image on the opposite side.
1. Another word in the selection is unimaginable.
Say it with me: unimaginable. When
something is unimaginable it is shocking and
hard to believe. The damage from a terrible
storm can be unimaginable. The wind and rain
from terrible storms can destroy all the homes
in a neighborhood in a very short period of
time.
2. En español, unimaginable quiere decir ”que
no se puede predecir, pensar o imaginar,
inimaginable.” El daño causado por una fuerte
tormenta puede ser inimaginable. El viento y
la lluvia de tormentas terribles pueden destruir
todas las casas de un barrio en poco tiempo.
3. Unimaginable in English and inimaginable

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 illustrates
the word unimaginable. (Point to the tops
of the houses.) What you see in this picture
are the tops of houses. This used to be a
neighborhood. A terrible storm brought so
much rain to this area that all the homes were
destroyed.
5. Discuss with a partner how this picture
illustrates the word unimaginable. Share your
ideas with the class.
6. Pretend you live in this neighborhood. Work
with a partner to describe this unimaginable
situation to someone not living in the
neighborhood. Complete this sentence
frame to express your ideas: The damage
from the storm was unimaginable because
.
7. Now let’s say unimaginable together three
more times: unimaginable, unimaginable,
unimaginable.
Key Vocabulary
Unit 1 Week 1 Nothing Ever Happens on 90
th
Street
4
Word 5 lamented
Word 6 promenade

Key Vocabulary
Unit 1 Week 1 Nothing Ever Happens on 90
th
Street
© Macmillan/McGraw-Hill • photo credits: (t) © Corbis. (b) © Digital Vision/PunchStock.
Key Vocabulary
PARTNER TALK
TEACHER TALK
Word 5 lamented
Word 6 promenade
Point to the Word 5 image on the opposite side.
1. Another word in the selection is lamented.
Say it with me: lamented. When you have
lamented you have “shown sadness or felt
sorry” for something that has happened. I
have lamented the fact that I gave up playing
the piano.
2. En español, to lament quiere decir ”lamentar,
sentir y demostrar tristeza por algo que
ha ocurrido.” Ayer algunos estudiantes no
permitieron que su compañero jugara con
ellos durante el recreo. Después de ver lo
mal que lo hicieron sentir, lamentaron su
comportamiento.
3. To lament in English and lamentar 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 illustrates
the word lamented. Look at the lady’s face.
She looks very upset. The back of her car

is damaged. Another car must have hit her
car. I know she feels very sorry for what has
happened.
5. Discuss why you might use the word lamented
to describe this picture. Share your ideas with
the class. (Examples include: The lady is very
sad that her car was hit. I think she regrets
parking on the street.)
6. Work with your partner to use the
word lamented in a sentence. Use this
sentence frame: I lamented the time when
.
7. Now let’s say lamented together three more
times: lamented, lamented, lamented.
Point to the Word 6 image on the opposite side.
1. Another word in the selection is promenade.
Say it with me: promenade. A promenade
means “a slow and relaxing walk.” My family
likes to take a promenade through the park.
This gives us time to relax and talk about the
events happening in our lives.
2. En español, promenade quiere decir “un paseo
o una caminata sin prisa y relajante.”A mi
familia le gusta tomar un paseo por el parque.
Esto nos da tiempo para relajarnos y hablar de
los acontecimientos en nuestras vidas.
3. Now let’s look at a picture that illustrates the
word promenade. Look at how this family
takes a promenade down the street. They are
talking, smiling, and holding hands. One of

the smallest children is sitting on the man’s
shoulders. It looks like they are having a great
time together!
4. Let’s all show what it is like to take a
promenade. Let’s imagine we are at the park
enjoying an afternoon walk. Let’s slowly walk
through the park. Now turn to a friend and
smile as you promenade. Isn’t it relaxing to
promenade?
5. Promenade with a partner. Now walk quickly
with your partner. Let’s talk about what is
different between the ways you walked.
Why was it more relaxing and enjoyable to
promenade?
6. Now let’s say promenade together three more
times: promenade, promenade, promenade.
MOVEMENT
TEACHER TALK
Key Vocabulary
Unit 1 Week 1 Nothing Ever Happens on 90
th
Street
6
Word 7 embarked
Word 8 establishment
Key Vocabulary
Unit 1 Week 1 Nothing Ever Happens on 90
th
Street
© Macmillan/McGraw-Hill • photo credits: (t) © Karl Weatherly/Photodisc/Getty Images. (b) © Doug Menuez/Photodisc/Getty Images.

PARTNER TALKTEACHER TALK
Word 7 embarked
Word 8 establishment
Point to the Word 7 image on the opposite side.
1. Another word in the selection is embarked.
Say it with me: embarked. When you have
embarked you have made a start on a
journey or trip. Last Saturday morning, my
uncle embarked on his 10-day horseback ride
through the mountains.
2. En español, to embark quiere decir ”embarcar,
empezar un viaje o proyecto.” El sábado
pasado mi tío embarcó en su cabalgata de 10
días por las montañas.
3. To embark in English and embarcar 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 illustrates the
word embarked. Look at the man riding his
bike. He is at the top of the mountain. He has
embarked on his bike trip. He has a backpack
with supplies that he will need on his trip.
5. Discuss with your partner how this picture
illustrates the word embarked. Share your
ideas with the class. (The man started riding
his bike down the mountain. He will make a
long trip through the mountains. He begins
his trip at the top of the mountain.)
6. Work with your partner to talk about a time
you have embarked on a journey. Explain

where you were going and what you did as
you embarked.
7. Now let’s say embarked together three more
times: embarked, embarked, embarked.
Point to the Word 8 image on the opposite side.
1. Another word in the selection is
establishment. Say it with me: establishment.
An establishment is a place of business such
as a restaurant, a store, or a school.
2. En español, establishment quiere decir “un
establecimineto, un local de negocio como
un restaurante, mercado, tienda, escuela u
hospital.”
3. Establishment in English and establecimiento
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 illustrates the
word establishment. These people are at a
restaurant establishment. The waitress and
cook work at this establishment. The waitress
is serving drinks to the customers and will
take their food orders. The cook will prepare
the food. The customers at the table look like
they are having fun!
5. Discuss with your partner how this picture
illustrates the word establishment. Share your
ideas with the class. (This establishment is a
restaurant. I see workers and customers in this
establishment.)

6. Describe to your partner an establishment
you have visited. Tell your partner the type of
establishment you visited, the workers in the
establishment, and the reason you visited the
establishment.
7. Now let’s say establishment together three
more times: establishment, establishment,
establishment.
Key Vocabulary
Unit 1 Week 1 Nothing Ever Happens on 90
th
Street
Key Vocabulary
TEACHER TALK
PARTNER TALK
8
Function Words and Phrases
Unit 1 Week 1 Nothing Ever Happens on 90
th
Street
Word 1 warm-up
Word 2 rain down
© Macmillan/McGraw-Hill • photo credits: (t) © Bill Lai/Corbis. (b) © Comstock/PunchStock.
Word 1 warm-up
TEACHER TALK MOVEMENT
1. In English, we use warm-up to describe what
we should do to get our bodies ready to
exercise. Say it with me: warm-up. Warm-up
means “to stretch your muscles to get ready
to exercise.” The gym teacher has you warm-

up before running a race.
2. En español, to warm-up quiere decir “hacer
ejercicios de calentamiento para dejar nuestro
cuerpo listo antes del ejercicio físico.” El
maestro de deportes te pide hacer ejercicios
de calentamiento antes de correr una carrera.
3. This picture demonstrates the word
warm-up. (Point to the runner in the photo.)
See how this runner is stretching her legs.
She is getting ready to run a race. She is
warming-up.
4. Pretend you are a runner and need to warm-
up for a race. Show me how to warm-up.
5. What is your favorite way to exercise? Show
us how you warm-up for this exercise.
6. Now let’s say warm-up together three more
times: warm-up, warm-up, warm-up.
Word 2 rain down
TEACHER TALK PARTNER TALK
1. In English, we use rain down to describe many
things coming down in the air like rain. Say
it with me: rain down. To rain down means
“many things are falling down in the air.” The
balloons rain down at the birthday party.
2. En español, to rain down quiere decir “caer del
cielo algo sin mayor esfuerzo, como la lluvia.”
En la fi esta de cumpleaños, los globos nos
caen del cielo.
3. This picture demonstrates the phrase rain
down. This is a parade. Look at the balloons,

confetti, and paper everywhere in the air.
The balloons, confetti, and paper rain down
at the parade.
4. Discuss what might rain down on you if you
stand under these things:
a colorful tree in the fall
a pine branch with dry needles
a giant sunfl ower plant that is overripe
5. Make up a short story about two people who
get caught outside in a bad storm. Tell what
rains down on them and why.
6. Now let’s say rain down together three more
times: rain down, rain down, rain down.
10
Function Words and Phrases
Unit 1 Week 1 Nothing Ever Happens on 90
th
Street
Word 3 to wring hands
Word 4 a few doors down
© Macmillan/McGraw-Hill • photo credits: (t) © Laurent Hamels/PhotoAlto/Jupiterimages. (b) © IMS Communications Ltd./Capstone Design/Flat Earth Images.
Word 3 to wring hands
TEACHER TALK CHORAL RESPONSE
1. In English, we use to wring hands to describe
what people do with their hands when they
are very worried. Say it with me: to wring
hands. To wring hands means “to put your
fi ngers and hands together very tightly when
you are worried or nervous.” Performing in
the school play might cause some students to

wring their hands.
2. En español, to wring hands quiere decir
“entrelazarse las manos en muestra de
preocupación.” Algunos estudiantes pueden
entrelazarse las manos antes de salir a escena
en la obra de teatro de la escuela.
3. This picture demonstrates the word to wring
hands. See how the woman’s hands are placed
tightly together. She is wringing her hands.
4. I am going to tell you about some things
we might do. If it might cause you to wring
hands, clap and say “to wring hands.” If not,
don’t do anything.
riding on a very fast roller coaster
watching your favorite TV show
singing in front of the whole school
5. I will say some sentences. Complete each
sentence with the words to wring hands.
Watching a horror movie might cause me to
.
Taking a diffi cult test might cause me
.
Losing my only set of keys might cause me
.
Having a tooth pulled might cause me
.
6. Repeat the phrase three times with me: to
wring hands, to wring hands, to wring hands.
Word 4 a few doors down
TEACHER TALK PARTNER TALK

1. In English, we use a few doors down to
describe places that are located close to
another place. Say it with me: a few doors
down. A few doors down means “very close.”
A new book store will soon open a few doors
down from the toy store.
2. En español, a few doors down quiere decir
“que está muy cerca de otro o a unos pasos
de distancia”. Muy pronto abrirán la nueva
librería y estará a unos pasos de la juguetería.
3. This picture demonstrates the phrase a few
doors down. Look at this row of houses. The
houses are built very close to one another. The
houses are all located a few doors down from
each other.
4. Ask your partner what is located a few doors
down from his or her house. What is located
a few doors down from your house? Tell your
partner.
5. If I say, “I am going a few doors down to
borrow some art supplies,” what does that
mean? Discuss the answer with your partner.
6. Repeat the phrase three times with me: a few
doors down, a few doors down, a few doors
down.
12
cinnamon seafood chocolate
mousse coffee pizza
© Macmillan/McGraw-Hill • photo credits: (tl) © Jonnie Miles/Photodisc/Getty Images. (tc) © Stockbyte/Digital Vision/Getty Images. (tr) © C Squared Studios/Photodisc/Getty Images.
(bl) © D. Fischer and P. Lyons/Cole Group/Photodisc/Getty Images. (bm) © Pixtal/SuperStock. (br) © Jupiterimages/Brand X Pictures/Alamy Images.

Basic Words
Unit 1 Week 1
Nothing Ever Happens
on 90
th
Street
cinnamon, seafood, chocolate,
mousse, coffee, pizza
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
13
Key Vocabulary
Unit 1 Week 2 Breaking Through
Word 1 reputation
Word 2 uttered
© Macmillan/McGraw-Hill • photo credits: (t) © Rudy Sulgan/Corbis. (b) © Nancy R. Cohen/Photodisc/Getty Images.
Point to the Word 2 image on the opposite side.
1. Another word in the selection is uttered. Say
it with me: uttered. Uttered means “spoken or
expressed out loud.” When someone utters a
thought or a sound, he or she says it out loud
so others can hear it.
2. En español, to utter quiere decir “expresar
o hablar de manera que otros te escuchen,

pronunciar.” Si una persona habla en voz alta,
es para que otros también escuchen.
3. Now let’s look at a picture that demonstrates
the word uttered. (Point to the girl whispering
in the photo.) This girl uttered a secret to her
friend. She uttered something quietly so only
her friend could hear.
4. Now it’s your turn to show what it means
to utter. I’ll say something, then you utter it
back to me. (Say, “I like dancing elephants,”
and have students repeat it aloud. Then ask
volunteers to utter a statement and have the
class repeat.)
5. Now let’s pretend I have a secret I do not
want everyone else to know. I’ll utter my
secret to one of you. Then take turns uttering
the secret to each other. (Whisper this to
one student: “My favorite color is orange.”
Then have students take turns uttering the
statement to a neighbor. At the end, have the
last student utter your secret aloud.)
6. Now let’s say uttered together three more
times: uttered, uttered, uttered.
Key Vocabulary
Unit 1 Week 2 Breaking Through
Word 1 reputation
Point to the Word 1 image on the opposite side.
1. One word in the selection is reputation. Say it
with me: reputation. Reputation means “what
a person is known for.” A person’s reputation

is based on what he or she does or how he or
she acts.
2. En español, reputation quiere decir “lo
que otros piensan de una persona, fama,
reputación.” La reputación de una persona
depende de cómo actúa y de lo que hace.
3. Reputation in English and reputación 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 reputation. (Point to the statue
in the photo.) This is a statue of Abraham
Lincoln, the 16
th
president of the U.S. He has a
good reputation. He is known for being a wise
and fair president.
5. Tell your partner about someone famous
who has a good reputation. (Answers may
include: famous presidents, historical fi gures,
musicians, sports stars)
6. Work with your partner to make a list of
characteristics or traits of someone who has
a good reputation. Share your list with the
class. (Traits may include: fair, honest, strong,
kind, helpful)
7. Now let’s say reputation together three more
times: reputation, reputation, reputation.
TEACHER TALK

PARTNER TALK
Word 2 uttered
Movement
TEACHER TALK
Key Vocabulary
16
Key Vocabulary
Unit 1 Week 2 Breaking Through
Word 3 quickened
Word 4 migrant
© Macmillan/McGraw-Hill • photo credits: (t) © Bruno Herdt/Photodisc/Getty Images. (b) © Dr. Parvinder Sethi/McGraw-Hill Companies.
Key Vocabulary
MOVEMENTTEACHER TALK
Key Vocabulary
Unit 1 Week 2 Breaking Through
Word 3 quickened
Point to the Word 3 image on the opposite side.
1. Another word in the selection is quickened.
Say it with me: quickened. Quickened means
“went faster.” If you were walking and then
you started to run, you quickened your speed.
2. En español, to quicken quiere decir “moverse
más rápido, acelerarse.” Si estabas caminando
y empezaste a correr, aceleraste tu velocidad.
3. Now let’s look at a picture that demonstrates
the word quickened. (Point to the skier in the
photo.) This skier is skiing down a mountain.
When she pushes on these poles they help her
quicken her speed. She quickened her speed as
she skied down the mountain.

4. Let’s start to clap at this speed. (Clap slowly
as children clap along.) Now let’s quicken our
clapping. (Speed up your clapping as children
clap along.)
5. Let’s take turns walking around the room.
When the person who is walking starts to
quicken, everyone else raise their hands.
6. Now let’s say quickened together three more
times: quickened, quickened, quickened.
Word 4 migrant
TEACHER TALK
Point to the Word 4 image on the opposite side.
1. Another word in the selection is migrant.
Say it with me: migrant. A migrant means “a
person who moves from one place to another
in search of work.” Some migrants go to a
new country to work, and then they go back
to their own country. Some migrants stay in
the new country.
2. En español, migrant quiere decir “una persona
que se muda de un lugar a otro en busca de
trabajo, emigrante.” Algunos emigrantes van
a un nuevo país a trabajar y luego regresan al
país de donde vinieron. Algunos emigrantes se
quedan en el nuevo país.
3. Migrant in English and emigrante 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 migrant. Some farmers cannot

get enough workers to help pick crops. This
picture shows how migrant workers help pick
tomatoes on this farm.
5. What do you think the migrants in this picture
might do after they fi nish working? (Go
back to their own country. Look for work in
another region.)
6. Work with your partner to use the word
migrant in a sentence. Use the sentence
frame: A person who is a migrant often
.
7. Now let’s say migrant together three more
times: migrant, migrant, migrant.
PARTNER TALK
18
Key Vocabulary
Unit 1 Week 2 Breaking Through
Word 5 mistreated
Word 6 wrath
© Macmillan/McGraw-Hill • photo credits: (t) © BananaStock/PunchStock. (b) © Christopher Robbins/Digital Vision/Getty Images.
TEACHER TALK
Key Vocabulary
Unit 1 Week 2 Breaking Through
Word 5 mistreated
Point to the Word 5 image on the opposite side.
1. Another word in the selection is mistreated.
Say it with me: mistreated. Mistreated means
“to have been treated in a mean way.” When
someone has been mistreated he or she
usually feels upset or angry because someone

has treated them badly.
2. En español, mistreated quiere decir “haber
sido tratado mal, maltratado.” Cuando
alguien ha sido maltratado, normalmente se
siente enojado o disgustado por la manera en
que otra persona se ha portado con él o ella.
3. Now let’s look at a picture that demonstrates
the word mistreated. (Point to the girl who
has been mistreated in the photo.) This girl
looks upset. She has been mistreated by her
friends. They are laughing and whispering
behind her back, and they are not including
her. She feels mistreated.
4. Turn to your partner and talk about why this
picture demonstrates the word mistreated.
Share your answers with the class. (The girls
are being mean. They are talking about the
other girl. The girl who has been mistreated
looks sad.)
5. How does someone feel who has been
mistreated? With your partner, make a list
of words that describe how it feels to be
mistreated. Choose a word from your list to
complete the sentence frame: When someone
is mistreated he or she feels
.
Then share your list with other pairs.
6. Now let’s say mistreated together three more
times: mistreated, mistreated, mistreated.
PARTNER TALK

Word 6 wrath
Point to the Word 6 image on the opposite side.
1. Another word in the selection is wrath. Say
it with me: wrath. Wrath means “anger or
rage.” Sometimes people feel wrath when
something wrong or bad happens. People
can show their wrath in their expressions and
actions.
2. En español, wrath quiere decir “rabia, ira o
cólera.” A veces una persona siente cólera
cuando algo malo le ocurre. La cólera es
refl ejada en las expresiones y acciones de la
persona.
3. Now let’s look at a picture that demonstrates
the word wrath. (Point to the woman’s face
in the photo.) Look at this woman’s face. Her
expression shows she is angry. She feels wrath
towards the person on the other end of the
phone.
4. Let’s all show wrath using only the expressions
on our faces. Try to look very angry. Now let’s
use body language to show wrath. How might
your arms look? How might you sit or stand to
show your wrath?
5. Pretend someone has just broken our favorite
toy or game. Let’s use gestures to show our
wrath. (Demonstrate by pounding a desk or
shaking your fi sts.)
6. Now let’s say wrath together three more
times: wrath, wrath, wrath.

MOVEMENTTEACHER TALK
Key Vocabulary
20
Key Vocabulary
Unit 1 Week 2 Breaking Through
Word 7 illegally
Word 8 ruptured