visual vocabulary grade 3

Grade 3
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
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.
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 29
Basic Words 33
Week 4 Key Vocabulary 35
Function Words and Phrases 41
Basic Words 45
Week 5 Key Vocabulary 47
Function Words and Phrases 53
Basic Words 57
Unit 2
Week 1 Key Vocabulary 59
Function Words and Phrases 65
Basic Words 69
Week 2 Key Vocabulary 71
Function Words and Phrases 77
Basic Words 81
Week 3 Key Vocabulary 83
Function Words and Phrases 89
Basic Words 93
Week 4 Key Vocabulary 95
Function Words and Phrases 101
Basic Words 105
Week 5 Key Vocabulary 107
Function Words and Phrases 113
Basic Words 117
Unit 3
Week 1 Key Vocabulary 119
Function Words and Phrases 125

Basic Words 129
Week 2 Key Vocabulary 131
Function Words and Phrases 137
Basic Words 141
Week 3 Key Vocabulary 143
Function Words and Phrases 147
Basic Words 151
Week 4 Key Vocabulary 153
Function Words and Phrases 159
Basic Words 163
Week 5 Key Vocabulary 165
Function Words and Phrases 171
Basic Words 175
Unit 4
Week 1 Key Vocabulary 177
Function Words and Phrases 183
Basic Words 187
Week 2 Key Vocabulary 189
Function Words and Phrases 195
Basic Words 199
Week 3 Key Vocabulary 201
Function Words and Phrases 205
Basic Words 209
Week 4 Key Vocabulary 211
Function Words and Phrases 217
Basic Words 221
Week 5 Key Vocabulary 223
Function Words and Phrases 229
Basic Words 233
Unit 5

Week 1 Key Vocabulary 235
Function Words and Phrases 241
Basic Words 245
Week 2 Key Vocabulary 247
Function Words and Phrases 253
Basic Words 257
Week 3 Key Vocabulary 259
Function Words and Phrases 265
Basic Words 269
Week 4 Key Vocabulary 271
Function Words and Phrases 277
Basic Words 281
Week 5 Key Vocabulary 283
Function Words and Phrases 289
Basic Words 293
Unit 6
Week 1 Key Vocabulary 295
Function Words and Phrases 301
Basic Words 305
Week 2 Key Vocabulary 307
Function Words and Phrases 313
Basic Words 317
Week 3 Key Vocabulary 319
Function Words and Phrases 325
Basic Words 329
Week 4 Key Vocabulary 331
Function Words and Phrases 337
Basic Words 341
Week 5 Key Vocabulary 343
Function Words and Phrases 349

Basic Words 353
English Language Development Vocabulary 354A
Function Words and Phrases
Unit 3 Week 3 Messaging Mania
Word 1
up-to-the-minute
Word 2
more easily
Key Vocabulary
Unit 2 Week 2 Ho
me-Grown Butterfl
ie
s
Word 1
disappear
Word 2
protect
A3
VV
R
_
C
A
_
U
2W
2
_
R
D

1
0_
ke
y.
i
n
d
d
7
1
bedroom
doorway window
shade kitchen bathroom
© 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.
Basic Words
Unit 1 Week 1
First Day Jitters
bedroom, doorway, window,
shade, kitchen, bathroom
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
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 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
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 sele ction, 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 Vocabular y, 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 me morable 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
iv
Key Vocabulary
Unit 1 Week 1 First Day Jitters
Word 1 chuckled
Word 2 nervous
© Macmillan/McGraw-Hill • photo credits: (t) © Reed Kaestner/Corbis. (b) © Comstock Images/PunchStock.
Key Vocabulary
Unit 1 Week 1 First Day Jitters

Key Vocabulary
PARTNER TALKTEACHER TALK
MOVEMENT
TEACHER TALK
Point to the Word 1 image on the opposite side.
1. One word in the selection is chuckled. Say
it with me: chuckled. To chuckle means “to
laugh.” When a person chuckles, he or she
thinks something is funny or silly.
2. En español, to chuckle quiere decir “reírse
bajito o en voz baja.” Cuando alguien se ríe
bajito es porque algo le pareció chistoso o
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.
4. Talk with your partner about why the girl
chuckled. (The person on the phone told her a
joke. She’s very happy to talk to that person)
5. Tell your partner what makes you chuckle. Use
this sentence frame:
makes me
chuckle.
6. Now let’s say chuckled together three more
times: chuckled, chuckled, chuckled.
Word 1 chuckled
Word 2 nervous
Point to the Word 2 image on the opposite side.

1. Another word in the selection is nervous.
Say it with me: nervous. Nervous means “not
comfortable with a situation.” When a person
is nervous, he or she might act shy or afraid.
2. En español, nervous quiere decir “incómodo
con la situación en la que está, nervioso.”
Cuando alguien esta nervioso, normalmente
actúa como si tuviera pena o miedo.
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.
5. Let’s all show what it’s like to feel nervous.
Let’s hunch our shoulders, put our heads
down, and look away. Let’s be very quiet. We
feel shy because we’re nervous.
6. Pretend you are nervous. Show the class how
you look when you’re nervous. Then we will
guess what you might be nervous about.
7. Now let’s say nervous together three more
times: nervous, nervous, nervous.
2
Key Vocabulary
Unit 1 Week 1 First Day Jitters
Word 3 nonsense
Word 4 fumbled

© Macmillan/McGraw-Hill • photo credits: (t) © ImageState/PunchStock. (b) © Stanley Fellerman/Corbis.
Key Vocabulary
Unit 1 Week 1 First Day Jitters
Key Vocabulary
PARTNER TALKTEACHER TALK
MOVEMENT
TEACHER TALK
Word 3 nonsense
Word 4 fumbled
Point to the Word 3 image on the opposite side.
1. Another word in the selection is nonsense.
Say it with me: nonsense. Nonsense means
“behavior that is silly.” When something is
nonsense, it has no meaning or reason.
2. En español, nonsense quiere decir
“comportamiento sin sentido, tonterías.”
3. Now let’s look at a picture that demonstrates
the word nonsense. (Point to the girl in the
photo who is making a funny face.) The girl is
being really silly. What nonsense!
4. Talk with your partner about why this picture
demonstrates the word nonsense. Share your
answers with the class. (It’s silly to make your
face look funny and stick out your tongue.
There’s no reason for this behavior.)
5. Work with your partner to use the word
nonsense in a sentence. Use the sentence
frame: It is nonsense to
.
6. Now let’s say nonsense together three more

times: nonsense, nonsense, nonsense.
Point to the Word 4 image on the opposite side.
1. Another word in the selection is fumbled. Say
it with me: fumbled. To fumble means “to lose
control of something or to drop something.”
When a person fumbled a ball, he or she
dropped it.
2. En español, to fumble quiere decir “llevar
algo con torpeza y perder el control sobre
el objeto.” Si un jugador lleva la bola con
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. Let’s all show what it’s like to fumble. Let’s
put an object in our hands, walk with it, then
fumble it. Our objects dropped because we
fumbled.
5. Think of a situation when you might fumble
something. Act it out. We will guess what you
fumbled.
6. Now let’s say fumbled together three more
times: fumbled, fumbled, fumbled.
4
Key Vocabulary
Unit 1 Week 1 First Day Jitters
Word 5 trudged
© Macmillan/McGraw-Hill • photo credits: (t) © Caroline Woodham/Photodisc/Getty Images.

Key Vocabulary
Unit 1 Week 1 First Day Jitters
TEACHER TALK
Word 5 trudged
MOVEMENT
Point to the Word 5 image on the opposite side.
1. One word in the selection is trudged. Say it
with me: trudged. To trudge means “to walk
with diffi culty.” When a person trudges, he
or she has to work hard to walk, like through
sand or snow.
2. En español, to trudge quiere decir “caminar
con difi cultad.” Cuando alguien camina
con difi cultad tiene que esforzarse más de
lo normal, como cuando se camina sobre la
arena o la nieve.
3. Now let’s look at a picture that demonstrates
the word trudge. (Point to the people in the
photo.) See how these people trudge. It’s
diffi cult for them to walk through the snow.
They have to really work hard to move
their legs.
4. Let’s all show what it’s like to trudge. Let’s
imagine we’re walking through deep snow.
It’s diffi cult to move through snow.
5. I’m going to name some different places.
Show me how you would walk in each place
and say “walk” or “trudge.” Let’s begin.
Imagine you’re crossing a sandy desert. Would
you walk or trudge? (trudge) Now imagine

you’re going across a grassy meadow. (walk)
(Continue with other scenarios, such as deep
drifts of sand and the sidewalk in front of the
school.)
6. Now let’s say trudged together three more
times: trudged, trudged, trudged.
6
Word 1 tumbled out of
Function Words and Phrases
Unit 1 Week 1 First Day Jitters
Word 2 drive down the street
© Macmillan/McGraw-Hill • photo credits: (t) © Dynamic Graphics/PunchStock. (b) © TongRo Image Stock/Alamy Images.
Word 1 tumbled out of
TEACHER TALK CHORAL RESPONSE
1. In English, we use the words tumbled out
of to tell about something that falls out of
something else. Say it with me: tumbled out
of. Pretend you drop an open box of breakfast
cereal. All the cereal tumbles out of the box.
Now the cereal is on the fl oor!
2. En español, to tumble out of quiere decir “salir
o caer de otro lugar.” Imagina que dejas caer
una caja abierta de cereal. Todo el cereal sale
de la caja. ¡Ahora el cereal está regado por el
suelo!.
3. This picture demonstrates the words tumbled
out of. Do you see this bushel of apples? It has
fallen over. Some of the apples have tumbled
out of the bushel.
4. I have a pencil in my hand. Watch what

happens to the pencil. If it tumbles out of my
hand, say this sentence: “The pencil tumbled
out of your hand.” If the pencil does not
tumble out of my hand, say this sentence:
“The pencil did not tumble out of your hand.”
(Have the pencil tumble twice and not tumble
once.) Now you take a turn. Hold something
in your hand. We will say a sentence to tell if
it tumbled out of your hand.
5. What can tumble out of something? We will
take turns completing this sentence to tell
what tumbled out: The
tumbled
out of the .
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
street to tell where someone is driving in a car.
Say it with me: drive down the street. Suppose
I am at home. I want to go to the grocery
store. It is too far to walk. I want to take
my car. I get into my car and drive down the
street. I drive to the grocery store.
2. En español, to drive down the street quiere
decir “manejar por la calle.” Digamos que
estoy en mi casa. Quiero ir al supermercado.
Como queda lejos, me voy en coche. Me subo

al coche y manejo por la calle. Manejo hacia el
supermercado.
3. This picture demonstrates the words drive
down the street. Look at all these cars. They
are on the street. People are driving the cars.
The people drive the cars down the street. The
people drive from one place to another place.
4. We are at school. I will name a place. If we
could drive down the street to get to that
place, make believe you are driving and say
this sentence: “Let’s go! We can drive down
the street.” If we could not drive there, say
this sentence: “We cannot drive down the
street.”
your house
the moon
the library
the nearest city or town
across the ocean
your friend’s house
5. Now complete this sentence: People drive
down the street when
.
We will take turns. I will go fi rst: People drive
down the street when it is raining outside.
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
Function Words and Phrases
Unit 1 Week 1 First Day Jitters
Word 3 slump down
Word 4 tunnel down
© Macmillan/McGraw-Hill • photo credits: (t) © Big Cheese Photo/PunchStock. (b) © Photodisc/Getty Images.
Word 3 slump down
TEACHER TALK MOVEMENT
1. In English, we use the words slump down to
describe a special way we sit or stand. Say it
with me: slump down. When we slump down,
we are not sitting up or standing up straight.
If I slump down in my chair, I look like this.
(Demonstrate.) If I slump down when I am
standing, I look like this. (Demonstrate.)
2. En español, to slump down quiere decir “estar
sentado o parado con postura fl oja, no recta.”
No estamos ni sentados ni parados bien.
Si me siento con postura fl oja, así me veo.
(Demiéstreto.) Si me paro con postura fl oja, así
me veo.
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.
4. Sit with a partner. I am going to touch one
partner on the shoulder. If I touch you, slump
down. We will complete these sentences:
slumps down.

sits up straight.
(Continue with different partners.)
5. Everyone stand up straight. If I say, “Slump
down,” slump down. If I say, “Stand up
straight,” do not slump down. (Repeat a few
times.) Now you take a turn. Tell us to slump
down or to stand up straight.
6. Repeat the phrase three times with me: slump
down, slump down, slump down.
Word 4 tunnel down
TEACHER TALK PARTNER TALK
1. In English, we use the words tunnel down
when we mean someone is digging a hole
down into the ground. Say it with me: tunnel
down. My dog tunnels down when she digs
holes in my yard. She makes a tunnel down
into the ground.
2. En español, to tunnel down quiere decir “cavar
un hoyo.” Mi perro cava hoyos en el jardín.
Sigue cavando hasta que hace un túnel.
3. This picture demonstrates the words tunnel
down. These are ants. The ants dig tunnels in
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.
4. Why do you think ants tunnel down in the
ground? Tell your partner. (Ask partners to
share their responses.)
5. Pretend you are an animal that tunnels down

into the ground. Tell your partner what kind
of animal you are and what you are doing.
Use the phrase tunnel down. (Ask partners
to share their responses. Responses include
snake, woodchuck, chipmunk, mouse.)
6. Repeat the phrase three times with me: tunnel
down, tunnel down, tunnel down.
10
bedroom
doorway window
shade kitchen bathroom
© 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.
Basic Words
Unit 1 Week 1
First Day Jitters
bedroom, doorway, window,
shade, kitchen, bathroom
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
11
Key Vocabulary
Unit 1 Week 2 Amazing Grace
Word 1 auditions

Word 2 adventure
© Macmillan/McGraw-Hill • photo credits: (t) © Terry Vine/Blend Images/PunchStock. (b) © Corbis/Corbis.
Key Vocabulary
Unit 1 Week 2 Amazing Grace
Key Vocabulary
TEACHER TALK
Word 1 auditions
Point to the Word 1 image on the opposite side.
1. One word in the selection is auditions. Say it
with me: auditions. You go to auditions to
show people what you can do. Some people
go to auditions for a play or a show. They
sing, dance, or play musical instruments at the
auditions.
2. En español, auditions quiere decir “una
prueba para demostrar lo que uno puede
hacer, audición.”Algunas personas van
a audiciones para obras de teatro o
espectáculos. Cantan, bailan o tocan
instrumentos en las audiciones.
3. Audition in English and audición 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 auditions. (Point to the boy playing
his guitar.) This boy sings and plays his guitar
at auditions. The boy shows how well he sings
and plays his guitar. If the boy does well at
the auditions, he can sing in the show.
5. Make believe you and your partner are the

boy in the picture and a friend. Ask and
answer questions to tell where you are and
what you are doing. Use auditions in your
questions and answers.
6. Pretend you are at auditions. Act out what
you would do. Your partner can guess what
you are doing and then complete these
sentence frames: My friend is at the auditions.
He/She
.
7. Now let’s say auditions together three more
times: auditions, auditions, auditions.
PARTNER TALK
Word 2 adventure
TEACHER TALK
Point to the Word 2 image on the opposite side.
1. Another word in the selection is adventure.
Say it with me: adventure. An adventure is
something you do that is fun or exciting.
When you climb to the top of a mountain,
you go on an adventure. It is exciting because
you do not know what you might see. A trip
to a big city can be an adventure, too. You do
many fun and exciting activities in the city.
2. En español, adventure quiere decir “una
actividad divertida, emocionante o riesgosa.”
Una aventura es emocionante porque uno no
sabe qué verá. Escalar una montaña es una
aventura. Es emocionante porque no sabes
qué verás cuando llegues a la cima.

3. Adventure in English and aventura 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 adventure. (Point to the family
hiking in the fi eld.) This family is on an
adventure. The people are hiking in the
woods. Do you see their backpacks?
Everything they need is in their backpacks.
They are going to sleep in the woods. For me,
sleeping in the woods is an adventure!
5. What makes a hike in the woods an
adventure? Is it an adventure you would like
to have? Why or why not? (You might see
animals or plants. You might have a good
time. You might learn something new.)
6. First tell your partner about an adventure you
had. Then tell about an adventure you want
to have.
7. Now let’s say adventure together three more
times: adventure, adventure, adventure.
PARTNER TALK
14
Key Vocabulary
Unit 1 Week 2 Amazing Grace
Word 3 exploring
Word 4 sparkling
© Macmillan/McGraw-Hill • photo credits: (t) © Stephen Frink/Photographer’s Choice/PunchStock. (b) © Image Source/PunchStock.
Key Vocabulary
Unit 1 Week 2 Amazing Grace

Key Vocabulary
MOVEMENTTEACHER TALK
Word 3 exploring
Point to the Word 3 image on the opposite side.
1. Another word in the selection is exploring.
Say it with me: exploring. Exploring means
“looking at something closely to learn more
about it.” If you are exploring the park, you
are walking around and looking at everything
you see. You learn lots of things about the
park.
2. En español, to explore quiere decir “observar o
examinar algo cuidadosamente para aprender
más, explorar.” Si estás explorando un parque,
observas todo lo que hay en el parque cuando
caminas por él. Aprenderás mucho sobre el
parque si lo exploras.
3. To explore in English and explorar 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 exploring. (Point to the people
exploring the ocean.) The people are
exploring the ocean. They are looking at
plants and animals that live in the ocean. The
people want to learn about the plants and
animals that live there.
5. Let’s explore this book. (Display a book for
students to explore.) We will look carefully at
the book to learn what it is about. What is the

name of the book? What else did you learn
when you were exploring the book?
6. Find something in our room to explore. Spend
a few minutes exploring that thing. Now tell
what you learned, but don’t tell what you
explored. We will guess what you explored.
7. Now let’s say exploring together three more
times: exploring, exploring, exploring.
TEACHER TALK
PARTNER TALK
Word 4 sparkling
Point to the Word 4 image on the opposite side.
1. Another word in the selection is sparkling. Say
it with me: sparkling. If something is sparkling
it is very shiny or glowing. Sometimes we see
sparkling stars in the sky at night. My cat has
sparkling eyes at night, too. His eyes shine
brightly.
2. En español, sparkling quiere decir “muy
brillante, resplandeciente, centelleante.” A
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.
4. What things would you use the word sparkling

to tell about? Why are they sparkling things?
(Examples include: lights, stars, glitter, water
or raindrops, snowfl akes, jewelry)
5. Imagine that you had to draw a picture to
show what sparkling means. What would you
draw? Why? Tell your partner.
6. Now let’s say sparkling together three more
times: sparkling, sparkling, sparkling.
16
Key Vocabulary
Unit 1 Week 2 Amazing Grace
Word 5 fantastic
Word 6 success
© Macmillan/McGraw-Hill • photo credits: (t) © Dynamic Graphics Group/PunchStock. (b) © Thomas Barwick/Photodisc/PunchStock.
Key Vocabulary
Unit 1 Week 2 Amazing Grace
Key Vocabulary
Point to the Word 5 image on the opposite side.
1. Another word in the selection is fantastic.
Say it with me: fantastic. Fantastic means
“great, unbelievable, or amazing.” Once
I saw the most beautiful rainbow in the
sky. The rainbow was fantastic. Another
time I watched a really exciting basketball
game. The game was fantastic. When I see
something fantastic, I always say, “Wow!”
2. En español, fantastic quiere decir “grandioso,
increíble, mágico, fantástico.”Hace unos
días ví el arco iris más hermoso que he visto
en mi vida . El arco iris era fantástico. En

otra ocasión me ví un partido de baloncesto
realmente emocionante. Fue un partido
fantástico.
3. Fantastic in English and fantástico 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 fantastic. (Point to the hot air
balloons.) I think that this is a fantastic
picture. Do you see all the balloons? The
balloons are fantastic. They are so colorful
and pretty. What a fantastic sight to see so
many balloons fl ying in the sky! Wow!
5. Look at the picture with your partner. Do you
think it would be fantastic to be fl ying in one
of these balloons? Why or why not?
6. Tell your partner about something you think is
fantastic. What makes that thing so fantastic?
7. Now let’s say fantastic together three more
times: fantastic, fantastic, fantastic.
Word 5 fantastic
Word 6 success
PARTNER TALK
TEACHER TALK
Point to the Word 6 image on the opposite side.
1. Another word in the selection is success. Say
it with me: success. You have success when
you work hard at something, and then you do
it well. When you work hard in school and do
well, you have success. Success can be good

grades, learning something new, or winning
a game.
2. En español, success quiere decir “éxito.”
Tienes éxito cuando trabajas bastante por
lograr algo y lo haces bien. Tienes éxito
cuando estudias mucho en la escuela y te
va bien. El éxito puede ser lograr buenas
califi caciones en la escuela, aprender algo
nuevo o ganar un partido.
3. Now let’s look at a picture that demonstrates
the word success. (Point to the girls with
the trophy.) These girls are happy. They
are holding a trophy. I think they just won
a soccer game. They played well and had
success. Now they are celebrating their
success.
4. Let’s make believe that we are the team in
the picture. We have just won a big game.
Show me what you might do to celebrate our
success. (hold thumbs up, pump fi sts, clap
hands, jump up and down)
5. I feel fantastic when I have success. Show me
how you feel and what you do when you have
success.
6. Now let’s say success together three more
times: success, success, success.
MOVEMENT
TEACHER TALK
18
Function Words and Phrases

Unit 1 Week 2 Amazing Grace
Word 1 after it was all over
Word 2 still going on
© Macmillan/McGraw-Hill • photo credits: (t) © D. Falconer/PhotoLink/Photodisc/Getty Images. (b) © Warren Faidley/Corbis.
Word 1 after it was all over
TEACHER TALK CHORAL RESPONSE
1. In English, we use the words after it was all
over to tell what happened after something
was fi nished or something stopped
happening. Say it with me: after it was
all over. Pretend you went to see a movie
yesterday. First you watched the movie. After
it was all over, you stood up and walked out
of the movie theater.
2. En español, after it was all over quiere decir
“cuando algo terminó.” Imagina que ayer
fuiste al cine. Primero viste la película. Cuando
terminó la película, te pusiste de pie y saliste
del cine.
3. This picture demonstrates the words after
it was all over. There was a big storm. This
picture shows what a neighborhood looked
like after it was all over. Look at the wood
on the ground. The wood used to be houses.
Before the storm, the neighborhood was okay.
Then the storm came. After it was all over, the
neighborhood was a mess!
4. I will say some sentences. You tell me what
happened fi rst. Then tell what happened after
it was all over.

I watched a show on TV. After it was all over, I
went to bed.
It rained and rained. After it was all over, we
splashed in puddles.
5. I will tell you about something. Pretend it
happened. What happened after it was all
over?
It snowed all day. After it was all over,

.
We had a fi re drill. After it was all over,

.
Your team played a big game. After it was all
over,

.
6. Repeat the phrasethree times with me: after it
was all over, after it was all over, after it was
all over.
Word 2 still going on
TEACHER TALK PARTNER TALK
1. In English, we use the words still going on
when something is happening right now. Say
it with me: still going on. Imagine it started to
rain yesterday. It has not stopped. It is raining
today. We say that the rain is still going on.
2. En español, still going on quiere decir “sigue o
continúa todavía.” Imagina que ayer empezó
a llover. No ha parado. Hoy está lloviendo.

Decimos que la lluvia continúa todavía.
3. This picture demonstrates the words still going
on. This is a tornado. The tornado is still going
on. It has not stopped yet. The tornado is
happening right now.
4. Tell your partner what happens when a
tornado is still going on. Then tell what
happens after it is all over.
When the tornado is still going on,

.
After the tornado is over,

.
5. Think of something that is still going on. Tell
your partner. That tell your partner what will
happen after it is over.
6. Repeat the phrase three times with me: still
going on, still going on, still going on.
20
Word 3 most of all
Function Words and Phrases
Unit 1 Week 2 Amazing Grace
Word 4 when it was time