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. • • • • • 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 [...]... 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 Word 3 quickened Unit 1 Week 2 Breaking Through Word 4 migrant Key Vocabulary Word 3 quickened Unit 1 Week 2 Breaking Through TEACHER TALK Point to the Word 3 image on the opposite side 1... 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 18 © Macmillan/McGraw-Hill • photo credits: (t) © Bruno Herdt/Photodisc/Getty Images (b) © Dr Parvinder Sethi/McGraw-Hill Companies Key Vocabulary Word 5 mistreated Unit 1 Week 2 Breaking Through Word 6. .. broken our favorite toy or game Let’s use gestures to show our wrath (Demonstrate by pounding a desk or shaking your fists.) 6 Now let’s say wrath together three more times: wrath, wrath, wrath Key Vocabulary Word 7 illegally Unit 1 Week 2 Breaking Through Word 8 ruptured Key Vocabulary Word 7 illegally Unit 1 Week 2 Breaking Through TEACHER TALK Point to the Word 7 image on the opposite side 1 Another... friend She uttered something quietly so only her friend could hear 16 © Macmillan/McGraw-Hill • photo credits: (t) © Rudy Sulgan/Corbis (b) © Nancy R Cohen/Photodisc/Getty Images PARTNER TALK 5 Tell your partner about someone famous who has a good reputation (Answers may include: famous presidents, historical figures, musicians, sports stars) 6 Work with your partner to make a list of characteristics or traits...Key Vocabulary Word 7 embarked Unit 1 Week 1 Nothing Ever Happens on 90th Street Word 8 establishment Key Vocabulary Word 7 embarked Unit 1 Week 1 Nothing Ever Happens on 90th Street TEACHER TALK Point to the Word 7 image on the opposite side 1 Another word... 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 Key Vocabulary Word 4 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... 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 Key Vocabulary Word 1 reputation Unit 1 Week 2 Breaking Through Word 2 uttered Key Vocabulary Word 1 reputation Unit 1 Week 2 Breaking Through TEACHER TALK Point to the Word 1 image on the opposite side 1 One word in the selection is reputation... 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 Key Vocabulary TEACHER TALK 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... 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 Word 6 wrath MOVEMENT 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... 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 16th president of the U.S He has a good reputation He is known for being a wise and fair president Key Vocabulary TEACHER TALK 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 . 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. 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. 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