All About Chile by Monica Brown Fountas-Pinnell Level K Nonfiction Selection Summary This Simply Written Text Introduces Readers to the Land and People of Chile

LESSON 18 TEACHER’S GUIDE All About Chile by Monica Brown Fountas-Pinnell Level K Nonfiction Selection Summary This simply written text introduces readers to the land and people of Chile. The conversational narrative includes information about the country’s geography, economy, and schools. Color photos on each page reinforce content. Number of Words: 271 Characteristics of the Text Genre • Nonfi ction Text Structure • Five to seven lines of text in the same position on each page; no paragraphs • Text organized by topic Content • Geography of Chile; rain forest animals • Culture: Urban and rural life • Schools Themes and Ideas • Learning about other cultures fosters understanding of a world community. • Schools in other countries often teach many similar subjects. • People can expand their knowledge of the world through travel. Language and • Easy-to-read text with simple sentence patterns Literary Features • Description, but no fi gurative language • Dash and exclamation for emphasis: Maybe you will visit someday, for real – not pretend! Sentence Complexity • A mix of short, simple and compound sentences • Some complex sentences with embedded clauses: Children who live in Chile go to school, just like you do. • Words in a series: mountains, deserts, and forests Vocabulary • Most vocabulary words known to readers • Descriptive language: fl uttering birds; grand mountains • Some unfamiliar proper names: Atacama Desert; Chile; Andes; Santiago Words • Many one and two syllable words • Some multisyllabic words: vegetables, capital, beautiful Illustrations • Color photos and one map of Chile with labels Book and Print Features • Nine pages of text with photo or map on each page © 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

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2_304823_BL_VRTG_L18_AllAboutChile.indd 1 11/4/09 5:40:36 PM All About Chile by Monica Brown Build Background Help children use their knowledge of other countries to visualize the book. Build interest by asking questions such as the following: Have you ever read a book about another country? What country did you read about? What did you learn? Read the title and author and talk about the cover photo.

Introduce the Text Guide children through the text, noting important ideas and nonfi ction features. Help with unfamiliar language and vocabulary so they can read the text successfully. Give special attention to target vocabulary. Here are some examples. Pages 2 - 3: Explain that Chile is a country in South America. Point to Chile on a classroom map or globe. Suggested language: Let’s pretend we are going on a trip to Chile. It’s a country with mountains, forests, rivers, and a desert. Look at the map. What is the name of the ocean next to Chile? What kind of land do you see in the photo on page 3? Page 4: Draw attention to the photo and have children fi nd the word grand. The Andes mountains stretch along one side of Chile. How cold do you think it can be near the top of these grand mountains? How can you tell? Page 6: Draw attention to the photo and have children fi nd the word pudu. The rain forests in Chile are full of many animals including the world’s smallest deer, called the pudu, and many kinds of fl uttering birds. How does the pudu look the same as other deer? How does it look different? Page 8: Have children describe the picture. In Chile, school classes are taught in Spanish. What school subjects do you think these children study just like you do? Now turn back to the beginning of the book and read to fi nd out about life in Chile.

Target Vocabulary

accept – take something that is grand – large, special or prize – an award for winning a offered to you, p. 9 important, p. 4 contest or doing something express – to tell or show what pretend – to imagine or make- well, p. 10 you feel or think, p. 9 believe that something is real, taught – told or showed ﬂ uttering – moving with small, p. 3 someone what to do, p. 8 quick movements, p. 6 wonder – try to guess or understand more about something, p. 3

Grade 2 2 Lesson 18: All About Chile © Houghton Mifflin Harcourt Publishing Company

2_304823_BL_VRTG_L18_AllAboutChile.indd 2 11/4/09 5:40:41 PM Read Have children read All About Chile silently while you listen to individual children read. Support their problem solving and ﬂ uency as needed.

Remind children to use the Analyze/Evaluate Strategy , and tell how they feel about the text as they read and why.

Discuss and Revisit the Text Personal Response Invite children to share their personal responses to the text. Suggested language: What would you like to do and see on a visit to Chile?

Ways of Thinking As you discuss the text, help children understand these points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text • Chile is a country in South • It’s important to learn about • Photos give readers important America between the Andes and other cultures and ways of life. visual information. the Paciﬁ c Ocean; the primary • Schools in other countries are • A map provides important language is Spanish. like schools in the United States. information about a country. • There are many rain forests in • The author’s purpose in writing Chile. the book is to inform readers • Some people are farmers; some about the country of Chile. work in big cities.

Choices for Further Support • Fluency Invite children to choose a passage from the text to read aloud to the class. Encourage them to use expression when reading sentences ending in an exclamation mark and to pause slightly at a period. • Comprehension Based on your observations of the children’s reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind children to go back to the text to support their ideas. • Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Work with children to write the singular forms of the following plural words from the book: lakes, beaches, volcanoes, (p. 2); children (p. 8); countries (p. 10).

Grade 2 3 Lesson 18: All About Chile © Houghton Mifflin Harcourt Publishing Company

2_304823_BL_VRTG_L18_AllAboutChile.indd 3 11/4/09 5:40:46 PM Writing about Reading

Vocabulary Practice Have children complete the Vocabulary questions on BLM 18.1.

Responding Have children complete the vocabulary activities on page 11. Remind them to answer the Word Teaser on p. 12. (Answer: wonder)

Reading Nonfi ction Nonfiction Features: Maps Remind children that nonfi ction has many features to help readers fi nd and understand important information. Maps are one of these nonfi ction features. Explain that maps are an important source of information about a country. Maps help readers understand facts including where the country is located; what are the major geographical features, such as oceans, rivers, and mountains; and what countries are in the same continent or area of the world. The labels or special words on a map help readers fi nd this information more quickly. Direct children’s attention to the map on page 2. Ask them to fi nd Chile and read the label. Have them trace with their fi ngers the outline of Chile. Encourage them to describe the shape of the country as they trace it. Ask children to fi nd the name of the large area of land where Chile is located. Explain that South America is a continent. Help children identify the continent of North America on a classroom map. Then invite pairs of children to identify the following bodies of water on the map in the book: Pacifi c Ocean, Atlantic Ocean, Caribbean Sea.

Writing Prompt: Thinking Beyond the Text Have children write a response to the prompt on page 6.

Assessment Prompts • Look at the ﬁ rst sentence on page 3. What does the word pretend mean in the sentence? • What words on page 8 help the reader understand the meaning of the word taught?

Grade 2 4 Lesson 18: All About Chile © Houghton Mifflin Harcourt Publishing Company

2_304823_BL_VRTG_L18_AllAboutChile.indd 4 11/4/09 5:40:49 PM English Language Development Reading Support In Introduce the Text (p.2) include as much practice as needed to help children become familiar with the language structures of the book.

Cultural Support Point out the similarity between the English word express and the Spanish word expresar.

Oral Language Development Check children’s comprehension, using a dialogue that best matches their English proﬁ ciency level. Speaker 1 is the teacher, Speaker 2 is the child. Beginning/Early Intermediate Intermediate Early Advanced/ Advanced Speaker 1: What country is described Speaker 1: Why is Santiago important? Speaker 1: How are schools in in the book? Chile and the United States the Speaker 2: It is the largest city in Chile; same and different? Speaker 2: Chile it is the capital. Speaker 2: Children study math Speaker 1: What are the mountains in Speaker 1: Where do the birds and the and reading, but classes are Chile called? pudu live? usually taught in Spanish, not Speaker 2: Andes Speaker 2: They live in the rain forests. English. Speaker 1: What do farmers grow in Chile? Speaker 2: apples and peaches

Lesson 18 BLACKLINE MASTER 18.1 Name Date

All About Chile Target Vocabulary Target Vocabulary

Fill in each blank with the Target Vocabulary word that Vocabulary best completes each sentence. accepted 1. I wonder what it would be like express fl uttering to visit Chile. grand 2. My father taught me how to pretend prize speak a little Spanish last summer. taught 3. Chile seems like a grand wonder place to visit.

4. In our bedroom, my sister and I took a

pretend trip to the mountains of Chile.

5. My grandfather lives in Chile, and we

accepted his offer to visit him.

6. I must remember to express my thanks to my grandfather.

7. I can’t wait to see the fl uttering birds in the forest.

8. Getting to visit my grandfather in Chile is like

winning a prize !

2_246222RTXEAN_L18_Vocab.indd 3 11/23/09 9:25:44 AM Grade 2 5 Lesson 18: All About Chile © Houghton Mifflin Harcourt Publishing Company

First Pass 2_304823_BL_VRTG_L18_AllAboutChile.indd 5 1/12/10 12:04:18 AM Name Date All About Chile

Thinking Beyond the Text Read the paragraph. Then write your postcard below.

Imagine that you and your family are on a trip to Chile. Write a postcard to a friend back home. Describe your trip and tell what you have seen in the country of Chile. Use details from the book in your postcard.

Grade 2 6 Lesson 18: All About Chile © Houghton Mifflin Harcourt Publishing Company

22_304823_BL_VRTG_L18_AllAboutChile.indd_304823_BL_VRTG_L18_AllAboutChile.indd 6 77/30/09/30/09 110:41:010:41:01 AAMM Lesson 18 BLACKLINE MASTER 18.1 Name Date

All About Chile Target Vocabulary Target Vocabulary

Fill in each blank with the Target Vocabulary word that Vocabulary best completes each sentence. accepted 1. I what it would be like express uttering to visit Chile. grand 2. My father me how to pretend prize speak a little Spanish last summer. taught 3. Chile seems like a wonder place to visit.

4. In our bedroom, my sister and I took a

trip to the mountains of Chile.

5. My grandfather lives in Chile, and we

his offer to visit him.

6. I must remember to my thanks to my grandfather.

7. I can’t wait to see the birds in the forest.

8. Getting to visit my grandfather in Chile is like

winning a !

2_304823_BL_VRTG_L18_AllAboutChile.indd 7 1/12/10 12:05:18 AM 2_304823_BL_VRTG_L18_AllAboutChile.indd 8 All AboutChile• Student 5 4 3 2 Grade 2 Grade ©Publishing Harcourt Houghton Mifflin Company page Omission sentence, orphrase Repeated word, Read wordcorrectly Behavior Comments: On theothersideofChileliesPacificOcean. down onesideofChile. mountains calledtheAndes.TheAndesstretchalongway Then youcouldgotothemountains.Chilehasgrand is coveredwithsand,anditalmostneverrainsthere. will visitfirst.You couldgototheAtacamaDesert.Theground Pretend youaregoingtoChileforatrip.Iwonderwhat beaches. Thereareevenvolcanoes! mountains, deserts,andforests.Therearelakes,rivers, inSouthAmerica.InChilethereare Chile isacountry cat — cat ® cat ✓

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cat Running RecordForm Code All AboutChile

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Self-Correction 1: Self-Corrections Self-Corrections/ Self-Correction) 0 1 1 1 (# errors+# Error Rate

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