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.
Characteristics of the Text
Genre
Text Structure
Content
Themes and Ideas
Language and
Literary Features
Sentence Complexity
Vocabulary
Words
Illustrations
Book and Print Features
Number of Words: 271
• Nonfiction
• Five to seven lines of text in the same position on each page; no paragraphs
• Text organized by topic
• Geography of Chile; rain forest animals
• Culture: Urban and rural life
• Schools
• 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.
• Easy-to-read text with simple sentence patterns
• Description, but no figurative language
• Dash and exclamation for emphasis: Maybe you will visit someday, for real – not pretend!
• 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
• Most vocabulary words known to readers
• Descriptive language: fluttering birds; grand mountains
• Some unfamiliar proper names: Atacama Desert; Chile; Andes; Santiago
• Many one and two syllable words
• Some multisyllabic words: vegetables, capital, beautiful
• Color photos and one map of Chile with labels
• 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.
Copyright © by Houghton Mifflin Harcourt Publishing Company
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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 nonfiction 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 find 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 find 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 fluttering 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 find out about life in Chile.
Target Vocabulary
accept – take something that is
offered to you, p. 9
grand – large, special or
important, p. 4
express – to tell or show what
you feel or think, p. 9
pretend – to imagine or makebelieve that something is real,
p. 3
fluttering – moving with small,
quick movements, p. 6
Grade 2
prize – an award for winning a
contest or doing something
well, p. 10
taught – told or showed
someone what to do, p. 8
wonder – try to guess or
understand more about
something, p. 3
2
Lesson 18: All About Chile
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Read
Have children read All About Chile silently while you listen to individual children read.
Support their problem solving and fluency as needed.
Remind children to use the Analyze/Evaluate Strategy
they feel about the text as they read and why.
, and tell how
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
America between the Andes and
the Pacific Ocean; the primary
language is Spanish.
• It’s important to learn about
other cultures and ways of life.
• Photos give readers important
visual information.
• Schools in other countries are
like schools in the United States.
• A map provides important
information about a country.
• There are many rain forests in
Chile.
• The author’s purpose in writing
the book is to inform readers
about the country of Chile.
• Some people are farmers; some
work in big cities.
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
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
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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 Nonfiction
Nonfiction Features: Maps Remind children that nonfiction has many features to help
readers find and understand important information. Maps are one of these nonfiction
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 find this information more quickly. Direct children’s attention to the map on
page 2. Ask them to find Chile and read the label. Have them trace with their fingers the
outline of Chile. Encourage them to describe the shape of the country as they trace it.
Ask children to find 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: Pacific 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 first 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
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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 proficiency level. Speaker 1 is the teacher, Speaker 2 is the child.
Beginning/Early Intermediate
Intermediate
Early Advanced/ Advanced
Speaker 1: What country is described
in the book?
Speaker 1: Why is Santiago important?
Speaker 1: How are schools in
Chile and the United States the
same and different?
Speaker 2: Chile
Speaker 2: It is the largest city in Chile;
it is the capital.
Speaker 1: What are the mountains in
Chile called?
Speaker 1: Where do the birds and the
pudu live?
Speaker 2: Andes
Speaker 2: They live in the rain forests.
Speaker 2: Children study math
and reading, but classes are
usually taught in Spanish, not
English.
Speaker 1: What do farmers grow in
Chile?
Speaker 2: apples and peaches
Lesson 18
Name
BLACKLINE MASTER 18.1
Date
Target Vocabulary
All About Chile
Target Vocabulary
Fill in each blank with the Target Vocabulary word that
Vocabulary
best completes each sentence.
1. I wonder
what it would be like
to visit Chile.
2. My father taught
me how to
speak a little Spanish last summer.
3. Chile seems like a grand
accepted
express
fluttering
grand
pretend
prize
taught
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 fluttering
birds in the forest.
8. Getting to visit my grandfather in Chile is like
winning a prize
Read directions to children.
Target Vocabulary
!
3
Grade 2, Unit 4: Heroes and Helpers
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Grade 2
5
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Lesson 18: All About Chile
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First Pass
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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
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Lesson 18
Name
BLACKLINE MASTER 18.1
Date
Target Vocabulary
All About Chile
Target Vocabulary
Fill in each blank with the Target Vocabulary word that
Vocabulary
best completes each sentence.
1. I
what it would be like
to visit Chile.
2. My father
me how to
speak a little Spanish last summer.
3. Chile seems like a
accepted
express
fluttering
grand
pretend
prize
taught
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
Grade 2
!
7
Lesson 18: All About Chile
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Student
Lesson 18
Date
BLackline master 18.23
All About Chile • level k
page
2
All About Chile
Running Record Form
Selection Text
Errors
Self-Corrections
Accuracy Rate
Self-Correction
Rate
Chile is a country in South America. In Chile there are
mountains, deserts, and forests. There are lakes, rivers, and
beaches. There are even volcanoes!
3
Pretend you are going to Chile for a trip. I wonder what you
will visit first. You could go to the Atacama Desert. The ground
is covered with sand, and it almost never rains there.
4
Then you could go to the mountains. Chile has grand
mountains called the Andes. The Andes stretch a long way
down one side of Chile.
5
On the other side of Chile lies the Pacific Ocean.
Comments:
(# words read
correctly/95 × 100)
(# errors + #
Self-Corrections/
Self-Correction)
%
1:
Read word correctly
Code
✓
cat
Repeated word,
sentence, or phrase
®
Omission
—
cat
cat
Grade 2
Behavior
Error
0
0
1
8
Substitution
Code
cut
cat
1
Self-corrects
cat
cut sc
0
Insertion
the
1
Word told
T
cat
cat
ˆ
Error
1413866
Behavior
1
Lesson 18: All About Chile
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