Reading

comprehension
Fourth Basic Year
 Antonio Landauro

Reading comprehension
Fourth Basic Year

Activities and strategies

FIRST EDITION

MAY 2010

© EDITORIAL BIBLIOGRAFICA INTERNACIONAL LTDA.

Editing coordination:
Haydée Correa Sánchez

Illustrations and composition:

Marcela Landauro

Graphic design and layout:

Victor Arevalo Marin

Printed by:
Maval Printing

All rights reserved

ISBN: 978-956-312-111-7

NO PART OF THIS PUBLICATION, INCLUDING THE COVER DESIGN, MAY BE REPRODUCED. DONE, STORED OR
TRANSMITTED IN ANY MANNER OR BY ANY MEANS, WHETHER ELECTRICAL, CHEMICAL, MECHANICAL,
OPTICAL, RECORDING OR PHOTOCOPY, WITHOUT PRIOR WRITTEN PERMISSION FROM THE PUBLISHER.

Foreword

According to the official Language and Communication program prepared by the

Ministry of Education, the Fourth Basic Year is characterized by being the last of the first
cycle of Basic Education.
 The Basic Level 2 program seeks, in general terms, to consolidate all the learning
already achieved in previous years and prepare the student to enter the second cycle. As
in previous years, at this level we seek to promote comprehensive development, that is, the
diverse forms of thinking, activities and values, where students put all their knowledge,
skills, experiences and creativity into play. , so take an active role in your learning.

With respect to comprehensive reading – aware that children who attend NB2 are in a
stage of development of reading learning – the aim is to increase their ability to infer, that
is, to construct meanings in a certain way. mined text; Also, interpret and integrate ideas
and information from a text, which implies resorting to prior knowledge and acquired
experiences.

It should be noted that this book – which tends to develop language skills and whose
objective is to enrich reading comprehension – is based on the contents positions in the
NB2 Language and Communication program, but also in topics and content proposed in
the programs of other learning sectors and subsectors of the same level: Understanding of
the Natural, Social and Cultural Environment; Artistic, Musical and Technological
Education; Mathematics Education and Language and Communication.
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Introduction

The new study programs propose more demanding learning objectives agency
because in the future the training requirements will be greater. Also aware that language is
a factor of vital importance in the life of every human being. hand, this work places
emphasis on reading comprehension, on the development of the child's linguistic and
communicative powers, but also stimulates their creativity, which is of great pedagogical
relevance and fundamental in the development of the individual.

It should be noted that this book responds to an integrative and interdisciplinary

pedagogical proposal in line with the wave of changes that are occurring in society in
general and that must necessarily be introduced in education, which requires an update
and a search for creative solutions. from a globalizing perspective, which is emerging as
the most suitable for the treatment of different educational contents and experiences.

We live in a world in constant evolution that forces us, on the one hand, to constantly
update knowledge and, on the other, to be prepared to face the changes that occur so
quickly, without affecting the psychological balance of students.

Today education must be rethought, because the values and disciplinary knowledge
Nares are changing; Furthermore, there is the great technological advance that forces the
use of new pedagogical tools, especially today, when the new generations are protagonists
of the so-called “visual culture”, where the image is a fundamental part of daily life and is
translated into video games, television , computers, CDs, the Internet, movies, comics,
graffiti, and even the color of the clothes one wears.

Given the wave of technological changes that are occurring in the world of re visual
presentation, today we cannot continue to propose that art in general, with all its visual and
symbolic load, is a secondary element in the formation of the human being. What's more,
today visual language must serve as pedagogical support, in order to build interdisciplinary
relationships between different subjects. We must tend towards a globalizing, holistic
vision, where visual language serves as an articulating axis for other subjects and
enhances them.

Faced with contingent reality, where visuality plays a predominant role However,
education, especially basic education, must be articulated transversally, where visual
images strengthen disciplinary content, increasing comprehensive training from a
globalizing perspective of learning.

Why a globalizing model that relies on visual images?

Because art, in general, and images, in particular, constitute a cultural dimension that
allows human beings to transcend, leave themselves and go to meet “the

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other". The purpose of art, in a broader sense, is to “bring something out from within,” in a
centrifugal process. Etymologically, education comes from “educere”, which means “to
bring out”, which implies an encounter with others from human nature itself. Education
provides human beings with a channel for social expression, just like art, in its transcendent
dimension. In this context it is possible to refer to the relationship that exists between
education and art.

Integrative / interdisciplinary / transversal approach

In the approach that will be developed below applied to language, the following
methodological principles stand out: activity, playful play, meaningful learning and
creativity.

Education must be active. Activity is the main source of learning and development in
childhood and is essential, both for physical and psychomotor development and for the
construction of knowledge. Piaget states that the circular reactions typical of the
sensorimotor stage, which basically consist of the manipulation of objects and the repetition
of acts, are the basis of human learning, for this reason the development of individual
abilities to manipulate, explore, experiment, observe, build, investigate, combine...
ultimately play.

Closely linked to this concept is recreational activity, which has a relevant role. Play is
a natural activity in children, constituting an important driver of development, both in its
emotional and intellectual aspects. The game favors the elaboration and development of
knowledge structures.

Another aspect to which this approach tends is meaningful learning, which occurs
when students perceive the message in relation to their knowledge. previous coughs and
with their own experience. For this reason – especially in the basic education cycle – the
delivery of content must be related to methodologies that are seen as more familiar,
friendly, such as games. In this way, the student is encouraged to build and develop
knowledge by linking it with their own emotional and intellectual perspective.

From this it follows that the school must be transformed into a place of thought open
to the emerging and not of reproduction of the existing, a space of exchange and not of
imposition.

It should be noted that this pedagogical proposal seeks to develop the ability to
create, which is not a privilege of a few, but, like intelligence, is a human faculty, and as
such it must be developed at all educational levels, but especially at the basic level.
Furthermore, it should not be reduced to certain areas such as plastic expression or music;
Hence, this proposal considers all the subjects of the school curriculum, integrating
language, sensory education, artistic education and logical-mathematical development in a
playful and transversal way.

Some of the objectives/competences pursued with this proposal are:

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– Develop the ability to express yourself clearly and personally and create tive, uniting
language and other forms of artistic and symbolic expression.
– Enjoy reading and from it generate a wealth of free games and create tives.
– Experience interdisciplinarity and produce, with personal style, texts, poems and
dialogues, crossword puzzles, drawings, etc.
– Read the reality to which one belongs and express it using and incorporating technology
nology and the visual richness it provides.
– Make present through verbal and artistic languages the feeling and thinking of the
subject, the group and current society and its problems.

As a summary, we should point out that this proposal seeks to improve learning
dizaje resorting to an interdisciplinary strategy in which: literature, poetry, drawing, painting,
writing, among others, are combined, taking advantage of the innate creative potential of
children, which is in a position to develop.

We know that art in the childhood stage is a determining experience, since it involves
emotions that induce feelings of mystery or magic, it can even have an almost religious
dimension. Furthermore, it is a vehicle that allows us to promote self-expression,
imagination, and knowledge of our own emotional life; in short, all human nature.

The phenomenon of communication and processing of written information is a

challenge for every human being and a fundamental requirement in current times, just like
reading comprehensively, that is, having the ability to extract the true meanings of a text
and recognize the purpose. of this, although it is not explicitly indicated to you, as well as to
determine those secondary ideas of the purpose. It should be added that in communicative
expression, in all its forms, they play a decisive role. The affective and emotional aspects
are fundamental aspects that are attempted to be developed in this pedagogical proposal.

Finally, we can conclude that this book – which consists of two parts: one of activities
and another of answers, at the end – tries to be an instrument that enhances creativity for
didactic purposes and transforms educational work, through the combination tion of rational
factors with emotional-affective factors, in search of new options for the development of the
child, and aims to reverse their passive attitude with an active and constructive way in
which they express their ideas, feelings, impulses and fantasies. .

Antonio Landauro

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INDEX

P.
Reading comprehension........................................................................................................................5
Fourth Basic Year..................................................................................................................................5
Foreword............................................................................................................................................6
Introduction........................................................................................................................................8
INDEX.............................................................................................................................................11
P l ANIFICATION..........................................................................................................................15
ACTIVITIES....................................................................................................................................20
The sun/fire..................................................................................................................................25
the earth/soil.................................................................................................................................25
water/rain......................................................................................................................................25
The sky/wind................................................................................................................................25
If you follow these tips you can save your life and the lives of your loved ones. Do not forget.30
Horse............................................................................................................................................33
Cow..............................................................................................................................................33
Abilities:.......................................................................................................................................75
TO b.......................................................................................................................................103
Antonyms Synonyms.............................................................................................................122
S ol UCI or NES............................................................................................................................141
Activity 1....................................................................................................................................141
Activity 2....................................................................................................................................141
TO...............................................................................................................................................142
Activity 3....................................................................................................................................142
Activity 4....................................................................................................................................142
Activity 8....................................................................................................................................145
Activity 9....................................................................................................................................145
TO...............................................................................................................................................145
TO...............................................................................................................................................146
b..................................................................................................................................................146
Activity 10..................................................................................................................................146
TO b.......................................................................................................................................146
Activity 12..................................................................................................................................147
Activity 13..................................................................................................................................148
Activity 15..................................................................................................................................150
TO...............................................................................................................................................150
Activity 16..................................................................................................................................150
Activity 19 3. F...........................................................................................................................154

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TO b.......................................................................................................................................154
Activity 20..................................................................................................................................154
Activity 22..................................................................................................................................155
Activity 23..................................................................................................................................155
Activity 24..................................................................................................................................156
TO...............................................................................................................................................156
b..................................................................................................................................................156
Bibliography..................................................................................................................................157

4th Basic Unit

Reading comprehension
Language and Communication Subsector

Unit Topic: Comprehension Strategies

Time: Two semesters

Expected learning:

What learning needs to occur?

Goals:

• Understand and identify literary and non-literary texts, capturing their global idea,
recognizing literal or explicit information and making comments and categorisations.

• Record and communicate information in handwritten form, organizing ideas into

categories, relationships or sequences.

• Develop the ability to read autonomously, make inferences and take a critical attitude
that is expressed through comments, questions, opinions and various forms of artistic
expression.

Essential questions that the teacher must answer when planning reading
comprehension units:

1. Why should students become familiar with reading and know techniques and is it
Strategies to perfect and improve it?

2. How to select texts so that students use reading as a means of entertainment,

information, work and study?

3. What is the purpose of students obtaining information from texts and writings and
constructing new knowledge?

At the end of the Unit, students will be able to ( field of knowledge ):

1. Read comprehensively and recognize explicit information about characters, ac tions

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or places of the narratives read.

2. Infer, from the texts read, the characters' feelings, motivations and causes of their
actions.

3. Ask questions to clarify important facts and significant details about what you read.

4. Demonstrate understanding of what you read through relevant questions and relate
them to your own knowledge and personal experiences.

5. Distinguish prose language and poetic language from discontinuous texts, advertising
messages and advertisements.

6. Read prose and poetic texts comprehensively, distinguishing real from fictional
elements.

At the end of the Unit, students will be able to ( doing scope ):

1. Read various texts comprehensively and construct meanings that allow a greater
approach to the world and man.

2. Organize ideas and thoughts and express understanding of what you read through
diagrams.

3. Summarize what has been seen, heard and read in the media and literary texts.

4. Create verses and short texts valuing the ability to express feelings and emotions
through language.

5. Comment on their texts and those of other colleagues, with respect, and help improve
rare them.

Assessment:

Given the importance of evaluation in the learning process, it is necessary to have the
appropriate instruments to evaluate and for students to know that evaluation is inherent to
the learning process.

It should be noted that according to the Fourth Basic Year/NB2 Study Program,
evaluation is considered a multidimensional process that, in addition to the use of
procedures such as checklists or tests, includes direct observation of the students' oral
behavior. It is suggested:

• Assess the organization and the way of logically expressing the narratives and ex
positions.

• Consider the student's personal effort to achieve the goals set by him.

• Consider the progress in the structuring of the texts; creativity and imagine
tion; the management of vocabulary, spelling and sentence construction.

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Also in the evaluation process, it is recommended to keep in mind self-evaluation and

co-evaluation in which all course members participate, in an important way.

To evaluate the understanding of written texts, specific questions must be prepared.

scientific about the text and use their themes as sources for debates.

In relation to what to evaluate , it is suggested to consider the following aspects:

• Ability to make inferences from reading the text.

• Ability to differentiate the information contained in the text and the one you run
relies on his personal knowledge.

• In front of the text, it shows the understanding of its meaning through questions,
diagrams, organizers, graphs, etc.

• Ability to rewrite literary texts, expand them and intervene in them based on
comprehensive reading.

Evaluation methods:

– Direct observation
– Written tests or checklists
– Portfolios or work folders
– Self-assessment and co-assessment
– Individual and group research work

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P l ANIFICATION

ACTIVITY 1

reading: Continuous text: Climatic zones of the world.

aim: Understand, identify and recognize the information in the text.
Development: Recognize the main ideas of the text and, following instructions,
answer questions.
Closing: Reinforce the idea that maps provide relevant information
and complementary, of practical use.

ACTIVITY 2

reading: Informative text, continuous: The four elements.

aim: Read the text comprehensively and identify the importance they have
the four elements in the life of man and the planet.
Development: Relate, find correspondence and associations between elements
of the nature.
Closing: Reinforce the concept of nature and the importance it has in life
of humanity.

ACTIVITY 3

reading: Regulatory text: What to do in the event of a tsunami ?

aim: Identify relevant information. Reflect on it and respond
written questions.
Development: Comment on the text and understand the meaning of a tsunami .
Closing: Clarify doubts and concepts. Highlight the devastating effects of a
tsunami .

ACTIVITY 4

reading: Discontinuous text: Animals and their characteristics.

aim: Using comparison, compare and recognize similarities and differences
that some living beings possess.
Development: Associate and understand what words and images express. Make
judgments, comment.
Closing: Clarify doubts and concepts.

ACTIVITY 5

reading: Scientific text, continuous: Chilean animals in extinction.

aim: Understand the meaning and what the extinction of some represents
animal species of the Chilean fauna.
Development: Ask students for their opinion on the problem posed in the
text.
Closing: Comment on the problems that currently affect nature and
some species of the animal world.

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ACTIVITY 16
reading: Informative text: Human rights.
aim:
Reflect and evaluate the ideas contained in the text and infer answers.
Developmen Ask what they understood. Answer questionnaire and questions. To clear
t: doubts.
Closing:
Highlight the importance of human rights in the social context.
ACTIVITY 7

reading: Text in prose, continuous: Cultures originating from Chile.

aim: Identify and compare the concepts expressed in the text. Infer answers
and evaluate the information.
Developmen Comment on the information and find correspondences. Answer
t: questionnaire.
Closing: Write observations and conclusions. Answer questions.
ACTIVITY 8

reading: Descriptive text: Pictorial techniques.

aim: Identify relevant data and information about the content and answer a
written questionnaire.
Developmen Answer questions by categorizing the information and justifying each
t: answer.
Closing: Comment on the reading and reinforce concepts about artistic and pictorial
techniques. Reinforce with images.
ACTIVITY 9

reading: Continuous text: Crafts of the indigenous peoples of Chile.

aim: Assess the concepts contained in the text and broaden the view on the
Chilean art of indigenous peoples.
Developmen Comment on the value of Chilean heritage art and reinforce it visually with
t: images and maps.
Closing: Comment on the links that exist between art-tradition, crafts-folklore,
legend-history. Reinforce value concepts.

ACTIVITY 10
reading: Poetic text: Songs and verses.
aim:
Read comprehensively and value the feelings expressed in the poetic text.
Developmen Identify the message contained in the words and verses.
t:
Closing: Value the importance of poetry and song lyrics. Write observations and
conclusions.
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ACTIVITY 11
reading: Prose text/image: Good nutrition and healthy habits.
aim: Assess the concepts expressed in the text and the diagram. Infer
conclusions.
Developmen
t: Understand the message contained in the words and the diagram. Reflect
on the importance of food and health. Search correspondence.
Closing: To clear doubts. Comment on the health/food link.
ACTIVITY 12

reading: Informative text: Sport and life.

aim: Enjoy reading and identify essential information and express it through
written texts.
Developmen Comment individually and in groups on the content of the text.
t:
Closing: Comment on the importance that sport has in the life of human beings and
the role that the great protagonists have.
ACTIVITY 13

reading: Discontinuous text: Sets and animals.

aim: Read, examine and identify information and infer answers.
Developmen Answer questionnaires and organize information according to indications
t: and instructions.
Closing: Reinforce the importance and following instructions.
ACTIVITY 14
reading: Informative text: Animals and numbers.
aim: Identify, categorize and associate information through observation and
numerical exercises.
Developmen Relate words and numerical figures, find correspondences between them
t: and comment on them out loud.
Closing: Reinforce instructions. To clear doubts. Answer questions.
ACTIVITY 15

reading: Discontinuous text: The garden and the beads.

aim: Identify data and values; relate them, associate them and perform
exercises following instructions and guidelines.
Developmen Read aloud and discuss the information in the text as a group. To debate.
t:
Closing: Comment on the reading and write the observations and conclusions.
ACTIVITY 16
reading: Dashed text: Decimal metric system.
aim: Identify and organize relevant information and reflect on its application
practical cation.

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Developmen Recognize and comment on the fundamental concepts and perform

t: exercises following instructions. To debate.
Closing: Explain the importance of the decimal metric system in today's life and
society.
ACTIVITY 17

reading: Continuous/discontinuous text: The world of tools.

aim:
Categorize information, relate data, classify it and infer written responses.
Developmen Ask what they know about the tools and other instruments that facilitate
t: human work. To debate.
Closing: Highlight the importance of the tools and their benefits.
ACTIVITY 18

reading: Text in prose, continuous: Waste and garbage.

aim: Understand and identify the information expressed in the text and infer
written responses.
Developmen Comment on the main concepts and ideas. Answer questionnaire.
t:
Closing: Clarify environmental and ecological concepts.
ACTIVITY 19

reading: Informative prose text: Animals suffer when their owners go on vacation.

aim: Examine and comprehensively evaluate the feelings, ideas and concepts
contained in the text.
Developmen Comment on the content of the text. Relate it to some personal
t: experience. Respond and justify the answers.
Closing: Comment on the reading and draw conclusions.
ACTIVITY 20

reading: Literary text, fable: The tomato and the chili.

aim: Enjoy reading and value the feelings that the text contains. Com
understand the message that the words contain.
Developmen Comment on the content of the text in written and oral form.
Closing: Reinforce concepts and highlight the importance of literature and the
beauty of texts. To clear doubts.

ACTIVITY 21
reading: Text in verse: Animal poems.
aim: Enjoy reading, expand your imagination and fantasy and infer answers in
writing, revealing personal feelings.
Developmen Answer a questionnaire appealing to creativity and spontaneity.
t:
Closing: Explain value concepts.
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ACTIVITY 22
reading: Text in dialogue: The park sweeper.
aim: Identify the main idea of the text, comment on it and produce naive texts
ratives and in the form of dialogue on the topic.
Developmen Discuss the work in groups and make variations; improvise using body
t: language and voice.
Closing: Explain the importance of voice, body expression, gestures and dramatic
poetry. Perform exercises.
ACTIVITY 23

reading: Literary text, legend: The fisherman boy.

aim: Recognize the argument and central idea of the text; understand the
relationship tion between popular beliefs and oral literature.
Developmen Tell a story where popular beliefs and customs are present lares. Compare
t: the answers.
Closing: Value tradition and popular culture. Read fragments of legends.
ACTIVITY 24

reading: Literary text, story: The flying trunk.

aim: Comprehensively evaluate the ideas and feelings contained in the story
and ask them to express their impressions in writing.
Developmen Interpret and comment on the text message. Infer answers and meaning
t: fallen. Compare the answers. Read fragments of stories.
Closing: Comment on the reading and highlight the expressive capacity of words,
fantasy and creativity.
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ACTIVITIES

ACTIVITY 1

Ability: Grasp.
Abilities: Identify, recognize, relate.
Read the following text comprehensively and respond.

Climatic zones of the world

Climate is defined as the set of atmospheric characteristics and conditions that

develop in a place in a period of no less than 30 years. There are various types of climates
in the world and they are influenced by different atmospheric aspects, such as temperature,
barometric pressure, humidity, winds and precipitation, among others, that characterize
these geographical areas.

Among the main climates of the world are mountain, polar, conti nental, oceanic,
mediterranean, chinese, equatorial, humid tropical, medi subtropical earthy, dry and arid.
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ACTIVITY 22
The mountain climate has the same rainfall as the neighboring plains and slopes, but
its temperature decreases about 0.6 degrees Celsius every 100 meters. The relief modifies
temperatures, where mountains are true barriers to atmospheric circulation.

The polar climate dominates in the regions beyond the polar circle. It fell It is
characterized by cool or cold summers, very cold winters, where the average temperature
is -20 degrees Celsius, with little precipitation.

The continental climate extends between 45 and 65 degrees north latitude, and to the
interior and east of the continents. Winter is cold and long, with an average of -6 degrees
Celsius. In the interior of the continents the cold increases and the amount of snow
decreases. Summer is warm, with relative rain and warm nights.

The oceanic climate is moderate, with mild winters and mild summers due to the
proximity of warm sea currents. The annual variation of temperature temperature is low (5
degrees on the coast). In these areas the west wind blows frequently, as a result of which
rains, clearings and winds alternate rapidly.

The Mediterranean climate extends throughout the Mediterranean Sea and also
occasionally in California, Chile, at the end of South Africa and southern Australia. In the
cold season, rainfall ranges between 300 and 1,000 mm, winters are moderate. Summers
are dry and hot.

The Chinese climate predominates in eastern China, Korea, southern Japan and
Brazil, and is characterized by a warm but rainy summer, alternating with a short, cold and
dry winter.

The equatorial climate affects most of the Amazon and the Congo Basin; It is also
found in Guyana, Indonesia, New Guinea, and central Pacific islands. Temperatures are
uniformly warm, between 25 and 28 degrees Celsius. There is little difference in
temperature between day and night; The annual rainfall level is 1.5 m and can reach 10 m
at the foot of the mountains.

The humid tropical climate is warm, with little thermal variation and a brief dry season.
Summer is very rainy, similar to monsoon weather.

The subtropical Mediterranean climate has rainfall and temperatures with little
variation. tion.

The dry subtropical climate is warm, with great temperature variation during the day,
prolonged drought in the summer, which lasts between 7 and 10 months. During the brief
summer rainy season, temperatures reach around 30 degrees Celsius.

The arid subtropical climate is warm, located below the tropics, it is cool in areas
close to temperate regions, with weak and irregular rainfall.
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1. Identify the atmospheric aspects that influence the climate.

a. Temperature.
b. Atmospheric pressure.
c. Humidity.
d. Winds and precipitation.
e. All of the above.

2. Name five climates of the world.

3. Relate the type of climate to the corresponding geographical area.

Polar climate Amazon and Congo

Mediterranean climate Mediterranean Sea

Chinese climate Regions of the Polar Circle

Equatorial climate Tropical zones

Humid tropical climate Eastern China and

Japan

4. Complete the information with the corresponding weather.

Chili

Guyana

Brazil

Indonesia

Ecuador

5. Reflect and respond.

What is the importance of climate?

 • • • • Reading comprehension Fourth Year Basic • • • •

What are the coldest regions on the planet?

What are the warmest regions in the world?

6. Make a sentence with each of the following words:

Climate - temperature - wind - planet - tropics - pole

7. In each line you will find a term related to the weather, underline it and then write a
sentence combining them all.

a. Sand - second - atmosphere - vehicle - sedentary.

b. Humidity - millennium - paint - darkness - old age.
c. Solitude - rain - bush - wall - wave.
d. Deposit - solidity - continent - plane - parallel.
e. Volcano - stone - precipitation - serenity - will.

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8. With the syllables that are distributed in the box, form ten words that are mentioned in
the text.

cla - mun - le - cle - si - clo - tri - ma - cough - me - sus - cra - mu - at

flo - mos - pri - fe - cra - ri - tuer - cas - sus - my - can - do - hu - cla
so - dad - vien - ri - tre - ve - pro - ra - cla - it's not- me - ta - you
tion - rain - se - dad - via - pa - gun - cí - go - tico - fi- to the - co - cli
vol - pre - clu - ta - mo - ha - foot - for - pla - with - it - rum - gave

9. Solve the crossword puzzle using the terms that appear in the text, of which the first
letter is indicated. The words can be horizontal and vertical.
 • • • • • Reading comprehension Fourth Year Basic • • • • •

ACTIVITY 2
Ability: Understand.
Abilities: Deduce, substantiate, relate.

Read the following text comprehensively and respond.

the four elements

Nature can be defined as a great clock or a wonderful gear, where each element that
exists fulfills a specific function. For the ancient Greek philosophers there were four
fundamental elements that caused life: fire, earth, water and air.

The sun/fire
The “king star” from high in the sky provides its heat and energy
to the entire Earth. Like fire – its material manifestation – it is a
source of light, and among its many functions is to make fruits, plants
and vegetables ripen with its heat. It also helps keep the human body
healthy.

the earth/soil
This element can be defined as the cradle of living beings. you.
Plants and trees obtain their food from it, translated into salts and
mineral substances. Without the earth or soil, the vegetal layer where
the plants and vegetables grow with which all the inhabitants of the
planet feed themselves would not exist.

water/rain
Water is a wonderful element. In the form of a sea, it surrounds
our planet and, like fresh water, runs through underground channels.
neos of the earth; It comes from the clouds and in the form of rain it
nourishes the rivers and lakes that irrigate the agricultural areas that
produce the grains and vegetables with which we feed ourselves
daily.

The sky/wind
Wind is clean energy and is associated with the air that we all
need to live. With its blow, the wind displaces the clouds in the sky and
on the earth it spreads the pollen of the plants and the seeds of the
trees in an incredible chain of life. Today its power is used to produce
electricity through large mills.

According to the text:

1. The ancient philosophers were of origin:

a. Persian.
b. Chinese.
c. Greek.

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d. English.
e. Japanese.

2. Nature can be defined as:

a. A machine.
b. A great watch.
c. A star
d. A vital element.
e. A celestial body.

3. The four elements are:

a. Fire, earth, metal and water.

b. Water, wood, sky and earth.
c. Air, stone, metal and earth.
d. Fire, earth, water and air.
e. Sky, wood, metal and water.

4. Among the various functions of the sun are:

a. Move the clouds of the sky.

b. Illuminate the peaks of the sky.
c. Be part of the eclipses.
d. Make fruits and vegetables ripen.
e. All of the above.

5. Soil provides plants and trees with the following:

a. Salts and mineral substances.

b. Salts and chemicals.
c. You just go out.
d. Mineral substances.
e. None of the above.

6. What are the benefits of water?

a. It irrigates large areas of the world.

b. It is found deep in the earth.
c. It is essential for agriculture.
d. It is vital for life.
e. All of the above.

7. The wind is characterized because:

a. It serves as food for the trees.

b. Moves the clouds in the sky.
c. It influences eclipses.
d. It makes plants grow.
e. Causes the dawn.

8. Relate the elements of columns A and B with a line.

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 • • • • Bibliographic International Ltda • All Rights Reserved • • • •

Reading comprehension........................................................................................................................5
Fourth Basic Year.................................................................................................................................5
Foreword...........................................................................................................................................6
Introduction.......................................................................................................................................8
INDEX.............................................................................................................................................11
P l ANIFICATION..........................................................................................................................15
ACTIVITIES...................................................................................................................................20
The sun/fire..................................................................................................................................25
the earth/soil.................................................................................................................................25
water/rain.....................................................................................................................................25
The sky/wind...............................................................................................................................25
If you follow these tips you can save your life and the lives of your loved ones. Do not forget.
.....................................................................................................................................................30
Horse............................................................................................................................................33
Cow..............................................................................................................................................33
Abilities:......................................................................................................................................75
TO b......................................................................................................................................103
Antonyms Synonyms............................................................................................................122
S ol UCI or NES............................................................................................................................141
Activity 1...................................................................................................................................141
Activity 2...................................................................................................................................141
TO..............................................................................................................................................142
Activity 3...................................................................................................................................142
Activity 4...................................................................................................................................142
Activity 8...................................................................................................................................145
Activity 9...................................................................................................................................145
TO..............................................................................................................................................145
TO..............................................................................................................................................146
b.................................................................................................................................................146
Activity 10.................................................................................................................................146
TO b......................................................................................................................................146
Activity 12.................................................................................................................................147
Activity 13.................................................................................................................................148
Activity 15.................................................................................................................................150
TO..............................................................................................................................................150
Activity 16.................................................................................................................................150
Activity 19 3. F..........................................................................................................................154
TO b......................................................................................................................................154
Activity 20.................................................................................................................................154

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Activity 22.................................................................................................................................155
Activity 23.................................................................................................................................155
Activity 24.................................................................................................................................156
TO..............................................................................................................................................156
b.................................................................................................................................................156
Bibliography..................................................................................................................................157

Sun Clean energy

Floor Moisture blanket

Water Light source

Wind Cradle of living

beings

9. Comment on the importance of the four elements for human life. bre.

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 • • • • Reading comprehension Fourth Year Basic • • • •

Ability: Grasp.
Abilities: Identify, relate, infer.

Read the following regulatory text and answer the questions asked with it.
continuation.

What to do in case of a tsunami ?

Chile is a volcanic country, with a territory bathed by the sea and occupies one of the
most seismic regions in the world; Therefore, all children living in this country should know
what a tsunami is and how to respond to them.

The name tsunami comes from the Japanese "tsu" 'port' and "nami" 'wave', therefore
it means 'big wave in the port'.

But what are tsunamis ?

They are disturbances that occur in the sea caused by an earthquake, by a Collapse
of the seabed resulting from a fault or break in the Earth's crust. It is also called a “tidal
wave” and consists of a giant wave or a succession of waves of great energy and more
than 10 meters, which destroy everything in front of them.

Horizontal Sliding

If you live on the coast, in front of or near the sea, and a tremor or earthquake occurs

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 • • • • Bibliographic International Ltda • All Rights Reserved • • • • •

ACTIVITY 3

that prevents you from walking (grade 6 or higher), it is possible that a tsunami could occur
within the next 20 minutes. So:

1. Faced with this phenomenon, everyone must run to a high area, at least 30 meters
above sea level on natural terrain.
2. The same should be done in case the sea recedes and reveals large expanses.
seafloor stresses. It is very likely that the sea will return turned into a large wave with
a speed of more than 100 kilometers per hour.

3. You should know that the tsunami can penetrate several kilometers inland through the
mouths of rivers or coastal ravines, so you should stay away from them.

4. A tsunami can have 10 or more destructive waves in 12 hours.

5. As a precaution, you should always have a change of warm clothes on hand, to

carry it with you, especially for children.

6. Have an escape route and a place to arrive prepared.

7. Make sure you have a portable radio to stay informed, a spare dry battery and a
flashlight.

8. And, above all, stay calm.

If you follow these tips you can save your life and the lives of your loved ones.
Do not forget.

According to the text:

1. Tsunami means:

a. Big wave of sea.

b. Big wave in the port.
c. Sea waves.
d. Big waves with wind.
e. None of the above.

2. A tsunami is equivalent to a large:

a. Earthquake.
b. Cyclone.
c. Seaquake.
d. Hurricane.
e. Surge.

3. Define in your own words what a tsunami or tidal wave is.

 • • • • Bibliographic International Ltda • All Rights Reserved • • • •

Mark the correct alternative.

4. A tsunami can be caused by:

a. An earthquake.
b. A fail.
c. The break of theEarth crust.
d. A collapse of sea bottom.
e. All of the above.

5. What should be done in case of tsunami ?

a. Run to a high area.

b. Stay away from rivers and streams.
c. Have an escape route mapped out.
d. Have a portable radio.
e. All of the above.

6. Answer with a V if the alternative is correct and with an F if it is false. Substantiate the
false ones.

The tsunami wave can reach 100 km/h.

A tsunami can have 10 waves in 12 hours.

A grade 3 earthquake indicates tsunami danger.

The withdrawal of the sea is a sign that an earthquake may occur.

A tsunami is the same as a cyclone.

Tsunami waves range between 5 and 6 meters high.

7. Read the following sentences, then place the corresponding number following the
31 •
 • • • • Bibliographic International Ltda • All Rights Reserved • • • •

ACTIVITY 4
correlative order according to when they occur.

Collection of the sea.

Return home.
Strong earthquake.
Go to an elevated area.
Take a change of clothes and a flashlight.

8. Prepare a list of measures and actions that must be taken in the event of a tsunami ,
earthquake or other public calamity, to protect the family and society.

9. Prepare a list of measures and actions that should not be taken in the event of a
tsunami , earthquake or other public calamity, to protect family and society. dad.
 • • • • Reading comprehension Fourth Year Basic • • • •

Ability: Understand.
Abilities: Associate, identify, compare.

Read and observe carefully, then respond.

animals and their characteristics

All animals that exist on the planet have their particular characteristics and general
traits that identify them. Below we provide you with a list so you can compare their
attributes.

Horse Cow
Eats grass Eat domestic
Domestic Neighs grass
Man rides him Muge
Gallopa Gives milk
Live in the country

hen Rabbit Dog

Feathers Furry Furry
Domestic Domestic/wild Domestic
lays eggs Long ears Barks
Flying Jump Runs
Eat grains Eat herbs Take care of the
house
cat frog Tortoise
Furry Wet skin It has shell
Domestic Eat insects Lives in the water
Meows Croa live many years
Scratches Jump Walk slowly
drink milk good swimmer It is green

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%wB*i RRA

1. According to the text, they are domestic animals:

a. Chicken – rabbit – dog – cat – frog.

b. Turtle – horse – cow – chicken – frog.
c. Chicken – dog – cat – horse – cow.
d. Dog – cat – frog – turtle – rabbit.
e. Cow – chicken – frog – turtle – horse.

2. They are hairy:

a. Cow – frog – horse.

b. Rabbit – dog – cat.
c. Chicken – rabbit – dog.
d. Cat – frog – turtle.
e. Horse – dog – frog.

3. They bark and neigh:

a. Cat and horse.

b. Dog and cat.
c. Cow and dog.
d. Dog and horse.
e. Cow and horse.

4. They jump:

a. Hen and rabbit.

b. Rabbitand frog.
c. Cat and frog.
d. Tortoiseand horse.
e. Rabbitand frog.

5. Write down the name of the corresponding animal.

neigh
Muge
Barks
Meows
Croa

6. Place two characteristics of the following animals:

Reading comprehension 5
 • • • • Comprensión lectora Cuarto Año Básico • • • •

Fourth Basic Year 5

Foreword 6
Introduction 8
INDEX 11
P l ANIFICATION 15
ACTIVITIES 20
The sun/fire 25
the earth/soil 25
water/rain 25
The sky/wind 25
If you follow these tips you can save your life and the lives of your loved ones. Do not forget.
30
Horse 33
Cow 33
Abilities: 75
TO b 103
Antonyms Synonyms 122
S ol UCI or NES 141
Activity 1 141
Activity 2 141
TO 142
Activity 3 142
Activity 4 142
Activity 8 145
Activity 9 145
TO 145
TO 146
b 146
Activity 10 146
TO b 146
Activity 12 147
Activity 13 148
Activity 15 150
TO 150
Activity 16 150
Activity 19 3. F 154
TO b 154
Activity 20 154
Activity 22 155
Activity 23 155
Activity 24 156
TO 156
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b
ACTIVIDAD 5 156
Bibliography 157

7. Match the characteristics and the corresponding animal.

Horse Eat insects

Hen Shell

Rabbit Domestic/wild

Frog Feathers

Tortoise Gallops

8. Answer with an F if it is false and a V if it is true.

The chicken is a good swimmer.

The rabbit has long ears.
The frog croaks.
The turtle walks fast.
The horse neighs.

9. Select the correct alternative: Sloth bear.

a. Lots of hair – wild – lives in trees – moves slowly. b. Little hair – wild – lives in trees –
moves fast. c. A lot of hair – wild – hangs on the trees – very quickly.
d. Lives in the forest – eats sticks – domestic – jumps.
e. Wild – eats insects – drinks milk – has a shell.

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 • • • • Comprensión lectora Cuarto Año Básico • • • •

10. Solve the crossword puzzle using the names of the animals mentioned in the text.

11. Make a collage with drawings and cutouts where numerous animals appear, like in a
circus or zoo.

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 • • • • Bibliográfica Internacional Ltda • Derechos Reservados • • • •

ACTIVIDAD 5

Ability: Grasp.
Abilities: Associate, describe, relate.

Read the following text carefully and answer.

Chilean animals in extinction

Today in the world there are numerous species of animals in danger of

disappearing. In Chile, the Chilote fox or Chiloé fox is one of them. It was discovered by
Charles Darwin in 1834, and that is why it is also called “Darwin's fox.” It is the smallest
of the three species of foxes that live in Chile and is easily recognizable by its dark fur,
which draws attention to the reddish brown color on the back of its ears. Eats insects and
small mammals, birds, reptiles and amphibians; It also consumes fruits from trees.

It measures approximately 80 cm, weighs between 2.5 and 3 kg and lives in two
areas of the Nahuelbuta mountain range and on the Isla Grande de Chiloé. Its scientific
name is Pseudalopex fulvipes .

The huemul or southern huemul is one of the three species of deer native to Chile.
It has thick, dense, dark brown fur and a white area under the tail. It has long ears, 20
cm or more, and mobile. Males develop antlers or antlers that do not exceed 30 cm.
They are herbivores, including grasses, coligües, branches and leaves of sarsaparilla,
chaura, lenga, coihue and ciruelillo in their diet.

Adult males weigh up to 100 kg and measure 90 cm, females bras are smaller and
lighter. It lives in small populations in the Biobío region and dispersed populations in the
Los Lagos Region. Its scientific name is Hippocamelus bisulcus .

The taruca or northern huemul is a native deer adapted to the arid conditions of
northern Chile, it lives between 2,500 and 4,000 m above sea level. It has a medium
size, 90 cm tall and a maximum weight of 80 kg. It has a light brown color and white
areas under the tail; ears of 15 cm, mobile, and males, simple antlers with a maximum of
35 cm. It is herbivorous, it lives in Andean and foothill sectors in northern Chile, Arica
and Parinacota Region. Its scientific name is Hippocamelus antisensis .

1. The Chilote fox is also called:

a. Fox from southern Chile.

b. Chiloé fox or Darwin's fox.
c. Nahuelbuta skunk.
d. Fox from Isla Grande de Chiloé.
e. None of the above.

2. The huemul or southern huemul lives in:

a. The Arica and Parinacota Region.

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 • • • • Comprensión lectora Cuarto Año Básico • • • •

b. The Nahuelbuta mountain range.

c. The Atacama highlands.
d. The Biobío and Los Lagos regions.
e. Patagonia.

3. The taruca or northern huemul lives in:

a. Patagonia, between 2,500 and 3,000 m high.

b. The Biobío Region, between 200 and 1,000 m high.
c. Northern Chile, between 2,500 and 4,000 m high.
d. Arica and Parinacota, between 2,500 and 4,000 m high.
e. The Nahuelbuta mountain range, between 2,000 and 5,000 m high.

4. The Chilote fox was discovered the year:

a. 1834.
b. 1934.
c. 1943.
d. 1864.
e. 1843.

5. The Chilote fox eats:

a. Insects and small mammals.

b. Birds.
c. Reptiles and amphibians.
d. Tree fruits.
e. All of the above.

6. The taruca lives in northern Chile between:

a. The 2,500 and 4.000 m high.

b. The 2,000 and 3.000 m high.
c. The 1,500 and 3.000 m high.
d. The 1,000 and 3.000 m high.
e. The 2,000 and 5.000 m high.

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 • • • • Bibliographic International Ltda • All Rights Reserved • • • •

7. Associate the scientific name with the corresponding animal with a line.

Hippocamelus antisensis Chilote fox

Pseudalopex fulvipes southern huemul

Hippocamelus bisulcus Taruca

8. Complete the sentence.

- The animal discovered by Charles Darwin is called

The vegetables consumed by the huemul or southern huemul are

The physical characteristics of the taruca are

9. Explain in your own words what “endangered animal species” means.

Reflect and respond.

10. Why is it important to protect our fauna?

 • • • • Reading comprehension Fourth Year Basic • • • •

11. Using the following diagram, write in different colors at least two similarities and three
differences between the animals reviewed in the text.
 • • • • Bibliographic International Ltda • All Rights Reserved • • • •

ACTIVITY 6
Ability: Understand.
Abilities: Infer, recognize, associate.

Article 1

Article 2

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 • • • • Reading comprehension Fourth Year Basic • • • •

All human beings are born free and equal in dignity and rights
and, endowed as they are with reason and conscience, they must

Read the following text carefully and respond.

Human rights

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 • • • • Reading comprehension Fourth Year Basic • • • •

behave fraternally towards one another.

Everyone is entitled to all the rights and freedoms set forth in this
declaration, without distinction of any kind, such as race, colour, sex,
language, religion, political or other opinion, national or social origin,
property, birth or other status.
1. Identify and write the main idea contained in each paragraph of the text.

Paragraph 1.

Paragraph 2.

Mark the correct alternative.

2. Human rights guarantee:

a. The freedom of conscience.

b. The freedom and equality.
c. The liberty and fraternity.
d. The fraternity and solidarity.
e. Thesolidarity and freedom.

3. All men are born...

a. Equal in rights and beliefs.

b. Free and endowed with conscience.
c. Equal rights of opinion.
d. Free and equal in dignity and rights.
e. Equal in dignity and political rights.

4. Look up the meaning of the following words:

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 • • • • Reading comprehension Fourth Year Basic • • • •

Dignity:

Rights:

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 • • • • Bibliographic International Ltda • All Rights Reserved • • • •

Reason:

Awareness:

Fraternity:

5. Answer the following questions:

a. What are human rights?

b. Why do human rights exist?

c. What is the purpose of human rights?

 • • • • Reading comprehension Fourth Year Basic • • • •

6. Using a line, associate the words in column A with those in column B.

Race White French Female Arab

Language Buddhist Worker

Sex 7.Define the concept “freedom” in your own words.

Religion
Color
Condition

8. Match each word with its ending.

Reading comprehension........................................................................................................................5
Fourth Basic Year.................................................................................................................................5
Foreword...........................................................................................................................................6
Introduction.......................................................................................................................................8
INDEX............................................................................................................................................11
P l ANIFICATION..........................................................................................................................15
ACTIVITIES...................................................................................................................................20
The sun/fire..................................................................................................................................25
the earth/soil................................................................................................................................25
water/rain.....................................................................................................................................25
The sky/wind...............................................................................................................................25
If you follow these tips you can save your life and the lives of your loved ones. Do not forget.
.....................................................................................................................................................30
Horse............................................................................................................................................33
Cow..............................................................................................................................................33
Abilities:......................................................................................................................................75
TO b......................................................................................................................................103
Antonyms Synonyms............................................................................................................122
S ol UCI or NES............................................................................................................................141
Activity 1...................................................................................................................................141
Activity 2...................................................................................................................................141
TO..............................................................................................................................................142
Activity 3...................................................................................................................................142
Activity 4...................................................................................................................................142
Activity 8...................................................................................................................................145
Activity 9...................................................................................................................................145
TO..............................................................................................................................................145
TO..............................................................................................................................................146
 • • • • Reading comprehension Fourth Year Basic • • • •

b.................................................................................................................................................146
Activity 10.................................................................................................................................146
TO b......................................................................................................................................146
Activity 12.................................................................................................................................147
Activity 13.................................................................................................................................148
Activity 15.................................................................................................................................150
TO..............................................................................................................................................150
Activity 16.................................................................................................................................150
Activity 19 3. F..........................................................................................................................154
TO b......................................................................................................................................154
Activity 20.................................................................................................................................154
Activity 22.................................................................................................................................155
Activity 23.................................................................................................................................155
Activity 24.................................................................................................................................156
TO..............................................................................................................................................156
b.................................................................................................................................................156
Bibliography..................................................................................................................................157

9. Solve the word search. The terms are distributed vertically and ho rhizontal.
 • • • • Bibliographic International Ltda • All Rights Reserved • • • •

ACTIVITY 7

Ability: Understand.
Abilities: Identify, relate, compare.
Read the following text comprehensively and respond.

Cultures originating from Chile

The cultures originating from Chile upon the arrival of the Spanish presented different
degrees of organization and development. From north to south there were different tribes
and bands of hunter-gatherers – land and sea – that roamed the territory.

Atacameños

They inhabited the basin of the Loa River and the oasis of the Atacama Desert. They
formed pe small independent nuclei. One of them settled in the area of San Pedro de
Atacama, giving rise to that cultural complex. They were farmers and ranchers and called
themselves lican antai or villagers; They spoke the Cunza language. Co They harvested
corn, quinoa, beans and prickly pears. They domesticated the llama, an animal that they
used for transportation and consumed its meat and used its wool. They lived in huts with
roofs of branches covered with mud and straw. They buried their dead with rich trousseau,
food, clothing, weapons and decorations.

Diaguitas

Coming from the other side of the Andes mountain range, around the 12th century
AD. of C. They settled in the small northern valleys. They created agricultural and livestock
villages; Their language was Kakan. They harvested potatoes, corn, quinoa and beans.
They hunted and herded camelids. They were dedicated to trade, using the llama as a
pack animal. They exchanged fish, shellfish, shells and sea lion skin with the ha bitants of
the coast. Skilled artisans made beautiful copper and bronze jewelry.

Rapa Nui

People of Polynesian origin who inhabit the island of Rapa Nui, located 3,000
kilometers off the coast of Chile. Legend says that the first men arrived at Anakena Beach
to await the arrival of King Hotu Matu'a and his people. The AR Cheology indicates that the
island was populated around 500 AD. of C. and they were the ones who built the moais.
Although the Rapa Nui community comes from a common trunk, several groups were
formed, each with specific tasks, such as canoe builders, carvers, fishermen, etc.

Mapuche
 • • • • Bibliographic International Ltda • All Rights Reserved • • • •

Town in south-central Chile. Horticulturists and semi-nomadic hunters. They lived in

rucas, which they built of wood, vines and straw. They spoke Mapudungun. a man Bre
could have several wives, but the first or only one was the mistress of the home. They
practiced the chueca, a violent and very fast game. Women were trained to perform
domestic tasks, including cultivating the land, weaving, and making crafts. Men and women
received the teachings of the admapu , norms and rules that everyone had to respect.

Selknam

The Selknam or Onas inhabited the southern forests of Tierra del Fuego. Good
hunters, they completed their diet with some marine products. They captured the guanaco
and the coruro. They lived in awnings, the women were dedicated to raising the children,
taking care of the awnings and doing housework. They had a rich world of beliefs and
customs that they expressed in ceremonies, legends and myths. The main ceremony was
the hain or klóketen , a secret meeting for the initiation of male adolescents.

1. Relate the culture indicated in column A with the area they inhabited in column B.

TO b
Atacameños South-central Chile

Diaguitas Easter Island

Mapuche Land of Fire

Rapa Nui Loa river basin
Selknam North Chico

2. Complete the following sentences:

a. The Atacameños lived in the area of

b. The Diaguitas settled in the

Reading comprehension........................................................................................................................5
Fourth Basic Year..................................................................................................................................5
Foreword............................................................................................................................................6
Introduction........................................................................................................................................8
INDEX.............................................................................................................................................11
P l ANIFICATION..........................................................................................................................15
ACTIVITIES...................................................................................................................................20
The sun/fire..................................................................................................................................25
the earth/soil.................................................................................................................................25
water/rain......................................................................................................................................25
The sky/wind................................................................................................................................25
 • • • • Reading comprehension Fourth Year Basic • • • •

If you follow these tips you can save your life and the lives of your loved ones. Do not forget.30
Horse............................................................................................................................................33
Cow..............................................................................................................................................33
Abilities:.......................................................................................................................................75
TO b.......................................................................................................................................103
Antonyms Synonyms.............................................................................................................122
S ol UCI or NES............................................................................................................................141
Activity 1....................................................................................................................................141
Activity 2....................................................................................................................................141
TO..............................................................................................................................................142
Activity 3....................................................................................................................................142
Activity 4....................................................................................................................................142
Activity 8....................................................................................................................................145
Activity 9....................................................................................................................................145
TO..............................................................................................................................................145
TO..............................................................................................................................................146
b..................................................................................................................................................146
Activity 10..................................................................................................................................146
TO b.......................................................................................................................................146
Activity 12..................................................................................................................................147
Activity 13..................................................................................................................................148
Activity 15..................................................................................................................................150
TO..............................................................................................................................................150
Activity 16..................................................................................................................................150
Activity 19 3. F..........................................................................................................................154
TO b.......................................................................................................................................154
Activity 20..................................................................................................................................154
Activity 22..................................................................................................................................155
Activity 23..................................................................................................................................155
Activity 24..................................................................................................................................156
TO..............................................................................................................................................156
b..................................................................................................................................................156
Bibliography..................................................................................................................................157
c.

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 • • • • Bibliographic International Ltda • All Rights Reserved • • • •

3. Lican antai means:

a. Man of the world.

b. Earth man.
c. Desert dweller.
d. Village inhabitant.
e. Lone walker.

4. Kakan was the language spoken by:

a. Atacameños.
b. Diaguitas.
c. Mapuches.
d. Rapa Nui.
e. Selknam.

5. The admapu are norms and rules of the town:

a. Aymara.
b. Selknam.
c. Mapuche.
d. Ona.
e. Yagan.

6. Anakena is a:

a. Castro Bay.
b. Arican cove.
c. Juan Fernández Cove.
d. Tierra del Fuego Lagoon.
e. Easter Island beach.

7. The hain or klóketen is a:

a. Secret meeting.
b. Warrior rite.
c. Funeral ceremony.
d. Assembly or council.
e. None previous.

8. The correct geographical distribution of the native peoples of Chile, from north to
south, is:

a. Rapa Nui – Mapuche – Selknam – Atacameño – Diaguita.

b. Diaguita – Rapa Nui – Mapuche – Selknam – Atacameño.
c. Atacameño – Diaguita – Rapa Nui – Mapuche – Selknam.
d. Mapuche – Selknam – Atacameño – Diaguita – Rapa Nui.
e. Selknam – Atacameño – Diaguita – Rapa Nui – Mapuche.
 • • • • Reading comprehension Fourth Year Basic • • • •

9. Place a V if it is true or an F if it is false, as appropriate. Substantiate the false ones.

The Atacameños were fishermen and spoke the Cunza language.

The Diaguitas practiced camelid herding.

Hotu Matu'a was an ona king.

The unendomo is the mistress of the house.

The Selknam lived in rucas and hunted guanacos.

10. Make a reflection and draw about the cultures and native peoples of Chile.

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• • • • Bibliographic International Ltda • All Rights Reserved • • • •
 • • • • Reading comprehension Fourth Year Basic • • • •

ACTIVITY 8

Ability: Grasp.
Abilities: Infer, identify, relate.

painting techniques

Mural painting was born when man first traced some stains in the cave where he
lived. Then he rested his hands on the wall and drew its outlines. Later he represented
some animals to which he gave a magical meaning.

As time went by, man developed techniques, that is, various ways to express his
feelings. The first simple, elementary, basic images were expressed with an equally simple
and elementary technique: graphite.

graphite

In a broad sense, graphite is obtained by spreading a layer of plaster (a mixture of

lime and sand) of generally dark color on the wall and then, on top of it, another thinner,
smoother and lighter layer. Then, with a pointed instrument, the drawing is traced so that
the layer below is exposed.

Cool

Later, the fresco emerged, which is a painting done on a wet wall covered with a
mixture of sand and lime slaked (clarified) with water. How When this layer has dried,
another finer mixture of sand, marble dust and lime slaked with pure water is spread on
top. When this layer is still wet the artist paints on it, hence its name: fresco.

Watercolor

Technique that derives its name from water ( aqua ), an element that is one of its
principles. pale components, since their colors dissolve in water with gum arabic. Always

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 • • • • Bibliographic International Ltda • All Rights Reserved • • • •

They are transparent and dry very quickly. A special paper is used, because in which The
tones are absorbed and lose their shine.

Cake

It is a dry paint made with powdered color paste and other substances, compressed
measured and packaged in bars. With this technique it is difficult to obtain transparencies,
so it is necessary to use one at a time.

Temper

Technique similar to watercolor, although it differs from it because it is done with very
dense colors that cover those colors, are diluted in water and mixed with gum arabic.

oil

Oil colors are prepared with drying oils to which resin is added. This paint is applied
and then dries, not by evaporation, but by oxidation. It allows the superposition and fusion
of colors, transparencies, tones and shades; intense and subdued colors.

1. How and when was mural painting born?

2. What were the first painted themes and what meaning did man give them?

3. Make a list of the different painting techniques reviewed.

 • • • • Reading comprehension Fourth Year Basic • • • •

4. In the graphite technique:

a. It is painted with a brush and oil.

b. Gum Arabic and brush are used.
c. It is drawn with a pointed instrument.
d. A glossy paper is used.
e. Resins and lime are used.

5. The fresco is a painting that is made on:

a. Fabric.
b. Wall.
c. Cardboard.
d. Wood.
e. Metal plate.

6. The name watercolor derives from:

a. Water.
b. Oil.
c. Resin.
d. Diluent.
e. None previous.

7. The pastel is a painting made with:

a. Mineral salts.
b. Water and gum arabic.
c. Oils and resins.
d. Color paste powder.
e. None previous.

8. Tempera is a technique in which colors are mixed with:

a. Oil.
b. Ammonia.
c. Turpentine.
d. Resin.
e. Arabic gum.

9. The oil is prepared with:

a. Chemical powders.
b. Drying oils and resins.
c. Distilled water.
d. Turpentine.
e. Diluent.

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 • • • • Bibliographic International Ltda • All Rights Reserved • • • •

10. Underline the synonym of the word blackened.

Mural wall Gallery cool planking mosaic.

Instrument tool garment scissors icon method.

Outline drawing line mold silhouette stain.

resin wood eraser cement plastic ink.

Glow light opacity shade clarity radiance.

 • • • • • Reading comprehension Fourth Year Basic • • • • •

ACTIVITY 9

Ability: Understand.
Abilities: Identify, deduce, relate.

Read the following text comprehensively and respond.

Crafts of the indigenous peoples of Chile

The indigenous art that developed in Chile was crude and rudimentary.
The oldest cultural manifestation of the stone age in Chile was the so-called
Chinchorro, which flourished in the Arica area. They created stone daggers,
scrapers and knives; The most important thing is that they invented
mummification, that is, they buried their dead wrapped in skins and plant mats.

The first advanced culture in Chile was the Atacama culture, which
flourished between 400 and 600 AD. He settled in the Loa valley region. This
town developed basketry and pottery, the latter with a decoration based on lines
that alluded to the sun, the moon, the stars and the rain, giving life to a symbolic
decorative art; They also built the pucarás or stone fortresses.

Between 900 and 1100 AD. of C. Between Copiapó and Choapa, the
Diaguita culture emerges, who used stone to build small rooms in the shape of
pircas and made domestic tools and utensils of wood and metal, such as
bracelets, rings, punches, etc. In pottery they created the so-called duck-jar. Its
decorative motifs were based on stair-step lines, concentric circles and puma
heads, preferably. The colors used were red, black and white.

In the so-called Pre-Inca era, the Mapuche culture emerged in the south-
central area of Chile, which will remain intact until after the arrival of the
Spanish. Their pottery had a domestic purpose; They made jugs, glasses and
fountains. The ceramics were without decorations and included the making of
tambetás (tablets) and pipes. They created a vessel with a red envelope and
smooth, polished white areas, or vice versa, with zigzag designs. They also
created ornaments in copper, gold and silver, the most characteristic being the
pectorals, pins and earrings.

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 • • • • Bibliographic International Ltda • All Rights Reserved • • • •

1. The first cultural manifestation that flourished in Chile was:

a. Diaguita.
b. Atacameña.
c. Chinchorro.
d. Mapuche.
e. Pehuenche.

2. Indigenous art is characterized by being:

a. Flat and colorful.

b. Rough and rudimentary.
c. Smooth and dark.
d. Sober and elegant.
e. Primitive and symmetrical.

3. Complete the following sentences:

The Chinchorro culture flourished in and

created

Reading comprehension........................................................................................................................5
Fourth Basic Year..................................................................................................................................5
Foreword............................................................................................................................................6
Introduction........................................................................................................................................8
INDEX.............................................................................................................................................11
P l ANIFICATION..........................................................................................................................15
ACTIVITIES...................................................................................................................................20
The sun/fire..................................................................................................................................25
the earth/soil.................................................................................................................................25
water/rain.....................................................................................................................................25
The sky/wind................................................................................................................................25
If you follow these tips you can save your life and the lives of your loved ones. Do not forget.30
Horse............................................................................................................................................33
Cow..............................................................................................................................................33
Abilities:.......................................................................................................................................75
TO b.......................................................................................................................................103
Antonyms Synonyms.............................................................................................................122
S ol UCI or NES............................................................................................................................141
Activity 1....................................................................................................................................141
Activity 2....................................................................................................................................141
TO..............................................................................................................................................142
Activity 3....................................................................................................................................142
Activity 4....................................................................................................................................142
Activity 8....................................................................................................................................145
Activity 9....................................................................................................................................145
TO..............................................................................................................................................145
 • • • • • Reading comprehension Fourth Year Basic • • • • •

TO..............................................................................................................................................146
ACTIVITY 9
b..................................................................................................................................................146
Activity 10..................................................................................................................................146
TO b.......................................................................................................................................146
Activity 12..................................................................................................................................147
Activity 13..................................................................................................................................148
Activity 15..................................................................................................................................150
TO..............................................................................................................................................150
Activity 16..................................................................................................................................150
Activity 19 3. F..........................................................................................................................154
TO b.......................................................................................................................................154
Activity 20..................................................................................................................................154
Activity 22..................................................................................................................................155
Activity 23..................................................................................................................................155
Activity 24..................................................................................................................................156
TO..............................................................................................................................................156
b..................................................................................................................................................156
Bibliography..................................................................................................................................157

4. Relate the cultures in column A to the characteristic manifestation in column B.

TO b
Chinchorro They created the duck jug

Atacamena Their pottery had a domestic purpose

Diaguita They created symbolic decorative art

Mapuche They buried their dead wrapped in skins

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 • • • • Reading comprehension Fourth Year Basic • • • •

TO b
Mapuche They invented mummification

Diaguitas They built pucarás

Atacameños They made tools

They worked ornaments in copper, silver
Chinchorro and gold

5. Mark the correct alternative with a V or an F if it is incorrect.

The Atacameños settled in the Mapocho valley.

The chinchorros lived in the Arica area.
The Diaguitas settled between Copiapó and the Loa.
The Mapuche lived in south-central Chile.

6. Identify the main idea of each paragraph.

Paragraph 1.

Paragraph 2.

Paragraph 3.

Paragraph 4.

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 • • • • Reading comprehension Fourth Year Basic • • • •

ACTIVITY 10
7. Look up the meaning of the following words in the dictionary:

Scraper:

Mat:

Tambetá:

Basketry:

Pottery:

Pirca:

Pucará:

Pectoral:

Tendril:

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 • • • • Bibliographic International Ltda • All Rights Reserved • • • •

Ability: Understand.
Abilities: Infer, relate, deduce.

Read the following text carefully and answer.

Songs and verses

Love is the feeling that most songs, poems and plays express. This is because love is
part of life.

Poets use verses to tell us what they feel and often express it in songs. This is what
Violeta Parra, poet, folklorist and ceramist, does in her famous song “Thanks to life”.

Thanks to life
Thanks to life, which has given me so
much. He gave me two stars that, when I open them, I
perfectly distinguish black from white, and in the high sky its
starry background and in the crowds the man I love.

Thanks to life, which has given me so

much. I have heard that in all its width, it
records crickets and canaries night and day; hammers, turbines,
barking, showers, and the tender voice of my beloved. Thanks to life,
which has given me so much. He has given me the sound and the
alphabet, with it the words that I think and declare: mother, friend,
brother, and light illuminating the path of the soul of the one I am
loving.

Thanks to life, which has given me so much.

It has given me the march of my tired feet; With them I walked cities
and puddles, beaches and deserts, mountains and plains, and your
house, your street and your patio.
 • • • • Reading comprehension Fourth Year Basic • • • •

ACTIVITY 10
Thanks to life, which has given me so much. It gave me the heart that
shakes its frame when I look at the fruit of the human brain; when I
look at the good so far from the bad, when I look at the depths of your
clear eyes.

Thanks to life, which has given me so much. It has made me laugh

and it has made me cry. Thus I distinguish happiness from
brokenness, the two materials that form my song, and your
song, which is the same song, and everyone's song, which
is my own song.

Thanks to life, which has given me so much.

1. The song “Thanks to life” can be

defined as:

a. A refined way of expressing a feeling.

b. A reflection on life.
c. The profound testimony of a human being.
d. All of the above.
e. None of the above.

2. In her song, Violeta Parra thanks life for the gifts it has given her. portioned. Select
five verses that express this gratitude and transcribe belos

3. Add five things for which you are grateful to be alive.

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 • • • • Reading comprehension Fourth Year Basic • • • •

4. In the poem there are sentences that express feelings. Choose one and explain why
you chose it.

5. Match the word in column A with the attributes in column B.

TO b
two stars Read

Sound Talk

Alphabet Walk

Words See

Feet Hear

6. Laughter and crying are related to:

a. Day and night.

b. Pain and song.
c. Bliss and brokenness.
d. Good and bad.
e. Black and white.
 • • • • Bibliographic International Ltda • All Rights Reserved • • • •

7. Below are 22 words that appear in the poem, each with a particular meaning. Select
them and group them into three general categories in which they share some trait.

Animals / Natural Artificial Humans

Darling

Crickets

Canaries

Hammers

Turbines

Showers

Mother

Friend
Brother

puddles

Beaches
deserts

Mountains

Plains

Home

Street

Man

Bliss

Frame

Laughter

Crying

Cities
 • • • • Reading comprehension Fourth Year Basic • • • •

8. From the following words:

Pain – joy – gratitude – boredom – surprise

Which do you think best represents the meaning of the poem? Support your answer.

9. Explain the following verse: “It has made me laugh and it has made me cry.”

10. Complete the letters of the following acrostic with a word:

Yo

TO

11. Invent a free poem inspired by your parents or your family.

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 • • • • Reading comprehension Fourth Year Basic • • • •

ACTIVITY 11
12. Create a small collage with photos and clippings that illustrate your feelings about the
song/poem “Thanks to life.”
 • • • • Bibliographic International Ltda • All Rights Reserved • • • •

Ability: Grasp.
Abilities: Relate, compare, select.

Read carefully and answer.

Good nutrition and healthy habits

The human body needs to consume a certain amount of nutrients every day
according to age, sex, size and activity. A feeding Adequate nutrition causes a series of
diseases and health problems. For this reason, a balanced diet is necessary that includes
meat, vegetables, fruits, cereals and dairy products, foods that provide essential nutrients
for life.

Nutrients are chemical substances that play important roles in the body. ganism.
These include lipids, vitamins, water, mineral salts and carbohydrates.

To know what should be consumed, the food pyramid has been created, which
serves as a reference or educational tool and is made up of five levels.

Sugar
Sweets, ice cream, drinks, honey

V LEVEL

Oil, fats
Nuts, butter

IV Level

dairy Fish, meat

yogurt, Chickens, eggs, nuts
cheese
III Level

Vegetabl Fruit
es
II Level
Cereals,
potatoes, Bread, rice, pasta
legumes
I LEVEL tes

Wate
r
PYRAMID BASE
 • • • • Reading comprehension Fourth Year Basic • • • •

ACTIVITY 11
You are growing, which means that you must have a rich and varied diet, as indicated
in the following table:

Food Amount Frequency

Milk 2 cups daily

meats 1 regular serving 2 times per week

Eggs 1 unit 3 times a week

Legumes 2 regular plates 2 times per week

Cooked vegetables 1 regular serving daily

Raw vegetables 1 regular serving daily

Fruit 3 units daily

Bread 3 units daily

Rice, noodles, semolina 2 plates 2 times per week

Sugar 8 teaspoons daily

Potatoes 2 units 4 times a week

Oil, butter, fat 4 tablespoons daily

Along with a balanced diet, there are other habits that you should take into account to
stay healthy, these are:

Perform permanent physical activity.

Sleep at least eight hours each night.
Avoid the consumption of alcohol, drugs or tobacco.
Keep the body clean. Wash your hands often.
Drink plenty of water.
 • • • • Reading comprehension Fourth Year Basic • • • •

Mark the correct alternative.

1. A balanced diet includes:

a. Vegetables, meat, mineral salts, water.

b. Fruits, carbohydrates, iron, bread, grains.
c. Fish, shellfish, vitamins, sugar, eggs.
d. Meat, vegetables, fruit, dairy products, cereals.
e. None of the above.

2. The human body needs to consume the following nutrients daily:

a. Proteins and vitamins.

b. Lipids and carbohydrates.
c. Mineral salts.
d. Water.
e. All of the above.

3. A poor diet causes:

a. Tooth loss.
b. Diseases.
c. Anorexy.
d. Bad memory.
e. None of the above.

4. Match with a line the amount and product that a person must consume daily to be
healthy.

Milk 8 teaspoons

Fruit 1 portion

Bread 2 cups

Sugar 3 units

Vegetable 3 units

5. According to the table presented, write the amount and frequency with which the
following foods should be consumed in a week:

meats

Eggs

Legumes

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 • • • • Bibliographic International Ltda • All Rights Reserved • • • •

Rice and noodles

Potatoes

Answer with a V if it is true or with an F if it is false.

6. To be healthy you must:

Perform physical activity regularly.

Sleep at least 5 hours each night.

Wash your hands often.

Consume tobacco.

Drink plenty of water.

7. Make a list with the names of 10 fruits.

8. Create a list with tips that allow you to have a healthier life.

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 • • • • • Bibliografía Internacional Ltda • All Rights Reserved • • • • •

9.
ACTIVITY With
12 a line, relate the products in column A to their respective levels in column B,
according to the food pyramid.

Sugar

Walnuts

Yoghurt Level V

Frozen

Meat Level IV

Egg

Tomato Level III

Grape

Peanut Level II

Broccoli

Apple Level I

Cheese

Rice Pyramid base

Water

Chicken

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 • • • • Reading comprehension Fourth Year Basic • • • •

Ability: Understand.
Abilities: Infer, relate, interpret.

Read the following text and then answer.

Sport and life

Sport is a fundamental activity in human development. In children it helps physical

growth and also maintains good hygiene habits. It is not in vain that in ancient times the
Greek wise men spoke of a “healthy mind in a healthy body.”

Some people dedicate themselves professionally to the sport, standing out for their
outstanding conditions, achieving world renown. This is the case of the four athletes we
have selected.

Edson Arantes do Nascimento (Pelé)

Brazilian footballer born in Tres Coracoes on October 23, 1940. He started at the
Santos club, where he was characterized by his great technical ability, strength and
intelligence. agency. He has been the only professional footballer in the world to have
scored 1,000 goals in competitive matches. As a member of his country's team, he won
three World Cups: Sweden 1958, Chile 1962 and Mexico 1970. He was baptized by the
press as “The King.” The International Olympic Committee awarded him the title of Best
Athlete of the 20th Century.

Usain St. Leon Bolt

He was born on August 21, 1986 in Trelawny Parish, Jamaica. At age 15, he won a
gold and a silver medal at the 2002 World Junior Championships. The following year, at
the World Youth Championships he won a gold medal running the 200 m in 20.40 seconds.
He is a sprint specialist, Olympic world champion in the 100 and 200 m dash and the
fastest man in history so far. On August 16, 2009 he broke the world record for the 100 m
dash with a mark of 9.58 seconds and on August 20 of the same year he broke the 200 m
dash record with 19.19 seconds. Brands that have earned him the nickname “El
Relámpago”.

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 • • • • • Bibliografía Internacional Ltda • All Rights Reserved • • • • •

ACTIVITY 12

Michael Fred Phelps

He was born on June 30, 1985 in Baltimore, United States. In 2000, at the age of 15,
he competed in the Sydney Olympic Games, being the youngest swimmer in competition.
tenancy. He is currently considered the most outstanding swimmer in history, after having
achieved the best result obtained by an athlete in the Olympic Games to date, after
winning 8 gold medals at the Beijing Olympic Games in 2008. So far in 2010 he has won
14 gold medals in his Olympic participation.

Nadia Elena Comaneci

Romanian gymnast born on November 12, 1961 in the city of Onesti. He began
competing at the national level when he was only 9 years old. At 13 he had his first major
triumph, winning three gold medals and one silver at the European Gymnastics
Championships in Norway. He won five Olympic medals in Montreal, Canada, in 1976. She
was the first to achieve the perfect score, 10, in an Olympic competition. She is considered
the greatest gymnast of the 20th century and of all time.

Edson Arantes do Usain St. Leon Bolt Michael Fred Phelps Nadia Elena Comaneci
Nascimento (Pelé)
Mark the correct alternative.

1. Pelé is a standout:

a. Golfer.
b. Gymnast.
c. Tennis player.
d. Soccer player.
e. Fighter.

2. Usain Bolt is a magnificent:

a. Rugby player.
b. Athlete.
c. Motorist.
d. Baseball player.
e. Weightlifter.

7
6
 • • • • Reading comprehension Fourth Year Basic • • • •

3. Michael Phelps is an extraordinary:

a. Swimmer.
b. Karate.
c. Horse rider.
d. Skater.
e. Boxer.

4. Nadia Comaneci is a great:

a. Volleyball player.
b. Skier.
c. Skater.
d. Cyclist.
e. Gymnast.

5. Fill in the date and city of birth of the athletes mentioned in the text.

Pele:

Bolt:

Phelps:

Comaneci:

6. Complete the sentence with the correct word.

Pelé started at the club .

Bolt was born in Parish.

At 15 years old, Phelps appeared at the Games .

Comaneci has been the first to achieve the perfect.

7. Point out two aspects that distinguish each of the four athletes referred to in the text.

Edson Arantes do Nascimento:

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 • • • • Bibliographic International Ltda • All Rights Reserved • • • •

Usain St. Leon Bolt:

Michael Fred Phelps:

Nadia Elena Comaneci:

8. Match the athlete in column A with a quality in column B.

Pele He started competing at 9 years old.
They call him “The King”.

bolt They nickname him “The Lightning”.

He has won 14 Olympic medals.

He has scored 1,000 goals.
Phelps
He is the fastest man in history.
You have achieved a perfect score.

Comaneci He is the most outstanding swimmer in

history.

9. Reflect:

Why is sport important?

 • • • • Reading comprehension Fourth Year Basic • • • •

What does the phrase “healthy mind in a healthy body” mean?

10. Research and write the biography of a prominent Chilean athlete.

11. Solve the following crossword puzzle based on sports. Each of them has their first
letter drawn.

Ability: Grasp.
Abilities: Classify, order, sequence.

Read the following text and answer the questions that follow.

7
9
 • • • • Bibliographic International Ltda • All Rights Reserved • • • •

Sets and animals

In the world there are numerous types of animals: wild, domestic, endangered,
large, small, those with hair, those with scales, herbivores, carnivores, etc. With them
you can form multiple sets or group them by some common characteristic. Below we
give you a very varied list for you to work with: ocelot - gorilla - walrus - gannet -
painted stork - alligator - snake - leopard - crocodile - elephant - toucan - lynx - zebra -
eagle - hawk - lion - turtle - heron - dog - dolphin - iguana - white pelican - eel - puma -
camel - flamingo - jaguar - hippopotamus - bear - umbrella bird - water snake -
manatee - king cobra - horse - pheasant - stingray - tiger - chicken - seal - panther -
magpie - ptarmigan - sea lion - wild cat - whale - monkey - elephant seal - brown
snake.

Classify the animals into the following sets or groupings:

1. Wild cats.
 • • • • Bibliographic International Ltda • All Rights Reserved • • • •

2. They live in domesticated circuses.

3. They live in water (aquatic).

4. They crawl on the ground (reptiles).

5. They have feathers (birds).

6. Connect the animal with its main characteristic with a line.

Stripe Wild

Cobra Hack

Dog Water

Jaguar Reptile

Hen Domesticated
 • • • • Bibliographic International Ltda • All Rights Reserved • • • •

7. Create a list of animals whose names begin with a vowel.

TO

AND

Yo

EITHER

OR

8. Complete the lists and then select an animal from each group and make a com
position with drawings or cutouts.

3 birds 3 quadrupeds

3 wild animals 3 domestic animals

82 J'*
 • • • • Reading comprehension Fourth Year Basic • • • •

9. Answer YES or NO, as appropriate:

The dog is quadruped.

The jumpsuit is feathery.
The horse is herbivorous.
The camel is bipedal.
The cat is aquatic.

8
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 • • • • Bibliographic International Ltda • All Rights Reserved • • • •

10. Mark with an X the characteristic of each animal in the corresponding column. gives.

They fly They swim They walk They crawl

Gorilla

Alcatraz

Cobra

Toucan

Zebra

Eagle

Whale

Bear

Sea lion

Elephant

Eel

Snake
Horse

Pheasant

Total

84 J'*
 • • • • • Bibliografía Internacional Ltda • All Rights Reserved • • • • •

ACTIVITY 14

Ability: Understand.
Abilities: Identify, classify, relate.

Read the following text comprehensively and then respond.

animals and numbers

On Earth there are animals, insects, arachnids, birds, reptiles, etc., and many
have different numbers of legs.

Birds are vertebrate animals, bipedal, that is, they have two legs. Example:
ostrich, chicken, owl.

Quadrupeds are also vertebrates and have four legs. Example: horse, dog, cat.

Insects are small animals, with their body divided into head, thorax and
abdomen. They have six legs and two or four wings. Example: grasshopper,
mosquito, bee.

Arachnids are invertebrate animals, without antennae and have eight legs.
Example: spider, tarantula, opilio.

There are also animals that have an odd number of legs, such as starfish,
generally five-pointed, although there are species that have more. Other curious
cases are octopuses, which have eight tentacles or legs, and centipedes, animals
with an elongated body made up of several segments and as many legs as there are
segments in their body: there are 9, 11 and 12 pairs of legs.

1. Match the animal in column A with the number of legs in column B.

Reading comprehension........................................................................................................................5
Fourth Basic Year.................................................................................................................................5
Foreword...........................................................................................................................................6
Introduction.......................................................................................................................................8
INDEX.............................................................................................................................................11
P l ANIFICATION..........................................................................................................................15

85
3
 • • • • Bibliographic International Ltda • All Rights Reserved • • • •

ACTIVITIES...................................................................................................................................20
The sun/fire..................................................................................................................................25
the earth/soil.................................................................................................................................25
water/rain.....................................................................................................................................25
The sky/wind...............................................................................................................................25
If you follow these tips you can save your life and the lives of your loved ones. Do not forget.
.....................................................................................................................................................30
Horse............................................................................................................................................33
Cow..............................................................................................................................................33
Abilities:......................................................................................................................................75
TO b......................................................................................................................................103
Antonyms Synonyms............................................................................................................122
S ol UCI or NES............................................................................................................................141
Activity 1...................................................................................................................................141
Activity 2...................................................................................................................................141
TO..............................................................................................................................................142
Activity 3...................................................................................................................................142
Activity 4...................................................................................................................................142
Activity 8...................................................................................................................................145
Activity 9...................................................................................................................................145
TO..............................................................................................................................................145
TO..............................................................................................................................................146
b.................................................................................................................................................146
Activity 10.................................................................................................................................146
TO b......................................................................................................................................146
Activity 12.................................................................................................................................147
Activity 13.................................................................................................................................148
Activity 15.................................................................................................................................150
TO..............................................................................................................................................150
Activity 16.................................................................................................................................150
Activity 19 3. F..........................................................................................................................154
TO b......................................................................................................................................154
Activity 20.................................................................................................................................154
Activity 22.................................................................................................................................155
Activity 23.................................................................................................................................155
Activity 24.................................................................................................................................156
TO..............................................................................................................................................156
b.................................................................................................................................................156
Bibliography..................................................................................................................................157

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 • • • • Reading comprehension Fourth Year Basic • • • •

Mark the correct alternative.

2. Two spiders add up:

a. 18 legs or 9 pairs of paws.

b. 18 legs u 8 pairs of paws.
c. 16 legs u 8 pairs of paws.
d. 16 legs or 9 pairs of paws.
e. None of the above.

3. A horse, a dog and a chicken total:

a. 12 paws,that is the same as 6 pairs of legs.

b. 10 paws,that is the same as 5 pairs of legs.
c. 8 legs, which is the same as 6 pairs of legs.
d. 14 paws,that is the same as 9 pairs of legs.
e. 16 paws,that is the same as 8 pairs of legs.

4. Three bees add up:

a. 12 paws.
b. 14 paws.
c. 16 paws.
d. 18 paws.
e. 20 paws.

5. How many legs do 1 owl + 1 cat + 1 grasshopper + 1 spider + 1 starfish have?

Reading comprehension........................................................................................................................5
Fourth Basic Year.................................................................................................................................5
Foreword...........................................................................................................................................6
Introduction.......................................................................................................................................8
INDEX.............................................................................................................................................11
P l ANIFICATION..........................................................................................................................15
ACTIVITIES...................................................................................................................................20
The sun/fire..................................................................................................................................25
the earth/soil.................................................................................................................................25
water/rain.....................................................................................................................................25
The sky/wind...............................................................................................................................25
If you follow these tips you can save your life and the lives of your loved ones. Do not forget.
.....................................................................................................................................................30
Horse............................................................................................................................................33
Cow..............................................................................................................................................33
Abilities:......................................................................................................................................75
TO b......................................................................................................................................103

8
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 • • • • Bibliographic International Ltda • All Rights Reserved • • • •

Antonyms Synonyms............................................................................................................122
S ol UCI or NES............................................................................................................................141
Activity 1...................................................................................................................................141
Activity 2...................................................................................................................................141
TO..............................................................................................................................................142
Activity 3...................................................................................................................................142
Activity 4...................................................................................................................................142
Activity 8...................................................................................................................................145
Activity 9...................................................................................................................................145
TO..............................................................................................................................................145
TO..............................................................................................................................................146
b.................................................................................................................................................146
Activity 10.................................................................................................................................146
TO b......................................................................................................................................146
Activity 12.................................................................................................................................147
Activity 13.................................................................................................................................148
Activity 15.................................................................................................................................150
TO..............................................................................................................................................150
Activity 16.................................................................................................................................150
Activity 19 3. F..........................................................................................................................154
TO b......................................................................................................................................154
Activity 20.................................................................................................................................154
Activity 22.................................................................................................................................155
Activity 23.................................................................................................................................155
Activity 24.................................................................................................................................156
TO..............................................................................................................................................156
b.................................................................................................................................................156
Bibliography..................................................................................................................................157
a.

6. In a box there are 3 centipedes, 1 with 9, another with 11 and a third with 12 pairs of
legs. How many legs are there?

to. 64
b. 60
c. 56
d. 50
and. 48

7. Taking the following case as an example: a starfish has 5 points; Near a stone there
are 5 starfish. How many tips do they total?

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 • • • • Reading comprehension Fourth Year Basic • • • •

1 starfish = 5 points x 5 starfish

5x5
25

So, answer:

A horse has 4 legs; There are 6 horses in a stable, how many legs do they have?

On a farm there are 4 cows, 10 chickens, 4 dogs and 2 cats, how many total legs?
Zan?

8. Draw the legs of each animal according to what the text tells us.

Spider Cat

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Octop Starfish
us

Centipede Fly
9. Write two words that have the same ending as the animals mentioned two, that is,
they rhyme. Example: lion = truck, mouse.

Bear

Cat

Camel

Chameleon

Bull

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 • • • • • Bibliografía Internacional Ltda • All Rights Reserved • • • • •

ACTIVITY 15

Ability: Grasp.
Abilities: Classify, order, relate.

Read the following text carefully and answer the questions that follow.

The garden and the beads

Pedro and his mother went to the gardening to buy the necessary elements to turn
the patio of the house into a beautiful garden.

The following prices appeared on the store list:

 • • • • Reading comprehension Fourth Year Basic • • • •

Article Unit Price $

2
Grass m 2.800
Clover bag 5 kg 6.000
leaf land bag 5 kg 1.500
plastic pond 50 x 60 x 1.20 cm 22.000
Plastic hose 1m 500
cement planter
Big 1 13.000

Median 1 10.000
Girl 1 7.000
plastic planters
Big 1 7.500

Median 1 5.000
Girl 1 2.500

Clay pots
Big 1 3.000

Medium 1 2.400
Boy 1 1.800

Plastic flower pots

Big 1 1.500

Medium 1 1.000
Boy 1 500
Pot with flowers
Peonies 3.500
Carnations 3.500
Roses 3.000

Plant bulbs (dozen)

Tulips 3.600
Gladiolus 2.400

Dahlias 1.200
Trees

Lemon Tree 5.000

Orange tree 6.000

cherry tree 8.000

** . 83
 • • • • Bibliographic International Ltda • All Rights Reserved • • • •

Pedro's mother's original list had the following items:

6 m2 of grass
1 plastic pond
1 medium cement planter
3 large clay pots
1 dozen gladiolus bulbs

1. How much money should Pedro's mother pay for those products?

a. $54.600
b. $75.000
c. $60.200
d. $48.000
and. None of the above.

2. Pedro wanted a different garden than his mother's, with more grass, to play and get
wet with his dog. He would have bought: 20 m 2 of grass, 10 m of hose, 2 plastic
ponds. What is the value of this purchase?

to. $ 75.000
b. $105.000
c. $100.000
d. $ 98.000
and. $110.000

3. Finally, between the two of them they set up their garden, with the following elements:
10 m 2 of grass, 1 plastic pond, 5 m of hose, 2 medium plastic pots and 2 pots of
peonies. How much should Pedro's mother have paid?

to. $72.000
b. $54.000
c. $60.000
d. $61.500
and. $65.100

4. Determine the value of a garden with the following elements:

6 m 2 of grass, 8 m of hose, 1 large cement planter, 3 large clay pots and 2 lemon
trees.
 • • • • Reading comprehension Fourth Year Basic • • • •

5. Create your own garden and calculate the value of your

purchase.

6. Relate with a line the product of column A to the value that appears in column B.

b
clover bag $2.400

1 bag of leaf soil $6.000

1 small cement planter $1.500

1 small clay pot $8.000

1 pot with roses $3.000

1 cherry tree $1.800

1
dozen gladioli $7.000
7. Make ten words using the syllables that appear in the box:

el - jar - di - ne - ro - de - mi - ca - sa - se - lia - ma - ti - to - y - es - very - al -to -

gor - do - y - has - ne - una - ga - ta - re - ga - lo - na - que - res - pon - de - al -
nom - bre - de - ki - ka. Example: Clothes.

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8. Draw a garden16with some elements mentioned in the text and paint it as you like.
ACTIVITY

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Ability: Understand.
Abilities: Recognize, relate, sequence.

Metric system

The decimal metric system is a set of measurements that has the meter as its base
unit. Here, each of the multiples is 10 times greater than the immediate multiple. lower
diato and is, in turn, one tenth of the immediately higher multiple.

length
Extent Symbol Meters
Kilometer km 1.000

hectometer hmm 100

Decameter dam 10
Meter m 1
Decimeter dm 0,1
Centimeter cm 0,01

Millimeter mm 0,001

Mark the correct alternative.

1. 1 kilometer has:

a. 100dam
b. 10hm
c. 1,000 m
d. 10,000 dm
e. All of the above

2. 1 meter is equal to:

a. 1 dm
b. 0.5 km
c. 100mm
d. 100cm
e. None of the above
 • • • • Reading comprehension Fourth Year Basic • • • •

3. 10 hectometers
ACTIVITY 16 is the same as:

a. 10dam
b. 100m
c. 1km
d. 1,000 dm
e. 10,000mm

4. 5,000 millimeters is equal to:

a. 50m
b. 5m
c. 50cm
d. 500hm
e. 0.5 km

5. 1,000 meters corresponds to:

a. 8 hm + 20 dam
b. 20 dam + 80 hm
c. 900 m + 1 dam
d. 10 dam + 8 hm
e. 80 m + 900 dam

6. With a line relate the corresponding figures.

Reading comprehension........................................................................................................................5
Fourth Basic Year.................................................................................................................................5
Foreword...........................................................................................................................................6
Introduction.......................................................................................................................................8
INDEX.............................................................................................................................................11
P l ANIFICATION..........................................................................................................................15
ACTIVITIES...................................................................................................................................20
The sun/fire..................................................................................................................................25
the earth/soil.................................................................................................................................25
water/rain.....................................................................................................................................25
The sky/wind...............................................................................................................................25
If you follow these tips you can save your life and the lives of your loved ones. Do not forget.
.....................................................................................................................................................30
Horse............................................................................................................................................33
Cow..............................................................................................................................................33
Abilities:......................................................................................................................................75
TO b......................................................................................................................................103
Antonyms Synonyms............................................................................................................122
S ol UCI or NES............................................................................................................................141
Activity 1...................................................................................................................................141
Activity 2...................................................................................................................................141
TO..............................................................................................................................................142
9
Activity 3...................................................................................................................................142 7
 • • • • Bibliographic International Ltda • All Rights Reserved • • • •

Activity 4...................................................................................................................................142
Activity 8...................................................................................................................................145
Activity 9...................................................................................................................................145
TO..............................................................................................................................................145
TO..............................................................................................................................................146
b.................................................................................................................................................146
Activity 10.................................................................................................................................146
TO b......................................................................................................................................146
Activity 12.................................................................................................................................147
Activity 13.................................................................................................................................148
Activity 15.................................................................................................................................150
TO..............................................................................................................................................150
Activity 16.................................................................................................................................150
Activity 19 3. F..........................................................................................................................154
TO b......................................................................................................................................154
Activity 20.................................................................................................................................154
Activity 22.................................................................................................................................155
Activity 23.................................................................................................................................155
Activity 24.................................................................................................................................156
TO..............................................................................................................................................156
b.................................................................................................................................................156
Bibliography..................................................................................................................................157

5 hmm 0.5 km

7. Complete with the corresponding measurement:

Between Santiago and Viña del Mar there are more than 100

The Transantiago caterpillar bus measures 18

The paste pencil has approximately 15

The head of a match has about 2

Mount Everest, the highest in the world, measures 8,848

 • • • • Reading comprehension Fourth Year Basic • • • •

8. Transform to meters and write the result:

6 km + 5 hm + 4 dam =

5 hm + 4 dam + 3 m =

2 km + 3 dam x 2 =

4 hm + 2 dam x 3 =

4 hm + 1 km + 60 m =

9. Relate the dimensions to the corresponding units of measurement:

Distance between Earth and Moon meters

a box of matches centimeters

A rule centimeters

A door kilometres

A boat meters

Distance between cities meters

A bed kilometres

10. Solve the following operations and mark the correct result where you run Ponda:

Reading comprehension........................................................................................................................5
Fourth Basic Year.................................................................................................................................5
Foreword...........................................................................................................................................6
Introduction.......................................................................................................................................8
INDEX............................................................................................................................................11
P l ANIFICATION..........................................................................................................................15
ACTIVITIES...................................................................................................................................20
The sun/fire..................................................................................................................................25
the earth/soil................................................................................................................................25
water/rain.....................................................................................................................................25
The sky/wind...............................................................................................................................25
If you follow these tips you can save your life and the lives of your loved ones. Do not forget.
.....................................................................................................................................................30
Horse............................................................................................................................................33
Cow..............................................................................................................................................33
Abilities:......................................................................................................................................75
TO b......................................................................................................................................103
 • • • • Reading comprehension Fourth Year Basic • • • •

Antonyms Synonyms............................................................................................................122
S ol UCI or NES............................................................................................................................141
Activity 1...................................................................................................................................141
Activity 2...................................................................................................................................141
TO..............................................................................................................................................142
Activity 3...................................................................................................................................142
Activity 4...................................................................................................................................142
Activity 8...................................................................................................................................145
Activity 9...................................................................................................................................145
TO..............................................................................................................................................145
TO..............................................................................................................................................146
b.................................................................................................................................................146
Activity 10.................................................................................................................................146
TO b......................................................................................................................................146
Activity 12.................................................................................................................................147
Activity 13.................................................................................................................................148
Activity 15.................................................................................................................................150
TO..............................................................................................................................................150
Activity 16.................................................................................................................................150
Activity 19 3. F..........................................................................................................................154
TO b......................................................................................................................................154
Activity 20.................................................................................................................................154
Activity 22.................................................................................................................................155
Activity 23.................................................................................................................................155
Activity 24.................................................................................................................................156
TO..............................................................................................................................................156
b.................................................................................................................................................156
Bibliography..................................................................................................................................157
 ••••• Bibliographic International Ltda • All Rights Reserved • • • •

11. Order the following diagram from largest to smallest: millimeter, kilometer, meter,
centimeter, hectometer, decameter and decimeter.

101
'Yo
 • • • • • Reading comprehension Fourth Year Basic • • • • •

ACTIVITY 17

Ability: Understand.
Abilities: Relate, identify, sequence.

Read comprehensively and respond.

The world of tools

Technology is understood as everything invented or carried out by

humans, such as the construction of objects and tools to make their lives
easier.

Among the best-known tools are, among many, the following:

shovel - rake - hacksaw - saw - two-handed saw - fixed wrench - wrench - hoe
- pillory - carpenter's plane - chisel - flat file - round file - anvil - shoemaker's
awl - garden shears - tongs - pliers - bricklayer level - ball hammer - chisel -
putty knife - drill - es block - brush - screwdriver - wheelbarrow - metal scissors
- drill bits.

1. Name the tools you don't know.

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2. Make a list of 5 tools they use to work:

Gardeners Masons

Carpenters Mechanics

3. Match the following tools in column A with their use in column B.

TO b
Hammer Transport
Shovel Cut
Chisel To nail
Forklift truck Imprison
Drill Forge
Saw Devastate
Anvil Flatten
pliers Dig
Spatula Sawing
Scissors Bore
 • • • • Reading comprehension Fourth Year Basic • • • •

4. Make a sentence with the following tools:

Mountain range:

Hoe:

Awl:

Squad:

Lime:

5. Underline the word with which the indicated tool is related:

Anvil dig forge paint

Brush cut to nail paint

Rake collect hit measure

Lime saw wear away flatten

Chisel devastate imprison screw

6. Write down the names of tools that do not appear on the list and describe
their function. tion.

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7. Discuss how the tools have benefited man.

8. Draw some tools you know or find some cutouts.

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 • • • • Reading comprehension Fourth Year Basic • • • •

ACTIVITY 18

Ability: Grasp.
Abilities: Substantiate, identify, understand.

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 • • • • Reading comprehension Fourth Year Basic • • • •

ACTIVITY 18

All human settlements or large cities generate a large amount of garbage

and waste of different types that contribute to the pollution. destruction of the

waste and garbage

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 • • • • Reading comprehension Fourth Year Basic • • • •

ACTIVITY 18

planet. These include domestic organic waste that causes diseases, such as
typhus, hepatitis and cholera, and industrial waste – such as chemicals and
detergents – that are dumped into water courses and prevent oxygenation of the
water and reach the sea, causing a serious damage to the marine ecosystem.

According to recent studies, each family generates an annual average of

waste equivalent to the home they live in. In the 1960s, in Paris, a person threw
away, on average, 265 kilos per year; Today, in the first decade of the third
millennium, each person generates almost double that amount; that is, half a
ton.

The collection of waste and garbage is the responsibility of the residents.

beginnings, and in recent years this activity has become more efficient and
technical, with objectives focused on hygiene and personal safety.
Landfills are the largest deposits of waste and debris; There, basic and
rudimentary treatment is applied to the garbage. Incineration is another
technique used to reduce garbage, but the process is polluting. More recent are
compost or compost , a technique that consists of separating the garbage that
decomposes and is used as fertilizer, from harmless products. gnic (plastics,
glass, metals). But this is not enough, for this reason it is necessary to reduce
the production of waste and garbage. Remember the “law of the three Rs”:
Reduce, Reuse, Recycle.

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 • • • • Reading comprehension Fourth Year Basic • • • •

Mark the correct alternative.

1. The text is about:

a. Diseases and children.

b. Waste and garbage.
c. The atmospheric pollution.
d. The environment and life.
e. All of the above.

2. Garbage collection is the responsibility of:

a. The municipalities.
b. The Ministry of Health.
c. The municipalities.
d. The Congress men.
e. None of the above.
3. Industrial waste:
a. They prevent the oxygenation of the water.
b. They affect the growth of algae.
c. They do not harm the marine ecosystem.
d. They cloud the color of the water.
e. They do not influence pollution.

4. Each person throws away waste annually for an average of:

a. 250 kg.
b. 265 kg.
c. Between 100 and 300 kg.
d. Half a ton.
e. Tonne.

5. Name three diseases directly related to garbage and waste. chos.

6. Describe what is cremation?

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7. What are compost or compost?

8. Underline the terms of the “law of the three Rs”:

Relocate reduce summarize gather

Reuse relate regulate regular

Repair finish recycle reinsert
9. Underline the synonym of the framed word:

Disposal sediment waste skullcap

Hygiene cleanliness whiteness hospital

garbage
Dump executioner extension
dump
Rubbish scrawny residue tumult

Fertilizer slippery wealth pass

10. Put an F if it is false and a V if it is true.

The garbage problem is increasing.

Garbage is less in big cities.

Garbage is related to hygiene.

Fertilizers can be made from garbage.

Incineration does not cause pollution.

 • • • • Reading comprehension Fourth Year Basic • • • •

11. Make a collage with photos and clippings that represent the problem of counting mining
and garbage.

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 • • • • • Reading comprehension Fourth Year Basic • • • •

ACTIVITY 19
Ability: Grasp.
Abilities: Relate, identify, infer.

Read carefully and respond.

1
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Animals suffer when owners go on vacation

While your family is spending an unforgettable vacation, alone in the

house, your dog or cat may be living hell.

Stress can develop whether the animal is left at home or housed in

another home, although, especially for cats (due to their ca characteristic
territoriality), “it is best to stay in its environment,” says veterinarian María José
Ubilla, an expert in animal behavior.

What are the symptoms of stress?

In dogs, eating too much or too little, howling excessively, becoming

destructive, having problems controlling sphincters and even suffering from
alo pecia. In cats, loss of appetite and excessive grooming.
With the return of family and a return to routine, most symptoms should
disappear. But if they continue, it is necessary to consult a behavioral
specialist, who may recommend some changes at home and even the use of
medications.

“One recommendation is to take the dogs for a lot of walks, since

physical exercise causes relaxation. It is also good to play, caress them, talk
to them more than usual to show them that the ties still exist. “I tend,” says the
expert.

In the case of cats, you have to buy them new toys or toys. Give them
wooden platforms to climb, scratch and mark.

Amalia Torres
(Adapted from El Mercurio , February 12, 2010.)

1. What is this text about?

2. Point out the characteristics of stress in dogs.

Answer with a T if it is true and an F if it is false.

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3. To relieve stress in dogs and cats, it is recommended:

Take them for a walk to the malls.

Play with them and pet them.
Talk to them out loud.
Overfeed and brush them.
All of the above.

4. Look up the meaning of the following words in a dictionary:

Stress:

Vet:

Alopecia:

Groom:

Drugs:

5. Answer YES or NO as appropriate:

Hair loss is a symptom of stress.

Dogs alone in homes suffer from stress.
Physical exercise causes relaxation in animals.
You have to buy new toys for dogs.
Recovery from stress lasts a week.

6. Underline the synonym of the word that appears in the box.

Appetite dream fatigue hunger thirst

Symptom similar manifestation freak pain

darknes
Hell sign derision snarl
s

Conduct plot behavior speech sermon

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 • • • • Bibliographic International Ltda • All Rights Reserved • • • •

Platform grandstand yard floor mine

7. Make five words using the syllables below:

tra - ba - ta - ca - sa - ji - na - lle - tre - ga - tri - ne - tro - se - tru - no - ce - pa - jo - pe

- lli - pi - be - po - ci - go - pu - ma - ti - bi - me - yo - co - mi - hee - mo - bo - mu - te -
ra - ge - re - cu - tu - ri - un - ro - ju - ru - bu - ha - yes - so - gi - su - gu - lla - yu - to.

8. Write two words that end the same as the ones given, that is, they rhyme.

Cat

Howl

Appetite

Play

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9. Match the words in column A with the corresponding ending of the co column B.

TO b
Behavioral Governme
nt
Vacation Hot

Hell Curtain

Atmosphere songs

Routine Abnormal
 • • • • Reading comprehension Fourth Year Basic • • • •

ACTIVITY 20

Ability: Understand.
Abilities: Infer, reflect, substantiate.

Read the following literary text and answer the questions that will be asked below.

Tomato and chili

On a beautiful field, in a promising land, two little seeds grew, totally different in
aspects, one from the other. Little by little they grew, one next to the other, feeding
on the salts of the earth, the rains and the dew of dawn. Slowly, step by step, they
met the requirements of nature: fight to survive.
Converted into a beautiful vegetable, the chili boasted that it was the only co in
its kind that could make a man sweat with its flavor. Meanwhile the tomato, which
showed off its perfect roundness, was said to be the most combinable fruit in the
world. Which was also true.
One day, engaged in a huge war of insults and offences, they did not notice the
appearance of the gnome protector of the crops who, interrupting them, told them in
an energetic tone:

– For a long time I have seen them insult each other, but today their words have made me
sad. pertado, and I can't stand that, quarrelsome vegetables. What is the reason for
your
I
differences? Can you know?
The tomato, who could barely speak due to the sudden appearance, responded with
very soft words:
– The chili boasts that he is thin and strong and makes fun of me because I am small and
fat and tells me that I am the color of shame.
– And you, slender chili, what do you have to say about this complaint from your
neighbor?
The chili responded in the same way as the tomato, gently, as if they were twins.
– He tells me that I am unbearable, that my seeds irritate people, that I am annoying god
The gnome scratched his beard, looked at them and said:
– If one of you is in danger, the other must help you, vanity cannot exist between you.
Now I want you to know something and never forget it. Chili and tomato are delicious,
but when they are put together they multiply their flavor. You already know: “there is
strength in unity.”

1. Who or who are the characters in the story?

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 • • • • Bibliographic International Ltda • All Rights Reserved • • • •

2. Write down the name and describe the crop gnome.

3. Where does the action occur?

4. Name the food sources of tomato and chili.

Mark the correct alternative.

5. What did the chili boast about?

a. It was green and slender.

b. She could make a man sweat with her taste.
c. He was proud and brave.
d. He lived happily in the countryside.
e. All of the above.

6. The tomato was:

a. Red and shy.

b. Grumble.
c. Perfectly round.
d. Bright.
e. Brave and determined.

7. In the following sentences, change the underlined words to synonyms and write a
sentence with them.

a. On a beautiful field, in a promising land, two little seeds grew.

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 • • • • Reading comprehension Fourth Year Basic • • • •

b. One day, embroiled in a huge war of insults and offences, they did not notice the
appearance of the gnome.

c. “He tells me that I am unbearable, that my seeds irritate people, that I am annoying.”

8. Order the facts sequentially, from 1 to 5, following the order of the story.

They become beautiful vegetables.

The gnome appears.
Two little seeds grow.
Terrible insults are thrown.
The gnome advises them.

Explain in your own words.

9. What does the phrase “There is strength in unity” mean?

10. What do you think of the behavior of tomato and chili?

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11. Change the ending of the

story.
 • • • • Reading comprehension Fourth Year Basic • • • •

ACTIVITY 21

Ability: Understand.
Abilities: Infer, identify, substantiate.

Read the following fables/poems carefully and answer the questions below.

frogs in the swamp Now if he gets married... he will have lots

of sunshine.
It was a warm summer day. Croak, croak! Do you realize what we will have to suffer
the frogs sang. They all happily danced on if those kids look like the sun?
the flowers in the swamp. If they are fiery like him?
Croak, croak! the frogs laughed.
Croak, croak! because the sun would get Now that you know my fear, I invite you
married. Tock, tock! Tock, tock!, the frogs to continue dancing.
danced to the rhythm of the drum. Dance and sing quickly before the sun
Tock, tock! Tock, tock! because the with its little children dry up our swamp
wedding of the sun was approaching. forever.

All the happy frogs were there except the

oldest one. The anguished grandmother Croak, croak! The frogs croaked
looked at her relatives who were playing in repentantly.
the puddle. Croak, croak! because the sun would get
Then the old woman, raising her voice in married. Croak, croak! The frogs were
the middle of that revelry, exclaimed: Truly, bitter.
you are crazy: you are missing coke! Croak, croak! because the wedding of the
sun was approaching.
And he said in a blunt tone: one sun is Croak, croak! Croak, croak! In chorus the
enough to dry up the pond. frogs cried.
Croak, croak! about the flowers in the
swamp.

Antonio Landauro

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Mark the correct alternative.

1. Where does the action occur?

a. In a river.
b. In a swamp.
c. In the sea.
d. In A pond.
e. None of the above.

2. What were the frogs doing in the swamp?

a. They sang.
b. They danced.
c. They laughed.
d. They danced.
e. All of the above.

3. Why wasn't the frog grandmother happy?

a. Because the sun was shining very bright.

b. Because the swamp would dry up.
c. Because there was a lot of noise.
d. Because flowers were missing.
e. Because I was hungry.

4. Why did frogs croak?

a. Because there was a lot of water.

b. Because There were few flowers.
c. Because the sun would get married.
d. Because there was no moon
e. Because They were in summer.

5. Write the antonym and synonym of the following words:

Antonyms Synonyms

Warm

blessed

Old woman

Revelry

stunned
 • • • • Reading comprehension Fourth Year Basic • • • •

6. What is the lesson that this fable leaves us?

7. Match the rhyming words with a line.

Summer Tock tock - Tock

tock

Drum They
approached

Were I played around

Crazy Swamp

I contemplated Cutting

Quickie Coke

8. Pond Little boy

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 • • • • Bibliographic International Ltda • All Rights Reserved • • • •

The lively rooster above.

And the fox, thinking it was the
Quiquiriquí... quiquiriquí... rooster, jumped on top of him (like a
On a high branch a rooster crowed cat).
happily.
His sonorous and diaphanous accent, Did you really think it would come
sharp as the wind, traveled throughout the down? the rooster murmured.
region. And he added immediately:
You were wrong, my friend, I don't
The fox, who was hiding her mustaches trust bitches. They always make
under an avocado tree, licked herself and mistakes and trick you into inviting
said to herself: Oh, what a delicious you to their table and when you're
morsel! sitting there they turn you into a
And his temptation was so great morsel.
who peeked his head out of the hiding
place to the singing rooster and said: Quiquiriquí... quiquiriquí... The proud
Friend! You have a wonderful voice, you rooster laughed at the fox who started
sing better than the nightingale. running with her tail between her legs
Therefore, Cantaclaro – that was the name confused and dazed.
of the rooster –, now come down from the
tree and I will give you a gift. Quiquiriquí... quiquiriquí...
The rooster laughed at the fox who
“For me it is an honor,” the singer was running defeated and offended.
responded from above. And tearing a
branch from the tree, he let it fall from Quiquiriquí... quiquiriquí...
 • • • • Reading comprehension Fourth Year Basic • • • •

Mark the correct alternative.

9. Who sang happily?
a. A goldfinch.
b. A rooster
c. A dog.
d. A frog.
e. Wind.

10. Who was hiding behind the tree?

a. A chicken.
b. A wolf.
c. A slut.
d. A rabbit.
e. A dog.

11. Write an antonym of the selected words.

Happy:

Sonorous:

Sharp:

Delicious:

Friend:

12. Look up the meaning of the following words:

Diaphanous:

Bite:

Cache:

Temptation:

Region:

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13. Match the rhyming sounds with a line.

hid Table

Honor Bite

High Leap

Sitting Singer

Lesas Mine

Rationale:

14. What does the fable “The Lively Gallito” teach us?

15. Why are fables important?

16. What similarities and differences do you find between the two fables narrated?

ACTIVITY 22

Ability: Understand.
Abilities: Infer, discover, identify.

Read the following dramatic text comprehensively and respond.

126
•,
 • • • • Reading comprehension Fourth Year Basic • • • •

The park sweeper

Characters
STREET SWEEPER
CHILD
LITTLE GIRL

The action takes place in a park. You can see a bench and a garbage can near it.

A man appears with a broom in his hand and stops.

SWEEPER –Hello, friends! How are they? I am in charge of keeping this park clean. I like
birds and clouds. (He takes a few steps, sweeps and slips.) What was it? I slipped on
a banana peel. How dangerous! Gross! I like clean parks, without trash or papers.

A boy and a girl appear and sit on the bench.

GIRL –I'm a little tired.
CHILD –Me too. Let's stop for a bit.
GIRL – Do you like chocolates?
CHILD –I love them.

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GIRL – Do you want one?

Good kid.
GIRL – Here. (Takes a chocolate out of his pocket and gives it to him)
The boy eats the chocolate and throws the wrapper on the floor.
GIRL –Hey. What did you do?
CHILD –Nothing. I just threw a piece of paper on the floor.
SWEEPER –Hey, kid, do you like the park? You come here often?
CHILD –Of course, I come to play here with my friends.
SWEEPER (pointing to the garbage can) – Do you know what that is?
CHILD –A garbage can.
GIRL –And why don't you use it?
CHILD –I didn't see it.
GIRL – I guess many people don't see the garbage cans and that's why they throw the
garbage on the ground.
CHILD –What can I do?
SWEEPER –Hmmmmm… Each person can do a lot. If we all help we can save the planet.
CHILD –What a good idea. I will tell all my friends to throw their trash in the bins.
bullfighters
SWEEPER –I'm glad you realized that you can help too.
GIRL –We will tell all the people not to throw the papers on the ground.
CHILD – A good idea occurred to me.
GIRL – Which one?
CHILD –We will tell the teacher to paint posters and hang them everywhere.
SWEER –If we are not more careful, all cities will become see garbage dumps.
GIRL – Don't even say it. They are places that have a stinky smell.
 • • • • Reading comprehension Fourth Year Basic • • • •

The boy picks up the wrapping and throws it in the trash can.
SWEER –Everything is fine now. Let's go friends. Each of you must help give.
CHILD –Let's tell our friends.
SWEEPER –I'm glad to hear you.
BOY and GIRL – Goodbye, friend.

1. Identify and mark with an X the main idea of the text.

The depletion of resources.

The beauty of the parks.
The garbage problem.
Children and games.
Modern life.

2. What expression would you choose to classify the work?

a. Thriller.
b. Nightmarish.
c. Of criticism.
d. Of love.
e. Parting.

3. Point out three characteristics of the sweeper.

I. He likes chocolates.
II. He likes birds and clouds.
III. He wants to transform the park into a landfill.
IV. He likes clean parks.
V. He wants to protect the planet.

a. I - II - III.
b. II - III - IV.
c. III - IV - V.
d. II - IV - V.
e. I - IV - V.

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4. What do you consider more important in the text: the exposition of ideas or the
expression of feelings? Explain why.

5. Do you think the park is an appropriate space for the theme? Because?

6. What do you think about pollution?

7. Is what is expressed in the text an imaginary or real situation? Support an answer.

Reflect and give your opinion:

8. What message does the text contain?

 • • • • Reading comprehension Fourth Year Basic • • • •

9. Describe the meaning of the following expressions:

“If we all help we can save the planet.”

“If we are not more careful, all cities will become garbage dumps.”

10. Make a drawing where the defense of the planet is manifested.

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ACTIVITY 23

Ability: Grasp.

Abilities: Infer, identify, associate.

Read the following legend and answer the questions below.

The fisherman boy

Years ago, a very beautiful and happy child like the sun was born in the small
cove of Cartagena. They baptized him with the name of Jesus. He grew up among
nets, boats and barges, and from a young age he went to sea with the locals.

When he turned twelve, according to tradition, he had to go fishing alone for the
first time. And so he did. Although the sea was a little rough, Jesus rowed and rowed
until he was out of sight.

When he was in the middle of the sea and the coast could not be seen, a great
storm broke out. A swirling wind blew in, followed by thunder and lightning... and it
started to rain. Rain and rain...

The wind howled; the white crests of the waves rose fearfully you go to heaven
The boat, carried aimlessly, from here to there, from there to here, suddenly seemed
to rise to the clouds and suddenly descend to the bottomless abysses.

For almost an hour the boat withstood the fury of the storm. But Jesus, after this
great battle, defeated by the effort and very tired, resigned himself to his destiny. No.
Once the boat was destroyed, the boy only managed to cling to a piece of wood that
was floating next to him.

Beaten by the waves, Jesus realized that there was no possibility hope that they
rescued him. Then he remembered Saint Peter, the protector of fishermen, and
invoked him. Suddenly, without knowing where, an old man with a white beard
appeared walking on the sea and when he raised his hand the waves calmed down. It
stopped raining and the wind disappeared. Then, with a silver ribbon he tied the child
to the tree and guided him to the coast, before the astonished eyes of some fishermen
who already thought the fisherman boy was dead.

This is the reason why in this cove, in the middle of the sea, today there is a
statue in honor of San Pedro, the patron saint of fishermen.

Antonio Landauro

132 Yo-" *
 • • • • Reading comprehension Fourth Year Basic • • • •

1. What is the name of the protagonist of the legend?

a. Pedro.
b. Jesus.
c. Manuel.
d. Pablo.
e. Judas.

2. According to tradition, the child:

a. It had to grow among nets, boats and barges.

b. He had to row until he was out of sight.
c. At 10 years old he had to cross a river alone.
d. At 12 years old he had to go fishing alone.
e. None of the above.

3. What is the name of the patron saint of fishermen?

a. Saint Juan.
b. SaintPablo.
c. SaintPedro.
d. SaintAndrew.
e. SaintFrame.

4. Relate the terms of the two columns with a line.

Jesus Cartagena

Cove Storm

Saint Peter Child

Wind White beard

Old man Patron of fishermen

5. Match each word with its antonym with a line.

Born Young

Pretty Don't worry

Cheerful Sad

Restless Ugly

Old man Died

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6. Read the following sentence and then choose from the box the most appropriate term
to replace the underlined word.

“But Jesus, after this great battle, defeated by the effort and very tired, resigned
himself to his fate.”

$ Happy – defeated – happy – unhappy – unhappy – haughty – dying.

•
7. Read the following sentences and then number them following the correlative order
according to the events narrated in the text.

When he turned twelve, according to tradition, he had to go fishing alone for the first
time.
He tied the boy to the tree and guided him to the coast, before the astonished eyes of
some fishermen.
Years ago, a very pretty and happy boy was born in the small cove of Cartagena.
Once the boat was destroyed, the boy only managed to cling to a piece of wood.
When he was in the middle of the sea and the coast could not be seen, a great storm
broke out.

8. What fantastic event appears in this story? Why do you think it's fantastic?

9. What did you think of the end of the legend? How would you explain it? What ending
would you have liked?

10. What does San Pedro represent for fishermen?

 • • • • Reading comprehension Fourth Year Basic • • • •

11. What feelings does the character of Saint Peter provoke in you?

12. Create a legendary character, describe it and draw it.

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ACTIVITY 24

Ability: Understand.
Abilities: Identify, substantiate, associate.
Read the story carefully and answer.

The flying trunk

Once upon a time in a far away country there was a very rich man who had only one
son, named Dan, who was very nice, happy and beautiful, but he never felt like doing
anything. One day the old man died and Dan inherited all his wealth, but in a short time he
squandered the fortune. He only had one trunk left, an empty trunk that had a strange
virtue: he just had to touch its lid to fly away.
When the boy found himself without a penny in his pocket, and since working was not
to his liking, he decided to go travel the world in search of his fortune. He got into his trunk,
rubbed the lid and suddenly, without realizing it, he was flying through the clouds. From the
sky I saw cities, streets, churches, rivers and forests passing by in a dizzying rush... It was
a wonderful spectacle. Unique, incredible.
He only stopped when he saw from the sky a beautiful palace that looked like
something out of a story. Then he ordered the trunk to descend and it descended onto a
terrace.
It was none other than the palace of a rich Middle Eastern sultan. Dan, dazzle brado,
entered the palace. Sumptuous marbles, silk curtains, golden columns... I had never seen
such wealth.
Almost at the end of his journey he found a beautiful girl in a room, Sheila, the
sultan's daughter.
 • • • • Reading comprehension Fourth Year Basic • • • •

-Who are you? –asked the girl, without showing the slightest fear at the strange
appearance of the young man.
“I am the god of the heavens,” Dan responded, with the audacity that characterized
him. I came down just to see you and ask you to be my wife.
Of course, I accept –Sheila exclaimed. We will notify my parents immediately.
-Hang on a minute. First I will go to my kingdom to look for some fireworks to
celebrate our wedding. During the return trip, as it became night, Dan decided to stop and
descended into a forest. He hid the trunk among the trees and went to a neighboring farm
where he asked for lodging.
The next day, early in the morning, Dan returned to the place where he had hidden
the trunk, but he did not find it. Had disappeared! In a corner, under a leafy fir tree, he
found only a few pieces of burnt wood.
What had happened? During the night, the fireworks and rockets had been ignited by
lightning, burning the trunk.
Dan was unable to return to the sultan's palace. And since that day he wanders the
world telling people his sad story.
And the beautiful Sheila? What happened to her?
Every night she looks anxiously at the sky, waiting for the god of the sky, her
boyfriend, to return to her side one day.

1. Name and describe the main and secondary characters in the story.

2. What was the virtue of the trunk

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3. Point out two virtues and two defects of Dan's personality.

4. Match with a line the words in columns A and B that are synonymous.

Waste Thick

Vertiginous Luxuriou
s
Sumptuous
Nerve
Impudence
Fast
Leafy
Waste
5. What do you think of Dan's attitude?

6. Why do you think the trunk burned

Point out and justify:

7. What idea have you formed of Dan throughout reading?

a. He is active and unsociable.

b. He is quiet andworker.
c. He is lazy and irresponsible.
d. It's fun and responsible.
e. He is kind and bored.

8. What did you think of the end of the story? How would you explain it?

138YO*" *\
 • • • • Reading comprehension Fourth Year Basic • • • •

9. What does this story teach us?

10. Write another ending for the story “The Flying Trunk.”

11. Put a V if it is true or an F if it is false. Support the wrong answers sas.

Dan was the son of a very rich man.

Dan was friendly, happy and hard-working.

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Sheila was the youngest daughter of the Prime Minister of Türkiye.

During the night the fireworks burned the trunk.

Dan was the god of the heavens.

12. Describe how you imagine the city where Sheila lived.

13. Make a drawing that interprets the story “The Flying Trunk.”
 • • • • Reading comprehension Fourth Year Basic • • • •

S ol UCI or NES
Activity 1

1. and.
3. Polar climate Amazon and Congo
Mediterranean climate Mediterranean Sea
Chinese climate Regions of the Polar Circle
Equatorial climate Tropical zones
Humid tropical climate Eastern China and Japan
7.

a. Atmosphere
b. Humidity
c. Rain
d. Continent
e. Precipitation

Activity 2

1. c.
2. b.
3. d.
4. d.
5. to.
6. and.
7. b.

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 • • • • Bibliographic International Ltda • All Rights Reserved • • • •

8.
TO B Sky
Fire Rain
Earth Sun
Water Groun
Air d

9.

Sun Clean energy

Soil Moisture blanket
Water Light source
Wind Cradle of living
beings
Activity 3

1. b.
2. c.
4. and.
5. and.
6. V
V
F

7.

4
3

Activity 4

1. c.
2. b.
3. d.

14
2
 • • • • Reading comprehension Fourth Year Basic • • • •

4. and.
8. Horse Eats insects Shell
Chicken Domestic/wild
Rabbit Feathers
Frog Gallops
Turtle
9.F
V
V
F

Activity 5
1. b.
2. d.
3. c.
4. to.
5. and.
6. to.
7. Hippocamelus antisensis Chilote fox
Pseudalopex fulvipes Huemul from the
Hippocamelus bisulcus south Taruca

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Activity 6

2. b.
3. d.
6. White
French
Female
Arab
Buddhist
Worker

8. cia
zon
des
dad
chos

Activity 7

1.
Atacameños South-central Chile
Diaguitas Easter Island Tierra
Mapuches del Fuego Hoya del
Rapa Nui Río Loa Norte Chico
Selknam
 • • • • Reading comprehension Fourth Year Basic • • • •

3. d.
4. b.
5. c.
6. and.
7. to.
8. c.
9. F
V
F
V
F

Activity 8

4. c.
5. b.
6. to.
7. d.
8. and.
9. b.

10. Underline the synonym of the word blackened.

Mural cool
Instrument tool
Contour silhouette
resin Glitter eraser
radiance

Activity 9

1. c.
2. b.
4.
TO
Chinchorro They created the duck jug
Atacameña Their pottery had a domestic purpose
Diaguita They created symbolic decorative art
Mapuche They buried their dead wrapped in skins

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 • • • • Bibliographic International Ltda • All Rights Reserved • • • •

TO b
Mapuches They invented mummification
Diaguitas They built pucarás
Atacameños They made tools
Chinchorro They worked ornaments in copper, silver
and gold
5.F
V
F

Activity 10

1. d.
5.
TO b
Two stars Read
Sound Talk
Alphabet Walk See
Words Feet Listen

6c.

7.
Animals / Natural Artificial Humans

Darling x

Crickets x

Canaries x

Hammers x

Turbines x

Showers x

Mother x

Friend x
Brother x

puddles x

Beaches x
deserts x

Mountains x

Plains x

Home x

Street x

Man x

Bliss x

Frame x

Laughter x
Crying x

Cities x
 • • • • Reading comprehension Fourth Year Basic • • • •

Activity 11

1. d.
2. e.
3. b.
4. Milk 8 teaspoons
Fruit 1 serving
Bread 2 cups
Sugar 3 units
3 units
Vegetab
le
6. V
F
V
F
V
9. Sugar Level V
Nuts
LevelYogurt
IV
Ice
Cream
Meat Egg Level III
Tomato
Grape Level II
Peanuts
Broccoli
Apple Level I
Cheese
Pyramid base
Rice
Water
Activity 12
Chicken
1. d.
2. b.
3. a.
4. e.
8. He started competing at 9 years old.
They call him “The King”.
They nickname him “The Lightning.”
He has won 14 Olympic medals.
He has scored 1,000 goals.
He is the fastest man in history.
You have achieved a perfect score.
He is the most outstanding swimmer in history.

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11.

Activity 13

6. Cobra Wild
Ray Feathered
Dog Aquatic
Jaguar Domesticated
Chicken Reptile

9. Yes
No
Ye
ah
No
No
10.
They fly They swim They walk They crawl
Gorilla x

Alcatraz x

Cobra x

Toucan x

Zebra x

Eagle x

Whale x

Bear x

Sea lion x

Elephant x

Eel x

Snake x

Horse x

Pheasant x

Total 4 3 5 2
 • • • • Reading comprehension Fourth Year Basic • • • •

Activity 14

1.
Reading comprehension....................................................................5
Fourth Basic Year.............................................................................5
Foreword.......................................................................................6
Introduction...................................................................................8
INDEX........................................................................................11
P l ANIFICATION......................................................................15
ACTIVITIES...............................................................................20
The sun/fire..............................................................................25
the earth/soil............................................................................25
water/rain.................................................................................25
The sky/wind...........................................................................25
If you follow these tips you can save your life and the lives of your loved ones. Do not forget.
.................................................................................................30
Horse........................................................................................33
Cow..........................................................................................33
Abilities:..................................................................................75
TO b..................................................................................103
Antonyms Synonyms........................................................122
S ol UCI or NES........................................................................141
Activity 1...............................................................................141
Activity 2...............................................................................141
TO..........................................................................................142
Activity 3...............................................................................142
Activity 4...............................................................................142
Activity 8...............................................................................145
Activity 9...............................................................................145
TO..........................................................................................145
TO..........................................................................................146
b.............................................................................................146
Activity 10.............................................................................146
TO b..................................................................................146
Activity 12.............................................................................147
Activity 13.............................................................................148
Activity 15.............................................................................150
TO..........................................................................................150
Activity 16.............................................................................150
Activity 19 3. F......................................................................154
TO b..................................................................................154
Activity 20.............................................................................154
 • • • • Bibliographic International Ltda • All Rights Reserved • • • •

Activity 22.............................................................................155
Activity 23.............................................................................155
Activity 24.............................................................................156
TO..........................................................................................156
b.............................................................................................156
Bibliography..............................................................................157

2. c.
3. b.
4. d.
5. and.
6. to.

Activity 15

1. c.
2. b.
3. d.
6.
T B
O bag clover bag leaf soil $2,400
1 cement planter girl clay $6,000
1 pot boy pot with roses $1,500
1 cherry tree $8,000
1 $3,000
1 $1,800
$7,000
1 dozen gladioli
Activity 16

1. and.
2. d.
3. c.
4. b.
5. to.
 • • • • Reading comprehension Fourth Year Basic • • • •

6. Activity 14
5m 500m
500cm 50cm
5,000mm 5hm
50 500m dm
5hm 0.5 km

8. 6.540
543
4.060
1.260
1.460
Distance between cities One bed meters
kilometers
9. Distance between Earth and Moon meters
a box of matches centimeters
A rule centimeters
A door kilometers
A boat kilometres
Reading comprehension..........................................................................5
Fourth Basic Year...................................................................................5
Foreword.............................................................................................6
Introduction.........................................................................................8
INDEX..............................................................................................11
P l ANIFICATION............................................................................15
ACTIVITIES.....................................................................................20
The sun/fire....................................................................................25
the earth/soil...................................................................................25
water/rain.......................................................................................25
The sky/wind.................................................................................25
If you follow these tips you can save your life and the lives of your loved ones. Do not forget.
.......................................................................................................30
Horse..............................................................................................33
Cow................................................................................................33
Abilities:........................................................................................75
TO b........................................................................................103
Antonyms Synonyms..............................................................122
S ol UCI or NES..............................................................................141
Activity 1.....................................................................................141
Activity 2.....................................................................................141
TO................................................................................................142
Activity 3.....................................................................................142
Activity 4.....................................................................................142
Activity 8.....................................................................................145
Activity 9.....................................................................................145
TO................................................................................................145
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TO................................................................................................146
b...................................................................................................146
Activity 10...................................................................................146
TO b........................................................................................146
Activity 12...................................................................................147
Activity 13...................................................................................148
Activity 15...................................................................................150
TO................................................................................................150
Activity 16...................................................................................150
Activity 19 3. F............................................................................154
TO b........................................................................................154
Activity 20...................................................................................154
Activity 22...................................................................................155
Activity 23...................................................................................155
Activity 24...................................................................................156
TO................................................................................................156
b...................................................................................................156
Bibliography....................................................................................157
 • • • • Reading comprehension Fourth Year Basic • • • •

Activity 153

3.
TO b
Hammer Transport
Shovel Cut
Chisel To nail
Forklift truck Imprison
Drill Forge
Saw Devastate
Anvil Pliers Flatten Dig

Spatula Sawing
Scissors Bore

5.
Anvil forge
Brush paint
Rake collect
( Lime wear away
Chisel devastate

Activity 18

1 B.

2 C.
3. a.
4. d.

8.
Relocate reduce resume meet
Re-use relate regulate regular
Fix top off recycle reinsert
9.

Disposal waste
Hygiene cleanliness
Dump garbage dump
Rubbish residue
( Fertilizer pass
 • • • • Bibliographic International Ltda • All Rights Reserved • • • •

10. VF
V
V.F.

Activity 19 3. F
V
V
V
F

5. Yeah
Yeah
Yeah
No
No

6.
Appetite hunger
Symptom manifestation
Hell darkness
Conduct behavior tribune
Platform

9.
TO b
Behavioral Governme
Vacation nt Hot
Hell Curtain
Abnormal
Songs

Environment Routine

Activity 20

5. b.
6. c.
8. 2
4
1
3
5
 • • • • Reading comprehension Fourth Year Basic • • • •

Activity 21

1 B.
2. a
nd.
3. b.
4. c.
7. Summe Tac toc - Tac toc
r Drum Approached
They Played Swamp
Were Sharp Coca Little
Crazy
I looked at Boy
Quickie Pond

9. b.
10. c.
13. Hid Salto
Honor Cantor
High Lamía
Sitting Bite
Lesas Table

Activity 22

1. The garbage problem.

2. c.
3. d.

Activity 23

1. b.
2. d.
3. c.

4. Jesús Cartagena
Caleta Storm
San Pedro Child
Viento White beard
Patron of fishermen
Old man

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5. Bonito Young
Happy Quiet Sad
Restless Ugly Died
Old Man
Was
Born
6. Defeated

7. 2
5
1
4
3

Activity 24

4.
TO b
Dizzying Bushy
Sumptuous Luxurious
Waste Boldness
Leafy Quick
Impudence Splurge

7. c.

11.V
F
F
V
F
 • • • • Reading comprehension Fourth Year Basic • • • •

Bibliography

AGUIRRE, Carolina; QUESNEY, Mariana (2009). Mathematics Education 4th Basic Year .
Editorial Santillana del Pacífico SA, Santiago, 264 pp.

ALARCÓN, Claudio; ARELLANO, Teresita; GARCÍA-HUIDOBRO, Beatriz; POBLETE, Glo

ria (1999). Language and Communication 4 . Arrayán Editores, SA, Santiago, 216 pp.

ALLENDE, Gina (2000). Songs and percussions. Manual for the creative teaching of
elementary music theory . Editorial Universidad Católica, Santiago, 148 pp.

BOSELLÓ, P. Anselm (1995). School and values. Moral education . CCS Editions, Alcalá,
Madrid, 150 pp.

BRÜNNER, Jerome (1987). The importance of education . Paidós, Barcelona, 200 pp.

BRÜNNER, Jerome (2001). Globalization and the future of education: trends, challenges,
strategies . UNESCO, 35 pp.

CALDERÓN G., María; CUEVAS C., María (2005). Language 4. Project among children .
Santillana del Pacífico, SA, Santiago, 224 pp.

UNIVERSITY PROMOTION CORPORATION (1989). Comprehensive and professional

training educational project of Chilean universities . Santiago, 221 pp.

DEWEY, John (1995). An introduction to the philosophy of education . Ediciones Morata,

SL, Madrid, 320 pp.

DOMÍNGUEZ D., Marcela and JORDÁN J., Augusto (2009). Language and communication
.
Cal y Canto Editions, Santiago, 192 pp.

Barsa Encyclopedia for easy consultation (1976). Encyclopaedia Britannica, Inc., Chicago.
Volume V, 411 pp.

GALEANO, Francisco (1963). The great poets . Alejandro Melo A. Editor, Santiago, 352
pp.

GARDNER, Howard (1993). Art, mind, brain . Paidós, Barcelona, 466 pp.

GARDNER, Howard (1994). Artistic education and human development . Paidós,

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