Ellis Island. Teacher s Guide. Level L /24. Small Group Reading Lesson Skills Bank Reproducible Activities. Content Vocabulary Immigrants feelings

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1 Ellis Island Level L /24 Social Studies Teacher s Guide Skills & Strategies Anchor Comprehension Strategy Draw Conclusions Content Vocabulary Immigrants feelings Grammar/Word Study Suffixes -tion, -ion Factual describing words The Big Idea The history of Ellis Island tells us about the experience of immigrants in the United States. Small Group Reading Lesson Skills Bank Reproducible Activities B e n c h m a r k E d u c a t i o n C o m p a n y

2 Small Group Reading Lesson What is a museum? place to save old things place to learn about the past ell What is found at a museum? pictures statues things people used to use movies about the past Support Tips for English-Language Learners Build Background Knowledge To reinforce the concept of a museum, discuss a local or regional museum some children have visited. Ask them to describe things they saw there and what they learned from their visit. If possible, show pictures of exhibits in the museum. Ask: Why do you think we save things from the past? What kind of museum would you like to visit? A toy museum? A dinosaur museum? Build Vocabulary and Language Patterns Help students understand the words artifact and heritage by relating them to their personal history. For example, ask: What is something your family has saved that belonged to a grandparent or great-grandparent? Invite students to tell why they think their family saved the object. Use the words artifact and heritage as you discuss why people hold on to things that remind them of who they are and where they came from. Before Reading... Build Background Knowledge Draw a two-column chart like the one shown at the left. Have pairs of students share their ideas about and experiences with museums and then brainstorm as a group. Record students ideas in the appropriate columns on the chart. Model Making, Revising, and Confirming Predictions Display the book cover and read the title. Say: A good reader looks at the cover and the title and makes a prediction about the book. This helps the reader become more involved in the text. I predict that this book is about a place lots of people go to by boat. I predict that Ellis Island is somewhere near the Statue of Liberty. Write students predictions on a chart and refer to them as you preview the book. Encourage students to revise or confirm their predictions as they get more information. Preview the Book Show students the table of contents and read the headings. Ask them to use the headings to make new predictions and revise or confirm previous predictions. Record students predictions on the chart. Preview the photographs in the book and have students revise or confirm their predictions. Introduce language students may find difficult. For example, ask: What kind of museum exhibits do you see pictured here? What sorts of artifacts, or old objects, have been saved? Model Reading Strategies Point out the word immigration on page 2. Ask: What strategies could you use to read this word? Say: You could recognize the ending -tion. You might divide the word into syllables and sound out each syllable: im/mi/gra/tion. Then you could read the sentence and see if your choice makes sense. Set a Purpose for Reading Ask students to read the book to understand why Ellis Island was saved. Remind them to check their predictions as they read and to change old predictions or make new predictions as they get more information. 2 Ellis Island 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN:

3 Assessment Tip During Reading...Ï Monitor Student Reading Have students put self-stick notes next to words they have trouble with. Observe students as they whisper read. Intervene as necessary to guide them to use appropriate strategies to read difficult words. To check a student s reading strategies, ask him or her to read a section of the text aloud to you while other students are whisper reading. Note whether the student is using visual, structure, and meaning cues to self-correct and/or make sense of the text. After Reading Reflect on Reading Strategies Ask students to share additional predictions they made as they read, and predictions they revised as they got more information. Reinforce that predictions help them read actively and remember what they read. Ask students to share words they found difficult to read. Ask them how they were able to read the words. Reinforce decoding strategies by modeling how to decode words they found difficult. Discuss Concepts Ask students to tell why Ellis Island was made into a museum, and what the museum can show us about our past. Have them back up their answers by reading passages in the book that supplied this information. Assign pairs of students a chapter and have them prepare an answer to the question asked in the chapter heading. Have pairs share their answers as you record them on chart paper. Have students point out predictions they made that were confirmed as they read. Extend Concepts Review the meaning of heritage as one s personal history. Ask students to recall what showed the heritage of some of the immigrants in the book. (artifacts, or objects that were important to them, pictures, and their memories, or words) Say: Let s suppose your family was going to be represented in a museum. What things would you want to include? Invite students to list objects that are important to their families and tell why. Have each student draw a picture and write a paragraph about his family to include in the museum. Have students create a museum gallery on a classroom wall and view each other s exhibits. ell Support Tips for English-Language Learners Reflect on Reading Strategies Note the words English-language learners are having difficulty with. Ask them to define or use words to help you determine whether their problems relate to unfamiliar vocabulary or syntax. Make Fiction-to-Fact Concept Connections If students have read William s Journal, ask: Was William s journey like or unlike that of most immigrants to America? Explain. (Like most immigrants, he traveled to America on a boat and landed at Ellis Island between 1880 and 1930.) If William s children and grandchildren gave items to the Ellis Island Museum today, what might they give? Why? (William s journal, his tin whistle, his family s photographs, the lace tablecloth his grandmother made. These were items that the family chose to take from Ireland to America or that showed their journey.) 2011 Benchmark Education Company, LLC Ellis Island 3

4 Small Group Reading Lesson ell Support Tips for English-Language Learners Model Reinforce that conclusions should make good sense based on the information given. Model an invalid conclusion and explain why it is not valid. For example, you might talk about the tale of Chicken Little. She concluded that the sky was falling because something fell from the sky and hit her on the head. Point out that she did not have facts to support this conclusion. It was not reasonable. Practice and Apply If English-language learners have difficulty drawing conclusions about text events, review the relevant passages with them. Pause to ask: What facts does the author give us here? What have you read or seen before that agrees with these facts? If you add up the facts, what is a reasonable statement you can make about this event? Build Comprehension: DRAW CONCLUSIONS Model Explain that readers sometimes have to draw conclusions about what they read. This means they think about the facts and form an opinion or make a decision. Say: Authors often give us facts and details and let us make up our own minds about what they add up to. In Ellis Island, the author gives us many facts about immigrants and Ellis Island. For example, she tells us that 26 million people immigrated to America between 1880 and From that fact, I can conclude that people around the world believed America was a good country in which to live. Practice Distribute copies of the Draw Conclusions blackline master. Have students find and list more facts in the book about immigrants coming to America. Guide them to phrase these succinctly and write them beside the numbers in column 1, then write their conclusion in the corresponding area in column 2. Apply Have students complete the rest of the graphic organizer by finding facts about each topic and writing them on the lines beside the numbers for that topic. Remind them to record their conclusion about what these facts show in column 2. Have students share their facts and conclusions. Discuss differences of opinion and help students decide whether the facts support differing opinions. Draw Conclusions Assessment Tip Observe how students go about drawing conclusions and note whether they can form logical statements of opinion based on the information provided. If students have difficulty, you might want to provide additional modeling. What I Know Immigrants came to America million from 1880 to most came by boat 3. trip was difficult Ellis Island changed over the years. 1. closed in restored at a cost of $156 million 3. collected artifacts, photos, interviews People go to the Ellis Island Museum. 1. they see photos 2. they look at objects 3. they hear what immigrants said How It Adds Up Immigrants thought America was a good place to live. Americans understood that it was important to remember immigrants experiences. Americans want to feel connected to their ancestors and to the past. 4 Ellis Island 2011 Benchmark Education Company, LLC

5 Writing Mini-Lesson: Quotations Point out boxes throughout the text in which immigrants thoughts and memories of their experiences are printed. Involve students in a discussion about using quotations to bring history to life by asking the following questions: What does the quote by Lawrence Meinwald on page 5 help you understand? (that the journey to America was hard and unpleasant) What does the quote by Fannie Shoock on page 13 help you understand? (that immigrants could not bring much with them, so they brought things that were most important to them) What does the quote by Elizabeth Phillips on page 16 help you understand? (that immigrants were excited to arrive in a free country) What does the quote by Ayleen Watts James on page 18 help you understand? (that immigrants were proud and felt that their arrival was an important day in their lives) Tell students that writers of history often use the exact words of people to illustrate their points and bring history to life. Use other nonfiction books to show how other history writers use quotations to reinforce important ideas and events. Discuss how the quotations add to readers understanding of the topic or of how it felt to live through a certain time in history. Ask students to review the quotations in Ellis Island and decide which they like best. Have students describe why they liked the quote and what it made them think about. Link to Journal Writing Have students find a piece of nonfiction writing about an event in their journals. Have them brainstorm people they could interview about the event or write words they remember people saying about the event and place them in boxes with their reports. If students don t have a suitable piece of nonfiction writing in their journal, ask them to begin a new piece of writing. writing Checklist As students review their piece of writing, have them ask themselves: What person or people would have something interesting to say about my topic? Have I included the exact words of people? Did I put quotation marks around each person s words? Reread for fluency Read aloud sections of Ellis Island using appropriate phrasing, intonation, and expression to model fluent reading. Have pairs of students take turns reading the pages of the book to each other. Connect to home Have students read the take-home version of Ellis Island to family members. Suggest that they talk about family ancestors who immigrated to America and locate pictures or artifacts of these ancestors Benchmark Education Company, LLC Ellis Island 5

6 Skills Bank ell Support Tips for English-Language Learners Content Vocabulary Pair English-language learners with native speakers to brainstorm words to describe feelings. Encourage students to contribute details about their own or relatives personal immigration experiences. Grammar/Word Study 1 Use this activity to show Englishlanguage learners a way to enlarge their English vocabulary. Write the family of words that can be built from migrate: immigrate, migration, immigration, immigrant. Talk about the meaning of each word and its spelling. Repeat for words such as attract (attraction, attractive) and collect (collector, collection, collectible, collective). Content Vocabulary: Words related to immigrants feelings Create a three-column chart with the headings Before Leaving Home, On the Trip, and Arriving in America. Ask students to imagine that they are immigrants and tell how they would feel at each stage of the journey. As students name feelings, write them in the appropriate column on the chart. Possible offerings might include: for column 1 sad to leave home, hopeful about the future, afraid of the unknown; for column 2 worried about the future, seasick; for column 3 excited, relieved, happy. Grammar/Word Study: Suffixes -tion, -ion Write the words immigrate and immigration on the board and have students tell how they are alike and different. (They have the same base or root and different endings.) Use each word in a sentence. Explain that immigrate is an action. Immigration names a thing; it is a noun made from the verb by adding the ending -ion. Show students how other verbs can be changed into nouns by adding -tion or -ion. List adopt, collect, and produce under immigrate and add the noun forms adoption, collection, and production under immigration. Have volunteers underline the ending that has been added to each word. Cross out the silent final e in immigrate and produce to show that it is dropped before the suffix is added. Challenge students to find another book word that ends in -tion (restoration on page 11). Write the word restore in column 1 on the board and restoration in column 2. Have students point out how this ending differs from the others. (It adds -ation to the base word.) Grammar/Word Study: Factual describing words Remind students that describing words give us a clearer picture of things or people than a noun alone can do. They tell what kind, how many, or which one. Have students reread the paragraph on page 4 and find adjectives that tell what kind and how many (biggest, 26 million). Point out that these describing words make the facts clear. Assign pairs of students a chapter in the book. Have them find describing words that make the facts clear. Copy the describing words and the nouns or pronouns they describe onto chart paper. Discuss why the describing words are needed. 6 Ellis Island 2011 Benchmark Education Company, LLC

7 Name Date Draw Conclusions What I Know How It Adds Up Immigrants came to America Ellis Island changed over the years People go to the Ellis Island Museum Benchmark Education Company, LLC

8 Name Date Factual Describing Words biggest enormous 26 million eight small 156 million important 5,000 first personal 1. The wave of immigration to America was from 1880 to (Which wave?) 2. Over people moved to America then. (How many people?) 3. They landed on a island in New York Harbor called Ellis Island. (What kind of island?) 4. Ellis Island was the stop for many immigrants to America. (Which stop?) 5. Turning Ellis Island into a museum was a(n) restoration project. (What kind of project?) 6. Restoring the main building took years and cost dollars. (How many years? How many dollars?) 7. The museum tells us about a(n) time in America s history. (What kind of time?) 8. There are over artifacts in the museum. (How many artifacts?) 9. Many people gave their belongings to the museum. (What kind of belongings?) Directions: Have students choose the logical describing word or words from the word bank to complete each sentence. Remind them that they can review the text to check their answers Benchmark Education Company, LLC