level p/38 three immigrant communities: new york city … · three immigrant communities: ......

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

Theme: 19th Century Communities• Deadwood, South Dakota• A Whaling Community• Three Immigrant Communities

Skills & Strategies

Three Immigrant Communities: New York City in 1900Level P/38

Social Studies

Anchor Comprehension Strategies

• Draw conclusions

Comprehension • Makeinferences

• Compareandcontrast

• Usegraphicfeaturestointerpretinformation

Word Study/Vocabulary • Useknowledgeofwordstructuresto

determinewordmeaning

Social Studies Big Idea • Immigrantshelpedformtheeconomic,

cultural,andsocialcharacterofcontemporarysociety.

TeACher’S GuIde

Synthesize Information • Administer Ongoing Comprehension Assessment

• Draw Conclusions

D ay

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A c t i v i t i e s

Using Navigators Chapter Books

Explicit Strategy InstructionUse the complete guide to model, guide, and support students as they apply comprehension and word-study strategies. Use portions of the guide to scaffold reading instruction for students who do not need modeled instruction.

Small-Group DiscussionsIntroduce the book and model strategies. Have the group set a purpose for reading based on the introduction. Students read the book, or parts of the book, independently. Then have them use the Small-Group Discussion Guide as they discuss the book together.

Independent ReadingHave students select titles at their independent reading levels. After reading, have students respond to the text in reader response journals or notebooks.

Core Lesson Planning Guide

Copyright © 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: 978-1-4108-6297-62

Pages 4–6: Model Strategies: Introduction–Chapter 1• Monitor-Reading Strategy: Retell

• Comprehension Strategy: Make Inferences

• Use Knowledge of Word Structures to Determine Word Meaning: Base Words and Suffixes

Page 3: Prepare to Read• Build Content Background

• Introduce the Book

Pages 7–8: Guide Strategies: Chapter 2• Monitor-Reading Strategy: Retell


• Use Knowledge of Word Structures to Determine Word Meaning: Base Words and Suffixes

Pages 9–10: Apply Strategies: Chapter 3–Conclusion• Monitor-Reading Strategy: Retell


• Use Graphic Features to Interpret Information: Time Line

This five-day lesson plan shows one way to use the chapter book for explicit strategy instruction.

Build Content Background • Turn to the glossary on page 23 and read the definition of

the word immigrant. Be sure students understand what an immigrant is.

• Ask: What problems do you think immigrants might face when they first arrive in a new country? Draw a T-chart as shown below. Write the headings Problems and Solutions.

• Ask students what new things immigrants might have to deal with. (not knowing the language, not knowing common customs or traditions, not being able to find their way around, and so on). Record the problems on the chart.

• Point out the other column, Solutions. Encourage students to think of possible solutions to the problems they identified.

• Say: We are going to read a book about immigrant groups in New York City in 1900. As we read, note whether the immigrants had any of the problems we talked about and how they solved their problems.

Introduce the Book • Give students a copy of the book. Have them read the title

and skim through the book.

• Ask: What will this book be about? How do you know? What pictures might help you tell what the book will be about?

• Explain that Three Immigrant Communities is about three different groups of immigrants living in New York City in 1900, the challenges they faced, and the ways they handled those challenges.

• Review the chart made during Build Content Background and ask students to describe problems they noted as they skimmed through the book.

• To introduce key words and text/graphic features found in this book, use the inside front cover of the book.

Informal Assessment Tips

1. Assess students’ ability to answer questions by previewing the book’s contents.

2. Document informal observations in a folder or notebook.

3. Keep the folder or notebook at the small-group reading table for handy reference.

© 2011 Benchmark Education Company, LLC 3

Meeting Individual Needs

For students who struggle with previewing a book’s contents and asking questions about it, point out specific headings, boldfaced words, and pictures. Show how they make you think of questions the text might answer.

Reinforce the meaning of the word immigration. Point to two different countries on a world map or globe. Pretend that you are a person who lives in one country and is planning to move to the other country. Talk about why you are leaving and what you are taking with you. Show the route you might take to get to your new home. Then let volunteers try the activity.

Help students focus on the differenc-es between the present and the past. Show pictures of modern neighbor-hoods, homes, and schools, and have students compare what they see in those pictures to what they see in the pictures in the chapter book.

Discuss what a challenge is. Encourage students to define challenge in their own words. Ask them to describe challenges they have faced and what they did about the challenges.

Prepare to Readnglish anguage earnersE L L

Problems Solutions

Before ReadingMonitor-Reading Strategy: Retell• Use a real-life example of retelling.

Say: I needed to write an essay about New York City in 1900. I read a chapter in a book about New York City. I wrote notes about the main ideas and important details I wanted to include in my essay. When I started writing, my notes helped me remember the main points so I could tell them in my own words. I also made notes about words or facts I needed to find out more about to explain them better.

• Read pages 2–3 aloud while students follow along. Stop when you come to important ideas or words that might be challenging to them. Share your thought process aloud. Have students state the main ideas on the pages. Write these ideas on self-stick notes and place them in the book as students observe. Some ideas they might discover are: Immigrants move from their homes to new countries to find better lives for themselves and their families. Thousands of immigrants moved to New York City in 1900. Immigrants from the same country helped one another adapt to their new country.

• Use the self-stick notes to retell information from pages 2–3.

During Reading Set a Purpose for Reading• Ask students to read pages 4–9 silently to find out about

Jewish immigrants who lived on Hester Street. Have them make notes in their journal or on self-stick notes about the main ideas they find and any questions they have. Explain that the notes they make will help them retell the main ideas of the chapter.

4 © 2011 Benchmark Education Company, LLC

ABOUT THE STRATEGY Retell

What? Readers take notes about the main ideas in their reading and any questions they have about them. These notes help readers retell what they have read.

Why? Retelling helps readers reflect on what they have read. Taking notes helps readers understand and remember the main ideas so they can retell the ideas afterward.

When? Good readers take notes before reading to help set a purpose. They take notes during reading to help them understand and remember main ideas so they can retell them later. They retell the main ideas after reading to help them synthesize what they have read. This strategy may also be used when returning to reading after several days have passed.

How? Good readers look for main ideas as they read. They also stop when they have questions about a word or an idea. They note ideas so they can retell them and questions so they can answer them during and after reading.

Model Strategies: Introduction–Chapter 1

After Reading Discuss the Reading• Say: I found that Chapter 1 describes a community of Jewish

immigrants living in New York City in 1900.

• Call on students to retell what they learned about why the Jewish immigrants came to America and where they settled in New York City. Suggest that students use the notes they wrote while reading the chapter. Then have them ask any questions from their notes about words or ideas they did not understand. Have other students answer the questions. If no one knows the answer, help the class find a reference book with the information.

• Repeat the process. Ask students to retell what they learned about the work the Jewish immigrants did and then about what living on Hester Street was like. Have students ask questions from their notes on each topic.

• Have students turn to page 8 and locate the checkpoint. Explain that visualizing is one way to better understand life as an immigrant in 1900. Have students answer the prompt in their journals. Discuss their responses.

• For text-dependent comprehension practice, ask the questions for the Introduction and Chapter 1 found on the Comprehension Through Deductive Reasoning Card for this chapter book.

Comprehension Strategy: Make Inferences• Say: Writers can’t tell readers everything about a topic. Good read-

ers have to “read between the lines.” They have to take what writ-ers say and go one step further. Readers think about other things they know that are connected to what they read. They make infer-ences and write them in a journal or on self-stick notes. For exam-ple, on page 4 the writer says that most Jewish immigrants settled on the Lower East Side because they had family members or friends there. I wonder why that matters. The writer doesn’t answer this question, but I already know that it is hard to be a new immigrant, so I can infer, or guess, that being with family members or friends who already knew about the new country would be a big help.

• Pass out the graphic organizer “Make Inferences” (blackline master, page 14). You may want to make a chart-sized copy of the graphic organizer or use a transparency.

• Explain that as students read, they will complete the first four rows together. They will complete the last two rows in pairs or independently.


1. Monitor students as they write notes and then use them to retell the text.

2. In a folder or notebook, jot down what you see each student doing.

3. Students should be taking notes as they read. Document students who are and are not using this monitor-reading strategy.



For students who struggle with this activity, model the strategy again and remind them that taking notes will help them understand and remember the text so they can retell it later.

Rapid readers can make notes of facts they would like to look up in other resources later.

Introduction–Chapter 1 (continued)


Comprehension Strategy: Make Inferences (continued)• Have students return to Chapter 1 and follow along as you

read page 5 aloud.

Say: The author says that people on Hester Street bought items from pushcarts. They sat on stoops in front of their buildings. The children played in the streets. I’ll write these facts in the Clues/Facts column of the graphic organizer. What inference can I make from this information? I can infer that the people stayed out of the tenements as much as possible. I’ll write this in the Inference col-umn.

• Read pages 7–8 aloud.

Say: The author says that the immigrants worked long hours six or seven days a week. They lived in tiny, crowded apartments and had to take in boarders to make enough money for food and rent. From this information, I can infer that the workers made very little money at their jobs.

Complete the second row of the graphic organizer, using this information to fill in both columns.

• Tell students that they will make inferences as they read Three Immigrant Communities.

Use Knowledge of Word Structures to Determine Word Meaning: Base Words and Suffixes• List the following suffixes and their meanings on the board:

-er: compares two things -y: having __; made of ___

• Explain that a suffix is added to the end of a base word and changes the meaning of the base word.

Say: Knowing the meaning of a suffix can help you figure out the meaning of an unfamiliar word that has that suffix.

• Have students reread the paragraph on page 3.

Ask: What is the base word of Lower? (low) What part of speech is the word low? (adjective) How does the suffix -er change the word low? (The adjective low becomes the adjective lower, which is used to compare two things that are low.)

• Repeat this procedure to determine the meanings of the words noisy (page 2), cooler (page 5), and dirty (page 7).

Reader Response

Imagine you can talk to a child who lives on Hester Street in 1900. What questions would you ask the child about his or her life? Write possible responses to those questions in your journal and share your thoughts with a group member.

People bought items from pushcarts in the street; sat on front stoops; children played in the streets.

Immigrants stayed out of the tenements as much as possible.

Page Clues/Facts Inference

Workers worked long hours 6–7 days a week; lived in tiny apartments; had to take boarders to help pay for food and rent.

Immigrant workers made very little money at their jobs.

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Before ReadingMonitor-Reading Strategy: Retell• Remind students that they took notes on main ideas and on

questions they had as they read Chapter 1. Point out to them that writing about and retelling what they have read can help them understand and remember the facts.

• Turn to page 10 and read aloud the first paragraph as students follow along.

Say: I read in the Introduction that this book is about three immi-grant communities. This paragraph introduces the second immi-grant community: Chinatown. How does the description of Mott Street remind me of Hester Street? They are both crowded and noisy.

On a self-stick note, write, “Mott Street crowded and noisy like Hester Street.” Place the self-stick note on the page.

• Explain that as students continue to read, they should use self-stick notes to note main ideas and details about the Chinese immigrants living on and around Mott Street. They will be asked to retell the facts they find at the end of the chapter.

During Reading Set a Purpose for Reading • Have students finish reading Chapter 2. Encourage them to

find out more about the immigrants who lived on Mott Street and how they are similar to and different from the immigrants on Hester Street. Tell students to write main ideas and ques-tions on self-stick notes or in their journals as they read.

After Reading Discuss the Reading • Ask students to retell the chapter by sharing some of the

main ideas and details they wrote about the impact of the Chinese Exclusion Act, the jobs of the Chinese immigrants, and what they did for fun.

• Have students share questions they noted as they read. Invite the class to answer the questions by recalling the text or looking up information in a reference book.

• For text-dependent comprehension practice, ask the questions for Chapter 2 found on the Comprehension Through Deductive Reasoning Card for this chapter book.


Observe ELLs as they read the text. If they are not making notes of main ideas and questions, they may not understand the text. Ask them to share some of their notes so you can check their understanding.


For students who struggle with this strategy, model again by retelling part of the text based on self-stick notes. Then have students read one page and note the main ideas they find on it. Ask them to share the main ideas they noted and explain how they identified them.

Rapid readers can make notes on ways in which the Chinese immigrant community was similar to and different from the Jewish immigrant community. Encourage students to compare the living conditions, jobs, and dreams of the two groups of immigrants.

Guide Strategies: Chapter 2

nglish anguage earnersE L L

Chapter 2 (continued)

Reader Response

Imagine you are a Chinese cook who lives on Mott Street in 1900. You are writing a letter to your family in China telling them about your life. What would you say to them? Write a response in your journal and share your thoughts with a group member.


Comprehension Strategy: Make Inferences• Review the “Make Inferences” graphic organizer, and remind

students that when they make inferences, they go beyond what an author says and infer, or guess, additional ideas.

• Have students reread page 11. Say: The author says that Chinese men could not bring their families

with them, but they still came to America to make money and take it back to their families in China. Let’s write this in the Clues/ Facts column. What inference can we make from this information? Chinese men made more money in America than they could in China, or they wouldn’t have left their families. Let’s write this in the Inference column.

• Have students look for clues and facts in the text on page 12 and make inferences based on the clues and facts they find. Provide support for students who are struggling with this strategy.

• Use the graphic organizer on this page for suggested answers. If students make an inference different from that on the graphic organizer, make sure the inference is supported by clues and facts in the text.

Use Knowledge of Word Structures to Determine Word Meaning: Base Words and Suffixes• Add the following suffixes and their definitions to the list on

the board: -est: compares three or more things -ness: state or quality of __

• Have students read the sentence with the word sweetness on page 14 and the sentence with the word latest on page 15.

Ask: Using what you know about the meanings of base words and the suffixes, how would you define each word?

• Make sure students identify the part of speech of the base word and the base word + suffix. (base word—sweet (adjec-tive): sweetness—noun; base word—late (adjective): lat-est—adjective)

• For additional practice, have students complete the blackline master on page 16.

Boldfaced Word Base Word Suffix Definition

happiness happy -ness state of being happy

longest long -est comparing lengths of three or more things

sandy sand -y made of sand

larger large -er comparing sizes of two things

Chinese men could not bring their families with them; still came to America to make money to take back to China.

Chinese men made more money in America than they could in China, or they wouldn’t have left their families.


Chinese men took jobs that other people did not want. Chinese men worked as cooks or in laundries.

Other immigrants and Americans did not want to work as cooks or wash other people’s clothes.

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Apply Strategies: Chapter 3–Conclusion

Before ReadingMonitor-Reading Strategy: Retell• Remind students that they have been writing notes about main

ideas in Three Immigrant Communities so they can retell these ideas. They may also have written notes about questions they had about the text. Point out that these notes can help them understand and remember the facts. Then they can retell the facts they have learned.

• Read page 16 aloud while students follow along. Say: The main idea of this page is that most Italians who lived on

Mulberry Street left Italy because their lives were hard. I will make a note of this main idea. The rest of the paragraph gives supporting details about this idea. Remember, I will use my notes to retell what I have read.

During ReadingSet a Purpose for Reading • Have students read the rest of the book silently. Encourage

them to make notes about main ideas and their own questions as they read. Have them write their questions on self-stick notes or in their journals.

• Have students look for ways in which the Italian immigrants’ lives were similar to and different from the lives of the Jewish and Chinese immigrants.

After ReadingDiscuss Reading• Call on students to retell the facts in the chapter by checking

the main ideas they wrote in their notes. Ask: Why were most Italian immigrants called “birds of passage”?

(They came to America for a little while and then went back home with the money they had made.) What kinds of jobs did Italian men often have? (They sold fruit, shined shoes, worked as barbers, or were laborers.) What did the Italian immigrants do for fun? (They spent time outside. They went to the theater and enjoyed puppet shows.)

• Have students turn to page 16 and read the checkpoint. Explain that stopping to think about what we have read is another good way to understand and remember facts. Have students discuss their answers in small groups.

• For text-dependent comprehension practice, ask the questions for Chapter 3 found on the Comprehension Through Deductive Reasoning Card for this chapter book.

Teaching Tips

After discussing the reading, ask students to write a brief summary of the chapter in their journals. Have them attach the self-stick notes they wrote and title the page “Retell.” Use this page to review retelling throughout the year.

Comprehension Strategy: Make Inferences• Review the graphic organizer students have been completing.

Explain that they will make inferences for Chapter 3 in pairs or independently. Students are to identify clues and facts in the text on pages 18 and 20 and make inferences based on those clues and facts.

• Ask if students have any questions before they begin. Monitor their work and intervene if they are having difficulty. If students make inferences different from those on the graphic organizer, make sure the inferences are supported by clues and facts in the text. Discuss students’ responses together.

• For more practice with making inferences, have students com-plete the blackline master “Make Inferences” on page 15.

Use Graphic Features to Interpret Information:Time Line• Have students look at the immigration time line on page 21.

Explain that a time line provides two important kinds of infor-mation about a topic: what and when.

• Say: You can use a time line to quickly see the order of events. This time line shows important events for Jewish, Chinese, Italian, and other immigrants between the years 1880 and 1950.

• Ask: When was the Chinese Exclusion Act passed? When did it end? How many years was the act in effect? (1882; 1943; 61 years)

What important event happened in 1924? (The Immigration Act set limits on immigration.)

Which immigrant population in New York City was the largest in 1900—Jewish, Chinese, or Italian? (Jewish)

Chapter 3–Conclusion (continued)



1. Watch students as they make inferences. Ask yourself: How have students progressed with this strategy? What problems are they still having?

2. Watch students as they complete the graphic organizer. Ask yourself: Who is still struggling with this strategy? How can I help them?

3. Jot down your thoughts in your folder or notebook. For students who strug-gle with making inferences, review the strategy using the Comprehension Strategy Poster: Make Inferences.

Reader Response

Reread the sidebar feature on page 19. Why do you think people supported the newsies rather than the newspaper companies? Write a response in your journal and share your thoughts with a group member.

Men got jobs through a pad-rone; padrones spoke English; knew where jobs were; knew workers.

Padrones were important and powerful because they had knowledge that the immigrants did not.


Passage

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Clues/Facts

spray of water; voyage; felt sick because of movement; on dock

Possible inference: Elsa was on a ship that crossed an ocean and came into the port of a city.

Possible inference: Pedro and Raul’s dream is to play professional baseball.

Possible inference: People who have certain jobs in their home countries may be not be able to do those same jobs in their new countries.

major leagues; game; hit ball; crack of bat; racing to catch ball

lawyer; India; moved to United States; had to get new job; cab driver

Inference

In good weather, people tried to spend time outside; children played in the streets. Being outside in good weather was like being home in Italy.

People in Italy spent much time outside.ORItalians in America were homesick for Italy.

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Administer Ongoing Comprehension Assessment• Have students take Ongoing Assessment #23 on pages 76–77 in

the Comprehension Strategy Assessment Handbook (Grade 3).

Draw Conclusions• Have students return to the problems-and-solution chart they

began in Build Content Background. Encourage them to add more problems and/or solutions that they read about in the text or that have occurred to them since they began the lesson. Remind students that not all the problems will have solutions.

• Have students work in pairs or independently to answer questions about the text using both the chart and the chapter book. They can use both their chart and the book.

What did the locations of the three communities have in common? (They were all in New York City.)

How were jobs in the three immigrant communities different? (Most Jewish immigrants made clothing. Chinese immigrants usually washed other people’s clothes or worked as cooks. Italian immigrants often worked as laborers.)

How were the homes of the three immigrant groups alike? (They all lived in crowded, cramped conditions.)

Did the three immigrant groups face the same problems? Why or why not? (All three groups worked in difficult jobs for little pay and had miserable working and living conditions. In addition, Chinese immigrants were affected by a law that did not affect the other groups.)

• Ask: What can we conclude about the three immigrant communities? (Possible answer: They were similar in many ways. They faced many of the same challenges.)



1. Score assessments and determine if more instruction is needed for this strategy.

2. Keep group assessments in a small-group reading folder.

3. Look closely at students’ responses. Ask yourself: Why might this student have answered the question in this manner? For in-depth analysis, dis-cuss responses with individual stu-dents.

4. If needed, reteach this strategy and administer Ongoing Assessment #24 on pages 78–79 in the Comprehension Strategy Assessment Handbook (Grade 3).

5. Use ongoing assessments to document growth over time, for parent/teacher conferences, or for your own records.

Scaffold the activity by asking one question at a time and working with students to find the answer in the text. Model finding the answer to the first question for each community and then comparing the answers. Continue in the same way with the other questions, encouraging students to provide as much of the information as possible.

Synthesize Information

nglish anguage earnersE L L

Write a Personal Response Invite students to respond to the book in a way that is mean-

ingful to them. The prompts below provide a variety of alter-natives.

• Think about the communities in this book. How do they remind you of other communities you know about? (text-to-world)

• What challenges have you faced? Do you think your challenges are as difficult as the ones these immigrants had? Why or why not? (text-to-self)

• Were you confused when you read any parts of this book? If so, what did you do? (self-monitor)

• What did you think about as you read about the daily lives of the people in these three communities? (make connections)

• How did you feel as you read about the discrimination that some immigrants faced? Why did you feel that way? (personal response)

• Would you recommend this book to friends to read? Why or why not? (evaluate)

• What main ideas about immigrant communities do you think the author wants you to remember? (synthesize information)

Write to a Text PromptUse the prompt below as a timed writing activity. Students have a maximum of one hour to draft, revise, and edit a response. Use the rubric provided in the sidebar to score students’ writing.

Write to a Picture PromptUse the following picture prompt to develop students’ visual writing abilities.

Reading/Writing Connections

Teaching Tips

Transfer personal response prompts to a piece of large chart paper and hang it in the room. Students can refer to the list throughout the year.

The prompt is well developed. There is strong evidence of focus, organization, voice, and correct conventions.

The prompt is developed. There is adequate evidence of focus, organization, voice, and correct conventions.

The prompt is somewhat devel-oped. There is minimal evidence of focus, organization, voice, and correct conventions.

The prompt is weakly developed. There is little evidence of focus, organization, voice, and correct conventions.

Scoring Rubric

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Of the many challenges that immigrants had to deal with, which do you think was most difficult for them? Use information from the book to support your answer.

Look at the picture on page 16. Describe this scene so that a reader can imagine how it looks, sounds, smells, and feels. Write a response in your journal and share your thoughts with a group member. Use details from the picture to support your answer.


© 2011 Benchmark Education Company, LLC

Name _________________________________________________________________ Date ___________

Directions: Use this sheet to talk about the book.

Word Study: Write words you did not know. Discuss the meanings with your group. Use the text to clarify the meanings.

Questions:Write two or three questions you had while reading this book. Discuss the questions and answers.

Make Connections:Write three connections you made with the text. Discuss them with your group.

Adapted from Literature Circles: Voice and Choice in the Student-Centered Classroom, Harvey Daniels (Portland, ME: Stenhouse Publishers, 1994).

Rules for a Good Discussion:1. Be prepared.

2. Pay attention to the person who is talking and do not interrupt him or her.

3. Think about what others are saying so you can respond.

4. Use inside voices.

5. Let everyone in the group have a turn to speak.

6. Be respectful of everyone’s ideas.

Adapted from Guiding Readers and Writers (Grades 3–6): Teaching Comprehension, Genre, and Content Literacy, Irene C. Fountas and Gay Su Pinnell (Portsmouth, NH: Heinemann Publishing Co., 2001).

Ways to Make ConnectionsText-to-Self: This reminds me of a time when I . . .

Text-to-World: What’s going on in this book is like what’s happening right now in . . .

Text-to-Text: This book reminds me of another book I read called . . . . It was about . . .

Small-Group Discussion Guide


Name _________________________________________ Date ___________________

Make Inferences

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Clues/Facts Inference


Name _________________________________________ Date ___________________

Make InferencesDirections: Make an inference based on the clues and facts in each passage. Complete the graphic organizer using information from the passages.

1. Elsa felt the spray of water on her face. Early in the voyage, she had felt sick. But then she had become used to the movement. She felt even better now that she could see the city. Her cousins would be waiting for her on the dock.

2. Pedro and Raul live in the Dominican Republic. They dream of playing their favorite game in the major leagues in the United States. As Raul hits the ball, he hears the crack of the bat and then sees Pedro racing to catch the ball.

3. Mr. Sharma was a lawyer in India. He moved to the United States with his family five years ago. In the United States, Mr. Sharma had to find a new job. He is a cab driver in New York City.

Passage

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Clues/Facts Inference

Name _________________________________________ Date __________________


Use Knowledge of Word Structures to Determine Word Meaning:

Base Words and SuffixesDirections: Read the passage. Complete the exercise at the bottom of the page.

Ellis Island

From 1892 to 1954, the first stop for more than twelve

million immigrants to the United States was Ellis Island. It

is a small island in New York City’s harbor. Imagine the fear

and happiness of those people. Many had just finished the

longest journey of their lives. However, for many years, the

small sandy island was known more for oysters than for

immigrants. As immigration increased, the island had to be

made larger. The dirt that had been dug up to make the

New York City subways was added to the island.

Directions: In the first column of the chart, write the boldfaced words from the passage. In the second column, write the word’s base word. In the third column, write the word’s suffix. In the fourth column, write the word’s definition. Use a dictionary if needed.

Boldfaced Word Base Word Suffix Definition

level p/38 three immigrant communities: new york city … · three immigrant communities: ......

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