Alignment to the Common Core State Standards
Our Nonfiction Reading Instruction Guide on Ellis Island aligns with the Common Core State Standards (CCSS) in multiple ways.
First of all, this instruction guide spans across the disciplines of English Language Arts and Social Studies. Through the range of literacy and informational texts, including primary sources, content is integrated throughout these subjects in order to develop a deeper understanding of Ellis Island and immigrants' experiences. By integrating Social Studies and English Language Arts curriculum, students can make connections across the content, blending everything together. Students are also building knowledge about the topic of immigration and Ellis Island from the main nonfiction text and other texts which is reflective of Shift 2 in the CCSS. Throughout the writing examples students are using the nonfiction text and other texts that they have explored in order to support and strengthen their writing. This connects with Shift 5 in the CCSS because they rely on writing that is supported by textual evidence from sources in order to inform or make a point in the writing.
Furthermore, a large portion of the CCSS relies on students reading informational (nonfiction) texts. It is in this study guide that a nonfiction text serves as a primary text in the unit. The lessons, reader responses, and writing activities all support students' explorations of this nonfiction text. Not only is reading information texts important, but students should be reading a balance of informational and literary texts. By incorporating 10 other texts and primary sources that can be included within this unit of study we are further giving students the opportunity to interact and engage with a wide variety of both literary and informational texts. As previously mentioned, allowing students to interact and investigate a wide variety of texts students are building knowledge about the world in particular knowledge about Ellis Island and immigration in general through their own exploration rather than the teacher or activities.
This instructional guide explicitly supports the following New York State Common Core Standards in English Language Arts and Social Studies:
New York State Common Core English Language Arts - Reading: Informational Text Standards
4th Grade
RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
RI.4.4 Determine the meaning of general academic and domain- specific words or phrases in a text relevant to a grade 4 topic or subject area.
RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and information provided
RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
New York State Common Core English Language Arts - Writing Standards
4th Grade
W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
New York State Common Core Social Studies Framework Standards
4th Grade
4.7 IMMIGRATION AND MIGRATION FROM THE EARLY 1800S TO THE PRESENT: Many people have immigrated and migrated to New York State contributing to its cultural growth and development.
4.7a Immigrants came to New York State for a variety of reasons. Many immigrants arriving in New York City were greeted by thesight of the Statue of Liberty and were processed through Ellis Island.
First of all, this instruction guide spans across the disciplines of English Language Arts and Social Studies. Through the range of literacy and informational texts, including primary sources, content is integrated throughout these subjects in order to develop a deeper understanding of Ellis Island and immigrants' experiences. By integrating Social Studies and English Language Arts curriculum, students can make connections across the content, blending everything together. Students are also building knowledge about the topic of immigration and Ellis Island from the main nonfiction text and other texts which is reflective of Shift 2 in the CCSS. Throughout the writing examples students are using the nonfiction text and other texts that they have explored in order to support and strengthen their writing. This connects with Shift 5 in the CCSS because they rely on writing that is supported by textual evidence from sources in order to inform or make a point in the writing.
Furthermore, a large portion of the CCSS relies on students reading informational (nonfiction) texts. It is in this study guide that a nonfiction text serves as a primary text in the unit. The lessons, reader responses, and writing activities all support students' explorations of this nonfiction text. Not only is reading information texts important, but students should be reading a balance of informational and literary texts. By incorporating 10 other texts and primary sources that can be included within this unit of study we are further giving students the opportunity to interact and engage with a wide variety of both literary and informational texts. As previously mentioned, allowing students to interact and investigate a wide variety of texts students are building knowledge about the world in particular knowledge about Ellis Island and immigration in general through their own exploration rather than the teacher or activities.
This instructional guide explicitly supports the following New York State Common Core Standards in English Language Arts and Social Studies:
New York State Common Core English Language Arts - Reading: Informational Text Standards
4th Grade
RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
RI.4.4 Determine the meaning of general academic and domain- specific words or phrases in a text relevant to a grade 4 topic or subject area.
RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and information provided
RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
New York State Common Core English Language Arts - Writing Standards
4th Grade
W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
New York State Common Core Social Studies Framework Standards
4th Grade
4.7 IMMIGRATION AND MIGRATION FROM THE EARLY 1800S TO THE PRESENT: Many people have immigrated and migrated to New York State contributing to its cultural growth and development.
4.7a Immigrants came to New York State for a variety of reasons. Many immigrants arriving in New York City were greeted by thesight of the Statue of Liberty and were processed through Ellis Island.
- Students will trace the arrival of various immigrant groups to New York State in the mid-1800s, 1890s, 1920s, mid-1900s, 1990s, and today, examining why they came and where they settled, noting the role of the Irish potato famine.
- Students will explore the experiences of immigrants being processed at Ellis Island and what challenges immigrants faced.