Teacher’s Test Guide Reannah Sartoris Azusa Pacific...

Teacher’s Test Guide: Reannah Sartoris 1

Teacher’s Test Guide

Reannah Sartoris

Azusa Pacific University

TESL 570

April 2015


Teacher’s Test Guide: “Helping the Environment”

Students and Curriculum

The following assessment was designed as a midterm for a middle school English

language course in the United States. The test is geared toward students in grades 6-8 who are

currently speaking at a level three, which is equivalent to an intermediate/early advanced

language level, according to the California English Language Development Test (CELDT). The

course this test was designed for includes 6th – 8th grade students from a variety of countries and

cultural contexts, who speak languages including Spanish, Vietnamese, and Tagalog. These

students’ interests vary from soccer, to drama and art and many of them have been in the US for

several years.

Students in this course meet four days a week for one hour; the goal of this class and its

students is to increase their language level to a level 4 so they can transfer into an academic

English course by high school. This class covers a wide variety of topics to helps students

develop their academic vocabulary across the curriculum. Additionally, this course is part of our

English Language Development (ELD) program, therefore its goals must also align with the

ELD Common Core state standards and our public school curriculum.

Description of Test

While this test could be adapted for any age level, it was created as a final assessment for

a unit on helping the environment and the images and questions included were meant to appeal to

11-14 year old students. The topic of helping the environment is relevant because our school

recently began a recycling program and we also have nature trails and a creek behind our school

where science classes often do experiments and test the water quality.


The objectives of this test cover grammar, reading, and writing. The midterm of the class

also acts as the end of the second quarter exam. The first two quarters of school are equivalent to

one semester, and students read a variety of short stories and informational texts that cover both

conversational and academic grammar, writing, and reading.

Section 1- Grammar:

The grammar section of the test focuses on prepositions and conjunctions and includes

two parts: multiple choice and simple completion. The multiple choice section gives students

various sentences missing the preposition. Students must choose from a list of five prepositions

to complete the sentence accurately. The simple completion section of the test gives students five

sentences that are missing the conjunction. Students are given a word bank of six words (one

word will not be used) to help them complete the sentences with the appropriate conjunction.

The grammar section of the test aims to meet the following objectives:

SWBAT:

Identify and select correct prepositions in context.

Identify and select correct conjunctions in a sentence.

Use prior knowledge and previous lessons on “Helping the Environment,” apply that

knowledge and integrate it with lessons taught to be able to identify key grammar

skills in context.

Section 2 – Writing:

The writing section of the test has three parts: picture description, cloze reading, and a

written response. Part A is a picture description that asks students to look at a picture of a girl

throwing away recyclable material in a regular (non-recyclable) trash can. Students need to write

two or three sentences accurately describing what they see in the picture. Part B of this section

uses a cloze reading. Students need to reread an article about recycling and fill in the blanks

using the appropriate key words (provided for them in a word bank). Part C of this section asks


students to write a formal letter (directed response) to the local Waste Management Company

about the importance of recycling and the need for a recycling program in their neighborhood.

All three sections will require students to use proper spelling and grammar, to stay focused on

the main idea, and address the topic appropriately.

The writing section of the test aims to meet the following objectives:

SWBAT:

Write a sentence showing correct spelling of common words.

Write a sentence showing correct grammar learned.

Identify academic vocabulary within a familiar written context.

Write an argumentative letter to the editor persuading him or her to start a recycling

program in your neighborhood. The letter addresses the topic appropriately, has a

main idea/purpose, and uses appropriate spelling, grammar, and academic

vocabulary.

Section 3 – Reading:

The reading section of this test has three parts. In part A, students participate in a picture

matching response. Students are asked to look carefully at the given picture, read the four

sentences, and then select one of the sentences that accurately describes what is happening in the

picture. Part B is a completion task where students are asked to carefully read a flyer related to

recycling and complete sentences related to facts from the flyer. Part C is a multiple choice

section that asks students to first read a letter to the editor of a college newspaper and have

students answer multiple choice questions. The questions will show if students understand the

main purpose of the letter, vocabulary in context, and fact vs. opinion.

The reading section of the test aims to meet the following objectives:

Draw inferences from informational texts and media, such as images and flyers.

Identify the main purpose and key ideas of informational text.

Read newspaper articles, letters to the editor, and advertisements that include 5 tips

for students to help the environment (Includes the “3 R's”), tips for recycling, the


benefits of recycling, and be able to determine fact vs. opinion, make inferences and

draw conclusions based on the information presented in these artifacts.

Instructions for Administering the Test

Materials Needed: Pencils/erasers, a copy of the test for each student, students, desks/chairs,

and extra lined paper on hand for the writing section, as needed.

Timing: This test is designed for a one hour class period, though it can be divided into two class

periods, if necessary. If divided into two class periods, it is recommended to administer the

grammar and reading portions on day one and the writing portion on day two. (*Note: The

writing section is part two in this assessment because that was part of the directions for the

assessments course, however, for regular classroom use it is recommended to make the writing

section the final part of the test since that is what usually takes students the most time.

Additionally, if it needed to be administered on a separate day, it would naturally be labeled ‘Part

3’ of the test and students would not be confused by appearing to take the test out of order.)

Timing for One Day of Testing Timing for Two Days of Testing

Directions/Passing

out the test

10 minutes Directions/Passing

out the test

5-10 minutes (each day)

Grammar 10 minutes Day 1: Grammar 15 minutes

Writing 25 minutes Day 1: Reading 20 minutes

Reading 15 minutes Day 2: Writing 40 minutes

Reminders for test administration:

Make sure to have enough copies of the test, one for each student.

Ensure each student has the proper supplies.

Spread apart desks and or students for test security.

Directions and Explanation:

General introductory directions:


Make sure the classroom is set up with tables or desks far enough apart to ensure test

security.

Make sure you have enough copies of the test and any extra supplies (pencils/erasers) that

students may need.

Greet students happily as they walk into the room and spread them out accordingly

around the room. If there is no room to spread them out, consider creating barriers

between students using folders or books. Encourage students to cover answers as they

complete them.

Have students take everything off their desk except pencils and erasers.

Remind students that the school has a strict cheating policy. “Cheating or the appearance

of cheating is unacceptable. For example, I cannot tell if you are ‘asking for a pencil’ or

‘asking for an answer.’ Therefore, there is no talking whatsoever during the test. Talking

during the test will result in a zero and you will not be allowed to finish the test section

you are on.”

Explain that they will be taking a test on “Helping the Environment.” The test has three

parts. They will have the entire class period to complete the test. (Or if they are taking it

over two days, let them know they will be taking two parts today, the grammar and

reading sections, and the writing section tomorrow.)

Remind them to read each question carefully. If they have any extra time, they should

reread their test and double check their answers.

Once they are sure they are done with the test, they should give it to the teacher. They

may read a chapter book quietly while they wait for other students to finish.


We will now read through the test together. Please wait until the end of each section to

ask any questions.

Grammar Section Directions:

Questions 1-5 are multiple choice and are related to recycling and helping the

environment. Circe the BEST answer; there is only one correct answer per question.

For questions 6-10, use the words in the box to complete the sentences below. Each

word will only be used once; you will not use all the words.

What questions do you have on the grammar section? (Wait 10-15 seconds; answer

any questions. If no questions, move on to the directions of the next section.)

Writing Section Directions:

Look at the picture of the girl very carefully. On the lines below the picture, write 2-3

sentences explaining what the girl is doing wrong. Think about our unit on helping the

environment and recycling.

What questions do you have on the picture description section? (Wait 10-15 seconds;

answer any questions. If no questions, move on to the directions of the next section.)

For the cloze reading section, read the paragraph carefully. Use the words in the box to

complete the sentence. We did the first sentence for you. (Read the first sentence out

loud. Show them how the word “energy” is crossed off in the box above and it cannot be

used again.)

What questions do you have on the cloze reading section? (Wait 10-15 seconds; answer

any questions. If no questions, move on to the directions of the next section.)

For the directed response section, read the directions slowly and carefully out loud.

Remind students that spelling and grammar count. Have them circle the word “purpose”


with their pencil and circle the words “three reasons” from the directions to help them

remember these rules as they write.

Explain that there are plenty of lines on the paper below for them to write their response,

but if they need more room, they should use the back of the paper. (If you printed the test

double-sided, that is okay. Offer extra lined paper to attach to the test, if needed.)

Point their attention to the rubric; make sure they understand what an ‘A’ letter should

include so they can do their best.

Ask: What questions do you have on the letter writing section? (Wait 10-15 seconds;


Reading section directions:

Part A of this section is picture matching. Remind students to look at the picture carefully

and circle the statement on the right (#18) that BEST matches what is happening in the

picture.

Ask: What questions do you have on the picture matching section? (Wait 10-15 seconds;


Part B is sentence completion. Read the flyer very carefully. Use the information from

the flyer to complete sentences 19-21 with the appropriate information from the flyer.

Ask: What questions do you have on the sentence completion section? (Wait 10-15

seconds; answer any questions. If no questions, move on to the directions of the next

section.)

Part C is multiple choice. Read the letter to the editor below, then answer the multiple

choice questions that follow. Circle the best answer for each question. You may not


understand every vocabulary word in the letter, but that is okay! You should be able to

understand enough of the letter to help you answer the questions below.

Ask: What questions do you have on the multiple choice section? (Wait 10-15 seconds;


Tell students – they may begin! Eyes on their own paper and do their best!

Give a time frame warning with 30 minutes left, 15, and then 5 minutes left. At 2 minutes

left, start collecting the tests.

Scoring Guidelines:

There are a total of 52 points possible on the test. The final percent score is determined

by adding up the total points earned and dividing by 52. The grammar and reading sections and

part B of the writing section are graded objectively. Parts A and C of the writing section are

graded subjectively. Parts A and C of the writing section ask students to use academic

vocabulary learned and reading knowledge to completely answer the questions. Responses

should also use proper spelling and grammar rules. The answer keys and rubrics for each section

are provided below.

Grammar section (10 points):

Part A: 5 questions (1 point each)

Part B: 5 questions (1 point each)

Writing section (30 points):

Part A: 1 response (4 points)

Part B: 5 cloze reading sentence completions (2 points each)

Part C: 1 written letter response (16 points)

Reading section 12 points total:

Part A: 1 question (2 points)

Part B: 3 questions (2 points each)

Part C: 4 questions (1 point each)

Grammar _____ + Writing _____ + Reading _____ = Overall Score _____ (52 points possible)


Divide the overall score by 52 to calculate the percent.

Answer Keys:

Grammar Test

Part A (Multiple Choice)

1. B

2. D

3. D

4. A

5. E

Part B (Simple Completion)

6. Or

7. Near

8. But

9. Because

10. At

Writing Test

Part A (Picture Description)

11. (Sample ‘4’ response – see rubric below) In this picture, the young girl is throwing items

in the trash. While throwing away trash is a good thing, this girl is throwing away items

that should be recycled. This girl should take the bottles and cans and place them in a

recycle bin.

RUBRIC for Writing Part A 4: Effectively answers the prompt with 2-3 detailed sentences explaining what is shown in the picture and

one thing the girl in the photo is doing wrong. Has little to no spelling/grammar errors.

3: Answers the question with 2 sentences. Explains what the girl is doing, and what she is doing wrong in

simple sentences with minimal detail. Has a few spelling/grammar errors.

2: Does not completely answer the prompt. May only answer one part of the prompt or use one sentence to

describe the picture. Has a few spelling/grammar errors.

1: Does not answer the prompt, or answers the prompt with many spelling/grammar errors and incomplete

ideas. SCORE: _________/4

Part B (Cloze Reading)

12. Resources

13. Landfills

14. Recycle

15. Pollution

16. Products


Part C (Directed Response)

17. Sample ‘4’ response below:

To Whom It May Concern:

I am writing to you because I would like a recycling program started in my neighborhood. There

are many families in my neighborhood. I see many bags of trash being thrown away every day. These bags

of trash go into the dump and fill up our landfills with lots of waste. Many stuff in the trash bags are paper,

plastic, and cans – all things that can be recycled and reused. One reason it is important to recycle is

because it will reduce the amount of waste in our landfills. Another reason recycling is important is because

it helps save money when we reuse items. A third reason recycling is important is because it helps protect

the environment by using less resources. Many neighborhoods have started recycling programs and they

work really well and I ask you to help protect our environment and start a recycling program in our

neighborhood today!

Sincerely,

Valia Ramirez

RUBRIC for Writing Part C Score 4 Score 3 Score 2 Score 0-1

Audience and

Purpose

Effectively engages

the reader’s interest

and states a clear

purpose; addresses

the topic

appropriately.

Engages the

reader’s interest and

states a purpose;

addresses the topic.

Attempts to engage


and state a purpose;

somewhat addresses

the topic.

Fails to engage the

reader’s interest or

state a clear

purpose; loosely

addresses the topic

or does not address

the topic at all.

Organization

Letter is organized

and structured.

Letter presents

effective

organization with a

few inconsistencies.

Presents an

inconsistent

organizational

structure.

Shows no

organizational

structure.

Content

Thoroughly

develops the topic

with supporting

details; includes

three clear reasons

why recycling is

important, using

precise wording;

concludes with a

detailed final

statement linked to

the purpose.

Adequately

develops the topic

with supporting

details; includes

three reasons why

recycling is

important; includes

a final statement.

Partially develops

the topic with some

details. Only gives

one or two reasons

why recycling is

important; final

statement is vague.

Does not

completely develop

the topic and only

gives one or two, or

no, reason why

recycling is

important; does not

conclude the letter

appropriately.

Language Use

Varies sentence

structure, uses

appropriate

vocabulary, and

includes no

mechanical errors.

Varies sentence

structure and

vocabulary;

includes a few

mechanical errors.

Uses repetitive

sentence structure

and vocabulary;

includes some

mechanical errors.

Does not use proper

sentence structure;

includes several

mechanical errors.

RUBRIC SCORE FOR WRITING (Part C): _____________/16


Reading Test

Part A (Picture Matching)

18. D

Part B (Completion)

19. Possible answers: you can print marketing posters, business cards, you can get people in

your neighborhood to collect recyclables for you, it brings people together to give away

their recyclables and collect them.

20. Collector

21. For people to give away their recyclables

Part C (Multiple Choice)

22. A

23. D

24. B

25. A

Score Interpretation

The scores on this assessment will help teachers gauge the proficiency of students in their

understanding of prepositions and conjunctions as well as their ability to understand and infer

details from informational text and images. Additionally, the teacher will be able to assess each

student’s writing progress in the areas of spelling, grammar, sentence structure, and the ability to

incorporate academic vocabulary into an argumentative and persuasive piece of writing. The

breakdown of scores below is a general guideline to help teachers determine each student’s

strengths and weaknesses in specific content areas.

90-100% Shows mastery of concepts and learning of outcomes

80-89% Shows proficiency of concepts and learning outcomes

70-79% Shows a basic proficiency of concepts and learning outcomes

60-69% Shows a below basic proficiency of concepts and learning outcomes

59% and below Shows a far below basic proficiency of concepts and learning outcomes;

possible opportunity to do a test review to relearn outcomes and target learning needs.

While a total test score shows overall proficiency on all concepts, it is important for teachers to

analyze the scoring results from each section of the test separately as well. For example, a


student could earn a ‘B’ on the test overall, but have an ‘A’ in one section and a ‘C’ in another

section. Analyzing the test by section can also help determine the strengths of the class as well as

areas students may be having difficulties.

Remember that tests only provide one measure of a student’s ability. Ask yourself if the

test reinforces the students’ performance on other assignments leading up to the test or if it is

much higher or lower. Why might this be? Be sure to analyze the validity and the reliability of

the assessment. Is it a valid assessment of what the student knows? Were there any questions that

every student answered correctly – or incorrectly? Why might this be? Additionally, were there

any extraneous factors that could have affected the reliability of the test? The results of these

tests should be used to create and enhance future lessons as well as identify concepts that need

re-teaching. It is also important to use the results of this test to determine if another assessment

(perhaps an alternative assessment or project based learning assignment) would be an appropriate

method to help accurately measure each student’s performance on these outcomes.


Appendix A

Name: ______________________

Date: ___________ Period: _____

Grammar Test: Helping the Environment - Part 1

The following grammar questions all relate to our unit on “Helping the Environment.”

A. Multiple Choice

Directions: Read each question carefully and circle the best answer.

1. Our Peer Helpers pick up the recycling _______ Fridays.

a. at

b. on

c. by

d. to

e. in

2. It is important that trash does not make its way _________ the ocean.

a. from

b. with

c. until

d. into

e. since

3. The three ‘R’s’ of helping the environment are Recycle, Reduce ________ Reuse.

a. but

b. by

c. with

d. and

e. or

4. Trevor earns money by recycling cans. In this sentence, Trevor is a:

a. Noun

b. Verb

c. Adverb

d. Adjective

e. Preposition

5. Sean has a reusable water bottle in order to reduce waste. In this sentence, in is a:

a. Noun

b. Verb

c. Adverb

d. Adjective

e. Preposition


B. Simple Completion: Prepositions and Conjunctions

Directions: Use the words in the box to complete sentences 6-10 below. Write your answer on

the line. Careful! Each word can only be used once and some words won’t be used at all!

because or but and near at

6. To help the environment, you can either adopt a park ______ a beach and keep it clean.

7. Trevor helped organize a beach cleanup at the beach ______ his house.

8. Sean wanted to go to the beach clean-up, _______ he had soccer practice.

9. ___________ Sean liked helping the environment, he decided to organize a beach clean-

up of his own.

10. Sean and Trevor organized a recycling program ____ lunch at their school.


Name: ___________________

Date: _________ Period: ____

Helping the Environment: Part 2

A. Picture Description: Write a 2-3 sentence detailed description of the picture below. Be

sure to describe what you see in the picture, including one thing the girl in the photo is

doing wrong that relates to recycling. (4 points – rubric below) 4: Effectively answers the prompt with 2-3 detailed sentences explaining what is shown in the picture and

one thing the girl in the photo is doing wrong. Has little to no spelling/grammar errors.

3: Answers the question with 2 sentences. Explains what the girl is doing, and what she is doing wrong in

simple sentences with minimal detail. Has a few spelling/grammar errors.

2: Does not completely answer the prompt. May only answer one part of the prompt or use one sentence to

describe the picture. Has a few spelling/grammar errors.

1: Does not answer the prompt, or answers the prompt with many spelling/grammar errors and incomplete

ideas. SCORE: _________/4

[Image Source: http://www.slate.com/articles/life/family/2009/04/recycle_or_die.html]

26. Write your description here: ________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

_______________________________________________________________________.


B. Cloze Reading

Below is a small section of a news article that we read in class. The topic is about the

benefits of recycling. Fill in the blanks of the missing words using the vocabulary words

from the word bank below. The first one has been done for you. (2 points each)

recycle products energy landfills resources pollution Earth

Recycling or making new things from recycled ones takes a lot less money, much less energy, and

saves a lot of the Earth’s natural 12. __________, thereby helping the environment. Recycling also

saves space in 13. ___________. Instead of your garbage being thrown away and taking up space

and possibly damaging the environment it’s better to 14. __________it. The energy saved by

recycling also results in less 15. _________ and we all know how bad pollution is to our

environment. When you make new 16. _____________from old ones, but still have useful

materials, think about the natural resources that are saved because of the material from old products

that would otherwise have been thrown away.

[Article Source: http://www.benefits-of-recycling.com/recyclingforkids/]

http://www.benefits-of-recycling.com/helptheenvironmentbyrecycling/

http://www.benefits-of-recycling.com/recyclingforkids/


C. Directed Response:

Write a formal letter to the Department of Waste Management (the company that picks

up your trash every week.)

Purpose: You are requesting that they start a recycling program in your neighborhood.

Content: Include at least three reasons why recycling is important in your letter. Use the

letter format below.

(16 points – see the rubric below for scoring criteria)

Department of Waste Management

175 Antonio Parkway

Mission Viejo, CA 92692

To Whom It May Concern:

17.__________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Sincerely,

______________________________

(Your name)


RUBRIC (Part C):

Score 4 Score 3 Score 2 Score 0-1

Audience and

Purpose

Effectively engages


and states a clear

purpose; addresses

the topic

appropriately.

Engages the

reader’s interest and

states a purpose;

addresses the topic.

Attempts to engage


and state a purpose;

somewhat addresses

the topic.

Fails to engage the

reader’s interest or

state a clear

purpose; loosely

addresses the topic

or does not address

the topic at all.

Organization

Letter is organized

and structured.

Letter presents

effective

organization with a

few inconsistencies.

Presents an

inconsistent

organizational

structure.

Shows no

organizational

structure.

Content

Thoroughly

develops the topic

with supporting

details; includes

three clear reasons

why recycling is

important, using

precise wording;

concludes with a

detailed final

statement linked to

the purpose.

Adequately

develops the topic

with supporting

details; includes

three reasons why

recycling is

important; includes

a final statement.

Partially develops

the topic with some

details. Only gives

one or two reasons

why recycling is

important; final

statement is vague.

Does not

completely develop

the topic and only

gives one or two, or

no, reason why

recycling is

important; does not

conclude the letter

appropriately.

Language Use

Varies sentence

structure, uses

appropriate

vocabulary, and

includes no

mechanical errors.

Varies sentence

structure and

vocabulary;

includes a few

mechanical errors.

Uses repetitive

sentence structure

and vocabulary;

includes some

mechanical errors.

Does not use proper

sentence structure;

includes several

mechanical errors.

RUBRIC SCORE FOR WRITING (Part C): _____________/16


Name: ___________________

Date: _________ Period: ____

Helping the Environment: Part 3

Part A: Picture Matching - Circle the letter of the correct sentence. (2 pts)

Turn the Page.

18.

A. The students are preparing to

go on a field trip.

B. A student is showing what a

trash can looks like.

C. The students are being given

a Science lesson on how to

save the rain forest.

D. The students are at an

assembly where they are

learning about recycling.


Part B: Completion – Carefully read the flyer below, then fill in the blank with the words that

best complete the sentences related to the flyer on the next page. (#’s 19-21). 2 points each

[Image Source: ecycler.org]


Questions 19-21 are asking you about the ecycler.com flyer on the previous page.

One more page.

19.

One of the benefits of using the ecycler.com

website as a collector is: ________________.

21.

Two purposes of the ecycler.com website is for

people to ________________________ and

for other people interested in collecting the

items.

20.

One way to make money from this program is

to become a _________________ and help set

up your own recycling program in your

neighborhood.


Part C: Multiple Choice – Below is a letter to the editor of a college campus (WMU)

newspaper. Read the letter to the editor below, then answer the multiple choice questions that

follow. Circle the best answer for each question. 1 point each

Vocabulary you may need to know:

Dormitory: A house or rooms where college students live. Campus: The land and buildings that make up the college Dumpsters: Big trash cans Inconvenience: Trouble or something that is difficult Hassle: To bother or annoy Sustainability: something that can support or keep up for a long time.

Dear Editor,

Saving the planet can be a lot easier than it seems. Instead of throwing a plastic bottle or a piece

of paper on the ground, or even in the garbage can, think twice and toss it in a recycling bin.

This would be much easier if Western’s Campus had recycling bins outside of dormitory halls.

Yes, I’m well aware that we have many spots to recycle cans and bottles when walking along the

sidewalk and outside of class halls, but the only thing sitting outside of dormitory halls are

dumpsters. Most students won’t go out of their way to recycle.

I’m an avid recycler at home. My family and I recycle everything we can, but here it is more of

an inconvenience and students don’t want to deal with that. Over 75% of waste is recyclable, but

we only recycle about 30% of it, according to dosomething.org. It is also said that in 2009,

Americans produced enough trash to circle the earth 24 times. That’s an incredible amount.

It’s actually disgusting knowing more than half of that can be recycled, reused or put to better

use. I took a survey on my floor and found that 100% of people said they would recycle if there

were more bins available. It’s just a hassle to find a bin located in a distant location to throw

away our bottles and boxes. My roommate and I have accumulated a box full of empty water and

Gatorade bottles. It has well over 50 bottles but we don’t know what to do with them!

WMU is committed to sustainability, adding recycling bins will ensure that this is effective. It

will help better the environment and better Western students and faculty. It doesn’t take much to

make a difference. If we come together as a school, we can help make the world a better place to

live in.

-Lynde Oddo,

WMU Freshman

[Letter Source: http://www.westernherald.com/opinion/article_3b007d8e-33e7-5c95-9116-f0a960c0c772.html]

http://dosomething.org/


Questions on the letter to the editor (previous page):

22. The main purpose of this letter is to:

A. Convince the university to add recycle bins outside of dormitory halls.

B. Remove recycle bins out of dormitory halls.

C. To show how easy it is to recycle, because her family recycles.

D. To start a recycling program at her university.

23. I’m an avid recycler at home. My family and I recycle everything we can. In this passage, the

word avid means:

A. Busy

B. Intelligent

C. Uncaring

D. Enthusiastic

24. My roommate and I have accumulated a box full of empty water and Gatorade bottles. It has

well over 50 bottles but we don’t know what to do with them! In this passage, the word accumulated

means: (*Note: You may need to read more of the article to find out what the word means!)

A. Removed

B. Piled up

C. lost

D. Put away

25. Which of the following statements from the letter to the editor is an opinion?

A. Because recycling bins are far away, most students won’t go out of their way to recycle.

B. Over 75% of waste is recyclable, but we only recycle about 30% of it, according to

dosomething.org.

C. It is also said that in 2009, Americans produced enough trash to circle the earth 24 times.

D. The author of the article is Lynde Oddo, a freshman at WMU.

http://dosomething.org/


Appendix B

Image and Content Resources

Writing Section

Girl throwing away recyclables in the trash:

http://www.slate.com/articles/life/family/2009/04/recycle_or_die.html

Reading Section

Recycling assembly:

https://sjusustainabilityeducation.wordpress.com/2014/10/07/5th-graders-help-2nd-graders-

collect-data-about-their-recycling-habits-notre-dame-catholic-academy/[image removed]

Recycling program - Ecycler flyer:

ecycler.org

Letter to the editor source:

http://www.westernherald.com/opinion/article_3b007d8e-33e7-5c95-9116-f0a960c0c772.html

http://www.slate.com/articles/life/family/2009/04/recycle_or_die.html

https://sjusustainabilityeducation.wordpress.com/2014/10/07/5th-graders-help-2nd-graders-collect-data-about-their-recycling-habits-notre-dame-catholic-academy/%5bimage

https://sjusustainabilityeducation.wordpress.com/2014/10/07/5th-graders-help-2nd-graders-collect-data-about-their-recycling-habits-notre-dame-catholic-academy/%5bimage

http://www.westernherald.com/opinion/article_3b007d8e-33e7-5c95-9116-f0a960c0c772.html

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