teacher’s test guide reannah sartoris azusa pacific...
TRANSCRIPT
Teacher’s Test Guide: Reannah Sartoris 1
Teacher’s Test Guide
Reannah Sartoris
Azusa Pacific University
TESL 570
April 2015
Teacher’s Test Guide: Reannah Sartoris 2
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.
Teacher’s Test Guide: Reannah Sartoris 3
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
Teacher’s Test Guide: Reannah Sartoris 4
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
Teacher’s Test Guide: Reannah Sartoris 5
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:
Teacher’s Test Guide: Reannah Sartoris 6
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.
Teacher’s Test Guide: Reannah Sartoris 7
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”
Teacher’s Test Guide: Reannah Sartoris 8
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;
answer any questions. If no questions, move on to the directions of the next section.)
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;
answer any questions. If no questions, move on to the directions of the next section.)
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
Teacher’s Test Guide: Reannah Sartoris 9
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;
answer any questions. If no questions, move on to the directions of the next section.)
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)
Teacher’s Test Guide: Reannah Sartoris 10
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
Teacher’s Test Guide: Reannah Sartoris 11
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
the reader’s interest
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
Teacher’s Test Guide: Reannah Sartoris 12
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
Teacher’s Test Guide: Reannah Sartoris 13
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.
Teacher’s Test Guide: Reannah Sartoris 14
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
Teacher’s Test Guide: Reannah Sartoris 15
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.
Teacher’s Test Guide: Reannah Sartoris 16
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: ________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.
Teacher’s Test Guide: Reannah Sartoris 17
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/]
Teacher’s Test Guide: Reannah Sartoris 18
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)
Teacher’s Test Guide: Reannah Sartoris 19
RUBRIC (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
the reader’s interest
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
Teacher’s Test Guide: Reannah Sartoris 20
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.
Teacher’s Test Guide: Reannah Sartoris 21
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]
Teacher’s Test Guide: Reannah Sartoris 22
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.
Teacher’s Test Guide: Reannah Sartoris 23
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]
Teacher’s Test Guide: Reannah Sartoris 24
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.
Teacher’s Test Guide: Reannah Sartoris 25
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