EARTH DAY
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EARTH DAY
Table of Contents
Teacher’s Guide to Getting Started
About the Passages: Guide to the Layout
3
About the Passages: Guide to the Passage Levels
4
How to Use the Passages: Lesson Plan for Guided Reading Use (Days 1-3)
5-7
How to Use the Passages: Homework or Independent Assignment
8
Guide to Close Reading: Student Directions (Handout)
9
About the Questions: Understanding the Questions
10
About the Questions: RI.9 Analyzing Two or More Texts
11
Two Texts One Topic: Combining Information from Multiple Texts (Handout)
12
Differentiated Passages
R-E-C-Y-C-L-E
13-22
Text-Dependent Common Core Questions
R-E-C-Y-C-L-E
23-24
Answer Keys
R-E-C-Y-C-L-E
25-26
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ABOUT THE PASSAGES
Guide to the Layout
Unit Title
AND
READ ME!
The individual passage title
is included below the unit
title.
Level Indicator Shapes
Early Reader Text
Developing Reader Text
Fluent Reader Text
Independent Reader Text
Advanced Reader Text
*Word Count
(passage titles not
included)
NOTE TO TEACHERS WHO HAVE PREVIOUSLY PURCHASED PASSAGE SETS FROM ME
First of all, THANK YOU! J Secondly, please do not to be thrown off by the “new” titles being
used for each level as you see above. The reading levels represented by these level
indicator shapes are the SAME! They just have new names J For example, if you have used
“+” passages from previous sets you’ve purchased from me with your students, you can do
the same now! “+” will still fit them!
Each passage is included on
differentiated levels of
difficulty. See the next page
for further information
regarding these levels and
how to match each student
with the best-fitting passage.
Level indicator shapes are located in the upper righthand corner of each passage. These shapes offer a
discreet way for the teacher to monitor which level
each passage is on without the student feeling labeled
as a below, on, or above grade level reader. The level
bands (i.e., ranges) are closely based on the new
Common Core Reading bands.
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ABOUT THE PASSAGES
Guide to the Differentiated Passages AND
READ ME!
BY GRADE LEVEL
IMPORTANT NOTE REGARDING LEVELS
As you will read later in this section, these passages were analyzed to fit the Common Core
Standards Reading Levels. You may need to make adjustments to fit the needs of YOUR class. Meaning,
your 3rd grade class of readers may not match up with the Common Core definition of a 3rd grade reader.
The Common Core Standards set rigorous goals for each grade level, so please be aware of that. Please
refer to the Common Core Standards Reading Levels (found in Figure 3 of the standards’ appendix and
easily via Google search) for more specific information regarding levels. Or feel free to email me!
Students come into your classroom with a wide RANGE of reading levels. Each passage in this set
comes in multiple LEVELS of difficulty so that you can meet EVERY child at his or her reading level with the
SAME rich content. It is up to you to choose which level you assign each student to use. The following
guidelines regarding each passage level will help you determine which passage is best for each student.
Each passage included in this set has been ANALYZED to fit readers based on the Common Core
Standards Reading Levels. The passages are gradually differentiated into different reading levels. Each
passage, regardless of the level, contains the same ESSENTIAL INFORMATION. Easier passages have simpler
words and shorter sentences. More challenging passages have advanced vocabulary and more complex
sentences.
If you know the specific reading levels of your students, use the Common Core Standards Reading
Levels chart found in the Common Core Standards Appendix (Figure 3) to match students with appropriate
text complexity. Email me if you have questions about how to do this [teachingisthesweetest@gmail.com].
Note: The passage levels are indicated by DISCREET SHAPES in the corner so that you know which level is
which without your students knowing! The shapes are listed below with the corresponding reading level.
HOW TO READ THIS TABLE
First, look at the far right column where grade levels are listed. Look at the row for the grade level
you teach. For example, if you teach 3rd grade, look at the first row. Then, in order to decide which
passages to give each individual student, use the column headers. For example, if you have a group of
below grade level students in 3rd grade, you’ll see that you need to use the “+” level passages with these
students. It is also recommended that you provide additional teacher support for these students, unless you
do not feel it is necessary.
CORRELATIONS
3rd Grade
Below Grade Level
Student
On Grade Level
Student
Above Grade Level
Student
with teacher
support
4th Grade
5th Grade
6th & 7th Grade
8th Grade
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HOW TO USE THE PASSAGES
Lesson Plan for Guided Reading: Day 1
NOTE: These plans are simply meant to give you a guideline for how these passages could be used in
a guided reading lesson. Please adapt and make changes to fit the needs of your students.
1.
Introduce the text.
a. Activate any background knowledge that the students have. Even if this is the
very first lesson of the year, find a way to make a connection to information they
already know. For example, when using a Reconstruction text, prompt the
students to recall information they know about the Civil War, which preceded
Reconstruction.
b. Verbally discuss predictions about the contents of the text and observations
about the text structure. Research has proven that allowing students ample time
to think out loud is very beneficial in jump-starting their thought processes.
2.
Introduce new vocabulary.
a. This will vary based on your students’ needs. For lower readers, you may need to
identify words that you think the students will struggle with based on your
experience with their ability as readers.
b. Avoid identifying bold words in the text. The bold nature of the word provides
structure for the students to gather the meaning on their own. Let the students
solve these words within the context of the text. It will be empowering for them!
3.
Allow students to read independently while you tap to listen in.
a. Choose a student to “tap.” Train your students to know that when you “tap” your
hand quietly in front of their text, it means you want them to read quietly (just
above a whisper) to you. Keep a running log of how often you tap students to
ensure that you have a chance to hear each student read. Struggling readers
should be tapped at a higher frequency than proficient readers. Use the “tap”
time to take notes on fluency and accuracy.
b. After you prompt students to begin reading silently, pause for approximately one
minute to allow the natural progression of different reading paces to separate
where your readers are in the text. Ideally, when you “tap” a student to begin
reading quietly out loud to you, the other students that are reading quietly to
themselves will be in different places in the text. This will prevent other students
from getting distracted listening in to the student who is reading aloud.
c. Allow students to jot while reading. In fact, encourage them to keep their
reader’s notebooks out and have their pencils ready to quickly jot down any
confusing ideas or words that jump out at them while they are reading. Note that
the jots they make should not interrupt the flow of their reading for too long. Jots
are quick and sloppy!
4.
Allow students to return to their independent reading books at their desks when they
finish reading the text.
a. Use this time to work with struggling readers one-on-one while allowing the other
students who have finished to move back to their seats.
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HOW TO USE THE PASSAGES
Lesson Plan for Guided Reading: Day 2
1.
Briefly review Day 1’s pre-reading discussion.
a. Verbally review the previous day’s vocabulary and content discussion. Review
any connections that were made to the students’ prior knowledge.
2.
Walk back through the text with the students.
a. Briefly discuss the overall structure of the text. Use the structure of the text to
guide your review of the content. For example, focus on subheadings, sections,
captions, etc.
b. Walk back through each section of the text to discuss the content with the
students aloud. Give the students the lead in discussing what they read the
previous day. Allow them time to focus on discussing things from the text that
they found most interesting.
3.
Read through the Common Core questions with the students.
a. Preview the questions now that students have read and discussed the text
verbally one time. As you go through the questions with them, decide if you
would like to allow them to discuss the answers verbally or if you would like them
to answer the questions on their own independently or in partners.
b. Prompt the students to reread the text a third time to find specific evidence for
the answer to each question. Some students may have a hard time pulling
information directly from the text to support their ideas. You may want to allow
these students to mark on their copy of the text.
c. One strategy is to assign a color to each question. For example, if red is assigned
to the first question, students would have to underline where in the text they
found the supporting information for the answer to the question using a red
crayon.
d. If you have students work independently or in partner sets during this time, you
may want to float from student to student to assess their progress as they work.
Early finishers should review their answers.
4.
Allow students to return to their independent reading books at their desks when they
are finished responding to each question and reviewing their answers.
a. Use this time to work with struggling readers one-on-one while allowing the other
students who have finished to move back to their seats.
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HOW TO USE THE PASSAGES
Lesson Plan for Guided Reading: Day 3
1.
Briefly review Day 2’s task.
a. Simply remind students of the task they completed the previous day. Take time to
discuss any difficulties they had or any strategies they felt were particularly
helpful.
2.
Walk through the Common Core questions with the students.
a. Work to foster a sense of community amongst the group so that students will feel
more comfortable discussing their thoughts when reviewing these answers. If you
feel like your students are comfortable sharing their answers, see Step b below. If
you feel like your students are not comfortable sharing their answers, see Step c
below.
b. Read each question (or have a student read each question) and allow the
students to engage in a group discussion of each question. If the students are in
agreement about the answer to a particular question, encourage them to move
on to the next question. If they are not in agreement, the group should discuss
the question and come to a conclusion regarding the answer **by going back
into the text to find support**. Feel free to move through the first four to five
questions quickly. Be sure to put more emphasis on the later questions as these
require deeper thinking, more synthesis, and further analysis.
c. Partner students. Have partners take turns reading each question and allow the
partner set to engage in a discussion of each question. If students are in
agreement about the answer to a particular question, encourage them to move
on to the next question. If they are not in agreement, the partners should discuss
the question and come to a conclusion regarding the answer **by going back
into the text to find support**. You may wish to float from partner set to partner
set to assess their progress as they work. Feel free to move through the first four to
five questions quickly. Be sure to put more emphasis on the later questions as
these require deeper thinking, more synthesis, and further analysis.
©Teaching is the Sweetest Thing
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HOW TO USE THE PASSAGES
Homework or Independent Assignment
If you do not plan to use these passages during Guided Reading
groups, you could assign the texts for students to read for
homework or as an independent classwork assignment (possibly
during content area center rotations).
If you plan to use these passages as a
homework assignment or an independent
classwork assignment, give each student
a copy of the directions at right. Have
them keep these directions in a page
protector or glued in their Social Studies
interactive notebooks if you plan to use
these passages more than once.
You will find the sheet to the right immediately
following this page.
Other Ideas to Encourage Close Reading While Reading:
* COLOR CODING: Before reading, have students read each question and write the name
of a crayon color next to the last word in the question. Have the students read through a
second time. As they answer each question, have them underline in crayon where they
found the answer in the text using the color they chose to write next to the problem
number.
Example: 1. Where did the idea for the League of Nations come from? RED
The student would underline where he found the answer in the text in RED.
* FIND THE TEXT FEATURES AND MAIN IDEAS: Have students follow these guidelines while
reading the text for the first time:
-Highlight headings in yellow
-Circle important content-specific vocabulary words in blue
-Underline the topic sentence or phrase in red
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Name __________________________________
GUIDE TO CLOSE READING
Student Directions
1. Read through the text once.
Pay attention to what the text says. Think of the main ideas and key
details. Use a pencil to underline or a highlighter to note the important
ideas you find as you read.
2. Think and Respond.
Go back into the text to answer the Key Ideas & Details section of your
question sheet. Use direct evidence from the text to support your
thinking.
3. Read through the text a second time.
Pay attention to how the text explains the information to you as the
reader. Think about the author’s word choices and how the author’s
point of view might impact (or affect) the meaning. Use a pencil to
underline or a highlighter to note the important ideas you find as you
read.
4. Think and Respond.
Go back into the text to answer the Craft & Structure section of your
question sheet. Use direct evidence from the text to support your
thinking.
5. Read through the text a third time.
At this point, you know the text very well. As you re-read, think carefully
about the author’s message. Evaluate the evidence that the author
uses to support his/her reasoning. Pay attention to what the text is
saying. Use a pencil to underline or a highlighter to note the important
ideas you find as you read.
6. Think and Respond.
Go back into the text to answer the Knowledge & Integration of Ideas
section of your question sheet. Use direct evidence from the text to
support your thinking.
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ABOUT THE QUESTIONS
Understanding the Questions
Questions Types
*Key Ideas & Details
*Craft & Structure
*Integration of
Knowledge & Ideas
Key Ideas & Details focuses on ensuring that
the readers understand what is explicitly
written in a text before they attempt to gain
deeper meaning. Craft & Structure pushes
readers to recognize the choices authors
make about text structure and other elements
included in the text. Craft & Structure asks
readers to understand how these choices add
to the content and meaning of the text.
Integration of Knowledge & Ideas encourages
readers to draw logical conclusions about the
central meaning and purpose of the text.
Key Ideas & Details
Craft & Structure
What did the text say?
What did the text say?
RI.1 - Read closely to
determine what the text
explicitly says and to
make logical inferences
from it; cite specific
textual evidence when
writing or speaking to
support the conclusions
drawn from the text.
RI.2 - Determine the
central ideas or themes of
a text and analyze their
development; summarize
the key supporting details
and ideas.
RI.3 - Analyze how and
why individuals, events, or
ideas develop and
interact over the course
of a text.
RI.4 - Interpret words and
phrases as they are used
in a text, including
determining technical,
connotative, and
figurative meanings, and
analyze how specific
word choices shape the
meaning or tone of a text.
RI.5 - Analyze the structure
of texts, including how
specific sentences,
paragraphs, and larger
portions of the text (e.g., a
section, chapter, scene,
or stanza) relate to each
other and to the text as a
whole.
Integration of
Knowledge & Ideas
What did the text say?
RI.7 - Integrate and
evaluate content
presented in diverse
media and formats,
including visually,
quantitatively, and in
words.
RI.8 - Delineate and
evaluate the argument
and specific claims in a
text, including the validity
of the reasoning and the
relevance and sufficiency
of the evidence.
RI.6 - Assess how point of
view or purpose shapes
the content and style of a
text.
©Teaching is the Sweetest Thing
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ABOUT THE QUESTIONS
RI.9 Analyze Two or More Texts
CCSS RI.9 asks students to combine (integrate) information
from multiple texts on the same topic in order to write or
speak about the subject knowledgeably.
Consider the wealth of informational texts related to historical topics
that you have access to: leveled mini readers, library, internet, etc.
Consider asking your students to look closely at how two or more texts
approach the same topic. For example, how does the information included
in a passage in this set compare to the information included in the textbook
about the same topic?
Printable Guide to Analyzing Two Texts
Print a copy of “Two Texts, One Topic” for each
student. Discuss the information included at the
top of the sheet with students:
Why should readers and researchers look at more
than one text when gathering information?
Reading and thinking about information from
more than one source allows the reader or
researcher to write more knowledgeably about
the topic.
After discussing, you may choose to assign
students specific topics to use with this activity.
The topic you choose will depend on your unit of
study. For example, if you are studying Native
Americans, you may choose to assign one tribe
to each student. If you are studying World War II,
you may choose to assign one world power
leader to each student.
After students complete the sheet “Two Texts,
One Topic,” you may choose to have them
create a Venn diagram of the information found
in the texts.
You will find the sheet above
immediately following this page.
©Teaching is the Sweetest Thing
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Name __________________________________
TWO TEXTS, ONE TOPIC
Combining Information from Sources
WHY ANALYZE TWO TEXTS?
Why should readers and researchers look at more than one text when gathering information?
Reading and thinking about information from more than one source allows the reader or
researcher to write more knowledgeably about the topic.
Directions: Write down a specific topic you want to focus on in the blank below. Write down the
names of the two texts you plan to read closely to gather information from. Read Text 1. Think of the
key points that the text focuses on. List those ideas below. Read Text 2. Think of the key points that the
text focuses on. List those ideas below. Once you have read both texts, consider how the texts are
different. List the differences below.
TOPIC: ______________________________________________
TEXT 1: ______________________________________________
What key information does the author of Text 1 include about the topic?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
TEXT 2: ______________________________________________
What key information does the author of Text 2 include about the topic?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
COMPARING AND CONTRASTING
What key information did both texts include about the topic?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
What key information about the topic was different from Text 1 and Text 2?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
©Teaching is the Sweetest Thing
12
EARTH DAY
R-E-C-Y-C-L-E
“One man’s trash is another man’s treasure!” Have you ever heard this saying? People
can make treasure out of trash. How? They reduce, reuse, and recycle it. These are called the
three “R’s.” The three “R’s” help decrease how much is thrown away. This saves natural
resources. Reducing means to use less. We can use reusable bags at the grocery store. Then,
we won’t need to use plastic or paper bags. This helps to use less. Companies can use less,
too. They can make bottles that use less plastic. They can also send emails instead of using
paper mail. This saves paper. Reusing means finding new ways to use old things. This is better
than throwing things out. People can reuse all kinds of things. Even old pasta or soup jars.
Other foods can be kept in the empty jars. People can also reuse old furniture. Then, they
won’t have to buy new furniture.
Reducing and reusing protects the environment. You can try these two “R’s” in your
home. The third “R”, recycling, is different. You can start recycling at home or at school. But,
you can’t finish the job there. Recycling is finished at a recycling center. Recycling means to
turn trash into new material.
Do you recycle cereal boxes at home? Guess where those boxes go next? Let’s take a
journey to find out! First, they are taken to recycling spaces. Next, they are put on a moving
platform. Recycling spaces sort the items. There are different ways to do this. Some use
machines. Some use people. And, some use both. Let’s visit a space that uses both. People
and machines both sort items. Workers begin to sort the items by hand. Trash and some
cardboard are pulled out. Cardboard goes into its own pile. Trash is taken to a landfill. Then, a
machine takes over. Strong fans blow on the items. Lighter paper, metal, and plastic blow
away. The glass items are heavy, so they are not blown away by the fans. They are moved to
another pile. The paper, metal, and plastic travel up the platform. Paper items move into their
own pile. Powerful magnets grab the metal items. Then, the factory workers step back in.
Workers sort the leftover plastic items by hand. Finally, strong machines smash the different
piles. The piles become small cubes called bales. The bales are sold to companies that make
recycled goods. For example, Papa John’s Pizza might buy bales. They might use them to
make pizza boxes.
Did that sound like an easy process? It is not so simple! Most recycling spaces are
limited. They can only recycle certain items. Bales must be made from similar items. It’s not
good if the wrong kinds of plastic mix together! What if you recycle the wrong materials
together? It could ruin the whole bale of goods. Think about it this way. What if you threw
pizza toppings into a cake mix? Pizza and cake are tasty on their own, but they shouldn’t be
mixed together!
Word Count: 750
©Teaching is the Sweetest Thing
13
EARTH DAY
R-E-C-Y-C-L-E
Some items cannot be recycled at your local space. Plastic bags are an example.
They can’t be taken to most recycling spaces. Pizza boxes and some paper are not always
recyclable. These items could ruin bales. Some items must go to a recycling space for those
types of bales. Call your local recycling center. Or, check its website. They will tell you which
types of items you can send. Some recycling bins are labeled. This shows people what items
can be recycled.
Does recycling seem like a lot of work? Is it worth the extra effort? The answer is yes!
Recycling helps the environment. Recycling has created lots of jobs. Many businesses have
been started to help the process. Recycling companies make a lot of money. These
businesses have helped boost the economy. Recycling also reduces the amount of waste
that is sent to landfills. Landfills are places where trash is dumped and then covered up by soil.
The trash in landfills stays put for a long time. Someday, we will run out of space for landfills.
This is why recycling is important! Instead of sending your waste to a landfill, recycle it.
Recycling also helps protect our world for the future. It saves natural resources. It cuts back on
pollution. Recycling helps people and the environment!
FAST FACT: Some sorting machines sort over 300 tons of waste in one day!
FAST FACT: Over 60% of the things that are thrown away could be recycled.
Word Count: 750
©Teaching is the Sweetest Thing
14
EARTH DAY
R-E-C-Y-C-L-E
“One man’s trash is another man’s treasure!” Have you ever heard this saying? When
people make treasure out of trash, they are reducing, reusing, and recycling. These actions
are called the three “R’s.” The three “R’s” are ways to lower how much waste is thrown away.
This helps save natural resources. Reducing means to use less. People can use less by bringing
reusable bags to the grocery store. This saves them from using the store’s plastic or paper
bags. Companies can use less by making plastic bottles that use less plastic than others.
Companies can also use less by sending bills to their customers through email instead of
paper mail. This saves paper. Reusing means finding new ways to use old things instead of
throwing them out. People can reuse all kinds of things, such as old pasta or soup jars. Other
foods can be stored in these jars after they are emptied. Companies can reuse old furniture
when they change offices instead of buying new furniture.
Reducing and reusing are two easy ways to help protect the environment. You can
practice both of these “R’s” in your own home. The third “R,” recycling, is a little different!
Recycling means to turn trash into new material. You can start the recycling process in your
home, but you can’t finish it there on your own. Recycling starts in your home or school, but is
finished at a recycling center.
Do you recycle old cereal boxes at home? If so, do you know where those boxes go
after they leave your recycling bin? Let’s take a journey to find out! First, the items are taken
to nearby recycling spaces. Next, they are put on conveyor belts. Each recycling space has a
different way of sorting the items. Some use machines, some use people, and some use a
combination of both to sort the items. Let’s visit a space that uses both people and machines
to sort items. First, workers begin to sort the items that are rolling down the conveyor belt by
hand. Trash and certain types of cardboard are the first things that are pulled out. Cardboard
goes into its own separate pile. Trash is taken to a landfill. Then, the recycling machine takes
over. Strong fans blow away the lighter paper, metal, and plastic items. The glass items are
heavy so they are not blown away by the fan. They are moved to a separate pile. The paper,
metal, and plastic travel up a steep conveyor belt. Paper items keep moving into their own
pile. Powerful magnets grab the heavier metal items from the conveyor belt. Then, the factory
workers step back in. Workers sort the leftover plastic items by hand. After all of the
recyclables have been sorted, strong machines smash the different piles. This turns everything
into small cubes called bales. The bales are then sold to different companies that make
recycled goods. For example, Papa John’s Pizza might buy some bales to make pizza boxes.
Did that sound like an easy process? It is actually not so simple! Most recycling spaces
can only recycle certain items. It is important that the bales are made out of similar items. It is
not good if the wrong types of plastic, paper, or metal get mixed together! Do you know what
happens if you recycle the wrong kind of cardboard or plastic? It could ruin the whole bale of
recycled goods. Think about it this way – what would happen if you threw a bunch of pizza
ingredients into a cake mix? Pizza and cake are tasty on their own, but they are not supposed
to be mixed together!
Word Count: 911
©Teaching is the Sweetest Thing
15
EARTH DAY
R-E-C-Y-C-L-E
You might be surprised to hear the list of items that cannot be recycled at your local
space. Plastic bags can’t be recycled at most recycling spaces. Pizza boxes, plastic bottle
caps, Styrofoam, and brightly colored paper are also not usually recyclable. These items
could ruin bales if they are not removed during the sorting process. You might have to mail
certain items to a special recycling space that makes those special types of bales. Be sure to
call your local recycling center or check its website to see which types of items you are
allowed to send. Many spaces put labels on their recycling bins to help remind people what
types of items can be recycled.
Have you changed your mind? Does recycling seem like a lot of work? Is it really worth
the extra effort? The answer is yes! Recycling is very helpful to the environment. For starters,
recycling has created lots of jobs. Many businesses have been started in order to help with
the process. Recycling companies make over $230 billion each year. That’s a lot of money!
These new businesses have helped boost the economy in many communities. Recycling also
cuts down on the amount of waste that is sent to landfills. Landfills are places where trash is
dumped and then covered up by soil. The trash that is dumped in landfills stays put for a very
long time. Eventually, we will run out of space on the planet for landfills. This is why recycling is
important! Instead of sending your waste to a landfill, recycle your waste. Last but not least,
recycling helps protect the environment for the future. It saves natural resources and cuts
back on pollution. Recycling is helpful for people and the environment!
FAST FACT: Some sorting machines can sort over 300 tons of waste in one day!
FAST FACT: Over 60% of things people throw away could actually be recycled.
Word Count: 911
©Teaching is the Sweetest Thing
16
EARTH DAY
R-E-C-Y-C-L-E
Have you ever heard the saying, “One man’s trash is another man’s treasure?” This is
the main idea behind reducing, reusing, and recycling. The three “R’s,” as they are called,
are all ways to help cut down on the amount of waste that is thrown away. This helps
conserve natural resources. Reducing means to cut back on how much you consume. People
can reduce their impact on the environment by bringing reusable bags to the grocery store
instead of using the store’s plastic or paper bags. One way companies can reduce is by
designing plastic bottles that use less material than others. Companies can also reduce by
cutting back on the amount of paper bills that they send to their customers. They can give
their customers the option to receive bills electronically. Reusing means finding new uses for
things rather than just throwing them out. People can reuse all kinds of things, such as old
pasta or soup jars. Other foods can be stored in these jars after they are emptied. Companies
can reuse old furniture when they change offices rather than buying new furniture.
Reducing and reusing are two easy ways that you can help protect the environment.
Both of these “R’s” can be done in your own home. Unlike reducing and reusing, recycling
can’t be completely done from your home. Recycling means to turn trash into reusable
material. Recycling starts in your home or school, but there are other steps that have to occur
before the recycling process is complete.
Do you recycle old cereal boxes at home? If so, do you know where those cereal
boxes go after they leave your recycling bin? Recyclable items are first taken from your house
to local recycling facilities. Next, they are unloaded onto conveyor belts to be sorted.
Different recycling facilities have different types of machines. Some machines require workers
to sort waste by hand as it travels down a conveyor belt. Trash and corrugated cardboard
are the first items that are pulled out. Corrugated cardboard is cardboard that looks like two
thin pieces of cardboard that are attached together with a wavy paper in between the
two. Corrugated cardboard goes into its own separate pile. Trash is taken to a landfill. Then,
the recycling machine takes over. High powered fans blow away the lighter paper, metal,
and plastic recyclables. The heavier glass items that are not blown away are moved to a
separate pile. The paper, metal, and plastic travel up a steep conveyor belt where they
bounce over rubber wheels. Light paper products keep moving upwards into their own pile.
Powerful magnets grab all of the heavier metal items from the conveyor belt. Then, the
factory workers step back in. Workers begin sorting the leftover plastic items by hand. After all
of the recyclables have been sorted, high powered baling machines smash the recyclable
piles. This turns everything into small cubes. The cube-shaped bales are then sold to different
companies that make recycled goods. For example, Papa John’s Pizza might buy some bales
to make pizza boxes.
This may sound like a simple process, but it is actually very complex. Most recycling
facilities have a list of the certain types of materials that can be recycled there. Do you know
what happens if you recycle the wrong kind of cardboard or plastic? It could result in a
contaminated, or ruined, bale of recycled goods. Think about it this way – what would
happen if you threw a bunch of pizza ingredients into a cake mix, would you? Pizza and cake
are delicious on their own, but they are not meant to be mixed together!
Word Count: 909
©Teaching is the Sweetest Thing
17
EARTH DAY
R-E-C-Y-C-L-E
The list of items that cannot be recycled is surprising. Plastic bags can’t be recycled.
Pizza boxes, plastic bottle caps, Styrofoam, and brightly colored paper also are not
recyclable. These items could contaminate bales if they are not removed during the sorting
process. Many recycling facilities are not capable of recycling these types of goods. Be sure
to call your local recycling center or check its website to see which types of items it can
handle. Many facilities offer guidebooks and place labels on their recycling bins to help
remind people what types of items are accepted.
Recycling seems like a lot of work, doesn’t it? Is it really worth the extra effort?
Absolutely! There are tons of benefits of recycling. For starters, recycling has created lots of
jobs. Many businesses have been formed in order to help reduce and reuse waste. Recycling
companies make over $230 billion each year. That’s not small change! These new businesses
have helped boost the economy in many communities. Recycling also cuts down on the
amount of waste that is sent to landfills. Landfills are places where waste is dumped and then
covered up by soil. The trash that is dumped in landfills stays put for a very long time. Air and
water are sealed out of the landfill once it is full which prevents the waste from breaking
down. Eventually, we will run out of space for landfills. This is why recycling is important – it
helps prevent all of our open land from being used for landfills. Last but not least, recycling
helps protect the environment for our future generations. It conserves natural resources and
cuts back on pollution. Recycling is beneficial for the community and the environment!
FAST FACT: Some sorting machines can sift through over 300 tons of waste a day!
FAST FACT: Over two thirds of waste is recyclable. But, only about one third of these
recyclable items are actually recycled.
Word Count: 909
©Teaching is the Sweetest Thing
18
EARTH DAY
R-E-C-Y-C-L-E
Have you ever heard the saying, “One man’s trash is another man’s treasure?” This is
the main idea behind reducing, reusing, and recycling. The three “R’s,” as they are called,
are all ways to help cut down on the amount of waste that is thrown away in order to
conserve natural resources. Reducing means to cut back on how much you consume, or to
buy less. People can reduce their impact on the environment by bringing reusable bags to
the grocery store instead of using the store’s plastic or paper bags. One way companies can
reduce is by designing plastic bottles that use less material than others. Companies can also
reduce by cutting back on the amount of paper bills that they send to their customers and by
providing the option for customers to receive bills electronically. Reusing means finding new
uses for things instead of just throwing them out. People can reuse old pasta or soup jars by
storing other foods in them after the jars are emptied. Companies can reuse old furniture
when they change offices rather than buying new furniture.
Reducing and reusing are two ways that you can help protect the environment in your
own home. Unlike reducing and reusing, recycling can’t be completely done from your
home. Recycling means to turn trash into reusable material. Recycling starts in your home or
school, but there are other steps that have to occur before the recycling process is complete.
Are you one of those people who always recycles old cereal boxes at home? If so, do
you know where those cereal boxes go after they leave your recycling bin? First, recyclable
items are taken from your house to local recycling facilities. Next, all recyclable items are
unloaded onto a conveyor belt to be sorted. Different recycling facilities have different types
of machines. Some machines require workers to sort waste by hand as it travels down a
conveyor belt. Trash and corrugated cardboard are the first items that are pulled
out. Corrugated cardboard is cardboard that looks like two thin pieces of cardboard that are
attached together with a wavy paper in between the two. Corrugated cardboard goes into
its own separate pile, and trash is taken to a landfill. Then, it is time for the machine to take
over. High powered fans blow away the lighter paper, metal, and plastic recyclables. The
heavier glass items that remain on the conveyor belt are moved to a separate pile. The
paper, metal, and plastic travel up a steep conveyor belt and bounce over a set of rubber
wheels. The light paper products keep moving upwards into their own pile, while the heavier
metal and plastic products keep moving. Powerful magnets then grab all of the metal items
from the conveyor belt. Then, the factory workers step back in. Workers begin sorting the
leftover heavier plastic items by hand. After all of the recyclables have been sorted, high
powered baling machines smash down the recyclable piles. This turns everything into small
cubes. The cube-shaped bales are loaded onto trucks and sold to different companies that
make recycled goods. For example, Papa John’s Pizza might buy some bales to make pizza
boxes.
It might sound like recycled bales are easy to make, but this is a very complex process.
Most recycling facilities have a list of the certain types of materials that can be recycled
there. Do you know what happens if you recycle the wrong kind of cardboard or plastic? It
could result in a contaminated, or ruined, bale of recycled goods. Think about it this way –
Word Count: 947
©Teaching is the Sweetest Thing
19
EARTH DAY
R-E-C-Y-C-L-E
you wouldn’t throw all of the ingredients to make pizza into a cake mix, would you? Both pizza
and cake are delicious on their own, but they are not meant to be mixed together!
You will likely be surprised to hear some of the items that cannot be recycled at most
recycling centers. Plastic bags can’t be recycled. Pizza boxes, plastic bottle caps, Styrofoam,
and brightly colored paper also are not recyclable and could contaminate bales if they are
not removed during the sorting process. Many recycling facilities are not capable of recycling
these types of goods. Be sure to call your local recycling center or check its website before
you go in order to make sure you are only recycling items that the facility can handle. Many
facilities offer guidebooks or place labels on their recycling bins to help remind people which
items are or are not accepted.
Recycling seems like a lot of work, doesn’t it? Is it really worth the extra effort?
Absolutely! The benefits of recycling are definitely worth it. For starters, recycling has created
many jobs and a number of businesses have been formed with the goal of helping waste
become reusable. Recycling companies make over $230 billion each year. That’s not small
change! These jobs and extra income have helped boost the economy in many
communities. Recycling also cuts down on the amount of waste that is sent to landfills.
Landfills are places where waste is dumped and then covered up by soil. The trash that is
dumped in landfills stays put for a very long time because air and water are sealed out of the
landfill once it is full. This prevents the waste from breaking down. Eventually, we will run out of
space for landfills, so recycling helps prevent all of our open land from being used for landfills.
Finally, recycling helps protect the environment for our future generations. It conserves natural
resources and cuts back on pollution. Recycling is beneficial for both the community and the
environment!
FAST FACT: Some sorting machines can sift through over 300 tons of waste a day!
FAST FACT: Over two thirds of waste is recyclable, but people only recycle about one third of
these recyclable items.
Word Count: 947
©Teaching is the Sweetest Thing
20
EARTH DAY
R-E-C-Y-C-L-E
If you ever heard the saying, “One man’s trash is another man’s treasure”, you are
familiar with the main idea behind reducing, reusing and recycling. The three “R’s,” as they
are commonly called, are all ways to help cut down on the amount of waste that is thrown
away in order to conserve natural resources. Reducing means to cut back on how much you
consume, or to buy less. People can reduce their impact on the environment by bringing
reusable bags to the grocery store instead of using the store’s plastic or paper bags.
Companies can also reduce in a number of ways, including designing plastic bottles that use
less material than others, cutting back on the amount of paper bills that they send to their
customers, and providing the option for customers to receive bills electronically. Reusing is the
concept that one kind find new uses for things instead of just throwing them out. People can
reuse old pasta or soup jars by storing other foods in them after the jars are emptied, and
companies can reuse old furniture when they change offices rather than buying new
furniture.
Reducing and reusing are easy two ways that you can help protect the environment in
your own home. Unlike reducing and reusing, recycling, or turning trash into reusable
material, can’t be completely done from your home. Recycling starts in your home or school,
but there are other steps that have to occur before the recycling process is complete.
If you are one of the many people who recycles old cereal boxes at home, do you
know where those cereal boxes go after they leave your recycling bin? Recyclable items are
first taken from your house to local recycling facilities where they are unloaded onto a
conveyor belt to be sorted. Different recycling facilities have different types of sorting
machines. Some machines require workers to sort waste by hand as it travels down a
conveyor belt, while others can do part or all of the sorting through an automated process.
Trash and corrugated cardboard, or cardboard that looks like two thin pieces of cardboard
that are attached together with a wavy paper in between the two, are the first items that are
pulled out. Corrugated cardboard goes into its own separate pile, and trash is taken to a
landfill. Then, it is time for the machine to take over. High powered fans blow away the lighter
paper, metal, and plastic recyclables, and the heavier glass items that remain on the
conveyor belt are moved to a separate pile. The paper, metal, and plastic travel up a steep
conveyor belt and bounce over a set of rubber wheels. Light paper products keep moving
upwards into their own pile, while the heavier metal and plastic products keep moving.
Powerful magnets then grab all of the metal items from the conveyor belt. It is at this point
that the factory workers step back in, sorting the leftover heavier plastic items by hand. After
all of the recyclables have been sorted, high powered baling machines smash down the
recyclable piles, turning everything into small cubes that are loaded onto trucks and sold to
different companies that make recycled goods. For example, Papa John’s Pizza might buy
some bales of recycled materials to make pizza boxes.
It might sound like recycled bales are easy to make, but this is actually a very complex
process. Most recycling facilities have a list of the certain types of materials that can be
recycled there. Did you know that if you recycle the wrong kind of cardboard or plastic, it
Word Count: 992
©Teaching is the Sweetest Thing
21
EARTH DAY
R-E-C-Y-C-L-E
could result in a contaminated, or ruined, bale of recycled goods? Think about it this way –
you wouldn’t throw all of the ingredients to make pizza into a cake mix, would you? Both pizza
and cake are delicious on their own, but they are not meant to be mixed together!
You will likely be surprised to hear some of the items that cannot be recycled at most
recycling centers. Plastic bags can’t be recycled, and neither can pizza boxes, plastic bottle
caps, Styrofoam, or brightly colored paper. Any of these items could contaminate bales if
they are not removed during the sorting process because many recycling facilities are not
capable of recycling these types of goods. Be sure to call your local recycling center or
check its website before you go in order to make sure you are only recycling items that the
facility can handle. Many facilities offer guidebooks or place labels on their recycling bins to
help remind people what items are or are not accepted.
Recycling seems like a lot of work, doesn’t it? Is it really worth the extra effort?
Absolutely! The benefits of recycling are definitely worth it. For starters, recycling has created
many jobs and a number of businesses have been formed with the goal of helping waste
become reusable. Recycling companies make over $230 billion each year! These jobs and
extra income that have come from recycling efforts have helped boost the economies in
many communities. Recycling also cuts down on the amount of waste that is sent to landfills,
or places where waste is dumped and then covered up by soil. The trash that is dumped in
landfills stays put for a very long time because air and water are sealed out of the landfill
once it is full to prevent the waste from breaking down. Eventually, we will run out of space for
landfills, so recycling helps prevent all of our open land from being used for landfills. Finally,
recycling helps protect the environment for our future generations because it conserves
natural resources and cuts back on pollution. Recycling is beneficial for both the community
and the environment!
FAST FACT: Some sorting machines can sift through over 300 tons of waste a day!
FAST FACT: Over two thirds of waste is recyclable, but people only recycle about one third of
these recyclable items.
Word Count: 992
©Teaching is the Sweetest Thing
22
Name __________________________________
TEXT-BASED EVIDENCE QUESTIONS
R-E-C-Y-C-L-E
Directions: Answer these questions after you read the passage. Remember to begin your answer by
restating part of the question, use direct evidence from the text, and explain your thinking.
KEY IDEAS & DETAILS
1. According to the first paragraph of the text, what are the three “R’s?” RI.1
__________________________________________________________________________________________
__________________________________________________________________________________________
2. Describe how people can reduce or reuse waste at home. RI.3
__________________________________________________________________________________________
__________________________________________________________________________________________
3. Describe how companies can reduce or reuse waste. RI.3
__________________________________________________________________________________________
__________________________________________________________________________________________
4. Explain why only certain items can be recycled. RI.3
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
5. Summarize the recycling process that takes place at many recycling facilities. RI.2
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
©Teaching is the Sweetest Thing
23
Name __________________________________
TEXT-BASED EVIDENCE QUESTIONS
R-E-C-Y-C-L-E
Directions: Answer these questions after you read the passage. Remember to begin your answer by
restating part of the question, use direct evidence from the text, and explain your thinking.
CRAFT & STRUCTURE
6. What is a “landfill?” RI.4
__________________________________________________________________________________________
__________________________________________________________________________________________
7. How is the passage organized? (Chronological, cause/effect, comparison/contrast,
description, problem/solution). Use evidence from the text to explain your answer. RI.5
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
INTEGRATION OF KNOWLEDGE & IDEAS
8. What is the author’s message about the importance of recycling? Use evidence from the
text to support your reasoning. RI.8
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
©Teaching is the Sweetest Thing
24
Name __________________________________
KEY: TEXT-BASED EVIDENCE QUESTIONS
R-E-C-Y-C-L-E
Directions: Answer these questions after you read the passage. Remember to begin your answer by
restating part of the question, use direct evidence from the text, and explain your thinking.
KEY IDEAS & DETAILS
1. According to the first paragraph of the text, what are the three “R’s?” RI.1
When people make treasure out of trash, they are reducing, reusing and recycling. These are
called the three “R’s.” The three “R’s” are ways to lower how much waste is thrown away.
2. Describe how people can reduce or reuse waste at home. RI.3
People can use less by bringing reusable bags to the grocery store. This saves them from using
the store’s plastic or paper bags. People can also reuse all kinds of things, such as old pasta
or soup jars. Other foods can be stored in these jars after they are emptied.
3. Describe how companies can reduce or reuse waste. RI.3
Companies can reuse old furniture when they change offices instead of buying new furniture.
Companies can use less by making plastic bottles that use less plastic than others. They can
also use less by sending bills to their customers through email instead of paper mail.
4. Explain why only certain items can be recycled. RI.3
Most recycling spaces can only recycle certain items. It is important that the bales are made
out of similar items. It is not good if the wrong types of plastic get mixed together! If you
recycle the wrong kind of cardboard or plastic, it could ruin the whole bale of recycled
goods.
5. Summarize the recycling process that takes place at many recycling facilities. RI.2
Each recycling space has a different way of sorting the items. Some use machines, some use
people, and some use both. First, the items are taken to nearby recycling spaces. Next, they
are put on a conveyor belt. Workers sort the items that are rolling down the conveyor belt by
hand. Trash and certain types of cardboard are the first things that are pulled out. Cardboard
goes into its own separate pile. Trash is taken to a landfill. Then, the recycling machine takes
over. Strong fans blow away the lighter paper, metal, and plastic items. The glass items are
heavy so they are not blown away by the fan. They are moved to a separate pile. The paper,
metal, and plastic travel up a steep conveyor belt. Paper items keep moving into their own
pile. Powerful magnets grab the heavier metal items from the conveyor belt. Then, the factory
workers step back in. Workers sort the leftover plastic items by hand. After all of the
recyclables have been sorted, strong machines smash the different piles. This turns everything
into small cubes called bales. The bales are then sold to different companies that make
recycled goods.
©Teaching is the Sweetest Thing
25
Name __________________________________
KEY: TEXT-BASED EVIDENCE QUESTIONS
R-E-C-Y-C-L-E
Directions: Answer these questions after you read the passage. Remember to begin your answer by
restating part of the question, use direct evidence from the text, and explain your thinking.
CRAFT & STRUCTURE
6. What is a “landfill?” RI.4
Landfills are places where trash is dumped and then covered up by soil. The trash that is
dumped in landfills stays put for a very long time.
7. How is the passage organized? (Chronological, cause/effect, comparison/contrast,
description, problem/solution). Use evidence from the text to explain your answer. RI.5
The text is organized in a description structure. First, the text describes what it means to
reduce, reuse, and recycle. Then, the text describes how the recycling process works. Lastly,
the text describes why recycling is important.
INTEGRATION OF KNOWLEDGE & IDEAS
8. What is the author’s message about the importance of recycling? Use evidence from the
text to support your reasoning. RI.8
Recycling is a process that requires extra effort, but it is worth it. Recycling is very helpful to the
environment. Recycling helps protect the environment for the future. It saves natural
resources and cuts back on pollution. Recycling is helpful for people and for the environment.
©Teaching is the Sweetest Thing
26
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