By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
Developing and sustaining foundational language
skills: listening, speaking, reading, writing, and thinking--self-sustained
reading. The student reads grade-appropriate texts independently. The student
is expected to self-select text and rea...
Comprehension skills: listening, speaking, reading,
writing, and thinking using multiple
texts. The student uses metacognitive skills to both develop and deepen
comprehension of increasingly complex texts. The student is expected to:
(1) es...
Response skills: listening, speaking, reading,
writing, and thinking using multiple
texts. The student responds to an increasingly challenging variety of sources
that are read, heard, or viewed. The student is expected to:
(1) describe pers...
Developing and sustaining foundational language
skills: listening, speaking, reading, writing, and thinking--fluency.
The student reads grade-level text with fluency and comprehension. The student
is expected to use appropriate fluency (rate...
Developing and sustaining foundational language
skills: listening, speaking, reading, writing, and thinking--self-sustained
reading. The student reads grade-appropriate texts independently. The student
is expected to self-select text and rea...
Comprehension skills: listening, speaking, reading,
writing, and thinking using multiple
texts. The student uses metacognitive skills to both develop and deepen
comprehension of increasingly complex texts. The student is expected to:
(1) es...
Response skills: listening, speaking, reading,
writing, and thinking using multiple
texts. The student responds to an increasingly challenging variety of sources
that are read, heard, or viewed. The student is expected to:
(1) describe pers...
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors'
choices and how they influence and communicate meaning within a variety of
texts. Th...
Explore the characteristics of natural resources
that make them useful in products and materials such as clothing and furniture
and how resources may be conserved.
Identify and classify Earth's renewable resources,
including air, plants, water, and animals, and nonrenewable resources,
including coal, oil, and natural gas, and the importance of conservation.
Discover the difference between renewable and nonrenewable energy sources with a comprehension passage and worksheet.
What are Renewable and Nonrenewable Energy Sources?
Renewable energy sources come from natural resources that replenish themselves, like sunlight, wind, and water. They are important because they don’t run out, don’t produce harmful pollution, and help combat climate change. Nonrenewable energy sources come from fossil fuels that took millions of years to form and will eventually run out. They are important because they provide energy to power our homes, cars, and cities, but they produce harmful pollution that damages our environment and contributes to climate change. Using more renewable energy sources can help us create a cleaner and more sustainable future.
Science-Based Reading Comprehension Passages
This resource is designed to help you blend your reading comprehension and science curriculum standards. With the included passage, students will read about energy sources and discover examples of both renewable and nonrenewable resources. The passage is followed by a grouping of six open-ended constructed response questions for students to use to demonstrate understanding.
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Need More? Try these Sustainability Resources before you go!
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
Developing and sustaining foundational language
skills: listening, speaking, reading, writing, and thinking--self-sustained
reading. The student reads grade-appropriate texts independently. The student
is expected to self-select text and rea...
Comprehension skills: listening, speaking, reading,
writing, and thinking using multiple
texts. The student uses metacognitive skills to both develop and deepen
comprehension of increasingly complex texts. The student is expected to:
(1) es...
Response skills: listening, speaking, reading,
writing, and thinking using multiple
texts. The student responds to an increasingly challenging variety of sources
that are read, heard, or viewed. The student is expected to:
(1) describe pers...
Developing and sustaining foundational language
skills: listening, speaking, reading, writing, and thinking--fluency.
The student reads grade-level text with fluency and comprehension. The student
is expected to use appropriate fluency (rate...
Developing and sustaining foundational language
skills: listening, speaking, reading, writing, and thinking--self-sustained
reading. The student reads grade-appropriate texts independently. The student
is expected to self-select text and rea...
Comprehension skills: listening, speaking, reading,
writing, and thinking using multiple
texts. The student uses metacognitive skills to both develop and deepen
comprehension of increasingly complex texts. The student is expected to:
(1) es...
Response skills: listening, speaking, reading,
writing, and thinking using multiple
texts. The student responds to an increasingly challenging variety of sources
that are read, heard, or viewed. The student is expected to:
(1) describe pers...
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors'
choices and how they influence and communicate meaning within a variety of
texts. Th...
Explore the characteristics of natural resources
that make them useful in products and materials such as clothing and furniture
and how resources may be conserved.
Identify and classify Earth's renewable resources,
including air, plants, water, and animals, and nonrenewable resources,
including coal, oil, and natural gas, and the importance of conservation.
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