Derechos Reservados Conforme a la Ley - Webs Ingles 5to...2 and skills identified as important for...

Derechos Reservados Conforme a la Ley

Departamento de Educación de Puerto Rico

NOTIFICACIÓN DE POLÍTICA PÚBLICA

El Departamento de Educación no discrimina por razón de raza, color, género,

nacimiento, origen nacional, condición social, ideas políticas o religiosas, edad o

impedimento en sus actividades, servicios educativos y oportunidades de empleo.

NOTA ACLARATORIA

Para propósitos de carácter legal en relación con la Ley de Derechos Civiles de 1964,

el uso de los términos maestro, director, supervisor, estudiante y cualquier otro que

pueda hacer referencia a ambos géneros, incluye tanto al masculino como al femenino.

NOTA ACLARATORIA

La información contenida en este folleto se publica en acuerdo con el Departamento de

Educación de Puerto Rico como apoyo a las labores que se realizan en el salón de clase

cuya intención es el éxito académico de los estudiantes. Los ejemplos presentados son

sólo una muestra que ejemplifica la forma y el estilo de las Pruebas Puertorriqueñas de

Aprovechamiento Académico. En ningún momento se intenta cubrir la totalidad de las

expectativas que forman parte de la evaluación ni de algún modo sustituir o limitar la

enseñanza con lo que aquí se presenta. Reiteramos que este folleto informativo es sólo una

muestra y que pudiera no incluir todos los tipos de pregunta utilizados en las PPAA.

EXPLANATORY NOTE

The content of this Information Booklet is published in agreement with the Puerto Rico

Department of Education to support classroom instruction and the academic success of all

students. The examples presented are only a sample that illustrates the form and the style

of the Pruebas Puertorriqueñas de Aprovechamiento Académico (PPAA). These

Information Booklets do not attempt to cover the totality of the expectations that should

be taught in the classroom and will be measured by the PPAA. We reiterate that this

Information Booklet is only a sample and does not include all the types of questions

utilized in the PPAA.

© 2008 All Rights Reserved Grade 5 English PPAA Information Booklet

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INTRODUCTION

The Pruebas Puertorriqueñas de Aprovechamiento Académico (PPAA) are totally new items

that evaluate the expectations specific to each grade level and the demands of global education.

The revised Content Standards and Grade-Level Expectations are part of a transformation of the

education system.

Purpose

The purpose of this Information Booklet is to familiarize educators, parents, and students in

Puerto Rico with the new PPAA English tests that will be administered beginning April 2009.

The booklet provides helpful explanations and sample test material that will enable

educators, parents, and students to get a comprehensive grasp of the exam (PPAA). This

information will be helpful to school personnel as they work together to integrate the content

standards and grade-level expectations into their daily lesson plans and classroom teaching. Most

importantly, this information booklet will provide educators, parents, and students with

additional insight into the fundamental framework of what is to be taught and learned in the

Puerto Rico school system.

New Content Standards and Expectations

During 2007-2008, the content standards and grade-level expectations established in

2000 were revised through an instructional process in which Puerto Rican teachers and

evaluation specialists worked arduously.

The resulting content standards, as well as the grade-level expectations are an improved

guide to teaching Puerto Rican students in the 21st century and preparing them to be successful

in a competitive global world community. Learning expectations are now defined clearly for

each grade and with rigor. The content standards and grade-level expectations of learning

establish measurable and clear criteria that constitute goals for all students. In brief, the content

standards and grade-level expectations describe what each student should know and be able to

do. It is expected that upon completing the school year, each student will possess the knowledge


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and skills identified as important for the grade in which he or she is enrolled.

The content standards and grade-level expectations are delineated in such a way that they

encourage interrelationships among the curriculum, textbooks and other materials, classroom

instruction, and academic tests that measure progress.

Pruebas Puertorriqueñas de Aprovechamiento Académico (PPAA)

The new PPAA meets the requirements of the No Child Left Behind Act of 2001 (NCLB).

These new tests provide educators with a better measure of overall student achievement.

Each test is composed of multiple-choice and constructed-response items. In the past, PPAA

tests were composed exclusively of multiple-choice items.

The new document (Content Standards and Grade-Level Expectations) and test blueprints

are expected to result in an improved alignment, the degree to which assessments of what

students know and can do are in agreement with content standards and grade-level expectations.

Test blueprints (describing what the tests measure) were created to reflect the new

document. Constructed-response test items have been added to the multiple-choice format to

better measure some expectations and student performance.

Puerto Rico is using a model of alignment developed by Norman Webb of the University

of Wisconsin. Test content is being written using three Depth-of-Knowledge (DOK) levels that

are defined by Webb¹:

DOK 1- Recall and Reproduction

DOK 2 - Skills and Concepts/Basic Reasoning

DOK 3 - Strategic Thinking/Complex Reasoning

Consistency between the cognitive demands of content standards and grade-level

expectations and the cognitive demands of the PPAA assessments is emphasized.

¹ Webb, Norman L. Web Alignment Tool (WAT) Training Manual

(Washington, DC: Council of Chief State School Officers, 2005).


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ORGANIZATION OF THE INFORMATION BOOKLETS

Each grade within the subject area is presented as a separate Information Booklet to provide

helpful general information, as well as show enough specific sample items and passages in

listening, reading, and writing to give educators a good sense of the English assessment. The

booklet for each grade level contains some information that is unique to the required

expectations of the subject. However, all booklets include the following information, which is

considered critical for all subject-area PPAA tests:

� an overview of the subject within the context of the PPAA

� the reasons the content standards and grade-level expectations are critical to student

learning and success

� the content standards and grade-level expectations that are measured by the PPAA

� sample items that show some of the ways expectations are assessed

� sample constructed-response test items (short-answer) and the scoring rubrics

� additional information to help educators understand how content standards and grade-

level expectations are assessed on the PPAA

It is recommended that you read and study the booklets for a grade above and a grade

below the grade you are teaching. For example, seventh-grade English teachers should review

the sixth-grade Information Booklet as well as the eighth-grade Information Booklet. You will be

able to develop a broader perspective of the English assessment than if you study only the

seventh-grade Information Booklet.


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Overview of the English as a Second Language PPAA

Objective of the English PPAA Information Booklet

The objective of this Information Booklet is to assist educators in understanding the new

English Prueba Puertorriqueña de Approbechamiento Académico (PPAA) designed to measure

Puerto Rico’s revised content standards and grade-level expectations for English language

learners (ELLs) in grades 3-8 and 11. The booklet describes the layout of the listening, reading,

and writing sections of the English PPAA for grade 5 and provides sample test selections and

items.

General Information Regarding the English PPAA

The Puerto Rico Department of Education (PRDE) developed the PPAA to fulfill the

requirements of the No Child Left Behind Act of 2001 (NCLB). NCLB mandates that the

academic progress of ELLs in grades 3-8 and one high school grade be evaluated through a state-

administered measure of English language proficiency in listening, reading, and writing. The

English PPAA developed to measure Puerto Rico’s new content standards and grade-level

expectations will be administered beginning in April 2009.

The English PPAA is comprised of the following:

• ELLs in grades 3-8 and 11 are assessed in the areas of listening, reading, and writing

using a multiple-choice format. The reading section of the test also includes new

constructed-response items that require students to answer open-ended questions in their

own words.

The goal of the English PPAA is to assist schools in helping ELLs to acquire English language

proficiency.

Facets of the listening/speaking expectations that are concerned with speaking English

are not measured by the written PPAA. Speaking can only be assessed by evaluating the actual

oral communication of the individual student.


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The Test Development Process

The PRDE directly involved educators and test experts throughout the English PPAA

development process. Committees of Puerto Rican educators help create listening, reading, and

writing selections and test items. In addition, large-scale field tests are conducted.

Committees of educators review new items before field testing.

In order to replenish the PPAA item banks, committees of Puerto Rican educators

annually hold review sessions before field-testing to provide feedback on newly created items.

Test Results

The English PPAA results include individual proficiency-level ratings for each of the

listening, reading, and writing domains assessed. These results are used to determine if the

NCLB annual measurable achievement objectives have been met.

Test Layout

Grades 3-8, 11

Section 1:

Listening

Multiple-choice 15 points

Section 2:

Reading

Multiple-choice

Constructed response

25 points

Section 3:

Writing

Multiple-choice 20 points


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English PPAA Assessment Model

The English PPAA is designed to measure student performance at the grade level

assessed. For example, an English PPAA grade 5 reading selection is written at a difficulty level

appropriate for ELLs who are in the spring of their fifth-grade year. Student performance is

linked to the grade-level expectations outlined in the English content standards.

Test Administration

The English PPAA test administration manual includes information to help test

administrators and students understand the structure and purpose of the test. Students are

informed that they will encounter questions with varying levels of difficulty depending on how

much English they know. They are encouraged to do their best and choose the answers they

think are correct.

Test Content

This section contains sample listening, reading, and writing test selections and items

aligned with the content standard and grade-level expectations they are designed to measure.

Multiple-choice and constructed response items are written at various Depth-of-Knowledge

(DOK) levels.

DOK 1

Recall and Reproduction

DOK 2

Skills and Concepts

DOK 3

Strategic Thinking

recall information such as a

fact, definition, or simple

procedure; or performance of

a simple process or procedure

engagement of mental

processing beyond recall or

reproduction; more than one

step

reasoning, planning, using

evidence, and a higher level of

thinking than previous levels;

more complex, abstract


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• The test includes a variety of narrative and informational selections related to listening,

reading, and writing.

• Test selections span a variety of purposes such as literary appreciation, subject-area

instruction, as well as everyday, practical themes.

• The test is designed to be both age and grade-level appropriate.


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Grade 5 English PPAA Listening/Speaking Information Grade 5 English PPAA Listening/Speaking Content Standard

The Grade 5 English PPAA listening section measures the following content standard and grade-

level expectations:

The student uses the English language to interpret oral input, construct meaning, interact with confidence both verbally and nonverbally, and express ideas effectively in a variety of personal, social, and academic contexts.

For the Grade 5 listening section:

• students will listen to scripts of recorded English text and then respond to comprehension

questions presented in a multiple-choice format

• test items for this grade level will consist of four answer choices

• texts may include the following combinations: sentences, short paragraphs, or passages

• longer selections may include up to approximately 250 words

Content Standard: Listening/Speaking

L/S.5.1 Listens and responds during a read aloud from a variety of narrative texts to

comprehend, identify, and describe characters and setting.

L/S.5.2 Identifies and uses homophones and recognizes figurative language.

L/S.5.3

Listens, responds to, and analyzes complex instructions; expresses self using

complete sentences; answers and formulates both closed and open-ended

questions in both formal and informal scenarios.

L/S.5.4 Applies correct language patterns to organize events from read alouds in a

variety of narrative texts.

Expectation

L/S.5.5

Identifies, states, and paraphrases the main idea or topic and important details

from learned concepts or read alouds of a variety of simple informational texts;

uses transitions to tell, retell, and explain a story sing acquired vocabulary and

appropriate language structure.


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Sample Grade 5 English PPAA Listening Passages and Items

(Narrator): Listen to the following

paragraph.

Miguel was wearing blue shoes. Javier

was wearing a green jacket. They ride

the bus with Fernando and Antonio.

1 Who was wearing blue shoes?

A* Miguel

B Javier

C Fernando

D Antonio

L/S. 5.1

(Narrator): Listen to the following

sentence.

(Boy): My father drives a green truck.

2 Which question does the sentence

answer?

A How old is the truck?

B* What color is the truck?

C Do you like trucks?

D Did you see the truck?

L/S. 5.3


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(Narrator): Listen to the recipe for

making a peanut butter and banana

sandwich.

(Girl): Get two pieces of bread. Spread

peanut butter on one piece of bread. Cut

the banana into slices. Place the banana

slices on top of the peanut butter. Put the

second piece of bread on top. Now

you’re ready to enjoy your delicious

sandwich.

3 According to the recipe, what

should you do before you cut the

banana?

A Put the second piece of bread on top of the peanut butter.

B Place the banana slices on top of

the peanut butter.

C* Spread the peanut butter on one

piece of bread.

D Spread the peanut butter on top of

the banana.

L/S.5.4


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(Narrator): Listen to the following story.

Ana María and Diego were playing soccer in the back yard. Their mother called them to

come inside the house. “Today is Father’s Day. Did you remember to get your father a

gift?”

Diego and Ana María stared at each other with a surprised look on their faces. They both

remembered how Mother had told them that Father’s Day was coming up. Mother told

them they should get their father a gift. Unfortunately, they had totally forgotten.

“What can we get for Dad?” asked Ana María. “We don’t have any money for a gift,”

added Diego.

Suddenly, their mother hatched a plan. “I have an idea,” said Mom. “You know how

much your father loves his car. He’s been so busy with work that he hasn’t had a chance

to wash it or vacuum the inside. Why don’t you surprise him with a clean car?”

“That’s a great idea!” Ana María and Diego smiled. They both ran outside and got right

to work.

(Narrator): Now answer the questions.

4 Why did Ana María and Diego’s mom suggest they clean Dad’s car?

A* A clean car would make their dad happy and not cost any money.

B She had told them she would pay them to clean the car.

C They had spent their Father’s day gift money on a new soccer ball.

D A clean car would make dad want to take the family out for a ride.

L/S. 5.3


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5 Choose the sentence that would MOST LIKELY be the ending to the story.

A Ana María and Diego rode their bikes to the store to get a gift for Dad.

B Diego and Ana María’s mother paid them for cleaning Dad’s car.

C* Ana María and Diego washed and vacuumed Dad’s car.

D Diego and Ana María will try to remember Father’s Day next year.

L/S.5.5

6 Which question can be answered using information from the story?

A What grade is Ana María in?

B Is Diego older than his sister?

C Where does Diego go to school?

D* What sport does Ana María play?

L/S. 5.3


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Grade 5 English PPAA Reading Information

Grade 5 English PPAA Reading Content Standard

The Grade 5 English PPAA reading section measures the following content standard and

grade-level expectations:

The student uses reading strategies, literary analysis, and critical thinking skills to

construct meaning and develop an understanding as well as an appreciation of a variety of

genres of both fiction and nonfiction.

For the Grade 5 reading section:

• students will read a variety of narrative and informative selections accompanied by

comprehension questions presented in a multiple-choice format


• photographs or artwork may be included to enhance comprehension

• selections for Grade 5 will be approximately 150-250 words

Content Standard: Reading

R.5.1 Analyzes the text and uses text features to enhance comprehension.

R.5.2

Applies context clues, reference sources, and other vocabulary expansion

strategies to assess word meaning; uses prefixes and suffixes to determine the

meaning of words.

R.5.3 Distinguishes main character from supporting characters, compares and

contrasts character traits, and describes setting in fiction.

R.5.4 Explains the differences between fiction and nonfiction; states the main idea

and topic and identifies fact and opinion in expository text.

Expectation

R.5.5

Identifies sequence of events and cause and effect, organizes plot, makes

predictions and connections, and recognizes problem and solution in narrative

and expository text.


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Each reading selection may also include a constructed-response item in which students will

answer an open-ended question in their own words. Student responses will be holistically scored

using the following rubric:

SHORT-ANSWER READING RUBRIC

Responses can be written in Spanish, English, or a combination of languages. Language and

writing conventions are not considered when assigning a score to a short-answer item measuring

English reading comprehension.

SCORE CRITERIA

2

Full Reading Comprehension – A thorough understanding of the reading concept

has been demonstrated. The student’s response is correct and complete and

provides evidence of higher-order thinking related to the question/task. Details in

the response are clear, accurate, and text-based.

1

Partial Reading Comprehension – Partial understanding of the reading concept has

been demonstrated. The student’s response provides some information that is text-

based and accurate. However, the response is not complete and may not provide

clear evidence of higher-order thinking related to the question/task.

0

Little or No Reading Comprehension – The student’s response demonstrates very

little or no understanding of the reading concept being assessed. The response is

inaccurate or unrelated to the question/task.


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Sample Grade 5 English PPAA Reading Passages and Items

Lighting the Way

1 The Spaniards built a lighthouse near Fajardo, Puerto Rico, in the nineteenth century.

It is the second oldest one in Puerto Rico. It is known as El Faro de las Cabezas de San

Juan.

2 El Faro has been around since about 1882. There is an antique, iron staircase which

leads to the top. People climbed that staircase more than one hundred years ago. Visitors

can still climb to the top today.

3 There is an observation deck at the top of the lighthouse. From here, people have a

magnificent view of the ocean. They can see many islands in the distance. If visitors turn

around and look out, they can view El Yunque. The observation deck is also a popular site

for watching whales and dolphins.

4 The lighthouse has been restored. Construction workers made extensive repairs to El

Faro. It is now one of the most attractive lighthouses in Puerto Rico.


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5 El Faro is located in a beautiful nature preserve which includes lagoons, mangrove

swamps, and forests. It extends into the Atlantic Ocean at three points. This lighthouse

is definitely worth the visit.

7 Why does the author repeat the

words El Faro several times in the

passage?

A* to emphasize that the passage is

about this lighthouse

B to remind the reader that the

lighthouse is far away

C to tell the reader where the

lighthouse is located

D to remind the reader how to spell

the name of the lighthouse

R.5.1

8 Read this sentence from the

passage.

“The lighthouse has been restored.”

What does restored mean in this

sentence?

A* made to look new again

B sold to a tourism company

C painted brighter colors

D saved for later use

R.5.2


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9 What does the word extends mean

in paragraph 5?

A can light up

B is attractive

C* stretches out

D can be seen

R.5.2

l0 Which is an OPINION?

A “It is the second oldest lighthouse in Puerto Rico.”

B “El Faro has been around since

about 1882.”

C “If visitors turn around and look

out, they can also view El Yunque.”

D* “This lighthouse is definitely

worth the visit.”

R.5.4


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Use the diagram to answer the question below.

11 Which of the following belongs in the

empty oval?

A an iron staircase

B the lighthouse

C climb to the top

D* whales and dolphins

R5.5

Views from the

El Faro

observation

deck Distant

islands El Yunque


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Sample Constructed-Response Item

12 Why does the author say that “This lighthouse is definitely worth

the visit”? Give details from the story that support your answer.

R.5.5

Full Credit Response is a complete, well-developed explanation of how the reader

knows this is fiction. The response is supported by relevant, text-based

information.

Partial Credit Response is a vague explanation of why the reader knows this is

fiction. Response may or may not include information from the

passage.

No Credit Response is inaccurate or unrelated to the question/task.


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Our Puppets

1 “Look at those great puppets,” Adrian says to Mateo. They have come to Festival

Casita. It is the first time Mateo has been to Old San Juan. Adrian’s father has brought

them.

2 They walked around for awhile, looking at everything. Now they are watching a

puppet show.

3 “That Callito the Clown puppet is great!” says Mateo. “I’d like to have one just

like it.”

4 They both watch for a few more minutes. The Callito puppet is jumping around

and making everyone laugh.

5 “That puppet is really fancy,” Adrian says. “I’d like one, too, but I bet they’re

expensive.”

6 “You’re probably right,” Mateo answers, “Why don’t we make some puppets?”

7 Then Adrian turns to his father. “Do you know how to make puppets, Dad?” he

asks.

8 “Not quite that fancy, but I’ve made some before. All we need are some old

socks,” his father tells him.

9 “Yuk,” Mateo says, shaking his head.

10 “Oh, they’re clean old socks,” Adrian’s father answers, smiling.


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11 “How do you make a puppet out of a sock?” Adrian asks, frowning.

12 “It’s easy,” his father says. “All you need to do is sew buttons on for eyes, and

then add yarn for the hair and the mouth.”

13 Mateo turns to Adrian and says, “That sounds like fun. Why don’t we get some

old socks, some yarn, and some buttons? Then we can have a puppet-making celebration

and invite all of our friends.”

14 “That sounds great,” Mateo tells him, “and afterwards, we can have our own

puppet show!”

13 Which of the following is used in

the story?

A poetry

B* dialogue

C metaphor

D rhyme

R.5.1

14 Read this sentence from the

passage.

“Then we can have a puppet-making

celebration and invite all of our

friends.”

Which word means almost the

same as celebration in this

sentence?

A bargain

B announcement

C* party

D arrangement

R.5.2


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15 Based on the story, what do Adrian

and Mateo have in common?

A They both have come to Old San

Juan for the first time.

B They both came with their fathers.

C They both like to play with old

socks.

D* They both want to make puppets.

R.5.3

16 Which word BEST describes

Adrian’s father?

A* helpful

B distant

C honest

D serious

R.5.3

17 Which is an OPINION in the

story?

A “They have come to Festival

Casita.”

B “Now they are watching a puppet

show.”

C* “It’s easy,” his father says. D “Then Adrian turns to his father.”

R 5.4


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Use the chart of events to answer the question below.

18 Which event belongs in the empty box?

A They decide to make puppets.

B* They watch a puppet show.

C His father says they need old socks.

D His father says to use buttons for eyes.

R 5.5

Adrian asks his father about making

puppets.

Adrian and Mateo walk around.


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Sample Constructed-Response Item

19 Is this passage fiction or nonfiction? How can the reader tell? Give details from

the story that supports your answer.

R.5.4

Full Credit Response is a complete, well-developed explanation of how the reader

knows this is fiction. The response is supported by relevant, text-based

information.

Partial Credit Response is a vague explanation of why the reader knows this is fiction.

Response may or may not include information from the passage.

No Credit Response is inaccurate or unrelated to the question/task.


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Grade 5 English PPAA Writing Information

Grade 5 English PPAA Writing Content Standard

The Grade 5 English PPAA writing section measures the following content standard and

grade-level expectations:

The student effectively communicates to a variety of audiences in all forms of writing through the use of the writing process, proper grammar, and age-appropriate expressive vocabulary.

For the Grade 5 writing section:

• students will respond to a variety of questions presented in a multiple-choice format

• some writing items require students to fill in blanks in the text with appropriate language

to demonstrate comprehension


Content Standard: Writing

W.5.1 Applies common spelling patterns and structural analysis to correctly spell

words.

W.5.2 Recognizes a complete sentence and a fragment; writes complete declarative,

interrogative, imperative, and exclamatory sentences.

W.5.3 Uses the parts of speech correctly in sentences; demonstrates understanding of

subjects and objects with the use of prepositional phrases in sentences.

W.5.4

Identifies elements in descriptive and narrative forms of writing; uses a variety

of sentence types to construct a paragraph; applies organizational patterns to

connect ideas in narrative and descriptive paragraphs.

Expectation

W.5.5

Follows the writing process; applies prewriting strategies to generate ideas; uses

the dictionary as an aid in the writing process; identifies spelling, capitalization,

and ending punctuation errors.


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Sample Grade 5 English PPAA Writing Item

20 Choose the word that belongs in the blank.

The tree ______ broke and fell on the

ground.

A brunch

B* branch

C bransh

D brantch

W.5.1

21 Choose the sentence that is correct.

A Monday the park is closed on.

B* The park is closed on Monday.

C Closed on Monday the park is.

D Is closed the park on Monday.

W.5.2

22 Choose the option that belongs in

the blank

Dear Aunt Melba,

Thank you for taking me to the

beach yesterday. I made you a

picture frame with the shells I

found. I put a picture of us at the

beach in it. ______ will you be

coming to visit us again?

Love,

Cristina

A What

B Why

C* When

D Where

W.5.3


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23 Choose the SUBJECT of the

sentence.

Most children like going to the beach,

but she doesn’t.

A like

B beach

C* children

D going

W.5.3

24 Paulina needs to write a story

about her favorite school subject.

She wrote an outline to help her

organize her ideas.

I. Why I like Geometry

II. Types of Shapes

a. Triangles

b. Circles

III. Buying a calculator

Which idea does NOT belong in

her outline?

A Why I like Geometry

B Types of Shapes

C Circles

D* Buying a calculator

W.5.5


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25 Choose the statement that explains

why the sentence is wrong.

What time is the bus scheduled to

arrive at the terminal.

A The word “scheduled” should be capitalized.

B* There should be a question mark

after “terminal.”

C The word “arrive” is spelled

incorrectly.

D There should be a comma after

the word “bus.”

W.5.5


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26 Choose the word that belongs in the blank.

Marta and Melissa were at the pool. They decided to have a race to see who

could _____ the fastest. The first one to reach the opposite end of the pool

would be the winner.

A swam

B swum

C swimming

D* swim

W.5.3

For questions 27 and 28, choose the sentence or phrase that belongs in the blank.

27 Mario had studied all week long. TheTeacher passed the

tests out to the class. Mario was confident that 28 .

27 A He looked in his desk for his library book.

B The bus for the class field trip was parked outside.

C* Today was the day the class was taking the reading test.

D The class was lined up at the classroom door.

W.5.4

28 A* he was ready to do well.

B he was late for school.

C he could finally go play.

D he would study harder.

W.5.4

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