Folleto PPAA 7mo Grado[1] Ingles 7mo Grado.… · The Grade 7 English PPAA listening section measures the following content standard and grade-level expectations:

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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 7 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 posses the knowledge

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


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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 extended-response) 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 7 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 3 reading selection is written at a difficulty level

appropriate for ELLs who are in the spring of their third-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 7 English PPAA Listening Information

Grade 7 English Listening/Speaking Content Standard

The Grade 7 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.

Content Standard: Listening/Speaking

L/S.7.1

Listens and responds during a read aloud from a variety of fiction and nonfiction

to comprehend, generalize, relate to character and setting, and make connections

to text.

L/S.7.2

Listens, responds to, and analyzes complex instructions and statements; applies

and clarifies instructions and directions; answers and formulates closed and

open-ended questions.

L/S.7.3 Uses appropriate language structure to problem solve and to explain a process;

interacts in discussions and presentations.

L/S.7.4 Applies correct language patterns to organize events in a variety of narrative

texts and identifies problem and solution within presented literature.

Expectation

L/S.7.5

Explains the main idea or topic; identifies important details from learned

concepts or read alouds in a variety of expository texts; applies sequence of

events to summarize.


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For the Grade 7 listening section:

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

questions presented in a multiple-choice format

• students will be assessed on their understanding of spoken English

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

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

• longer selections may include up to approximately 300 words


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Sample Grade 7 English PPAA Listening Passages and Items.

(Narrator): Listen to the following sentence.

Mr. Fuentes’ math class will be constructing

geometric figures this afternoon.

1 What can be inferred from the

sentence you just heard?

A The math class is late.

B The math class is interesting.

C* The math class has not happened yet.

D The math class already occurred.

L/S.7.2

(Narrator): Listen to the following sentence.

Guillermo rode his skateboard to the

grocery store.

2 Which question is answered by the

sentence you just listened to?

A When did Guillermo ride?

B Who is Guillermo?

C Why did Guillermo go to the store?

D* Where did Guillermo go?

L/S.7.2


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(Narrator 1): Listen to the following

passage.

(Narrator 2):

Alicia and her mom were discussing their

plan for the day at the breakfast table.

Mother said, “First, we’ll go to the bakery

and buy some cookies. Then we need to pick

up your dress at the dry cleaners.” “Can we

stop by the shoe store to get me a new pair

of sandals?” asked Alicia. “Yesterday, the

ankle strap on my sandal broke.”

(Narrator 1): Now answer the questions.

3 Why did Alicia need a new pair of

sandals?

A She had lost the other pair.

B* Her sandal strap was broken.

C She needed them for her new dress.

D The store was having a sale.

L/S.7.4

4 Where is the conversation taking

place?

A* in the kitchen.

B in the bedroom

C in the backyard

D in the car

L/S.7.1


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(Narrator 1): Listen to the following

passage.

(Narrator 2):

Carolina and Francisco completed an

interesting experiment in science class.

First, Carolina poured some vinegar

into an empty bottle. Afterwards, Francisco

poured some water into the bottle. Next, they

took a balloon and put some baking soda

into it. They placed the open end of the

balloon tightly over the top of the bottle.

Finally, Carolina lifted the balloon and

let the baking soda that was inside fall into

the water and vinegar solution in the bottle.

The baking soda mixed with the liquid and

made thousands of gas bubbles. The gas

floated out of the bottle into the balloon.

Suddenly, the balloon inflated itself!

5 According to the information from the

passage, which of the following

options is correct?

A* Carolina poured vinegar into the bottle.

B Francisco put baking soda into the

bottle.

C Carolina poured water and vinegar into the bottle.

D Francisco filled the balloon with

vinegar and water.

L/S.7.3


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6 What is a correct conclusion that can

be reached from the passage?

A All you need to inflate a balloon is

an empty bottle.

B Baking soda and vinegar are two

ingredients that can be bought at the

grocery store.

C* By adding baking soda to the water and vinegar solution, a gas was

formed which inflated the balloon.

D The water inside the bottle caused

the balloon to inflate.

L/S.7.1

7 When was the baking soda added into

the balloon?

A before the vinegar was poured into

the bottle

B after the balloon inflated itself

C before the water was poured

D* after the vinegar and water were mixed

L/S.7.5

(Narrator): Listen to the following sentence

from the passage.

They placed the open end of the balloon

tightly over the top of the bottle.

8 Why was it important to place the

balloon tightly over the bottle?

A* to catch the gas so that it would inflate the balloon

B to make the experiment more

interesting

C to prevent the baking soda from

falling into the bottle

D to keep the water and vinegar inside

the balloon

L/S.7.3


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Grade 7 English PPAA Reading Information

Grade 7 English Reading Content Standard

The Grade 7 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 7 reading section:

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

comprehension questions presented in a multiple-choice format

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

• photographs or artwork may be included to enhance student comprehension

• reading selections for Grade 7 will have an approximate length of 200-300 words

Content Standard: Reading

R.7.1 Analyzes the text, establishes purpose, recognizes author’s purpose, and

distinguishes text features to enhance comprehension.

R.7.2

Applies context clues, reference sources, and other vocabulary expansion

strategies to assess word meaning using prior knowledge to relate to new

meaning; uses prefixes, suffixes, and root words to determine the meaning of

unfamiliar, multiple-meaning, and compound words.

R.7.3 Distinguishes main character from supporting characters, compares and

contrasts characters traits, describes and explains setting in fiction.

R.7.4

Sorts and organizes relevant events, states cause and effect, makes connections,

predictions and inferences; draws conclusions; states the problem and solution in

fiction and nonfiction.

Expectation

R.7.5 Identifies and states fact and opinion, paraphrases and states main idea or topic,

and determines important details in narrative and expository texts.


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Some reading selections will 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 rubric below.

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 7 English PPAA Reading Passages and Items

The Old Fort

When the Spaniards controlled the “new world,” they built many forts to protect their

interests. El Morro is one of these forts. It sits overlooking San Juan Bay. El Morro was begun in

1539. However, all six stories of it were not completed until 1787. How many structures do you

know of today that are going to take almost 250 years to build?

It doesn’t matter how long it took to complete Fuerte San Felipe del Morro. It is an

impressive fort. There are, for example, wonderful hidden passages to see. People used them to

hide during the many times the fort was attacked. Today, they are just fun to explore.

It is interesting to note that San Felipe del Morro is the largest fort built by the Spaniards in

America. Initially, it began as a smaller fort. However over the years, several additions were

made. The Spaniards continued to fortify the structure through the years. They did this so that

they could prevent buccaneers like Sir Francis Drake from entering the port. Drake and his men

wanted to overtake the ships filled with gold that were headed for Spain.

The fort has “hornwork,” which are structures that protect the fort from being overtaken by

land. These structures look something like bull’s horns, reaching out, which is the reason for

their name.

Now that it is no longer used to protect the interests of the Spaniards, El Morro is a

fascinating place to visit. Children can often be seen flying kites from the grounds surrounding

this old fort.


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9 Why did the author MOST LIKELY

write this passage?

A. to persuade the reader why it is important to visit El Morro

B* to inform the reader about the

construction of El Morro

C to explain how long it takes to

construct a fort

D to teach the reader how to build an

impressive fort

R.7.1

10 Which meaning of the word interests

is used in the first paragraph?

A* something that the Spaniards owned

or claimed B the ships that were headed to Spain

C where the fort was located

D how the Spaniards felt about something

R.7.2

11 What does initially mean in

paragraph 3?

A for fun

B with effort

C* at first

D in comparison

R.7.2


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12 Why did it MOST LIKELY take so

long to build El Morro?

A It was difficult to find workers to

construct it.

B The workers had to hide whenever it

was attacked.

C It has many grounds attached.

D* Many additions kept being made to

it.

R.7.4

13 Which is a FACT from the passage?

A “It doesn’t matter how long it took to

complete Fuerte San Felipe del

Morro.” B “Today, they’re just fun to explore.”

C* ”Drake and his men wanted to

overtake the ships filled with gold

that were headed for Spain.”

D “Now that it is no longer used to

protect Spanish interests, El Morro

is a fascinating place to visit.”

R 7.5


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Sample Constructed-Response Item

14 Is this passage fiction or nonfiction? How can you tell?

Give a detail from the passage that supports your answer.

R.7.4

Full credit Response is a complete, well-developed statement that this is a nonfiction

passage and a specific example of why. The response is supported by relevant,

text-based information.

Partial credit Response is a vague statement that this is a nonfiction passage but may not be

supported by information from the passage.

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


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A Day at Rincón

“Why don’t we head for Rincón?” Jaime suggested to his friends, Luis, and Eric. The three

had decided they wanted to do something special this day.

“Why?” Luis said, “I don’t know how to surf.”

“Just because it’s called ‘the surfing town’ doesn’t mean we have to surf!” Eric told him. “I

was thinking of whale watching.”

“Yes!” Jaime enthusiastically broke in, “This is the perfect time of year for that.”

“I know, and I’ve never been there in February before,” Eric said.

“Sounds good,” Luis finally agreed. “I just don’t want to surf.”

“No surfing,” Jaime told him, laughing. “We’ll get there, find Lighthouse Park, and wait to

see some humpbacks.”

“Okay, okay,” Luis answered, “Let’s get going!”

“No, not yet,” Eric said, “I want to know more about humpback whales.”

“You’re right, so do I,” Luis agreed.

“I can tell you on the way,” Jaime replied. “We need to get there soon.”

As they headed for Rincón, Jaime told his friends that the migrating whales were singers.

This was something they found hard to believe at first.

“No, I’m serious," Jaime insisted. “And scientists say the songs are the same, year after year.

It’s really interesting stuff.”

“What else can these talented whales do?” Eric asked.

“Actually, they can jump straight up and spin in the air.”

“Wow!” exclaimed Luis, “That’s something I’d like to see.”

“Hopefully, you will,” Jaime remarked. “We need to get there, so that you can.”


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15 Why did the author MOST likely

write this passage?

A to tell a story about boys that like to

go surfing

B to encourage readers to visit Rincón C* to tell a story about boys who decide

to whale watch

D to explain whale migration to readers

R.7.1

16 Read this sentence from the story.

“ ‘Why don’t we head for Rincón?’

Jaime suggested to his friends, Luis and

Eric.”

Which meaning of the word head is

used in this sentence?

A* to go toward

B to be in charge

C to be on top

D to get in front of

R.7.2

17 Which word BEST describes Luis at

first?

A daring

B athletic

C* cautious

D determined

R.7.3


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18 Use the chart of events to answer the question below.

Which event belongs in the empty box?

A The boys head for Rincón.

B Jaime tells them that whales sing.

C Luis says he wants to see whales spin in the air.

D* Eric says he’s never been to Rincón in February.

R.7.3

Eric tells his friends

he wants to go

whale watching.

Luis says he

does not want to

surf.


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19 What is the boys’ MAIN problem in

this passage?

A They don’t know anything about

whales.

B They’ve never been to Rincón before.

C They don’t know how to surf.

D* They need to get to Rincón in time to

see the whales.

R.7.4

20 What is the MAIN idea of this

passage?

A Jaime tells his friends about things

whales do.

B* Three friends decide to spend the day

watching whales at Rincón.

C Eric knows February is a good time

to see whales at Rincón.

D Luis tells his friends he doesn’t know

how to surf.

R 7.5


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Sample Constructed-Response Item

21 What are the two things Jaime explains about migrating whales?

Give details from the passage that support your answer.

R.7.4

Full credit Response is a complete, well-developed statement of the two things Jaime

explains about migrating whales. The response is supported by relevant, text-

based information.

Partial credit Response is a vague statement of the things Jaime explains about migrating

whales or is not adequately supported with relevant information.

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


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Grade 7 English PPAA Writing and Application of the Writing Standard in the Classroom

Grade 7 English Writing Content Standard

The Grade 7 English PPAA writing section consists of multiple-choice questions designed to

measure 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.

Content Standard: Writing

W.7.1

Combines sentences and ideas by using simple transitional phrases; applies

commas to correctly punctuate and construct sentences; distinguishes

complete sentences from fragments and run-on sentences.

W.7.2 Applies the parts of speech; identifies the subjects and objects in sentences;

uses correct subject-verb agreement.

W.7.3

Identifies elements in descriptive, narrative, expository and persuasive forms

of writing; uses a variety of sentence types to construct a paragraph; applies

organizational patterns to construct narrative, descriptive, and expository

paragraphs.

W.7.4 Uses poetry and sensory elements to develop simple poems.

Expectation

W.7.5

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

the dictionary and thesaurus as an aid in the writing process; revises writing;

proofreads to identify errors in spelling, capitalization, and ending

punctuation when prewriting, drafting, revising, editing, and writes a final

draft.


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English PPAA writing section:

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

• test items may require students to fill in blanks in the text with appropriate language to

demonstrate correct and effective written communication

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

Application of the Writing Standard in the Classroom:

• the writing must be in English and the criteria for a successful piece of

writing will be grade-level appropriate

• some misspellings, especially in the use of advanced vocabulary are

considered acceptable

• the extended response will be evaluated as a whole using the 4-point focused

holistic scoring rubric explained on the following page.


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EXTENDED-RESPONSE WRITING RUBRIC The student response is expected to be in English and is scored for quality of the writing and

English language conventions. It is assumed that the student has been given a topic or question

which may or may not be related to a reading selection and requires a written response of one or

more paragraphs, consistent with grade-level expectations.

SCORE CRITERIA

4

The ideas in the response are well developed and elaborated using examples, reasons,

and/or evidence. The content is focused on the task, logical, and well organized. Word

choice is appropriate and appealing. Good sentence structure is used, and correct

English grammar and language mechanics are clearly evident. Content and language

errors are minor and do not affect readability of the response. Overall quality of the

response is consistently high.

3

The ideas in the response are adequate and partially developed with examples,

reasons, and/or evidence. There is adequate focus in the content, and order and

structure are present. Word choice is satisfactory and conveys the intended message.

Sentence structure is adequate, and use of correct English grammar and language

mechanics are acceptable. Errors in language are noticeable but do not affect

readability. Overall quality of the response is reasonable.

2

There are problems with the focus of the response, and ideas are minimally developed

and elaborated. The response may lack clear organization or structure. Word choice is

simplistic, vague, and/or unimaginative. There is a lack of control in sentence

structure, with errors such as run-ons and fragments evident. Errors in English

grammar and language mechanics may be distracting and interfere with readability.

Overall quality is inconsistent.

1

The response lacks focus on the task or a central idea, and simple ideas lack

development. There is no logical direction or organizational structure to the response.

Word choice is very limited and vague. There are many errors and/or little variety in

sentence structure. English grammar and language mechanics are of poor quality, with

numerous errors that significantly diminish readability. Overall quality is poor.

0

The response is unrelated to the question/task .There is very little demonstration or

control of the English language. A score of 0 is given to responses that are written in a

language other than English or that are merely copies or translations of the

question/task.


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Sample Grade 7 English PPAA Writing Items

22 The students quietly walked into the

library and began looking for a book.

What is the word quietly in this

sentence?

A adjective

B noun

C* adverb

D verb

W.7.2

23 Which of the following is a sentence

fragment?

A The park is closed.

B Have you seen my dog?

C* The cool, green grass.

D What was his name?

W.7.1

24 Choose the option that can be used

instead of “Arturo and Jessica.”

Arturo and Jessica walked to the

park.

A* They

B He and her

C Him and she

D Them

W.7.2


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25 Choose the word that is the adjective

in the sentence.

The car dealer had several types of

vehicles for sale.

A dealer

B* several

C sale

D vehicles

W.7.2

26 Mónica and her brother went

horseback ________ last week.

A rides

B ride

C rode

D* riding

W.7.2

27 Elvia is writing a paper about the Sun for science class. Choose the

sentence that belongs in the blank.

The Sun is at the center of our Solar System. _________________. Other planets,

asteroids, meteoroids, and comets also orbit the Sun. The energy from the Sun is called

sunlight. Sunlight supports almost all the life on Earth. It also affects the Earth's climate and

weather.

A* Our planet Earth orbits the Sun.

B The Sun is in the sky during the day.

C Plants need sunlight to grow.

D The sun’s rays are harmful to our skin.

W.7.3


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28 Choose the option that explains why

the sentence is incorrect.

César, is that your bicycle parked

in the front of the school.

A The word bicycle should be

capitalized.

B The word parked is misspelled.

C* There should be a question mark

after the word school.

D There should not be a comma after

César.

W 7.5

29 Enrique is writing a persuasive

paragraph about why it is important

to exercise at least 30 minutes a day.

Choose the organizational structure

he should use to most effectively

express his argument.

A Make a list of the pros and cons of

exercising.

B* Provide reasons and explanations to support why exercise is important.

C Provide details of the point he is trying to make, in chronological

order.

D Identify the problem and then come

up with a solution.

W.7.3


31

30 Adrian is writing an informational

report about his favorite sport,

handball. He made an outline to help

organize his ideas.

I. Origin of handball

II. ________________

III. Equipment needed

Choose the option that belongs in the

blank.

A Clothing

B* Rules

C Favorite sport

D Location

W.7.5

31 Choose the word that belongs in the

blank.

_____________ on their way to the

amusement park.

A There

B* They’re

C Their

D There’

W.7.5


32

For questions 32 and 33, choose the sentences that belong in the blanks.

My family is having dinner at my Aunt Teresa’s house tonight.

_______________32_______________. I rode my bike to her house early so

I could help her. _______________33_______________.

32 A* She is making a flan for dessert.

B Last week we took my Aunt Teresa to the movies.

C My Aunt Teresa is a lot of fun to be with.

D My family lives far from her house.

W.7.3

33 A Aunt Teresa asked me if I liked apple pie for dessert.

B Aunt Teresa’s beans and rice are delicious.

C* She put me in charge of setting the table.

D Everyone in the neighborhood likes her flan.

W.7.3


33

Sample Grade 7 English Writing Prompt

IInnssttrruuccttiioonnss

RReeaadd tthhee ffoolllloowwiinngg ssaammppllee ppaarraaggrraapphh bbyy VVaalleennttiinnaa RRooddrríígguueezz.. OOnnccee yyoouu hhaavvee rreeaadd tthhee ssaammppllee

ppaarraaggrraapphh,, rreeaadd tthhee pprroommpptt aanndd oorrggaanniizzee yyoouurr iiddeeaass oonn tthhee ffoolllloowwiinngg ppaaggee ffoorr nnootteess.. TThheenn,, wwrriittee

yyoouurr ffiinnaall ppaarraaggrraapphh..

I really enjoy going to the zoo with my little sister Elia. She is six years old and loves

animals. We have gone to the zoo several times together. Each time we go, she falls in love

with a different animal and tells me that she has a new favorite. The last time we went to the

zoo, Elia told me that her new favorite animal was the elephant. When we went by the

elephant section, the zoo workers were giving them a bath with a water hose. The elephants

were so happy. They kept turning around in circles to make sure the workers didn’t miss a

spot. Elia and I laughed and laughed.

PROMPT:

Think about a place you or a friend like to visit and write a paragraph about it.

To begin writing, remember to:

� Organize your ideas clearly so that it is easier to write your paragraph

� Use specific details, examples, or evidence to make your paragraph more interesting

� Maintain focus on the topic or theme of your paragraph

� Use correct spelling, grammar, punctuation, and capitalization

� Write your paragraph


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Notes


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Documents

Folleto PPAA 7mo Grado[1] Ingles 7mo Grado.… · The Grade 7 English PPAA listening section measures the following content standard and grade-level expectations: