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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
• test items for this grade level will consist of four answer choices
• 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.
© 2008 All Rights Reserved Grade 5 English PPAA Information Booklet
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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
• test items for this grade level will consist of four answer choices
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