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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 11 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

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 11 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 11 reading selection is written at a difficulty

level appropriate for ELLs who are in the spring of their eleventh-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 11 English PPAA Listening/Speaking Information

Grade 11 English PPAA Listening/Speaking Content Standard

The Grade 11 English PPAA listening/speaking 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.11.1

Listens and responds during a read aloud, presentation, or performance from a

variety of literature, periods, genres, and styles to analyze character

development and setting, and to distinguish the characteristics of tone, voice,

and mood; makes connections to text.

L/S.11.2 Listens and responds to synthesize, explain, describe, support, and discuss

information; answers and formulates closed and open-ended questions.

L/S.11.3

Uses appropriate language structure to analyze and state opinions in

discussions and presentations, to problem solve, and to explain a process

integrating comparison and contrast statements.

L/S.11.4

Expresses thoughts and opinions to discuss current events, concepts, themes,

characters, plot, and conflict resolution; makes predictions and inferences, as

well as draws conclusions from listening to a variety of texts, performances,

and multimedia sources; listens to sort and prioritize information.

Expectation

L/S.11.5

Analyzes the main idea or topic and important details from learned concepts or

readings from a variety of persuasive texts; summarizes, explains, clarifies, and

discusses effectiveness of text, performance, speech, or literature.


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For the Grade 11 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 ability to understand spoken English

• 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 375 words


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Sample Grade 11 English PPAA Listening Passages and Items.

(Narrator): Listen to the following question and the sentences that follow. Choose the sentence

that is the best response to the question. Mark the letter of the correct answer on your answer

sheet. (Woman): Cindy, have you ever been to the zoo?

(Narrator): Mark the letter of the correct answer on your answer sheet.

1 A Yes, you can find many different animals at the zoo.

B Yes, my cousin has told me great things about the zoo.

C* Yes, I have gone to the zoo several times this year.

D Yes, a friend has visited zoos in several cities this year.

L/S 11.3

(Narrator): Listen to the following question and the sentences that follow. Choose the sentence

that is the best response to the question. Mark the letter of the correct answer on your answer

sheet.

(Man): What do you think of Juanita’s idea?

(Narrator): Mark the letter of the correct answer on your answer sheet.

2 A I have a very good idea.

B* I think Juanita had a great idea.

C An idea is a useful thought.

D Your idea sounds like it could work.

L/S 11.3


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(Narrator): In this part of the test, you will listen to a short paragraph. Afterwards, listen to and

answer the questions. Mark the correct answers on your answer sheet.

(Man): Okay class, today you are going to work together in groups of four. First, we are going to

go around the room and each person will count off to be either a 1, 2, 3, or 4. After everyone has

been assigned a number, we are going to group ourselves together. All the ones will sit together,

then the twos, threes, and fours. Let’s begin counting off.

3 What are you supposed to do after you have been assigned a number?

A go around the room and find a person who is a 1, 2, 3, or 4

B write your number on a sheet of paper

C* form a group with other people who have your same number

D begin to count off 1, 2, 3, or 4

L/S.11.2

4 Why does the teacher use the strategy of numbering the students from 1 through 4?

A So the students can practice forming class teams of 4.

B* He wants the students to form several working groups.

C He wants the students to go around the room.

D So the students can learn to assign themselves numbers.

L/S. 11.3


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Listen to the following story about air pollution.

(Man):

Air pollution is an important concern facing the world today. A major cause of air

pollution is the burning of fossil fuels. This type of fuel is used to power our businesses, homes,

and cars. However, airplanes, automobiles, trucks, and buses pollute the air more than the

emissions from businesses or homes.

Several industries are actively working to reduce the air pollution caused by our

transportation needs. For example, airline engineers have analyzed their planes to come up with

ways to make them more fuel efficient. The engineers found that by adding special tips to

airplane wings, fuel consumption can be reduced by 5%. As a result, almost all airlines have

added the wing tips to their airline fleets.

The automotive industry is also addressing the issue of air pollution caused by passenger

cars and trucks. Most major automakers have begun the production of engines that run on

electricity instead of fuel. They also make hybrid vehicles which use both electricity and fuel.

Although most automobiles on the road only get 20 miles per gallon, the hybrid car averages 40-

50 miles per gallon!

As part of their corporate responsibility, these industries are taking on the challenge of

reducing air pollution.


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5 Why did the author write this

passage?

A* The author wants to explain ways that industries are trying to reduce air pollution.

B The author wants people to change

their driving and flying habits.

C The author believes everyone should

drive electric vehicles.

D The author wants to inform industry

officials of the importance of reducing air pollution.

L/S.11.4

6 What is this passage mainly about?

A how automakers are developing hybrid and electric cars to reduce air pollution

B* ways that some industries are

working to reduce the air pollution caused by motor vehicles

C how airplane engineers have

discovered a way to reduce airplane fuel consumption by 5%

D ways that some industries are

working to reduce air pollution caused by homes

L/S.11.5

7 What would be a good title for this

passage?

A “Air Pollution: A Possible Concern for Industries”

B* “Air Pollution: Concerns Drive

Industry Decisions”

C “Air Pollution Effects on Homes and

Businesses”

D “Air Pollution Caused by Fossil

Fuel”

L/S.11.5

8 What is the tone of this passage?

A modest

B judgmental

C* persuasive

D impatient

L/S.11.1


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Grade 11 English PPAA Reading Information

Grade 11 English PPAA Reading Content Standards

The Grade 11 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 11 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

• reading selections for Grade 11 will be approximately 350-425 words

Content Standard: Reading

R.11.1

Examines context clues, uses reference sources and vocabulary expansion

strategies to assess word meaning; analyzes the meaning of unfamiliar words and

applies the new meaning to context; identifies Greek and Latin root words.

R.11.2 Analyzes character development; infers the setting in fiction and nonfiction;

classifies point of view.

R.11.3

Classifies parts of the plot, establishes cause and effect, makes connections,

predictions, and inferences in a variety of texts; draws conclusions; analyzes and

compares and contrasts conflicts and resolutions across texts.

R.11.4 Distinguishes between fact and opinion, infers, and supports the main idea in a

variety of texts; analyzes the theme.

Expectation

R.11.5 Uses elements of poetry and plays to analyze, interpret, and compare and contrast

genre, imagery, figurative language, and symbolism.


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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 11 English PPAA Reading Passages and Items

The Job Hunt

Isabel has decided to look for a summer job. She will be a junior in high school next

year, and wants to begin saving money for college. Last weekend, she looked through the

classified section of several newspapers and circled two jobs:

Stockers

Brand name shoe store

$12.65/Hr

(Less than 20 Hrs/Wk)

Sunny Steakhouse

Now hiring servers.

Night shifts only.

Apply in person.

Kiddie Funland

Teens needed to help

children on and off of

the rides at Funland.

Mother’s Helpers

Babysitters wanted,

part-time, no more than

20 hrs/wk

On Monday morning, when she sat down and really thought about it, Isabel decided the

shoe store job interested her most. She figured that stocking shelves in a shoe store will not be

too demanding. In fact, it might be fun because she loves shoes!

Tuesday, she went downtown to the shoe store to apply for the job. The manager asked

her to complete the following application.


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Student Job Application

(Last Name)

(First Name) (Middle Initial)

Address: (Street)

(City) (State) (Zip) (Phone)

Are you over 18 years of age? Yes ___ No ___ If “no,” date of birth:

School: Last grade completed: School phone number:

What job are you are applying for:

Part-time _____ Full-time _____

Days and hours you are available for work:

Mon __ Tue __ Wed __ Thurs __ Fri __ Sat __ Sun __ Weekday hours: ___ to ___

Weekend hours: Sat ___ to ___; Sun ___ to ___

Work Experience

Last job held:

Company:

Address: Supervisor:

Phone:

Dates worked From: Month Year To: Month Year

List additional work experience and qualifications:

I promise that all the information I have given in this application is true.

Signature: Date:


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9 Read this sentence from the passage.

“She figures that stocking shelves in a

shoe store will not be too demanding.”

What does stocking mean in this

sentence?

A analyzing for sale

B providing information

C* supplying products

D expanding the size

R.11.1

l0 Based on the passage, which word best

describes Isabel?

A* responsible

B sensitive

C friendly

D confused

R.11.2

11 Read the following chart of events

from the story.

Which is the correct order?

A III, II, I, IV

B II, I, IV, III

C I, II, III, IV

D* III, I, II, IV

R.11.3

l2 Why does the company want Isabel to

sign the application?

A They want to see her handwriting.

B* They want her to guarantee the

information is true.

C They want to see if she can work

during the summer.

D They want proof she will come to

work on time.

R.11.4

I. Isabel reads newspaper

ads for jobs.

II. Isabel is asked to fill out an

application.

III. Isabel decides to look for a

job.

IV. Isabel thinks about which

job interests her most.


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Sample Constructed-Response Item

Based on the passage, what kind of student do you imagine Isabel is? Give two reasons

why you feel this way.

Use specific details from the passage to support your answer.

R.11.3

Full Credit Response is a complete, well-developed explanation of what kind of student

Isabel is and two reasons why she is that way. The response is supported by

relevant, text-based information.

Partial Credit Response is a vague explanation of what kind of student Isabel is. One reason

is included. The response may or may not include relevant, text-based

information.

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


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Swimming Surprise

1 Jennifer and Alicia swam in the clear waters where Guanajibo River in Mayagüez flows

into the Caribbean Sea. They’d come here today because they’d heard they might spot a manatee

or two. Jennifer had watched manatees before, but Alicia had never even seen one. She’d had

doubts about coming, although a part of her very much wanted to. She had always been nervous

around strange dogs, and now she was going to swim with strange fish?

2 “I’ve heard them called “sea cows,” Alicia had said to Jennifer before they had arrived

today.

3 “I can see that,” Jennifer had answered, “but I think they look like baby hippos. They are

really cute and almost cuddly looking. You’ll see.”

4 Now that they were actually in the water and searching, Alicia felt a little nervous. What

if the manatees did attack them? No, she thought, Jennifer says they’re very gentle creatures.

5 Alicia and Jennifer put on their swimming masks and gazed into the water. Just ahead,

three large manatees skimmed the shallow bottom, evidently searching for something green to

eat. Before she could put her mouth on her snorkel to breathe underwater, Jennifer saw the

manatees slowly swim up and break the surface.


21

6 “They are adorable,” Alicia whispered to her friend.

7 “Awfully wrinkly, though, aren’t they?” Jennifer remarked.

8 The girls slowly swam closer to the manatees, taking care not to break the water’s surface

with splashy kicking. The manatees didn’t seem to mind the girls’ presence at all.

9 “They’re not afraid,” Alicia said quietly.

10“ No, lots of swimmers come here. They are used to it,” Jennifer told her. “If you listen

very carefully, the chirping noises they make are almost audible. They sound as cute as they

look.”

11 Two of the manatees slowly dove back into the water, and this time Alicia followed,

simply diving into the shallow water with her mask on and holding her breath. She watched in

wonder as the two creatures once more skimmed the river floor and then slowly rose to the

surface. She did the same, taking in a breath as she rose through the surface of the water.

12 Jennifer came up beside her, and they again watched the close by manatees slowly move

away.

13 “They are so calm and graceful!” Alicia said.

14 “Yes. Did you know that fishermen on boats used to think they might be mermaids?”

Jennifer questioned.

15 “No,” Alicia answered. “That’s really neat. Although I can’t imagine how they thought

these cute, wrinkly creatures could be sleek and mysterious mermaids.”

16 “They didn’t see them up close, obviously,” Jennifer finally answered.

17 “Well, I’m glad I have,” Alicia concluded.


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13 Read this sentence from the story.

“If you listen very carefully, the chirping

noises they make are almost audible.”

What does audible mean?

A* able to be heard

B water splashing

C a chirping noise

D breathing sounds

R.11.1

14 What mood is created by the

description of the setting in

paragraph 11?

A a cold and barren mood

B a playful mood

C* a peaceful and harmonious mood

D a gloomy mood

R.11.2

15 In this story, what conflict does Alicia

feel?

A* a conflict between her fear of the manatees and her fascination with them

B a conflict between wanting to swim with Jennifer and not wanting to swim with the manatees

C a conflict between her dislike of the manatees and the love she has for swimming

D a conflict between her friendship with Jennifer and her fear of the manatees in the river

R.11.3

16 Based on the story, what most likely

caused ancient fishermen to think

manatees were mermaids?

A their large and wrinkly bodies

B* their slow and graceful movements

C the sounds they make

D their distance from the boats

R.11.3


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17 Based on the passage, what will Alicia

most likely do in the future?

A watch manatees at an aquarium

B study about mermaids at the library

C* want to swim with manatees again

D study about manatees at the library

R.11.4

18 In paragraph 14, what causes Jennifer

to tell Alicia that fishermen used to

think manatees were mermaids?

A Jennifer sometimes thinks they are

mermaids.

B She sees one that looks just like a

mermaid.

C She has seen paintings of mermaids

before.

D* Alicia has commented on how

graceful they are.

R.11.5

19 Read this sentence from the passage.

“I can see that,” Jennifer had answered,

“but

I think they look like baby hippos.”

What style of figurative language is

used in this sentence?

A hyperbole

B alliteration

C* simile

D irony

R.11.5


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Sample Constructed-Response Item

In the very last line of the story, Alicia says, “Well, I’m glad I have.”

1. What does she mean by this?

2. Has she changed since the beginning of the story?

3. How did she feel at first?

Use specific details from the passage to support your answers.

R.11.2

Full Credit Response is a complete, well-developed answer to all three questions. The

response is supported by relevant, text-based information.

Partial Credit Response is a fairly well developed answer to one or two of the questions.

Response may be supported by some relevant, text-based information.

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


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Grade 11 English PPAA Writing and Application of the

Writing Standard in the Classroom

Grade 11 English PPAA Writing Content Standards

The Grade 11 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.

English PPAA writing section:

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


Content Standard: Writing

W.11.1 Analyzes and selects appropriate words to convey meaning; incorporates

transitions, correct grammar, syntax, and style.

W.11.2 Determines the purpose of writing; analyzes and constructs organizational

patterns to connect ideas; writes narrative, expository, and persuasive essays.

W.11.3 Applies figurative language and develops voice to produce different styles of

poems.

Expectation

W.11.4 Compares and contrasts two forms of writing on similar topics to write a critical

essay.

W.11.5

Applies editing marks, self-correcting methods, and reference sources to revise

and edit; analyzes, organizes, and verifies information to write and revise;

completes a final draft using the writing process.


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Sample Grade 11 English PPAA Writing Items

(1) The Taíno tribe-people, the Spaniards, and the African, all contributed to Puerto

Rico’s heritage. (2) Taíno legends were passed down orally. (3) These stories were based on

Taíno beliefs. (4) Tribal folklore frequently referred to the forces of nature that would descend

in the form of a hurricane and destroy their crops and shelter. (5) When writing to the King and

Queen of Spain, the Spaniards used Taíno words to describe the island and the Taíno’s social and

cultural norms. (6) Some of these words were, cacíque (leader of the tribe), bohío (a native

thatched hut) and casabe (a kind of bread).

20 Which of the following best replaces

the word “legends” in sentence 2?

A customs

B manners

C* myths

D habits

W.11.1

21 This paragraph was written in

order to ─

A teach readers the meaning of Taíno

words such as casabe and bohío.

B* help develop awareness of the

Taino’s legacy in Puerto Rico.

C tell an interesting story about

legends.

D acknowledge the Taíno, Spaniard,

and African influence on Puerto

Rico.

W. 11.2


27

Use the following letter to answer questions 22 and 23.

(1) Dear Mrs. González,

(2) Our class realy enjoyed the visit to the observatory. (3) Thank you for the guided tour

and the opportunity to look through the telescope. (4) We learned a lot about astronomy

during our trip.

(5) Cordial regards,

(6) Mildred Soto

22 Which of the following shows sentence 2 correctly edited?

A Our class realy enjoyed the visit to the observatory.

sp

B* Our class realy enjoyed the visit to the observatory.

C Our class realy enjoyed the visit to the observatory.

ing

D Our class realy enjoy^ed the visit to the observatory.

W. 11.5

23 Which of the following expresses the same meaning as the word “opportunity” in

sentence 3?

A* chance

B learn

C travel

D wander

W. 11.1

ing


28

Use the following paragraph to answer questions 24 and 25.

(1) Last week, our class studied the importance of eating a balanced diet. (2) We learned that

we should strive to include more fresh fruits and vegetables in our meals. (3) We should

reduce the amount of sweets and processed foods that we eat. (4) Today, we made posters to

share this knowledge with the school and hung them in the cafeteria.

24 Why did the author write this paragraph?

A to persuade readers to study food

B to teach readers how to make posters

C* to explain which foods are best for us

D to inform readers about cafeteria food

W.11.2

25 Based on the paragraph, which transitional word or phrase could be added at the

beginning of sentence 3?

A However,

B By going on a diet,

C* In order to be healthy,

D Although,

W.11.1


29


(1) One summer, when I was fourteen, I spent many, long, hot afternoons with my

grandmother. (2) She and I cut hundreds of pieces of cloth. (3) Then, we sewed the pieces of

cloth together. (4) One day before school started, she rewarded me with an unforgettable

souvenir of our summer. (5) It was the exquisite bedspread we had collaborated on.

26 Which of the following best replaces the word “exquisite” in sentence 5?

A impossible

B repetitious

C created

D* beautiful

W.11.1

27 Which of the following best combines sentences 2 and 3?

A* She and I cut hundreds of pieces of cloth and then we sewed them together.

B She and I cut hundreds of pieces of cloth; but then sewed them together.

C She and I cut hundreds of pieces of cloth then, we sewed the pieces of cloth together.

D She and I cut hundreds of pieces of cloth because then we sewed the cloth together.

W.11.2


30


(1) Aguadilla is a wonderful place to visit. (2) For example they have the first ice

skating rink ever built in the Caribbean. (3) They also have a first-rate water park and

beaches with crystal clear water.

28 Which sentence below should be added after sentence 1?

A Aguadilla is a place I’d like to visit someday.

B* There are several interesting things to do there.

C It is really worth taking a trip to visit.

D People who live in Aguadilla are very nice.

W.11.2

29 Which of the following shows sentence 2 correctly edited?

sp

A For example they have the first ice skating rink ever built in the Caribbean.

B* For example , they have the first ice skating rink ever built in the Caribbean.

C For example they have the first ice skating rink ever built in the Caribbean

D For example they have the first ice skating rink ever built in the Caribbean.

W. 11.5

^


31

30 Read the following sentence.

sp

The Internet provides people with the ability to research information and efficiently

communicate with each other worldwide.

What is the correct way to show that you do not accept the change using editing marks?

A Put “ability” in quotation marks to show it’s correct

B Underline “ability” three times

C* Write “stet” above “ability”

D Write “ignore” above “ability”

W. 11.5


32

(1) Have you ever noticed how people have preferences even among they’re daily chores.

(2) Of all the household chores that people do, washing the dishes is one of the most avoided.

(3) Most people would prefer to cook, do the laundry, wash the car, water the plants, and even

work in the garden. (4) But nobody wants to dip their hands in sudsy water and clean off the dirt

and grease from the dinner dishes. (5) This is why inventors came up with dishwashers. (6) Just

load the dishes in the dishwasher, add the dish washing liquid, press some buttons and after an

hour, you have clean dishes!

31 Which of the following corrects the errors found in sentence 1?

A Have you ever noticed how people have preferences even among their daily shores?

B* Have you ever noticed how people have preferences even among their daily chores?

C Have you ever noticed when people have preferences even among they’re daily chores?

D Have you ever noticed why people have preferences even among they’re daily chores?

W.11.5

32 Which of the following best replaces the word “sudsy” in sentence 4?

A smoothly

B* soapy

C slippery

D soiled

W.11.1


33

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.


34

EXTENDED-RESPONSE WRITING RUBRIC

Instructions: Read the prompt and organize your ideas on the following page. Then, write your

final essay in the space marked “Final Copy” on your answer sheet.

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.


35

Sample Grade 11 English Writing Prompt

PROMPT:

In an essay, compare and contrast two teachers that you have had. Be sure to explain both

the similarities and differences between the two teachers.

As you begin writing, remember to:

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

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

� Maintain focus on the topic or theme of your essay

� Use correct spelling, grammar, punctuation, and capitalization

� Write your final essay


36

Notes


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