You are on page 1of 43

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.
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.

© 1
2008 All Rights Reserved Grade 7 English PPAA Information Booklet
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).

© 2
2008 All Rights Reserved Grade 7 English PPAA Information Booklet
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.

© 3
2008 All Rights Reserved Grade 7 English PPAA Information Booklet
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.

© 4
2008 All Rights Reserved Grade 7 English PPAA Information Booklet
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: Multiple-choice 15 points
Listening
Section 2: Multiple-choice 25 points
Reading Constructed response
Section 3: Multiple-choice 20 points
Writing

© 5
2008 All Rights Reserved Grade 7 English PPAA Information Booklet
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 DOK 2 DOK 3
Recall and Reproduction Skills and Concepts Strategic Thinking

recall information such as a engagement of mental reasoning, planning, using
fact, definition, or simple processing beyond recall or evidence, and a higher level of
procedure; or performance of reproduction; more than one thinking than previous levels;
a simple process or procedure step more complex, abstract

© 6
2008 All Rights Reserved Grade 7 English PPAA Information Booklet
• 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.

© 7
2008 All Rights Reserved Grade 7 English PPAA Information Booklet
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
Listens and responds during a read aloud from a variety of fiction and nonfiction
L/S.7.1 to comprehend, generalize, relate to character and setting, and make connections
to text.
Listens, responds to, and analyzes complex instructions and statements; applies
Expectation

L/S.7.2 and clarifies instructions and directions; answers and formulates closed and
open-ended questions.
Uses appropriate language structure to problem solve and to explain a process;
L/S.7.3
interacts in discussions and presentations.
Applies correct language patterns to organize events in a variety of narrative
L/S.7.4
texts and identifies problem and solution within presented literature.
Explains the main idea or topic; identifies important details from learned
L/S.7.5 concepts or read alouds in a variety of expository texts; applies sequence of
events to summarize.

© 8
2008 All Rights Reserved Grade 7 English PPAA Information Booklet
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

© 9
2008 All Rights Reserved Grade 7 English PPAA Information Booklet
Sample Grade 7 English PPAA Listening Passages and Items.

(Narrator): Listen to the following sentence. (Narrator): Listen to the following sentence.

Mr. Fuentes’ math class will be constructing Guillermo rode his skateboard to the
geometric figures this afternoon. grocery store.

1 What can be inferred from the 2 Which question is answered by the
sentence you just heard? sentence you just listened to?

A The math class is late. A When did Guillermo ride?
B The math class is interesting. B Who is Guillermo?
C* The math class has not happened yet. C Why did Guillermo go to the store?
D The math class already occurred. D* Where did Guillermo go?

L/S.7.2 L/S.7.2

© 10
2008 All Rights Reserved Grade 7 English PPAA Information Booklet
(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

© 11
2008 All Rights Reserved Grade 7 English PPAA Information Booklet
4 Where is the conversation taking (Narrator 1): Listen to the following
place? passage.

A* in the kitchen. (Narrator 2):
B in the bedroom Carolina and Francisco completed an
C in the backyard interesting experiment in science class.
D in the car
First, Carolina poured some vinegar
L/S.7.1 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!

© 12
2008 All Rights Reserved Grade 7 English PPAA Information Booklet
5 According to the information from the 6 What is a correct conclusion that can
passage, which of the following be reached from the passage?
options is correct?

A All you need to inflate a balloon is
A* Carolina poured vinegar into the an empty bottle.
bottle.
B Baking soda and vinegar are two
B Francisco put baking soda into the ingredients that can be bought at the
bottle. grocery store.

C Carolina poured water and vinegar C* By adding baking soda to the water
into the bottle. and vinegar solution, a gas was
formed which inflated the balloon.
D Francisco filled the balloon with
vinegar and water. D The water inside the bottle caused
the balloon to inflate.
L/S.7.3
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

© 13
2008 All Rights Reserved Grade 7 English PPAA Information Booklet
(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

© 14
2008 All Rights Reserved Grade 7 English PPAA Information Booklet
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.

Content Standard: Reading
Analyzes the text, establishes purpose, recognizes author’s purpose, and
R.7.1
distinguishes text features to enhance comprehension.
Applies context clues, reference sources, and other vocabulary expansion
strategies to assess word meaning using prior knowledge to relate to new
R.7.2
meaning; uses prefixes, suffixes, and root words to determine the meaning of
Expectation

unfamiliar, multiple-meaning, and compound words.
Distinguishes main character from supporting characters, compares and contrasts
R.7.3
characters traits, describes and explains setting in fiction.
Sorts and organizes relevant events, states cause and effect, makes connections,
R.7.4 predictions and inferences; draws conclusions; states the problem and solution in
fiction and nonfiction.
Identifies and states fact and opinion, paraphrases and states main idea or topic,
R.7.5
and determines important details in narrative and expository texts.

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
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.
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.
9 Why did the author MOST LIKELY 10 Which meaning of the word interests
write this passage? is used in the first paragraph?

A. to persuade the reader why it is A* something that the Spaniards owned
important to visit El Morro or claimed

B* to inform the reader about the B the ships that were headed to Spain
construction of El Morro
C where the fort was located
C to explain how long it takes to
construct a fort D how the Spaniards felt about
something
D to teach the reader how to build an
impressive fort
R.7.2

R.7.1
11 What does initially mean in
paragraph 3?

A for fun
B with effort
C* at first
D in comparison

R.7.2
12 Why did it MOST LIKELY take so 13 Which is a FACT from the passage?
long to build El Morro?

A “It doesn’t matter how long it took to
A It was difficult to find workers to complete Fuerte San Felipe del
construct it. Morro.”

B The workers had to hide whenever it B “Today, they’re just fun to explore.”
was attacked.
C* ”Drake and his men wanted to
C It has many grounds attached. overtake the ships filled with gold
that were headed for Spain.”
D* Many additions kept being made to
it. D “Now that it is no longer used to
protect Spanish interests, El Morro
is a fascinating place to visit.”
R.7.4

R 7.5
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.
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.”
15 Why did the author MOST likely 17 Which word BEST describes Luis at
write this passage? first?

A to tell a story about boys that like to A daring
go surfing
B athletic
B to encourage readers to visit Rincón

C* to tell a story about boys who decide C* cautious
to whale watch
D determined
D to explain whale migration to readers

R.7.1
R.7.3

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

Eric tells his friends  Luis says he 
he wants to go  does not want to 
whale watching. surf.

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
19 What is the boys’ MAIN problem in 20 What is the MAIN idea of this
this passage? passage?

A They don’t know anything about A Jaime tells his friends about things
whales. whales do.

B They’ve never been to Rincón before. B* Three friends decide to spend the day
watching whales at Rincón.
C They don’t know how to surf.
C Eric knows February is a good time
D* They need to get to Rincón in time to to see whales at Rincón.
see the whales.
D Luis tells his friends he doesn’t know
how to surf.
R.7.4

R 7.5
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.
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.
Expectation

Content Standard: Writing
Combines sentences and ideas by using simple transitional phrases; applies
W.7.1 commas to correctly punctuate and construct sentences; distinguishes
complete sentences from fragments and run-on sentences.
Applies the parts of speech; identifies the subjects and objects in sentences;
W.7.2
uses correct subject-verb agreement.
Identifies elements in descriptive, narrative, expository and persuasive forms
of writing; uses a variety of sentence types to construct a paragraph; applies
W.7.3
organizational patterns to construct narrative, descriptive, and expository
paragraphs.
W.7.4 Uses poetry and sensory elements to develop simple poems.
Uses the writing process; applies prewriting strategies to generate ideas; uses
the dictionary and thesaurus as an aid in the writing process; revises writing;
W.7.5
proofreads to identify errors in spelling, capitalization, and ending punctuation
when prewriting, drafting, revising, editing, and writes a final draft.
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.
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

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
4
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.

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.
3
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.

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
2
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.

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.
1 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.

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
0
language other than English or that are merely copies or translations of the
question/task.
Sample Grade 7 English PPAA Writing Items

22 The students quietly walked into the 24 Choose the option that can be used
library and began looking for a book. instead of “Arturo and Jessica.”

What is the word quietly in this Arturo and Jessica walked to the
sentence? park.

A adjective A* They
B noun B He and her
C* adverb C Him and she
D verb D Them

W.7.2 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
25 Choose the word that is the adjective 26 Mónica and her brother went
in the sentence. horseback ________ last week.
The car dealer had several types of
vehicles for sale. A rides
B ride
A dealer C rode
B* several D* riding
C sale
D vehicles W.7.2

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
28 Choose the option that explains why 29 Enrique is writing a persuasive
the sentence is incorrect. paragraph about why it is important
to exercise at least 30 minutes a day.
César, is that your bicycle parked
in the front of the school. Choose the organizational structure
he should use to most effectively
A The word bicycle should be express his argument.
capitalized.

B The word parked is misspelled. A Make a list of the pros and cons of
exercising.
C* There should be a question mark
after the word school. B* Provide reasons and explanations to
support why exercise is
D There should not be a comma after important.
César.
C Provide details of the point he is
trying to make, in chronological
W 7.5 order.

D Identify the problem and then come
up with a solution.

W.7.3
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
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
Sample Grade 7 English Writing Prompt

Instructions

Read the following sample paragraph by Valentina Rodríguez. Once you have read the sample
paragraph, read the prompt and organize your ideas on the following page for notes. Then, write
your final paragraph.

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
Notes