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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 3 English PPAA Information Booklet

1

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.


2

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).


3

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.


4

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 3 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


6

English PPAA Assessment Model

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

assessed. For example, an English PPAA grade 3 reading selection is written at a difficulty level

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

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

Test Administration

The English PPAA test administration manual includes information to help test

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

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

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

think are correct.

Test Content

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

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

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

(DOK) levels.

DOK 1

Recall and Reproduction

DOK 2

Skills and Concepts

DOK 3

Strategic Thinking

recall information such as a

fact, definition, or simple

procedure; or performance of

a simple process or procedure

engagement of mental

processing beyond recall or

reproduction; more than one

step

reasoning, planning, using

evidence, and a higher level of

thinking than previous levels;

more complex, abstract


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

reading, and writing.

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

instruction, as well as everyday, practical themes.

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


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Grade 3 English PPAA Listening/Speaking Information

Grade 3 English PPAA Listening/Speaking Content Standard

The grade 3 English PPAA listening section measures the following content standard and grade-

level expectations:

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

Content Standard: Listening/Speaking

L/S.3.1 Listens carefully during a read aloud from a variety of narrative texts to

comprehend and identify the main character and setting.

L/S.3.2 Applies phonemic awareness and auditory discrimination and distinguishes

between singular/plural forms as well as past/present tense of regular verbs.

L/S.3.3

Listens and responds to, gives commands, provides both instructions and

directions; shares answers and formulates the 5-W Questions (who, what, when,

where, and why).

L/S.3.4

Uses and applies appropriate language structure with formal and informal

expressions to identify, describe, and classify familiar concepts in relation to

personal experiences, preferences, interests, and environment.

Exp

ecta

tion

L/S.3.5

Identifies and states the main idea or topic of an oral message or class reading

from a variety of simple informational texts and uses transitions to tell and retell

a story using acquired vocabulary and appropriate language structure to personal

experiences.


9

For the grade 3 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 three answer choices

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

• longer selections may include up to approximately 100 words


10

Sample Grade 3 English PPAA Listening Passages and Items.

(Narrator): In this part of the test, you

will listen to a question or a sentence

followed by three answer choices.

(Girl): Is the library open today?

1 Choose the sentence that correctly

answers the question.

A* It will be open all day.

B There are a lot of books inside.

C Remember to open the door.

L/S.3.2

(Boy): Have you seen my shoes?

2 Choose the sentence that correctly

answers the question.

A He has several pair.

B I cleaned them today.

C* They are in the closet.

L/S.3.4

(Narrator): In this part of the test, you

will listen to a short paragraph. Then,

listen to and answer the question. Mark

your answer on your answer sheet.

(Man):

Before we start today’s lesson, let’s

review what we learned yesterday in

math. After the review, we will solve

some problems. Be sure to pay close

attention.

3 When will the students solve some

math problems?

A they solved them yesterday

B* after the review

C before they start the lesson

L/S.3.3


11

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

answer the questions.

(Woman):

A turtle is a reptile. Most of its body is covered by a special shell. Many turtles live

around water. Some turtles like to go underwater. However, turtles cannot breathe in the

water. When a turtle stays underwater, it has to hold its breath. Turtles are one of the

oldest reptile groups on Earth. Today, many turtles are in danger of disappearing.

4 What is this paragraph MAINLY about?

A* some interesting facts about turtles

B what different turtles like to eat

C how long turtles live

L/S.3.5

5 What question does this paragraph answer?

A How big is a turtle?

B* Are turtles reptiles?

C Are turtles disappearing?

L/S.3.3


12

(Narrator): In this part of the test, you will hear a story. When the story is finished, you

will hear some questions. For each question, choose the correct answer.

For questions 6 to 8, listen to a story about Alejandro and Susana.

Susana, her mom, and her dog were spending Saturday afternoon at the beach.

They had traveled one hour in the car to get there. Mom was sitting on a blanket reading.

The dog was playing in the water. Susana had brought a bucket and shovel. She was

going to build a sand castle on the beach.

First, Susana decided to gather some shells to decorate the sand castle walls.

Then, she filled up a bucket with water from the sea to mix with the sand. Susana piled up

the wet sand and began forming the walls. Building a sand castle would be a fun way to

spend the day.


13

6 Where does this story take place?

A on a blanket

B* at the beach

C inside the car

L/S.3.1

7 Who is the main character in the

story?

A Susana’s dog

B Susana’s mom

C* Susana

L/S.3.1

8 Why does Susana gather seashells?

A She wants to take them home to

decorate her room.

B* She wants to decorate the walls of

the castle.

C She wants to give them to her

mom.

L/S.3.5


14

Grade 3 English PPAA Reading Information

Grade 3 English PPAA Reading Content Standard

The grade 3 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

R.3.1 Decodes words and phrases to read fluently.

R.3.2 Applies phonemic awareness strategies to identify syllables and word family

patterns.

R.3.3

Uses context clues and resources to build vocabulary, verify meaning, determine

the meaning of unfamiliar words, and to transfer meaning into a variety of

narrative and informational texts.

R.3.4

Identifies and states the main character(s), identifies character traits, establishes

similarities and differences between characters, and identifies setting within

narrative text.

R.3.5 Uses story organization of beginning, middle, and end within narrative text to

state and organize events; makes predictions and connections.

Exp

ecta

tion

R.3.6 Recognizes differences between fiction and nonfiction; identifies fact and

opinion; recognizes main idea in simple informational text.


15

For the grade 3 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 three answer choices

• artwork or photos may be included to enhance comprehension

• reading selections for third grade will be approximately 100-120 words

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.


16

Sample Grade 3 English PPAA Reading Passages and Items

Museum Fun

1 María Isabel and her cousin Jon are at the Museo del Niño today. Their Tía Luisa

brought them. There are many interesting things to see in the museum. The museum

also has a lot of fun activities.

2 Jon goes into a room where there are insects. He wants to look at them.

3 María is not interested in insects. She finds the costume room instead. She puts on a

beautiful cape. Then she runs and pretends that she is a butterfly!

4 Jon enters the costume room. He tells María that butterflies are insects too. She says

that’s okay because butterflies are beautiful.

5 Tía Luisa tells them it’s time to leave. Jon and María Isabel thank her for a great day.

9 What does pretends mean?

A always thinks

B guesses

C* makes believe

R.3.3

10 Which word has the same number

of syllables as beautiful?

A* butterfly

B costume

C brought

R.3.2


17

11 Where does this story take place?

A in a pet shop

B* in a museum

C in a clothing store

R.3.4

12 Which word BEST describes

María Isabel?

A* imaginative

B frightened

C friendly

R.3.4

13 Why does María Isabel go to the

costume room?

A She likes butterflies.

B Her tía tells her to go there.

C* She is not interested in insects.

R.3.5

14 Which of the following sentences

from the story is an OPINION?

A* She puts on a beautiful cape.

B He wants to look at them.

C Jon enters the costume room.

R.3.6


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Sample Constructed-Response Item

15 What is this story MAINLY about?

Use ideas from the passage to explain your answer.

R.3.6

Full credit Response is a complete, well-developed statement of what the passage is mainly

about. The response is supported by relevant, text-based information.

Partial credit Response is a vague statement of what the story is about and may not be supported by

information from the passage.

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


19

How Tall is That Door?

1 Do you know someone who has to bend down to walk through a doorway? Some tall

people do. Who decides how high to make a doorway?

2 Doorways could be made very high. Then, no one would have to bend down.

However, that would cost a lot of extra money for just a few people.

3 The people who build doors have found another way to work it out. They look at all

the adults in the country. How tall are they? Then, they make doorways high enough so

that only one person out of twenty has to bend down. Very tall people know they should

always look at the height of a door. They want to make sure that they won’t hit their

heads.


20

16 How many SYLLABLES are in the

word doorway?

A one

B* two

C three

R.3.2

17 In paragraph 2 of the passage, the

word cost means —

A tall

B answer

C* price

R.3.3

18 Which word below BEST matches

the meaning of build in paragraph 3?

A see

B work

C* make

R.3.3


21

Use the chart of events to answer the question below.

19 Which of the following belongs in the empty box?

A* Learn how tall people are

B Spend a lot of money for a few people

C Tall people know to look at the door

R.3.5

20 What is this passage MOSTLY about?

A why some doors are too short for tall people

B how much it costs to build a doorway

C* how the height of a doorway is decided

R.3.6

Look at all

the adults in

the country

Make doors

tall enough

so only 1

out of 20

people will

need to

bend


22

Sample Constructed-Response Item

21 Explain why this passage is nonfiction.

Use examples from the passage to support your answer.

R.3.6

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.


23

Grade 3 English PPAA Writing Information

Grade 3 English PPAA Writing Content Standard

The grade 3 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 3 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 three answer choices

Content Standard: Writing

W.3.1 Arranges words in alphabetical order using first and second letter criteria.

W.3.2

Applies phonemic awareness and phonics strategies to correctly spell words that

have two letter clusters, common spelling patterns, and uncommon consonant

patterns.

W.3.3

Applies basic grammar and mechanics to write complete declarative and

interrogative sentences of three to five words in length; identifies declarative,

interrogative, exclamatory, and imperative types of sentences; identifies the parts

of speech.

W.3.4 Recognizes descriptive and narrative writing forms; writes words, phrases, and

simple sentences to develop descriptive and narrative three sentence paragraphs.

Exp

ecta

tion

W.3.5 Applies the dictionary as an aid in the writing process; uses simple prewriting

techniques to generate ideas.


24

Sample Grade 3 English PPAA Writing Items

22 Which of the following sets of

words is in alphabetical order?

A frog, book, swim

B swim, frog, book

C* book, frog, swim

W.3.1

23 Choose the word that belongs in

the blank.

We used a ruler to _______ the door.

A meshur

B* measure

C mesher

W.3.2

24 Choose the word that belongs in

the blank.

My grandmother put _______

around the tree.

A* rocks

B roks

C rocs

W.3.2

25 Choose the sentence that is correct.

A What time is the concert!

B* What time is the concert?

C What time is the concert.

W.3.3

26 Choose the sentence that is correct.

A* My sister is in second grade.

B Second grade my sister is in.

C Is in second grade my sister.

W.3.3


25

For questions 27 and 28, choose the word or words that belong in each blank.

My mother and I 27 to the store to buy fruit. My grandparents are

coming to dinner. 28 are making a fruit salad for dessert.

27 A picked

B* went

C decided

W.3.4

28 A She

B Them

C* We

W.3.4

Consuelo is writing a story about her parrot. She wants to look up how to spell

“feather.”

29 Where in the dictionary can she find the word “feather”?

A* between the words “farm” and “first”

B between the words “fine” and “fresh”

C between the words “forest” and “funny”

W.3.5


26

Aníbal is writing a story about a field trip his class took to the zoo. Before he began

writing, he made the following outline.

30 Choose the phrase that best completes his outline.

A Packing for the zoo trip

B* My favorite animal at the zoo

C Leaving school for the zoo

W.3.5

I. Studied zoo animals

II. The bus ride to the zoo

III.

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