GR 4 Revisado Final

Derechos Reservados Conforme a la Ley
Departamento de Educación de Puerto Rico
NOTIFICACIÓN DE POLÍTICA PÚBLICA
El Departamento de Educación no discrimina por razón de raza, color, género,

nacimiento, origen nacional, condición social, ideas políticas o religiosas, edad o
impedimento en sus actividades, servicios educativos y oportunidades de empleo.
NOTA ACLARATORIA
Para propósitos de carácter legal en relación con la Ley de Derechos Civiles de 1964,
el uso de los términos maestro, director, supervisor, estudiante y cualquier otro que
pueda hacer referencia a ambos géneros, incluye tanto al masculino como al femenino.
NOTA ACLARATORIA
La información contenida en este folleto se publica en acuerdo con el Departamento de

Educación de Puerto Rico como apoyo a las labores que se realizan en el salón de clase
cuya intención es el éxito académico de los estudiantes. Los ejemplos presentados son
sólo una muestra que ejemplifica la forma y el estilo de las Pruebas Puertorriqueñas de
Aprovechamiento Académico. En ningún momento se intenta cubrir la totalidad de las
expectativas que forman parte de la evaluación ni de algún modo sustituir o limitar la
enseñanza con lo que aquí se presenta. Reiteramos que este folleto informativo es sólo una
muestra y que pudiera no incluir todos los tipos de pregunta utilizados en las PPAA.
EXPLANATORY NOTE
The content of this Information Booklet is published in agreement with the Puerto Rico
Department of Education to support classroom instruction and the academic success of all
students. The examples presented are only a sample that illustrates the form and the style
of the Pruebas Puertorriqueñas de Aprovechamiento Académico (PPAA). These
Information Booklets do not attempt to cover the totality of the expectations that should
be taught in the classroom and will be measured by the PPAA. We reiterate that this
Information Booklet is only a sample and does not include all the types of questions
utilized in the PPAA.
© 2008 All1
Rights Reserved Grade 4 English PPAA Information Booklet
© 2008 All1
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.
© 2008 All1
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).
© 2008 All2
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.
© 2008 All3
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 4 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.
© 2008 All4
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
Reading Constructed response
Writing
© 2008 All5
English PPAA Assessment Model
The English PPAA is designed to measure student performance at the grade level
assessed. For example, an English PPAA grade 4 reading selection is written at a difficulty level
appropriate for ELLs who are in the spring of their fourth-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
© 2008 All6
• 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.
© 2008 All7
Grade 4 English PPAA Listening/Speaking Information
Grade 4 English PPAA Listening/Speaking Content Standard
The grade 4 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 narrative texts to
L/S.4.1
comprehend and identify main character and setting.
L/S.4.2 Recognizes simple homophones and figurative language.
Listens and responds to complex instructions, complete statements, and answers

Expectation
L/S.4.3 and formulates the 5 W-Questions as well as how questions (who, what, when,
where, why, and how) in formal and informal discussions.
Applies correct language patterns to organize events from read alouds of

L/S.4.4
narrative texts.
Identifies, states, and paraphrases the main idea or topic and important details
from learned concepts or read alouds of a variety of simple informational texts;
L/S.4.5
uses transitions to tell, retell, and explain a story using acquired vocabulary and
appropriate language structure.
For the grade 4 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
• test items for this grade level will consist of four answer choices
• the texts may include the following: sentences, short paragraphs, or passages
• longer selections may include up to 200 words
© 2008 All8
Sample Grade 4 English PPAA Listening Passages and Items.
(Narrator): In this part of the test, you will listen to a short paragraph. Then, listen to and
answer each question. Mark your answer on your answer sheet.
The loudest land animal in the world is the Howler monkey. Their call sounds like a loud
roar. They make their calls to let other Howler monkeys know where they are. They also
call out to let other monkeys know where their territory is so they will stay away. Their
powerful roar can be heard clearly for 3 miles. They spend most of their lives in the tree
tops. Howler monkeys are native to the forests of Central and South America.
1 What is the MAIN idea of this paragraph?
A Howler monkeys call out to let others know where they are.
B* Howler monkeys are unique because of their loud roar.
C Howler monkeys live in the tree tops of the forest.
D Howler monkeys live in Central and South America.
L/S.4.5
2 According to the paragraph, why do Howler monkeys make their loud calls?
A to keep people from getting close

B to let other monkeys know they are hungry
C* to let other monkeys know where they are
D to show they are hurt
L/S.4.3
© 2008 All9
(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.
Marisa’s grandmother had come to spend the weekend with the family. Marisa’s dad had
picked Grandmother up from the airport. Marisa adored her grandmother. She especially
liked to hear Grandmother tell funny stories about the family. Marisa’s dad got
Grandmother’s suitcases out of the car and carried them into the house.
“Hi Grandmother!” Marisa shouted as she ran to give her a big kiss.
“My, how you’ve grown,” her grandmother said. “You are as pretty as a rose.”
Grandmother walked over to one of her suitcases, opened it, and took out a package.
Then, she gestured for Marisa to come sit down.
“This is for you,” Grandmother told her. “I think you’re going to have a lot of fun with
it.”
Marisa carefully opened the box and took out a blank photo album.
“I love it!” shouted Marisa. “Mom and Dad got me a camera for my birthday. I’ve been
keeping all the photos I’ve taken in a box. Now I can start organizing the photos in my
new album”.
Marisa gave her grandmother a hug and another kiss. She couldn’t wait to get started.
3 What is the setting of the story?
A Marisa’s bedroom
B* Marisa’s house
C Grandmother’s house
D Dad’s car
L/S.4.1
© 2008 All
10
4 Which sentence from the story
contains FIGURATIVE language? 6 Why was Marisa so happy to
receive a photo album?
A “Marisa adored her
grandmother.”
A Her old photo album is already
full of pictures.
B* “You are as pretty as a rose.”
B She can finally start to take
C “Then, she gestured for Marisa
pictures with her camera.
to come sit down.”
C Her grandmother had come to
D “She couldn’t wait to get
visit for the weekend.
started.”
D* She can put the photos she’s taken
L/S.4.2 into the album.
L/S.4.3
5 Put the following events in the

order they occurred in the story.
7 Where had Marisa been keeping all
I. Grandmother gave of her photos?

Marisa a photo album.
II. Dad took
A in a photo album
Grandmother’s
suitcases out of the car. B* in a box
III. Grandmother took C in a drawer
something out of her
suitcase. D in a suitcase
A I, II, III
L/S.4.5
B* II, III, I
C III, II, I
D I, III, II
L/S.4.4
Grade 4 English PPAA Reading Information
Grade 4 English PPAA Reading Content Standard
The grade 4 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.4.1 Decodes words and phrases; reads fluently.
R.4.2 Analyzes the text and identifies text features to enhance comprehension.
Uses context clues and resources to build vocabulary, verify meaning, determine
R.4.3 the meaning of unfamiliar words, and transfer meaning into a variety of narrative
Expectation
and expository texts.
Identifies the main character(s), compares and contrasts character traits, and
R.4.4
identifies setting within narrative and expository text.
Uses story organization of beginning, middle, and end to identify sequence

R.4.5
within narrative and expository text; makes predictions and connections.
Identifies differences between fiction and nonfiction; identifies main idea or

R.4.6
topic and fact and opinion in informational text.
For the grade 4 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 fourth grade will be approximately125-150 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.
1 based and accurate. However, the response is not complete and may not provide clear
evidence of higher-order thinking related to the question/task.
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
0
or unrelated to the question/task.
Sample Grade 4 English PPAA Reading Passages and Items
A Trip to the Desert
1 Today, Juana and Eva are at the Guánica Forest. They have come on a school bus
with their teacher.
2 “What is that?” Juana asks as she gets off of the bus. She points at a green plant with
needles sticking out all over it.
3 “That is a cactus,” her teacher answers.
4 “I thought cactuses only grew in the desert,” Eva says.
5 “Deserts are dry and ugly places, aren’t they?” Juana adds.
6 “That’s not completely true, girls. This small part of Puerto Rico is like the desert,”
the teacher tells her. “That cactus plant may not look as beautiful as orchid plants. In the
spring, though, it will have red and yellow flowers all over it. Then it will be very
beautiful.”
7 Eva continues to look around at the place. Finally, she says, “This looks like a scene
from a cowboy movie!”
8 Her teacher smiles and says, “You’re right. Many cowboy movies are filmed in the
desert.”
8 Which of the following is used in 10 Based on the story, what do Juana
the story? and Eva have in common?
A rhyme A They are sisters.

B* dialogue B* They are in the same class.
C poetry C They don’t like riding the bus.
D charts D They are not in Puerto Rico.
R.4.2 R.4.4
9 Which has ALMOST the same 11 Which of the following words

meaning as continues? BEST describes the teacher in the
story?
A* goes on
B grows A* talkative
C get ready B careless
D attend C nervous
D funny
R.4.3
R.4.4
12 What is the MAIN idea of this 13 Which of the following happens
story? FIRST in the story?
A* Two girls learn about cactus A* Juana asks about the green plant
plants at the Guánica Forest. with needles.
B A teacher takes her class to see a B The teacher says the cactuses will
cowboy movie in the desert. be beautiful in the spring.
C The Guánica Forest has a lot of C Eva says that Guánica looks like a
tall trees. cowboy movie.
D Two girls decide to plant a cactus D The teacher tells the girls that the
after learning about the desert. plant is a cactus.
R.4.6 R.4.5
Sample Constructed-Response Item
Explain how Juana feels about the desert at the beginning of the story.
Give a detail from the story that supports your answer.
R.4.5
Full credit Response is a complete, well-developed explanation of how Juana feels

about the desert at the beginning of the story. The response is supported
by relevant, text-based information.
Partial credit Response is a vague explanation of Juana’s feelings about the desert.
Response may or may not include information from the passage.
No credit Response is inaccurate or unrelated to the question/task.

That Hanger in Your Closet
1 You probably use a coat hanger when you put your coat in the closet. Did you ever
wonder where they came from? A hundred years ago, people hung their coats on wooden
pegs.
2 One day a man named Albert Parkhouse could not find a place to hang his coat.
All the pegs had been used. He bent a piece of wire so it would fit his coat. Then he put a
hook on the end and created the hanger. It worked! So he made hangers for all the other
workers.
3 Later, the company he worked for started making the coat hangers. Soon everyone
was using them for coats, shirts, and other clothes. Later on, people put rods across the
closet for the hangers. We can thank Albert Parkhouse every time we hang up our clothes.
14 How does the title help the reader 15 Read this sentence from the
understand the passage? passage.
“Did you ever wonder where they
A It tells the reader that the passage came from?”
is about closets.
What does wonder mean in this
B It tells the reader that the passage sentence?
is about Albert Parkhouse.
C It tells the reader which hanger it A want to tell

will be about.
B discover
D* It tells the reader that the passage C* want to know
is about hangers.
D expect
R.4.2
R.4.3
16 What does the word company 17 What is the MAIN idea of
mean in paragraph 3? paragraph 3?
A person A Albert Parkhouse made a coat

hanger out of wire.
B* business
C delivery B A hundred years ago, most people
used wooden pegs to hang their
D helpers
coats on.
C* The company Albert Parkhouse

R.4.3
worked for decided to make
hangers.
D Albert Parkhouse invented a rod

to hang clothes in the closet.
R.4.6
Use the chart of events to answer the question below.
Albert Parkhouse needed a place
to hang his coat.
The company he worked for
decided to make the hangers.
18 Which event belongs in the empty box?
A He went to work for another company.

B He hung his coat on a wooden peg.
C He put rods in his closet.
D* He created a wire hanger.
R.4.5
Sample Constructed-Response Item
Why did Albert Parkhouse make the coat hanger? Use information from the
passage to explain your answer.
R.4.5
Full credit Response is a complete, well-developed explanation of why Albert

Parkhouse made a hanger. The response is supported by relevant, text-
based information.
Partial credit Response is a vague explanation of why Albert Parkhouse made a

hanger. Response may or may not include information from the passage.
No credit Response is inaccurate or unrelated to the question/task.

Grade 4 English PPAA Writing Information
Grade 4 English PPAA Writing Content Standard
The grade 4 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.
Content Standard: Writing
W.4.1 Arranges words in alphabetical order using first, second, and third letter criteria.
Applies phonemic awareness, phonics strategies, and structural analysis to

W.4.2 correctly spell words that have three letter clusters, common spelling patterns,
and uncommon consonant patterns.
Expectation
Uses appropriate grammar and mechanics to write complete declarative,

W.4.3 interrogative, imperative, and exclamatory sentences; identifies the parts of
speech correctly.
Identifies elements in descriptive and narrative forms of writing; uses a variety of

W.4.4
sentence types to write descriptive and narrative paragraphs.
Follows the writing process; applies prewriting strategies to generate ideas; uses
W.4.5 the dictionary as an aid in the writing process; identifies spelling errors in
writing.
For the grade 4 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
Sample Grade 4 English PPAA Writing Items
19 Alejandra is studying for her spelling test. She wants to put her flashcards in
alphabetical order.
cheap congress cabinet
How should she arrange them?
congress cabinet cheap A

A
B*
cabinet cheap congress
congress cheap cabinet C
cabinet congress cheap D
W.4.1
20 Choose the sentence that is correct. 22 Read the following paragraph.
(1) Paul needed new shoes for

A What time is your sister going school. (2) His old shoes were too
to arrive. small and hurt his feet. (3) Paul’s dad
said he could get new shoes. (4) They
B* What time is your sister going would go shopping after school on
to arrive?
Friday.
C What time is your sister going
to arrive,
Which of the following could be
D What time is your sister going added AFTER the last sentence?
to arrive!
A* Paul was excited.
W.4.3
B Paul’s old shoes were fine.
C Paul was disappointed.

Read the following sentence.
D Paul didn’t want new shoes.
The little dog barked loudly at the

cat. W 4.4
21 What is the word barked in this

sentence?
A a noun
B an adjective
C* a verb
D an adverb
W.4.3
23 Michael wants to sell his old 24 Read the following paragraph.
baseball glove. He is trying to
write a flyer. Before he begins, he
(1)My brother Luis loves to
makes a list of the information that
he should include. This is his list so collect comic books. (2) He is very
far. careful with them and keeps each one
in a plastic bag. (3) Then he stacks
For Sale
them in a large trunk to keep them
1. Used baseball glove protected. (4) Once in a while he
takes them out to read them.
2. Light brown color
3. Two years old Which of the following fits BEST

after the last sentence?
4. Costs $20
5. _______________ A Luis is a good brother.

B* He is very proud of his
What information should Michael collection.
add to the notice?
C He is older than me.
A when he got the glove D Luis bought some comics
B* how to contact him today.
C where new gloves are sold

W.4.4
D how to use a glove
W.4.5
25 Read the following 26 Choose the word that belongs in
the blank.
paragraph.
Would you like a _______ of cake?
(1) Ana María rode her
scooter to the park. (2) She was on A peice
her way to meet her brother Anthony. B pease
(3) The two of them like to play C* piece
handball there. (4) Ana María was D peas
hopping that this time she could beat
him. W.4.2
Which sentence contains a spelling

error?
A Sentence 1
B Sentence 2
C Sentence 3
D* Sentence 4
W.4.3
27 Valentina is writing a paragraph about what her best friend, Cecilia, looks like.
She makes the following diagram to help her write the paragraph.
Beautiful
Long,
smile
brown hair
Cecilia
Tall and
thin
Which of the following correctly completes the diagram?
A* Green eyes
B Good dancer
C Likes chocolate
D Fast runner
W.4.5
28 Choose the word that belongs in the blank.

Please be sure to turn off the _________ when you leave the room.
A lit
B* light
C late
D leit
W.4.2
29 Read the following paragraph.
(1) It is important to always check your work. (2) You may make a mistake and
not notice it at first. (3) If you go back and look at it again you might find an error. (5)
I find errors all the time. (6) Then you can fix it.
Which sentence does NOT belong in the paragraph?
A sentence 2
B sentence 3
C sentence 4
D* sentence 5
W.4.4
© 2008 All
30

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Derechos Reservados Conforme a la Ley

Departamento de Educación de Puerto Rico

NOTIFICACIÓN DE POLÍTICA PÚBLICA

El Departamento de Educación no discrimina por razón de raza, color, género,

La información contenida en este folleto se publica en acuerdo con el Departamento de

New Content Standards and Expectations

During 2007-2008, the content standards and grade-level expectations established in

Pruebas Puertorriqueñas de Aprovechamiento Académico (PPAA)

DOK 1- Recall and Reproduction

Consistency between the cognitive demands of content standards and grade-level

¹ Webb, Norman L. Web Alignment Tool (WAT) Training Manual

 an overview of the subject within the context of the PPAA

Objective of the English PPAA Information Booklet

General Information Regarding the English PPAA

Section 1: Multiple-choice 15 points

DOK 1 DOK 2 DOK 3

recall information such as a engagement of mental reasoning, planning, using

Content Standard: Listening/Speaking

L/S.4.2 Recognizes simple homophones and figurative language.

Listens and responds to complex instructions, complete statements, and answers

Applies correct language patterns to organize events from read alouds of

For the grade 4 listening section:

• students will be assessed on their understanding of spoken English

• longer selections may include up to 200 words

1 What is the MAIN idea of this paragraph?

A to keep people from getting close

3 What is the setting of the story?

5 Put the following events in the

I. Grandmother gave of her photos?

Content Standard: Reading

R.4.1 Decodes words and phrases; reads fluently.

and expository texts.

Uses story organization of beginning, middle, and end to identify sequence

Identifies differences between fiction and nonfiction; identifies main idea or

For the grade 4 reading section:

• photographs or artwork may be included to enhance comprehension

• reading selections for fourth grade will be approximately125-150 words

SHORT-ANSWER READING RUBRIC

Little or No Reading Comprehension – The student’s response demonstrates very little

A Trip to the Desert

A rhyme A They are sisters.

9 Which has ALMOST the same 11 Which of the following words

Full credit Response is a complete, well-developed explanation of how Juana feels

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

C It tells the reader which hanger it A want to tell

A person A Albert Parkhouse made a coat

C* The company Albert Parkhouse

D Albert Parkhouse invented a rod

18 Which event belongs in the empty box?

A He went to work for another company.

Full credit Response is a complete, well-developed explanation of why Albert

Partial credit Response is a vague explanation of why Albert Parkhouse made a

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

The student effectively communicates to a variety of audiences in all forms of writing

Content Standard: Writing

Applies phonemic awareness, phonics strategies, and structural analysis to

Uses appropriate grammar and mechanics to write complete declarative,

Identifies elements in descriptive and narrative forms of writing; uses a variety of

For the grade 4 writing section:

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

cheap congress cabinet

How should she arrange them?

congress cabinet cheap A