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Derechos Reservados Conforme a la Ley

Departamento de Educación de Puerto Rico

NOTIFICACIÓN DE POLÍTICA PÚBLICA

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


nacimiento, origen nacional, condición social, ideas políticas o religiosas, edad o
impedimento en sus actividades, servicios educativos y oportunidades de empleo.

NOTA ACLARATORIA

Para propósitos de carácter legal en relación con la Ley de Derechos Civiles de 1964,
el uso de los términos maestro, director, supervisor, estudiante y cualquier otro que
pueda hacer referencia a ambos géneros, incluye tanto al masculino como al femenino.
NOTA ACLARATORIA

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


Educación de Puerto Rico como apoyo a las labores que se realizan en el salón de clase
cuya intención es el éxito académico de los estudiantes. Los ejemplos presentados son
sólo una muestra que ejemplifica la forma y el estilo de las Pruebas Puertorriqueñas de
Aprovechamiento Académico. En ningún momento se intenta cubrir la totalidad de las
expectativas que forman parte de la evaluación ni de algún modo sustituir o limitar la
enseñanza con lo que aquí se presenta. Reiteramos que este folleto informativo es sólo una
muestra y que pudiera no incluir todos los tipos de pregunta utilizados en las PPAA.

EXPLANATORY NOTE

The content of this Information Booklet is published in agreement with the Puerto Rico
Department of Education to support classroom instruction and the academic success of all
students. The examples presented are only a sample that illustrates the form and the style
of the Pruebas Puertorriqueñas de Aprovechamiento Académico (PPAA). These
Information Booklets do not attempt to cover the totality of the expectations that should
be taught in the classroom and will be measured by the PPAA. We reiterate that this
Information Booklet is only a sample and does not include all the types of questions
utilized in the PPAA.
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
Rights Reserved Grade 6 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).

© 2008 All2
Rights Reserved Grade 6 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 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
Rights Reserved Grade 6 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 6 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
Rights Reserved Grade 6 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

© 2008 All1
Rights Reserved Grade 6 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 6 reading selection is written at a difficulty level
appropriate for ELLs who are in the spring of their sixth-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 All2
Rights Reserved Grade 6 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.

© 2008 All3
Rights Reserved Grade 6 English PPAA Information Booklet
Grade 6 English PPAA Listening/Speaking Information
Grade 6 English PPAA Listening/Speaking Content Standard
The Grade 6 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 text styles
L/S.6.1
to comprehend, identify, and relate to character and setting.
L/S.6.2 Distinguishes between homophones and identifies figurative language.
Expectation

Listens, responds to, and analyzes complex instructions and statements; applies
L/S.6.3 instructions and directions; answers and formulates both closed and open-ended
questions in a variety of scenarios.
Applies correct language patterns to identify and organize events in a variety of
L/S.6.4
narrative texts and text styles.
States the main idea or topic and important details from learned concepts or read
L/S.6.5 alouds of a variety of expository texts; applies understanding to summarize the
text using acquired vocabulary and appropriate language structure.

For the Grade 6 listening section:


• students will listen to scripts of recorded English text and then respond to
comprehension questions presented in a multiple-choice format

• students will be assessed on their ability to understand spoken English

• test items for this grade level will consist of four answer choices

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

• longer selections may include up to approximately 275 words

© 2008 All4
Rights Reserved Grade 6 English PPAA Information Booklet
Sample Grade 6 English Listening Passages and Items

(Narrator): Listen to the following question.

May I have a glass of water?

1 How would you correctly answer the question you just heard?

A The water is not mine.


B I am not thirsty.
C* Yes, you may.
D No, thank you.

L/S.6.3

(Narrator 1): Listen to the following story.


(Narrator 2):
Tonight is the basketball game Alvaro had been waiting for all week long. He had been
feeling mixed emotions the entire day. First he was excited and then he would get concerned
thinking about the game. The team had been practicing every day after school for the past two
weeks. The coach had told all the players to meet in the gym by 5:00 that afternoon. Alvaro
looked at his watch and noticed it was 4:30. He took a quick shower and put on his uniform. He
decided to grab a quick snack before he left the house. He put a banana and some cookies in his
backpack. Then, Alvaro jumped on his bicycle and rode to school.

© 2008 All5
Rights Reserved Grade 6 English PPAA Information Booklet
(Narrator): Listen to the following sentence from the story.

He had been feeling mixed emotions the entire day.

2 What does this sentence mean?

A Alvaro was worried that he was getting sick.


B Alvaro knew his team would win the game.
C* Alvaro was nervous about playing in the game.
D Alvaro was acting differently than normal.

L/S.6.2

3 According to the story, which of the following options is correct?

A Alvaro ate a banana and some cookies before taking a shower.


B* Alvaro took a banana and some cookies to the game.
C Alvaro ate a banana and some cookies after taking a shower.
D Alvaro ate a banana and some cookies while he got dressed.

L/S.6.4

© 2008 All6
Rights Reserved Grade 6 English PPAA Information Booklet
(Narrator): Listen to the following sentence from the story:

The coach had told all the players to meet in the gym by 5:00 that afternoon.

(Narrator): Now read the answer choices for question 4 in your test booklet silently to yourself.
[Pause 15 seconds] Which of the following is a homophone of the word meet?

4 Mark the letter of the correct answer on your answer sheet.

A* meat
B might
C mate
D mead

L/S.6.2

(Narrator): Listen to the following sentence.

The team had been practicing every day after school for the past two weeks.

5 What question does the sentence answer?

A Does Alvaro like being on the team?


B* How often did Alvaro’s team practice?
C Where is the team going to meet before the game?
D How far is Alvaro’s house from school?

L/S.6.3

© 2008 All7
Rights Reserved Grade 6 English PPAA Information Booklet
6 Which of the following words best describes how Alvaro felt about the game?

A angry
B disappointed
C surprised
D* anxious

L/S.6.1

(Narrator 1):
The following passage has two parts. The first part talks about crocodiles, while the second part
talks about alligators. Now listen to the first part of the passage.

(Narrator 2):
Crocodiles have long and narrow snouts. The upper and lower jaws of the crocodile are the
same width. When they close their jaws, both their top and bottom teeth can be seen. As a
general rule, Crocodiles are very aggressive. They live in salt water and eat small mammals,
lizards, and fish. They are the most powerful amphibians on the planet.

(Narrator 1):
Now answer the question.

7 What is the main idea of the paragraph?

A* Crocodiles are powerful creatures with unique jaws.


B A crocodile’s teeth are visible when it closes its jaws.
C A crocodile is an amphibian.
D Crocodiles live in salt water.

L/S.6.5
© 2008 All8
Rights Reserved Grade 6 English PPAA Information Booklet
(Narrator 1):
Now listen to the second part of the passage.

(Narrator 2):
Alligators have unique features. Their bodies are long and strong. Alligators have large snouts
that form a U-shape. They have a wide upper jaw. When they close their mouths, only the lower
teeth can be seen. Alligators like to eat reptiles and fish but will also eat small animals like pigs
and birds if they can get close to them. They prefer to live in fresh water.

(Narrator 1):
Now answer the question.

8 According to the passage, which of the following statements is correct?

A* Alligators prefer fresh water.


B Alligator bodies are well suited for walking.
C Alligators prefer dry climates.
D Alligators like to eat plants.

L/S.6.5

© 2008 All9
Rights Reserved Grade 6 English PPAA Information Booklet
Grade 6 English PPAA Reading Information

Grade 6 English PPAA Reading Content Standard

The Grade 6 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.6.1 Analyzes the text and distinguishes text features to enhance comprehension.
Applies context clues, reference sources, and other vocabulary expansion
R.6.2 strategies to assess word meaning; uses prefixes, suffixes, and root words to
determine the meaning of unfamiliar and compound words.
Expectation

Distinguishes main character from supporting characters, compares and contrasts


R.6.3
character traits, and describes the setting in fiction.
Sorts and organizes relevant events, identifies cause and effect, makes predictions
R.6.4 and inferences, and identifies problem and solution in narrative and expository
text.
Explains the differences between fiction and nonfiction; identifies fact and
R.6.5
opinion; states main idea or topic and determines important details.
For the Grade 6 reading section:
• students will read a variety of narrative and informative selections accompanied by
comprehension questions presented in a multiple-choice format

• test items for this grade level will consist of four answer choices

• photographs or artwork may be included to enhance comprehension

• reading selections for Grade 6 will be approximately 200-300 words

© 2008 All
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Rights Reserved Grade 6 English PPAA Information Booklet
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

Full Reading Comprehension – A thorough understanding of the reading concept


has been demonstrated. The student’s response is correct and complete and
2
provides evidence of higher-order thinking related to the question/task. Details in
the response are clear, accurate, and text-based.

Partial Reading Comprehension – Partial understanding of the reading concept has


been demonstrated. The student’s response provides some information that is text-
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
0 inaccurate or unrelated to the question/task.

© 2008 All
11
Rights Reserved Grade 6 English PPAA Information Booklet
Sample Grade 6 English Reading Passages and Items

Black Sand?

1 Isla de Vieques is a tiny island off the east coast of Puerto Rico. It is sometimes called
“little girl island.” This is because some people think of it as Puerto Rico’s little sister. The
island is interesting because of its wonderful bay. It is also interesting because of the unusual
sand on one of its beaches. The sand is black!

2 Playa Negrita’s black sand comes from volcanic ash. Monte Pirata—the highest point on
the island—was once volcanic. The volcano is no longer active, but volcanic rock surrounds the
area. When the rains are heavy, black, volcanic ash is washed down from the mountain to the
shore.

3 The black sand is soft and fine like baby powder. It sparkles in the sun, which is why
people find it so beautiful.

4 Monte Pirata, a beautiful place to visit these days, is so-named because Vieques used to
be a place of shelter for pirates. The volcano was probably not active during the years when
pirates stayed on the island. Playa Negrita probably pleased the pirates. It certainly pleases
anyone who visits it today. The black sand is unusual enough to be worth the visit.

© 2008 All
12
Rights Reserved Grade 6 English PPAA Information Booklet
9 In the passage, why are the words 11 Which word means the same, or
“little girl island” surrounded by almost the same, as active in the
quotation marks? second paragraph?

A because the author thinks the name A fighting


is funny
B growing
B* because the words are not being used C* working
with their usual meaning
D grasping
C because the words are difficult to
read
R.6.2
D because the author thinks the island
is interesting

12 Why did the author most likely say


R.6.1
that Playa Negrita probably pleased
the pirates?

10 What does the suffix –ic in volcanic


A The pirates liked the black sand.
mean?
B The pirates were looking for shelter.
C It is the highest point on the island.
A* related to
D* It pleases most people who visit.
B next to
C underneath
R.6.4
D on top of

R.6.2
The following diagram describes the characteristics of the sand at Playa Negrita.

Sand at 
Playa 
Negrita

Black
Sparkles in 
the sun

13 What belongs in the empty rectangle?

A volcanic rocks
B* fine like baby powder
C sheltered pirates
D washed by the rain

R.6.5
Sample Constructed-Response Item

14 How does the author say people feel about Playa Negrita?
Why do they feel that way?
Give a detail from the passage that supports your answer.

R.6.4

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


Playa Negrita interesting. The response is supported by relevant, text-
based information.

Partial credit Response is a vague explanation of why people find Playa Negrita
interesting. Response may or may not include information from the
passage.

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


Outdoor Fun

1 “Kids, come in here for a minute. I’ve got something to tell you,” Mr. Rivera called from
the kitchen.

2 Excited, Marisol and Josué almost ran into each other as they headed toward their father’s
voice.

3 “What’s up?” Josué nearly shouted as soon as he entered the kitchen.

4 “Your mother and I have decided we should go camping as a family. We’re taking you to
Mona Island next weekend.”

5 “Camping, like sleeping outside?” Marisol asked, frowning.

6 At the same time, Josué almost hollered, “Yippee! I’ve always wanted to spend the night
outside.”

7 “We’ve packed the sleeping bags and tent, so you two go and pack what you’d like to
bring,” their father instructed.
8 Shrugging her shoulders, Marisol headed for her room without enthusiasm. Josué, on the
other hand, ran to collect his things.

9 Once on the island, after the family had set up two tents and prepared an evening meal,
Mrs. Rivera said to her two children, “Why don’t we go on a star walk now?”

10 Marisol, still not thrilled with the whole idea of this trip, asked, “What in the world is a
‘star walk;’ are we going to try to walk on stars?”

11 “All I meant was that we should look up at the beautiful night sky,” her mother answered
her.

12 “I can do that without walking,” Marisol said with a frown. Then she sat down and
looked up. After a few minutes, she turned to her mother and said, “Okay, Mom, I see what you
mean. It’s beautiful out here at night. We never see stars like this at home.”

13 “Especially,” her father said, “sitting inside the house watching television!”

14 Marisol and her brother nodded their heads yes, and then continued looking at the night
sky.
15 Which of the following is used in the 17 What is the difference in Marisol’s
story? and Josué’s reactions to their father’s
news?
A facts and dates
B* dialogue A Marisol runs faster to the kitchen.
C rhyme and rhythm B Josué likes stars, Marisol does not.
D symbolism C Josué packs less than Marisol.
D* Josué is happy; Marisol is not.
R.6.1
R.6.3

16 In paragraph 8, what does the word 18 Which word BEST describes


enthusiasm mean? Mrs. Rivera?

A* excitement A selfish
B caution B restless
C concentration C* pleasant
D evidence D tired

R.6.2 R.6.3
19 What is Marisol’s problem in this 20 How can the reader tell that Josué is
story? excited about going camping?

A Her brother is eager to go camping. A He says he loves to camp.


B* She isn’t happy about going camping. B* He hollers “yippee.”
C She can’t see the stars outside. C He helps his father set up the tents.
D Her brother runs faster than she does. D He collects his things from his room.

R.6.4 R.6.5
Sample Constructed-Response Item

21 Does Marisol change her mind about camping? Tell why. Give a detail from the
passage that supports your answer.

R.6.4

Full credit Response is a complete, well-developed explanation of the reason that


Marisol changes her mind. The response is supported by relevant, text-
based information.

Partial credit Response is a vague explanation of the fact that Marisol changes her mind.
Response may or may not include information from the passage.

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


Grade 6 English PPAA Writing Information
Grade 6 English PPAA Writing Content Standard
The Grade 6 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


Examines spelling patterns and applies structural analysis to correctly spell
W.6.1
words.
Identifies complete sentences, fragments, and run-on sentences; uses a variety of
W.6.2
sentence types in writing.
Expectation

Applies the parts of speech; identifies subjects and objects using prepositional
W.6.3
phrases in sentences.
Identifies elements in descriptive, narrative, and expository forms of writing; uses
W.6.4 a variety of sentence types and basic organizational patterns to construct
narrative, descriptive, and expository paragraphs.
Uses the writing process; applies prewriting strategies to generate ideas; uses the
W.6.5 dictionary as an aid in the writing process; identifies spelling, capitalization, and
ending punctuation errors.

For the Grade 6 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 comprehension

• test items for this grade level will consist of four answer choices
Sample Grade 6 English PPAA Writing Items

21 Choose the word that belongs in the


blank. In which seat is your sister
sitting ___
My mother made_________ plantains
for dinner last night. A .
B* ?
A freid C !
B fride D ,
C* fried
D fryed W.6.5

W.6.1
24 Choose the answer that explains what
is not correct in the sentence.
22 Choose the word that belongs in the
blank. Our teacher told us that we are not
aloud to chew gum in class.
Please make sure to put your dirty
dishes _____ the sink. A punctuation
B capitalization
A at C organization
B* in D* spelling
C to
D for W.6.5

W.6.3

23 Choose the punctuation mark that


belongs in the blank.
25 Daniela is writing a report about the 27 Choose the option that correctly
rain forest. Between which two guide expresses a complete idea.
words in the dictionary would she find
the correct spelling for the word A* A square has four equal sides.
“environment”? B Four equal sides a square.
C A square has four.
A* between “enter” and “evolve” D Because four sides a square.
B between “elder” and “emit”
C between “ebony” and “elect” W.6.2
D between “esteem” and “ever”

W.6.5

26 Choose the subject of the sentence.


Tomorrow, Eduardo is taking a gift to
Mrs. Rodríguez.

A gift
B Mrs. Rodríguez
C taking
D* Eduardo

W.6.3
Questions 28 and 29 are based on the following sentences.

The Giant Panda is a mammal easily recognized by the large, black patches over
its eyes, ears, and across its body. 28 they eat oranges, eggs, and fish,
their favorite food is bamboo.

28 Choose the word that belongs in the 29 What form of writing is used in the
blank. passage?

A When A narrative
B Almost B* informational
C However C expository
D* Although D persuasive

W.6.4 W.6.4