ISAT WRITING Grades 3, 5, 6, and 8

1. ISAT WRITINGGrades 3, 5, 6, and 8 2009-2010

2. Testing Dates/Grades • ISAT – March 1 – 12, 2010* • Grades 3 and 5 – Expository • Grades 6 and 8 – Persuasive and Narrative * Casmir Pulaski Day - March 1

3. Before the testyou will receive from Pearson… • District and school packing lists • ISAT Manuals/Tests • Writing Folder: Prompt page Lined pages Notes page • Student and Testing School ID labels (one Student Label for regular ISAT and one for the Writing Folder) • Return shipping labels

4. New In 2010 • Blank Sheet of Paper – Teachers can provide students with a blank sheet of paper to help plan their composition. • New Sample Book on the ISBE Web Site http://www.isbe.net/assessment/pdfs/2010/ISAT_Writing_Sample_Book_2010.pdf

5. TEST SESSIONS Writing Sessions are 45 minutes in length. Grades 3 and 5 – one session Grades 6 and 8 – two sessions

6. 2010 CUT SCORES Scale score ranges for ISAT Writing

7. WRITING PERFORMANCE2000-2009 Grade 3

8. WRITING PERFORMANCE2000-2009 Grade 5

9. WRITING PERFORMANCE 2009 Grade 6 *2008 was the first year for Grade 6 Writing assessment.

10. WRITING PERFORMANCE2000-2009 Grade 8

11. Examples of Reports

12. Examples of Reports

13. The Writing Folder • Demographic Page (affix student ID label) • Prompt Page • Four Lined Pages per Session • Space for Notes (notes are not scored) • Student Name Space on Back Cover Session 1 ---------- ---------- ---------- ISAT Grade 6

14. Types of Compositions • Expository – requires students to explain, interpret, or describe what is asked for in the prompt (Grades3 and5) • Persuasive – requires students to take a position and develop one side of the argument (Grades6 and 8) • Narrative – requires students to recount and reflect upon a significant experience or observed event (Grades 6and 8)

15. Features of the Rubric: FOCUS Good– Purpose set with effective introduction, maintains position, effective closing Not So Good-General development, launch, giant Focus, Focus drift, abrupt closing Oh Oh – Prompt dependent, off-mode, over-promise, insufficient writing

16. Features of the Rubric: SUPPORT/ELABORATION • Good- Specific detail, all points developed, balanced, second-order, word choice, voice • Not So Good- Some specific detail, some depth, inconsistent voice, sufficient writing • Oh Oh- General, list-like, insufficient writing, voiceless, unclear

17. Features of the Rubric:ORGANIZATION • Good – Clear structure, appropriate paragraphs, shows coherence and cohesion, varied sentence structure • Not So Good – Structure evident, most transitions appropriate, may be somewhat formulaic, sufficient writing • Oh Oh- Unclear structure, intrusive transitions, simplistic sentences, off mode, insufficient

18. Features of the Rubric: CONVENTIONS Almost All Student Writing Will Contain Errors Scoring depends on the following: Major vs. minor errors Theimpact of errors on communication The density of errors

19. Features of the Rubric: INTEGRATION • “The whole is greater than the sum of itsparts.” It is an evaluation of how the features work together to form the whole, of how clearly the composition achieves the assigned task for a specific grade level. SCORE=Focus+Support/Elaboration+Organization+ Conventions+Integration+Integration

20. Expository, Grade 3 Focus Sets purpose of composition in the introduction through either a thematic introduction or specific preview. Maintains position/logic throughout. If previewed, each point is addressed. Effective closing (may berestatement of points in the introduction) Expository, Grade 3-5 Focus I have an interesting beginning to my composition that clearly explains what I am going to write about. My composition is about the subject or topic. If I use previewing, I remember to write about each point. I write a closing that successfully ties my ideas together. Rubric Student Checklist (Teachers: Please use the rubric for instruction.)

21. Thematic Introduction - Grade 3 Prompt: Write an expository compositiondescribing what it takes to be a good friend. “It takes a lot to be a good friend. I can help you understand how to do this. If you want to learn to be a good friend, read what I have to say. Follow my advice.” (Announces topic --does not have to be a specific preview)

22. Lack of Cohesion – Grade 3 • Prompt: Write an expository composition describing what it takes to be a good friend. • “…She helps me with art. She helps me with my problems. She helps me with answers. She helps me with reading. • She shares with me. She shares cookies with me. She share stickers with me…” (Sentences could be arranged in any order.)

23. Launch – Grade 3 • Prompt: Write an expository composition describing what it takes to be a good friend. • “It takes care and respect. You have to be kind and good to each other. You share things and be nice to each other. Don’t fight and try to kill each other.” (This does not indicate the topic: Is it discussing a good marriage? What?)

24. Cohesion – Grade 5 • Prompt- Write an expository composition about an invention you think is important. • “The computer is easy to use. With just a click of the mouse, you’re surfing the web. Just as easy is finding information because it is right in front of you sorted into different categories. Also, the language of computers can be easily switched. So, if your mom wants her information in French, it can change in a matter of seconds.” (Sentences are cohesive: they connect ideas.)

25. Focus Drift- Grade 5 • Prompt: Write an expository composition about One person who is an example of a good role model. • “My cousin Patty is a good role model because she’s always buying me things if I need it. She just gave me a jacket and she bought me some school paper and pencils and index cards. I have to take the jacket to the cleaners because my other cousin’s kids are always touching things without asking and they got something on it. I know they didn’t mean to hurt it but…” (Does not continue to discuss Patty as role model--adds irrelevant information)

26. Second-Order Support- Grade 5 • Prompt: Write an expository composition about One person who is an example of a good role model. • “ My mom is a good role model because her cooking is good, especially her baking. My mom is a great baker because she can bake at the speed of light and still have everything turn out great. When she bakes turkey, it even tastes good when it is left over. Also, my mom is enthusiastic about her baking. When she bakes, she bounces around and sings. Sometimes she makes the food look like it came from another planet with different shapes and strange colors. To watch her bake is almost like watching a movie.” • (Elaborates on ideas--bake at the speed of light, makes food look like it came from a different planet, almost like watching a movie)

27. List-like – Grade 8 • Prompt- Write a persuasive composition telling whether you agree or disagree that the media should report the private lives of famous people. • “I think the media should cover their lives because people might want to know how they live or what they eat. One reason is they want to know how they live. People want to know if they have problems or to see how they look. People want to see their cars. Also people want to see TV stars and how they live. Some want to see their house and they want to know if the rumors are true. And they want to know what they have to say about their lives…” (There isno elaboration of ideas.)

28. Relevant Reactions – Grade 6 • Prompt – Write a narrative composition about a time you gave or received a special gift. • “…The first time I looked in the magazine I saw a doll called Samantha. I wanted her so much it hurt. She had luscious curls, peachy skin, and a simply gorgeous smile… When spring came so did Easter and I begged my mom, “Please can I have her?” I didn’t get her. There were silent tears….I asked again at my birthday and again I didn’t get her, not even Molly. I was disappointed. I didn’t give up, but I came close...Christmas finally came and not knowing whether to be excited or disappointed, I raced down the stairs on Christmas morning…There she was looking just like she did in the magazine. I immediately took her out and hugged her.” (Luscious/begged/silent tears/disappointed/raced/hugged)

29. Specific Word Choice – Grade 8 Prompt – Write a narrative composition about one time when you or someone you know was treated unfairly. “It all started on one of those typical winter days. I will admit that my friends must have been stricken with a touch of the ‘winter blues.’ Regardless, it was no excuse for the pandemonium that would erupt during my lunch hour. I walked to my usual table, greeting everyone as I sat down. There were only a few of us at first. The rest of my friends were still standing in the unbearably long lunch line.” (Stricken, winter blues, pandemonium, erupt, unbearably)

30. Please hear this… • Understand that writing for reading assessment is not exactly the same as writingforwriting assessment. Students who perform brilliantly on multiple choice items may not demonstrate the same brilliance on the writing test. • You will know how to help a student improve his writing by looking at his feature scores. • Scorers are trained in the ISAT rubric and scoring guides, are subject to continuous review, and are instructed to err on the side of the student. • There are many good classroom writing programs, but be aware that they may differ from ISAT writing because of the requirements of the rubric. State writing scores compare favorably to writing scores across the country. Illinois eighth graders scored among the top tier of states on the NAEP writing assessment.

31. ISATWriting True/False • It is NOT necessary to have a five-paragraph formulaic strategy. (The composition should be evenly developed. We do not count paragraphs.) • It isNOTtrue that more words are always better. • It is NOTtrue that every persuasive composition must have three reasons. • It is NOT true that the quality of handwriting affects scoring. • Writing is NOTcurrently an AYP subject. • Students CANNOTuse a dictionary while testing. • Student responses CANNOT be photocopied. ___________________________________________________ • It IStrue that off-mode responses will be penalized in both Focus and Organization. • It IS true that students may use “I” in persuasive and expository responses. (i.e. anecdotes, examples) • It IS true that insufficient writing can be an issue for all features.

32. ISAT Writing Rubric Terminology • Balance – Major points are developed evenly • Bare Bones Development – A response with only the essentials; weak in support • Coherence – Overall organizational plan • Cohesion– Idea-to-idea connection, usually achieved through sentence variety, word choice, and/or effective transitions • Episode- Happenings within the unifying event in a narrative • Extension- Additional information but at a superficial level; does not add depth

33. Terminology continued… • Focus Drift- Adding irrelevant information • Formulaic Structure – Simple presentation that replicates a template • Giant Focus – An organized plan is announced but not developed • Inductive Focus – Technique for presenting the topic through clues, examples, or anecdotes • Intrusive Transitions– Transition words that interrupt the flow of ideas and thoughts • Launch – Developing the topic without providing an opening statement

34. Terminology continued… • Off Mode – Response does not match the assignment • Prompt Dependent – The reader’s understanding depends on his familiarity with the prompt • Redundant Transitions – Reuse of the same transition words • Second-order Support – Explains the importance of evidence/examples; adds depth • Specific Preview – Introduces the topic and shows how it will be presented • Sufficiency – Very little writing or very little content or substance

35. Terminology continued… • Thematic Introduction - States the overall idea or topic; prepares the reader for how the writer is going to treat the topic; may be anecdotal • Umbrella Statement – An opening or closing statement that covers all topics, ideas, and episodes • Unifying Event – Main happening or occasion in a narrative • Voice– Lively, interesting writing that engages the reader • Word Choice Enhances Specificity– Vivid words and phrases are used to create a picture in the reader’s mind

36. Interactive CDs for ISAT Writing(sent to schools in September, 2008) Grades 6 and 8Grades 3 and 5 If your school did not receive these or cannot locate them, contact ISBE.

37. Contact Information Jim Palmer ISBE 217-782-4823 jpalmer@isbe.net