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Preparing Students in 5 th Grade to Succeed on ISAT

Preparing Students in 5 th Grade to Succeed on ISAT. Presented by : Sabrina L. Gates, Adonia C. Milsap & Juliana Perisin Cluster 5 Reading Coaches. Purposes . To know content and background of the ISAT reading test

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Preparing Students in 5 th Grade to Succeed on ISAT

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  1. Preparing Students in 5th Grade to Succeed on ISAT Presented by : Sabrina L. Gates, Adonia C. Milsap & Juliana Perisin Cluster 5 Reading Coaches

  2. Purposes • To know content and background of the ISAT reading test • To know instructional strategies in reading that support Illinois Learning Standards • To know test taking tips to support good performance

  3. Today’s Agenda 1)Features of the ISAT 3rd & 5th grade reading tests 2)Closely examining a sample test 3)Types of text on ISAT 4)Working with multiple choice questions

  4. FEATURES3rd and 5th Grade ISAT Reading Tests • Criterion-referenced test • Tests whether a student has mastered certain competencies (i.e. reading skills) • Student’s score is compared to a cutoff score set by authors of test

  5. The reading skills being measured in grades 3-8 are similar. • The passages students will be asked to read and interpret increase in difficulty and sophistication. • 80% of the passages are at or near grade level (less than 1 year above or below). • 20% of the passages should be 1-2 years below grade level.

  6. What do ISAT Reading Scores Tell You? • How well your students identify important facts specifically stated in the text. • How well your students understand the meaning of key words and phrases in text. • How well your students make inferences within or between sentences and between or across paragraphs.

  7. How well your students understand key traits and motives of characters • To what extent your students consider and evaluate evidence to support or reject different ideas. • How well your students determine the author’s point of view, message, intent, and reasons for using specific devices or conventions.

  8. ISAT Test Dates March 29 through April 9, 2004 That’s approximately 15 weeks

  9. 5th Grade Testing Format • Session 1 • 1 passage with 16 multiple choice questions and one extended response question • 40 minutes

  10. 2 passages with 30 multiple choice questions total (16 and 14, respectively) 40 minutes 1 passage with 19 multiple choice questions and 1 extended response question 40 minutes Session 2 Session 3

  11. State Goal 1 Read with understanding and fluency. (Learning to read)

  12. Vocabulary Development (5th) • Words in isolation • Determine the meaning of unknown words using knowledge of prefixes, suffixes, and word roots (i.e. using knowledge of the suffix –ian to determine the meaning of guardian)

  13. Vocabulary Development (5th) • Words in Context • Determine the meaning of an unknown word using word, sentence, and cross-sentence clues. • Identify the synonym of an unknown word in context • Identify the antonym of an unknown word using context clues. • Determine the meaning of a word in context when the word has multiple meanings. • Determine the correct use of homonyms using context clues.

  14. Reading Strategies(5th) • Identify the purpose for reading a given passage. i.e. to be informed, to follow directions, to be entertained • Identify probable future outcomes or actions. • Use information in charts, graphs, and diagrams to help understand a reading passage. • Determine the purpose of features of informational text i.e. bullets, highlighting, italics, captions • Distinguish between relevant and irrelevant information in a passage.

  15. Reading Strategies contd.(5th)ILS B/C • Identify similarities and differences in major topics in passages (i.e. main idea for non-fiction passages; character motivation for fiction passages) • Identify structural or organizational patterns in informational text (i.e. description, compare/contrast, sequence, cause/effect, problem/solution)

  16. Reading Strategies contd. • Demonstrate understanding by using sophisticated graphic organizers to represent passage content. i.e. cause-effect organizers, semantic webs • Make comparisons across reading passages i.e. topics, themes, story elements

  17. Reading Comprehension (5th)ILS C • Literal or Simple Inference • Determine the answer to a literal or simple inference question regarding the meaning of a passage.

  18. Reading Comprehension ILS C • Summarizing and Main Idea • Distinguish the main idea and supporting details in any text. • Identify the main idea of a selection when it is not explicitly stated i.e. by choosing the best alternative title from among several suggested for a given passage. • Summarize a story or nonfiction passage, or identify the best summary • Identify or summarize the order of events in a story or nonfiction account • Identify the causes of event in a story or nonfiction account

  19. Reading Comprehension ILS C • Drawing conclusions based on evidence • Draw inference, conclusions or generalizations about text and support them with textual evidence and prior knowledge • Distinguish between fact and opinion • Interpret an image based on information provided in a passage.

  20. Reading Comprehension • Interpreting Instructions • Determine whether a set of complex instructions or procedures is complete and, therefore, clear. (i.e. if not clear, identify what is missing)

  21. Literary Elements and Techniques ILS A • Author’s Purpose and Design • Determine the author’s purpose for writing a fiction or nonfiction text. • Determine how author’s choice of words appeals to the senses and suggests mood.

  22. State Goal 2 Read and understand literature representative of various societies, eras, and ideas. (Reading to learn)

  23. Literary Elements and Techniques • Story and Literary Structure • Differentiate among the literary elements of plot, character, setting, and theme. • Identify events important to the development of the plot and subplot. • Identify setting (i.e place and time period) • Compare the themes of different works or passages by the same author. • Compare similar themes of works or passages by different authors.

  24. Literary Elements and TechniquesILS A • Story and Literary Structure continued • Interpret literary structure using the following elements of literary structure: falling action, denouement, setbacks • Recognize points of view in narratives i.e. first person, third person • Distinguish between details that are critical to the plot and details that may add to the plot but are not critical

  25. Literary Elements and Techniques • Characterization • Determine what characters are like (by what they say or do) by how the author or illustrator portrays them • Determine a character’s perception of or feelings towards, the surroundings or other characters. • Determine character motivation • Determine the causes of character’s actions other than motivation (i.e. external factors) • Explain the relationship between main characters and supporting characters.

  26. Literary Elements and TechniquesILS A • Literary Terms and Devices • Identify and interpret more complex figurative language i.e. more subtle metaphors, alliteration, personification • Identify examples of poetic devices using sound i.e. onomatopoeia, rhyme patterns, and unrhymed verse

  27. Variety of Literary Works ILS B • Identify the following subcategories of genres: science fiction, concrete poetry, historical fiction, myth or legend, drama, biography/autobiography, story, poem, fairy tale, folktale, fable, nonfiction, and essay • Identify common themes found in myth and traditional stories from different eras and cultures i.e. creation stories, Cinderella stories, trickster stories • Identify whether a given passage is fictional narrative, nonfiction narrative, persuasive, or expository (informational/explanatory)

  28. Variety of Literary Works continued • Identify the distinguishing features or purposes of the following types of writing: • Narrative • Persuasive • Expository

  29. Tips for PREPARING students • Explicitly teach text structure • Select longer passages for students to read silently and independently (see resource list) • Insist students tell you WHY and HOW they arrived at an answer • Insist students highlight, outline the part of the text which led to their answer choice • Show students how the questions are structured and allow them to create questions (both literal and inferential) regularly

  30. ISAT Tips Continued • Allow students opportunities to discuss text in an accountable way • Explicitly teach children to make the following connections when reading: Text to self-how the text is like the reader’s life i.e. I really identify with Maleka in The Skin I’m In because she struggles to fit in and hides her intelligence from peers just as I did in junior high. Text to text-how the text is like another text i.e. Anansi and Jack tales are similar because they are trickster tales. Text to world-how the text is like something in the world i.e. The description of the battle scenes in Across Five Aprils reminds me of an interview I watched on television of a soldier who fought in theVietnam War. The dead bodies, the sense of gripping fear the young men felt…

  31. Happy Teaching!! It’s YOU who amaze me!!

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