ISAT WRITING Grades 3, 5, 6, and 8

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ISAT WRITINGGrades 3, 5, 6, and 8

• 2008-2009

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Testing Dates/Grades

• ISAT March 2 13, 2009
• Grades 3 and 5 Expository
• Grades 6 and 8 Persuasive and
• Narrative
• Casmir Pulaski Day- March 6

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Before the test you 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)

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TEST SESSIONS

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

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2009 CUT SCORES

• Scale score ranges for ISAT Writing

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WRITING PERFORMANCE2000-2008 Grade 5
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WRITING PERFORMANCE 2008 Grade 6
2008 was the first
year for Grade 6 Writing assessment.
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WRITING PERFORMANCE 2000-2008
Grade 8
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WRITING PERFORMANCE2008
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Examples of Reports
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Examples of Reports
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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
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Types of Compositions

• Expository requires students to explain,
  interpret, or describe what is asked for in the
  prompt (Grades 3 and 5)
• Persuasive requires students to take a position
  and develop one side of the argument (Grades 6
  and 8)
• Narrative requires students to recount and
  reflect upon a significant experience or observed
  event (Grades 6 and 8)

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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

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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

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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

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Features of the Rubric CONVENTIONS

• Almost All Student Writing Will Contain Errors
• Scoring depends on the following
• Major vs. minor errors
• The impact of errors on communication
• The density of errors

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Features of the Rubric INTEGRATION

• The whole is greater than the sum of its parts.
• 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.
• SCOREFocusSupport/ElaborationOrganization
• ConventionsIntegrationIntegration

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Rubric Student Checklist

• 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 be restatement 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.

(Teachers Please use the rubric for
instruction.)
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Thematic Introduction - Grade 3

• Prompt Write an expository composition
  describing 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)

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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.)

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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. Dont fight and try to
  kill each other.
• (This does not indicate the topic Is it
  discussing a good marriage? What?)

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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, youre 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.)

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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
  shes 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 cousins kids are always touching things
  without asking and they got something on it. I
  know they didnt mean to hurt it but
• (Does not continue to discuss Patty as role
  model--adds irrelevant information)

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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)

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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 is no elaboration of ideas.)

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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 didnt get her. There were silent
  tears.I asked again at my birthday and again I
  didnt get her, not even Molly. I was
  disappointed. I didnt 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 morningThere she
  was looking just like she did in the magazine. I
  immediately took her out and hugged her.
• (Luscious/begged/silent tears/disappointed/raced/h
  ugged)

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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)

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Please hear this

• Understand that writing for reading
  assessment is not exactly the same as writing for
  writing 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.

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ISAT Writing 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 is NOT true that more words are always better.
• It is NOT true that every persuasive composition
  must have three reasons.
• It is NOT true that the quality of handwriting
  affects scoring.
• Writing is NOT currently an AYP subject.
• Students CANNOT use a dictionary while testing.
• Student responses CANNOT be photocopied.
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• It IS true 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.

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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

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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

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Terminology continued

• Off Mode Response does not match the assignment
• Prompt Dependent The readers 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

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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
  readers mind

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Interactive CDs for ISAT Writing(sent to schools
in September, 2008)
Grades 6 and 8
Grades 3 and 5 If your school
did not receive these or cannot locate them,
contact ISBE.
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Contact Information
Judie Steinhauser Writing Consultant ISBE 217-782-
4823 justeinh_at_isbe.net
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Writing Data (unscientific) From Other States

• Other States Illinois
• Grade 3 52.14
• Grade 4 57.2
• Grade 5 52.28 55
• Grade 6 50.6 60
• Grade 7 61.5
• Grade 8 59.8 63
• High School 50.28 57

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NAEP Writing
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After the test you will return(in
the same box)

• Non-scorable materials