Post on 11-Jan-2016
Lincolnwood School District 74Jerry Michel, Assistant PrincipalJanuary 7, 2010
Understanding the Writing ISAT: Information from ISBE, Grades 6-8
What do we communicate to students about writing and assessment?
With the pressure of a high stakes test and time limits, stress can increase.
What can we do to help students manage the challenges timed writing?
Support students by guiding practice in components of writing process
-focus-support/elaboration-organization-conventions
Teach students to think of a timed writing as creating a quality first draft
ISAT Test: March 1-12, 2010
Grades 3 and 5 Expository
Grades 6 and 8 Persuasive and Narrative
*Casmir Pulaski Day, March 1
New This Year on the ISAT
Blank Sheet of Paper Teachers can provide students with a blank
sheet of paper to help plan their composition.
New Sample Book on ISBE Web Sitewww.isbe.net/assessment/pdfs/2010/ISAT_
Writing_Sample_Book_2010.pdf
ISAT Writing Sessions
Grades 3 and 5 One 45-minute* session One expository prompt
Grades 6 and 8 Two 45-minute* sessions One narrative One persuasive prompt
Taking the ISAT: The Writing Folder
Demographic page Affix student ID label
Prompt page
4 lined pages per session
Space for notes Notes are not scored
Student name space on back cover
How are student scores computed?
Each feature of the rubric is scored on a 1 to 6 scale with the exception of Conventions, which is scored on a 1 to 3 scale. The Integration score is doubled, resulting in 33 possible points.
FocusSupport/
ElaborationOrganization Integration Conventions
1-6 1-6 1-6 (1-6) x 2 1-3
2010 Cut ScoresScale score ratings for ISAT Writing
AcademicWarning
Below Standards
Meets Standards
ExceedsStandards
Grade 3 6-13 14-20 21-27 28-33
Grade 5 6-13 14-20 21-27 28-33
Grade 6 6-13 14-20 21-27 28-33
Grade 8 6-14 15-20 21-27 28-33
Writing Performance2000-2009, Grade 3
Academic Warning
Below Standards
Meets Standards
Exceeds Standards
Meets + Exceeds
2000 6 38 53 2 55
2001 9 33 55 3 58
2002 9 34 54 3 57
2003 7 33 57 3 60
2004 5 31 61 3 64
2009 7 31 55 7 62
Writing Performance2000-2009, Grade 5
Academic Warning
Below Standards
Meets Standards
Exceeds Standards
Meets + Exceeds
2000 3 26 57 14 71
2001 4 27 58 12 70
2002 6 35 54 5 59
2003 6 29 61 4 65
2004 4 26 66 4 70
2007 10 40 39 11 50
2008 9 36 45 10 55
2009 8 38 46 8 54
Writing Performance2008-2009, Grade 6
Academic Warning
Below Standards
Meets Standards
Exceeds Standards
Meets + Exceeds
2008 5 35 55 5 60
2009 5 26 61 8 69
Writing Performance2000-2009, Grade 8
Academic Warning
Below Standards
Meets Standards
Exceeds Standards
Meets + Exceeds
2000 3 27 59 11 70
2001 6 32 55 7 62
2002 5 32 57 5 62
2003 6 35 55 4 59
2004 5 32 59 5 66
2007 6 31 54 9 63
2008 6 31 54 9 63
2009 6 29 56 10 66
Types of Compositions
Expository (Grades 3 and 5)Explain, interpret, or describe what is asked
for in the prompt
Persuasive (Grades 6 and 8)Take a position and develop one side of the
argument
Narrative (Grades 6 and 8)Recount and reflect upon a significant
experience or observed event
ISAT Writing Rubrics
Focus
Good Purpose set in effective introduction,
maintains position, effective closingNeeds Improvement
General development, launch, giant focus, focus drift, abrupt closing
In Trouble Prompt dependent, off-mode, over-
promise, insufficient writing
Support
Good Specific detail, all points developed,
balanced, second-order support, word choice, voice
Needs Improvement Some specific detail, some depth,
inconsistent voice, sufficient writing In Trouble
General, list-like, insufficient development, voiceless, unclear
Organization
Good Clear structure, appropriate paragraphs,
shows coherence and cohesion, varied sentence structure
Needs Improvement Structure evident, most transitions
appropriate, may be somewhat formulaic, sufficient development
In Trouble Unclear structure, intrusive transitions,
simplistic sentences, off mode, insufficient
Conventions
Student writing is likely to have errors
Quality first draftScoring depends on:
Minor vs. major errors Influence of errors on
clarity of communication Density of errors
Integration
Holistic scoring – not an arithmetic average
Evaluates how features work together to form the whole
Evaluates how clearly the composition achieves the assigned task for a specific grade level
Persuasive Rubric, Grade 6: Focus
Sets purpose of composition through thematic introduction, specific preview, or may be achieved inductively through the composition
Maintains position/logic throughout.
Effective closing (may be restatement of points in the introduction)
I use my introduction to set the purpose of my composition
I clearly state my position on the topic
I stay on the issue throughout the composition
I write a closing that effectively summarizes my position
Rubric for Teachers Student-Friendly Checklist
Examples: 5th Grade Expository
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
Second-Order Support, Good Example
Examples: 5th Grade Expository
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 link related ideas
Cohesion in Body Paragraph, Good Example
Examples: 5th Grade Expository
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…”
Weakness: Does not continue to discuss Patty as a role model; adds irrelevant information
Focus Drift, Weak Example
Examples: 8th Grade Expository
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…” Does not elaborate on ideas
List-like, Weak Example
Examples: 6th Grade Narrative
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
Relevant Reactions, Good Example
Examples: 8th Grade Narrative
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
Word Choice, Good Example
Key Communications from ISBE
Writing for reading assessment is not exactly the same as writing for writing assessment.
Introductory sentencerestating prompt
Closing sentencewith prompt words
“Proofs” from text
Varied sentence structure
Transitioning
Depth through second level support
Specific word choice enhances ideas
Full introduction
Effective closing
Evidence of voice
Reading Response Expository Writing
Key Communications from ISBE
High performance on multiple choice items may not predict high writing performance
You will be able to help students improve as writers by using their writing 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
Key Communications from ISBE
There are many good classroom writing programs, but they may differ from ISAT writing because rubric requirements
IL scores compare favorably to national scores; 8th graders scored among the top tier of states
ISAT Writing Misconceptions
It is NOT necessary to have a 5-paragraph formulaic strategyCompositions should be evenly developed.
Scorers do not count paragraphs It is NOT true that more words are
always betterIt is NOT true that every persuasive
composition must have three reasons
ISAT Writing Misconceptions
Handwriting quality does NOT affect composition scoring
Writing is NOT currently an AYP subjectStudents may NOT use a dictionary
while testingStudent responses may NOT be
photocopied for any reason
ISAT Writing Misconceptions - Truths
Off-mode responses WILL be penalized in both Focus and Organization
Students MAY use the pronoun “I” in persuasive and expository responsesi.e., anecdotes, examples, explanations
Insufficient depth CAN influence scoring for all features
Useful Information on the ISBE Site:www.isbe.net/assessment/writing.htm
ISAT Writing Glossary provides students and teachers with standard terminology
Sample books and student-friendly checklists
If you did not receive Interactive CDs for ISAT writing, contact ISBE
Other assessment questions: Jim Palmer, 217-782-4823 or jpalmer@isbe.net
LINCOLNWOOD SCHOOL DISTRICT 74
JANUARY 2010
Persuasive Writing
Persuasive Unit – 6 Weeks
Prompt or Topic: 1 2 3 4 Choice
Instruction (Week #) Monday TuesdayWednesd
ayThursday Friday
Focus (1) Step 1: Model
Step 2: Guided Practice(Whole class – Small Group – Partner)
Step 3: Independent
Introductions (2) Step 1: Model
Step 2: Guided Practice(Whole class – Small Group – Partner)
Step 3: Independent
Body – Support (3) Step 1: Model
Step 2: Guided Practice(Whole class – Small Group – Partner)
Step 3: Independent
Body – Depth (4) Step 1: Model
Step 2: Guided Practice(Whole class – Small Group – Partner)
Step 3: Independent
Closings (5) Step 1: Model
Step 2: Guided Practice(Whole class – Small Group – Partner)
Step 3: Independent
Integrate & Edit (6) Step 1: Model
Step 2: Guided Practice(Whole class – Small Group – Partner)
Step 3: Independent
PERSUASIVE: FOCUSNARROW YOUR BRAINSTORMING
Week 1
Prompt:Weather reports show a storm front approaching your community. Meteorologists are predicting 8-12 inches of snow will fall between the end of the school day and midnight. Write a persuasive essay convincing the superintendent that school should be canceled tomorrow.
Focus and Organize Details
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Categories of IdeasArguments associated with prompt or topic:
Focus and Organize Details
Blue – unsafe conditions
Orange – catch up on work (add time to concentrate) Brown – reduce tension
Categories of Ideas
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Ideas associated with prompt or topic:
cold
unsafe driving
gift to teachers
snow drifts/kids
icy conditions
below freezing
catch up on worksnowflakes
extra study timereduce stress
break up winterdecreased visionDecember
icy sidewalk
snow shovel
earn money
sleep in
long term projects
PERSUASIVE: INTRODUCTIONSSHARPEN YOUR FOCUS
Week 2
Introductions: Sharpen Your Focus
POSITION: State Your Case
ARGUMENT: Reasoning
AUDIENCE: Appeal
PERSUASIVE: BODY PARAGRAPHSORGANIZE YOUR SUPPORT
Week 3
Body Paragraph: Organize Your Support
ARGUMENT: SUPPORT DETAIL + 2nd LEVEL SUPPORT
DETAIL + 2nd LEVEL SUPPORT
PERSUASIVE: BODY PARAGRAPHSORGANIZE YOUR SUPPORT
Week 4
Body Paragraph: Give Arguments 2nd Level Support
TOPIC: Support DETAIL + 2nd LEVEL SUPPORT
DETAIL + 2nd LEVEL SUPPORT
EXPLAIN COMPARE/CONTRAST BE SPECIFIC GIVE EXAMPLE CONNNECT IDEAS
PERSUASIVE: CLOSINGSMAINTAIN LOGICAL FLOW AND COHENSION
Week 5
Closings: Maintain Logical Flow
POSITION: Be Clear SOLUTION or OPINION WRAP IT UP: Your Voice
PERSUASIVE: INTEGRATE AND EDITTIE IT ALL TOGETHER
Week 6
Persuasive Essay
A1
A2
AP
P S/O V
A1
A2