ISAT Writing 2010, Grades 6-8

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

http://www.isbe.net/assessment/pdfs/2010/ISAT_Writing_Sample_Book_2010.pdf

http://www.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


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


Academic Warning

Below Standards

Meets Standards

Exceeds Standards

Meets + Exceeds

2008 5 35 55 5 60

2009 5 26 61 8 69


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 promptPersuasive (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


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


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


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


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


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 better

It 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 [email protected]

L INCOLNWOOD 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 3: Independent

Body – Support (3) Step 1: Model


Step 3: Independent

Body – Depth (4) Step 1: Model


Step 3: Independent

Closings (5) Step 1: Model


Step 3: Independent

Integrate & Edit (6) Step 1: Model


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 winter

decreased 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

TR

AN

SIT

ION

S

PERSUASIVE: BODY PARAGRAPHSORGANIZE YOUR SUPPORT

Week 4

Body Paragraph: Give Arguments 2nd Level Support

TOPIC: Support DETAIL + 2nd LEVEL SUPPORT

DETAIL + 2nd LEVEL SUPPORT

TR

AN

SIT

ION

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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 EDITT IE IT ALL TOGETHER

Week 6

Persuasive Essay

A1

A2

AP

P S/O V

A1

A2

ISAT Writing 2010, Grades 6-8

Documents

Transcript of ISAT Writing 2010, Grades 6-8