ISAT Sample Book Gr3

ISAT
Sample Book
2008
3
Sample Items for Reading and Mathematics
ILLINOIS STATE BOARD OF EDUCATION
Please do not load the reading sample books (electronic files) to your computer or network. Many of the reading passages in the sample book are copyrighted passages. The permission rights the State of Illinois acquired are only for posting to the ISBE Web site. You may establish a link from your computer or network to the reading passages on the ISBE Web site.
GRADE
ACKNOWLEDGEMENTS
Owls and Their Homes by Deborah Chase Gibson from Barbara OWLS AND THEIR HOMES copyright 1999 by the Rosen Publishing Group, Inc., New York, NY. All rights reserved. Used by permission. Photograph of owl on a branch copyright by Dusty Willison at Dustyphotos.com, Salisbury, MD. All rights reserved. Used by Permission. Photograph of owl sticking head out of the top of a barn by Bob Jacobson/ imagestate, London. All rights reserved. Used by Permission.
Copyright 2008 by the Illinois State Board of Education. Copyright 2003 by Harcourt Assessment, Inc. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher and the Illinois State Board of Education, except for the printing of complete pages for instructional use and not for resale. Printed in the United States of America. Printed by the authority of the State of Illinois, 102607, 20000, IL00002286
2008 ISAT Grade 3 Sample Book
Table of Contents
Introduction ............................................................................................................................ 5 READING Structure of the Grade 3 Reading ISAT ................................................................................. 9 Item Formats ...................................................................................................................................................9 Reading Sessions ...........................................................................................................................................9 Shorter Passage Followed by Multiple-Choice Sample Items .......................................... 11 Longer Passage Followed by Multiple-Choice Sample Items and Extended-Response Sample Item ....................................................................................... 15 Answer Key with Assessment Objectives Identified .......................................................... 22 Extended-Response Scoring Rubric .................................................................................... 25 Annotated Extended-Response Student Samples............................................................. 27 MATHEMATICS Structure of the Grade 3 Mathematics ISAT ....................................................................... 38 Item Formats .................................................................................................................................................38 Test Booklet for Grade 3 Mathematics ISAT .......................................................................................38 Mathematics Sessions ...............................................................................................................................39 Calculator Use for Grade 3 Mathematics ISAT ...................................................................................39 Rulers for Grade 3 Mathematics ISAT ...................................................................................................39 Scratch Paper and Work Space for Grade 3 Mathematics ISAT ...................................................39 Multiple-Choice Sample Items ............................................................................................ 40 Answer Key with Assessment Objectives Identified .......................................................... 50 Short-Response Scoring Rubric ........................................................................................... 54 Using Short-Response Samples .......................................................................................... 54 Short-Response Sample Items and Annotated Student Samples .................................... 55 Extended-Response Scoring Rubric .................................................................................... 64 Using Extended-Response Samples.................................................................................... 65 Extended-Response Sample Items and Annotated Student Samples ............................. 66
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Introduction
This sample book contains sample ISAT items classied with an assessment objective from the Illinois Assessment Frameworks. These samples are meant to give educators and students a general sense of how items are formatted for ISAT. All 2008 ISATs will be printed in color. This sample book does not cover the entire content of what may be assessed. Please refer to the Illinois Assessment Frameworks for complete descriptions of the content to be assessed at each grade level and subject area. The Illinois Assessment Frameworks are available online at www.isbe.net/assessment/IAFindex.htm. The Student Assessment website contains additional information about state testing (www.isbe.net/assessment).
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Illinois Standards Achievement Test
Reading Samples
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Structure of the Grade 3 Reading ISAT

ISAT Reading testing in spring 2008 will consist of 30 norm-referenced items, as well as criterion-referenced items. The 30 norm-referenced items are an abbreviated form of the Stanford 10 Reading assessment, developed by Harcourt, Inc. The criterion-referenced items are all written by Illinois educators and pilot tested with Illinois students.
Item Formats
All items are aligned to the Illinois Reading Assessment Framework, which denes the elements of the Illinois Learning Standards that are suitable for state testing. Multiple-choice items require students to read and reect, and then to select the alternative that best expresses what they believe the answer to be. A carefully constructed multiple-choice item can assess any of the levels of complexity, from simple procedures to sophisticated concepts. Extended-response items require students to demonstrate an understanding of a passage by explaining key ideas using textual evidence and by using this information to draw conclusions or make connections to other situations. The extended-response items are scored with a holistic rubric and count as 10% of the scale score of the test.
Reading Sessions
All standard time administration test sessions are a minimum of 45 minutes in length. Any student who is still actively engaged in testing when the 45 minutes have elapsed will be allowed up to an additional 10 minutes to complete that test session. More details about how to administer this extra time will appear in the ISAT Test Administration Manual. This policy does not aect students who already receive extended time as determined by their IEP.
Reading ISAT Grade 3

Session 1 45 minutes
6 shorter passages30 multiple-choice items total Two longer passages consisting of: 1 expository passage with 10 multiple-choice items 1 literary passage with 10 multiple-choice items 1 extended-response item Two longer passages consisting of: 1 expository passage (or paired passage) with 10 multiple-choice items 1 literary passage (or paired passage) with 10 multiple-choice items 1 extended-response item (Some items will be pilot items.)
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Shorter Passage Followed by Multiple-Choice Sample Items
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Reading
XED176 Passage XED176.AR1
Being a Fish
by Russell E. Erickson
Would it be fun to be a fish? They are, after all, quite different from us. Fish have no ears as we do. Their bodies are covered with thin, flat plates called scales. The only sounds they know are what they feel using certain scales along their sides. These are special scales called lateral lines. We get oxygen from the air by using our lungs. Fish get oxygen from the water by using the gills on the sides of their heads. We can play in water and on land, but fish must stay in the water all the time. Fish never get hot or cold. They are called cold-blooded because they are always the same temperature as the water around them. That means they have no need for hot soup, or cold lemonade, or cozy blankets, or cool sandals. All in all, its probably more fun being us.
GO ON
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Reading
1
This story mainly tells
XED176
XEE081
You would most likely find an article like this in a book about farm animals water fun sea life fishing
how fish are different from people how many kinds of fish there are where fish can be found how fish swim
2
Which question does the article answer?
XEE077
4
How do fish hear?
XED178
Do fish have teeth? How can I catch a fish? Do fish sleep? What does cold-blooded mean?
With ears By feeling By tasting By smelling
GO ON
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Longer Passage Followed by Multiple-Choice Sample Items and Extended-Response Sample Item
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Reading
RG3Owls0307E-V1 Owls0307E_AR1 to AR2
Just like people, owls live in different countries and have different types of homes. This is a passage about a few of the many kinds of owls.
Owls and Their Homes

by Deborah Chase Gibson
1
There are over 130 species, or kinds, of owls. Owls can be found in all parts of the world except Antarctica. North America alone is home to nineteen different species of owls. Owls are found in many different habitats, such as deserts, forests, prairies and even the Arctic tundra.* They nest in trees, in holes in the ground, in barns, and in caves. And while many other birds migrate to warmer places during the winter, most owls do not. They live in the same place all year round. Even though they cant see colors, owls see much better than people do. Good eyesight is helpful to owls because they are nocturnal. That means they are most active at night when there isnt much light. Owls arent very good at building their own nests, so they use nests left by other birds, such as hawks. Owls also like to live in human-made places, like barns or old buildings. Barn owls live all over the world. They are known for their large, dark eyes that peek out of feathered, heart-shaped faces. Just like the name says, barn owls like to live in barns. Old buildings and hollow trees also make good nesting spots for these owls. In the United States, you can find barn owls in the southern and middle states from coast to coast. Farmers like to have barn owls around because barn owls kill and eat rodents, including mice and rats.
*tundra frozen ground
GO ON
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Reading
RG3Owls0307E-V1 8 Owls0307E_AR1 to AR2_continued
10
11
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13
14
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17
18
The very northern parts of Alaska, Canada, Europe, and Siberia lie in and near the cold, icy Arctic Circle. The land in the Arctic is called tundra. It is so cold in this part of the world that the top six inches of the land is frozen solid all year round. Although it is very cold, there is life on the tundra. Snowy owls live there. Snowy owls blend in well with the icy Arctic. Their white feathers are sprinkled with small black or brown spots. This makes it hard for the snowy owls predators to see them. It also helps snowy owls sneak up on their prey. Snowy owls make their nests in places where they can easily see predators and prey. Big rocks or small hills on the treeless tundra are common nesting places. Snowy owls grow to be about twenty inches tall. Small rodents called lemmings are the snowy owls favorite meal. Owls live in deserts too. At just six inches long, elf owls are one of the smallest owls in the world. One of the elf owls favorite places to nest is in the giant saguaro cactus. Elf owls often nest inside holes in the plant. If they cant find a cactus, elf owls will live in woodpecker holes in trees or in plants on the desert floor. Some owls make their homes right in the ground. Burrowing owls find empty holes and tunnels that were dug out by other animals. Gopher and prairie-dog nests are good places for burrowing owls to make their homes. If they cant find any empty nests, these long-legged owls dig their own. Burrowing owls live on the open grasslands of North, Central, and South America. Their feathers are usually brown with white spots. Other owls dont share their nests, but burrowing owls will share their winter homes with each other. Great horned owls are found in cold forests in Alaska, in hot deserts in the southwestern United States, and in warm, tropical rain forests in South America. These grayish and white-spotted owls are among the largest owls on Earth. They can grow up to two feet long. The clusters of feathers that stick out of their heads give the great horned owls their name. These fierce predators like to find nests that other large birds, such as hawks, have left. Great horned owls use the nest to raise their babies, called owlets. When they are ten weeks old, owlets learn to fly. Six to nine months later, the young birds are fully grown and can leave their parents.
GO ON
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Reading
1
How are most owls different from other birds? They do not fly. They live in nests. They have feathers. They do not migrate.
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Which of these is most like a grassland? Forest Desert Prairie Tundra
2
Why do snowy owls build their nests up high?
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Where does the great horned owl live? Hills and rocks Tundra and prairie Deserts and forests Barns and buildings
To be closer to humans To better see their enemies To blend in with the environment To keep warm in the cold weather
3
What is the base word of burrowing? ing row burr burrow
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GO ON
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Reading
6
Which description belongs in the empty box?
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3527247_AR1
Grow to about 20 inches Snowy Owls Blend in with the environment Live on the tundra
Are the largest owls Love to eat lemmings Have heart-shaped faces Make nests underground
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What word means the opposite of fierce? Smart Noisy Gentle Lonely
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How did the great horned owl get its name? From the color of its eyes From the shape of its face From the color of its tail feathers From the shape of its head feathers
GO ON
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Reading
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What is the authors purpose for writing this passage?
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When do owlets learn to fly?
One year old Ten weeks old Six months old Nine months old
To inform To entertain To persuade To complain
10
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The passage is organized by
13
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What is another good title for this passage?
ages of owls. sizes of owls. types of owls. colors of owls.
Owls Predators Owls Help Farmers Owls Unusual Feathers Owls Around the World
11
What is the genre of this passage? Story Fable Fairy tale Nonfiction
3527234
GO ON
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Reading
14
Even though owls live all over the world, owls are alike in many ways. Explain how owls are alike. Use information from the passage and your own ideas to support your answer.
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STOP
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Answer Key with Assessment Objectives Identied

Item Number Shorter Passage
1 2 3 4
Correct Answer
A D C B
Assessment Objective
1.3.17 Identify explicit and implicit main ideas. 1.3.20 Determine the answer to a literal or simple inference question regarding the meaning of a passage. 2.3.10 Identify the following forms and genres: story, poem, fairy tale, tall tale, fable, nonfiction, and essay. 1.3.20 Determine the answer to a literal or simple inference question regarding the meaning of a passage.
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Item Number
1 2 3 4 5 6
Correct Answer
D B D C C B D C B C D A
Assessment Objective
1.3.20 Determine the answer to a literal or simple inference question regarding the meaning of a passage. 1.3.24 Draw inferences, conclusions, or generalizations about text, and support them with textual evidence and prior knowledge. 1.3.02 Identify the word base of familiar words with affixes from Roots and Affixes list (e.g., misspelled, unfinished). 1.3.06 Determine the meaning of unknown compound words by applying knowledge of individual known words (e.g., baseball). 1.3.20 Determine the answer to a literal or simple inference question regarding the meaning of a passage. 1.3.21 Distinguish the main ideas and supporting details in informational text. 1.3.24 Draw inferences, conclusions, or generalizations about text, and support them with textual evidence and prior knowledge. 1.3.10 Use antonyms to define words. 1.3.20 Determine the answer to a literal or simple inference question regarding the meaning of a passage. 1.3.23 Identify or summarize the order of events in a story. 2.3.10 Identify the following forms and genres: story, poem, fairy tale, tall tale, fable, nonfiction, and essay. 1.3.28 Identify the authors purpose for writing a fiction or nonfiction text, (e.g., to entertain or to inform). 1.3.22 Identify the main idea of a selection when it is not explicitly stated (e.g., by choosing the best alternative title from among several suggested for a given passage). 1.3.24 Draw inferences, conclusions, or generalizations about text, and support them with textual evidence and prior knowledge.
Longer Passage
7 8 9 10 11 12
13
D
ExtendedResponse Item
14
To view all the reading assessment objectives, download the Illinois Reading Assessment Framework for Grades 38 online at www.isbe.net/assessment/IAFindex.htm .
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Extended-Response Scoring Rubric
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Reading Extended-Response Scoring Rubric

Readers identify important information found explicitly and implicitly in the text. Readers use this information to interpret the text and/or make connections to other situations or contexts through analysis, evaluation, or comparison/contrast. A student-friendly version of this extended-response rubric is available online at www.isbe.net/assessment/reading.htm.
Score
Criteria
Reader demonstrates an accurate understanding of important information in the text by focusing on the key ideas presented explicitly and implicitly. Reader uses information from the text to interpret significant concepts or make connections to other situations or contexts logically through analysis, evaluation, inference, or comparison/contrast. Reader uses relevant and accurate references; most are specific and fully supported. Reader integrates interpretation of the text with text-based support (balanced). Reader demonstrates an accurate understanding of information in the text by focusing on some key ideas presented explicitly and implicitly. Reader uses information from the text to interpret significant concepts or make connections to other situations or contexts logically (with some gaps) through analysis, evaluation, inference, or comparison/contrast. Reader uses relevant and accurate references; some are specific; some may be general and not fully supported. Reader partially integrates interpretation of the text with text-based support. Reader demonstrates an accurate but limited understanding of the text. Reader uses information from the text to make simplistic interpretations of the text without using significant concepts or by making only limited connections to other situations or contexts. Reader uses irrelevant or limited references. Reader generalizes without illustrating key ideas; may have gaps. Reader demonstrates little or no understanding of the text; may be inaccurate. Reader makes little or no interpretation of the text. Reader uses no references or the references are inaccurate. Readers response is insufficient to show that criteria are met.
2 1 0
Readers response is absent or does not address the task. Readers response is insufficient to show that criteria are met.
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Grade: 3
Sample: 1
Score: 3
DIRECTIONS
Question 14 is an extended-response question. Make sure you Read the question completely before you start to write your answer, Write your answer to the question in your own words, Write as clearly as you can so that another person can read your answer and understand what you were thinking, Read over your answer to see if you need to rewrite any part of it.
14
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*This response demonstrates an accurate understanding of the information in the text. The reader makes interpretations of signicant concepts from the passage (. . . the all have good eyesite . . . they cant se in color because they dont need to). There are some gaps in the connections made by the reader (I know my brother would like to have good eyesite because he told me. . . . I also think color is cool because blue-green the craon color is my favorite). The reader uses relevant and accurate references; some are specic and some are general.
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Grade: 3
Sample: 2
Score: 3
DIRECTIONS
14
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*This response demonstrates an accurate understanding of the information in the text. The reader makes interpretations of signicant concepts from the passage (They all are not good nest builders. Mostly all owlets y when there 10 months old). There are some gaps in the connections made by the reader (This story reminds me of a story called Winter in the Arctic. Because there was a snowy owl in there too). The reader uses relevant and accurate references; some are specic and some are general.
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Grade: 3
Sample: 3
Score: 4
DIRECTIONS
14
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*This response demonstrates an accurate understanding of important information in the text by focusing on key ideas from the text. The reader makes interpretations based on signicant concepts from the text (Lastly, all owls dont know how to make their own nest. That is when other birds migrate they are leaving loads, and load of nests behind. That is one way owls get nests). The reader also makes a connection through inference (Secondly, owls don not migrate around the world. Repeat they do not travel to warmer places in the winter because they have uy and furry fur on their bodies. This is the reason why all owls in the world do not migrate around the world). The reader uses relevant and accurate references that are specic and fully supported.
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Grade: 3
Sample: 4
Score: 4
DIRECTIONS
14
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*This response demonstrates an accurate understanding of important information in the text by focusing on key ideas from the text. The reader makes interpretations based on signicant concepts from the text (. . . all owls look for homes, they can nd homes in barns, buildings, trees, or cactuses. But since some owls live in dierent places they live in dierent homes). The reader also makes a connection through inference (They need better eyesight becaus they are nocturnal and we arent). The reader uses relevant and accurate references that are specic and fully supported. This response just makes it to a score of 4. 35
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ISAT Sample Book Gr3

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ISAT

2008 ISAT Grade 3 Sample Book

2008 ISAT Grade 3 Sample Book

Illinois Standards Achievement Test

2008 ISAT Grade 3 Sample Book

Structure of the Grade 3 Reading ISAT

Reading ISAT Grade 3

Shorter Passage Followed by Multiple-Choice Sample Items

With ears By feeling By tasting By smelling

Owls and Their Homes

Which of these is most like a grassland? Forest Desert Prairie Tundra

When do owlets learn to fly?

To inform To entertain To persuade To complain

The passage is organized by

What is another good title for this passage?

ages of owls. sizes of owls. types of owls. colors of owls.

2008 ISAT Grade 3 Sample Book

Answer Key with Assessment Objectives Identied

2008 ISAT Grade 3 Sample Book

Extended-Response Scoring Rubric

2008 ISAT Grade 3 Sample Book

Reading Extended-Response Scoring Rubric

2008 ISAT Grade 3 Sample Book

2008 ISAT Grade 3 Sample Book

2008 ISAT Grade 3 Sample Book

2008 ISAT Grade 3 Sample Book

2008 ISAT Grade 3 Sample Book

2008 ISAT Grade 3 Sample Book

2008 ISAT Grade 3 Sample Book

2008 ISAT Grade 3 Sample Book

2008 ISAT Grade 3 Sample Book

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