2008 ISAT Sample Book Grade 3 Reading

2008
ISAT
Sample Book
GRADE
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.
IL08SprOT_STBprtG30NA.indd 1
10/29/07 6:16:36 PM
ACKNOWLEDGEMENTS
“Owls and Their Homes” by Deborah
Barbara Chase Gibson from
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
IL08-P3-3SB
IL08SprOT_STBprtG30NA.indd 3
3
10/29/07 6:16:37 PM
4
IL08SprOT_STBprtG30NA.indd 4
IL08-P3-3SB
10/29/07 6:16:37 PM
2008 ISAT Grade 3 Sample Book
Introduction
This sample book contains sample ISAT items classified 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).
IL08-P3-3SB
IL08SprOT_STBprtG30NA.indd 5
5
10/29/07 6:16:37 PM
6
IL08SprOT_STBprtG30NA.indd 6
IL08-P3-3SB
10/29/07 6:16:38 PM
Illinois Standards Achievement Test
Reading Samples
IL08-P3-3SB
IL08SprOT_STBprtG30NA.indd 7
7
10/29/07 6:16:38 PM
8
IL08SprOT_STBprtG30NA.indd 8
IL08-P3-3SB
10/29/07 6:16:38 PM
2008 ISAT Grade 3 Sample Book
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 defines the elements of the Illinois
Learning Standards that are suitable for state testing.
Multiple-choice items require students to read and reflect, 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 affect students who already receive extended time
as determined by their IEP.
Reading ISAT Grade 3
Session 1
45 minutes
6 shorter passages—30 multiple-choice items total
Session 2
45 minutes
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
Session 3
45 minutes
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.)
IL08-P3-3SB
IL08SprOT_STBprtG30NA.indd 9
9
10/29/07 6:16:38 PM
10
IL08SprOT_STBprtG30NA.indd 10
IL08-P3-3SB
10/29/07 6:16:38 PM
Shorter Passage Followed by
Multiple-Choice Sample Items
IL08-P3-3SB
IL08SprOT_STBprtG30NA.indd 11
11
10/29/07 6:16:38 PM
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, it’s probably more fun being us.
GO ON
12
IL08SprOT_STBprtG30NA.indd 12
IL08-P3-3SB
10/29/07 6:16:38 PM
Reading
XED176
1
XEE081
3
This story mainly tells —
≥
You would most likely find an
article like this in a book
about —
how fish are different from
people
how many kinds of fish there
are
where fish can be found
how fish swim
≥
XEE077
2
XED178
4
Which question does the
article answer?
≥
farm animals
water fun
sea life
fishing
How do fish hear?
≥
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
IL08-P3-3SB
IL08SprOT_STBprtG30NA.indd 13
13
10/29/07 6:16:40 PM
14
IL08SprOT_STBprtG30NA.indd 14
IL08-P3-3SB
10/29/07 6:16:42 PM
Longer Passage Followed by
Multiple-Choice Sample Items and
Extended-Response Sample Item
IL08-P3-3SB
IL08SprOT_STBprtG30NA.indd 15
15
10/29/07 6:16:42 PM
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
2
3
4
5
6
7
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 can’t 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 isn’t much light.
Owls aren’t 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
16
IL08SprOT_STBprtG30NA.indd 16
IL08-P3-3SB
10/29/07 6:16:42 PM
Reading
RG3Owls0307E-V1
8
9
10
11
12
13
14
15
16
17
18
Owls0307E_AR1 to AR2_continued
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 owl’s 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 owl’s favorite places to nest is in
the giant saguaro cactus. Elf owls often nest inside holes in the plant. If
they can’t 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 can’t 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 don’t 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
IL08-P3-3SB
IL08SprOT_STBprtG30NA.indd 17
17
10/29/07 6:16:45 PM
Reading
3527245
1
3527241
4
How are most owls different
from other birds?
≥
Which of these is most like a
grassland?
They do not fly.
They live in nests.
They have feathers.
They do not migrate.
≥
3527230
2
3527244
5
Why do snowy owls build
their nests up high?
≥
Forest
Desert
Prairie
Tundra
Where does the great horned
owl live?
To be closer to humans
To better see their enemies
To blend in with the
environment
To keep warm in the cold
weather
≥
Hills and rocks
Tundra and prairie
Deserts and forests
Barns and buildings
3527239
3
What is the base word of
burrowing?
≥
ing
row
burr
burrow
GO ON
18
IL08SprOT_STBprtG30NA.indd 18
IL08-P3-3SB
10/29/07 6:16:46 PM
Reading
3527247
6
3527247_AR1
Which description belongs in the empty box?
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
≥
3527229
7
3527243
8
How did the great horned owl
get its name?
≥
What word means the
opposite of fierce?
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
≥
Smart
Noisy
Gentle
Lonely
GO ON
IL08-P3-3SB
IL08SprOT_STBprtG30NA.indd 19
19
10/29/07 6:16:49 PM
Reading
3527228
9
3527233
12
When do owlets learn to fly?
≥
What is the author’s purpose
for writing this passage?
One year old
Ten weeks old
Six months old
Nine months old
≥
To inform
To entertain
To persuade
To complain
3527232
10
3527246
13
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.
≥
“Owls’ Predators”
“Owls Help Farmers”
“Owls’ Unusual Feathers”
“Owls Around the World”
3527234
11
What is the genre of this
passage?
≥
Story
Fable
Fairy tale
Nonfiction
GO ON
20
IL08SprOT_STBprtG30NA.indd 20
IL08-P3-3SB
10/29/07 6:16:50 PM
Reading
3527235
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.
STOP
IL08-P3-3SB
IL08SprOT_STBprtG30NA.indd 21
21
10/29/07 6:16:52 PM
2008 ISAT Grade 3 Sample Book
Answer Key with Assessment Objectives Identified
Correct
Answer
1
A
1.3.17 Identify explicit and implicit main ideas.
2
D
1.3.20 Determine the answer to a literal or simple inference question
regarding the meaning of a passage.
3
C
2.3.10 Identify the following forms and genres: story, poem, fairy tale, tall
tale, fable, nonfiction, and essay.
4
B
1.3.20 Determine the answer to a literal or simple inference question
regarding the meaning of a passage.
Shorter Passage
Item
Number
Assessment Objective
22
IL08SprOT_STBprtG30NA.indd 22
IL08-P3-3SB
10/29/07 6:16:54 PM
2008 ISAT Grade 3 Sample Book
Correct
Answer
1
D
1.3.20 Determine the answer to a literal or simple inference question
regarding the meaning of a passage.
2
B
1.3.24 Draw inferences, conclusions, or generalizations about text, and
support them with textual evidence and prior knowledge.
3
D
1.3.02 Identify the word base of familiar words with affixes from Roots
and Affixes list (e.g., misspelled, unfinished).
4
C
1.3.06 Determine the meaning of unknown compound words by
applying knowledge of individual known words (e.g., baseball).
5
C
1.3.20 Determine the answer to a literal or simple inference question
regarding the meaning of a passage.
6
B
1.3.21 Distinguish the main ideas and supporting details in informational
text.
7
D
1.3.24 Draw inferences, conclusions, or generalizations about text, and
support them with textual evidence and prior knowledge.
8
C
1.3.10 Use antonyms to define words.
9
B
1.3.20 Determine the answer to a literal or simple inference question
regarding the meaning of a passage.
10
C
1.3.23 Identify or summarize the order of events in a story.
11
D
2.3.10 Identify the following forms and genres: story, poem, fairy tale, tall
tale, fable, nonfiction, and essay.
12
A
1.3.28 Identify the author’s purpose for writing a fiction or nonfiction text,
(e.g., to entertain or to inform).
13
D
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).
14
ExtendedResponse
Item
Longer Passage
Item
Number
Assessment Objective
1.3.24 Draw inferences, conclusions, or generalizations about text, and
support them with textual evidence and prior knowledge.
To view all the reading assessment objectives, download the Illinois Reading Assessment Framework for
Grades 3–8 online at www.isbe.net/assessment/IAFindex.htm .
IL08-P3-3SB
IL08SprOT_STBprtG30NA.indd 23
23
10/29/07 6:16:54 PM
24
IL08SprOT_STBprtG30NA.indd 24
IL08-P3-3SB
10/29/07 6:16:54 PM
Extended-Response
Scoring Rubric
IL08-P3-3SB
IL08SprOT_STBprtG30NA.indd 25
25
10/29/07 6:16:54 PM
2008 ISAT Grade 3 Sample Book
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
4
• 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).
3
• 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.
2
• 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.
1
•
•
•
•
0
• Reader’s response is absent or does not address the task.
• Reader’s response is insufficient to show that criteria are met.
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.
Reader’s response is insufficient to show that criteria are met.
26
IL08SprOT_STBprtG30NA.indd 26
IL08-P3-3SB
10/29/07 6:16:54 PM
2008 ISAT Grade 3 Sample Book
Grade: 3
DIRECTIONS
Sample: 1
Score: 3
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.
3527235
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.
IL08-P3-3SB
IL08SprOT_STBprtG30NA.indd 27
27
10/29/07 6:16:54 PM
2008 ISAT Grade 3 Sample Book
*This response demonstrates an accurate understanding of the information in the text. The reader makes
interpretations of significant concepts from the passage (. . . the all have good eyesite . . . they can’t se in color
because they don’t 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 specific and some are general.
28
IL08SprOT_STBprtG30NA.indd 28
IL08-P3-3SB
10/29/07 6:16:57 PM
2008 ISAT Grade 3 Sample Book
Grade: 3
DIRECTIONS
Sample: 2
Score: 3
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.
3527235
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.
IL08-P3-3SB
IL08SprOT_STBprtG30NA.indd 29
29
10/29/07 6:16:58 PM
2008 ISAT Grade 3 Sample Book
*This response demonstrates an accurate understanding of the information in the text. The reader makes
interpretations of significant concepts from the passage (They all are not good nest builders. Mostly all
owlets fly 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 specific and some are general.
30
IL08SprOT_STBprtG30NA.indd 30
IL08-P3-3SB
10/29/07 6:17:00 PM
2008 ISAT Grade 3 Sample Book
Grade: 3
DIRECTIONS
Sample: 3
Score: 4
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.
3527235
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.
IL08-P3-3SB
IL08SprOT_STBprtG30NA.indd 31
31
10/29/07 6:17:01 PM
2008 ISAT Grade 3 Sample Book
32
IL08SprOT_STBprtG30NA.indd 32
IL08-P3-3SB
10/29/07 6:17:03 PM
2008 ISAT Grade 3 Sample Book
*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 significant concepts from the text
(Lastly, all owls don’t 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 fluffy 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 specific and fully
supported.
IL08-P3-3SB
IL08SprOT_STBprtG30NA.indd 33
33
10/29/07 6:17:04 PM
2008 ISAT Grade 3 Sample Book
Grade: 3
DIRECTIONS
Sample: 4
Score: 4
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.
3527235
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.
34
IL08SprOT_STBprtG30NA.indd 34
IL08-P3-3SB
10/29/07 6:17:06 PM
2008 ISAT Grade 3 Sample Book
*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 significant concepts from the text
(. . . all owl’s look for homes, they can find home’s in barns, building’s, trees, or cactuses. But since some owl’s live
in different places they live in different home’s). The reader also makes a connection through inference (They
need better eyesight becaus they are nocturnal and we aren’t). The reader uses relevant and accurate references
that are specific and fully supported. This response just makes it to a score of 4.
IL08-P3-3SB
IL08SprOT_STBprtG30NA.indd 35
35
10/29/07 6:17:08 PM
36
IL08SprOT_STBprtG30NA.indd 36
IL08-P3-3SB
10/29/07 6:17:09 PM