Understanding the Writing ISAT: Information from ISBE, Grades 6-8<br />Lincolnwood School District 74<br />Jerry Michel, A...
What do we communicate to students about writing and assessment?<br />
With the pressure of a high stakes test and time limits, stress can increase.<br />
What can we do to help students manage the challenges timed writing?<br />
Support students by guiding practice in components of writing process<br /><ul><li>focus
support/elaboration
organization
conventions</li></li></ul><li>Teach students to think of a timed writing as creating a quality first draft<br />
ISAT Test: March 1-12, 2010<br />Grades 3 and 5<br /> Expository<br />Grades 6 and 8<br /> Persuasive and Narrative<br /> ...
New This Year on the ISAT<br /> Blank Sheet of Paper<br /> Teachers can provide students with a blank sheet of paper to he...
ISAT Writing Sessions<br /> Grades 3 and 5<br /> One 45-minute* session<br /> One expository prompt<br /> Grades 6 and 8<b...
Taking the ISAT: The Writing Folder<br />Demographic page<br />Affix student ID label<br />Prompt page<br />4 lined pages ...
How are student scores computed?<br />Each feature of the rubric is scored on a 1 to 6 scale with the exception of Convent...
2010 Cut Scores<br />Scale score ratings for ISAT Writing<br />
Writing Performance<br />2000-2009, Grade 3<br />
Writing Performance<br />2000-2009, Grade 5<br />
Writing Performance<br />2008-2009, Grade 6<br />
Writing Performance<br />2000-2009, Grade 8<br />
Types of Compositions<br />Expository (Grades 3 and 5)<br />Explain, interpret, or describe what is asked for in the promp...
ISAT Writing Rubrics<br />
Focus<br />Good<br />Purpose set in effective introduction, maintains position, effective closing<br />Needs Improvement<b...
Support<br />Good<br />Specific detail, all points developed, balanced, second-order support, word choice, voice<br />Need...
Organization<br />Good<br />Clear structure, appropriate paragraphs, shows coherence and cohesion, varied sentence structu...
Conventions<br />Student writing is likely to have errors<br />Quality first draft<br />Scoring depends on:<br />Minor vs....
Integration<br />Holistic scoring – not an arithmetic average<br />Evaluates how features work together to form the whole<...
Persuasive Rubric, Grade 6: Focus<br />Sets purpose of composition through thematic introduction, specific preview, or may...
Examples: 5th Grade Expository<br />Write an expository composition about one person who is an example of a good role mode...
Examples: 5th Grade Expository<br />Write an expository composition about an invention you think is important.<br />“The c...
Examples: 5th Grade Expository<br />Write an expository composition about one person who is an example of a good role mode...
Examples: 8th Grade Expository<br />Write a persuasive composition telling whether you agree or disagree that the media sh...
Examples: 6th Grade Narrative<br />Write a narrative composition about a time you gave or received a special gift.<br />“…...
Examples: 8th Grade Narrative<br />Write a narrative composition about one time when you or someone you know was treated u...
Key Communications from ISBE<br />Writing for reading assessment is not exactly the same as writing for writing assessment...
“Proofs” from text</li></ul> Varied sentence structure<br /> Transitioning<br /> Depth through second     level support...
Evidence of voice</li></li></ul><li>Key Communications from ISBE<br />High performance on multiple choice items may not pr...
Key Communications from ISBE<br />There are many good classroom writing programs, but they may differ from ISAT writing be...
ISAT Writing Misconceptions<br /> It is NOTnecessary to have a 5-paragraph formulaic strategy<br />Compositions should be ...
ISAT Writing Misconceptions<br /> Handwriting quality does NOT affect composition scoring<br />Writing is NOT currently an...
ISAT Writing Misconceptions - Truths<br />Off-mode responses WILL be penalized in both Focus and Organization<br />Student...
Useful Information on the ISBE Site:www.isbe.net/assessment/writing.htm<br />ISAT Writing Glossary provides students and t...
Lincolnwood School District 74<br />January 2010<br />Persuasive Writing<br />
Persuasive Unit – 6 Weeks<br />
Persuasive: Focus<br />Narrow your brainstorming<br />Week 1<br />Prompt:<br />Weather reports show a storm front approach...
Focus and Organize Details<br />Categories of Ideas<br />Arguments associated with prompt or topic:<br />_______________  ...
Focus and Organize Details<br />Categories of Ideas<br />Ideas associated with prompt or topic:<br />_______________    __...
PERSUASIVE: Introductions<br />Sharpen your focus<br />Week 2<br />
Introductions: Sharpen Your Focus<br />POSITION: State Your Case<br />ARGUMENT: Reasoning<br />AUDIENCE: Appeal<br /><br ...
persuasive: Body Paragraphs<br />Organize your support<br />Week 3<br />
Body Paragraph: Organize Your Support<br />ARGUMENT: SUPPORT <br /> DETAIL<br />+  2nd LEVEL SUPPORT<br /> DETAIL<br /...
Persuasive: Body Paragraphs<br />Organize your support<br />Week 4<br />
Body Paragraph: Give Arguments 2nd Level Support<br />TOPIC: Support  <br /> DETAIL<br />+  2nd LEVEL SUPPORT<br /> DE...
persuasive: closings<br />MAINTAIN LOGICAL FLOW AND COHENSION<br />Week 5<br />
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ISAT Writing 2010, Grades 6-8

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This 2-hour presentation compiles information from the 2010 ISBE ISAT writing presentation and gives teachers planning tools to develop persuasive writing.

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  • This 6-week unit plan is designed to give students repeated, supported practice in each phase of persuasive writing. You can continue to use the same prompts throughout the 6 weeks of the unit, or students can try new prompts each week. Each week should feature at least 2-3 different prompts so students can practice the craft of each phase of writing in a “massed practice” where they can attempt to use the strategies multiple times in a short period of time in order to build confidence with the skill. Informal assessment can take place throughout the week; formal assessment should not come until Step 3, when students have had multiple opportunities to practice strategy. Please note that the 6-week layout may be artificial for many classrooms; the 3 step gradual release of responsibility is much more important and may take more time for students to develop proficiency.
  • List words, ideas, short phrases that associated with promptCircle words in list that can be grouped together (using colors to identify groups helps)Take all words/ideas/phrases in a group and give them a category – this becomes topics for body paragraphs
  • List words, ideas, short phrases that associated with promptCircle words in list that can be grouped together (using colors to identify groups helps)Take all words/ideas/phrases in a group and give them a category – this becomes topics for body paragraphs
  • Jot down ideas, short phrases for each part of introduction – introducing position, previewing supporting arguments, and using personal voice to give depth or speak to a specific argumentPlay with the order of how these three components will be written in the introduction; once an order is decided, use the small boxes on the left to record that order (P, A, A)Write rough draft of introduction
  • Make sure body paragraphs focus on one argument and provide specific supporting detailsUse brainstorming focus activity to find provide supporting detailsUse the depth box to make sure details are developed with depth, rather than adding a new ideaEncourage students to concentrate on fewer supporting details in a paragraph, but giving those supporting details depth by being more specific or descriptive
  • Make sure body paragraphs focus on argument and provide specific supporting detailsUse brainstorming focus activity to find alternate structures for supporting argumentsUse the depth box to make sure details are developed with related, specific detail, rather than adding a new ideaEncourage students to concentrate on fewer supporting details in a paragraph, but giving those supporting details depth by being more specific or descriptiveUse the “word bank” for different strategies to provide voice and depth
  • Jot down ideas, short phrases for each part of closing – reflecting on topic, reviewing main points without specifically restating what was said, and using personal voice close piece with cohesionPlay with the order of how these three components will be written in the introduction; once an order is decided, use the small boxes on the left to record that order (P, S/O, W)Write rough draft of closing
  • P = Position, A1, A2 = Argument, A = Audience/AppealP= Position, S/O = Solution/Opinion, V = Voice
  • ISAT Writing 2010, Grades 6-8

    1. 1. Understanding the Writing ISAT: Information from ISBE, Grades 6-8<br />Lincolnwood School District 74<br />Jerry Michel, Assistant Principal<br />January 7, 2010<br />
    2. 2. What do we communicate to students about writing and assessment?<br />
    3. 3. With the pressure of a high stakes test and time limits, stress can increase.<br />
    4. 4. What can we do to help students manage the challenges timed writing?<br />
    5. 5. Support students by guiding practice in components of writing process<br /><ul><li>focus
    6. 6. support/elaboration
    7. 7. organization
    8. 8. conventions</li></li></ul><li>Teach students to think of a timed writing as creating a quality first draft<br />
    9. 9. ISAT Test: March 1-12, 2010<br />Grades 3 and 5<br /> Expository<br />Grades 6 and 8<br /> Persuasive and Narrative<br /> *Casmir Pulaski Day, March 1<br />
    10. 10. New This Year on the ISAT<br /> Blank Sheet of Paper<br /> Teachers can provide students with a blank sheet of paper to help plan their composition. <br /> New Sample Book on ISBE Web Site<br />www.isbe.net/assessment/pdfs/2010/ISAT_Writing_Sample_Book_2010.pdf<br />
    11. 11. ISAT Writing Sessions<br /> Grades 3 and 5<br /> One 45-minute* session<br /> One expository prompt<br /> Grades 6 and 8<br /> Two 45-minute* sessions<br /> One narrative<br /> One persuasive prompt<br />
    12. 12. Taking the ISAT: The Writing Folder<br />Demographic page<br />Affix student ID label<br />Prompt page<br />4 lined pages per session<br />Space for notes<br />Notes are not scored<br />Student name space on back cover<br />
    13. 13. How are student scores computed?<br />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.<br />
    14. 14. 2010 Cut Scores<br />Scale score ratings for ISAT Writing<br />
    15. 15. Writing Performance<br />2000-2009, Grade 3<br />
    16. 16. Writing Performance<br />2000-2009, Grade 5<br />
    17. 17. Writing Performance<br />2008-2009, Grade 6<br />
    18. 18. Writing Performance<br />2000-2009, Grade 8<br />
    19. 19. Types of Compositions<br />Expository (Grades 3 and 5)<br />Explain, interpret, or describe what is asked for in the prompt<br />Persuasive (Grades 6 and 8)<br />Take a position and develop one side of the argument<br />Narrative (Grades 6 and 8)<br />Recount and reflect upon a significant experience or observed event<br />
    20. 20. ISAT Writing Rubrics<br />
    21. 21. Focus<br />Good<br />Purpose set in effective introduction, maintains position, effective closing<br />Needs Improvement<br />General development, launch, giant focus, focus drift, abrupt closing<br /> In Trouble<br />Prompt dependent, off-mode, over-promise, insufficient writing<br />
    22. 22. Support<br />Good<br />Specific detail, all points developed, balanced, second-order support, word choice, voice<br />Needs Improvement<br />Some specific detail, some depth, inconsistent voice, sufficient writing<br /> In Trouble<br />General, list-like, insufficient development, voiceless, unclear<br />
    23. 23. Organization<br />Good<br />Clear structure, appropriate paragraphs, shows coherence and cohesion, varied sentence structure<br />Needs Improvement<br />Structure evident, most transitions appropriate, may be somewhat formulaic, sufficient development<br /> In Trouble<br />Unclear structure, intrusive transitions, simplistic sentences, off mode, insufficient<br />
    24. 24. Conventions<br />Student writing is likely to have errors<br />Quality first draft<br />Scoring depends on:<br />Minor vs. major errors<br />Influence of errors on clarity of communication<br />Density of errors<br />
    25. 25. Integration<br />Holistic scoring – not an arithmetic average<br />Evaluates how features work together to form the whole<br /> Evaluates how clearly the composition achieves the assigned task for a specific grade level<br />
    26. 26. Persuasive Rubric, Grade 6: Focus<br />Sets purpose of composition through thematic introduction, specific preview, or may be achieved inductively through the composition<br />Maintains position/logic throughout.<br />Effective closing (may berestatement of points in the introduction)<br />I use my introduction to set the purpose of my composition<br />I clearly state my position on the topic<br />I stay on the issue throughout the composition<br />I write a closing that effectively summarizes my position <br />Rubric for Teachers<br />Student-Friendly Checklist<br />
    27. 27. Examples: 5th Grade Expository<br />Write an expository composition about one person who is an example of a good role model.<br />“ 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.”<br />Elaborates on ideas; bake at the speed of light, makes food look like it came from a different planet, almost like watching a movie<br />Second-Order Support, Good Example<br />
    28. 28. Examples: 5th Grade Expository<br />Write an expository composition about an invention you think is important.<br />“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.”<br />Sentences are cohesive; they link related ideas<br />Cohesion in Body Paragraph, Good Example<br />
    29. 29. Examples: 5th Grade Expository<br />Write an expository composition about one person who is an example of a good role model.<br />“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…”<br />Weakness: Does not continue to discuss Patty as a role model; adds irrelevant information<br />Focus Drift, Weak Example<br />
    30. 30. Examples: 8th Grade Expository<br />Write a persuasive composition telling whether you agree or disagree that the media should report the private lives of famous people.<br />“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…” <br />Does not elaborate on ideas<br />List-like, Weak Example<br />
    31. 31. Examples: 6th Grade Narrative<br />Write a narrative composition about a time you gave or received a special gift.<br />“…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.”<br />Luscious/begged/silent tears/disappointed/raced/hugged<br />Relevant Reactions, Good Example<br />
    32. 32. Examples: 8th Grade Narrative<br />Write a narrative composition about one time when you or someone you know was treated unfairly.<br />“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.”<br />Stricken, winter blues, pandemonium, erupt, unbearably<br />Word Choice, Good Example<br />
    33. 33. Key Communications from ISBE<br />Writing for reading assessment is not exactly the same as writing for writing assessment.<br />Reading Response<br />Expository Writing<br /> Introductory sentencerestating prompt<br /><ul><li>Closing sentencewith prompt words
    34. 34. “Proofs” from text</li></ul> Varied sentence structure<br /> Transitioning<br /> Depth through second level support<br /> Specific word choice enhances ideas<br /> Full introduction<br /><ul><li>Effective closing
    35. 35. Evidence of voice</li></li></ul><li>Key Communications from ISBE<br />High performance on multiple choice items may not predict high writing performance<br />You will be able to help students improve as writers by using their writing feature scores<br />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<br />
    36. 36. Key Communications from ISBE<br />There are many good classroom writing programs, but they may differ from ISAT writing because rubric requirements<br />IL scores compare favorably to national scores; 8th graders scored among the top tier of states<br />
    37. 37. ISAT Writing Misconceptions<br /> It is NOTnecessary to have a 5-paragraph formulaic strategy<br />Compositions should be evenly developed. Scorers do not count paragraphs<br /> It is NOT true that more words are always better<br />It is NOT true that every persuasive composition must have three reasons<br />
    38. 38. ISAT Writing Misconceptions<br /> Handwriting quality does NOT affect composition scoring<br />Writing is NOT currently an AYP subject<br />Students may NOT use a dictionary while testing<br />Student responses may NOT be photocopied for any reason<br />
    39. 39. ISAT Writing Misconceptions - Truths<br />Off-mode responses WILL be penalized in both Focus and Organization<br />Students MAY use the pronoun “I” in persuasive and expository responses<br />i.e., anecdotes, examples, explanations<br />Insufficient depth CAN influence scoring for all features<br />
    40. 40. Useful Information on the ISBE Site:www.isbe.net/assessment/writing.htm<br />ISAT Writing Glossary provides students and teachers with standard terminology<br /> Sample books and student-friendly checklists<br />If you did not receive Interactive CDs for ISAT writing, contact ISBE<br />Other assessment questions: Jim Palmer, 217-782-4823 or jpalmer@isbe.net<br />
    41. 41. Lincolnwood School District 74<br />January 2010<br />Persuasive Writing<br />
    42. 42. Persuasive Unit – 6 Weeks<br />
    43. 43. Persuasive: Focus<br />Narrow your brainstorming<br />Week 1<br />Prompt:<br />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. <br />
    44. 44. Focus and Organize Details<br />Categories of Ideas<br />Arguments associated with prompt or topic:<br />_______________ _______________ _______________<br />_______________ _______________ _______________<br />_______________ _______________ _______________<br />_______________ _______________ _______________<br />_______________ _______________ _______________<br />_______________ _______________ _______________<br />_______________ _______________ _______________<br />_______________ _______________ _______________<br /><br /><br /><br /><br />
    45. 45. Focus and Organize Details<br />Categories of Ideas<br />Ideas associated with prompt or topic:<br />_______________ _______________ _______________<br />_____________ _______________ _______________<br />_______________ _______________ _______________<br />_______________ _______________ _______________<br />_______________ _______________ _______________<br />_______________ _______________ _______________<br />_______________ _______________ _______________<br />_______________ _______________ _______________<br />cold<br /> Blue – unsafe conditions<br />extra study time<br />sleep in<br />unsafe driving<br />reduce stress<br />long term projects<br />gift to teachers<br />break up winter<br /> Orange – catch up on work (add time to concentrate)<br />snow drifts/kids<br />decreased vision<br />icy conditions<br />December<br /> Brown – reduce tension<br />below freezing<br />icy sidewalk<br />catch up on work<br />snow shovel<br /><br />snowflakes<br />earn money<br />
    46. 46. PERSUASIVE: Introductions<br />Sharpen your focus<br />Week 2<br />
    47. 47. Introductions: Sharpen Your Focus<br />POSITION: State Your Case<br />ARGUMENT: Reasoning<br />AUDIENCE: Appeal<br /><br /><br />
    48. 48. persuasive: Body Paragraphs<br />Organize your support<br />Week 3<br />
    49. 49. Body Paragraph: Organize Your Support<br />ARGUMENT: SUPPORT <br /> DETAIL<br />+  2nd LEVEL SUPPORT<br /> DETAIL<br />+  2nd LEVEL SUPPORT<br />TRANSITIONS<br />
    50. 50. Persuasive: Body Paragraphs<br />Organize your support<br />Week 4<br />
    51. 51. Body Paragraph: Give Arguments 2nd Level Support<br />TOPIC: Support  <br /> DETAIL<br />+  2nd LEVEL SUPPORT<br /> DETAIL<br />+  2nd LEVEL SUPPORT<br />EXPLAIN  COMPARE/CONTRAST  BE SPECIFIC  GIVE EXAMPLE  CONNNECT IDEAS <br />TRANSITIONS<br />
    52. 52. persuasive: closings<br />MAINTAIN LOGICAL FLOW AND COHENSION<br />Week 5<br />
    53. 53. Closings: Maintain Logical Flow<br />POSITION: Be Clear<br />SOLUTION or OPINION<br />WRAP IT UP: Your Voice<br />
    54. 54. PERSUASIVE: integrate and edit<br />TIE it all together<br />Week 6<br />
    55. 55. Persuasive Essay<br />P<br />A1<br />A2<br />A<br />A1<br />A2<br />P<br />S/O<br />V<br />

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