Preparing Students in 3rd Grade to Succeed on ISAT Presented by Sabrina L. Gates, Adonia C. Milsap & Juliana Perisin Cluster 5 Reading Coaches
Purposes • To explore content and background of the ISAT reading test • To explore instructional strategies in reading that support Illinois Learning Standards • To explore test taking tips to support good performance
Today’s Agenda 1)Features of the ISAT 3rd & 5th grade reading tests 2)Closely examining a sample test 3)Types of text on ISAT 4)Working with multiple choice questions
FEATURES3rd and 5th Grade ISAT Reading Tests • Criterion-referenced test • Tests whether a student has mastered certain competencies (i.e. reading skills) • Student’s score is compared to a cutoff score set by authors of test
The reading skills being measured in grades 3-8 are similar. • The passages students will be asked to read and interpret increase in difficulty and sophistication. • 80% of the passages are at or near grade level (less than 1 year above or below). • 20% of the passages should be 1-2 years below grade level.
What do ISAT Reading Scores Tell You? • How well your students identify important facts specifically stated in the text. • How well your students understand the meaning of key words and phrases in text. • How well your students make inferences within or between sentences and between or across paragraphs.
How well your students understand key traits and motives of characters • To what extent your students consider and evaluate evidence to support or reject different ideas. • How well your students determine the author’s point of view, message, intent, and reasons for using specific devices or conventions.
ISAT Test Dates March 29 through April 9, 2004 That’s approximately 15 weeks
3rd Grade ISAT Testing FormatReading • Session 1 • 14 word analysis and 1 passage with 15 multiple choice questions • 40 minutes
1 passage with 18 multiple choice questions and 1 extended response question 40 minutes 1 passage with 20 multiple choice questions and 1 extended response question 40 minutes Session #2 Session #3
State Goal 1 Read with understanding and fluency. (Learning to read)
VOCABULARY DEVELOPMENT (3rd)ILS A • Words in Isolation (7%) • Determine the meaning of an unknown word using knowledge of common prefixes, suffixes, and word roots. • Identify the word base of familiar words with affixes from Roots and Affixes list. • Determine the meaning of unknown compound words by applying knowledge of individual known words.
Words in Context (7%) • Determine the meaning of an unknown word using within sentence clues, such as appositives. i.e. Ms. Vaske, the AIO, believes in comprehensive literacy. • Determine the meaning of an unknown word using word, sentence, and cross-sentence clues. • Identify the synonym of an unknown word using context clues. • Identify the antonym of an unknown words in a given context. • Determine the word that best fits a given context. • Determine the correct use of homonyms using context clues.
READING STRATEGIES (3rd) (ILS B/C) • 10% • Identify the purpose for reading a given passage. • Identify probable future outcomes or actions. • Use information in illustrations to help understand a reading passage. • Use information in charts, graphs, and diagrams to help understand a reading passage. • Determine which illustrations support the meaning of a passage.
Reading Strategies contd. (3rd) • Determine which charts, graphs or diagrams support the meaning of a passage. • Identify similarities and differences in major topics contained in different passages. • Demonstrate understanding by using simple graphic organizers to represent passage content. • Make comparisons across reading passages.
Reading Comprehension 3rdILS C • Literal or Simple Inference • 8% • Determine the answer to a literal or simple inference question regarding the meaning of a passage.
Reading Comprehension 3rd • Summarizing and Main Idea • 10% • Distinguish the main ideas and supporting details in informational text. • Identify the main idea of a selection when it is not explicitly stated.
Reading Comprehension (3rd) • Sequencing and Ordering • 7% • Identify or summarize the order of events in a story.
Reading Comprehension (3rd) • Drawing Conclusions Based on Evidence • 8% • Draw inferences, conclusions, or generalizations about text, and support them with textual evidence and prior knowledge. • Distinguish between fact and opinion. • Draw conclusions from information in maps, charts, graphs, and diagrams.
Reading Comprehension (3rd) • Interpreting Instruction • 7% • Determine whether a set of simple instructions or procedures is complete and, therefore, clear. i.e. If incomplete, identify what is missing.
Literary Elements and TechniquesILS C • Author’s Purpose and Design • 6% • Identify the author’s purpose for writing a fiction or nonfiction text.
State Goal 2 Read and understand literature representative of various societies, eras, and ideas. (Reading to learn)
LITERARY ELEMENTS AND TECHNIQUES (3rd)ILS A Story and Literary Structure (8%) • Differentiate among the literary elements of plot, character, and setting. • Identify main and supporting characters. • Identify events important to the development of the plot. • Identify setting. • Compare different works or passages by the same author. • Explain outcomes using the following literary elements: problem/conflict, resolution.
Literary Elements and TechniquesILS A Characterization (7%) • Determine what characters are like by how the author or illustrator portrays them. • Determine a character’s perception of, or feelings towards, the surroundings or other characters. • Determine character motivation. • Identify and compare characters’ attributes within and across stories.
Literary Elements and Techniques Literary Terms and Devices (7%) • Identify examples of similes. • Identify examples of onomatopoeia.
Variety of Literary Works (8%)ILS B • Identify the following forms and genres: story, poem, fairy tale, folktale, fable, nonfiction, and essay. • In nonfiction, differentiate between personal narrative and third person narrative.
Tips for PREPARING students • Explicitly teach text structure • Select longer passages for students to read silently and independently (see resource list) • Insist students tell you WHY and HOW they arrived at an answer • Insist students highlight, outline the part of the text which led to their answer choice • Show students how the questions are structured and allow them to create questions (both literal and inferential) regularly
ISAT Tips Continued • Allow students opportunities to discuss text in accountable ways • Explicitly teach students to make the following connections when they read: • Text to self • Text to text • Text to world
Happy Teaching “Education is not filling a bucket, but lighting a fire”. --William Yates