form a teacher’s guide and answer key - continental · pdf filefresh in their minds. ......

ISAT Performance IndicatorReading

GRADE

6

Form ATeacher’s Guideand Answer Key

Continental Press

ContentsIntroduction to ISAT Reading Performance Indicator . . . . . . . . . . . . . . . . . 3Using Your Performance Indicator

Directions for Administering Session 1. . . . . . . . . . . . . . . . . . . . . . . . 4Directions for Administering Session 2. . . . . . . . . . . . . . . . . . . . . . . . 5Directions for Administering Session 3. . . . . . . . . . . . . . . . . . . . . . . . 5

Answer KeySession 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Session 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Session 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Reproducible Multiple-Choice Answer Sheet . . . . . . . . . . . . . . . . . . . . . . . 8Reproducible Extended-Response Answer Sheet . . . . . . . . . . . . . . . . . . . 10Reproducible Multiple-Choice Answer Sheet, with Answer Key. . . . . . . 11Scoring Rubric for Extended-Response Items . . . . . . . . . . . . . . . . . . . . . . 13Reproducible Skill-Analysis Chart for Multiple-Choice Items . . . . . . . . . 14Reproducible Proficiency Chart for Extended-Response Items . . . . . . . . 15Illinois Reading and Writing Assessment Frameworks for Grade 6 . . . . 16Connecting Assessment to Instruction, Answer Guide. . . . . . . . . . . . . . . 22

ISBN 978-0-8454-K3053-8

Copyright © 2007 The Continental Press, Inc.

Excepting the designated reproducible blackline masters, no part of this publica-tion may be reproduced in any form or by any means, electronic, mechanical, pho-tocopying, recording, or otherwise, without the prior written permission of thepublisher. All rights reserved. Printed in the United States of America.

ISAT Reading Performance Indicator—Form 6A 3

ISAT Reading Performance IndicatorThe ISAT Reading Performance Indicator practice tests are designed to help

students prepare for the Illinois Standards Achievement Test in Reading. There are twoforms of the ISAT Reading Performance Indicator available. They are parallel formsthat can be administered before and after instruction or at any time during the schoolyear.

The ISAT Finish Line Reading Workbook, Grade 6 provides a completesequence of instruction in the assessed learning standards of the Illinois ReadingAssessment Framework. The workbook includes guided and independent practices foreach reading skill. A list of assessed standards is available at the back of this guide.

The ISAT Reading Performance Indicator, Grade 6 is divided into three ses-sions. The sessions should be administered on three consecutive days.

All three sessions contain reading selections followed by multiple-choice ques-tions. Sessions 2 and 3 each contain one extended-response item. Each multiple-choicequestion has four answer choices, one of which is the correct answer. Students shouldcircle the letter of the best answer. Students should answer the extended-responsequestions in their own writing in the booklet.

This teacher’s guide includes suggestions for using these test preparation materi-als, directions for administering the practice test, an answer key, reproducible multiple-choice and extended-response answer sheets, a scoring rubric, reproducibleskill-analysis and proficiency charts, correlations to the Illinois Reading and WritingAssessment Frameworks, and an answer guide for connecting the test questions direct-ly to lessons in the student book.

The chart below provides a sample timetable for administering the Grade 6Reading Performance Indicator practice test.

Session 1 6 reading passages30 multiple-choice questions

45 minutes, plus an additional10 minutes for preparation

Session 2 2 reading passages22 multiple-choice questions1 extended-response question




4 ISAT Reading Performance Indicator—Form 6A

Using Your Performance IndicatorsReading tests are usually given in multiple sessions. You will probably want your

students to work with the ISAT Performance Indicator practice tests in the same way.In addition, schedule a review session as close as possible to the completion of thetest. This will enable you to go over the students’ answers while the contents are stillfresh in their minds. Be sure to consider with students ways in which their comprehen-sion and written responses could be improved. Directions for using each booklet beginbelow. Those that you will read aloud to the class are in boldface type and precededby the word SAY; those that are not meant to be read aloud are in regular type.

The directions that follow instruct the students to write their answers in the testbooklets. If you prefer to use a separate answer sheet for the multiple-choice and/orextended-response questions, reproduce the answer sheets on pages 8–10 of this guide.Remind students to write their name on the answer sheets. Then instruct them on howto fill in the circles clearly.

Session 1Allow 45 minutes for this first session. Make sure each student

has a Form A booklet, two No. 2 pencils, and optional answer sheets, ifyou are using them.

SAY Turn to the inside front cover of the booklet and writeyour name on the line provided. For Session 1, you willhave 45 minutes to read all the passages carefully andanswer the 30 questions about what you have read.

Check to be sure students have written their name on the insidefront cover of their booklets. Explain to the students that they shouldread each multiple-choice question and all four answer choices care-fully before circling the letter of the best answer. Then take the time toanswer any questions the students may have.

SAY Open your booklets to page 3.

Read, or have a volunteer read, the directions.

SAY I am now writing the time on the chalkboard. Rememberthat you have 45 minutes to work on Session 1. Continueworking until you reach the word Stop on page 15. If youfinish early, review your work and sit quietly until thetime is up. Do not look ahead at the other sessions. Nowturn to page 4 and begin.

Check to be sure students have begun working on the bookletcorrectly. After 35 minutes, alert the students to the time left.

SAY There are 10 minutes left for you to complete Session 1. If you finish page 15 before the time is up, be sure to goback and check your answers.

When time is up, alert the class.

SAY Time’s up. Please close your booklets.

Collect the students’ booklets. Make sure each booklet has thestudent’s name on it. Thank the class for their cooperation.


Session 2Allow 45 minutes for Session 2. Check that each student has two

No. 2 pencils, his or her test booklet, and optional answer forms.

SAY For Session 2, you will have 45 minutes to read the pas-sages carefully and answer the 23 questions about whatyou have read. Open your booklets to page 17.


SAY I am now writing the time on the chalkboard. Rememberthat you have 45 minutes to work on Session 2. Continueworking until you reach the word Stop on page 25. If youfinish early, review your work in Session 2 only and sitquietly until the time is up. You may not look back at theprevious session or look ahead to the next session. Nowturn to page 18 and begin.


SAY There are 10 minutes left for you to complete Session 2. Ifyou finish page 25 before the time is up, be sure to goback and check your answers.



Collect the students’ booklets. Thank the class for theircooperation.



SAY For Session 3, you will have another 45 minutes to readthe passages carefully and answer the 17 questions aboutwhat you have read. Open your booklets to page 27.


SAY I am now writing the time on the chalkboard. Rememberthat you have 45 minutes to work on Session 3. Continueworking until you reach the word Stop on page 35. If youfinish early, review your work in Session 3 only and sitquietly until the time is up. Do not look back at the previ-ous sessions. Now turn to page 28 and begin.



When time is up, get ready to collect the booklets.

SAY Time’s up. Please close your booklets. You have now com-pleted all the sessions of the ISAT Reading PerformanceIndicator.


Collect the students’ booklets, making sure each student’s nameis on the inside front cover. Thank the class for their cooperation.

After you check the answers for the multiple-choice questionsusing the answer key on page 7 of this guide and mark the answers forthe extended-response questions using the rubric on page 13, reviewthe responses with the students. Help them analyze any questionsthey missed and find the supporting context in the passage.


Session 11. A [1.6.01]2. D [1.6.08]3. C [2.6.10]4. A [2.6.08]5. C [1.6.17]6. A [2.6.02]7. B [1.6.15]8. B [1.6.03]9. C [1.6.20]

10. C [2.6.14]11. A [1.6.23]12. B [1.6.01]13. C [1.6.23]14. D [2.6.14]15. A [2.6.11]16. C [2.6.11]17. C [1.6.06]18. D [2.6.11]19. A [1.6.01]20. A [2.6.11]21. C [1.6.10]22. B [1.6.12]23. C [1.6.16]24. C [1.6.19]25. A [1.6.19]26. B [1.6.01]27. B [1.6.08]28. C [1.6.19]29. C [1.6.14]30. B [1.6.14]

Session 231. B [1.6.14]32. A [2.6.07]33. D [2.6.08]34. B [1.6.16]35. C [1.6.13]36. D [2.6.01]37. C [2.6.02]38. A [2.6.02]39. B [1.6.13]40. B [1.6.11]41. A [1.6.19]42. D [1.6.14]43. C [1.6.05]44. D [1.6.08]45. A [1.6.19]46. C [2.6.04]47. Extended-response [2.6.03]

Answers will vary but should say somethinglike the following: At the beginning the boyreally has a very tough and stressful life. Helives in poverty with his grandmother whois lazy and ill-tempered. I think the authordevelops this ugly picture of their lives toshow how much the boy’s unhappy lifechanges to a proud, happy life when heregains his sight and goes on to become amighty hunter who always spares loons.

48. D [1.6.09]49. C [1.6.10]50. C [1.6.11]51. A [1.6.11]52. B [1.6.14]53. A [1.6.06]

Session 354. A [2.6.07]55. C [1.6.14]56. B [2.6.02]57. C [2.6.07]58. B [2.6.05]59. B [2.6.08]60. B [2.6.11]61. A [2.6.08]62. D [2.6.08]63. A [2.6.08]64. D [2.6.07]65. C [1.6.06]66. B [2.6.14]67. Extended-response [1.6.19]

Student responses should reflect understand-ing that the series is a biography, and the firstpart, which they just finished, was about theearly parts of Lincoln’s life, ending with hismarriage. They should also demonstrate someawareness that the second part of his lifeincluded the presidency and the Civil War.The next passage in this series should con-tinue the biography of Abraham Lincoln. Weleft off with his marriage to Mary Todd. Thenext passage should cover his life as a fami-ly man and then his life as a candidate forpresident of the United States, followed byhis life after he is elected, and the toughdecisions he had to make that brought thiscountry to Civil War.

68. D [1.6.22]69. C [1.6.20]70. D [1.6.11]

Answer Key

ISAT Reading Performance Indicator Copyright © 2007 The Continental Press, Inc. Form 6A

Multiple-Choice Answer Sheet

Name _______________________________________________________________________________

Session 1 Session 21 a b c d

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Name _______________________________________________________________________________

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Extended-Response Answer SheetName ________________________________________________________________________________

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Multiple-Choice Answer SheetAnswer Key


2 a b c d

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Session 354 a b c d

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Vocabulary#1, 8, 12, 17, 19, 26, 43, 53, 65

Locating and Interpreting Information#21, 48, 49, 50, 51, 70

Prior Knowledge#2, 27, 44

Main Idea and Details#7, 22, 23, 29, 30, 31, 34, 42, 52, 55

Sequence, Cause and Effect#5, 35, 39

Inferences and Conclusions#24, 25, 28, 41, 45

Fact and Opinion#9, 69

Understanding Procedures#40, 68

Author’s Purpose#11, 13

Elements of Fiction#6, 36, 37, 38, 46, 56

Making Connections#58

TOTAL SCORE68

Analyzing Character#3, 4, 32, 33, 54, 57, 59, 61, 62, 63,64

Style and Language#15, 16, 18, 20, 60

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ISAT Reading Performance Indicator Copyright © 2007 The Continental Press, Inc. Proficiency ChartISAT Reading Performance Indicator Copyright © 2007 The Continental Press, Inc. Proficiency Chart

Proficiency Chart for Extended-Response Items

Class ________________________ Teacher _____________________________ Date _____________

#47 #67STUDENT NAME

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Illinois Reading and Writing AssessmentFrameworks for Grade 6

Reading

Standard 1A: Vocabulary DevelopmentWords in Isolation

1.6.01 Determine the meaning of an unknown word or content-areavocabulary using knowledge of prefixes, suffixes, and word roots.

1.6.02 Given words that are spelled alike, identify them as homonyms.

Words in Context

1.6.03 Determine the meaning of an unknown word using word, sentence, and cross-sentence clues.

1.6.04 Determine the connotation of a word using word, sentence, andcross-sentence clues.

1.6.05 Use synonyms and antonyms to define words.

1.6.06 Determine the meaning of a word in context when the word hasmultiple meanings.

Standards 1B and 1C: Reading Strategies1.6.07 Make and verify predictions based on prior knowledge and text.

1.6.08 Identify probable outcomes or actions.

1.6.09 Identify the structure and format of text, including graphics andheaders (e.g., persuasive, informational).

1.6.10 Use information in charts, graphs, diagrams, maps, and tables tohelp understand a reading passage.

1.6.11 Locate and interpret information found in headings, graphs, andcharts.

1.6.12 Identify explicit and implicit main ideas.

1.6.13 Identify cause and effect organizational patterns in fiction andnonfiction.

Standard 1C: Reading ComprehensionLiteral or Simple Inference

1.6.14 Determine the answer to a literal or simple inference questionregarding the meaning of a passage.


Summarizing and Main Idea

1.6.15 Distinguish the main ideas and supporting details in any text.

1.6.16 Summarize a story or nonfiction passage, or identify the best summary.

Sequencing and Ordering

1.6.17 Identify or summarize the order of events in a story or nonfictionaccount.

1.6.18 Identify the causes of events in a story or nonfiction account.

Drawing Conclusions Based on Evidence

1.6.19 Draw inferences, conclusions, or generalizations about text, andsupport them with textual evidence and prior knowledge.

1.6.20 Distinguish between fact and opinion.

1.6.21 Interpret an image based on information provided in a passage.

Interpreting Instructions

1.6.22 Determine whether a set of complex, multiple-step instructions orprocedures are clear (e.g., if not clear, edit to clarify).

Author’s Purpose and Design

1.6.23 Explain how the author’s choice of words appeals to the senses,creates imagery, suggests mood, and sets tone.

1.6.24 Determine how illustrators use art to express their ideas.

Standard 2A: Literary Elements and TechniquesStory and Literary Structure

2.6.01 Identify elements of fiction: plot, character, setting, theme, character foils.

2.6.02 Explain how plot, setting, character, and theme contribute to themeaning of a literary selection.

2.6.03 Interpret literary passages using the following element of literarystructure: exposition.

2.6.04 Identify the author’s message or theme.

2.6.05 Compare stories to personal experience, prior knowledge, or other stories.

2.6.06 Recognize points of view in narratives (e.g., first person).


Characterization

2.6.07 Determine what characters are like by what they say or do and byhow the author or illustrator portrays them.

2.6.08 Determine character motivation.

2.6.09 Compare or contrast the behavior of two characters.

2.6.10 Explain the relationship between main and supporting characters.

Literary Terms and Devices

2.6.11 Identify and interpret figurative language or literary devices (e.g.,sensory detail, simile, rhyme, repetition, metaphors, alliteration,personification).

2.6.12 Explain how the literary devices (e.g., sensory detail, simile, rhyme,repetition, onomatopoeia, personification) contribute to the mean-ing of a literary selection.

2.6.13 Identify verbal irony.

Standard 2B: Variety of Literary Works2.6.14 Identify the following subcategories of genres: science fiction,

historical fiction, myth or legend, drama, biography/autobiography,story, poem, fairy tale, folktale, fable, nonfiction, and essay.

2.6.15 Identify whether a given nonfiction passage is narrative, persuasive, or expository.

Writing

Standard 3A: Grammar, Sentence Structure, Spelling,Punctuation, and CapitalizationGrammar and Sentence Structure

3.6.01 Write complete sentences (e.g., avoid fragments and run-on sentences).

3.6.02 Use the correct form of regular and irregular verbs.

3.6.03 Write a variety of sentences (e.g., simple, compound, and complex).

3.6.04 Use correct subject–verb agreement.

3.6.05 Write sentences with correct pronoun–antecedent agreement.

3.6.06 Demonstrate grade-appropriate use of the various parts of speech.

3.6.07 Use consistent verb tense.


Spelling

3.6.08 Spell grade-appropriate words correctly.

Punctuation and Capitalization

3.6.09 Capitalize words correctly (based on grade-appropriate rules).

3.6.10 Use correct end punctuation.

3.6.11 Use grade-appropriate commas correctly.

3.6.12 Use grade-appropriate apostrophes correctly.

3.6.13 Use quotation marks in direct quotations.

Standards 3B and 3C: CompositionPersuasive Composition

Write a persuasive composition by taking a position on a topic and develop-ing one side of the argument.

Focus

The clarity with which a composition presents and maintains a clear mainidea or point of view.

3.6.14 Set the purpose of the composition through a thematic introduc-tion, specific preview, or more sophisticated strategy. (May beachieved inductively in the composition.)

3.6.15 Maintain logic throughout.

3.6.16 Write an effective closing that relates to the topic. (May be arestatement of points in the introduction).

Support

The degree to which the main point or position is supported and explainedby specific details and reasons.

3.6.17 Use well chosen words that suit the message and occasion.

3.6.18 Include specific details to support major points.

3.6.19 Build and connect ideas to create depth.

3.6.20 Develop key points evenly (to the same degree of specificity).

3.6.21 Maintain consistent voice throughout.

Organization

The clarity of the logical flow of ideas and the explicitness of the text struc-ture or plan (coherence and cohesion).

3.6.22 Include a clear structure (beginning, middle, and end).

3.6.23 Use appropriate paragraphing for major points.


3.6.24 Use appropriate transitional words and phrases to connect andunify sentences and paragraphs.

3.6.25 Vary sentence structure.

Integration

Evaluation of the composition based on a focused, global judgment of howeffectively the composition as a whole fulfills the assignment.

3.6.26 Fully develop the composition for grade level.

3.6.27 Include a clear, purposeful focus and voice.

3.6.28 Write in-depth, balanced support.

3.6.29 Develop lines of reasoning coherently and cohesively throughoutthe composition.

Narrative Composition

Write a personal narrative composition recounting and reflecting upon a sig-nificant experience, describing the action that occurs and the reactions of theparticipants involved.

Focus

The clarity with which a narrative composition presents and maintains a uni-fying event or theme.

3.6.30 Maintain the subject and unifying event with the event comment-ed upon by the end of the composition.

3.6.31 Include relevant reactions to the unifying event.

3.6.32 Write an effective closing.

Elaboration

The degree to which the event is elaborated by specific details, descriptions,and reactions.

3.6.33 Develop major episodes/reactions with specific details and examples.

3.6.34 Describe relevant reactions to the unifying event.

3.6.35 Use specific words to describe the event/reaction.


Organization

The clarity of the logical flow of an experience and/or movement of anevent through time (coherence and cohesion).

3.6.37 Write a sequence of episodes that move through time with abeginning, a middle, and an end without noticeable gaps.


3.6.38 Use appropriate paragraphing.

3.6.39 Use effective and varied devices to demonstrate coherence andcohesion (e.g., transitions, parallel structure, pronouns, etc.)

3.6.40 Vary sentence structure to produce cohesion.

Integration

The evaluation of the composition based on a focused, global judgment ofhow effectively the composition as a whole fulfills the assignment.


3.6.42 Maintain a clear and purposeful focus, an in-depth, balanced elab-oration, and a consistent voice.

3.6.43 Develop a sequence of episodes coherently and cohesivelythroughout.


Connecting Assessment to Instruction, Answer Guide

ISAT Reading Performance Indicator Grade 6, Form A

This answer guide will help you connect each ISAT Reading PerformanceIndicator test question directly to the appropriate lesson in the ISAT Finish LineReading, Grade 6 workbook. The correlation to the learning objective will assist you in providing more focused instruction in the areas in which students may require additional support.

Question Answer Assessment ObjectiveISAT Finish Line Reading,

Grade 61 A 1.6.01 Lesson 12 D 1.6.08 Lesson 33 C 2.6.10 Lesson 164 A 2.6.08 Lesson 165 C 1.6.17 Lesson 86 A 2.6.02 Lesson 147 B 1.6.15 Lesson 78 B 1.6.03 Lesson 29 C 1.6.20 Lesson 11

10 C 2.6.14 Lesson 1911 A 1.6.23 Lesson 1312 B 1.6.01 Lesson 113 C 1.6.23 Lesson 1314 D 2.6.14 Lesson 1915 A 2.6.11 Lesson 1716 C 2.6.11 Lesson 1717 C 1.6.06 Lesson 218 D 2.6.11 Lesson 1719 A 1.6.01 Lesson 120 A 2.6.11 Lesson 1721 C 1.6.10 Lesson 422 B 1.6.12 Lesson 523 C 1.6.16 Lesson 724 C 1.6.19 Lesson 1025 A 1.6.19 Lesson 1026 B 1.6.01 Lesson 127 B 1.6.08 Lesson 328 C 1.6.19 Lesson 1029 C 1.6.14 Lesson 730 B 1.6.14 Lesson 731 B 1.6.14 Lesson 732 A 2.6.07 Lesson 1633 D 2.6.08 Lesson 1634 B 1.6.16 Lesson 7


35 C 1.6.13 Lesson 936 D 2.6.01 Lesson 1437 C 2.6.02 Lesson 1438 A 2.6.02 Lesson 1439 B 1.6.13 Lesson 940 B 1.6.22 Lesson 1241 A 1.6.19 Lesson 1042 D 1.6.14 Lesson 743 C 1.6.05 Lesson 244 D 1.6.08 Lesson 345 A 1.6.19 Lesson 1046 C 2.6.04 Lesson 1447 See Sample Answer 2.6.03 Lesson 1448 D 1.6.09 Lesson 449 C 1.6.10 Lesson 450 C 1.6.11 Lesson 451 A 1.6.11 Lesson 452 B 1.6.14 Lesson 753 A 1.6.06 Lesson 254 A 2.6.07 Lesson 1655 C 1.6.14 Lesson 756 B 2.6.02 Lesson 1457 C 2.6.07 Lesson 1658 B 2.6.05 Lesson 1559 B 2.6.08 Lesson 1660 B 2.6.11 Lesson 1761 A 2.6.08 Lesson 1662 D 2.6.08 Lesson 1663 A 2.6.08 Lesson 1664 D 2.6.07 Lesson 1665 C 1.6.06 Lesson 266 B 2.6.14 Lesson 1967 See Sample Answer 1.6.19 Lesson 1068 D 1.6.22 Lesson 1269 C 1.6.20 Lesson 1170 D 1.6.11 Lesson 4

97808454K30538

ISBN 0-8454-K3053-X

ReadingGrade 6

Teacher’s Guide and Answer Key

ISAT Performance IndicatorReading

GRADE

6

Form BTeacher’s Guideand Answer Key

Continental Press

ContentsIntroduction to ISAT Reading Performance Indicator . . . . . . . . . . . . . . . . . 3Using Your Performance Indicator

Directions for Administering Session 1. . . . . . . . . . . . . . . . . . . . . . . . 4Directions for Administering Session 2. . . . . . . . . . . . . . . . . . . . . . . . 5Directions for Administering Session 3. . . . . . . . . . . . . . . . . . . . . . . . 5

Answer KeySession 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Session 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Session 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Reproducible Multiple-Choice Answer Sheet . . . . . . . . . . . . . . . . . . . . . . . 8Reproducible Extended-Response Answer Sheet . . . . . . . . . . . . . . . . . . . 10Reproducible Multiple-Choice Answer Sheet, with Answer Key. . . . . . . 11Scoring Rubric for Extended-Response Items . . . . . . . . . . . . . . . . . . . . . . 13Reproducible Skill-Analysis Chart for Multiple-Choice Items . . . . . . . . . 14Reproducible Proficiency Chart for Extended-Response Items . . . . . . . . 15Illinois Reading and Writing Assessment Frameworks for Grade 6 . . . . 16Connecting Assessment to Instruction, Answer Guide. . . . . . . . . . . . . . . 22

ISBN 978-0-8454-K3054-5

Copyright © 2007 The Continental Press, Inc.

Excepting the designated reproducible blackline masters, no part of this publica-tion may be reproduced in any form or by any means, electronic, mechanical, pho-tocopying, recording, or otherwise, without the prior written permission of thepublisher. All rights reserved. Printed in the United States of America.

ISAT Reading Performance Indicator—Form 6B 3

ISAT Reading Performance IndicatorThe ISAT Reading Performance Indicator practice tests are designed to help

students prepare for the Illinois Standards Achievement Test in Reading. There are twoforms of the ISAT Reading Performance Indicator available. They are parallel formsthat can be administered before and after instruction or at any time during the schoolyear.

The ISAT Finish Line Reading Workbook, Grade 6 provides a completesequence of instruction in the assessed learning standards of the Illinois Reading andWriting Assessment Frameworks. The workbook includes guided and independent prac-tices for each reading skill. A list of assessed standards is available at the back of thisguide.

The ISAT Reading Performance Indicator, Grade 6 is divided into three ses-sions. The sessions should be administered on three consecutive days.

All three sessions contain reading selections followed by multiple-choice ques-tions. Sessions 2 and 3 each contain one extended-response item. Each multiple-choicequestion has four answer choices, one of which is the correct answer. Students shouldcircle the letter of the best answer. Students should answer the extended-responsequestions in their own writing in the booklet.

This teacher’s guide includes suggestions for using these test preparation materi-als, directions for administering the practice test, an answer key, reproducible multiple-choice and extended-response answer sheets, a scoring rubric, reproducible skill-analysis and proficiency charts, correlations to the Illinois Reading and WritingAssessment Frameworks, and an answer guide for connecting the test questions directly to lessons in the student book.

The chart below provides a sample timetable for administering the Grade 6Reading Performance Indicator practice test.

Session 1 6 reading passages30 multiple-choice questions






4 ISAT Reading Performance Indicator—Form 6B

Using Your Performance IndicatorsReading tests are usually given in multiple sessions. You will probably want your

students to work with the ISAT Performance Indicator practice tests in the same way.In addition, schedule a review session as close as possible to the completion of thetest. This will enable you to go over the students’ answers while the contents are stillfresh in their minds. Be sure to consider with students ways in which their comprehen-sion and written responses could be improved. Directions for using each booklet beginbelow. Those that you will read aloud to the class are in boldface type and precededby the word SAY; those that are not meant to be read aloud are in regular type.

The directions that follow instruct the students to write their answers in the testbooklets. If you prefer to use a separate answer sheet for the multiple-choice and/orextended-response questions, reproduce the answer sheets on pages 8–10 of this guide.Remind students to write their name on the answer sheets. Then instruct them on howto fill in the circles clearly.

Session 1Allow 45 minutes for this first session. Make sure each student

has a Form B booklet, two No. 2 pencils, and optional answer sheets, ifyou are using them.

SAY Turn to the inside front cover of the booklet and writeyour name on the line provided. For Session 1, you willhave 45 minutes to read all the passages carefully andanswer the 30 questions about what you have read.

Check to be sure students have written their name on the insidefront cover of their booklets. Explain to the students that they shouldread each multiple-choice question and all four answer choices care-fully before circling the letter of the best answer. Then take the time toanswer any questions the students may have.

SAY Open your booklets to page 3.


SAY I am now writing the time on the chalkboard. Rememberthat you have 45 minutes to work on Session 1. Continueworking until you reach the word Stop on page 15. If youfinish early, review your work and sit quietly until thetime is up. Do not look ahead at the other sessions. Nowturn to page 4 and begin.


SAY There are 10 minutes left for you to complete Session 1. If you finish page 15 before the time is up, be sure to goback and check your answers.



Collect the students’ booklets. Make sure each booklet has thestudent’s name on it. Thank the class for their cooperation.




SAY For Session 2, you will have 45 minutes to read the pas-sages carefully and answer the 20 questions about whatyou have read. Open your booklets to page 17.


SAY I am now writing the time on the chalkboard. Rememberthat you have 45 minutes to work on Session 2. Continueworking until you reach the word Stop on page 25. If youfinish early, review your work in Session 2 only and sitquietly until the time is up. You may not look back at theprevious session or look ahead to the next session. Nowturn to page 18 and begin.





Collect the students’ booklets. Thank the class for their cooperation.



SAY For Session 3, you will have another 45 minutes to readthe passages carefully and answer the 20 questions aboutwhat you have read. Open your booklets to page 27.


SAY I am now writing the time on the chalkboard. Rememberthat you have 45 minutes to work on Session 3. Continueworking until you reach the word Stop on page 35. If youfinish early, review your work in Session 3 only and sitquietly until the time is up. Do not look back at the previ-ous sessions. Now turn to page 28 and begin.



When time is up, get ready to collect the booklets.

SAY Time’s up. Please close your booklets. You have now com-pleted all the sessions of the ISAT Reading PerformanceIndicator.


Collect the students’ booklets, making sure each student’s nameis on the inside front cover. Thank the class for their cooperation.

After you check the answers for the multiple-choice questionsusing the answer key on page 7 of this guide and mark the answers forthe extended-response questions using the rubric on page 13, reviewthe responses with the students. Help them analyze any questionsthey missed and find the supporting context in the passage.


Session 11. B [1.6.06]2. A [1.6.14]3. D [1.6.12]4. D [1.6.14]5. C [1.6.19]6. A [2.6.11]7. B [1.6.15]8. A [1.6.01]9. D [1.6.20]

10. B [2.6.14]11. C [1.6.05]12. A [2.6.11]13. C [2.6.11]14. C [2.6.12]15. B [2.6.14]16. B [2.6.11]17. B [2.6.09]18. A [2.6.07]19. D [2.6.08]20. B [1.6.03]21. D [1.6.03]22. B [1.6.11]23. B [1.6.10]24. A [1.6.12]25. B [1.6.13]26. D [1.6.14]27. D [1.6.01]28. B [1.6.06]29. A [1.6.19]30. C [1.6.15]

Session 231. B [2.6.07]32. D [2.6.07]33. C [1.6.14]34. D [1.6.05]35. D [2.6.02]36. C [2.6.08]37. A [2.6.07]38. D [1.6.18]39. C [2.6.07]40. B [1.6.19]41. D [1.6.14]42. A [1.6.19]43. C [2.6.07]44. D [2.6.05]45. D [1.6.19]46. Extended-response [2.6.05]

Answers will vary but should say somethinglike the following: Today, thanks to modern

technology, life is much simpler and saferfor most of us. If we wanted to move fromthe Midwest to the far west, we would prob-ably travel by car, by plane, or by train. Ourhousehold belongings would probably beshipped on a truck. We might decide toleave some things behind, but we wouldprobably not have to give up valuable fami-ly antiques—like the mirror. We would nothave to worry too much about what wewould eat, where we would sleep, or howwe would survive, since the trip would takeno more than a few days.

47. B [1.6.22]48. A [1.6.08]49. C [2.6.15]50. A [1.6.23]

Session 351. D [1.6.09]52. D [1.6.14]53. A [1.6.19]54. B [2.6.02]55. A [1.6.14]56. B [2.6.11]57. C [2.6.11]58. D [1.6.19]59. C [1.6.15]60. A [1.6.19]61. A [2.6.11]62. D [2.6.11]63. B [1.6.19]64. C [1.6.19]65. B [2.6.14]66. Extended-response [1.6.15]

Answers will vary but should say somethinglike the following: Although the Tasmaniandevil is about the size of a large cat, theyare extremely fierce and mean. A Tasmaniandevil will try to kill and eat just about anyanimal, even another devil! They alsobecome extremely angry if another animaltries to take their food. They scream atother animals that come too close. In addi-tion, when a devil gets upset, it gives off afoul odor like a skunk.

67. D [1.6.09]68. A [1.6.22]69. C [1.6.19]70. D [1.6.17]

Answer Key

ISAT Reading Performance Indicator Copyright © 2007 The Continental Press, Inc. Form 6B


Name _______________________________________________________________________________


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Name _______________________________________________________________________________

Session 351 a b c d

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Extended-Response Answer SheetName ________________________________________________________________________________

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2 a b c d

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Session 351 a b c d

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Vocabulary#1, 8, 11, 21, 27, 28, 34

Locating and Interpreting Information#22, 23, 51, 67

Prior Knowledge#2, 48

Main Idea and Details#3, 7, 24, 25, 30, 59

Sequence, Cause and Effect#38, 70

Inferences and Conclusions#4, 5, 26, 29, 33, 40, 41, 42, 45, 52, 53, 55, 58, 60, 63, 64, 69Fact and Opinion#9

Understanding Procedures#47, 68

Author’s Purpose#49, 50

Elements of Fiction#35, 36, 54

Making Connections#44

TOTAL SCORE68

Analyzing Character#17, 18, 19, 31, 32, 37, 39, 43

Style and Language#6, 12, 13, 14, 16, 20, 56, 57, 61, 62

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ISAT Reading Performance Indicator Copyright © 2007 The Continental Press, Inc. Proficiency ChartISAT Reading Performance Indicator Copyright © 2007 The Continental Press, Inc. Proficiency Chart

Proficiency Chart for Extended-Response Items

Class ________________________ Teacher _____________________________ Date _____________

#46 #66STUDENT NAME

4 3 2 1 0

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4 3 2 1 0


Illinois Reading and Writing AssessmentFrameworks for Grade 6

Reading

Standard 1A: Vocabulary DevelopmentWords in Isolation

1.6.01 Determine the meaning of an unknown word or content-areavocabulary using knowledge of prefixes, suffixes, and word roots.

1.6.02 Given words that are spelled alike, identify them as homonyms.

Words in Context

1.6.03 Determine the meaning of an unknown word using word, sentence, and cross-sentence clues.

1.6.04 Determine the connotation of a word using word, sentence, andcross-sentence clues.

1.6.05 Use synonyms and antonyms to define words.

1.6.06 Determine the meaning of a word in context when the word hasmultiple meanings.

Standards 1B and 1C: Reading Strategies1.6.07 Make and verify predictions based on prior knowledge and text.

1.6.08 Identify probable outcomes or actions.

1.6.09 Identify the structure and format of text, including graphics andheaders (e.g., persuasive, informational).

1.6.10 Use information in charts, graphs, diagrams, maps, and tables tohelp understand a reading passage.

1.6.11 Locate and interpret information found in headings, graphs, andcharts.

1.6.12 Identify explicit and implicit main ideas.

1.6.13 Identify cause and effect organizational patterns in fiction andnonfiction.

Standard 1C: Reading ComprehensionLiteral or Simple Inference

1.6.14 Determine the answer to a literal or simple inference questionregarding the meaning of a passage.


Summarizing and Main Idea

1.6.15 Distinguish the main ideas and supporting details in any text.

1.6.16 Summarize a story or nonfiction passage, or identify the best summary.

Sequencing and Ordering

1.6.17 Identify or summarize the order of events in a story or nonfictionaccount.

1.6.18 Identify the causes of events in a story or nonfiction account.

Drawing Conclusions Based on Evidence

1.6.19 Draw inferences, conclusions, or generalizations about text, andsupport them with textual evidence and prior knowledge.

1.6.20 Distinguish between fact and opinion.

1.6.21 Interpret an image based on information provided in a passage.

Interpreting Instructions

1.6.22 Determine whether a set of complex, multiple-step instructions orprocedures are clear (e.g., if not clear, edit to clarify).

Author’s Purpose and Design

1.6.23 Explain how the author’s choice of words appeals to the senses,creates imagery, suggests mood, and sets tone.

1.6.24 Determine how illustrators use art to express their ideas.

Standard 2A: Literary Elements and TechniquesStory and Literary Structure

2.6.01 Identify elements of fiction: plot, character, setting, theme, character foils.

2.6.02 Explain how plot, setting, character, and theme contribute to themeaning of a literary selection.

2.6.03 Interpret literary passages using the following element of literarystructure: exposition.

2.6.04 Identify the author’s message or theme.

2.6.05 Compare stories to personal experience, prior knowledge, or other stories.

2.6.06 Recognize points of view in narratives (e.g., first person).


Characterization

2.6.07 Determine what characters are like by what they say or do and byhow the author or illustrator portrays them.

2.6.08 Determine character motivation.

2.6.09 Compare or contrast the behavior of two characters.

2.6.10 Explain the relationship between main and supporting characters.

Literary Terms and Devices

2.6.11 Identify and interpret figurative language or literary devices (e.g.,sensory detail, simile, rhyme, repetition, metaphors, alliteration,personification).

2.6.12 Explain how the literary devices (e.g., sensory detail, simile, rhyme,repetition, onomatopoeia, personification) contribute to the mean-ing of a literary selection.

2.6.13 Identify verbal irony.

Standard 2B: Variety of Literary Works2.6.14 Identify the following subcategories of genres: science fiction,

historical fiction, myth or legend, drama, biography/autobiography,story, poem, fairy tale, folktale, fable, nonfiction, and essay.

2.6.15 Identify whether a given nonfiction passage is narrative, persuasive, or expository.

Writing

Standard 3A: Grammar, Sentence Structure, Spelling,Punctuation, and CapitalizationGrammar and Sentence Structure

3.6.01 Write complete sentences (e.g., avoid fragments and run-on sentences).

3.6.02 Use the correct form of regular and irregular verbs.

3.6.03 Write a variety of sentences (e.g., simple, compound, and complex).

3.6.04 Use correct subject–verb agreement.

3.6.05 Write sentences with correct pronoun–antecedent agreement.

3.6.06 Demonstrate grade-appropriate use of the various parts of speech.

3.6.07 Use consistent verb tense.


Spelling

3.6.08 Spell grade-appropriate words correctly.

Punctuation and Capitalization

3.6.09 Capitalize words correctly (based on grade-appropriate rules).

3.6.10 Use correct end punctuation.

3.6.11 Use grade-appropriate commas correctly.

3.6.12 Use grade-appropriate apostrophes correctly.

3.6.13 Use quotation marks in direct quotations.

Standards 3B and 3C: CompositionPersuasive Composition

Write a persuasive composition by taking a position on a topic and develop-ing one side of the argument.

Focus

The clarity with which a composition presents and maintains a clear mainidea or point of view.

3.6.14 Set the purpose of the composition through a thematic introduc-tion, specific preview, or more sophisticated strategy. (May beachieved inductively in the composition.)

3.6.15 Maintain logic throughout.

3.6.16 Write an effective closing that relates to the topic. (May be arestatement of points in the introduction).

Support

The degree to which the main point or position is supported and explainedby specific details and reasons.

3.6.17 Use well chosen words that suit the message and occasion.

3.6.18 Include specific details to support major points.

3.6.19 Build and connect ideas to create depth.

3.6.20 Develop key points evenly (to the same degree of specificity).


Organization

The clarity of the logical flow of ideas and the explicitness of the text struc-ture or plan (coherence and cohesion).

3.6.22 Include a clear structure (beginning, middle, and end).

3.6.23 Use appropriate paragraphing for major points.


3.6.24 Use appropriate transitional words and phrases to connect andunify sentences and paragraphs.

3.6.25 Vary sentence structure.

Integration

Evaluation of the composition based on a focused, global judgment of howeffectively the composition as a whole fulfills the assignment.


3.6.27 Include a clear, purposeful focus and voice.

3.6.28 Write in-depth, balanced support.

3.6.29 Develop lines of reasoning coherently and cohesively throughoutthe composition.

Narrative Composition

Write a personal narrative composition recounting and reflecting upon asignificant experience, describing the action that occurs and the reactions of theparticipants involved.

Focus

The clarity with which a narrative composition presents and maintains aunifying event or theme.

3.6.30 Maintain the subject and unifying event with the event comment-ed upon by the end of the composition.

3.6.31 Include relevant reactions to the unifying event.

3.6.32 Write an effective closing.

Elaboration

The degree to which the event is elaborated by specific details, descriptions,and reactions.

3.6.33 Develop major episodes/reactions with specific details and examples.

3.6.34 Describe relevant reactions to the unifying event.

3.6.35 Use specific words to describe the event/reaction.


Organization

The clarity of the logical flow of an experience and/or movement of anevent through time (coherence and cohesion).

3.6.37 Write a sequence of episodes that move through time with abeginning, a middle, and an end without noticeable gaps.


3.6.38 Use appropriate paragraphing.

3.6.39 Use effective and varied devices to demonstrate coherence andcohesion (e.g., transitions, parallel structure, pronouns, etc.)

3.6.40 Vary sentence structure to produce cohesion.

Integration

The evaluation of the composition based on a focused, global judgment ofhow effectively the composition as a whole fulfills the assignment.


3.6.42 Maintain a clear and purposeful focus, an in-depth, balanced elab-oration, and a consistent voice.

3.6.43 Develop a sequence of episodes coherently and cohesivelythroughout.


Connecting Assessment to Instruction, Answer Guide

ISAT Reading Performance Indicator Grade 6, Form B

This answer guide will help you connect each ISAT Reading PerformanceIndicator test question directly to the appropriate lesson in the ISAT Finish LineReading, Grade 6 workbook. The correlation to the learning objective will assist you in providing more focused instruction in the areas in which students may require additional support.

Question Answer Assessment ObjectiveISAT Finish Line Reading,

Grade 61 B 1.6.06 Lesson 22 A 1.6.07 Lesson 33 D 1.6.12 Lesson 54 D 1.6.14 Lesson 105 C 1.6.19 Lesson 106 A 2.6.11 Lesson 177 B 1.6.15 Lesson 78 A 1.6.01 Lesson 19 D 1.6.20 Lesson 11

10 B 2.6.14 Lesson 1911 C 1.6.05 Lesson 212 A 2.6.11 Lesson 1713 C 2.6.11 Lesson 1714 C 2.6.12 Lesson 1715 B 2.6.14 Lesson 1916 B 2.6.11 Lesson 1717 B 2.6.09 Lesson 1618 A 2.6.07 Lesson 1619 D 2.6.08 Lesson 1620 B 1.6.03 Lesson 221 D 1.6.03 Lesson 222 B 1.6.11 Lesson 423 B 1.6.10 Lesson 424 A 1.6.12 Lesson 725 B 1.6.13 Lesson 626 D 1.6.14 Lesson 1027 D 1.6.01 Lesson 128 B 1.6.06 Lesson 229 A 1.6.19 Lesson 1030 C 1.6.15 Lesson 731 B 2.6.07 Lesson 1632 D 2.6.07 Lesson 1633 C 1.6.14 Lesson 1034 D 1.6.05 Lesson 2


35 D 2.6.02 Lesson 1436 C 2.6.01 Lesson 1437 A 2.6.07 Lesson 1638 D 1.6.18 Lesson 939 C 2.6.07 Lesson 1640 B 1.6.19 Lesson 1041 D 1.6.14 Lesson 1042 A 1.6.19 Lesson 1043 C 2.6.07 Lesson 1644 D 2.6.05 Lesson 1545 D 1.6.19 Lesson 1046 See Sample Answer 2.6.05 Lesson 1547 B 1.6.22 Lesson 1248 A 1.6.08 Lesson 349 C 2.6.15 Lesson 1350 A 1.6.23 Lesson 1351 D 1.6.09 Lesson 452 D 1.6.14 Lesson 1053 A 1.6.19 Lesson 1054 B 2.6.02 Lesson 1455 A 1.6.14 Lesson 1056 B 2.6.11 Lesson 1757 C 2.6.11 Lesson 1758 D 1.6.19 Lesson 1059 C 1.6.15 Lesson 760 A 1.6.19 Lesson 1061 A 2.6.11 Lesson 1762 D 2.6.11 Lesson 1763 B 1.6.19 Lesson 1064 C 1.6.19 Lesson 1065 B 2.6.14 Lesson 1966 See Sample Answer 1.6.15 Lesson 767 D 1.6.09 Lesson 468 A 1.6.22 Lesson 1269 C 1.6.19 Lesson 1070 D 1.6.17 Lesson 8

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ReadingGrade 6

Teacher’s Guide and Answer Key

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