ISTEP+: Grade 4 - Mrs. Warner's Learning Communitymrswarnerarlington.weebly.com/uploads/6/9/0/0/6900648/ela-grade-… · 5 & 6 6-pt. WA Rubric (Grades 3-4) 4-pt. LC Rubric (Grades

ISTEP+: Grade 4

English/Language Arts

Released Items and Scoring Notes

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Introduction

Indiana students in Grades 3-8 participated in the ISTEP+ Spring 2011 administration. The test for

ISTEP+ in Spring 2011 consisted of an Applied Skills section administered in March and a Multiple-

Choice section administered in late April and early May. For all grades, the Applied Skills section of the

assessment was handscored by trained evaluators. The Multiple-Choice section was machine-scored.

Scores for the Applied Skills and Multiple-Choice sections are combined to generate a student’s total

score.

Test results for both the Multiple-Choice and Applied Skills sections, as well as images of the Applied

Skills student responses, are available online. It is the expectation of the Indiana Department of

Education that schools will take this opportunity to have a conversation with parents and students about

the results. As a springboard for this conversation, the Indiana Department of Education has created this

document which outlines the released Applied Skills questions and includes brief scoring notes that

describe the given score points and explain the scoring rules and expectations for the individual

questions.

This document consists of:

• a brief description of the types of questions assessed by each content area

• a short summary of scoring rules utilized by the trained evaluators

• access to holistic and analytic rubrics used to score student responses

• a copy of the released Applied Skills questions

• anchor papers used by evaluators to distinguish between rubric scores

NOTE: The Applied Skills operational questions are released at the end of each test administration. It is

important to keep in mind that a significant portion of a student’s score is calculated from the Multiple-

Choice section of the assessment, which is not addressed within this document.

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QUESTION TYPES

This document addresses the Applied Skills section of ISTEP+, which allows students to demonstrate

their understanding of content in a variety of ways. The Applied Skills Assessment consists of

constructed-response (CR) and extended-response (ER) questions. CR and ER questions are cognitively

more demanding than multiple-choice (MC) questions. ER questions are typically more complex and

will likely require more steps to respond. For English/Language Arts, a Writing Prompt (WP) is also

used to assess students.

SCORING

For the Applied Skills Assessment, each question is scored according to a rubric. Rubrics clearly define

the requirements for each score point. Each student response is evaluated individually to determine

whether it is acceptable. This allows student scores to be reported as accurately as possible. To ensure

consistency when scoring the ISTEP+ questions, CTB/McGraw-Hill works closely with assessment

specialists at the Indiana Department of Education and teacher committees to set guidelines for scoring

student responses. Committees look at several student papers and score them using the rubrics. Some of

the student responses are selected as anchor papers and are used as clear examples of specific score

points. Samples of anchor papers are presented within this document. Scoring supervisors then use

anchor papers and approved, scored student responses to ensure that responses are evaluated

appropriately and consistently. Individuals who evaluate and score ISTEP+ student responses must have

a four-year college degree and pass a series of qualifying tests on specific questions before they can

evaluate any student responses.

If a response is unscorable, it is assigned one of the following condition codes:

A Blank/No Response/Refusal

B Illegible

C Written predominantly in a language other than English

D Insufficient response/Copied from text

E Response not related to test questions or scoring rule (not applied to Mathematics questions)

For additional information regarding ISTEP+ or other student assessments, please contact the Indiana

Department of Education by calling 317-232-9050 or writing via email: [email protected].

mailto:[email protected]

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The chart below summarizes the question types used to measure a student’s mastery of content, the

assessment that contains the particular question type, the standards assessed in each assessment, and the

scoring method used to evaluate a student’s response given the question type.

Question Type Assessment

Standards

Assessed

Scoring Method

Multiple-Choice (MC)

Multiple-Choice

Assessment

All

Machine-Scored

Constructed-Response (CR) Applied Skills

Assessment 2 & 3

2-pt. CR Rubric

(Grades 3-12)

Extended-Response (ER)

Applied Skills

Assessment

5 & 6

4-pt. WA Rubric

(Grades 3-4)

4-pt. LC Rubric

(Grades 3-4)

Writing Prompt Applied Skills

Assessment 5 & 6

6-pt. WA Rubric

(Grades 3-4)

4-pt. LC Rubric

(Grades 3-4)

More information is available regarding these assessment topics on the Office of Student Assessment

homepage at www.doe.in.gov/assessment.

http://www.doe.in.gov/assessment

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Writing Prompt

Standard 5: Writing Applications

Standard 6: Language Conventions

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Writing Prompt, Sample A

Writing Applications – Score Point 6

Language Conventions – Score Point 4

Making A Picture Box

Last year I made something special. I made it for my grandma and grandpa. They told

me they would never trade it in for the world. I made them a picture box!

I made it for my grandma and grandpa because they mean the world to me. They also

have a ton of pictures and they needed somewhere to put them. So I made them a picture

box.

It took alot of things to make the picture box. I used cotton balls, cue tips, markers,

construction paper, a shoe box, hot glue gun, and time. The first thing I did was got the

construction paper and cut it so I could glue it to the outside of the box. Then I glued. I

did the same thing on the inside. Then I took my grandmas favorite color of marker,

(which is purple) and started coloring, drawing, and writing nice things. The cotton balls

and cue tips came next. I took the hot glue gun and glued cotton balls and cue tips and

made it look like a really cool design. If something started to peel off, I would carefully

glue it back on.

There were alot of interesting things about the picture box. One of the interesting

things was that it looked AWESOME! Another thing was I used basic things to make it.

Something else was it could hold a ton of pictures but it doesn’t take up much room at all!

The last thing that I thought was interesting is that it came from my heart.

There are some special reasons why it is so special to my grandma and grandpa. One

of the reasons is that I put my time into it. I could have been playing video games but I

decided to make the picture box instead. Another reason is that it was from me, their

grandaughter. They love everything that is from their grandaughters. A really cool reason

is it is not very big, but it holds a ton of memories.

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The picture box was my favorite thing that I have ever made for my grandma and

grandpa. Its my favorite because it holds memories. The good memories and the bad

memories.

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Scoring Notes for Writing Prompt, Sample A


The following list describes a writing sample (shown on the previous pages) that earns a Score Point 6 using

the ISTEP+ Writing Applications Rubric.

This sample

stays fully focused on the task (i.e., describes the process used in making a picture box.).

includes detailed, relevant support (e.g., I took the hot glue gun and glued cotton balls and cue tips and

made it look like a really cool design. If something started to peel off, I would carefully glue it back

on.).

follows a clear, logical order.

includes vivid descriptions and vocabulary (e.g., I made it for my grandma and grandpa because they

mean the world to me. Then I took my grandmas [grandma’s] favorite color of marker (which is purple)

and started coloring, drawing, and writing nice things.).

is fluent and easy to read.

contains a variety of sentence patterns, both simple and complex (e.g., I made them a picture box! They

also have a ton of pictures and they needed somewhere to put them.).

displays a strong sense of audience (e.g., There are some special reasons why it is so special to my

grandma and grandpa. They love everything that is from their grandaughters [granddaughters].).

NOTE: Per the Writing Applications Rubric (Grades 3-4), a Score Point 6 paper is rare. It fully accomplishes

the task and has a distinctive quality that sets it apart as an outstanding performance.


The following list describes a writing sample (shown on the previous pages) that earns a Score Point 4 using

the ISTEP+ Language Conventions Rubric.

This sample

has no errors in beginning capitalization and no errors in the capitalization of proper nouns.

has no ending punctuation errors.

has no subject and verb agreement errors.

has some grade-level spelling errors (e.g., alot [a lot], got [get], grandmas [grandma’s], grandaughter

[granddaughter]. However, one or more of these may be first-draft errors.*

contains one sentence fragment (e.g., The good memories and the bad memories.), but no run-on

sentences.

*First-draft errors are those errors that were probably made because the student was writing quickly or did not

have time to check his or her work. An error is considered to be of the first-draft variety if the student has not

repeated the error or made similar errors elsewhere in the response.

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Writing Prompt, Sample B



Making Cakes!

Most people have made something with their hands or has watched someone make

something. Even babies have made something with their hands, weather it is a building

block tower or even a snowman out of mashed potatoes, everyone has made something.

Making something is very fun to do, especially when you make it whith someone that

you love. And it is also fun because you get to mix and mold and create different things.

I love making cakes; it is a chance to learn new stuff and for you to get messy! And I

really love decorating cakes because after you’re done with it you feel so proud of

your self because it is like look what I just did, and it just makes you want to jump!

On Febuary 5, 2010 I was the happiest person alive. It was my big sister’s birthday,

and my mom told me that we were going to make a birthday cake for my big sister. I was

very excited!

So, when we finally got to work I was doing stuff that I didn’t know that I could. I was

making fondant, mixing the cake mix, making decorations on the cake, and on the fifth

tier of the cake I put a picture of my sister.

When we were all done, we called my sister in the kitchen and showed her the cake,

she started to cry. She said that it was the most beautiful thing that she had ever seen.

But in the end, even though it was alot of hard work, when I saw my big sister’s face I

knew that it was all worth it.

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Scoring Notes for Writing Prompt, Sample B


The following list describes a writing sample (shown on the previous page) that earns a Score Point 5 using the

ISTEP+ Writing Applications Rubric.

This sample

stays focused on the task (i.e., describes the making of her sister’s birthday cake).

provides adequate support (e.g., I was making fondant, mixing the cake mix, making decorations on the

cake, and on the fifth tier of the cake I put a picture of my sister.), but with fewer specific details and less

development throughout than would be found in a Score Point 6 paper.

establishes a clear beginning, middle, and end.

includes some descriptive vocabulary (e.g., And it is also fun because you get to mix and mold and

create different things.).

is easy to read.

contains a variety of sentence patterns, both simple and complex (e.g., I was very excited. Making

something is very fun to do, especially when you make it whith [with] someone that you love.).

displays a good sense of audience (e.g., I love making cakes; it is a chance to learn new stuff and for you

to get messy! On Febuary [February] 5, 2010 I was the happiest person alive.).

NOTE: Per the Writing Applications Rubric (Grades 3-4), a Score Point 5 paper represents a solid performance.

It fully accomplishes the task, but lacks the overall level of sophistication and consistency of a Score Point 6

paper.



ISTEP+ Language Conventions Rubric.

This sample

has no errors in the capitalization of proper nouns and no errors in beginning capitalization.


has one subject and verb agreement error (e.g., Most people have made something with their hands or

has [have] watched someone make something.).

has a few grade-level spelling errors (e.g., weather [whether], whith [with], your self [yourself], Febuary

[February], alot [a lot].).

contains two run-on sentences (e.g., Even babies have made something with their hands, weather

[whether] it is a building block tower or even a snowman with mashed potatoes,[.] everyone [Everyone]

has made something.; When we were all done, we called my sister in the kitchen and showed her the

cake,[.] she [She] started to cry.), but no sentence fragments.

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Writing Prompt, Sample C



Pottery

We made pottery bowls. It takes a while but it is very fun. First you have to

roll the clay into a ball. Then you get the hand you write with. Get your thumb and stick it

into the clay and start pinching the outside to make the sides. Then you have to use your

hand and make the bottom flat.

Then you right your name on the bottom of your piece of clay. Then you

make what ever shape you want. You can make a square, a heart, or just keep it the same.

Then my favorite part. You get to paint it. There is alot of colors you can use. I am going

to use red for my clay.

You have to

paint it three times when you paint it the first time. You have to wait 5 minutes to paint

the second coat. Then when you are done with the second coat you have to wait 10

minutes to paint the third coat. You have to wait two weeks for them to be done. You

have to put it in the cenal for one week then you take it out and paint it. That is when you

paint your clay. Then you wait anothe week for them to be done. Then you can put them

anywhere you want them to go. That is how you make pottery. Pottery is very fun to make.

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Scoring Notes for Writing Prompt, Sample C




This sample

stays mostly focused on the task (i.e., describes how to make something out of clay).

includes relevant support, but in a list-like manner that lacks development (e.g., You have to wait 5

minutes to paint the second coat. Then when you are done with the second coat you have to wait 10

minutes to paint the third coat.).

has a beginning, middle, and end.

includes vocabulary that is grade-level appropriate.

is easy to read.

demonstrates understanding of different sentence patterns, including a few complex sentences (e.g., Get

your thumb and stick it into the clay and start pinching the outside to make the sides.).

displays a sense of audience (e.g., That is how you make pottery. Pottery is fun to make.).

NOTE: Per the Writing Applications Rubric (Grades 3-4), a Score Point 4 paper represents a good performance.

It accomplishes the task, but generally needs to exhibit more development, better organization, or a more

sophisticated writing style to receive a higher score.




This sample



has one subject and verb agreement error (e.g., There is [are] a lot [a lot] of colors you can use.).

has a few grade-level spelling errors (e.g., right [write], what ever [whatever], alot [a lot], anothe

[another].

contains one sentence fragment (e.g., Then my favorite part.), but no run-on sentences.

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Writing Prompt, Sample D



One time I went to Florida for the summer. Went to the beach everyday and made

sandcastles. One day when we went to the beach they were haveing a contest for the

best sandcastle ever. We tried out. We look around and I said

“Everybody is so go at making sandcastles.”

“I will be okay houny,” gradma said. So lets start buiding. So we did. I

carried bucets filled with ice cold water. We pack sand all day it was the end of the

contest, and we one it ours was the best out of all the 25 of them. The prize was 20,000

dalors for the mall. We jumped up and down.

I said, “It not about wining it’s about FUN!”

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Scoring Notes for Writing Prompt, Sample D


The following list describes a writing sample (shown on the previous page) that earns a Score Point 3 using


This sample

accomplishes the task but stays minimally focused (i.e., describes how he or she made a sandcastle at

the beach).

provides brief details of support (e.g., Everybody is so go [good] at making sandcastles. I carried

bucets [buckets] filled with ice cold water.).

establishes a brief beginning, middle, and end.

includes mostly basic vocabulary, with some evidence of attention to word choice.

is readable.

demonstrates control with simple sentence patterns (e.g., We tried out. We jumped up and down.).

displays a sense of audience (e.g., It [It’s] not about wining [winning.] it’s [It’s] about FUN!.).

NOTE: Per the Writing Applications Rubric (Grades 3-4), a Score Point 3 paper represents a performance that

minimally accomplishes the task. Some elements of development, organization, and writing style are weak.




This sample




includes several grade-level spelling errors (e.g., haveing [having], go [good], houny [honey], gradma

[grandma], buiding [building], bucets [buckets], one [won]).

contains two run-on sentences (e.g., We pack [packed] sand all day[.] it [It] was the end of the contest,

and we one [won] it[.] ours [Ours] was the best out of all the 25 of them.; It [It’s] not about

wining[winning.] it’s [It’s] about FUN!), and one sentence fragment (e.g., Went to the beach everyday

and made sandcastles.).

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Writing Prompt, Sample E



I’m going to tel you about me playing whith a mud ball. It was a summer day. I went in my

bakyard. To play in drut and mud. So I got some water and made mud and made a tiny mud

ball. And it grow and grow. In the moring it brok.

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Scoring Notes for Writing Prompt, Sample E




This sample

maintains a minimal focus on the task (i.e., explains how to make a ball of mud).

includes undeveloped, list-like support (e.g., I went in my bakyard. To play with drut and mud.).

is too brief to establish a clear organization.

includes little evidence of attention to word choice.

contains a limited and simple vocabulary.

is readable.

demonstrates limited understanding of sentence patterns or sentence control.

displays some sense of audience (e.g., I’m going to tel [tell] you about me playing whith [with] a mud

ball.).


only partially accomplishes the task. Some responses may be too brief to provide sufficient development of the

topic or evidence of adequate organizational or writing style.




This sample




includes numerous grade-level spelling errors in proportion to its overall length (e.g. tel [tell], whith

[with], bakyard [backyard], drut [dirt], grow [grew], moring [morning], brok [broke]).

contains one fragment (e.g., To play in drut [dirt] and mud.), but no run-on sentences.

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Writing Prompt, Sample F



I made a pinch pot by myself. It was 14 ft. tall I know that’s pettey big for a fourth

gader. I made it in art class the art teacher showed me how to make one.

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Scoring Notes for Writing Prompt, Sample F




This sample

maintains little focus on the task (i.e., explains that he or she made a pinch pot).

includes almost no relevant support (e.g., It was 14 ft. tall I know that’s pettey big for a fourth gader. [It

was 14 ft. tall. I know that’s pretty big for a fourth grader.]).

establishes no clear beginning, middle, or end.

contains a limited and simple vocabulary.

has little fluency.

demonstrates no understanding of sentence variety.

displays no sense of audience.


fails to accomplish the task. It exhibits considerable difficulty in areas of development, organization, and writing

style. The writing is generally too brief or rambling or repetitive, sometimes resulting in a response that may be

difficult to read or comprehend.




This sample




includes two grade-level spelling errors (e.g. pettey [pretty], gader [grader]).

contains two run-on sentences (e.g., It was 14 ft. tall I know that’s pettey big for a fourth gader. [It was

14 ft. tall. I know that’s pretty big for a fourth grader.], I made it in art class the art teacher showed me

how to make one. [I made it in art class. The art teacher showed me how to make one.]), but no sentence

fragments.

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Constructed Responses

Session Three, English/Language Arts, contains a reading comprehension task. This task allows the

students to demonstrate their understanding and comprehension of narrative or informational text. The

reading comprehension task consists of one passage and several constructed-response (CR) questions.

Because this is a reading comprehension task, all of the information students need to answer the

questions correctly is contained in the text. All responses should be based on information from the text

and will be scored for reading comprehension only. The following pages display the CR questions.

An example of a top-score response is provided for each CR question. The top-score response

demonstrates a performance that exceeds the expectations of what is required to receive two points. The

top-score response contains multiple pieces of text-based information and support drawn from the

reading passage that accompanied this item, many elements of which students typically use in their

responses to receive two points.

Each CR question is followed by sample student responses, called anchor papers. The anchor papers are

accompanied by explanations of the score points received.


2-point Constructed-Response (CR) Rubric

2 points Proficient The response fulfills all the requirements of the task. The information given is text-based

and relevant to the task.

1 point Partially Proficient The response fulfills some of the requirements of the task, but some of the information

may be too general, too simplistic, or not supported by the text.

0 point Not Proficient The response does not fulfill the requirements of the task because it contains information

that is inaccurate, incomplete, and/or missing altogether.

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Constructed Response

Standard 2: Comprehension & Analysis of Informational Text

Question 1

Top-Score Response:

The rules of modern Hacky Sack allow players to use their feet or other parts of their bodies

to pass the sack back and forth to each other. Players should not touch the sack with their hands.

Players should try to keep the sack in play for as long as possible and avoid letting it fall to the

ground.

Note: The top-score response contains multiple pieces of text-based information and support

drawn from the reading passage that accompanied this item, many elements of which students

typically use in their responses to receive two points.

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Question 1, Sample A – Score Point 2

Scoring Notes: This response fulfills the requirements of the task. The information is text-

based and relevant to the task. The response receives two points for reading

comprehension even though it may contain one or more language conventions errors.

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Question 1, Sample B - Score Point 1

Scoring Notes: This response fulfills some of the requirements of the task. The first part

of the response contains information not relevant to the question. The second part of the

response does respond to the question, but in a very simplistic way.

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Question 1, Sample C - Score Point 0

Scoring Notes: This response does not fulfill the requirements of the task. The information

provided does not answer the question.

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Question 2

Top-Score Response:

Mike showed John how to play “Hacky Sack” so John could exercise his injured knee. They

experimented with different kinds of sacks and decided that a sack filled with pellets was best.

Then they made official rules and introduced it to the world.




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Question 2, Sample A - Score Point 2

Scoring Notes: This response fulfills the requirements of the task, and the information

given is text-based and relevant. The response receives two points for reading

comprehension even though it may contain one or more language conventions errors.

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Scoring Notes: This response fulfills some of the requirements of the task. While the

response briefly explains how John and Mike invented their new fitness hobby, the

information given is simplistic.

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Scoring Notes: This response does not fulfill the requirements of the task. The response

includes actions from the article, but such information does not correctly answer the

question.

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Question 3

Top-Score Response:

Thousands of years ago, many people made balls filled with feathers or bamboo. Feather balls

were common in China. John and Mark started out filling 2 ½ inch pieces of sock with corn.

They also tried filling sacks with corn, rice, beans, and buttons, but they finally settled on filling

their footbags with little plastic pellets.




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Question 3, Sample A - Score Point 2

Scoring Notes: This response fulfills the requirements of the task, and the information

given is text-based and relevant. The response includes references to some types of

materials used to fill footbags and to how the footbags change over time. The response

receives two points for reading comprehension even though it may contain one or more

language conventions errors.

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Scoring Notes: This response fulfills some of the requirements of the task. The response

lists some of the materials used to filled different types of footbags, but it is a very general

description of the different types of footbags that have been used through the years.

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Scoring Notes: This response does not fulfill the requirements of the task. The response

contains information that does not answer the question.

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Extended Response

Standard 5: Writing Applications

Standard 6: Language Conventions

Question 4

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Question 4, Sample A



Mom said they could ride their bikes but when they got to the bikes Amy’s tire was

flat. When Amy went to get the air pump there wasn’t one because she left at her

grandpa’s house in the summer.

Mom thought of another idea. “I know” mom said “we can ride a taxie” mom said with

excitement. But that didn’t work either because she had thrown away her old telephone

book two weeks ago. Amy looked at the clock she had a half hour before her class was

going to the zoo. Amy’s mom said not to worry because she had another idea.

Amy’s mom said they could catch the bus and that’s what they did. Amy made it to

school nine minutes before it was time to go to the zoo. Although mom did not make it to

work that day, Amy go to go to the zoo.

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Scoring Notes for Question 4, Sample A



ISTEP+ Extended-Response Writing Applications Rubric.

This sample

stays fully focused on the task (i.e., explains how Amy and her mom solved their problem).

provides ample support (e.g., Mom said they could ride their bikes[,] but when they got to the bikes[,]

Amy’s tire was flat. Mom thought of another idea. Amy’s mom said they could catch the bus and that’s

what they did.).

is logically organized, with clear opening and closing sentences.

includes a more than adequate vocabulary.

flows naturally and is easy to read, despite a missing word (e.g., …because she left [it] at her grandpa’s

house this summer.).

contains a variety of sentence patterns, both simple and complex (e.g., But that didn’t work either

because she had thrown away her old telephone book two weeks ago.).

displays sense of audience (e.g., “I know[,]” mom [Mom] said[.] “We can ride a taxie [taxi,]” mom

[Mom] said with excitement. Amy made it to school nine minutes before it was time to go to the zoo.).

NOTE: Per the Writing Applications Rubric (Grades 3-4), a Score Point 4 paper represents a solid performance.

It fully accomplishes the task.




This sample

has one error in the capitalization of proper nouns (e.g., mom [Mom]), but no errors in beginning

capitalization.



has two grade-level spelling errors (e.g., taxie [taxi], go [got]).

contains one run-on sentence (e.g., Amy looked at the clock[.] she [She] had a half hour before her class

was going to the zoo.), but no sentence fragments.

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Question 4, Sample B



We can take dad’s car because he is sick today!

Mom go the keys inside but she could not find them. They looked everwere in the

house. They could not wake dad up.

Amy had idea they could ride the bus. They ran dnow to the bus stop. The bus was

gone. So we called grama and she said yes.

She picked us up at the bus stop and took us to school and work.

When we got to the zoo she had so much fun. Amy got to see a monkey and she pet it.

But when she got back to school she did not know how to get home. Her mom was at

work she did not know how to get home. She called her gamma. She dindn’t anser. She

called her mom. Her mom had a friend take Amy and her mom home.

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Scoring Notes for Question 4, Sample B




This sample

stays mostly focused on the task (i.e., explains how Amy and her mom solved their problem).

provides some relevant support, but lacks development.

has a logical order with a brief beginning, middle, and end.

contains grade-level vocabulary.

is readable, but not fluent.

attempts some sentence variety, including complex sentences (e.g., She picked us up at the bus stop and

took us to school and work.).

displays some sense of audience (e.g., Amy had [an] idea[.] they [They] could ride the bus.).

NOTE: Per the Extended-Response Writing Applications Rubric (Grades 3-4), a Score Point 3 paper represents

a good performance. It accomplishes the task, but generally needs to exhibit more development, better

organization, or a more sophisticated writing style to receive a higher score.




This sample




has a few grade-level spelling errors (e.g., everwere [everywhere], go [got], dnow [down], grama,

gamma [grandma], pet [petted]). However, one or more of these may be first-draft errors.*

contains two run-on sentences (e.g., Amy had [an] idea[.] they [They] could ride the bus.; mom [Mom]

was at work[.] she [She] did not know how to get home [.]), but no sentence fragments.

*First-draft errors are those errors that were probably made because the student was writing quickly or did not

have time to check his or her work. An error is considered to be of the first-draft variety if the student has not

repeated the error or made similar errors elsewhere in the response.

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Question 4, Sample C



How bought we go in and see what time the zoo starts. And see if I can take you to the

zoo. I will follow the bus. But mom you have work. Oh yeah I do. Well we went in and the

office lady said you have twenty minutes the the zoo starts. Oh yeah were not late. Okay

by honey mom has to go to work go head an go to class okay mom.

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Scoring Notes for Question 4, Sample C



the ISTEP+ Extended-Response Writing Applications Rubric.

This sample

stays minimally focused on the task (i.e., explains that they have arrived in time to leave for the zoo).

includes undeveloped, list-like support (e.g., I will follow the bus. But mom you have to work. Oh

yeah[,] I do.).

is too brief to establish a clear organization, but does contain a brief conclusion.

includes a mostly basic vocabulary.

is mostly readable.

demonstrates a limited proficiency with sentence patterns and control despite an attempt at

incorporating dialogue (e.g., And see if I can take you to the zoo. I will follow the bus.).

displays little sense of audience (e.g., How bought [about] we go in and see what time the zoo

starts.[?]).

NOTE: Per the Extended-Response Writing Applications Rubric (Grades 3-4), a Score Point 2 paper

represents a performance that minimally accomplishes the task. Some elements of development, organization,

and writing style are weak.




This sample


has one ending punctuation errors (e.g., How bought [about] we go in and see what time the zoo

start.[starts?]).

has one subject and verb agreement error, noted above in the second bullet.

includes several grade-level spelling errors in proportion to the overall length (e.g., bought [about],

start [started], the [until], were [we’re], head [ahead], an [and]).

contains one run-on sentence (e.g., Okay[.] by [Bye,] honey[.] mom [Mom] has to go to work[.] go

head an [Go ahead and] go to class.), but no sentence fragments.

Page 51 of 52

Question 4, Sample D



“I have an idea,” Mom suggested tets use you and your brothers skates from the car she

said.

Page 52 of 52

Scoring Notes for Question 4, Sample D




This sample

is weakly focused on the task (i.e., mentions Mom’s idea to use skates as a way to go to school).

provides almost no relevant support (e.g., “I have an idea,” Mom suggested[.] [“] tets [Let’s] use you

[your] and your brothers [brother’s] skates from the car[,”] she said.).

has only one sentence (noted above) and is too brief to have a clear beginning, middle, or end.

conveys only one undeveloped idea.

contains a limited, simple vocabulary.

is readable.

consists of one complex sentence with an attempt to use dialogue, demonstrates no proficiency with

sentence control.

displays little sense of audience.

NOTE: Per the Extended-Response Writing Applications Rubric (Grades 3-4), a Score Point 1 paper represents

a performance that only partially accomplishes or fails to accomplish the task. Some responses may exhibit

difficulty maintaining a focus. Others may be too brief to provide sufficient development of the topic or

evidence of adequate organization or writing style.




This sample


has one ending punctuation error.


includes three grade-level spelling errors (e.g. tets [let’s], you [your], brothers [brother’s]).

consists of one run-on sentence (e.g., “I have an idea,” Mom suggested[.] [“] tets [Let’s] use you [your]

and your brothers [brother’s] skates from the car[,”] she said.), but contains no sentence fragments.

Documents

ISTEP+: Grade 4 - Mrs. Warner's Learning Communitymrswarnerarlington.weebly.com/uploads/6/9/0/0/6900648/ela-grade-… · 5 & 6 6-pt. WA Rubric (Grades 3-4) 4-pt. LC Rubric (Grades