ISTEP+: Grade 4 - Indianapolis Public Schools / …: Grade 4 English/Language Arts Released Items and Scoring Notes Page 2 of 51 Introduction Indiana students in Grades 3-8 participated

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 2013 administration. The test

for ISTEP+ in Spring 2013 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

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

• access to 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.

Scoring Note: All student responses to questions found in each Applied Skills Assessment are

handscored using the specific rubric(s) outlined in the column labeled “Scoring Method.” As

indicated in the chart, all multiple-choice questions are machine scored.

Question Type Assessment

Standards

Assessed

Scoring Method

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)

Multiple-Choice (MC)

Multiple-Choice

Assessment

All

Machine-Scored

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

Assessment homepage at http://www.doe.in.gov/achievement/assessment.

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

This story is about a young girl that is ask a very important question. Once there

was a girl named Shelby she was exelent in art. Shelby was so good they had to

give her a grade in art. One day a reporter came to her door and asked Shelby if

she wanted to design a stamp that people would use all over America! She had to

say yes, but she was so in shock she did not know what to say! She finally said yes.

For the next week, Shelby thought of what she was going to put on the stamp.

The things she thought to put on her stamp were all of her friends, her Cat and

dog, and the jungle, but all of those had been done before.

Then the next week she decided what she was going to do. All The things that

she thought of were going to be on the stamp. After she was done with her stamp

she mailed it in. When the reporter got it he said it was the best stamp he had

ever seen. It had dogs, cats, a jungle, some of her friends, and the flag in the

background. When the new stamp was published people were lined up at her door

for an otograph! Shelby felt like she was famous.

People loved the stamp so much they would right a letter every day sometimes

just to say hi to people. It was so famous people used it all over the world! Every

year Shelby would make a stamp and people always loved it. The stamps were so big

they had to make huge stamp for people to put on there wall. When Shelby got to

old she designed one last stamp it was the best one ever!

Now Shelby is gone and we will miss her. Shelby made fifty-three stamps!

Some people have all of her stamps in their collections at home. Shelby was a great

artist and like her we know we have something great in us.

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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 how a talented artist designed many stamps.).

includes detailed, relevant support (e.g., One day a reporter came to her door and asked Shelby if

she wanted to design a stamp that people would use all over America! When the new stamp was

published people were lined up at her door for an otograph!).

follows a clear, logical order.

includes vivid descriptions and vocabulary (e.g., …she was so in shock she did not know what to

say! It had dogs, cats, a jungle, some of her friends, and the flag in the background.).

is fluent and easy to read.

contains a variety of sentence patterns, both simple and complex (e.g., It was so famous people

used it all over the world! Shelby was a great artist and like her we know that we have something

great in us.).

displays a strong sense of audience.

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 one error in the capitalization of proper nouns (e.g., …her Cat [cat] and dog… All The [the]

things that she thought of were going to be on the stamp.), but no errors in beginning

capitalization.

has no ending punctuation errors.

has no subject and verb agreement errors.

Has four grade-level spelling errors (e.g., ask [asked], right [write], there [their], to [too]).

contains two run-on sentences (e.g., Once there was a girl named Shelby she was exelent in art.

When Shelby got to old she designed one last stamp it was the best one ever!), 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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Writing Prompt, Sample B



The Stamp

WOW! I got a letter from America. They won’t me to design a stamp. I’ve

never been asked to do something like that. I ran back inside and asked “I got a

letter from America and they won’t me to design anything I want.” My mom said

“Yes!” I told my dad the exact same thing. He had the exact same answer as my

mom.

The next day I woke up and saw some body in a lemosine pull up to my house.

I jumped out of bed and ran downstairs. They saw me and asked “are you Emily?” I

said “Yes.” You can design anything you want, but we need to know what you are

going to decide. I am going to design animals. What kind, they asked? Horses are

my favorite animal.

Now I have to think of some color and a background. I am going to use an

zany black and brown. I want some body to help with this. I decided to call Attie,

who is one of my friends. She is really good at drawing. Maybe Madison one of my

other friends. I still need to decide on the background it is going to be grass and a

fence and maybe some flowers. I called my friends over to help.

The next day I started my own business in my own room. I started making

stamps. Now I have made at least 500 stamps. I stayed up all night making them

until 5:00 this morning. Soon I had made almost a two thousand stamps. That was

the best thing I have ever done. I thanked Attie and Madison for helping. That was

SO fun!! America called and wants me to do it again.

The End!

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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


This sample

stays focused on the task (i.e., describes being asked to design a stamp for America).

provides adequate support (e.g., I got a letter from America and they won’t me to design

anything I won’t.), 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., The next day I woke up and saw some body in a

lemosine pull up to my house. I am going to use an zany black and brown.).

is easy to read.

contains a variety of sentence patterns (e.g., She is really good at drawing. The next day I

started my own business in my room.).

displays a good sense of audience.

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.




This sample

has one error in beginning capitalization (e.g.,”are [Are] you Emily?”), but no errors in the

capitalization of proper nouns.

has two ending punctuation errors (e.g., What kind, [?] they asked? [.]).


has four grade-level spelling errors (e.g., won’t [want], an [a], some body [somebody].).

contains one run-on sentence (e.g., I still need to decide on the background it is going to be

grass and a fence and maybe some flowers.), and one sentence fragment (e.g., Maybe Madison

one of my other friends.).

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Writing Prompt, Sample C



One day I was at work planning what kind of stickers I wanted to make. I drew a

horse but it didn’t look good. I drew a flower and I was so good at drawing a flower

so that is what I made on the cover of the sticker. I told my boss and he said

“That’s perfect.” So I made the stamps. I stayed up all night drawing the million

stickers of flowers. I was so tired I went to bed after my last one.

In the morning I finished my last design and drink a cup of coffee. I put

cream in mine. It was so delesious I drink lots and lots of coffee because I was so

thirsty.

Finally, I left a 6:00A.M. so I would be there early. I told my boss, “I’m

finished, Boss.” He said “Great.” Come with me so I can show you how to make the

million stamps. He said, “Right copy the pictures.” So I did it. He told me

everything he told me to do the right way.

Finally I was finished with all my stamps and it looked perfect. We droped

off the stamps at some stores. People from all around called to tell us that they

liked the stamps. My boss told me I did great.

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Scoring Notes for Writing Prompt, Sample C




This sample

stays mostly focused on the task (i.e., describes flower stickers/stamps).

includes relevant support, but in a list-like manner that lacks development (e.g., I stayed up all

night drawing the million stickers of flowers.).

has a beginning and middle, but the ending is abrupt.

includes vocabulary that is grade-level appropriate.

is easy to read.

demonstrates some understanding of different sentence patterns (e.g., I was so tired I went to

bed after my last one. In the morning I finished my last design and drink a cup of coffee.).

displays a sense of audience.

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 no errors in the capitalization of proper nouns or beginning capitalization.


has one subject and verb agreement error (e.g., Finally I was finished with all my stamps and it

[they] looked perfect.

has one grade-level spelling error (e.g., droped [dropped]).

contains two run-on sentences (e.g., It was so delesious I drink lots and lots of coffee because I

was so thirsty. He told me everything he told me to do the right way.), but no sentence

fragments.

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Writing Prompt, Sample D



My American Stamps.

My choice for My American Stamps is the animals. I chose the animals because

animals need love and care most of all. I love animals thats why I chose animals.

Animals are a part of Nature. Some animals don’t deserve to die everyday just

because another animal has no food to eat.

The Main animals that I drew were two snakes, one fox, one Jagyer, and one

cardinal. People shouldn’t be hunting the animals. Animals are lovely and care for

you. Why not be careing for them. How would you people out there hunting animals

how would you like it if the animals were hunting you. You people out there would

be, sad, mad, having to run away, and most important, you would wont to get away

and be safe.

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Scoring Notes for Writing Prompt, Sample D




This sample

accomplishes the task but stays minimally focused (i.e., describes designing stamps with animal

drawings).

provides brief details of support (e.g., I chose animals because animals need love and care most

of all. The Main animals I drew were two snakes, one fox, one Jagyer, and one cardinal.).

establishes a brief beginning, middle, and a weak ending.

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

is readable despite a couple of awkward sentences.

demonstrates control with simple sentence patterns.

displays a sense of audience (e.g., Animals are lovely and care for you.).

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

has three errors in the capitalization of proper nouns (e.g., Animals are a part of Nature

[nature], The Main [main] animals… Jagyer [jaguar]), but no errors in beginning capitalization.

has two ending punctuation errors (e.g., Why not be careing for them. [?], How would you

people out there hunting animals how would you like it if the animals were hunting you. [?]).


includes five grade-level spelling errors (e.g., thats [that’s], everyday [every day], careing

[caring], inportant [important], wont [want]).

Contains two run-on sentences (e.g., I love animals thats why I picked animals. How would you

people out there hunting animals how would you like it if the animals were hunting you.), but no

sentence fragments.

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Writing Prompt, Sample E



I would put flames on it to make it look awesome the flames will have blue, orange,

pink, yellow, red my stamp would be better than anyones. Mine is the best. And

they would only be 5 cents. I would only buy mine. I be really happy if I could make

a stamp. I would be real happy. Happier than you would ever know. It would be Kind

of fun to make a stamp but at the same it would get boring.

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Scoring Notes for Writing Prompt, Sample E




This sample

maintains a minimal focus on the task (i.e., describes the kind of stamp that the student would

design).

includes undeveloped, list-like support (e.g., …the flames will have blue, orange, pink, yellow,

red my stamp...).

is too brief to establish a clear organization.

includes little evidence of attention to word choice.

contains a limited and simple vocabulary.

is readable despite two missing words (e.g., I [would] be really happy if I could make a stamp.

It would be Kind of fun to make a stamp but at the same [time] it would get boring.

demonstrates limited understanding of sentence patterns or sentence control.

displays some sense of audience (e.g., I would be real happy. Happier than you would ever

know.).


performance that 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

has one error in the capitalization of proper nouns (e.g., It would be Kind [kind] of fun…), but

no errors in beginning capitalization.



includes one grade-level spelling error (e.g. anyones [anyone’s]).

contains one run-on sentence (e.g., I would put flames on it to make it look awesome the flames

will have blue, orange, pink, yellow, red my stamp would be better than anyones.), and one

sentence fragment (e.g., Happier than you would ever know.).

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Writing Prompt, Sample F



People Get on aimals

People like aimals why get on them thanty stamp idai. There will be graffes,

ceatas, and lions. they are trained.

but it’s amica only

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Scoring Notes for Writing Prompt, Sample F




This sample

maintains little focus on the task (i.e., describes the kind of stamp that the student would

design).

includes almost no relevant support (e.g., People like aimals why get on them thanty stamp

adai).

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.


performance that 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

has two errors in beginning capitalization (e.g., but [But]…, they [They]…), and one error in the

capitalization of proper nouns (e.g., amica [America]).

has one ending punctuation error (e.g., but it’s amica only [.]).


includes four grade-level spelling errors (e.g., aimals [animals], thanty [?], idai [idea], amica

[America]).

contains one run-on sentence (e.g., People like aimals why get on them thanty stamp adai.), 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 the information students need

to answer the questions correctly is in the text. All responses should be based on information

from the text and will be scored for reading comprehension only. The following pages show the

CR questions.

An example of a top-score response is given 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: Reading Comprehension & Analysis of Informational Text

Question 1

Top-Score Response:

The Hotshots are more likely to use hand tools to fight fire because water is usually limited in

many of the places where they have to fight fires, and also because it is very difficult to carry

water into places like forests and mountains. The Hotshots are able to use tools such as the

McLeod and Pulaski to chop trees and break the ground to stop the fire from spreading.

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



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Question 1, Sample A – Score Point 2

Scoring Notes: This response fulfills the requirements of the task, explaining why the

Hotshots are more likely to use hand tools (e.g., …they use hand tools to cut up trees and

heavy brush. One that is called McLeod…can cut up branches and tough soil) instead of

water (e.g., Water is Limited). The information is text-based and relevant to the task.

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Question 1, Sample B – Score Point 1

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

contains text-based information (e.g., …water is limited), but does not fully address the

importance of hand tools in fighting fires.

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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 is not text-based.

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Question 2

Top-Score Response:

Hotshots have dangerous jobs. They risk their lives and work hard to save other people’s lives

and protect forests and animals. Because of them, many houses have not burned.




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Scoring Notes: This response fulfills the requirements of the task, explaining how the

Hotshots are shown as heros (e.g., …they help people from fires and they have a

dangerous job…to save peoples lives). The information given is text-based and relevant to

the task.

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

response provides text-based details, it does not reference that the Hotshots’ job is

dangerous or filled with a lot of risk (e.g., …there saveing the forests and wildlife).

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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 3

Top-Score Response:

They have to be in good physical shape because they have to climb steep hills and rough terrain

while carrying a sixty-pound pack. It takes a lot of strength and hard work to use heavy tools to

fight fires instead of water.




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Scoring Notes: This response fulfills the requirements of the task, explaining why the

Hotshots must be in good physical shape (e.g., …they have to carry a 60 lb. pack and use

heavy tools all day). The information given is text-based and relevant to the task.

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

contains a text-based detail (e.g., …going up and down many hills when putting out a

fire), but it is simplistic. The other information is not text-based (e.g., …going walk many

miles).

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

does not contain text-based details.

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Extended Response

Standard 5: Writing Applications

Standard 6: Language Conventions

Question 4

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Question 4, Sample A



Clubs are fun so I’ll tell you about my club. My club is called “The Friendly Kids

Club.” We do nice things like bake cookies for neigbors and say please and thank

you. We do a lot of things in my club. Maybe owr family member is sick you can

make them soup. Our members will help old people, or someone’s locker will not open

they will help you. My club is a very good Idea because it makes people nicer and be

polite. We will even help with chores and collect money for charity, or for Haite,

Riley Hospital, and other places. At “The Friendly Kids Club,” we even reduce,

reuse, and rcycle. At “The Friendly Kids Club,” we always have fun helping, and

having fun, we also have a loving heart that cares for others. So be a member of

“The Friendly Kids Club.” That is all about my club.

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Scoring Notes for Question 4, Sample A



using the ISTEP+ Extended-Response Writing Applications Rubric.

This sample

stays fully focused on the task (i.e., describes “The Friendly Kids Club.”).

provides ample support (e.g., My club is a very good Idea because it makes people nicer and

be polite. At “The Friendly Kids Club,” we even reduce, reuse, and rcycle.).

is logically organized, with clear opening and closing sentences.

includes a more than adequate vocabulary.

flows naturally and is easy to read.

contains a variety of sentence patterns, both simple and complex (e.g., We do a lot of nice

things in my club. We will even help with chores and collect money for charity, or for Haite,

Riley Hospital, and other places.).

displays sense of audience (e.g., So be a member of “The Friendly Kids Club.”).

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., Idea [idea]), but no errors in beginning

capitalization.



has four grade-level spelling errors (e.g., neigbors [neighbors], owr [your], rcycle [recycle],

peace [piece]).

contains two run-on sentences (e.g., Our members will help old people, or someone’s locker

will not open they will help you. At “The Friendly Kids Club,” we always have fun helping,

and having fun, we also have a loving heart that cares for others.), but no sentence fragments.

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Question 4, Sample B



If I had a club my club would be club community. We would have a tree house and

plan what we will do for the community.

We would have bake sales at the nursing homes. We would bake sweet treets

like, cookies, brownies, muffins, and lots of other stuff.

When it is around christmis time we can go put up buttifle lites in people’s yand

that cant put them up.

We can go to peoples howe and clean it if they cant move around that much.

Then, we would talk to people who need to be talked to. If they are having

trouble.

Someday I would like to have a club.

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Scoring Notes for Question 4, Sample B


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

3 using the ISTEP+ Extended-Response Writing Applications Rubric.

This sample

stays mostly focused on the task (i.e., describes how the club would help others).

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.

displays some sense of audience.

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.



3 using the ISTEP+ Language Conventions Rubric.

This sample

has three errors in the capitalization of proper nouns (e.g., club community [Club

Community], christmis [Christmas]), but no errors in beginning capitalization.



has six grade-level spelling errors (e.g., treets [treats], lites [lights], howe [house], yand

[yard], peoples [people’s], cant [can’t]).

has one sentence fragment (e.g., If they are having trouble.), but no run-on sentences.

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Question 4, Sample C



If I wold mack a kids kindness clud I wold have Holly, Soapha, Kily and cristle we

wold make cookes, browness, cupkaks and soup I lik helping. Helping is my thing If

someone asked me to help them clean the house I wold say yes I like beying a

helper. I won’t you to jone in!

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Scoring Notes for Question 4, Sample C




This sample

stays minimally focused on the task (i.e., describes who would be invited to join the club and

what they would do to help others).

includes undeveloped, list-like support (e.g., …I wold have Holly, Soapha, Kily, and cristle we

wold make cookes, browness, cupkaks and soup… ).

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.

displays little sense of audience.


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

organization, and writing style are weak.




This sample

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

beginning capitalization.



includes several grade-level spelling errors in proportion to the overall length (e.g., wold

[would], mack [make], clud [club], cookes [cookies], browness [brownies], cupkaks [cupcakes],

lik [like], byeing [being], won’t [want], jone [join]).

has two run-on sentences (e.g., If I wold mack a kids kindness clud I wold have Holly, Soapha,

Kily and cristle we wold make cookes, browness, cupkaks and soup I lik helping. Helping is my

thing If someone asked me to help them clean the house I wold say yes I like beying a helper.),

but no sentence fragments.

Page 50 of 51

Question 4, Sample D



I would help people when they need help I would help people in the winer like shovle there

car.

Page 51 of 51

Scoring Notes for Question 4, Sample D




This sample

is weakly focused on the task (i.e., expresses a willingness to help others).

provides almost no relevant support (e.g., I would help people…).

is too brief to have a clear beginning, middle, or end.

conveys only one undeveloped idea in a very unclear manner.

contains a limited, simple vocabulary.

is readable.

demonstrates no proficiency with sentence control.

displays little sense of audience.


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.



1 using the ISTEP+ Language Conventions Rubric.

This sample

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

has no ending punctuation error.

has no subject and verb agreement error .

includes three grade-level spelling errors (e.g. winer [winter], shovel [shovle], there [their]).

consists entirely of one run-on sentence, but no sentence fragments.

Documents

ISTEP+: Grade 4 - Indianapolis Public Schools / …: Grade 4 English/Language Arts Released Items and Scoring Notes Page 2 of 51 Introduction Indiana students in Grades 3-8 participated