ISAT Sample Book 7: Sample Items for Reading,Mathematics, and Science 2011 doc

ILLINOIS STATE BOARD OF EDUCATION
7
GRADE
ISAT
Sample Book
2011
Sample Items for Reading, Mathematics, and Science
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Copyright © 2010 Illinois State Board of Education.
All rights reserved. This publication may be reproduced or transmitted by downloading and printing for
the purpose of practice testing and not for distribution or resale.
Portions of this work were previously published.
Stanford Achievement Test: Tenth Edition sample items used with permission of NCS Pearson, Inc.
“No Experience Needed” by Maria Bartiromo from the January 2007 issue of Reader’s Digest,
copyright © 2007 by Maria Bartiromo. Reprinted by permission of William Morris Agency, LLC, on behalf
of the author.
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2011 ISAT Grade 7 Sample Book
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Table of Contents
Introduction 5
READING
Structure of the Grade 7 Reading ISAT 7
Item Formats 7
Reading Sessions 7
Shorter Passage Followed by Multiple-Choice Sample Items 8
Answer Key with Assessment Objectives Identified 11
Longer Passage Followed by Multiple-Choice Sample Items 12
Answer Key with Assessment Objectives Identified 18
Extended-Response Sample Item 19
Extended-Response Scoring Rubric 21

Annotated Extended-Response Student Samples 23
MATHEMATICS
Structure of the Grade 7 Mathematics ISAT 38
Item Formats 38
Answer Document for Grade 7 Mathematics ISAT 38
Mathematics Sessions 39
Calculator Use for Grade 7 Mathematics ISAT 39
Rulers for Grade 7 Mathematics ISAT 39
Scratch Paper for Grade 7 Mathematics ISAT 39
Reference Sheet for Grade 7 Mathematics ISAT 40
Multiple-Choice Sample Items 41
Answer Key with Assessment Objectives Identified 55
Short-Response Scoring Rubric 58
Using Short-Response Samples 59
Blank Short-Response Template 60
Short-Response Sample Items and Annotated Student Samples 61
Extended-Response Scoring Rubric 69
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Using Extended-Response Samples 71
Blank Extended-Response Template 72
Extended-Response Sample Items and Annotated Student Responses 74
SCIENCE
Structure of the Grade 7 Science ISAT 84
Item Formats 84
Science Sessions 84
Cumulative Knowledge 84
Multiple-Choice Sample Items 85
Answer Key with Assessment Objectives Identified 108
2011 ISAT Grade 7 Sample Book

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2011 ISAT Grade 7 Sample Book
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Introduction
This sample book contains sample ISAT items classified with an assessment objective from the Illinois
Assessment Frameworks. These 2011 samples are meant to give educators and students a general sense
of how items are formatted for ISAT. All 2011 ISAT test books will be printed in color. This sample book
does not cover the entire content of what may be assessed. Please refer to the Illinois Assessment
Frameworks for complete descriptions of the content to be assessed at each grade level and subject
area. The Illinois Assessment Frameworks are available online at www.isbe.net/assessment/IAFindex.htm
.
The Student Assessment website contains additional information about state testing
(www.isbe.net/assessment
).
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6
Illinois Standards Achievement Test
Reading Samples
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2011 ISAT Grade 7 Sample Book
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Structure of the Grade 7 Reading ISAT
ISAT Reading testing in spring 2011 will consist of 30 norm-referenced items, as well as
criterion-referenced items. The 30 norm-referenced items are an abbreviated form of the Stanford 10
Reading assessment, developed by Pearson, Inc. The criterion-referenced items are all written by
Illinois educators and pilot tested with Illinois students.
Item Formats
All items are aligned to the Illinois Reading Assessment Framework, which defines the elements of the
Illinois Learning Standards that are suitable for state testing.
Multiple-choice items require students to read and reflect, and then to select the alternative that best

expresses what they believe the answer to be. A carefully constructed multiple-choice item can assess
any of the levels of complexity, from simple procedures to sophisticated concepts.
Extended-response items require students to demonstrate an understanding of a passage by explaining
key ideas using textual evidence and by using this information to draw conclusions or make
connections to other situations. The extended-response items are scored with a holistic rubric and count
as 10% of the scale score of the test.
Reading Sessions
All standard time administration test sessions are a minimum of 45 minutes in length. Any student who
is still actively engaged in testing when the 45 minutes have elapsed will be allowed up to an additional
10 minutes to complete that test session. More details about how to administer this extra time will
appear in the ISAT Test Administration Manual. This policy does not affect students who already receive
extended time as determined by their IEP.
Reading ISAT Grade 7
Session 1
45 minutes
6 shorter passages—30 multiple-choice items total
Session 2
45 minutes
Two longer passages consisting of:
1 expository passage with 10 multiple-choice items
1 literary passage with 10 multiple-choice items
1 extended-response item
Session 3
45 minutes
Consists of 2 or 3 passages
20 multiple-choice items
1 extended-response item
(Some items will be pilot items.)
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Shorter Passage Followed by
Multiple-Choice Sample Items
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GO ON
Reading
School Photographer
by
Kristine O’Connell George
When I am behind my camera lens
I can make people stand closer,
wrap their arms around each other,
even get them to smile.
5 When I am behind my camera lens
I see things others don’t.
I can record a single moment
That distorts or tells the truth.
When I am behind my camera lens
10 I can see everything
Except my own self, hiding
behind my camera.
2011 ISAT Grade 7 Sample Book
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Reading
2011 ISAT Grade 7 Sample Book
XEJ237
4
If you did not know the
meaning of distorts in stanza 2,

you should —
A look for other words in the poem
that begin with “d”
B say the word over and over to
yourself
≥
C read on, looking for clues
D decide on the word’s part of
speech
XEJ231
1
The poet most likely took the
idea for this poem from —
A a book on photography
B a volume of poetry
C her camera’s owner’s manual
≥
D her own experience
XEJ232
2
Why does the speaker feel
hidden?
A No one can see her.
≥
B She is looking through the
camera.
C There is no one around.
D Other people are standing in
front of her.
XEJ234

3
In line 6, when the speaker
says, “I see things others don’t,”
she most likely means —
≥
A people often overlook what’s
around them
B people don’t pay attention when
their picture is taken
C cameras are the most accurate
form of record keeping
D the camera lens is like a
microscope
XEJ239
5
In this poem, which point of
view does the poet use?
≥
A First person (one person who
describes her own thoughts)
B Third person (a person outside
the story who describes the
thoughts of one other person)
C Third person omniscient (a
person outside the story who
describes the thoughts of several
characters)
D Third person objective (a person
outside the story who describes
events objectively)

STOP
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To view all the reading assessment objectives, download the Illinois Reading Assessment Framework for
Grades 3–8 online at www.isbe.net/assessment/IAFindex.htm
.
Answer Key with Assessment Objectives Identified
Item
Number
Correct
Answer
Assessment Objective
Shorter Passage
1D
2.7.04 Compare stories to personal experience, prior knowledge, or other
stories.
2B
1.7.20 Draw inferences, conclusions, or generalizations about text, and
support them with textual evidence and prior knowledge.
3A
2.7.10 Identify literary devices: (e.g., alliteration, imagery, sensory detail,
simile, rhyme, repetition, subtle metaphors, alliteration, personification).
4C
1.7.03 Determine the meaning of an unknown word using word,
sentence, and cross-sentence clues.
5A2.7.05 Recognize points of view in narratives (e.g., first person).
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Longer Passage Followed by

Multiple-Choice Sample Items
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GO ON
Reading
2011 ISAT Grade 7 Sample Book
This passage is about how a 17-year-old built a multimillion-dollar business one sandwich
at a time.
No Experience Needed
By Maria Bartiromo
Trial and Error
1 Fred DeLuca was just looking for a way to pay
his college tuition. He ended up founding
Subway, the multimillion-dollar restaurant
chain.
2 It was the summer of 1965, and DeLuca, then
17 and right out of high school, had tagged
along with his parents to visit Peter Buck, a
family friend. At some point, Buck asked
DeLuca about his plans for the future. “I’m
going to college, but I need a way to pay for it,”
DeLuca recalls saying. “Buck said, ‘You should
open a submarine sandwich shop.’”
3 When Buck was growing up in Maine, he frequented Amato’s for its Italian subs. And
DeLuca often ate at Mike’s Sandwiches in Schenectady, New York, before he moved to
Connecticut. Says DeLuca, “I didn’t know anything about subs, but Pete had noticed that
people in the sandwich business did pretty well.”
4 Sitting in Buck’s backyard on that July afternoon, they agreed to be partners. They
designed the menu and pricing, says DeLuca, “even though we didn’t know what the
food would cost.” And they set a goal: to open 32 stores in ten years. After doing some

research (eating at Amato’s), Buck wrote a check for $1,000. DeLuca rented a storefront in
Bridgeport, Connecticut, and when they couldn’t cover their start-up costs, Buck kicked
in another $1,000.
5 DeLuca’s mom scouted out food suppliers, and his father looked for equipment. When
they needed a sign, DeLuca’s dad suggested they try a guy he worked with. “So we drive
over to Dick’s apartment and tell him the story. He jumps in the car, comes to the store,
designs a logo and paints the sign.” The first Subway was ready for business.
6 “As far as product quality and operational methods, it was what you would imagine a
17-year-old doing,” DeLuca says. “Everything that could go wrong, went wrong. After six
months, we were doing poorly, but we didn’t know how badly, because we didn’t have
any financial controls.”
7 DeLuca was manning the store and commuting to the University of Bridgeport. Buck
was working at his day job as a nuclear physicist in New York. They’d meet Monday
evenings and brainstorm options for keeping the business afloat. “We convinced
ourselves to open a second store. It wasn’t that costly, and we figured we could tell the
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Reading
2011 ISAT Grade 7 Sample Book
public, ‘We’re so successful, we’re opening a second store.’ Still, it was a lot of learning by
trial and error,” DeLuca says.
Intimate Ties
8 When DeLuca’s car broke down, he found a ride with a kid who was an enthusiastic
Subway fan. “This kid points to my store and says, ‘They have great sandwiches, and you
can get all the soda you want free. You go in with a few friends and order sandwiches,
and when the kid behind the counter turns around to make them, you go into the cooler
and sneak the soda out.’ ”
9 DeLuca was flabbergasted. He hadn’t realized that he needed to keep track of his sales
and his inventory. But the partners’ seat-of-the-pants, learn-as-you-go approach turned

out to be one of their strengths.
10 For example, every Friday, DeLuca and his mom would drive around and hand-deliver
the checks to pay their suppliers. “It probably took us two and a half hours and it wasn’t
necessary, but as a result, the suppliers got to know us very well. They allowed us more
credit than we deserved, and the personal relationships that resulted really helped out,”
DeLuca says.
11 And having a goal was a huge plus. “Even though it felt like we were a gang that
couldn’t shoot straight, we knew what direction we were going. Being persistent was
important,” DeLuca emphasizes. “There are so many obstacles that can get you down.
You just have to keep working toward your objective.”
12 By 1982, with the team operating 200 stores, DeLuca was thinking big. “I set a goal of
having 5,000 stores by 1994. The team thought I was crazy.”
13 They blew past DeLuca’s goal, operating 8,000 stores by 1994. In 2007, Subway
Restaurants numbered 20,446 stores in the United States and 6,113 stores overseas.
14 In many ways, Subway continues to be a network of family and close friends. “I am still
partners with Pete,” DeLuca reports. “My sister works here. My mom is retired from the
board. I have uncles, aunts and a cousin in the business. Our old-time franchisees are
bringing their sons and daughters into the business.” Even Dick, who designed the first
logo, still works with Subway.
15 Those intimate ties provided a safety net for the fledgling company. Later, they helped
it grow and prosper. For DeLuca, they are the ultimate secret to his success. As he says,
“It’s just a bigger family now.”
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Reading
2011 ISAT Grade 7 Sample Book
History of the Submarine Sandwich
by Linda Stradley
1 Submarine Sandwich - It is a king-sized sandwich on an Italian loaf of bread

approximately 12 inches long and 3 inches wide, filled with boiled ham, hard salami,
cheeses, lettuce, tomatoes, onions, and sometimes flavored with garlic and oregano. It is
thought that the original concept of these sandwiches came from the Italians who
immigrated to New York in the late 1800s and brought with them their favorite Italian
Sandwich recipes.
2 1910 - The family of Dominic Conti (1874-1954) claims he was the first to use the name,
submarine sandwich. Angela Zuccaro, granddaughter of Dominic, related the following
information:
3 My grandfather came to this country circa 1895 from Montella, Italy. Around 1910, he
started his grocery store, called Dominic Conti’s Grocery Store, on Mill Street in Paterson
New Jersey, where he was selling the traditional Italian sandwiches. His sandwiches were
made from a recipe he brought with him from Italy which consisted of a long crust roll,
filled with cold cuts, topped with lettuce, tomatoes, peppers, onions, oil, vinegar, Italian
spices, salt, and pepper. The sandwich started with a layer of cheese and ended with a
layer of cheese (this was so the bread wouldn’t get soggy).
4 My mother often told me about how my grandfather came to name his sandwich the
Submarine. She remembered the incident very well, as she was 16 years old at the time.
She related that when Grandfather went to see the Holland I in 1927, the raised
submarine hull that was put on display in Westside Park, he said, “It looks like the
sandwich I sell at my store.” From that day on, he called his sandwich the “submarine.”
People came from miles around to buy one of my grandfather’s subs.
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Reading
2011 ISAT Grade 7 Sample Book
1
What does the title of the
passage suggest?
A It is hard to get a job without

any experience.
B Some employers prefer to hire
people with little experience.
C People can succeed even without
previous experience.
D Success is more likely if it is built
on a foundation of experience.
2
Which word means the same as
persistent in these sentences
from “No Experience Needed”?
“Being persistent was
important,” DeLuca
emphasizes. “There are so many
obstacles that can get you
down. You just have to keep
working toward your objective.”
A Witty
B Reluctant
C Persuaded
D Determined
3
In paragraph 6, which literary
device does the author use?
A Simile
B Dialogue
C Metaphor
D Personification
4
In “No Experience Needed,”

the heading Intimate Ties
refers to —
A personal relationships.
B the missing inventory.
C store operations.
D the first store.
5
According to this sentence from
paragraph 11, which best
describes the feelings of DeLuca
and his partner?
“Even though it felt like we
were a gang that couldn’t shoot
straight, we knew what
direction we were going.”
A Disappointed but determined
B Important but imaginative
C Saddened but successful
D Curious but cautious
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8
In “History of the Submarine
Sandwich,” why did Dominic
Conti start and end his
sandwiches with a layer
of cheese?
A The cheese would hold the
vegetables together.
B The cheese keeps the bread from
becoming soggy.

C The sandwich would taste more
like cheese.
D The customers preferred cheese
on the top.
17
Reading
2011 ISAT Grade 7 Sample Book
6
Which statement best
summarizes the article
“No Experience Needed”?
A Fred DeLuca worked to
brainstorm business options.
B Fred DeLuca let his parents help
with his business.
C Fred DeLuca started a successful
chain of sandwich shops.
D Fred DeLuca had a business
partner who was also his friend.
7
What genre is “No Experience
Needed”?
A Myth
B Folktale
C Nonfiction
D Autobiography
9
Based on the etymology of the
word circa [Latin circus,
meaning “circle,” circum

meaning “around”], which of
these is the best meaning for
the word circa in this sentence?
“My grandfather came to this
country circa 1895 from
Montella, Italy.”
A About
B Before
C To work
D To visit
10
Which statement best
summarizes the passage
“History of the Submarine
Sandwich”?
A The passage explains how to
make a traditional submarine
sandwich.
B The passage explains the
nutritional value of submarine
sandwiches.
C The passage explains how the
submarine sandwich received
its name.
D The passage explains why people
enjoy submarine sandwiches.
STOP
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Answer Key with Assessment Objectives Identified
Item
Number
Correct
Answer
Assessment Objective
Longer Passage with Multiple-Choice Items
1C
1.7.10 Locate and interpret information found in headings, graphs, and
charts.
2D
1.7.05 Use synonyms and antonyms to determine the implied meanings
of words.
3B
2.7.10 Identify literary devices: (e.g., alliteration, imagery, sensory detail,
simile, rhyme, repetition, subtle metaphors, personification).
4A
1.7.10 Locate and interpret information found in headings, graphs, and
charts.
5A
1.7.17 Summarize a story or nonfiction passage, or identify the best
summary.
6C
1.7.17 Summarize a story or nonfiction passage, or identify the best
summary.
7C
2.7.13 Identify various subcategories of genres: science fiction, historical
fiction, myth or legend, drama, biography/autobiography, short story,
poem, fairy tale, folktale, fable, nonfiction, and essay.
8 B 1.7.16 Distinguish the main ideas and supporting details in any text.

9A
1.7.02 Use etymologies to determine the meanings of words.
10 C
1.7.17 Summarize a story or nonfiction passage, or identify the best
summary.
To view all the reading assessment objectives, download the Illinois Reading Assessment Framework for
Grades 3–8 online at www.isbe.net/assessment/IAFindex.htm
.
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Extended-Response Sample Item
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Reading
2011 ISAT Grade 7 Sample Book
Assessment Objective: 1.7.20 Draw inferences, conclusions, or generalizations about text, and
support them with textual evidence and prior knowledge.
STOP
1
How can the lessons that Fred DeLuca learned help other people? Use information
from the passage and your own ideas and conclusions to support your answer.
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Extended-Response
Scoring Rubric
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Reading Extended-Response Scoring Rubric
Readers identify important information found explicitly and implicitly in the text. Readers use this

information to interpret the text and/or make connections to other situations or contexts through
analysis, evaluation, or comparison/contrast. A student-friendly version of this extended-response rubric
is available online at www.isbe.net/assessment/r
eading.htm.
CriteriaScore
4
• Reader demonstrates an accurate understanding of important information in the text by focusing on the key ideas presented
explicitly and implicitly.
• Reader uses information from the text to interpret significant concepts or make connections to other situations or contexts logically
through analysis, evaluation, inference, or comparison/contrast.
• Reader uses relevant and accurate references; most are specific and fully supported.
• Reader integrates interpretation of the text with text-based support (balanced).
3
• Reader demonstrates an accurate understanding of information in the text by focusing on some key ideas presented explicitly and
implicitly.
• Reader uses information from the text to interpret significant concepts or make connections to other situations or contexts logically
(with some gaps) through analysis, evaluation, inference, or comparison/contrast.
• Reader uses relevant and accurate references; some are specific; some may be general and not fully supported.
• Reader partially integrates interpretation of the text with text-based support.
2
• Reader demonstrates an accurate but limited understanding of the text.
• Reader uses information from the text to make simplistic interpretations of the text without using significant concepts or by making
only limited connections to other situations or contexts.
• Reader uses irrelevant or limited references.
• Reader generalizes without illustrating key ideas; may have gaps.
1
• Reader demonstrates little or no understanding of the text; may be inaccurate.
• Reader makes little or no interpretation of the text.
• Reader uses no references, or the references are inaccurate.
• Reader’s response is insufficient to show that criteria are met.

0
• Reader’s response is absent or does not address the task.
• Reader’s response is insufficient to show that criteria are met.
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2011 ISAT Grade 7 Sample Book
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Grade: 7 Sample: 1 Score: 2
Make sure you
– Read the question completely before you start to write your
answer,
– Write your answer to the question in your own words,
– Write as clearly as you can so that another person can read
your answer and understand what you were thinking,
– Read over your answer to see if you need to rewrite any
part of it.
DI RECTIONS
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* This response demonstrates very limited understanding, using very general text information to support
ideas (If your stuck doing Something you think won’t end up good don’t Stop. That might take you
Somewhere good in your life. If you open up a store like Mr. DeLuca did don’t give up. You think it’s not
going to work cause you don’t got experience with stuff. Mr. Deluca didn’t have experience with
Sandwiches).
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Grade: 7 Sample: 2 Score: 2
Make sure you
– Read the question completely before you start to write your

answer,
– Write your answer to the question in your own words,
– Write as clearly as you can so that another person can read
your answer and understand what you were thinking,
– Read over your answer to see if you need to rewrite any
part of it.
DI RECTIONS
* This response demonstrates limited understanding. Ideas are simplistically supported ( keep track of
your inventory or someone can steal it. Like when the kid told Deluca that they can take sodas when the
man makes the sandwiches. It will also help you learn to be determined and set a goal. These lessons will
help someone be a great beginner when they set off to do something).
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