1. hobbies and interests
2. reading

2007
ISAT
Sample Book
GRADE
7
Sample Items for Reading, Mathematics, and Science
ILLINOIS STATE BOARD OF EDUCATION
Please do not load the reading sample books (electronic files) to your computer or network. Many of the reading passages in the sample book are copyrighted passages.
The permission rights the State of Illinois acquired are only for posting to the ISBE Web site.
You may establish a link from your computer or network to the reading passages on the ISBE Web site.
999-8550-24-6
ACKNOWLEDGEMENTS
Information on “1 million, one-dollar bills” adapted from
A LITTLE PERSPECTIVE ON $87 BILLION, copyright © 2003
by Dave Faris. All rights reserved. Permission to reprint is
gratefully acknowledged to Dave Faris.
“The Bet” by Anton Chekhov from THE BET (1904) by
Anton Chekhov (1860-1904). Public Domain. Pile of money
clipart copyright © T/Maker at www.clickarty.com. All rights
reserved.
Copyright © 2007 by the Illinois State Board of Education. Copyright © 2003 by Harcourt Assessment, Inc. All
rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic
or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission
in writing from the publisher and the Illinois State Board of Education, except for the printing of complete pages for
instructional use and not for resale. Printed in the United States of America.
2007 ISAT Grade 7 Sample Book
Table of Contents
Introduction ............................................................................................................................ 5
READING
Structure of the Grade 7 Reading ISAT ................................................................................. 9
Item Formats ...................................................................................................................................................9
Reading Sessions ...........................................................................................................................................9
Passage Selection ........................................................................................................................................10
Short Passage Followed by Multiple-Choice Sample Items .............................................. 11
Functional Passage Followed by Multiple-Choice Sample Items ..................................... 15
Long Passage Followed by Multiple-Choice Sample Items and
Extended-Response Sample Item ....................................................................................... 19
Answer Key with Assessment Objectives Identified .......................................................... 26
Extended-Response Scoring Rubric .................................................................................... 29
Annotated Extended-Response Student Samples............................................................. 31
MATHEMATICS
Structure of the Grade 7 Mathematics ISAT ....................................................................... 37
Item Formats .................................................................................................................................................37
Mathematics Sessions ...............................................................................................................................38
Calculator Use for Grade 7 Mathematics ISAT ...................................................................................38
Rulers for Grade 7 Mathematics ISAT ...................................................................................................38
Reference Sheet ...........................................................................................................................................38
Multiple-Choice Sample Items ............................................................................................ 40
Answer Key with Assessment Objectives Identified .......................................................... 48
Short-Response Scoring Rubric ........................................................................................... 50
Short-Response Sample Items and Annotated Student Samples .................................... 51
Extended-Response Scoring Rubric .................................................................................... 64
Extended-Response Sample Items and Annotated Student Responses .......................... 65
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2007 ISAT Grade 7 Sample Book
SCIENCE
Structure of the Grade 7 Science ISAT................................................................................. 83
Item Format ...................................................................................................................................................83
Science Sessions ..........................................................................................................................................83
Cumulative Knowledge.............................................................................................................................83
Multiple-Choice Sample Items ............................................................................................ 84
Answer Key with Assessment Objectives Identified .......................................................... 98
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2007 ISAT Grade 7 Sample Book
Introduction
This sample book contains sample ISAT items classified with an assessment objective from the Illinois
Assessment Frameworks. These samples are meant to give educators and students a general sense of how items
are formatted for ISAT. All 2007 ISATs 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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Illinois Standards Achievement Test
Reading Samples
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2007 ISAT Grade 7 Sample Book
Structure of the Grade 7 Reading ISAT
ISAT Reading testing in spring 2007 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 Harcourt, 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 short passages—30 multiple-choice items total
Session 2
45 minutes
1 functional passage with 3–5 multiple-choice items
1 longer passage with 15–18 multiple-choice items
1 extended-response item
Session 3
45 minutes
1 longer passage with 10 multiple-choice items
1 longer passage with 10 multiple-choice items
1 extended-response item
(Some items will be pilot items.)
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2007 ISAT Grade 7 Sample Book
Passage Selection
Passages for state tests should be of the highest quality. Passages on the state assessment should be selected
from published works of literature or literary nonfiction. While the selection of such passages must take into
account the appropriateness of the material for the age of the students, as well as for the assessment context,
the chosen passages should not be simplified or tampered with. On any given test, the passages should
include works by both classic and contemporary writers and address a range of cultures.
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Short Passage Followed by
Multiple-Choice Sample Items
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Reading
XEJ231 Passage
XEJ231.AR1
School Photographer
by
Kristine O’Connell George
5
10
When I am behind my camera lens
I can make people stand closer,
wrap their arms around each other,
even get them to smile.
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
I can see everything
Except my own self, hiding
behind my camera.
GO ON
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Reading
XEJ231
1
XEJ237
4
The poet most likely took the
idea for this poem from —
≥
A
B
C
D
If you did not know the
meaning of distorts in stanza 2,
you should —
a book on photography
a volume of poetry
her camera’s owner’s manual
her own experience
≥
XEJ232
2
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
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.
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)
XEJ234
3
XEJ239
5
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
GO ON
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Functional Passage Followed by
Multiple-Choice Sample Items
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Reading
Bet0706F-Master
RGBet0706F_AR1 pht 1.eps, _AR1 pht 2.eps, _AR1 pht 3.eps
Have you thought about what it would be like to have a million dollars? What about
10 million dollars? What does that much money look like? This passage will help you
answer these questions.
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Have you ever wondered what 1 million, one-dollar bills would look like? The
information below will give you a pretty good idea.
ONE DOLLAR ... It’s roughly 6 inches long, and 2 12 inches wide. It’s roughly as
thick as a regular piece of paper.
SIX DOLLARS ... set side by side, roughly 12 inches long, and 7 12 inches wide. Very
roughly, a little longer, but narrower than a sheet of paper. $6 will buy you
3 12 gallons of gas (at $1.69 a gallon).
THREE THOUSAND DOLLARS ... roughly the thickness
of a ream of paper, 2 inches thick or 500 sheets. If you
2"
made a single stack, it would be a foot high. You could
buy one really top of the line notebook computer for
$3,000
this pile of cash.
SEVENTY-TWO THOUSAND DOLLARS ... is about the size of a whole box of
copier paper. This is equal to twice the amount of money the average person in
Brooklyn, New York makes in a year. If you made a single stack, it would be a stack
24 feet high.
THREE-HUNDRED-AND-SIXTY THOUSAND DOLLARS ... a stack 5 feet
tall—shorter than the average American man. If you made a single stack, it would be
120 feet high. You can buy a pretty nice house almost anywhere in America for that
kind of cash.
NINE MILLION DOLLARS ... The pile is 5 feet tall, 10 feet long, and 6 14 feet wide.
A single stack of dollar bills in this amount would be 3,000 feet high. This stack is
comparable in size to a compact car. You could buy 505 of them for the amount,
though, with enough cash left over to fill up the gas tanks of 139 of them.
NINE-HUNDRED MILLION DOLLARS ... This pile is now 20 feet tall, 50 feet
long, and 31 14 feet wide. The single stack of dollar bills is now climbing to 300,000
feet, or 56.8 miles. This pile is about half as long as a conventional tennis court. This
load of money will buy you 600 million loaves of bread, or 225 million six-packs of
soda in Barbados.
GO ON
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Reading
3434377
1
3434375
3
Which amount of money would
fill a box used to hold copier
paper?
≥
Why are the descriptions of the
piles of money used in this
passage?
A Three thousand dollars
B Seventy-two thousand dollars
C Three-hundred-and-sixty
thousand dollars
D Nine million dollars
≥
3434382
2
Which of these is compared to
the size of a tennis court?
≥
A
B
C
D
Three thousand dollars
Seventy-two thousand dollars
Nine million dollars
Nine-hundred million dollars
A To help the reader add the total
dollar amount in the article
B To help the reader visualize the
physical size of each dollar
amount
C To help the reader understand
the dollar amount that some
people earn
D To help the reader realize what
can be purchased with each
dollar amount
3434380
4
Which type of literary device
does the author use throughout
this passage?
≥A
Imagery
B Dialogue
C Onomatopoeia
D Personification
GO ON
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18
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Long Passage Followed by
Multiple-Choice Sample Items and
Extended-Response Sample Item
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19
Reading
Bet0706L-Master_STB
RGBet0706L_AR1.eps
This passage is about two men who make a wager on an issue that affects their lives for years
to come. In the end, everyone involved is left wondering as to what this bizarre wager
settled.
THE BET
by Anton Chekhov
1
2
3
4
5
6
It was a dark autumn night. The old banker was walking up and down his study and
remembering how, fifteen years before, he had given a party one autumn evening. There
had been many clever men there, and there had been interesting conversations. Among
other things they had talked of capital punishment. The majority of the guests
disapproved of the death penalty. They considered that form of punishment out of date
and immoral.
“I don’t agree with you,” said their host the banker. “I have not tried either the death
penalty or imprisonment for life, but the death penalty is more moral and more humane
than imprisonment for life. Capital punishment kills a man at once, but lifelong
imprisonment kills him slowly.”
Among the guests was a young lawyer, a young man of five-and-twenty. When he was
asked his opinion, he said:
“The death sentence and the life sentence are equally immoral, but if I had to choose
between the death penalty and imprisonment for life, I would certainly choose the
second. To live anyhow is better than not at all.”
The banker, who was younger and more nervous in those days, was suddenly carried
away by excitement and shouted at the young man:
“It’s not true! I’ll bet you two million dollars you wouldn’t stay in solitary confinement
for five years.”
6
6
6
6
6
6
6
6
6
6
6
6
GO ON
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Reading
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14
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21
“If you mean that in earnest,” said the young man, “I’ll take the bet, but I would stay
not five but fifteen years.”
“Fifteen? Done!” cried the banker.
“Agreed! You stake your millions and I stake my freedom!” said the young man.
And this wild, senseless bet was carried out. At supper the banker made fun of the
young man, and said: “Think better of it, young man, while there is still time.”
And now the banker, walking to and fro, remembered all this, and asked himself:
“What was the object of that bet? What is the good of that man’s losing fifteen years of
his life and my throwing away millions? Can it prove that the death penalty is better or
worse than imprisonment for life? No, no. It was all meaningless.”
Then he remembered what followed that evening. It was decided that the young man
should spend the years of his captivity under the strictest supervision in one of the lodges
in the banker’s garden. It was agreed that for fifteen years he should not be free to cross
the threshold of the lodge, to see human beings, to hear the human voice, or to receive
letters and newspapers.
He was allowed to have a musical instrument and books, and was allowed to write
letters. The only relations he could have with the outer world were by a little window
made purposely for that object. The agreement provided for every detail that would make
his imprisonment strictly solitary.
For the first year of his confinement, the prisoner suffered severely from loneliness and
depression. The sounds of the piano could be heard continually day and night. In the
first year the books he sent for were of a light character; novels with a complicated love
plot, sensational and fantastic stories.
In the second year the piano was silent in the lodge, and the prisoner asked only for the
classics.
In the second half of the sixth year the prisoner began zealously studying languages,
philosophy, and history. He threw himself eagerly into these studies—so much so that the
banker had enough to do to get him the books he ordered.
In the last two years of his confinement the prisoner read an immense quantity of
books. At one time he was busy with the natural sciences, then he would ask for Byron or
Shakespeare. There were notes in which he demanded books on chemistry, and a manual
of medicine, and a novel, and some treatise on philosophy or theology.
The old banker remembered all this, and thought:
“Tomorrow at twelve o’clock he will regain his freedom. By our agreement I ought to
pay him two million dollars. If I do pay him, it is all over with me: I shall be utterly
ruined.”
Fifteen years before, his millions had been beyond his reckoning; now he was afraid to
ask himself which were greater, his debts or his assets. “Why didn’t the man die? He is only
forty now. He will take my last penny from me, he will marry, will enjoy life, will gamble
on the Exchange; while I shall look at him with envy like a beggar. No, it is too much!
The one means of being saved from bankruptcy and disgrace is the death of that man!”
He felt in the darkness for the steps and the door, and went into the entry of the lodge.
Then he groped his way into a little passage and lighted a match. There was not a soul
GO ON
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21
Reading
22
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24
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26
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29
30
there. There was a bedstead with no bedding on it, and in the corner there was a dark
cast-iron stove.
When the match went out the old man, trembling with emotion, peeped through the
little window. A candle was burning dimly in the prisoner’s room. He was sitting at the
table. Nothing could be seen but his back, the hair on his head, and his hands.
Five minutes passed and the prisoner did not once stir. The banker tapped at the
window with his finger, and the prisoner made no movement. Then the banker
cautiously broke the seals off the door and put the key in the keyhole. The banker
expected to hear at once footsteps and a cry of astonishment, but three minutes passed
and it was as quiet as ever in the room.
“Poor creature!” thought the banker; “he is asleep and most likely dreaming of the
millions. And I have only to take this half-dead man, throw him on the bed, stifle him a
little with the pillow, and the most conscientious expert would find no sign of a violent
death. But let us first read what he has written here ...”
The banker took the page from the table and read as follows:
“Tomorrow at twelve o’clock I regain my freedom and the right to associate with other
men, but before I leave this room and see the sunshine, I think it necessary to say a few
words to you. With a clear conscience I tell you that I despise freedom and life and
health.
“I despise wisdom and the blessings of this world. It is all worthless, fleeting, illusory,
and deceptive, like a mirage.
“To prove to you how I despise all that you live by, I renounce the two million dollars of
which I once dreamed as of paradise. To deprive myself of the money, I shall go out from
here five hours before the time fixed, and so break the compact ...”
When the banker read this, he laid the page on the table, kissed the strange man on the
head, and left the lodge weeping.
Next morning the watchmen ran in with pale faces, and told him they had seen the
man climb out of the window into the garden and disappear. To avoid arousing
unnecessary talk, the banker took from the table the writing in which the millions were
renounced, and when he got home locked it up in the fireproof safe.
GO ON
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Reading
3403196
1
3403214
4
Which of these best describes
the banker at the beginning of
the passage?
≥
A
B
C
D
How does the author show that
the lawyer is going through
some changes?
Lazy
Confident
Forgiving
Withdrawn
≥
3403200
2
At the beginning of the passage,
why does the lawyer say, “ ‘. . . I
would stay not five but fifteen
years’ ”?
≥
A By having the lawyer make a
ridiculous bet
B By having the lawyer spend
most of his days sleeping
C By having the lawyer play the
piano continuously
D By having the lawyer request
different reading material
3419794
5
What figurative language is
used when the banker says he
will look at the lawyer “with
envy like a beggar”?
A He hopes to show how senseless
life can become.
B He wants to get more money
from the banker.
C He hopes to make the banker
feel ashamed.
D He wants to prove the depth of
his beliefs.
≥A
Simile
B Metaphor
C Alliteration
D Personification
3403230
3
Which of these has the same
meaning as zealously in the text
below?
“In the second half of the sixth
year the prisoner began zealously
studying languages . . .”
≥
IL07-A1-7SB
A
B
C
D
Shrewdly
Mysteriously
Purposefully
Enthusiastically
GO ON
23
Reading
3403219
6
3403186
9
Why does the banker enter the
lodge at the end of the passage?
≥
A
B
C
D
Why does the banker place
the lawyer’s memo in the
fireproof safe?
To give the lawyer the money
To drop off some books
To murder the lawyer
To call off the bet
≥
3403233
7
A He thinks the watchmen are
disloyal.
B He thinks the lawyer will want
it back.
C He wants evidence of how he
treated the lawyer.
D He wants to make sure he is the
only one who sees it.
What does the word renounce
mean in the sentence below?
≥
A
B
C
D
What is the most likely
description of the banker’s
future?
Regret
Refuse
Rejoice
Receive
≥A
He will live a cautious, humble
life.
B He will make more bets using
less money.
C He will become good friends
with the lawyer.
D He will live in the lodge alone,
guarded by watchmen.
3403191
8
Which of these is true of the
banker and the lawyer at the
beginning of the passage?
≥
3403188
10
“. . . I renounce the two million
dollars of which I once dreamed
as of paradise.”
A They are both afraid to take a
stand on issues.
B They are both very sure of their
individual beliefs.
C They are both looking for a way
to make a lot of money.
D They are both very different
from the other people at
the party.
GO ON
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Reading
3403234
11
What lessons do the banker and lawyer learn? Use information from the passage and what
you already know to support your observations and conclusions.
STOP
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2007 ISAT Grade 7 Sample Book
Functional Passage
Short Passage
Answer Key with Assessment Objectives Identified
Item
Number
Correct
Answer
Assessment Objective
1
D
2.7.04 Compare stories to personal experience, prior knowledge, or other
stories.
2
B
1.7.20 Draw inferences, conclusions, or generalizations about text, and
support them with textual evidence and prior knowledge.
3
A
2.7.10 Identify literary devices: (e.g., alliteration, imagery, sensory detail,
simile, rhyme, repetition, subtle metaphors, alliteration, personification).
4
C
1.7.03 Determine the meaning of an unknown word using word,
sentence, and cross-sentence clues.
5
A
2.7.05 Recognize points of view in narratives (e.g., first person).
1
B
1.7.15 Determine the answer to a literal or simple inference question
regarding the meaning of a passage.
2
D
1.7.15 Determine the answer to a literal or simple inference question
regarding the meaning of a passage.
3
B
1.7.20 Draw inferences, conclusions, or generalizations about text, and
support them with textual evidence and prior knowledge.
4
A
2.7.10 Identify literary devices: (e.g., alliteration, imagery, sensory detail,
simile, rhyme, repetition, subtle metaphors, alliteration, personification).
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Long Passage
2007 ISAT Grade 7 Sample Book
Item
Number
Correct
Answer
1
B
2.7.06 Determine what characters are like by what they say or do or by
how the author or illustrator portrays them.
2
D
2.7.07 Determine character motivation.
3
D
1.7.05 Use synonyms and antonyms to determine the implied meanings
of words.
4
D
1.7.20 Draw inferences, conclusions, or generalizations about text, and
support them with textual evidence and prior knowledge.
5
A
2.7.10 Identify literary devices: (e.g., alliteration, imagery, sensory detail,
simile, rhyme, repetition, subtle metaphors, alliteration, personification).
6
C
1.7.15 Determine the answer to a literal or simple inference question
regarding the meaning of a passage.
7
B
1.7.03 Determine the meaning of an unknown word using word,
sentence, and cross-sentence clues.
8
B
2.7.09 Explain the relationship between main and supporting characters.
9
D
1.7.19 Identify the causes of events in a story or nonfiction account.
10
A
1.7.07 Make and verify predictions based on prior knowledge and text.
11
ExtendedResponse
Item
Assessment Objective
2.7.08 Compare or contrast the behavior of two characters.
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
Scoring Rubric
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2007 ISAT Grade 7 Sample Book
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/reading.htm.
Score
Criteria
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
•
•
•
•
0
• Reader’s response is absent or does not address the task.
• Reader’s response is insufficient to show that criteria are met.
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.
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2007 ISAT Grade 7 Sample Book
Grade: 7
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Sample: 1
31
Score: 3
2007 ISAT Grade 7 Sample Book
*This response presents both explicit and implicit concepts contained in the passage. The response
successfully integrates interpretation with textual support. However, the textual support and student
interpretation are not balanced. This response needs more textual support in order to obtain a higher score.
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2007 ISAT Grade 7 Sample Book
Grade: 7
IL07-A1-7SB
Sample: 2
33
Score:4
2007 ISAT Grade 7 Sample Book
*This response reveals a clear understanding of the text by citing several direct quotes and revealing the
implicit message the author was communicating. The response weaves textual support and ample student
interpretation (e.g., “The lesson that the lawyer and banker learn is that our ‘needs’ and values are not as
good as it seems.”) throughout the response. In the last paragraph, the student draws an analogy between
the events in the story and his beliefs.
*Student demonstrates a clear understanding of the passage and presents the information in a manner that
meets the requirements for a score of 4.
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