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Copyright2012IllinoisStateBoardofEducation.
Allrightsreserved.Thispublicationmaybereproducedortransmittedbydownloadingandprinting
forthepurposeofpracticetestingandnotfordistributionorresale.
Portionsofthisworkwerepreviouslypublished.
StanfordAchievementTest:TenthEditionsampleitemsusedwithpermissionofNCSPearson,Inc.

Page 3
2013 ISAT Grade 5 Sample Book
Table of Contents
Introduction 4
READING
Structure of the Grade 5 Reading ISAT 6
Item Formats 6
Reading Sessions 6
Shorter Passage Followed by Multiple-Choice Sample Items 7
Answer Key with Assessment Objectives Identied 10
Longer Passage Followed by Multiple-Choice Sample Items 11
Answer Key with Assessment Objectives Identied 17
Extended-Response Sample Item 18
Extended-Response Scoring Rubric 70
Annotated Extended-Response Student Samples 22
MATHEMATICS
Structure of the Grade 5 Mathematics ISAT 37
Item Formats 37
Answer Document for Grade 5 Mathematics ISAT 27
Mathematics Sessions 38
Calculator Use for Grade 5 Mathematics ISAT 38
Rulers for Grade 5 Mathematics ISAT 38
Scratch Paper for Grade 5 Mathematics ISAT 28
Multiple-Choice Sample Items =9
Answer Key with Assessment Objectives Identied S4
Mathematics Short-Response Scoring Rubric Followed by
Student Samples .............. ..57
Using Short-Response Samples '58
Blank Short-Response Template 59
Short-Response Sample Items and Annotated Student Samples
60
Mathematics Extended-Response Scoring Rubric Followed by
Student Samples ...... ..68
Using Extended-Response Samples 70
Blank Extended-Response Template 71
Extended-Response Sample Items and Annotated Student
Samples .......................... ..73
3

Page 4
2013 ISAT Grade 5 Sample Book
Introduction
ThissamplebookcontainssampleISATitemsclassifiedwithanassessmentobjectivefromthe
IllinoisAssessmentFrameworksorfromtheCommonCoreStandards.These2015samplesaremeantto
giveeducatorsandstudentsageneralsenseofhowitemsareformattedforISAT.All2013ISATtest
bookswillbeprintedincolor.ThissamplebookdoesnotcovertheentirecontentofWhatmaybe
assessed.PleaserefertotheIllinoisAssessmentFrameworksforcompletedescriptionsofthecontent
tobeassessedateachgradelevelandsubjectarea.TheIllinoisAssessmentFrameworksare
available
onlineatwww.isbe.net/assessment/IAFindex.htmandtheCommonCoreStandardsareavailable
onlineathttp://www.isbe.net/common_core/default.htm.TheStudentAssessmentwebsitecontains
additionalinformationaboutstatetesting(www.isbe.net/assessment).

Page 5

Illinois Standards
Achievement Test
Reading Samples
Page 6
2013 ISAT Grade 5 Sample Book
Structure of the Grade 5 Reading ISAT
ISAT Reading testing in spring 2013 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
reviewed by Illinois
educators and pilot tested with Illinois students.
Item Formats
Multiple-choice items require students to read and reect, 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 5
Session 1 . . .
45 minutes 6 shorter passages3O multlple-cholce Items total
5 _ 2 Consists of 2, 3, or 4 passages
esslon . . .
45 minutes 20 multlple-ch0|ce Items
1 extended-response item
_ Consists of 2, 3, or 4 passages
sess'? 3 20 multiple-choice items
45 mlnutes .
1 extended-response Item
(Some items will be pilot items.)

Page 7

Shorter Passage Followed by

Multiple-Choice Sample Items
Page 8

Q/ Reading
A.ClandlelitHoliday
ElaineMasters
Ononefullmoon
nighteveryfall,the
riversandlakesof
Thailandaredotted
withtwinkling
candles.TheThais
arecelebrating
"LoiKrathong,"or
"FloatingLeafCup
Day."
Nooneknowsfor
surehowthislovelycustomgotstarted.
Somesayitwasstarted700yearsagoby
awifeofakingwhowantedtosurprise
andpleaseherhusband.Otherssayit
startedevenlongeragoasaspecial
religiousceremony.Buthoweverit
began,itisdelightful.
Familiesalwaysusedtomaketheir
oats,orlittleboats,frombananaleaves
tornintostripsandwovenintothe
shapeofabowl.Thentheybeautifully
decoratedthemwithowers.Now,while
manyfamiliesstillmaketheirownoats,
otherssimplybuythem.Modernoats
maybemadeofbananaleavesorplastic.
Allofthemstillholdalightedcandle,a
ower,astickortwoofsweetsmelling
incense,andacoin.
Ontheholidayevening,families
gatheratparksnearlakes,rivers,or
2013ISATGrade5SampleBook
canalsforoutdoor
dinners.Adultssiton
matsandvisitwith
theirneighborswhile
childrenplaytagor
hideandseek.In
somecities,blazing
fireworksanddancers
inshiningsilk
costumesentertainthe
crowd.
Manymenandwomensellthings.
Peopleselloatstothosewhohavenot
madethemathome.Otherpeoplesell
balloonsinvariousshapesandcolorsor
clevertoysmadeofbamboo.Foodsellers
offernoodlesoup,driedfish,candy,little
cakes,roastedchicken,andbamboo
tubesfilledwithstickyricecookedin
coconutmilk.Theypoursoftdrinksinto
smallplasticbags,whirlarubberband
aroundthetop,andstickinashort
straw.
Then,whenthefullmoonrises,
familieslightthecandlesandsettheir
littleboatsaoat.Thewaterwaysoon
twinkleslikeafairylandwithcandles
bobbingintheiroatsandfireworks
reectinginthewater.
60ON?
Page 9
2013 ISAT Grade 5 Sample Book

@
Paragraph 2 of this selection is
mainly about
A how this holiday might have
begun
B what the oats are made of
C when the holiday takes place
D what people eat during the
holiday
Reading \Q/
After reading the title, what I I
should you expect to learn from
this selection?
A How to make your own candles
B Ideas for new recipes
C Why we celebrate the Fourth of
July
D Where a candlelit holiday is
To understand more about the
meaning of the oating leaf
cups, the reader should ask

@
A how the oats are kept from
being burned by the ame
B why a coin is placed in the oat
C what happens to all the oats
when the holiday is over
D how much store-bought oats
cost
celebrated I

Which detail in the selection I

shows that this is a relaxing
holiday?
A Families spend the evening
eating, playing, and visiting.
B People spend hours making
oats.
C There are many different kinds of
food to buy.
D It is held in autumn.
STOPI
Page 10
2013 ISAT Grade 5 Sample Book
Answer Key with Assessment Objectives
Identied
Item Correct . .
Assessment Objectlve
Number Answer
8, 1 A 1.5.12 Identify explicit and implicit main ideas.
it:
a 2 B 2.5.05 Compare stories to personal experience, prior knowledge, or
other
9. stories.
5
1: 3 D 1 .5.08 Identify probable outcomes or actions.
0
'5 4 A 1 .5.17 Distinguish the main ideas and supporting details in any text.
To view all the reading assessment objectives, download the Illinois Reading
Assessment Framework
for Grades 58 online at www.isbe.net/assessment/IAFindexhtm.
10

Page 11

Longer Passage Followed by

Multiple-Choice Sample Items
Page 12

Q/ Reading
2013 ISAT Grade 5 Sample Book
This passage is about a girl who is invited to a friend's party.
10

The Surprise
Sarah's mother hung up the phone. "That was Aisha's mother, " she said.
"She wanted to make sure it was okay for you to attend the party at their house
Saturday. "
Sarah nodded. When Aisha was a baby, she and her parents had moved from
Nigeria to the town where Sarah lives. Some of Aisha's relatives were arriving
from
Africa, so she had invited Sarah to the welcoming party.
"It sounds like fun, " her mother said, but
then noticed her daughters worried expression.
"What is it?"
Sarah sat at the table and stared at her
ngernails. What if I don't fit in? They're
planning a Nigerian celebration, and I don't
know what to wear, what to say, or how to act.
Iwon'tknowanybodythere."
Her mother smiled. "Nonsense. You know
Aisha and her parents. I'm sure her relatives are
very nice; you'll fit right in. Look at it this way:
it will be an adventure, and you'll get to try
something new. And maybe you'll like it!"
Sarah wasn't so sure, but Saturday afternoon found her at Aishas front door.
She had picked a white shirt and jeans, hoping this ordinary outt would fit any
situation. Aisha opened the door and welcomed her inside. The house buzzed like
a beehive with friends and family. People spilled out the back door of the house
and into the yard. One look at what most of them were wearing and Sarah's fears
about her attire returned. Many of the men and women wore bright clothes in
vivid colors and bold patterns. Even Aisha wore a long purple dress with wide
sleeves. Sarah took a step backwards. I knew it, she thought. I m not dressed
right.
Aisha noticed her friend's concern. "I bet you've never seen clothes like these!
It's what we wear in Nigeria."
"Oh" Sarah said, looking down at her own clothing.
"Dont worry! You look ne, " Aisha assured her. There are other people here
in jeans."
As they walked farther into the house, a rhythmic pounding of drums thudded
in Sarah's ears, drawing her to the backyard where singers and guitar players
were
I
GO ON?
12

Page 13
2013 ISAT Grade 5 Sample Book
11
12
13
14
15
16
17
18
19
20
21
22
23

Reading \Q/
playing music Sarah had never heard before. "Its called juju," Aisha explained.
"It's traditional Nigerian music. Let's go dance!"
Sarah watched in amazement as groups of people, including Aisha and other
children, began to dance. The men executed graceful spins, hops, and kicks, while
the women swayed back and forth and waved their arms through the air like
graceful butteries. Children were having a good time inventing their own way of
dancing to the music.
Aisha stepped out of the group of dancers and tugged on Sarah's arm. "Come
on, give it a try! Copy what I do."
Hesitantly, Sarah joined the dancers, her eyes following Aisha's every move as
she imitated the swoop of Aisha's arms. Slowly, a smile began to emerge on
Sarah's face, and her movements grew bolder as she tried to match her dancing to
the music. Sarah began to relax and enjoy herself.
Youre good!" Aisha said when the music stopped. But let's take a break. All
that dancing has made me hungry!"
Sarah was also hungry. Her stomach growled at the smell of roasting meat. "It
smells delicious," Sarah said.
Aisha beckoned Sarah to a table and explained to her what each dish was. "This
is goat," she said, pointing to the meat Sarah had smelled.
Goat? Sarah thought. I ve never had goat. What if I dont like it?
"This is cassava," Aisha said, spooning some onto Sarah's plate. "And this rice
dish is called jollof."
Sarah nibbled at the goat meat and found she liked the taste, and the cassava
reminded her of sweet potatoes; but her favorite dish was the jollof. "It's so spicy.
I love it!" she exclaimed. "How do you make it?"
Aisha led Sarah into the kitchen Ligliguag
where Aishas mother stood at the '| '
stove. "Someone is a fan of your jollof,"
she said with a nod to Sarah.
Sarah sniffed at the delicious smell
wafting through the air. "How do you
make it?" she asked.
Aishas mother handed Sarah a spoon.
I'll teach you, " she said. "First
stepstir!"
As they cooked, Aisha's morn
described the ingredients in the dish
and directed Sarah step by step in its preparation. Once the jollof was finished,
Sarah carried a big, steaming bowl of the rice, tomato, red pepper, and onion dish
GO ON?
13

Page 14
Q/ Reading 2013 ISAT Grade 5 Sample Book
outside for everyone else to enjoy. Aisha scooped up a spoonful, tasted it, and
complimented her friend on her cooking.
24 At home that evening, Sarahs mother asked her how she enjoyed the party.
25"Itturnedouttobeasurpriseparty,"Sarahannounced."Asurpriseforme!I
wasntexpectingtohavesuchagoodtime.Youwereright,Mom;Ilearned
somethingnewanditwasfun!Aisha'smomtaughtmetomakeaNigerianfood
calledjollof,andsheinvitedmetocomebackformorecookinglessons."
26 Her mother grinned. Now I'm the one who's surprised. Tomorrow
night the
kitchen is all yours!"

o e) |
What is the main idea of Why did the author italicize the
paragraphs 34? words "I'm not dressed right in
paragraph 6?
A Sarah wonders about her
friend's family. A To show that Sarah was
B Sarah decides what clothes thinking to herself
to wear. B To show that Sarah was
C Sarah receives an invitation to remembering the past
a friend's party. C To show that Sarah was
D Sarah shares her concerns about whispering to her friend
attending the party. D To show that Sarah was
1 speaking in a different tone
GO ON?
14

Page 15
2013 ISAT Grade 5 Sample Book

GD
Read this sentence from
paragraph 6.
"T he house buzzed like a
beehive with friends
and family. "
Which does "buzzed like a
beehive" suggest about
the setting?
A Aisha's house is small
and interesting.
B Aisha's house is filled with
noise and anger.
C Aishas house is confusing
and frustrating.
D Aisha's house is filled with
talking and movement.
Which word from paragraph 13
shows that Sarah is
uncomfortable about
joining the dancing?
A Relax
B Bolder
C Slowly
D Hesitantly
Reading \Q/
How does Sarah most likely feel
about her experience at
the party?
A She feels that the experience
is ordinary.
B She feels that the experience
is humorous.
C She feels that the experience
is fascinating.
D She feels that the experience
is disappointing.
-A
l6l

Which sentence uses break the

same way as in paragraph 14?
A I need a lunch break.
Those glasses break easily.
C It was hard to break the news to
my mom.
D The dog escaped through a break
in the fence.
GO ON?
Page 16
7
Q/ - Reading

0
Which best explains why Sarah
decides to dance?
AAisha tells her she is good.
B She has nothing else to do.
C Aisha convinces her to join
the group.
D She feels pressured by the group.
Which is true of paragraphs 25
and 26?
A They show Sarah's change
in attitude.
B They show Sarah's reaction
to cooking.
C They show how Sarah's friends
help her.
D They show how Sarah's mother
surprises her.
2013 ISAT Grade 5 Sample Book
Which does the author want I
the reader to learn from
this passage?
A Loyalty helps create
strong friendships.
B New experiences are
often enjoyable.
C Unfamiliar situations
build courage.
D Fear is a difficult challenge
to overcome. I
How does Sarah change from I
the beginning of the passage to
the end of the passage?
A From bored to curious
B From worried to funny
C From uncertain to comfortable
D From impatient to determined
STOPI
Page 17
2013 lSAT Grade 5 Sample Book
Answer Key with Assessment Objectives
Identied
Item Correct . .
Assessment Objectlve
Number Answer
1 D 1 .5.1 7 Distinguish the main ideas and supporting details in any text.
2 2 A 1.5.28 Determine how authors and illustrators express their ideas.
23D5.RL.4Determinethemeaningofwordsandphrasesastheyareusedina
8text,includinggurativelanguagesuchasmetaphorsandsimiles.
24D5.RL.4Determinethemeaningofwordsandphrasesastheyareusedina
L.)text,includinggurativelanguagesuchasmetaphorsandsimiles.
G)
E. 5.RL.2 Determine a theme of a story, drama, or poem from details in the
'1_-' 5 c text, including how characters in a story or drama respond to
challenges or
g how the speaker in a poem reects upon a topic; summarize the text.
15 6 A 1.5.05 Determine the meaning of a word in context when the
word has
multiple meanings.
G)
g 7 C 2.5.10 Determine the causes of characters'actions (other than
motivation).
III

a 8 A 1 .5.22 Draw inferences, conclusions, or generalizations about

text and
2 support them with textual evidence and prior knowledge.
G)
g, 5.RL.2 Determine a theme of a story, drama, or poem from details in the
3 9 B text, including how characters in a story or drama respond to challenges
or
how the speaker in a poem reects upon a topic; summarize the text.
10 C 2.5.08 Determine what characters are like by what they say or do by how
the author or illustrator portrays them.
To view all the reading assessment objectives, download the Illinois Reading
Assessment Framework
for Grades 58 online at WWW.isbe.net/assessment/IAFindex.htm and the
Common Core Standards at
http://www.isbe.net/common_core/default.htm.
17

Page 18

Extended-Response Sample Item

Page 19
2013 ISAT Grade 5 Sample Book Reading \Q/
Assessment Objective: 1.5.22 Draw inferences, conclusions, or
generalizations about text and
support them with textual evidence and prior knowledge.
What lessons can the reader learn from Sarahs experience? Use
information from the
passage and your own ideas and conclusions to support your
answer.
STOPI
19
 Page 20

Extended-Response
Scoring Rubric