elpac.orgelpac.org/s/pdf/ELPAC--Speaking-VI-and-BT-Practice-Test... · 2019-12-18 · VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST. iii. Table of Contents. Directions for Administration

ELPACEnglish Language Proficiency Assessments for California

Speaking:Directions for Administration

Visual Impairment and Braille Practice TestGrades 6–8

ii VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST

ELPAC Administration Notes

FOR QUESTIONS REGARDING THE ELPAC OR FOR ADDITIONAL ASSISTANCE:• Test examiners and other school personnel should contact their LEA ELPAC

coordinator.• LEA ELPAC coordinators should contact the California Technical Assistance Center

(CalTAC) by phone at 800-955-2954, or by email at [email protected]. CalTAC is open from 7 a.m. to 5 p.m. Monday through Friday.

Copyright © 2019 by the California Department of Education (CDE). All rights reserved.

mailto:[email protected]

iiiVISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST

Table of Contents

Directions for Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Introduction to the ELPAC Practice Test Directions for Administration . . . . . . . . . . . . . . . . . 1Using the DFA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Administering a Practice Test Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Preparing to Administer and Score the Speaking Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Prompting and Scoring Guidelines for the Speaking Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Audio Capture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Audio Recording for Summarize an Academic Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5When to Stop the Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Additional Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6How to Print the DFA (optional) or View the DFA Online . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Recommended Seating Arrangement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Logon and Audio/Sound Check Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7How to Start a Test Session as a Guest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7How to Start a Practice Test Session Using the Same Procedures as the Operational Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Test Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Talk About a Scene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Speech Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Support an Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Present and Discuss Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Summarize an Academic Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Student Score Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

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iv

1VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST

Directions for Administration

Introduction to the ELPAC Practice Test Directions for Administration

This Speaking Directions for Administration (DFA) document contains information needed by test examiners* to prepare for and administer the computer-based English Language Proficiency Assessments for California (ELPAC) to students with visual impairments.

The purpose of the ELPAC visual impairment and braille practice tests is to familiarize students and test examiners with the testing interface, item types, and accessibility resources. There is an ELPAC visual impairment and braille practice test available for each grade level/span.

Please note that the visual impairment and braille practice tests do not produce scores. These visual impairment and braille practice tests are available all year and may be used at any time in preparation for the operational ELPAC visual impairment and braille tests.

Visual impairment and braille practice tests can be administered in one of two ways: •

Using the same procedures as the operational tests, with the Test Administrator Interface, secure browser, and individual student logon information; or

• Using a standard supported web browser to access the practice tests directly, without use of the Test Administrator Interface or secure browser.

For more information on all aspects of the ELPAC, including test security, item types, and guidelines, refer to the ELPAC Test Administration Manual on the Manuals and Instructions web page at https://www.elpac.org/test-administration/instructions/.

Using the DFAThis DFA document should be used to administer the Speaking domain only. To administer the other domains, download the Listening, Reading and Writing visual impairment and braille DFA for each specific grade.

For visual impairment and braille accommodations, alternate text descriptions are embedded for all graphics. This DFA includes picture descriptions for each image.

This DFA contains scripts for administration. The symbols on the following page indicate instructions for test examiners:

*A test examiner does not need to be present to use the ELPAC practice test; however, the term “test examiner” is used in this document to show what a test examiner will do to administer the test.

https://www.elpac.org/test-administration/instructions/

2 VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST

Directions for Administration (cont.)

Guide to Administration Scripts in This DFA

How the Test Examiner Should Proceed

SAY The test examiner reads the material out loud to the student.

The test examiner is required to press the record button on the student’s screen before reading the SAY text.The test examiner, if appropriate, may point to the text or pictures on the student’s screen if it will benefit the student.

Information for the test examiner

Advance to the next question

Stopping marker

Administering a Practice Test Session

The Speaking portion of the ELPAC is administered by the test examiner. Each student will be tested individually.

•

If you are administering the visual impairment and braille practice test using the same procedures as the operational tests, confirm that the student has been assigned the correct test settings (designated supports and accommodations) in the Test Operations Management System (TOMS).

• If you are administering the visual impairment and braille practice test using a standard supported web browser without the use of the Test Administrator Interface or secure browser, apply the appropriate test settings (designated supports and accommodations) for the student in the Student Testing Interface for the practice and training tests directly.

• Gather the following test materials:

◦◦The correct grade-level Speaking DFA

◦◦Electronic device(s) for the student (and, if applicable, test examiner) to access the test

◦◦Scratch paper and pencil for note-taking, or brailler slate and stylus, or other approved note-taking device

◦◦Headsets and splitter for the test examiner and student (if preferred)

◦◦For low vision test takers, screen magnification software will be necessary. Please refer to the ELPAC Test Administration Manual for necessary settings when launching with assistive technology.

NOTE: For Speaking, the test content is delivered by the test examiner. JAWS should not be used to read the content aloud and students should not navigate the test using their refreshable braille display.



Speaking Administration—All Speaking Task Types

Subject DirectionsPrompting guidelines See individual questions in this document for prompting guidelines.When to stop the test Refer to stopping markers in this document.Note-taking Note-taking is allowed for all Speaking task types. Students may take notes on

scratch paper or by using a preapproved device (e.g., brailler slate and stylus).

Preparing to Administer and Score the Speaking DomainBefore administering the test, the following is recommended:

•

Prepare testing devices and materials for students and examiners.• Check the volume on the student device prior to entering the Student Interface, and

set the volume to MAX prior to logging in.• Select a quiet area to administer the test. Eliminate distractions (e.g., extraneous

noises, windows, clutter, etc.).

It is highly recommended that test examiners spend time preparing to administer and score the Speaking domain. The ELPAC includes task types with integrated skills, multiple rubrics, reading of complex academic text, and increased interactions between students and test examiners. The following are suggestions to help prepare for a successful test administration.

•

Practice and Modeling: A practice question is included as part of the audio capture so the test examiner may provide feedback to let the student know they are responding correctly. The practice question in the audio capture is “Describe your favorite food.” For example, if the student responded to the practice question saying, “A hamburger,” the test examiner lets the student know the response was correct. If the student does not successfully respond, the test examiner models a correct response for the student, saying, “You could have said, ‘My favorite food is a hamburger and fries.’”

• Prompting Guidelines: The prompting guidelines vary for each task type. The words that the test examiner can say are located on the page that is read to the student. Test examiners should be familiar with each task type and the prompting guidelines.

• Oral Reading of Test Questions: Because of the length and complexity of some questions read by the test examiner, it is suggested to practice reading the text out loud several times prior to testing a student.

NOTE: The alternate text is being provided so that test examiners can use the provided description for the graphics rather than creating their own graphic descriptions.

• Pointing: Some questions require the test examiner to point, as indicated by the icon, while reading the text out loud to the student.



NOTE: For braille and low vision administration, use the provided verbal cue in addition to the pointing to ensure that students with visual impairments hear the description of the visual cue.

This should be rehearsed prior to the test administration. Do not point to pictures or text unless directed to in the Speaking DFA. Test examiners may use the cursor, pencil or pen, or their finger to point.

•

Anchors and Rubrics: The test examiner should take time to read through the anchors and scoring rubrics for each test question before testing. Scoring of the Speaking domain occurs as the test is being administered.

• Scoring Practice: Each task type includes training and calibration quizzes in the Moodle Training Site to assist test examiners in listening to and scoring student responses. It is highly recommended that test examiners use this resource.

Prompting and Scoring Guidelines for the Speaking Domain • Prompting—Appropriate Wait Time: The amount of time it takes for students to

respond to a test question varies greatly. Test examiners should allow students enough time to compose their thoughts and prepare a response in English.

•

Prompting—Student Answers Question Before Test Examiner Asks: Some students anticipate the next question and start to respond before the test examiner asks the question. The test examiner should not interrupt the student to ask the question. If the student’s response does not address the question, the test examiner should ask the question.

• Prompting—Repeating the Question: When a student asks or does not respond, you may repeat the question once.

• Prompting—Encouraging Students: Throughout the test, if a student is reluctant or asks for assistance that is not allowed, test examiners should give general encouragement by saying words such as, “It’s OK, do your best,” or “You are doing a good job,” etc.

• Scoring—Self-Correction: Since students respond to test questions fairly quickly, they sometimes change what they say in the middle of a word or sentence. Students who self-correct are not to be penalized; however, if a response is so halting or choppy that meaning is impeded, it may affect the score.



Audio Capture For the practice test, audio capture is available for practice of the Speaking domain. If your computer does not have a microphone or the settings do not allow audio capture, you may administer the test without recording the student’s responses.

NOTE: For a low vision test administration, the enlargement of the test content on the student’s screen MUST take precedence over the voice capture.

During the operational administration of the Speaking domain, the following guidelines apply to the audio capture tool. The test examiner should score what the student says, not what is recorded. If the following occur, the test examiner may continue to the next question and does not need to rerecord:

•

Test examiner forgets to record a response.• Test examiner records response on the wrong question.• Test examiner sees a red triangle in the review box when ending the test session.

Use of headsets with a microphone for voice capture is not recommended to enable interaction between the student and test examiner. Headsets are recommended for grades 3–12 Summarize an Academic Presentation streaming audio.

If the student is wearing a headset for Summarize an Academic Presentation, the test examiner must also wear a headset to be able to hear the presentation and point appropriately to pictures and text on the student’s screen. Two headsets may require a splitter.

Once the test examiner has navigated to the next test question, the audio will not be able to be replayed. The test examiner does not need to replay the student’s response to confirm the audio capture.

Audio Recording for Summarize an Academic PresentationAt grades 3-12, the test examiner will play an audio recording for the Summarize and Academic Presentation tasks. While playing or pausing the audio recording, it is important not to select any of the navigation features (i.e. the “Next” button or one of the tabs within the item sets). Doing so will move to the next item and will prohibit the ability to listen to the recorded audio again. If this happens during the operational test, you will have to file an appeal through the Security and Test Administration Incident Reporting System in order to re-open the test and play the audio again.

When to Stop the TestThere are stopping markers in the Speaking domain as indicated by the . If there have been no responses or no correct responses to the stopping marker, the test examiner may stop administering the Speaking domain by clicking [Pause].


Additional Directions

How to Print the DFA (optional) or View the DFA OnlinePrinting Instructions:If possible, choose the following settings when printing the DFA:

•

Select two-sided printing (with binding on the long edge).• Staple on the vertical edge, left-hand side of the printed document.• Turn the document horizontally when viewing the test questions.

Instructions for Viewing Online:•

Open the PDF file in Adobe Acrobat.• When you get to the test questions, rotate the view by going to: View (on the

main menu) > Rotate View > and select Clockwise.

Recommended Seating ArrangementThe following shows two options for seating arrangements for the test examiner and the student. Configuration may be updated based on the student’s individual needs for prescribed equipment.

Test Examiner Student

Test Examiner

Student

Test Examiner

StudentTest Examiner Student



Logon and Audio/Sound Check Instructions

How to Start a Test Session as a Guest

SAY Today you will be taking the Speaking section of the ELPAC. First, I am going to sign you in.

1) Navigate to the ELPAC website (https://www.elpac.org). 2) Select the [Practice & Training Tests] button. 3) Select the [Student Interface Practice and Training Tests] link to launch the

Student Sign In screen on the student’s testing device.4) Select the [Sign In] button to log on to the test as a guest.

5) Select the appropriate grade from the drop-down menu.

6) On the test selection screen, select the appropriate ELPAC practice test. ELPAC practice tests are located at the bottom of the list and are color-coded dark grey.

SAMPLE

https://www.elpac.org


7) You will see a Choose Settings screen. SAMPLE

8) From the Presentation drop-down menu, select [Braille].

9) While the Choose Settings box is still open, choose any other test settings that are needed, then select the [Select] button.

SAY Before we begin, we need to check to see if you can hear the audio. If using headphones, put headphones on now. Select the speaker button to play the

audio.

SAY Did you hear the music? Pause for student’s response. Select [I heard the sound].

SAY Now we need to check to see if the computer will record your voice. In this test, I’m going to ask you some questions and record your answers.

If appropriate, you may point to the microphone.



Depending on the selected test settings, you may see additional screens to check the functionality of certain test setting(s) on your device (e.g., text-to-speech check). If your computer allows audio capture, please follow these steps, otherwise select [Skip Recording Check].

SAY Before giving your answers, I’m going to press the microphone to record your answers here. When it is time to record your answers, I will press the microphone. Let’s practice.

SAY Describe your favorite food. Pause for student’s response. When student has finished speaking, press the square stop

button to stop recording. Acknowledge the student’s correct response, or model a correct response, such as “You could have said, ‘My favorite food is a hamburger and fries.’”

SAY Now let’s see if it recorded your voice. Play back by pressing the green Play button.

SAY Did you hear yourself? Pause for student’s response. Select [I heard my recording]. Select the [Continue] button. SAY OK, let’s get started. View Test Settings or Help Guide as needed. Select [Begin Test Now]. When Question 1 of the Speaking Test comes up, ask the student,

SAY Do you have any questions? Answer the student’s questions. SAY Remember to answer all of the questions in English. If you want me to

repeat a question, you can ask me to. OK, let’s get started. NEXT

To start the Speaking test, go to the top of page 16.



How to Start a Practice Test Session Using the Same Procedures as the Operational Tests SAY Today you will be taking the Speaking section of the ELPAC. First, I am

going to sign you in.

TEST ADMINISTRATOR INTERFACE

1) Launch a supported web browser on your device and access the ELPAC website (https://www.elpac.org).

2) Select the [Practice & Training Tests] button.3) Select the [Test Administrator and Test Examiner Practice and Training Site] button to log on to the Test Administrator Interface for the practice test.4) Log on to the Test Administrator Interface using your TOMS username (your email address) and password.5) Select the practice test(s) you want to administer from the test selection window.6) Select the [Start Practice Session] button.7) Upon selecting the [Start Practice Session] button, a Session ID will appear on the top right corner of the Test Administrator Interface.




STUDENT INTERFACE 8) Launch the secure browser on the student’s testing device or select the [Student

Interface Practice and Training Tests] link from the Practice and Training Tests tab on https://www.elpac.org.9) Toggle the blue Guest User and Guest Session buttons to [OFF], and log the student on.•

In the First Name field, enter the student’s first name as it appears in the California Longitudinal Pupil Achievement Data System.

• In the SSID field, enter the student’s 10-digit Statewide Student Identifier.• In the Session ID field, enter the Session ID generated from the Test Administrator

Interface.

10) Verify the student information is correct on the Is This You? screen. Select [Yes] to continue. (Select [No] if the student information is not correct and notify your ELPAC coordinator of the issue.)




STUDENT INTERFACE (cont.) 11) On the test selection screen, select the appropriate ELPAC practice test. ELPAC

practice tests are located at the bottom of the list and are color-coded dark grey. SAMPLE


TEST ADMINISTRATOR INTERFACE 12) Go back to your test examiner device and in the Test Administrator Interface,

approve the student to test. Select [Approvals] and a Test Settings pop-up screen will appear.13) On the screen that pops up, select the blue icon that looks like an eye. This will open the Test Settings box. 14) From the Presentation drop-down menu, select [Braille].

SAMPLE

15) While the Test Settings box is still open, choose any other test settings that are needed, then select the [Set and Approve] button. When you do so, the student’s screen will advance.



STUDENT INTERFACE

SAY Before we begin, we need to check to see if you can hear the audio. If using headphones, put headphones on now. Select the speaker button to play the

audio.

SAY Did you hear the music? Pause for student’s response. Select [I heard the sound].

SAY Now we need to check to see if the computer will record your voice. In this test, I’m going to ask you some questions and record your answers.

If appropriate, you may point to the microphone.

Depending on the selected test settings, you may see additional screens to check the functionality of certain test setting(s) on your device (e.g., text-to-speech check). If your computer allows audio capture, please follow these steps, otherwise select [Skip Recording Check].

SAY Before giving your answers, I’m going to press the microphone to record your answer here. When it is time to record your answer, I will press the microphone. Let’s practice.

SAY Describe your favorite food. Pause for student’s response. When student has finished speaking, press the square stop

button to stop recording. Acknowledge the student’s correct response, or model a correct response, such as “You could have said, ‘My favorite food is a hamburger and fries.’”

SAY Now let’s see if it recorded your voice. Play back by pressing the green Play button.


STUDENT INTERFACE (cont.)

SAY Did you hear yourself? Pause for student’s response. Select [I heard my recording]. Select the [Continue] button. SAY OK, let’s get started. View Test Settings or Help Guide as needed. Select [Begin Test Now].

When Question 1 of the Speaking Test comes up, ask the student,

SAY Do you have any questions? Answer the student’s questions. SAY Remember to answer all of the questions in English. If you want me to

repeat a question, you can ask me to. Sometimes there will be pictures that I can describe for you. OK, let’s get started.

NEXT

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ent,

Pla

y St

art

/ Q

ues

tio

ns

6–7

No

.Q

uest

ion

Fun

ctio

nSco

re 0

Sco

re 1

Sco

re 2

• Res

pons

e doe

s not

addr

ess t

he

langu

age f

uncti

on.

• Res

pons

e con

tains

no E

nglis

h.• N

o res

pons

e, or

“I do

n’t kn

ow,”

or is

co

mplet

ely un

intell

igible

.

• Res

pons

e add

ress

es th

e lan

guag

e fun

ction

in a

limite

d way

. List

ener

eff

ort is

requ

ired t

o inte

rpre

t me

aning

.• E

rrors

in gr

amma

r, wor

d cho

ice,

pron

uncia

tion,

or in

tonati

on im

pede

me

aning

.

• Res

pons

e app

ropr

iately

addr

esse

s the

lang

uage

func

tion i

n a cl

ear

way.

No lis

tener

effor

t is re

quire

d to

inter

pret

mean

ing.

• Erro

rs in

gram

mar, w

ord c

hoice

, pr

onun

ciatio

n, or

inton

ation

do no

t im

pede

mea

ning.

6N

ew

Stud

ent

Offe

ring

an

invi

tatio

nAnc

hor:

Wha

t’s f

or lu

nch?

Anc

hor:

Will

you

wan

t to

be m

y fr

iend

an

d sit

in th

e lu

nch

with

me?

Anc

hor:

Do y

ou w

ant t

o co

me a

nd h

ang

out i

n lu

nch?

7Pl

ay S

tart

Req

uest

ing

info

rmat

ion

Anc

hor:

Let’s

go

to th

e pl

ay.

Anc

hor:

Whe

n is

the

game

?Anc

hor:

Do y

ou k

now

what

time

the

scho

ol p

lay

star

ts?

19V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E P

RA

CT

ICE

TE

ST

SA

Y N

ow le

t’s p

ract

ice

a di

ffere

nt k

ind

of q

uest

ion.

The

re a

re n

o pi

ctur

es. I

’m g

oing

to te

ll yo

u ab

out s

ome

situ

atio

ns

that

cou

ld h

appe

n to

you

. The

n, te

ll m

e w

hat y

ou w

ould

say

. Mak

e su

re y

our a

nsw

er is

app

ropr

iate

for y

our

audi

ence

. Rem

embe

r to

answ

er a

ll qu

estio

ns in

Eng

lish.

If y

ou w

ant m

e to

repe

at a

que

stio

n, y

ou c

an a

sk m

e to

. Th

efirstoneisfo

rpractice.

PRA

CTI

CE—

DO

NO

T R

ECO

RD

SA

Y Yo

uwanttoknow

ifyou

rfrie

ndhasfinished

wor

king

on

a sc

ienc

e pr

ojec

t. W

hat w

ould

you

say

to

you

r frie

nd?

Paus

e. W

ait f

or a

n an

swer

.

A

ckno

wle

dge

the

stud

ent’s

cor

rect

resp

onse

, or m

odel

a

corr

ect r

espo

nse,

such

as “

Did

you

fini

sh y

our p

roje

ct?”

or

“How

is y

our s

cien

ce p

roje

ct g

oing

?”

Func

tion:

ask

ing

for i

nfor

mat

ion

6 SAY

You

see

a ne

w s

tude

nt in

the

cafe

teria

. You

wan

t to

invi

te th

e st

uden

t to

sit w

ith y

ou a

t lun

ch. W

hat

wou

ld y

ou s

ay to

the

stud

ent?

Func

tion:

offe

ring

an in

vita

tion

The

stud

ent m

ight

say,

“C

ome

and

sit w

ith m

e at

my

tabl

e.”

or “

Wou

ld y

ou li

ke to

com

e an

d ha

ve lu

nch

with

m

e?” NEX

T

If th

ere

have

bee

n no

resp

onse

s or n

o co

rrec

t res

pons

es to

this

poi

nt, y

ou m

ay st

op te

stin

g in

the

Spea

king

dom

ain.

Sel

ect [

Paus

e].

7 SAY

You

mis

sed

the

mor

ning

ann

ounc

emen

ts. Y

ou

wan

t to

know

wha

t tim

e th

e sc

hool

pla

y st

arts

to

nigh

t. W

hat w

ould

you

say

to y

our c

lass

mat

e?Fu

nctio

n: re

ques

ting

info

rmat

ion

The

stud

ent m

ight

say,

“W

hat t

ime

does

the

play

star

t to

nigh

t?”

or “

I wou

ld li

ke to

kno

w w

hen

the

play

star

ts

toni

ght.”

NEX

T

Pro

mp

tin

g G

uid

elin

es: S

pee

ch F

un

ctio

ns

If th

e st

uden

t doe

s no

t ans

wer

or r

eque

sts

that

a q

uest

ion

be re

peat

ed, y

ou m

ay re

peat

the

ques

tion

once

.

20G

RAD

ES 6

–8Su

pp

ort

an

Op

inio

nM

use

um

or

Stad

ium

/ Q

ues

tio

n 8

Sco

re 0

Sco

re 1

Sco

re 2

Sco

re 3

• An op

inion

is no

t exp

ress

ed.

•Res

pons

e con

tains

no E

nglis

h.•N

o res

pons

e, “I

don’t

know

,” or

is

comp

letely

unint

elligi

ble.

• An o

pinion

is ex

pres

sed b

ut is

not

supp

orted

. A re

ason

is no

t pro

vided

, is

not r

eleva

nt, or

is no

t clea

r. Si

gnific

ant li

stene

r effo

rt ma

y be

requ

ired t

o inte

rpre

t mea

ning.

• Erro

rs in

gram

mar, w

ord c

hoice

, pr

onun

ciatio

n, or

inton

ation

often

im

pede

mea

ning.

• Spe

ech m

ay co

nsist

of is

olated

wo

rds o

r phr

ases

.

• An o

pinion

is ex

pres

sed a

nd

supp

orted

using

simp

le lan

guag

e an

d at le

ast o

ne si

mple

relev

ant

reas

on, o

r rep

eats

langu

age f

rom

the pr

ompt.

Liste

ner e

ffort

may b

e re

quire

d to i

nterp

ret m

eanin

g.• E

rrors

in gr

amma

r, wor

d cho

ice,

pron

uncia

tion,

or in

tonati

on

occa

siona

lly im

pede

mea

ning.

• Spe

ech m

ay be

slow

, cho

ppy,

or

haltin

g.

• An o

pinion

is ex

pres

sed a

nd

supp

orted

using

effec

tive l

angu

age*

an

d at le

ast o

ne re

levan

t rea

son

with

expla

natio

n or e

labor

ation

. Lit

tle to

no lis

tener

effor

t is re

quire

d to

inter

pret

mean

ing.

• Erro

rs in

gram

mar, w

ord c

hoice

, pr

onun

ciatio

n, or

inton

ation

do no

t im

pede

mea

ning.

• Spe

ech i

s fair

ly sm

ooth

and

susta

ined.

Anc

hor:

I do

n’t k

now.

I, I

, I c

an’t

answ

er.

Anc

hor:

Say

that

aga

in p

leas

e.[E

xami

ner r

epea

ts q

uest

ion.]

A sp

orts

sta

dium

. [E

xami

ner:

Just

ify

your

cho

ice

by g

iving

rele

vant

reas

ons

to

supp

o rt y

our o

pini

on.]

Beca

use

all t

he s

tude

nts

goin

g to

the

spor

ts. I

s a

big

upto

n,

uptio

n fo

r, fo

r thi

s bu

i ldin

g.

Anc

hor:

An a

rt s

tadi

um. U

mm, w

e sh

ould

ha

ve a

rt .

. . a

n ar

t sta

dium

so

when

we

grow

up,

we

can

draw

pe

ople

pic

ture

s.[E

xami

ner:

Tell

me m

ore

abou

t y o

ur c

hoic

e.]

We

shou

ld h

ave

an a

rt s

tadi

um

beca

use

nowa

days

peo

ple

like

to

draw

and

pai

nt.

Anc

hor:

Wel

l, in

my

opin

ion,

I w

ould

say

a

spor

ts m

useu

m . .

. or

, I m

ean,

a

spor

ts s

tadi

um. w

ell,

main

ly

beca

use

I lik

e pl

ayin

g an

d wa

tchi

ng s

port

s, an

d it

woul

d be

nic

e to

hav

e a

stad

ium

near

he

re. I

n my

opi

nion

, I w

ould

pu

t a s

port

s st

adiu

m be

caus

e I

like

play

ing

spor

ts a

nd w

atch

ing

spor

ts, a

nd it

wou

ld b

e ni

ce to

ha

ve a

sta

dium

hea

r me.

*Not

e: E

ffecti

ve la

ngua

ge is

defin

ed as

inclu

ding a

ll or s

ome o

f the f

ollow

ing at

tribute

s: no

un an

d ver

b phr

ases

using

prec

ise vo

cabu

lary,

moda

l ver

bs, te

xt co

nnec

tives

, cau

sal w

ords

, auth

orita

tive e

xpre

ssion

, and

comp

arati

ve la

ngua

ge.

21V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E P

RA

CT

ICE

TE

ST

8 SA

Y N

ow,

SA

Y I a

m g

oing

to a

sk y

ou fo

r you

r opi

nion

. The

re a

re n

o pi

ctur

es.

SAY

Your

com

mun

ity h

as fu

ndin

g to

con

stru

ct o

ne n

ew b

uild

ing.

The

com

mun

ity le

ader

s ar

e de

cidi

ng b

etw

een

an a

rt

mus

eum

or a

spo

rts

stad

ium

. Whi

ch o

ne w

ould

be

bette

r for

you

r com

mun

ity?

Wai

t for

initi

al c

hoic

e.

SA

Y Ju

stify

you

r cho

ice

by g

ivin

g re

leva

nt re

ason

s to

sup

port

you

r opi

nion

.

N

EXT

Pro

mp

tin

g G

uid

elin

es: S

up

po

rt a

n O

pin

ion

If th

e st

uden

t doe

s no

t ans

wer

or r

eque

sts

that

a q

uest

ion

be re

peat

ed, y

ou m

ay re

peat

the

ques

tion

once

.If

the

stud

ent s

tate

s a

choi

ce b

ut d

oes

not p

rovi

de a

reas

on, r

epea

t the

last

par

t of t

he q

uest

ion

once

: “J

usti

fy y

our

choi

ce b

y gi

ving

rel

evan

t re

ason

s to

sup

port

you

r op

inio

n.”

If th

e st

uden

t giv

es a

n or

igin

al b

ut re

leva

nt re

spon

se to

the

ques

tion

or s

elec

ts n

eith

er o

r bot

h op

tions

, say

, “J

usti

fy y

our

choi

ce b

y gi

ving

rel

evan

t re

ason

s to

sup

port

you

r op

inio

n.”

If th

e st

uden

t pro

vide

s a

sim

ple

rele

vant

reas

on, s

ay, “

Tell

me

mor

e ab

out

your

cho

ice.

”

22G

RAD

ES 6

–8R

efu

ge

or

Gar

den

/ Q

ues

tio

n 9

Sco

re 0

Sco

re 1

Sco

re 2

Sco

re 3

• An o

pinion

is no

t exp

ress

ed.

• Res

pons

e con

tains

no

Engli

sh.

• No r

espo

nse,

“I do

n’t

know

,” or

is co

mplet

ely

unint

elligi

ble.

• An o

pinion

is ex

pres

sed b

ut is

not

supp

orted

. A re

ason

is no

t pro

vided

, is

not r

eleva

nt, or

is no

t clea

r. Si

gnific

ant li

stene

r effo

rt ma

y be

requ

ired t

o inte

rpre

t mea

ning.

• Erro

rs in

gram

mar, w

ord c

hoice

, pr

onun

ciatio

n, or

inton

ation

often

im

pede

mea

ning.

• Spe

ech m

ay co

nsist

of is

olated

wo

rds o

r phr

ases

.

• An o

pinion

is ex

pres

sed a

nd

supp

orted

using

simp

le lan

guag

e an

d at le

ast o

ne si

mple

relev

ant

reas

on, o

r rep

eats

langu

age f

rom

the pr

ompt.

Liste

ner e

ffort

may b

e re

quire

d to i

nterp

ret m

eanin

g.• E

rrors

in gr

amma

r, wor

d cho

ice,

pron

uncia

tion,

or in

tonati

on

occa

siona

lly im

pede

mea

ning.

• Spe

ech m

ay be

slow

, cho

ppy,

or

haltin

g.

• An o

pinion

is ex

pres

sed a

nd su

ppor

ted

using

effec

tive l

angu

age*

and a

t leas

t on

e rele

vant

reas

on w

ith ex

plana

tion o

r ela

bora

tion.

Little

to no

listen

er ef

fort is

re

quire

d to i

nterp

ret m

eanin

g.• E

rrors

in gr

amma

r, wor

d cho

ice,

pron

uncia

tion,

or in

tonati

on do

not im

pede

me

aning

.• S

peec

h is f

airly

smoo

th an

d sus

taine

d.

Anc

hor:

Umm,

I d

on’t

know

.Anc

hor:

I gu

ess

lear

n ab

out n

atur

e.[E

xami

ner:

Just

ify

your

cho

ice

by g

iving

rele

vant

reas

ons

to

supp

ort y

our o

pini

on.]

I do

n’t k

now.

Anc

hor:

I th

ink

is th

e ga

rden

.[E

xami

ner:

Just

ify

your

cho

ice

by g

iving

rele

vant

reas

ons

to

supp

ort y

our o

pini

on.]

I th

ink

is a

gard

en, b

ecau

se

is pe

ople

if s

tudy

ing

gard

en

with

flow

er, a

nd w

ill h

ave

good

fe

elin

g.[E

xami

ner:

Tell

me m

ore

abou

t yo

ur c

hoic

e.]

(No

resp

onse

.)

Anc

hor

A:

The

plan

ts a

nd fl

ower

one

.[E

xami

ner:

Just

ify

your

cho

ice

by

givin

g re

leva

nt re

ason

s to

sup

port

yo

ur o

pini

on.]

Beca

use

plan

ts a

nd fl

ower

s ar

e ea

sy

to ta

ke c

are

of. Y

ou d

on’t

have

to

worr

y ab

out d

iseas

e or

som

ethi

ng.

Anc

hor

B:A

bird

san

ctua

ry.

[Exa

mine

r: Ju

stif

y yo

ur c

hoic

e by

gi

ving

rele

vant

reas

ons

to s

uppo

rt

your

opi

nion

.]I

pick

ed b

ird s

anct

uary

bec

ause

you

ca

n le

arn

diff

eren

t typ

es o

f bi

rds

ther

e is.

And

, lik

e, w

hat i

f yo

u di

dn’t

know

abo

ut th

at b

ird. A

nd, l

ike,

if y

ou

see

many

pla

nts

outs

ide,

so

I do

n’t

thin

k th

at’s

too

much

inte

rest

ing.

Sup

po

rt a

n O

pin

ion

*Not

e: E

ffecti

ve la

ngua

ge is

defin

ed as

inclu

ding a

ll or s

ome o

f the f

ollow

ing at

tribute

s: no

un an

d ver

b phr

ases

using

prec

ise vo

cabu

lary,

moda

l ver

bs, te

xt co

nnec

tives

, cau

sal w

ords

, auth

orita

tive e

xpre

ssion

, and

comp

arati

ve la

ngua

ge.

23V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E P

RA

CT

ICE

TE

ST

9 SA

Y I a

m g

oing

to a

sk y

ou fo

r you

r opi

nion

. SA

Y Th

e le

ader

s in

you

r com

mun

ity w

ant t

o bu

ild a

pla

ce fo

r peo

ple

to le

arn

abou

t nat

ure.

The

lead

ers

are

deci

ding

be

twee

n gi

ving

fund

ing

to c

reat

e a

bird

san

ctua

ry o

r bui

ldin

g a

bota

nica

l gar

den

with

a v

arie

ty o

f pla

nts

and

flowers. W

hichonedoyouthinkwou

ldbeabette

rcho

icefory

ourc

ommun

ity?

Wai

t for

initi

al c

hoic

e.

SA

Y Ju

stify

you

r cho

ice

by g

ivin

g re

leva

nt re

ason

s to

sup

port

you

r opi

nion

.

N

EXT

Pro

mp

tin

g G

uid

elin

es: S

up

po

rt a

n O

pin

ion

If th

e st

uden

t doe

s no

t ans

wer

or r

eque

sts

that

a q

uest

ion

be re

peat

ed, y

ou m

ay re

peat

the

ques

tion

once

.If

the

stud

ent s

tate

s a

choi

ce b

ut d

oes

not p

rovi

de a

reas

on, r

epea

t the

last

par

t of t

he q

uest

ion

once

: “J

usti

fy y

our

choi

ce b

y gi

ving

rel

evan

t re

ason

s to

sup

port

you

r op

inio

n.”

If th

e st

uden

t giv

es a

n or

igin

al b

ut re

leva

nt re

spon

se to

the

ques

tion

or s

elec

ts n

eith

er o

r bot

h op

tions

, say

, “J

usti

fy y

our

choi

ce b

y gi

ving

rel

evan

t re

ason

s to

sup

port

you

r op

inio

n.”

If th

e st

uden

t pro

vide

s a

sim

ple

rele

vant

reas

on, s

ay, “

Tell

me

mor

e ab

out

your

cho

ice.

”

24G

RAD

ES 6

–8Pr

esen

t an

d D

iscu

ss In

form

atio

nTr

avel

to

Sch

oo

l / Q

ues

tio

n 1

0

Sco

re 0

Sco

re 1

Sco

re 2

Sco

re 3

• Res

pons

e is n

ot re

levan

t.• R

espo

nse c

ontai

ns no

Eng

lish.

• No r

espo

nse,

“I do

n’t kn

ow,”

or is

co

mplet

ely un

intell

igible

.

• Res

pons

e may

inclu

de in

forma

tion

in the

grap

h/cha

rt, bu

t con

tains

little

re

levan

t or a

ccur

ate in

forma

tion.

Sign

ifican

t liste

ner e

ffort

may b

e re

quire

d to i

nterp

ret m

eanin

g.• Er

rors

in gr

amma

r, wor

d cho

ice,

pron

uncia

tion,

or in

tonati

on of

ten

impe

de m

eanin

g.•S

peec

h may

cons

ist of

isola

ted

word

(s) or

phra

se(s)

relat

ed to

the

grap

h/cha

rt.

• Res

pons

e inc

ludes

a lim

ited

desc

riptio

n of in

forma

tion o

r pa

rtially

accu

rate

infor

matio

n in t

he

grap

h/cha

rt. Li

stene

r effo

rt ma

y be

requ

ired t

o inte

rpre

t mea

ning.

• Erro

rs in

gram

mar, w

ord c

hoice

, pr

onun

ciatio

n, or

inton

ation

oc

casio

nally

impe

de m

eanin

g.• S

peec

h may

be sl

ow, c

hopp

y, or

ha

lting.

• Res

pons

e ans

wers

the qu

estio

n, inc

luding

a mo

stly c

lear a

nd

accu

rate

desc

riptio

n of in

forma

tion

in the

grap

h/cha

rt. Li

ttle to

no

listen

er ef

fort is

requ

ired t

o inte

rpre

t me

aning

.• E

rrors

in gr

amma

r, wor

d cho

ice,

pron

uncia

tion,

or in

tonati

on do

not

impe

de m

eanin

g.• S

peec

h is f

airly

smoo

th an

d su

staine

d.Anc

hor:

I do

n’t k

now.

Anc

hor:

The

stud

ents

trav

el b

y sc

hool

an

d uh

h, b

us b

ecau

se .

. . it

's

beca

use

it ha

s 40

per

cent

of

the

bus

than

the

othe

r one

s.

Anc

hor:

Umm,

lots

of

stud

ents

, lik

e,

they

go

on th

eir b

ikes

. The

y go

in

thei

r car

s. So

metim

es, m

y mo

m ta

kes

me to

sch

ool.

[Exa

mine

r: Te

ll me

mor

e de

tails

fr

om th

e ch

art.]

I do

n’t k

now.

Anc

hor

A:

Wel

l sin

ce .

. . 13

per

cent

of

the

stud

ents

ride

thei

r bik

e to

sch

ool a

nd e

ight

per

cent

of

the

stud

ents

wal

k to

sch

ool.

31

perc

ent o

f th

e st

uden

ts d

rove

he

re. A

nd 4

8 pe

rcen

t of

the

stud

ents

cam

e he

re f

rom

the

bus.

Anc

hor

B:Ki

ds g

o to

sch

ool i

n bi

kes,

cars

, bu

ses,

or th

ey w

alk

to s

choo

l.

25V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E P

RA

CT

ICE

TE

ST

SA

Y N

ow w

e ar

e go

ing

to d

o a

diffe

rent

type

of q

uest

ion.

SA

Y I a

m g

oing

to a

sk y

ou to

talk

abo

ut a

pie

cha

rt. T

he p

ictu

re s

how

s a

pie

char

t titl

ed “

How

Alv

arez

Mid

dle

Scho

ol

Stud

ents

Tra

vel t

o Sc

hool

.” T

he p

ie c

hart

sho

ws

the

perc

enta

ges

of d

iffer

ent t

rans

port

atio

n m

etho

ds u

sed

by th

e st

uden

ts. T

he in

form

atio

n in

the

pie

char

t is

as fo

llow

s:•

Wal

k, 8

per

cent

• C

ar, 3

1 pe

rcen

t•

Bus

, 48

perc

ent

• B

ike,

13

perc

ent

If th

e st

uden

t has

a ta

ctile

supp

lem

ent,

ask

them

to re

fer t

o it

now.

SA

Y St

uden

ts a

t a s

choo

l wer

e as

ked

how

they

trav

el to

sch

ool i

n th

e m

orni

ng. T

he p

ie c

hart

sho

ws

the

perc

enta

ges

of d

iffer

ent

tran

spor

tatio

n m

etho

ds u

sed

by th

e st

uden

ts. I

can

repe

at th

e pi

e ch

art d

escr

iptio

n, if

nee

ded.

Let

me

know

whe

n yo

u ar

e re

ady

for m

e to

ask

you

a q

uest

ion.

Giv

e st

uden

ts ti

me

to th

ink

abou

t the

pie

cha

rt be

fore

read

ing

the

first

qu

estio

n.

10

I

f app

ropr

iate

, you

may

poi

nt to

the

text

on

the

stud

ent’s

scre

en.

SAY

Wha

t doe

s th

e pi

e ch

art s

how

abo

ut h

ow s

tude

nts

trav

el to

sc

hool

?

SA

Y In

clud

e de

tails

from

the

pie

char

t in

your

ans

wer

.

N

EXT

How

Alv

arez

Mid

dle

Sch

ool

Stu

den

ts T

rave

l to

Sch

ool

Car

31%

Bus48%

Walk

8%Bike

13%

Stu

dent

s at

a s

choo

l wer

e as

ked

how

they

trav

el

to s

choo

l in

the

mor

ning

. The

pie

cha

rt sh

ows

the

perc

enta

ges

of d

iffer

ent t

rans

porta

tion

met

hods

us

ed b

y th

e st

uden

ts.

Pro

mp

tin

g G

uid

elin

es: P

rese

nt

and

Dis

cuss

Info

rmat

ion

If th

e st

uden

t doe

s no

t ans

wer

or r

eque

sts

that

a q

uest

ion

be re

peat

ed, y

ou m

ay re

peat

the

ques

tion

once

.If

the

stud

ent g

ives

a re

spon

se th

at is

lim

ited

or c

onta

ins

little

rele

vant

info

rmat

ion,

say

, “Te

ll m

e m

ore

deta

ils fr

om t

he c

hart

/gra

ph.”

Whe

n sc

orin

g, y

ou s

houl

d co

nsid

er th

e re

spon

ses

give

n by

the

stud

ent a

s a

who

le, r

egar

dles

s of

repr

ompt

ing.

26G

RAD

ES 6

–8Tr

avel

to

Sch

oo

l / Q

ues

tio

n 1

1

Sco

re 0

Sco

re 1

Sco

re 2

Sco

re 3

• Res

pons

e is n

ot re

levan

t.• R

espo

nse c

ontai

ns no

Eng

lish.

• No r

espo

nse,

“I do

n’t kn

ow,”

or is

co

mplet

ely un

intell

igible

.

• Res

pons

e may

inclu

de in

forma

tion

from

the gr

aph/c

hart

but d

oes n

ot de

mons

trate

wheth

er th

e clai

m is

supp

orted

or un

supp

orted

or m

ay

lack u

nder

stand

ing of

the g

raph

/ch

art o

r clai

m. S

ignific

ant li

stene

r eff

ort m

ay be

requ

ired t

o inte

rpre

t me

aning

.• E

rrors

in gr

amma

r, wor

d cho

ice,

pron

uncia

tion,

or in

tonati

on of

ten

impe

de m

eanin

g.• S

peec

h may

cons

ist of

isola

ted

word

(s) or

phra

se(s)

relat

ed to

the

grap

h/cha

rt or

claim

.

• Res

pons

e inc

ludes

limite

d or

partia

lly ac

cura

te inf

orma

tion f

rom

the gr

aph/c

hart

that d

emon

strate

s wh

ether

the c

laim

is su

ppor

ted or

un

supp

orted

, and

the r

espo

nse

may l

ack d

etail a

nd cl

arity

. List

ener

eff

ort m

ay be

requ

ired t

o inte

rpre

t me

aning

.• E

rrors

in gr

amma

r, wor

d cho

ice,

pron

uncia

tion,

or in

tonati

on

occa

siona

lly im

pede

mea

ning.

• Spe

ech m

ay be

slow

, cho

ppy,

or

haltin

g.

• Res

pons

e use

s rele

vant

infor

matio

n an

d acc

urate

detai

ls fro

m the

grap

h/ch

art to

demo

nstra

te wh

ether

the

claim

is su

ppor

ted or

unsu

ppor

ted.

Little

to no

listen

er ef

fort is

requ

ired

to int

erpr

et me

aning

.• Er

rors

in gr

amma

r, wor

d cho

ice,

pron

uncia

tion,

or in

tonati

on do

not

impe

de m

eanin

g.•S

peec

h is f

airly

smoo

th an

d su

staine

d.

Anc

hor:

I do

n’t k

now.

Anc

hor:

Mor

e pe

ople

ride

the

bus

than

ca

rs.

[Exa

mine

r: Is

the

clai

m su

ppor

ted

or n

ot s

uppo

rted

ba

sed

on th

e in

form

atio

n in

the

char

t?]

I do

n’t k

now.

Anc

hor:

No,

they

bik

e mo

re th

an

walk

ing.

Anc

hor

A:

Wel

l, th

at’s

that

’s in

corr

ect

beca

use

the

peop

le ri

de m

ore

bike

s th

an w

alki

ng. B

ecau

se it

’s at

a 13

per

cent

, and

wal

king

is

at a

n ei

ght p

erce

nt.

Anc

hor

B:Um

m, th

e bi

ke, t

hey

use

the

bike

mor

e be

caus

e it

has

13

perc

ent,

and

walk

ing

has

eigh

t pe

rcen

t.

Pres

ent

and

Dis

cuss

Info

rmat

ion

27V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E P

RA

CT

ICE

TE

ST

11

I

f app

ropr

iate

, you

may

poi

nt to

the

text

on

the

stud

ent’s

scre

en.

SAY

Let’s

thin

k ab

out t

he p

ie c

hart

aga

in. I

can

repe

at th

e pi

e ch

art d

escr

iptio

n, if

nee

ded.

Is th

e fo

llow

ing

clai

m

supp

orte

d or

not

sup

port

ed b

ased

on

the

info

rmat

ion

in th

e pi

e ch

art?

Cla

im: M

ore

stud

ents

wal

k to

sch

ool t

han

ride

a bi

ke.

SA

Y G

ive

deta

ils fr

om th

e pi

e ch

art t

o su

ppor

t you

r ans

wer

.

N

EXT

How

Alv

arez

Mid

dle

Sch

ool

Stu

den

ts T

rave

l to

Sch

ool

Car

31%

Bus48%

Walk

8%Bike

13%

Stu

dent

s at

a s

choo

l wer

e as

ked

how

they

trav

el to

sch

ool

in th

e m

orni

ng. T

he p

ie c

hart

show

s th

e pe

rcen

tage

s of

di

ffere

nt tr

ansp

orta

tion

met

hods

use

d by

the

stud

ents

.

Pro

mp

tin

g G

uid

elin

es: P

rese

nt

and

Dis

cuss

Info

rmat

ion

If th

e st

uden

t doe

s no

t ans

wer

or r

eque

sts

that

a q

uest

ion

be re

peat

ed, y

ou m

ay re

peat

the

ques

tion

once

.If

the

stud

ent g

ives

a re

spon

se th

at is

lim

ited

or c

onta

ins

little

rele

vant

info

rmat

ion,

say

, “I

s th

e cl

aim

sup

port

ed o

r no

t su

ppor

ted

base

d on

the

info

rmat

ion

in t

he c

hart

/gra

ph?”

Whe

n sc

orin

g, y

ou s

houl

d co

nsid

er th

e re

spon

ses

give

n by

the

stud

ent a

s a

who

le, r

egar

dles

s of

repr

ompt

ing.

28G

RAD

ES 6

–8Su

mm

ariz

e an

Aca

dem

ic P

rese

nta

tio

n

Evap

ora

tio

n /

Qu

esti

on

12

SAY

In th

is p

art o

f the

test

, you

will

list

en to

a re

cord

ed p

rese

ntat

ion.

The

re a

re

threepictures.Thefirstp

icturesho

wstwoglasscontainerscon

nectedby

a tu

be. T

he c

onta

iner

s ar

e si

tting

on

a ho

t pla

te. T

he h

ot p

late

is tu

rned

of

f. Th

e gl

ass

cont

aine

r on

the

left,

labe

led

A, h

as s

ome

liqui

d. T

he g

lass

co

ntai

ner o

n th

e rig

ht, l

abel

ed B

, has

no

liqui

d. T

he s

econ

d pi

ctur

e sh

ows

two

glas

s co

ntai

ners

con

nect

ed b

y a

tube

sitt

ing

on a

hot

pla

te. T

he h

ot

plat

e is

turn

ed o

n. B

oth

cont

aine

rs h

ave

the

sam

e am

ount

of g

as. T

he

third

pic

ture

sho

ws

two

glas

s co

ntai

ners

con

nect

ed b

y a

tube

sitt

ing

on

a ho

t pla

te. T

he h

ot p

late

is tu

rned

off.

Bot

h co

ntai

ners

hav

e th

e sa

me

amou

nt o

f liq

uid.

12

3

If th

e st

uden

t has

a ta

ctile

supp

lem

ent,

ask

them

to re

fer t

o it

now.

NO

TE: T

he B

raill

e R

eady

For

mat

(BR

F) fi

le is

loca

ted

in th

e fir

st

tab

on th

is sc

reen

.SA

YYo

u ar

e go

ing

to li

sten

to s

ome

info

rmat

ion

abou

t eva

pora

tion

and

cond

ensa

tion.

You

will

hea

r the

info

rmat

ion

only

onc

e. A

s yo

u lis

ten,

refe

r to

your

tact

ile s

uppl

emen

t. Yo

u m

ay ta

ke n

otes

as

you

liste

n.W

hen

the

pres

enta

tion

ends

, you

will

sum

mar

ize

the

info

rmat

ion

you

hear

d. Y

ou w

ill•

expl

ain

evap

orat

ion

and

cond

ensa

tion,

• in

clud

e al

l the

ste

ps in

the

dem

onst

ratio

n, a

nd•

use

rele

vant

det

ails

and

cle

ar la

ngua

ge.

Play

the

audi

o pr

esen

tatio

n. A

s the

reco

rdin

g pl

ays,

if ap

prop

riate

, you

may

poi

nt to

the

rele

vant

pic

ture

that

is o

n th

e st

uden

t’s

scre

en o

r on

the

stud

ent’s

tact

ile su

pple

men

t. A

fter y

ou h

ave

star

ted

the

reco

rdin

g, d

o no

t pau

se o

r sto

p th

e re

cord

ing.

The

aud

io

reco

rdin

g ca

nnot

be

repl

ayed

. If a

val

id d

isru

ptio

n oc

curs

(e.g

., in

terc

om a

nnou

ncem

ents

, fire

dril

ls, s

tude

nt h

ealth

issu

es, a

udio

m

alfu

nctio

ns),

plea

se re

ad th

e re

cord

ed a

udio

scrip

t to

com

plet

e th

e te

st a

dmin

istra

tion

and

cont

act y

our L

EA E

LPA

C o

r site

ELP

AC

co

ordi

nato

r to

file

a ST

AIR

S re

port

in T

OM

S.If

usi

ng h

eadp

hone

s, pu

t hea

dpho

nes o

n no

w.

29V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E P

RA

CT

ICE

TE

ST

Rec

orde

d A

udio

Scr

ipt

I

n st

ep o

ne. I

t sho

ws

two

glas

s co

ntai

ners

con

nect

ed b

y a

glas

s tu

be. T

here

is s

ome

liqui

d in

one

of t

he c

onta

iner

s. T

he

othe

r con

tain

er h

as n

o liq

uid.

Bot

h co

ntai

ners

are

sitt

ing

on a

hot

pla

te.

I

n st

ep tw

o. W

hen

the

hot p

late

is tu

rned

on,

the

liqui

d in

the

first

con

tain

er b

ecom

es v

ery

hot.

The

liqui

d ev

apor

ates

and

tu

rns

into

a s

team

or a

gas

. As

you

may

kno

w, e

vapo

ratio

n is

the

proc

ess

of a

liqu

id c

hang

ing

into

a g

as. T

hen,

the

gas

mov

es th

roug

h th

e tu

be to

the

seco

nd c

onta

iner

. Afte

r a fe

w m

inut

es th

ere

is a

n eq

ual a

mou

nt o

f gas

in b

oth

cont

aine

rs.

I

n st

ep th

ree.

Whe

n th

e ho

t pla

te is

turn

ed o

ff, th

e ga

s in

the

cont

aine

rs s

low

ly c

ools

dow

n. A

s it

cool

s, c

onde

nsat

ion

begi

ns.

Con

dens

atio

n is

the

oppo

site

of e

vapo

ratio

n. C

onde

nsat

ion

is w

hen

gas

chan

ges

back

into

a li

quid

. Afte

r a s

hort

perio

d of

tim

e,

all o

f the

ste

am—

that

is, t

he g

as—

beco

mes

liqu

id a

gain

. The

re is

now

an

equa

l am

ount

of l

iqui

d in

eac

h co

ntai

ner.

That

is

beca

use

whe

n th

e liq

uid

was

hea

ted,

the

gas

was

div

ided

equ

ally

bet

wee

n th

e tw

o co

ntai

ners

.

Th

is d

emon

stra

tion

show

s ho

w e

vapo

ratio

n an

d co

nden

satio

n m

ake

it po

ssib

le fo

r wat

er to

mov

e fro

m p

lace

to p

lace

. Thi

s pr

oces

s is

an

impo

rtant

par

t of t

he w

ater

cyc

le.

NEX

T12

SA

Y Su

mm

ariz

e th

e in

form

atio

n yo

u he

ard.

Be

sure

to•

expl

ain

evap

orat

ion

and

cond

ensa

tion,

• in

clud

e al

l the

ste

ps in

the

dem

onst

ratio

n, a

nd•

use

rele

vant

det

ails

and

cle

ar la

ngua

ge.

Paus

e to

let t

he st

uden

t sum

mar

ize

the

pres

enta

tion.

Whi

le th

e st

uden

t is r

espo

ndin

g, u

se th

e m

ain

poin

ts a

nd th

e ru

bric

to sc

ore

the

resp

onse

.

N

EXT

Pro

mp

tin

g G

uid

elin

es: S

um

mar

ize

an A

cad

emic

Pre

sen

tati

on

If th

e st

uden

t doe

s no

t ans

wer

or r

eque

sts

that

the

ques

tion

be re

peat

ed, r

epea

t the

que

stio

n an

d bu

llete

d po

ints

onc

e .If

the

stud

ent p

oint

s to

the

pict

ure,

or p

oint

s w

hile

say

ing

wor

ds s

uch

as th

is/th

at/th

ese/

thos

e, o

r sta

rts

to w

rite

a re

spon

se, s

ay,

“Ple

ase

tell

me

your

sum

mar

y.”

If th

e st

uden

t is

stru

gglin

g to

rem

embe

r a w

ord,

you

may

say

, “It

’s O

K, d

o yo

ur b

est.”

Do

not s

ay th

e w

ord

to th

e st

uden

t.If

the

resp

onse

incl

udes

one

or s

ome

of th

e m

ain

poin

ts a

nd/o

r par

tial d

etai

ls, s

ay, “

Wha

t el

se c

an y

ou t

ell m

e ab

out

wha

t yo

u he

ard?

”

Repr

ompt

onl

y on

ce.

30G

RAD

ES 6

–8Ev

apo

rati

on

/ Q

ues

tio

n 1

2Su

mm

ariz

e an

Aca

dem

ic P

rese

nta

tio

n Main

Po

ints

A fu

ll re

spon

se in

clud

es a

ll of

the

follo

win

g st

eps

in th

e de

mon

stra

tion

and

at le

ast o

ne d

etai

l for

eac

h st

ep.

Step

s in

the

dem

onst

ratio

n:•

Ther

e is

liqu

id (w

ater

) in

one

of th

e co

ntai

ners

(gla

sses

/cup

s/bo

ttle

s).

Deta

ils: T

wo

(gla

ss) c

onta

iner

s ar

e co

nnec

ted

by a

(gla

ss) t

ube

OR

both

con

tain

ers

(gla

sses

/cup

s/bo

ttle

s) a

re o

n a

hot p

late

(pla

te/s

tove

) OR

the

othe

r con

tain

er h

as n

o liq

uid

(wat

er).

• Th

en h

eat i

s ap

plie

d to

the

liqui

d (w

ater

), it

chan

ges

to a

gas

(eva

pora

tion/

evap

orat

es).

Deta

ils: T

he h

ot p

late

is tu

rned

on

OR

it ge

ts h

ot O

R th

e liq

uid

(wat

er) t

urns

into

gas

OR

the

gas

mov

es th

roug

h th

e tu

be in

to th

e ot

her c

onta

iner

OR

the

liqui

d (w

ater

) eva

pora

tes.

• Th

e ga

s co

ols

dow

n, it

cha

nges

into

a li

quid

(con

dens

atio

n/co

nden

ses)

. De

tails

: The

hea

t is

turn

ed o

ff/th

e ga

s co

ols

dow

n an

d ga

s ch

ange

s to

a li

quid

(wat

er) O

R th

ere

is th

e sa

me

(equ

al) a

mou

nt o

f liq

uid

(wat

er) i

n ea

ch

cont

aine

r (gl

ass/

cup)

.

31V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E P

RA

CT

ICE

TE

ST

Sco

re 0

Sco

re 1

Sco

re 2

Sco

re 3

Sco

re 4

• Res

pons

e is

not r

eleva

nt.• R

espo

nse

conta

ins no

En

glish

.• N

o res

pons

e, “I

don’t

know

,” or

is co

mplet

ely

unint

elligi

ble.

• Res

pons

e inc

ludes

an

attem

pt to

refer

ence

the

pres

entat

ion/pi

cture

but

conv

eys l

ittle r

eleva

nt inf

orma

tion.

• Ide

as ar

e rar

ely co

hesiv

e and

co

nnec

ted.

• Gra

mmar

and w

ord c

hoice

ar

e lim

ited a

nd im

pede

me

aning

.• P

ronu

nciat

ion an

d/or

inton

ation

often

impe

de

mean

ing.

• Spe

ech m

ay co

nsist

of

isolat

ed w

ord(

s) or

phra

se(s)

re

lated

to th

e pict

ure.

• Res

pons

e inc

ludes

a pa

rtial

summ

ary o

f at le

ast o

ne

of the

main

point

s of th

e pr

esen

tation

and m

ay la

ck

an un

derst

andin

g of th

e main

po

ints.

• Ide

as ar

e som

etime

s coh

esive

an

d con

necte

d.• G

ramm

ar an

d wor

d cho

ice ar

e sim

ple an

d rep

etitiv

e; er

rors

often

impe

de m

eanin

g.• P

ronu

nciat

ion an

d/or

inton

ation

often

impe

de

mean

ing.

• Spe

ech m

ay be

slow

, cho

ppy,

or ha

lting.

• Res

pons

e inc

ludes

a mo

stly c

lear

summ

ary o

f som

e of th

e main

point

s of

the pr

esen

tation

with

partia

l/bas

ic de

tails.

• Ide

as ar

e usu

ally c

ohes

ive an

d co

nnec

ted.

• Gra

mmar

and w

ord c

hoice

are

adeq

uate;

erro

rs oc

casio

nally

im

pede

mea

ning.

• Pro

nunc

iation

and/o

r inton

ation

oc

casio

nally

impe

de m

eanin

g.• S

peec

h is f

airly

susta

ined,

thoug

h so

me ch

oppin

ess o

r halt

ing m

ay

occu

r.

• A fu

ll res

pons

e inc

ludes

a c

lear s

umma

ry of

the

main

point

s and

detai

ls of

the pr

esen

tation

.• I

deas

are c

ohes

ive an

d co

nnec

ted.

• Gra

mmar

and w

ord

choic

e are

varie

d and

eff

ectiv

e; er

rors

do no

t im

pede

mea

ning.

• Pro

nunc

iation

and

inton

ation

do no

t impe

de

mean

ing.

• Spe

ech i

s usu

ally s

mooth

an

d sus

taine

d.

Anc

hor:

I do

n’t k

now.

Anc

hor:

This

is on

and

it is

off

.[E

xami

ner:

Wha

t else

can

yo

u te

ll me

abo

ut w

hat

you

hear

d?]

(No

resp

onse

.)

Anc

hor:

So o

n th

is pi

ctur

e it

show

s th

at it

has

mor

e th

an th

e ot

her o

ne th

at

does

n't h

ave

anyt

hing

. An

d wh

en th

ey tu

rn it

on,

th

e ev

apor

atio

n go

es to

th

e ot

her c

up. A

nd th

en

when

they

turn

it o

ff a

fter

aw

hile

, it b

oth

has

equa

l . .

. eq

ual,

umm,

wat

er.

[Exa

mine

r: W

hat e

lse c

an

you

tell

me a

bout

wha

t you

he

ard?

](N

o re

spon

se.)

Anc

hor:

Evap

orat

ion

and

cond

ensa

tion

has

a ve

ry d

iffe

renc

e be

twee

n ea

ch o

ther

bec

ause

if y

ou p

ut

one

wate

r in

one

pot a

nd th

e ot

her o

ne d

oesn

't h

ave

wate

r an

d if

you

turn

on

the

hot p

late

, on

e of

them

bec

ome

. . .

they

can

be

come

into

gas

and

one

of

them

ca

n ge

t fog

gy a

nd s

moky

. And

wh

en y

ou .

. . w

hen

you

turn

off

th

e ho

t pla

te, i

t will

turn

bac

k to

no

rmal

. But

con

dens

atio

n is

the

oppo

site

of e

vapo

ratio

n be

caus

e co

nden

satio

n do

esn'

t hav

e ga

s wh

en y

ou tu

rn o

n th

e ho

t pla

te.

Anc

hor:

In p

ictu

re n

umbe

r on

e, c

onta

iner

"A"

has

abou

t two

. . .

two

cups

of

wate

r. An

d wh

en it

is h

eate

d,

umm,

it e

vapo

rate

s an

d cr

eate

s a

gas

or a

st

eam,

and

it g

oes

to

the

othe

r con

tain

er in

an

equ

al a

moun

t. An

d th

en it

. . .

and

then

it

cond

ensa

tes

into

bot

h co

ntai

ners

"A" a

nd "B

" an

d cr

eate

s an

equ

al

amou

nt o

f wa

ter.

Note

s:• M

inor f

actua

l inac

cura

cies o

r omi

ssion

s are

acce

ptable

as lo

ng as

the s

tuden

t exp

ress

es a

clear

summ

ary o

f the p

rese

ntatio

n.• D

o not

pena

lize f

or m

ispro

nunc

iation

of an

y wor

d tha

t doe

s not

inter

fere w

ith m

eanin

g.

32G

RAD

ES 6

–8C

on

du

ctiv

ity

/ Q

ues

tio

n 1

3Su

mm

ariz

e an

Aca

dem

ic P

rese

nta

tio

n

SA

Y In

this

par

t of t

he te

st, y

ou w

ill li

sten

to a

reco

rded

pre

sent

atio

n.

Therearethreepictures.Thefirstp

icturesho

wssomebatte

riesand

a lig

ht b

ulb

conn

ecte

d by

wire

s. T

he w

ires

on o

ne s

ide

of th

e ci

rcle

ar

e no

t tou

chin

g. T

he li

ght b

ulb

is o

ff. T

he s

econ

d pi

ctur

e sh

ows

som

e ba

tterie

s an

d a

light

bul

b co

nnec

ted

by w

ires.

The

wire

s on

the

othe

r sid

e of

the

circ

le a

re c

onne

cted

by

rubb

er. T

he li

ght b

ulb

is o

ff.

The

third

pic

ture

sho

ws

som

e ba

tterie

s an

d a

light

bul

b co

nnec

ted

by w

ires.

The

wire

s on

the

othe

r sid

e of

the

circ

le a

re c

onne

cted

by

alum

inum

foil.

The

ligh

t bul

b is

on.

23

1

If th

e st

uden

t has

a ta

ctile

supp

lem

ent,

ask

them

to re

fer t

o it

now.

NO

TE: T

he B

raill

e R

eady

For

mat

(BR

F) fi

le is

loca

ted

in th

e fir

st

tab

on th

is sc

reen

.SA

YYo

u ar

e go

ing

to li

sten

to s

ome

info

rmat

ion

abou

t the

pro

cess

of c

ondu

ctiv

ity. Y

ou w

ill h

ear t

he in

form

atio

n on

ly

once

. As

you

liste

n, re

fer t

o yo

ur ta

ctile

sup

plem

ent.

You

may

take

not

es a

s yo

u lis

ten.

W

hen

the

pres

enta

tion

ends

, you

will

sum

mar

ize

the

info

rmat

ion

you

hear

d. Y

ou w

ill•

expl

ain

cond

uctiv

ity,

• in

clud

e al

l the

ste

ps in

the

dem

onst

ratio

n, a

nd•

use

rele

vant

det

ails

and

cle

ar la

ngua

ge.

Play

the

audi

o pr

esen

tatio

n. A

s the

reco

rdin

g pl

ays,

if ap

prop

riate

, you

may

poi

nt to

the

rele

vant

pic

ture

that

is o

n th

e st

uden

t’s

scre

en o

r on

the

stud

ent’s

tact

ile su

pple

men

t. A

fter y

ou h

ave

star

ted

the

reco

rdin

g, d

o no

t pau

se o

r sto

p th

e re

cord

ing.

The

aud

io

reco

rdin

g ca

nnot

be

repl

ayed

. If a

val

id d

isru

ptio

n oc

curs

(e.g

., in

terc

om a

nnou

ncem

ents

, fire

dril

ls, s

tude

nt h

ealth

issu

es, a

udio

m

alfu

nctio

ns),

plea

se re

ad th

e re

cord

ed a

udio

scrip

t to

com

plet

e th

e te

st a

dmin

istra

tion

and

cont

act y

our L

EA E

LPA

C o

r site

ELP

AC

co

ordi

nato

r to

file

a ST

AIR

S re

port

in T

OM

S.If

usi

ng h

eadp

hone

s, pu

t hea

dpho

nes o

n no

w.

Rec

orde

d A

udio

Scr

ipt

Hav

e yo

u ev

er w

onde

red

why

ele

ctric

plu

gs a

lway

s ha

ve m

etal

pro

ngs,

but

the

cord

s ar

e co

vere

d in

rubb

er o

r pla

stic

? To

day

we’

re g

oing

to ta

lk a

bout

con

duct

ivity

, or t

he w

ay th

at e

lect

ricity

trav

els

thro

ugh

diffe

rent

mat

eria

ls.

Look

at p

ictu

re o

ne. I

t sho

ws

som

e ba

tterie

s an

d a

light

bul

b co

nnec

ted

toge

ther

in a

sim

ple

circ

uit w

ith s

ome

wire

s. T

he

wire

s on

one

sid

e of

the

circ

le a

re n

ot to

uchi

ng, s

o th

e ci

rcui

t is

not c

ompl

ete.

I w

ill c

onne

ct th

ese

two

wire

s to

diff

eren

t ob

ject

s to

test

thei

r con

duct

ivity

.

33V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E P

RA

CT

ICE

TE

ST

W

hen

the

two

wire

s ar

e co

nnec

ted

to a

rubb

er e

rase

r, it

mak

es a

circ

le c

onne

ctin

g th

e ba

tterie

s an

d th

e lig

ht b

ulb.

H

owev

er, i

n pi

ctur

e tw

o, y

ou c

an s

ee th

at th

e lig

ht b

ulb

does

not

ligh

t up

whe

n ru

bber

is u

sed

to c

ompl

ete

the

circ

uit.

That

’s

beca

use

rubb

er is

not

a g

ood

cond

ucto

r of e

lect

ricity

. The

rubb

er b

lock

s th

e el

ectri

city

from

com

plet

ing

its c

ircui

t.

Fin

ally,

the

wire

s ar

e at

tach

ed to

a p

iece

of a

lum

inum

foil.

Alu

min

um is

a g

ood

cond

ucto

r of e

lect

ricity

, so

the

elec

trici

ty

from

the

batte

ry c

an p

ass

thro

ugh

the

foil,

to th

e lig

ht, a

nd b

ack

to th

e ba

ttery

aga

in, m

akin

g a

com

plet

e ci

rcui

t. A

s yo

u ca

n se

e in

pic

ture

thre

e, th

e bu

lb li

ghts

up.

This

dem

onst

ratio

n sh

ows

how

diff

eren

t mat

eria

ls c

ondu

ct e

lect

ricity

. Met

al is

a m

uch

bette

r con

duct

or o

f ele

ctric

ity th

an

rubb

er w

hich

is w

hy e

lect

rical

plu

gs h

ave

met

al p

rong

s. H

owev

er, t

he o

utsi

de o

f the

plu

g is

cov

ered

in ru

bber

so

that

whe

n w

e to

uch

it, n

o el

ectri

city

is c

ondu

cted

to u

s. C

ondu

ctiv

ity is

an

impo

rtant

idea

in e

lect

rical

eng

inee

ring.

NEX

T

13 SAY

Sum

mar

ize

the

info

rmat

ion

you

hear

d. B

e su

re to

• ex

plai

n co

nduc

tivity

,•

incl

ude

all t

he s

teps

in th

e de

mon

stra

tion,

and

• us

e re

leva

nt d

etai

ls a

nd c

lear

lang

uage

.

Pa

use

to le

t the

stud

ent s

umm

ariz

e th

e pr

esen

tatio

n. W

hile

the

stud

ent i

s res

pond

ing,

use

the

mai

n po

ints

and

the

rubr

ic to

scor

e th

e re

spon

se. A

fter t

he st

uden

t res

pond

s,

SAY

This

is th

e en

d of

the

Spea

king

test

. Tha

nk y

ou fo

r you

r atte

ntio

n an

d ha

rd w

ork.

DIR

ECTI

ON

S O

N E

ND

ING

A T

EST

• Se

lect

the

[End

Tes

t] bu

tton

to c

ontin

ue to

the

revi

ew sc

reen

.•

Do

not r

erec

ord

resp

onse

s if y

ou se

e a

red

trian

gle

in th

e re

view

box

. Sel

ect t

he [ S

ubm

it Te

st] b

utto

n.

Pro

mp

tin

g G

uid

elin

es: S

um

mar

ize

an A

cad

emic

Pre

sen

tati

on

If th

e st

uden

t doe

s no

t ans

wer

or r

eque

sts

that

the

ques

tion

be re

peat

ed, r

epea

t the

que

stio

n an

d bu

llete

d po

ints

onc

e.If

the

stud

ent p

oint

s to

the

pict

ure,

or p

oint

s w

hile

say

ing

wor

ds s

uch

as th

is/th

at/th

ese/

thos

e, o

r sta

rts

to w

rite

a re

spon

se, s

ay,

“Ple

ase

tell

me

your

sum

mar

y.”

If th

e st

uden

t is

stru

gglin

g to

rem

embe

r a w

ord,

you

may

say

, “It

’s O

K, d

o yo

ur b

est.”

Do

not s

ay th

e w

ord

to th

e st

uden

t.If

the

resp

onse

incl

udes

one

or s

ome

of th

e m

ain

poin

ts a

nd/o

r par

tial d

etai

ls, s

ay, “

Wha

t el

se c

an y

ou t

ell m

e ab

out

wha

t yo

u he

ard?

”

Repr

ompt

onl

y on

ce.

34G

RAD

ES 6

–8C

on

du

ctiv

ity

/ Q

ues

tio

n 1

3Su

mm

ariz

e an

Aca

dem

ic P

rese

nta

tio

n Main

Po

ints

A fu

ll re

spon

se in

clud

es a

ll of

the

follo

win

g po

ints

and

ste

ps:

• An

exp

lana

tion

of c

ondu

ctiv

ity, t

he w

ay e

lect

ricity

pas

ses

thro

ugh

diffe

rent

mat

eria

ls (m

etal

is a

bet

ter c

ondu

ctor

of e

lect

ricity

than

rubb

er/e

lect

ricity

can

pass

thro

ugh

met

al b

ette

r tha

n ru

bber

).•

Step

s in

the

dem

onst

ratio

n:»

Batt

erie

s an

d a

light

bul

b ar

e co

nnec

ted

toge

ther

with

wire

s, b

ut th

e ci

rcui

t is

not c

ompl

ete/

wire

s ar

e no

t tou

chin

g on

one

sid

e.»

The

wire

s ar

e co

nnec

ted

to a

rubb

er e

rase

r. Ru

bber

is n

ot a

goo

d co

nduc

tor o

f ele

ctric

ity, s

o th

e bu

lb d

oes

not l

ight

up.

» A

piec

e of

alu

min

um fo

il is

conn

ecte

d to

the

wire

s, a

nd th

e bu

lb li

ghts

up

beca

use

alum

inum

or m

etal

is a

bet

ter c

ondu

ctor

of e

lect

ricity

than

rubb

er.

35V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E P

RA

CT

ICE

TE

ST

Sco

re 0

Sco

re 1

Sco

re 2

Sco

re 3

Sco

re 4

• Res

pons

e is n

ot re

levan

t.• R

espo

nse c

ontai

ns no

En

glish

.• N

o res

pons

e, “I

don’t

kn

ow,”

or is

comp

letely

un

intell

igible

.

• Res

pons

e atte

mpts

to re

tell

the na

rrativ

e but

conv

eys

little

relev

ant in

forma

tion.

• Ide

as ar

e rar

ely co

hesiv

e an

d con

necte

d.• G

ramm

ar an

d wor

d cho

ice

are l

imite

d and

impe

de

mean

ing.

• Pro

nunc

iation

and/o

r int

onati

on of

ten im

pede

me

aning

.• S

peec

h may

cons

ist

of iso

lated

wor

d(s)

or

phra

se(s)

.

• Res

pons

e rete

lls th

e na

rrativ

e as s

uppo

rted b

y the

pictu

res,

and m

ay be

inc

omple

te an

d lac

k clar

ity.

• Ide

as ar

e som

etime

s co

hesiv

e and

conn

ected

.• G

ramm

ar an

d wor

d cho

ice

are s

imple

and r

epeti

tive;

erro

rs oft

en im

pede

me

aning

.• P

ronu

nciat

ion an

d/or

inton

ation

often

impe

de

mean

ing.

• Spe

ech m

ay be

slow

, ch

oppy

, or h

alting

.

• Res

pons

e rete

lls th

e na

rrativ

e as s

uppo

rted

by th

e pict

ures

with

basic

de

tail.

• Ide

as ar

e usu

ally c

ohes

ive

and c

onne

cted.

• Gra

mmar

and w

ord c

hoice

ar

e ade

quate

; erro

rs oc

casio

nally

impe

de

mean

ing.

• Pro

nunc

iation

and/o

r int

onati

on oc

casio

nally

im

pede

mea

ning.

• Spe

ech i

s fair

ly su

staine

d, tho

ugh s

ome c

hopp

iness

or

haltin

g may

occu

r.

• Res

pons

e pro

vides

a cle

ar

and d

etaile

d rete

lling o

f the

narra

tive a

s sup

porte

d by

the pi

cture

s.• I

deas

are c

ohes

ive an

d co

nnec

ted.

• Gra

mmar

and w

ord c

hoice

ar

e var

ied an

d effe

ctive

; er

rors

do no

t impe

de

mean

ing.

• Pro

nunc

iation

and

inton

ation

do no

t impe

de

mean

ing.

• Spe

ech i

s usu

ally s

mooth

an

d sus

taine

d.

Anc

hor:

I do

n’t k

now.

Anc

hor:

Oh.

Umm

, the

y’re

tryi

ng

to m

ake

a lig

ht b

ulb

out

of b

atte

ries,

rubb

er,

rubb

er, r

ubbe

r, an

d it

didn

’t wo

rk s

o th

ey u

sed

alum

inum

foi

l. An

d wh

en

they

put

it, t

hey

work

.[E

xami

ner:

Wha

t else

ca

n yo

u te

ll me

abo

ut

what

you

hea

rd?]

I do

n’t k

now.

Anc

hor:

Firs

t, th

ey u

se

batt

erie

s, wi

res,

and

a bu

lb. T

hen

they

use

a

rubb

er e

rase

r, bu

t the

bu

lb d

oesn

’t sh

ine.

The

n th

ey u

se a

lumi

num

foil,

an

d th

en th

e bu

lb li

ghts

up

.[E

xami

ner:

Wha

t else

ca

n yo

u te

ll me

abo

ut

what

you

hea

rd?]

(No

resp

onse

.)

Anc

hor:

So, a

s you

wer

e sa

ying

, ru

bber

will

not

wor

k be

caus

e it

will

like

stop

th

e el

ectr

icity

to g

o ar

ound

. And

this

one

over

her

e le

t’s it

go,

so

it wi

ll wo

rk a

nd li

ght u

p. An

d . .

. wel

l, yo

u . .

. if

you

use

rubb

er o

n to

p of

it,

we

won’t

get

hur

t. So

we

won

’t be

ele

ctrifi

ed

by a

nyth

ing

else

.

Anc

hor:

So w

hen

. . .

they

use

d a

cord

but

it’s

split

, so

the

light

doe

sn’t

shin

e. T

hen

when

they

use

d a

rubb

er

eras

er it

blo

cked

the

elec

tric

ity. I

n th

e la

st

pict

ure

the

light

bul

b tu

rned

on

beca

use

they

us

ed a

lumi

num

foil.

It

was

bett

er c

ondu

ctivi

ty.

Note

s:• M

inor f

actua

l inac

cura

cies o

r omi

ssion

s are

acce

ptable

as lo

ng as

the s

tuden

t exp

ress

es a

clear

summ

ary o

f the p

rese

ntatio

n.• D

o not

pena

lize f

or m

ispro

nunc

iation

of an

y wor

d tha

t doe

s not

inter

fere w

ith m

eanin

g.

36

Student Score Sheet

SPEAKING Visual Impairment and Braille Practice Test—Grades 6–8Talk About a Scene 2 0 1 3 0 1 4 0 1 2 5 0 1 2

Speech Functions 6 0 1 2 7 0 1 2

Support an Opinion 8 0 1 2 3 9 0 1 2 3

Present and Discuss Information 10 0 1 2 3 11 0 1 2 3

Summarize an Academic Presentation 12 0 1 2 3 4 13 0 1 2 3 4

Name:

Grade:

Student ID:






Name:

Grade:

Student ID:






Name:

Grade:

Student ID:

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