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ELPACEnglish Language Proficiency Assessments for California
Listening, Speaking, Reading and Writing:Directions for Administration
Practice TestKindergarten
ii PRACTICE TEST
ELPAC Administration Notes
FOR QUESTIONS REGARDING THE ELPAC OR FOR ADDITIONAL ASSISTANCE:• Test examiners and other school personnel should contact their site 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 © 2020 by the California Department of Education (CDE). All rights reserved.
mailto:[email protected]
iiiPRACTICE TEST
Table of Contents
Directions for Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Using the DFA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Test Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Administering the Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Before Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2During Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3When to Stop the Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Coaching and Guessing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Additional Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Ways of Accessing the DFA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Recommended Seating Arrangement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Logon and Audio/Sound Check Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6How to Start a Test Session as a Guest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6How to Start a Practice Test Session Using the Same Procedures as the Operational Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Listening—Test Administration Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Special Directions for Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Prompting Guidelines for All Listening Task Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Beginning the Listening Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Listening Scoring Keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Speaking—Test Administration Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
Special Directions for Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Prompting and Scoring Guidelines for the Speaking Domain . . . . . . . . . . . . . . . . . . . . . . . 21
Audio Capture for the Speaking Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Ending the Test and Review Screen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Review Screen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Speaking Test Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Speaking—Talk About a Scene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Speaking—Support an Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Speaking—Retell a Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Speaking—Summarize an Academic Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
iv PRACTICE TEST
Reading—Test Administration Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
Special Directions for Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Beginning the Reading Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Reading Test Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Reading—Read-Along Word with Scaffolding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Reading—Read-Along Story with Scaffolding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Reading—Read-Along Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Reading Scoring Keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Writing—Test Administration Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46
Special Directions for Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Beginning the Writing Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Writing Test Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Writing—Label a Picture—Word, with Scaffolding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Writing—Write a Story Together with Scaffolding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Writing Practice Test Answer Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Writing Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Student Score Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
Table of Contents (cont .)
1PRACTICE TEST
Directions for Administration
Introduction
This manual contains directions and the specific scripts you will need to administer the Practice Test for the English Language Proficiency Assessments for California (ELPAC). It is a companion document to the online Practice Test.
The purpose of the ELPAC Practice Test is to familiarize students and test examiners* with the testing interface, item types, and accessibility resources as well as to provide students with the opportunity to practice a full-length test. The Practice Test provides a sample of the question types and grade-level content and contains the same number of questions that appear on the Summative ELPAC. There is an ELPAC Practice Test available for each grade level/span.
Please note that the Practice Test does not produce scores. The Practice Test is available all year and may be used at any time in preparation for the operational ELPAC tests.
The Practice Test 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 Test 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, Instructions, and Quick Reference Guides page on the ELPAC website.
*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
2 PRACTICE TEST
Directions for Administration (cont .)
Using the DFAThis DFA document should be used to administer the Listening, Speaking, Reading, and Writing domains.
This DFA contains scripts for administration. The following symbols indicate instructions for test examiners:
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 is required to point to the text or pictures on the student’s screen .
Information for the test examiner
Advance to the next question
Stopping marker
READ AND SAY The test examiner finger-sweeps or uses a pencil or pen under text on screen while reading it aloud .
Test Materials
Before testing begins, the test examiner should assemble the following materials: • Printed or electronic copy of this DFA
• A copy of the Writing Practice Test Answer Book
• Electronic device for the student to access the test
• If applicable, electronic device for the test examiner to use the Test Administrator Interface
• Headset and splitter for the test examiner and student (if preferred)
• Pencils and eraser for test examiner and student
• Copy of the Student Score Sheet (if preferred), which can be found at the end of this DFA
3PRACTICE TEST
Directions for Administration (cont .)
Administering the Test
Before TestingBefore administering the test, the test examiner must do the following:
• Make sure to have a copy of this DFA for use during test administration. • Prepare testing devices and materials for students and examiners.• Check the volume on the student’s device prior to logon. After logon, the maximum
volume cannot be increased.• Select a quiet area to administer the test. Eliminate distractions (e.g., extraneous
noises, windows, etc.).• Read through the instructions that are specific to each domain (Listening,
Speaking, Reading, and Writing).
• If you are administering the 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 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.
During Testing • Greet the student and read the information from the administration script for
that domain (i.e., Listening, Speaking, Reading, or Writing). • The student may not use books, cellular phones, or other reference materials
during testing. Students’ desks should be clear of all items except for the test materials provided by the test examiner.
• If headsets are desired, use a splitter to plug in one pair of student headphones and one pair of test examiner headphones so that the student and test examiner can listen to the test together.
• All directions may be repeated or replayed. • The universal tools (e.g., zoom, line reader, etc.) introduced during test examiner
training and described in California Assessment Accessibility Resources Matrix are available in the test delivery system for students who need them. The test examiner should use the universal tools on the student’s behalf. For example, the zoom is a tool that can make the graphics and text larger on the screen.
• To minimize the risk of unforeseen usability issues, adjust sound and display settings using the resources in the test delivery system rather than those built into the student’s device (e.g., zoom using the test delivery system, not the device’s track pad or touch screen).
4 PRACTICE TEST
Directions for Administration (cont .)
• Read the directions, questions, and answer choices in a neutral voice. Read the test content (e.g., the story or presentation) in a grade appropriate manner. The student may interpret variations in tone as a clue that the emphasized word or phrase could be the correct answer to a question. Pronunciation guides are provided for technical terms and frequently mispronounced words.
• Verify the student’s test settings in the Test Administrator Interface.
When to Stop the TestThere are stopping markers in each 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 each domain. For domains that are computer-based, select the [End Test] button at the top of the Student Interface screen to submit the test. After the stopping marker, the test examiner should use their best judgment to determine whether a student should proceed.
Coaching and Guessing• Do not show or suggest the correct answer to any question. If a student asks
about a test question (“Is this right?” or “How do you spell _______?”), give a neutral response, such as “You choose the one you think is right and go on,” or “Just spell it the best you know how.”
• Do not coach the student. The test examiner should not provide assistance that will inadvertently indicate an answer.
• Encourage the student to do his or her best on all sections of the assessment.
5PRACTICE TEST
Directions for Administration (cont .)
Additional Directions
Ways of Accessing the DFAPrinting 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 Speaking test questions.
Instructions for Viewing Online:• Open the PDF file in Adobe Acrobat.
• When you get to the Speaking 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.
6 PRACTICE TEST
Directions for Administration (cont .)
Logon and Audio/Sound Check Instructions
How to Start a Test Session as a Guest
SAY Today you will be taking the ELPAC. First, I am going to sign you in. 1) Navigate to the ELPAC website. 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.
SAMPLE
https://www.elpac.org
7PRACTICE TEST
7) You will see a Choose Settings screen.
8) Choose test settings as needed, then select the [Select] button.
If administering the Listening and Reading test, go to the top of page 8.
If administering the Speaking test, go to the bottom of page 8.
Directions for Administration (cont .)
8 PRACTICE TEST
Logon Instructions: Listening and Reading ONLYIf headsets will be used,
SAY Please put your headset on. At this time, put your headset on, too.
Whether headsets are being used or not,
SAY I’m going to check that you can hear the sound. 9) Select the [Play] button. Check that the student can hear the music and see the moving
musical notes. If so, select the [I could play the video and sound] button, then select [Continue] to proceed. If the video and audio did not play correctly, click [I could not play the video or sound], check your device’s settings and try again.
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).
10) Select [Begin test now] at the bottom of the page.
SAY We are going to start the test now. Listen to the directions. For the Listening test, turn to page 16.
For the Reading test, turn to page 38.
Logon Instructions: Speaking ONLY
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?
Directions for Administration (cont
Pause for student’s response. Select [I heard the sound].
.)
9PRACTICE TEST
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.
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].
Point to the microphone.
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 and you will see a white circle. Let’s practice.
SAY Describe what you are wearing today. 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, ‘I am wearing blue pants and a white shirt.’”
When the student is ready, select [I heard my recording]. 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. Now we are going to begin.
Select the [Continue] at the bottom of the screen. At the bottom of the next page, select [Begin Test Now].
Directions for Administration (cont
For the Speaking test, turn to page 20.
.)
10 PRACTICE TEST
How to Start a Practice Test Session Using the Same Procedures as the Operational Tests
SAY Today you will be taking 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. 2) Select the [Practice & Training Tests] button. 3) Select the [Test Administrator and Test Examiner Practice and Training
Site] link 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.
Directions for Administration (cont .)
https://www.elpac.org
11PRACTICE TEST
STUDENT INTERFACE 8) Launch the secure browser on the student’s testing device and select the button on
the screen to go to the Practice and Training Test site or select the [Student Interface Practice and Training Tests] link from the Practice and Training Tests tab on the ELPAC website.
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. Notify your ELPAC coordinator if it is not.)
Directions for Administration (cont .)
https://www.elpac.org
12 PRACTICE TEST
STUDENT INTERFACE (cont.) 11) On the test selection screen, select the appropriate ELPAC Practice Test.
SAMPLE
Directions for Administration (cont .)
TEST ADMINISTRATOR INTERFACE 12) Go back to your test examiner device and in the Test Administrator Interface,
approve the student to test. 13) Verify you have selected the correct test and test settings for the student by selecting
the [Approvals] button. The eye icon allows you to view and set test settings, the check mark allows you to approve the test, and the “X” allows you to deny the test.
14) Go back to the student testing device.
If administering the Listening and Reading test, go to page 13.
If administering the Speaking test, go to page 14.
13PRACTICE TEST
Logon Instructions: Listening and Reading ONLY
STUDENT INTERFACE If headsets will be used,
SAY Please put your headset on. At this time, put your headset on, too. Whether headsets are being used or not,
SAY I’m going to check that you can hear the sound. 15) Select the [Play] button. Check that the student can hear the music and see the
moving musical notes. If so, select the [I could play the video and sound] button, then select [Continue] to proceed. If the video and audio did not play correctly, click [I could not play the video or sound], check your device’s settings and try again.
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).
16) Select [Begin test now] at the bottom of the page.
SAY We are going to start the test now. Listen to the directions. For the Listening test, turn to page 16.
For the Reading test, turn to page 38.
Directions for Administration (cont .)
14 PRACTICE TEST
Directions for Administration (cont .)
Logon Instructions: Speaking ONLY
SAY Before we begin, we need to check to see if you can hear the audio.
STUDENT INTERFACEIf 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.
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].
Point to the microphone.
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 and you will see a white circle. Let’s practice.
SAY Describe what you are wearing today. 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, ‘I am wearing blue pants and a white shirt.’”
When the student is ready, select [I heard my recording].
15PRACTICE TEST
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. Now we are going to begin.
Select the [Continue] at the bottom of the screen. At the bottom of the next page, select [Begin Test Now].
Directions for Administration (cont
For the Speaking test, turn to page 20.
.)
16 PRACTICE TEST
Listening—Kindergarten
Special Directions for Listening
• Listening is administered one-on-one with the test examiner navigating the student device. The test examiner should scroll at the appropriate times to ensure that the student sees all answer choices.
• If there have been no responses or no correct responses to the stopping marker, the test examiner may stop administering the Listening domain. Select [End Test].
• If headsets are desired, use a splitter to plug in one pair of student headphones and one pair of test examiner headphones so that the student and test examiner can listen to the test together. Point to questions and answer choices at the appropriate time as the test audio plays, and input the answers indicated by the student.
Prompting Guidelines for All Listening Task Types
• Play any Listening conversation, story, or information only once unless the student has the designated support that allows replays.
• If the student does not answer or gives an answer that is not clear, you may replay the question or say, “Tell/Show me again.”
• If the student still does not answer, select No Response (NR) and move to the next question.
Beginning the Listening Test
The Listening Practice Test can be administered in several ways. It can be administered as a practice activity by marking the student’s responses in the Student Testing Interface. The Student Testing Interface does not capture the scores or produce a printed report. As an option, the test examiner can both administer the Practice Test and check the student’s answers. The test examiner may choose to copy the Student Score Sheet, bubble the answers while administering the test, and then use the scoring keys to check the answers. The Student Score Sheet is located at the end of this document.
To begin the test, follow the directions in the How to Start a Test Session as a Guest or the How to Start a Practice Test Session Using the Same Procedures as the Operational Tests portion of this document.
17PRACTICE TEST
Listening—Kindergarten (cont .)
When the Listening Test screen comes up,
SAY Welcome to the Listening section of the ELPAC test. In this part of the test, you will listen carefully. Then you will tell me your
answers to some questions. You will point to your answer or tell me your answer with words. If you are unsure of how to respond to a question, just respond the best you can. If you need any questions repeated, just ask. If you are having trouble hearing the test, let me know.
You will now begin the Listening questions. Select [Next] to advance to the next screen. Administer the Listening domain. To begin playing the audio for each conversation, story,
or information, select the audio player button on the screen. Then, select the audio button on the screen for each question. Point to the question and answer choices while the audio of the test plays. You must select an answer for each question to move on to the next question.
After administering Number 8, if there have been no responses or no correct responses you may stop testing in the Listening domain. Select [End Test].
Answer Key:
1. (A) 2. (C) 3. (A) 4. (B) 5. (A) 6. (A) 7. (C) 8. (B)
After the student responds to the last question,
SAY This is the end of the Listening test. Thank you for your attention and hard work.
DIRECTIONS FOR ENDING A TEST• Select [End Test] represented by a red square. • Select [Yes] to continue. • Select [Submit Test]. • Select [Yes] to submit.
18 PRACTICE TEST
Kindergarten LISTENING—Scoring Keys
Listening Scoring Keys
Listen to a Short Exchange
Number Answer Key1 A2 C3 A4 B5 A
Listen to a StoryNumber Answer Key
6 A7 C8 B9 C10 A11 B12 A13 C14 B
Listen to an Oral Presentation
Number Answer Key15 A16 B17 B18 C19 C20 A
This page is intentionally left blank.
19
20 PRACTICE TEST
Speaking—Kindergarten
Special Directions for Speaking
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.
• When to stop the test: Refer to the stopping marker after Talk About a Scene. • Practice and Modeling: A practice question is included as part of the Recording
Check so the test examiner may provide feedback to let the student know they are responding correctly. The practice question in the Recording Check is “Describe what you are wearing today.” For example, if the student responded to the practice question saying, “A shirt and pants,” 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, ‘I am wearing blue pants and a white shirt.’”
• Prompting Guidelines: The prompting guidelines vary for each Speaking 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.
• Pointing: Some questions require the test examiner to point, as indicated by the icon, while reading the text out loud to the student. This should be rehearsed prior to the test administration. Do not point to pictures or text unless directed to in this 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.
21PRACTICE TEST
Speaking—Kindergarten (cont .)
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: In two-part questions in Talk About a Scene and Support an Opinion, 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 second part of the question. If the student 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 Speaking Domain
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.
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.
• Activating the microphone: The microphone icon [ ] appears at the beginning of the SAY statement. It is OK to record the test examiner’s voice on the audio recording. To ensure smooth interaction between the test examiner and the student, the test examiner may start the microphone while asking the question and stop the microphone after the student responds.
• Rerecording: The test examiner may continue to the next question and does not need to rerecord if:◦ Test examiner forgets to record a response.◦ Test examiner records a response to one question by using the audio recorder
for another question.◦ Test examiner sees a red triangle in the review box when ending the test session.
22 PRACTICE TEST
◦ The audio capture times out after two minutes and the student is still answering the question. Allow the student to complete the response and score the complete spoken response and not only what was recorded.
• Headsets: In order to enable interaction between the student and test examiner, use of headsets with a microphone for voice capture is not recommended.
• Replay: It is not recommended that the test examiner use the audio capture replay feature while administering the Speaking test. Also, it is not recommended that the student hear their response and rerecord. The test examiner is to listen and score the student’s first response.
Once the test examiner has navigated to the next test question, the audio capture recording will not be able to be replayed. The test examiner does not need to replay the student response to confirm the audio capture.
• Routine for Scoring Speaking on the Computer-based ELPAC:
The following suggested routine provides test examiners with a sample protocol for administering the Speaking section of the computer-based ELPAC:◦ Select the microphone icon to turn the microphone on.◦ Ask the student the question.◦ The student responds to the question.◦ Turn the microphone off.◦ Score the student’s response on the Student Score Sheet (if using).◦ Advance the screen.
Turn the
microphone on.Ask the student the
question.
The student responds to
the question.
Score the student’s response on
the Student Score Sheet (if using).Turn the
microphone off.Advance the screen.
RRoouuttiinnee ffoorr SSccoorriinngg SSppeeaakkiinngg oonn CCoommppuutteerr BBaasseedd EELLPPAACC:: hhttttpp::////bbiitt..llyy//22BBxxLLXXLLss
Speaking—Kindergarten (cont .)
23PRACTICE TEST
Speaking—Kindergarten (cont .)
Ending the Test and Review Screen
When the test is complete,
SAY This is the end of the Speaking test. Thank you for your attention and hard work.
DIRECTIONS ON ENDING A TEST• Select the [End Test] button to continue to the review screen.• Do not rerecord responses if you see a red triangle in the review box. Select the
[Submit Test] button.
Review ScreenThe review screen will indicate red triangles for every question where the audio capture was not successfully recorded. The test examiner should not go back and record any responses to remove the red triangles once the test is completed.
Kind
erga
rten
24SP
EAK
ING
—Ta
lk A
bo
ut
a Sc
ene
Shap
es /
Qu
esti
on
s 1–
4
No
.It
em
Sco
re 0
Sco
re 1
blank
ce
ll
SAY
Look
at t
he p
ictu
re. I
am
go
ing
to a
sk y
ou s
ome
ques
tions
abo
ut it
.
•Inc
orre
ct re
spon
se/no
t rele
vant/
comp
letely
un
intell
igible
/no re
spon
se/re
spon
se co
ntains
no
Eng
lish/“
I don
’t kno
w.”
•Cor
rect
resp
onse
.
1
Poi
nt to
the
teac
her.
SAY
Wha
t is
the
teac
her d
oing
?
N
EX
T
Anc
hor:
◦
I do
n’t k
now.
Anc
hor:
◦
Hold
ing/
show
ing
shap
es.
◦
Teac
hing
/sitt
ing/
talk
ing.
2
Poi
nt to
the
bask
ets
on th
e ta
ble.
SAY
Wha
t are
thes
e?
N
EX
T
Anc
hor:
◦
I fo
rget
.Anc
hor:
◦
Bask
ets/
boxe
s/bu
cket
s.
◦To
ys/s
hape
s/bl
ocks
.
25P
RA
CT
ICE
TE
ST
No
.It
em
Sco
re 0
Sco
re 1
Sco
re 2
blank
ce
llFo
r que
stio
ns 3
and
4, i
f the
stud
ent
give
s a o
ne-w
ord
resp
onse
, say
, “Te
ll m
e m
ore.
”
•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
know
,” or
is co
mplet
ely un
intell
igible
.
•Res
pons
e is l
imite
d or
partia
lly re
levan
t. •E
rrors
in gr
amma
r, pr
onun
ciatio
n, or
inton
ation
im
pede
mea
ning.
•Res
pons
e is r
eleva
nt. •E
rrors
in gr
amma
r, pr
onun
ciatio
n, or
inton
ation
do
not im
pede
mea
ning.
3SA
Y W
hat i
s th
is c
lass
lear
ning
ab
out?
Wai
t for
the
stud
ent’s
res
pons
e.
SA
Y H
ow d
o yo
u kn
ow?
NE
XT
Anc
hor:
◦
Umm,
lear
ning
. [E
xami
ner:
How
do y
ou
know
?]
I do
n’t k
now.
Anc
hor:
◦
Shap
es.
[Exa
mine
r: Ho
w do
you
kn
ow?]
I
don’t
kno
w.
Anc
hor:
◦
Umm,
sha
pes.
[Exa
mine
r: Ho
w do
you
kn
ow?]
Be
caus
e sh
e’s m
akin
g a
tria
ngle
.
4
Poi
nt to
the
obje
cts
on th
e ta
ble.
SAY
Tell
me
abou
t wha
t the
st
uden
ts c
an d
o w
ith th
ese.
NE
XT
Anc
hor:
◦
Umm,
the
shap
es.
Anc
hor:
◦
Play
ing
toys
.Anc
hor:
◦
They
can
put
them
in th
e rig
ht b
aske
ts.
Pro
mp
tin
g G
uid
elin
es: T
alk
Ab
ou
t a
Scen
e
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 p
oint
s, pa
ntom
imes
, or p
oint
s to
peo
ple
and
thin
gs w
hile
say
ing
wor
ds s
uch
as th
is/th
at/th
ese/
thos
e, s
ay, “
Tell
me
in w
ords
.”Fo
r que
stio
ns 3
and
4, i
f the
stu
dent
giv
es a
one
-wor
d re
spon
se, s
ay, “
Tell
me
mor
e .”
Kind
erga
rten
26SP
EAK
ING
—Su
pp
ort
an
Op
inio
nC
rack
ers
or
Gra
pes
/ Q
ues
tio
n 5
Sco
re 0
Sco
re 1
Sco
re 2
•An o
pinion
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 co
mplet
ely
unint
elligi
ble.
•An o
pinion
is ex
pres
sed b
ut no
t sup
porte
d. A
reas
on is
not p
rovid
ed or
is no
t rele
vant.
•Erro
rs in
gram
mar, w
ord c
hoice
, pro
nunc
iation
, or
inton
ation
impe
de m
eanin
g.
•An o
pinion
is ex
pres
sed a
nd su
ppor
ted w
ith a
relev
ant r
easo
n. •E
rrors
in gr
amma
r, wor
d cho
ice, p
ronu
nciat
ion,
or in
tonati
on do
not im
pede
mea
ning.
Anc
hor:
(Poi
ntin
g.)[E
xami
ner:
Tell
me in
wor
ds. W
hat d
o yo
u ch
oose
for
you
r cla
ss to
eat
: cra
cker
s or
gr
apes
?]I
don’t
kno
w.
Anc
hor:
Crac
kers
.[E
xami
ner:
Why
do
you
thin
k cr
acke
rs a
re
bett
er?]
(No
resp
onse
.)
Anc
hor
A:
Crac
kers
.[E
xami
ner:
Why
do
you
thin
k cr
acke
rs a
re
bett
er?]
Mmm
. . .
[Exa
mine
r: W
hy d
o yo
u th
ink
crac
kers
are
be
tter
?]Be
caus
e th
ere
are
good
.
Anc
hor
B:Gr
apes
.[E
xami
ner:
Why
do
you
thin
k gr
apes
are
be
tter
?]Be
caus
e th
ey ta
ste
like
sour
.
27P
RA
CT
ICE
TE
ST
No
.Pic
ture
Pro
mp
t
5
SAY
Now
,
SAY
I am
goi
ng to
ask
you
for y
our o
pini
on.
P
oint
to e
ach
pict
ure
at th
e ap
prop
riat
e tim
e w
hile
rea
ding
the
ques
tion.
SAY
Your
cla
ss h
as a
cho
ice
of tw
o fo
ods
to e
at fo
r a
snac
k. W
hat d
o yo
u ch
oose
for y
our c
lass
to e
at:
crac
kers
or g
rape
s?
Wai
t for
initi
al c
hoic
e.
SA
Y W
hy d
o yo
u th
ink
[cra
cker
s ar
e/gr
apes
are
/you
r ch
oice
is] b
ette
r? I
f th
ere
have
bee
n no
res
pons
es o
r no
cor
rect
res
pons
es to
this
po
int,
you
may
sto
p te
stin
g in
the
Spea
king
dom
ain.
Se
lect
[End
Tes
t].
N
EX
T
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 p
oint
s, pa
ntom
imes
, or p
oint
s w
hile
say
ing
wor
ds s
uch
as th
is/th
at/th
ese/
thos
e, s
ay, “
Tell
me
in w
ords
,” a
nd re
peat
the
ques
tion .
If th
e st
uden
t sta
tes a
cho
ice b
ut d
oes n
ot p
rovi
de a
reas
on, r
epea
t the
last
par
t of t
he q
uest
ion
once
: “W
hy d
o yo
u th
ink
[stu
dent
’s ch
oice
] is
bett
er?”
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
, “W
hy d
o yo
u th
ink
your
cho
ice
is b
ette
r?”
Kind
erga
rten
28
SPEA
KIN
G—
Sup
po
rt a
n O
pin
ion
Ru
n o
r D
raw
/ Q
ues
tio
n 6
Sco
re 0
Sco
re 1
Sco
re 2
•An o
pinion
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 no
t sup
porte
d. A
reas
on is
not p
rovid
ed or
is no
t rele
vant.
•Erro
rs in
gram
mar, w
ord c
hoice
, pro
nunc
iation
, or
inton
ation
impe
de m
eanin
g.
•An o
pinion
is ex
pres
sed a
nd su
ppor
ted w
ith a
relev
ant r
easo
n. •E
rrors
in gr
amma
r, wor
d cho
ice, p
ronu
nciat
ion, o
r int
onati
on do
not im
pede
mea
ning.
Anc
hor:
I do
n’t k
now.
Anc
hor:
Runn
ing.
[Exa
mine
r: W
hy d
o yo
u th
ink
runn
ing
race
s is
bett
er?]
Beca
use
runn
ing
is be
tter
.
Anc
hor
A:
Run
race
s.[E
xami
ner:
Why
do
you
thin
k ru
nnin
g ra
ces
is be
tter
?]Be
caus
e th
at w
ill m
ake
you
heal
thy.
Anc
hor
B:Si
de .
. . d
raw
with
sid
ewal
k ch
alk.
[Exa
mine
r: W
hy d
o yo
u th
ink
draw
ing
with
sid
ewal
k ch
alk
is be
tter
?]Be
caus
e th
ey’re
lear
ning
abo
ut s
hape
s.
29P
RA
CT
ICE
TE
ST
No
.Pic
ture
Pro
mp
t
6
SAY
I am
goi
ng to
ask
you
for y
our o
pini
on.
P
oint
to e
ach
pict
ure
at th
e ap
prop
riat
e tim
e w
hile
rea
ding
the
ques
tion.
SAY
You
and
your
frie
nds
can
choo
se w
hat t
o do
at
rece
ss. W
hat d
o yo
u ch
oose
to d
o w
ith y
our
frie
nds:
run
race
s or
dra
w w
ith s
idew
alk
chal
k?
Wai
t for
initi
al c
hoic
e.
SA
Y W
hy d
o yo
u th
ink
[run
ning
race
s/dr
awin
g w
ith
side
wal
k ch
alk/
your
cho
ice]
is b
ette
r?
N
EX
T
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 p
oint
s, pa
ntom
imes
, or p
oint
s w
hile
say
ing
wor
ds s
uch
as th
is/th
at/th
ese/
thos
e, s
ay, “
Tell
me
in w
ords
,” a
nd re
peat
the
ques
tion .
If th
e st
uden
t sta
tes a
cho
ice b
ut d
oes n
ot p
rovi
de a
reas
on, r
epea
t the
last
par
t of t
he q
uest
ion
once
: “W
hy d
o yo
u th
ink
[stu
dent
’s ch
oice
] is
bett
er?”
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
, “W
hy d
o yo
u th
ink
your
cho
ice
is b
ette
r?”
Kind
erga
rten
30SP
EAK
ING
—R
etel
l a N
arra
tive
Pick
ing
Flo
wer
s /
Qu
esti
on
7
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 l
ittle
relev
ant in
forma
tion.
•Ide
as ar
e rar
ely co
hesiv
e and
co
nnec
ted.
•Gra
mmar
and w
ord c
hoice
are
limite
d and
impe
de m
eanin
g. •P
ronu
nciat
ion an
d/or in
tonati
on
often
impe
de m
eanin
g. •S
peec
h may
cons
ist of
isola
ted
word
(s) or
phra
se(s)
.
•Res
pons
e rete
lls th
e na
rrativ
e as s
uppo
rted b
y the
pictu
res b
ut ma
y be
incom
plete
and l
ack c
larity
. •I
deas
are s
ometi
mes
cohe
sive a
nd co
nnec
ted.
•Gra
mmar
and w
ord c
hoice
ar
e sim
ple an
d rep
etitiv
e; er
rors
often
impe
de
mean
ing.
•Pro
nunc
iation
and/o
r int
onati
on of
ten im
pede
me
aning
. •S
peec
h may
be sl
ow,
chop
py, o
r halt
ing.
•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:
(No
resp
onse
.) [E
xami
ner:
Now
use
al
l the
pic
ture
s to
te
ll th
e st
ory
back
to
me.]
Is .
. .[E
xami
ner:
Wha
t else
ca
n yo
u te
ll me
abo
ut
the
stor
y?]
C an’t
.
Anc
hor:
The
fath
er tr
ied
to g
ive
the,
the
mom
a flo
wers
, the
fa
ther
. . .
[Exa
mine
r: W
hat e
lse
can
you
tell
me a
bout
the
stor
y?]
Umm,
the
fath
er, u
mm .
. .
[Exa
mine
r: An
d th
en w
hat
happ
ened
?]Th
en th
e gr
andf
athe
r trie
d to
, to
give
it .
. . pu
t the
wa
ter .
. . t
he fl
ower
s to
give
it
to h
er, u
mm, g
rand
, gra
nd,
umm,
umm
, try
ing to
give
he
r mom
a fl
ower
s to,
to th
e gi
rl, to
the,
umm
, umm
. . .
Anc
hor:
The
girl
is an
d th
e bo
y is
tryi
ng to
get
flow
ers
from
the,
the
mom
and
from
, fro
m th
e gi
rl.[E
xami
ner:
And
then
wh
at h
appe
ned?
]An
d th
en h
e . .
. an
d th
en
the
girl
give
it to
the
gran
dma.
Anc
hor:
They
wen
t out
side
and
they
got
flow
ers
and
then
they
wen
t bac
k an
d th
en th
ey p
ut w
ater
and
th
en th
ey g
ive it
to th
eir
mom
or g
rand
p- .
. . m
om
or g
rand
ma. M
om. T
hey
give
it to
the
mom,
the
flowe
rs.
Anc
hor:
Anna
and
his
. . .
and
her f
athe
r wan
ted
to
give
som
e flo
wers
to h
er
gran
dmot
her.
Anna
wen
t ou
tsid
e an
d sa
w ma
ny
beau
tiful
flow
ers.
They
we
nt in
side.
Ann
a fo
und
a ja
r, a
glas
s ja
rred
. She
. .
. th
ey p
ut th
e flo
wers
on
it. I
t loo
ked
so
beau
tiful
. The
y . .
. An
na
give
d he
r. . .
the
flowe
rs
to h
er g
rand
moth
er.
31P
RA
CT
ICE
TE
ST
7 SA
Y Lo
ok a
t the
pic
ture
s.
Pa
use.
Poi
nt to
eac
h of
the
pict
ures
.
SA
Y I a
m g
oing
to te
ll yo
u a
stor
y ab
out t
he p
ictu
res.
Lis
ten
care
fully
. You
w
ill h
ear t
he s
tory
onl
y on
ce. W
hen
I am
fini
shed
, you
will
use
the
pict
ures
to te
ll th
e st
ory
back
to m
e.
Poi
nt to
the
first
pic
ture
.
SA
Y A
nna
and
her f
athe
r dec
ided
to p
ick
som
e flo
wer
s fo
r her
gra
ndm
othe
r. Sh
e to
ok a
bas
ket a
nd w
ent o
utsi
de. S
he
foun
d m
any
beau
tiful
flow
ers.
P
oint
to th
e se
cond
pic
ture
.
SA
Y W
hen
Ann
a an
d he
r fat
her w
ere
done
, the
y w
ent i
n th
e ho
use.
Ann
a fo
und
a gl
ass
jar a
nd p
ut w
ater
in it
. The
n sh
e pu
t the
flow
ers
in th
e gl
ass
jar.
They
look
ed s
o pr
etty
.
Poi
nt to
the
thir
d pi
ctur
e.
SA
Y A
nna
gave
the
jar o
f flow
ers
to h
er g
rand
mot
her.
Her
gra
ndm
othe
r was
ver
y ha
ppy.
SAY
Now
use
all
the
pict
ures
to te
ll th
e st
ory
back
to m
e.
N
EX
T
Pro
mp
tin
g G
uid
elin
es: R
etel
l a N
arra
tive
Read
the
stor
y on
ly o
nce .
If
the
stud
ent d
oes
not a
nsw
er o
r req
uest
s th
at th
e qu
estio
n be
repe
ated
, say
, “N
ow u
se a
ll th
e pi
ctur
es t
o te
ll th
e st
ory
back
to
me .
”If
the
stud
ent p
oint
s, pa
ntom
imes
, or p
oint
s to
peop
le a
nd th
ings
whi
le sa
ying
wor
ds su
ch a
s thi
s/th
at/th
ese/
thos
e, sa
y, “T
ell m
e in
wor
ds a
bout
the
stor
y .”If
the
stud
ent i
s re
luct
ant o
r sto
ps s
peak
ing
afte
r say
ing
a fe
w s
ente
nces
, pro
mpt
the
stud
ent b
y sa
ying
one
of t
he fo
llow
ing,
“W
hat
else
can
you
tel
l me
abou
t th
e st
ory?
” or
“A
nd t
hen
wha
t ha
ppen
ed?”
Rep
rom
pt n
o m
ore
than
twic
e .If
the
stud
ent i
s st
rugg
ling
to re
mem
ber a
nam
e, s
ay, “
The
girl
’s/b
oy’s
nam
e is
[nam
e] . Y
ou c
an a
lso
say
‘the
gir
l/the
boy
.’”W
hen
scor
ing,
you
sho
uld
cons
ider
the
resp
onse
s gi
ven
by th
e st
uden
t as
a w
hole
, reg
ardl
ess
of re
prom
ptin
g .
Kind
erga
rten
32SP
EAK
ING
—R
etel
l a N
arra
tive
Ho
mew
ork
/ Q
ues
tio
n 8
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 b
ut ma
y be
incom
plete
and l
ack c
larity
. •I
deas
are s
ometi
mes
cohe
sive a
nd co
nnec
ted.
•Gra
mmar
and w
ord c
hoice
ar
e sim
ple an
d rep
etitiv
e; er
rors
often
impe
de
mean
ing.
•Pro
nunc
iation
and/o
r int
onati
on of
ten im
pede
me
aning
. •S
peec
h may
be sl
ow,
chop
py, o
r halt
ing.
•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:
(No
resp
onse
.)Anc
hor:
He d
o th
e bo
ok
(uni
ntel
ligib
le) t
he
back
pack
s an
d he
was
pu
ttin
g it
ther
e.[E
xami
ner:
Wha
t else
ca
n yo
u te
ll me
abo
ut th
e st
ory?
]Be
caus
e th
ey w
ere
putt
ing
(uni
ntel
ligib
le)
her b
ackp
ack
her b
ook.
Anc
hor:
Hmm,
her
mom
get
he
r, he
r mom
get
h-,
get h
im, u
mm, a
boo
k.
(Uni
ntel
ligib
le) t
hen
when
she
was
, umm
, wh
en s
he w
as d
one,
th
en s
he p
ut it
in h
is pa
ckpa
ck.
[Exa
mine
r: W
hat e
lse
can
you
tell
me a
bout
the
stor
y?]
His
dad
let h
im to
, let
hi
m to
a g
ood
plac
e.
Anc
hor:
Carlo
s ge
ts a
boo
k at
the
libar
y. He
wen
t hom
e an
d re
aded
it w
ith h
is da
d.
And
when
Car
los
finish
ed
he p
ut it
in h
is ba
ckpa
ck.
Anc
hor:
Umm,
so
Carla
, Car
los
got a
boo
k, s
choo
l and
he
can
’t wa
it to
read
it
to h
is da
d. W
hen,
whe
n he
got
, whe
n Ca
rlos
got
home
, he
told
his
dad
all a
bout
the
book
. And
th
en w
hen
he w
as d
one
read
ing,
he
put t
he b
ook
in h
is ba
ckpa
ck to
take
it
back
to s
choo
l.
33P
RA
CT
ICE
TE
ST
8 SA
Y Lo
ok a
t the
pic
ture
s.
Pa
use.
Poi
nt to
eac
h of
the
pict
ures
.
SA
Y I a
m g
oing
to te
ll yo
u a
stor
y ab
out t
he p
ictu
res.
Lis
ten
care
fully
. You
w
ill h
ear t
he s
tory
onl
y on
ce. W
hen
I am
fini
shed
, you
will
use
the
pict
ures
to te
ll th
e st
ory
back
to m
e.
Poi
nt to
the
first
pic
ture
.
SA
Y C
arlo
s go
t a b
ook
to re
ad a
t hom
e to
day.
He
coul
dn’t
wai
t to
read
the
book
with
his
dad
.
Poi
nt to
the
seco
nd p
ictu
re.
SA
Y W
hen
Car
los
got h
ome,
he
told
his
dad
abo
ut th
e bo
ok. H
is d
ad h
elpe
d hi
m fi
nd a
qui
et s
pace
to re
ad.
P
oint
to th
e th
ird
pict
ure.
SA
Y W
hen
Car
los
finis
hed
read
ing,
he
put t
he b
ook
in h
is b
ackp
ack
to ta
ke b
ack
to s
choo
l.SA
Y N
ow u
se a
ll th
e pi
ctur
es to
tell
the
stor
y ba
ck to
me.
NE
XT
Pro
mp
tin
g G
uid
elin
es: R
etel
l a N
arra
tive
Read
the
stor
y on
ly o
nce .
If
the
stud
ent d
oes
not a
nsw
er o
r req
uest
s th
at th
e qu
estio
n be
repe
ated
, say
, “N
ow u
se a
ll th
e pi
ctur
es t
o te
ll th
e st
ory
back
to
me .
”If
the
stud
ent p
oint
s, pa
ntom
imes
, or p
oint
s to
peop
le a
nd th
ings
whi
le sa
ying
wor
ds su
ch a
s thi
s/th
at/th
ese/
thos
e, sa
y, “T
ell m
e in
wor
ds a
bout
the
stor
y .”If
the
stud
ent i
s re
luct
ant o
r sto
ps s
peak
ing
afte
r say
ing
a fe
w s
ente
nces
, pro
mpt
the
stud
ent b
y sa
ying
one
of t
he fo
llow
ing,
“W
hat
else
can
you
tel
l me
abou
t th
e st
ory?
” or
“A
nd t
hen
wha
t ha
ppen
ed?”
Rep
rom
pt n
o m
ore
than
twic
e .If
the
stud
ent i
s st
rugg
ling
to re
mem
ber a
nam
e, s
ay, “
The
girl
’s/b
oy’s
nam
e is
[nam
e] . Y
ou c
an a
lso
say
‘the
gir
l/the
boy
.’”W
hen
scor
ing,
you
sho
uld
cons
ider
the
resp
onse
s gi
ven
by th
e st
uden
t as
a w
hole
, reg
ardl
ess
of re
prom
ptin
g .
Kind
erga
rten
34SP
EAK
ING
—Su
mm
ariz
e an
Aca
dem
ic P
rese
nta
tio
nC
rayo
ns
/ Q
ues
tio
n 9
Main
Po
ints
A fu
ll re
spon
se in
clud
es a
t lea
st th
ree
of th
e fo
llow
ing
Mai
n Po
ints
: •Cr
ayon
s ar
e m
ade
of w
ax .
•W
orke
rs m
elt t
he w
ax/h
eat t
he w
ax (u
ntil
it m
elts
) . •W
orke
rs a
dd c
olor
to th
e w
ax .
•W
ax is
sha
ped
into
stic
ks (l
ong/
skin
ny) .
•W
orke
rs m
ix th
e w
ax a
nd c
olor
toge
ther
. •Pe
ople
use
cra
yons
to c
olor
(pic
ture
s) .
35P
RA
CT
ICE
TE
ST
9 SA
Y In
this
par
t of t
he te
st, I
will
read
som
e in
form
atio
n to
you
.
SAY
I am
goi
ng to
tell
you
abou
t cra
yons
. Lis
ten
care
fully
. You
will
hea
r the
info
rmat
ion
only
onc
e. W
hen
I am
fini
shed
, yo
u w
ill te
ll m
e ab
out c
rayo
ns.
P
oint
to th
e pi
ctur
e of
eac
h ob
ject
at t
he a
ppro
pria
te ti
me
whi
le r
eadi
ng th
e in
form
atio
n.
Poi
nt to
the
cray
ons.
SA
Y Th
ese
are
cray
ons.
Do
you
ever
won
der h
ow c
rayo
ns a
re m
ade?
Cra
yons
are
mad
e ou
t of w
ax.
P
oint
to th
e w
orke
r m
ixin
g th
e w
ax.
SA
Y Fi
rst,
wor
kers
hea
t the
wax
unt
il it
mel
ts. T
hen,
wor
kers
add
col
or to
the
wax
. The
y m
ix th
e w
ax a
nd th
e co
lor t
oget
her.
P
oint
to th
e cr
ayon
s.
SA
Y La
st, t
he w
ax g
ets
shap
ed in
to lo
ng, s
kinn
y st
icks
. The
se s
ticks
are
cra
yons
. Peo
ple
use
cray
ons
to c
olor
pi
ctur
es.
SAY
Now
it is
you
r tur
n. T
ell m
e w
hat y
ou le
arne
d ab
out c
rayo
ns. U
se th
e pi
ctur
es to
hel
p yo
u.
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 ru
bric
to sc
ore
the
resp
onse
. Afte
r the
stud
ent r
espo
nds,
SA
Y Th
is is
the
end
of th
e Sp
eaki
ng te
st. T
hank
you
for y
our a
ttent
ion
and
hard
wor
k.
D
IRE
CT
ION
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
Read
the
info
rmat
ion
only
onc
e .If
the
stud
ent d
oes
not a
nsw
er o
r req
uest
s th
at a
que
stio
n be
repe
ated
, you
may
repe
at th
e qu
estio
n on
ce .
If th
e st
uden
t poi
nts
to th
e pi
ctur
e w
ithou
t spe
akin
g, s
ay, “
Tell
me
in w
ords
.”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/
abou
t w
hat
I tol
d yo
u?”
Repr
ompt
onl
y on
ce .
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 .W
hen
scor
ing,
you
sho
uld
cons
ider
the
resp
onse
s gi
ven
by th
e st
uden
t as
a w
hole
, reg
ardl
ess
of re
prom
ptin
g .
Kind
erga
rten
36SP
EAK
ING
—Su
mm
ariz
e an
Aca
dem
ic P
rese
nta
tio
nC
rayo
ns
/ Q
ues
tio
n 9
Main
Po
ints
A fu
ll re
spon
se in
clud
es a
t lea
st th
ree
of th
e fo
llow
ing
Mai
n Po
ints
: •Cr
ayon
s ar
e m
ade
of w
ax .
•W
orke
rs m
elt t
he w
ax/h
eat t
he w
ax (u
ntil
it m
elts
) . •W
orke
rs a
dd c
olor
to th
e w
ax .
•W
ax is
sha
ped
into
stic
ks (l
ong/
skin
ny) .
•W
orke
rs m
ix th
e w
ax a
nd c
olor
toge
ther
. •Pe
ople
use
cra
yons
to c
olor
(pic
ture
s) .
37P
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 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 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 ph
rase
(s)
relat
ed to
the p
ictur
e.
•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 pre
senta
tion
and m
ay la
ck an
unde
rstan
ding
of the
main
point
s. •I
deas
are s
ometi
mes c
ohes
ive
and c
onne
cted.
•Gra
mmar
and w
ord c
hoice
are
simple
and r
epeti
tive;
erro
rs oft
en im
pede
mea
ning.
•Pro
nunc
iation
and/o
r inton
ation
oft
en im
pede
mea
ning.
•Spe
ech m
ay be
slow
, cho
ppy,
or
haltin
g.
•Res
pons
e inc
ludes
a mo
stly
clear
summ
ary o
f som
e of
the m
ain po
ints o
f the
pres
entat
ion w
ith pa
rtial/b
asic
detai
ls.
•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 m
eanin
g. •P
ronu
nciat
ion an
d/or
inton
ation
occa
siona
lly
impe
de m
eanin
g. •S
peec
h is f
airly
susta
ined,
thoug
h som
e cho
ppine
ss or
ha
lting m
ay oc
cur .
•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
smoo
th an
d sus
taine
d.
Anc
hor:
How
they
. . .
Anc
hor:
Uhh,
this
one’s
a h
ard
one.
[Exa
mine
r: It
’s O
K. D
o yo
ur b
est.]
I’m th
inki
ng, b
ut I
can
’t.
Umm,
I’m
stil
l lea
rnin
g.[E
xami
ner:
Wha
t else
can
yo
u te
ll me
abo
ut w
hat I
to