Upload
others
View
19
Download
0
Embed Size (px)
Citation preview
ELPACEnglish Language Proficiency Assessments for California
Speaking:Directions for Administration
Visual Impairment and Braille Training TestGrades 6–8
ii VISUAL IMPAIRMENT AND BRAILLE TRAINING 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.
iiiVISUAL IMPAIRMENT AND BRAILLE TRAINING TEST
Table of Contents
Directions for Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Introduction to the ELPAC Training Test Directions for Administration . . . . . . . . . . . . . . . . . 1Using the DFA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Administering a Training Test Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Preparing to Administer and Score the Speaking Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Prompting and Scoring Guidelines for the Speaking Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Audio Capture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4When to Stop the Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Additional Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5How to Print the DFA (optional) or View the DFA Online . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Recommended Seating Arrangement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Logon and Audio/Sound Check Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6How to Start a Test Session as a Guest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6How to Start a Training Test Session Using the Same Procedures as the Operational Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Test Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Talk About a Scene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Speech Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Support an Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Present and Discuss Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Summarize an Academic Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Student Score Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
This page is intentionally left blank.
iv
1VISUAL IMPAIRMENT AND BRAILLE TRAINING TEST
Directions for Administration
Introduction to the ELPAC Training 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.
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 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, 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
*A test examiner does not need to be present to use the ELPAC Training Test; however, the term “test examiner” is used in this document to show what a test examiner will do to administer the test.
2 VISUAL IMPAIRMENT AND BRAILLE TRAINING TEST
Directions for Administration (cont.)
Administering a Training 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 training 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 training 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.
3VISUAL IMPAIRMENT AND BRAILLE TRAINING TEST
Directions for Administration (cont.)
• 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 and scoring student responses. It is highly recommended that test examiners use this resource.
4 VISUAL IMPAIRMENT AND BRAILLE TRAINING TEST
Directions for Administration (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: 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 training 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
5VISUAL IMPAIRMENT AND BRAILLE TRAINING TEST
Directions for Administration (cont.)
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.
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
Test Examiner
StudentStudentTest
Examiner
Test Examiner
StudentStudent
6 VISUAL IMPAIRMENT AND BRAILLE TRAINING 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 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 training test. ELPAC training tests are located at the bottom of the list and are color-coded dark grey.
SAMPLE
7VISUAL IMPAIRMENT AND BRAILLE TRAINING TEST
7) You will see a Choose Settings screen.
8) In the drop-down “Presentation” 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 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.
If your computer allows audio capture, please follow these steps, otherwise select [Skip Recording Check].
Directions for Administration (cont.)
8 VISUAL IMPAIRMENT AND BRAILLE TRAINING TEST
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. Playback 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 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.
Directions for Administration (cont.)
9VISUAL IMPAIRMENT AND BRAILLE TRAINING TEST
How to Start a Training Test Session Using the Same Procedures as the Operational TestsSAY 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]
to log on to the Test Administrator Interface for the training test. 4) Log on to the Test Administrator Interface using your TOMS username (your
email address) and password. 5) Select the training 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.)
10 VISUAL IMPAIRMENT AND BRAILLE TRAINING TEST
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. Notify your ELPAC coordinator if it is not.)
Directions for Administration (cont.)
11VISUAL IMPAIRMENT AND BRAILLE TRAINING TEST
STUDENT INTERFACE (cont.) 11) On the test selection screen, select the appropriate ELPAC training test. ELPAC
training tests are located at the bottom of the list and are color-coded dark grey. 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. 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. It will open the Test Settings box.
14) In the Test Settings box, in the drop-down menu beside the word “Presentation,” select [Braille].
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.
SAY Before we begin, 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.
12 VISUAL IMPAIRMENT AND BRAILLE TRAINING TEST
Directions for Administration (cont.)
STUDENT INTERFACE (cont.) Point to the microphone.
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. Playback 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 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
This page is intentionally left blank.
13
14G
RAD
ES 6
–8Ta
lk A
bo
ut
a Sc
ene
Bu
bb
ling
Liq
uid
s /
Qu
esti
on
s 2–
7
Sci
ence
Lab
Saf
ety
Rul
esPe
riod
ic T
able
of
the
Elem
ents
Che
mic
al R
eact
ions
SA
Y Th
e pi
ctur
e sh
ows
a sc
ienc
e cl
assr
oom
. The
re a
re th
ree
stud
ents
w
orki
ng a
t a la
bora
tory
tabl
e. T
here
is a
lso
a te
ache
r.
SA
Y If
you
need
to h
ear t
he d
escr
iptio
n ag
ain,
let m
e kn
ow a
nd I
will
re
ad it
to y
ou.
No
.Q
uest
ion
Sco
re 0
Sco
re 1
[blan
k ce
ll]
SAY
Imag
ine
you
are
in a
sci
ence
cl
assr
oom
. •I
ncor
rect
resp
onse
/not r
eleva
nt/co
mplet
ely
unint
elligi
ble/no
resp
onse
/resp
onse
conta
ins
no E
nglis
h/“I d
on’t k
now.
”
•Cor
rect
resp
onse
.
2SA
Y A
stud
ent i
s ho
ldin
g a
note
book
an
d a
pen.
Wha
t can
she
do
with
th
em?
NEX
T
Anc
hor:
◦{
Stud
ent.
Anc
hor:
◦{
Writ
e so
me f
orm
of d
ata.
◦{
Writ
e/ta
ke n
otes
.
3
If a
ppro
pria
te, y
ou m
ay p
oint
to th
e st
uden
t hol
ding
up
the
beak
er.
SAY
Wha
t oth
er m
ater
ials
cou
ld
stud
ents
use
in a
sci
ence
cla
ss?
NEX
T
Anc
hor:
◦{
Clas
s.Anc
hor:
◦{
A gl
ass/
flask
/cup
with
che
mica
ls.◦{
Thin
gs to
mea
sure
with
.
4
If a
ppro
pria
te, y
ou m
ay p
oint
to th
e m
an b
ehin
d th
e le
cter
n.SA
Y Th
e te
ache
r is
pour
ing
som
ethi
ng
into
a g
lass
con
tain
er. W
hat i
s so
met
hing
that
can
be
pour
ed?
NEX
T
Anc
hor:
◦{
I fo
rget
.Anc
hor:
◦{
Chem
ical
s/liq
uids
/wat
er.
◦{
Acid
s an
d ba
ses.
15V
ISU
AL
IM
PAIR
ME
NT
AN
D B
RA
ILL
E T
RA
ININ
G T
ES
T
No
.Q
uest
ion
Sco
re 0
Sco
re 1
[blan
k ce
ll]
SAY
Imag
ine
you
are
in a
sci
ence
cl
assr
oom
. •I
ncor
rect
resp
onse
/not r
eleva
nt/co
mplet
ely
unint
elligi
ble/no
resp
onse
/resp
onse
conta
ins
no E
nglis
h/“I d
on’t k
now.
”
•Cor
rect
resp
onse
.
2SA
Y A
stud
ent i
s ho
ldin
g a
note
book
an
d a
pen.
Wha
t can
she
do
with
th
em?
NEX
T
Anc
hor:
◦{
Stud
ent.
Anc
hor:
◦{
Writ
e so
me f
orm
of d
ata.
◦{
Writ
e/ta
ke n
otes
.
3
If a
ppro
pria
te, y
ou m
ay p
oint
to th
e st
uden
t hol
ding
up
the
beak
er.
SAY
Wha
t oth
er m
ater
ials
cou
ld
stud
ents
use
in a
sci
ence
cla
ss?
NEX
T
Anc
hor:
◦{
Clas
s.Anc
hor:
◦{
A gl
ass/
flask
/cup
with
che
mica
ls.◦{
Thin
gs to
mea
sure
with
.
4
If a
ppro
pria
te, y
ou m
ay p
oint
to th
e m
an b
ehin
d th
e le
cter
n.SA
Y Th
e te
ache
r is
pour
ing
som
ethi
ng
into
a g
lass
con
tain
er. W
hat i
s so
met
hing
that
can
be
pour
ed?
NEX
T
Anc
hor:
◦{
I fo
rget
.Anc
hor:
◦{
Chem
ical
s/liq
uids
/wat
er.
◦{
Acid
s an
d ba
ses.
No
.Q
uest
ion
Sco
re 0
Sco
re 1
Sco
re 2
[blan
k ce
ll]Fo
r que
stio
ns 5
–7, i
f the
stud
ent g
ives
a
one-
wor
d re
spon
se, s
ay, “
Tell
me
mor
e.”
•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.
5SA
Y W
hat i
s so
met
hing
you
wou
ld
lear
n ab
out i
n a
scie
nce
clas
s?
Wai
t for
the
stud
ent’s
resp
onse
.
SA
Y H
ow d
o yo
u kn
ow?
NEX
T
Anc
hor:
◦{
Umm
. . .
Anc
hor:
◦{
Chem
ical
s. [E
xami
ner:
How
do y
ou
know
?]
(No
resp
onse
.)
Anc
hor:
◦{
Solid
s, liq
uids
, and
gas
es.
[Exa
mine
r: Ho
w do
you
kn
ow?]
Be
caus
e I
lear
ned
abou
t th
ose
in m
y sc
ienc
e cl
ass.
6SA
Y Th
e st
uden
ts n
eed
to w
ash
thei
r han
ds. W
hat c
an th
ey
use
to w
ash
thei
r han
ds?
NEX
T
Anc
hor:
◦{
I do
n’t k
now.
Anc
hor:
◦{
A ba
thro
om.
[Exa
mine
r: Te
ll me
mor
e.]
(No
resp
onse
.)
Anc
hor:
◦{
Soap
and
wat
er.
7SA
Y Th
e st
uden
ts a
re d
oing
an
expe
rimen
t with
som
e liq
uid.
W
hat d
o th
ey n
eed
to w
ear t
o pr
otec
t the
ir ha
nds,
eye
s, o
r cl
othi
ng?
NEX
T
Anc
hor:
◦{
I fo
rget
.Anc
hor:
◦{
A co
at.
[Exa
mine
r: Te
ll me
mor
e.]
I do
n’t k
now.
Anc
hor:
◦{
Lab
coat
s/sa
fety
coa
ts/
glas
ses/
gogg
les.
◦{
Rubb
er g
love
s.
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 5
–7, i
f the
stu
dent
giv
es a
one
-wor
d re
spon
se, s
ay, “
Tell
me
mor
e.”
For q
uest
ion
7, if
the
stud
ent g
ives
a re
spon
se s
uch
as “
Ther
e is
not
hing
mor
e to
say
,” re
peat
the
ques
tion.
16G
RAD
ES 6
–8Sp
eech
Fu
nct
ion
sSc
ien
ce P
roje
ct /
Qu
esti
on
8
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.
8Sc
ienc
e Pr
ojec
t A
skin
g fo
r in
form
atio
nAnc
hor:
I do
n’t k
now.
Anc
hor:
How’
s it
goin
g?Anc
hor:
Have
you
fini
shed
the
scie
nce
proj
ect y
et?
17V
ISU
AL
IM
PAIR
ME
NT
AN
D B
RA
ILL
E T
RA
ININ
G T
ES
T
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 a
situ
atio
n th
at
coul
d ha
ppen
to y
ou. T
hen,
tell
me
wha
t you
wou
ld s
ay. M
ake
sure
you
r ans
wer
is a
ppro
pria
te fo
r you
r aud
ienc
e.
PRA
CTI
CE—
DO
NO
T R
ECO
RD
SA
Y Yo
uwanttoknow
ifyou
rfrie
ndfinishedamath
wor
kshe
et. W
hat w
ould
you
say
to y
our f
riend
?
Pa
use.
Wai
t for
an
answ
er.
Ack
now
ledg
e th
e st
uden
t’s c
orre
ct re
spon
se, o
r mod
el
a co
rrec
t res
pons
e, su
ch a
s “D
id y
ou fi
nish
you
r w
orks
heet
?” o
r “Ar
e yo
u do
ne w
ith y
our w
orks
heet
?”
Func
tion:
ask
ing
for i
nfor
mat
ion
8 SAY
Youwanttoknow
ifyou
rfrie
ndhasfinished
wor
king
on
a sc
ienc
e pr
ojec
t. W
hat w
ould
you
sa
y to
you
r frie
nd?
Fu
nctio
n: a
skin
g fo
r inf
orm
atio
n
The
stud
ent m
ight
say,
“D
id y
ou fi
nish
you
r pro
ject
?” o
r “H
ow is
you
r sci
ence
pro
ject
goi
ng?”
N
EXT
If t
here
hav
e be
en n
o re
spon
ses o
r no
corr
ect r
espo
nses
to th
is p
oint
, you
may
stop
test
ing
in th
e Sp
eaki
ng d
omai
n. S
elec
t [Pa
use]
.
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
.
18G
RAD
ES 6
–8Su
pp
ort
an
Op
inio
nFi
tnes
s o
r A
rt /
Qu
esti
on
9
Sco
re 0
Sco
r e 1
Sco
re 2
Sco
re 3
•An o
pinion
is no
t ex
pres
sed.
•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 us
ing
effec
tive l
angu
age*
and a
t leas
t one
relev
ant
reas
on w
ith ex
plana
tion o
r elab
orati
on. L
ittle
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, p
ronu
nciat
ion,
or in
tonati
on do
not im
pede
mea
ning.
•Spe
ech i
s fair
ly sm
ooth
and s
ustai
ned.
Anc
hor:
I do
n’t k
now.
Anc
hor:
Thin
k ar
t wou
ld b
e be
tter
for
th
e co
mmun
ity. B
ecau
se if
kid
s lik
e if
they
don
’t ge
t tha
t muc
h.
Anc
hor:
Art.
[Exa
mine
r: Ju
stif
y yo
ur c
hoic
e by
givi
ng re
leva
nt re
ason
s to
su
ppor
t you
r opi
nion
.]So
they
cou
ld d
raw
good
.[E
xami
ner:
Tell
me m
ore
abou
t yo
ur c
hoic
e.]
(No
resp
onse
.)
Anc
hor:
The
phys
ical
fitn
ess.
[Exa
mine
r: Ju
stif
y yo
ur c
hoic
e by
givi
ng
rele
vant
reas
ons t
o su
ppor
t you
r opi
nion
.]Um
m, I
thin
k th
e ph
ysic
al fi
tnes
s be
caus
e th
en th
e ki
ds h
ave
some
thin
g ac
tive
to d
o in
stea
d of
like
bei
ng o
n co
mput
ers
all d
ay lo
ng.
*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.
19V
ISU
AL
IM
PAIR
ME
NT
AN
D B
RA
ILL
E T
RA
ININ
G T
ES
T
9 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
Alocalcom
mun
itycenterh
asmon
eyto
sup
portonlyon
eoftw
onewclasses.Thefirstcho
iceisaphysicalfitness
clas
s. T
he s
econ
d ch
oice
is a
n ar
t cla
ss. W
hich
one
do
you
thin
k w
ould
be
a be
tter o
ptio
n fo
r 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.
”
20G
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. •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.
•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.
21V
ISU
AL
IM
PAIR
ME
NT
AN
D B
RA
ILL
E T
RA
ININ
G T
ES
T
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.
How
Alv
arez
Mid
dle
Sch
ool
Stu
den
ts T
rave
l to
Sch
ool
Car
31%
Bus
48%
Wal
k8%
Bik
e13
%
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 s
tude
nts
who
use
the
diffe
rent
tran
spor
tatio
n m
etho
ds. 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
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.
22G
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
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
. •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:
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.
23V
ISU
AL
IM
PAIR
ME
NT
AN
D B
RA
ILL
E T
RA
ININ
G T
ES
T
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
.
How
Alv
arez
Mid
dle
Sch
ool
Stu
den
ts T
rave
l to
Sch
ool
Car
31%
Bus
48%
Wal
k8%
Bik
e13
%
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
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.
24G
RAD
ES 6
–8Su
mm
ariz
e an
Aca
dem
ic P
rese
nta
tio
nEv
apo
rati
on
/ Q
ues
tio
n 1
2
12
3
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
nectedbya
tube
. The
con
tain
ers
are
sitti
ng o
n a
hot p
late
. The
hot
pla
te is
turn
ed o
ff. T
he
glas
s co
ntai
ner o
n th
e le
ft, la
bele
d A
, has
som
e liq
uid.
The
gla
ss c
onta
iner
on
the
right
, lab
eled
B, h
as n
o liq
uid.
The
sec
ond
pict
ure
show
s tw
o gl
ass
cont
aine
rs c
onne
cted
by
a tu
be s
ittin
g on
a h
ot p
late
. The
hot
pla
te is
turn
ed
on. B
oth
cont
aine
rs h
ave
the
sam
e am
ount
of g
as. T
he th
ird p
ictu
re s
how
s tw
o gl
ass
cont
aine
rs c
onne
cted
by
a tu
be s
ittin
g on
a h
ot p
late
. The
hot
pla
te is
turn
ed o
ff. B
oth
cont
aine
rs h
ave
the
sam
e am
ount
of l
iqui
d.
If
the
stud
ent h
as a
tact
ile su
pple
men
t, as
k th
em to
refe
r to
it no
w. N
OTE
: The
BR
F fil
e is
loca
ted
in th
e fir
st ta
b on
this
scre
en.
SA
Y Yo
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 u
sing
hea
dpho
nes,
put h
eadp
hone
s on
now.
Rec
orde
d A
udio
Scr
ipt
L
ook
at s
tep
one.
It s
how
s tw
o gl
ass
cont
aine
rs c
onne
cted
by
a gl
ass
tube
. The
re is
som
e liq
uid
in o
ne o
f the
con
tain
ers.
Th
e ot
her c
onta
iner
has
no
liqui
d. B
oth
cont
aine
rs a
re s
ittin
g on
a h
ot p
late
.
Loo
k at
ste
p 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
an
d 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
. As
you
can
see
in th
e pi
ctur
e, a
fter a
few
min
utes
ther
e is
an
equa
l am
ount
of g
as in
bot
h co
ntai
ners
.
Loo
k at
ste
p 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. C
onde
nsat
ion
is th
e op
posi
te o
f eva
pora
tion.
Con
dens
atio
n is
whe
n ga
s ch
ange
s ba
ck in
to a
liqu
id. A
fter a
sho
rt pe
riod
25V
ISU
AL
IM
PAIR
ME
NT
AN
D B
RA
ILL
E T
RA
ININ
G T
ES
T
of ti
me,
all
of th
e st
eam
—th
at is
, the
gas
—be
com
es li
quid
aga
in. A
s yo
u ca
n se
e in
the
pict
ure,
ther
e is
now
an
equa
l am
ount
of
liqui
d in
eac
h co
ntai
ner.
That
is b
ecau
se w
hen
the
liqui
d w
as h
eate
d, th
e ga
s w
as d
ivid
ed e
qual
ly b
etw
een
the
two
cont
aine
rs.
This
dem
onst
ratio
n sh
ows
how
eva
pora
tion
and
cond
ensa
tion
mak
e it
poss
ible
for w
ater
to m
ove
from
pla
ce to
pla
ce. T
his
proc
ess
is a
n im
porta
nt p
art o
f the
wat
er c
ycle
.
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
. 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.
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.•
Rem
embe
r to
ente
r stu
dent
scor
es in
DEI
and
secu
rely
des
troy
answ
er sh
eets
and
scra
tch
pape
r.
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.
26G
RAD
ES 6
–8Su
mm
ariz
e an
Aca
dem
ic P
rese
nta
tio
nEv
apo
rati
on
/ Q
ues
tio
n 1
2
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: •Th
ere
is li
quid
(wat
er) i
n on
e of
the
cont
aine
rs (g
lass
es/c
ups/
bott
les)
. De
tails
: Tw
o (g
lass
) con
tain
ers
are
conn
ecte
d by
a (g
lass
) tub
e O
R bo
th c
onta
iner
s (g
lass
es/c
ups/
bott
les)
are
on
a ho
t pla
te (p
late
/sto
ve) O
R th
e ot
her c
onta
iner
has
no
liqui
d (w
ater
). •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)
.
27V
ISU
AL
IM
PAIR
ME
NT
AN
D B
RA
ILL
E T
RA
ININ
G T
ES
T
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.
28
SPEAKING Visual Impairment and Braille Training Test—Grades 6–8Talk About a Scene 2 0 1 3 0 1 4 0 1 5 0 1 2 6 0 1 2 7 0 1 2
Speech Functions 8 0 1 2
Support an Opinion 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
Name:
Grade:
StatewideStudentIdentifier:
Date Entered in DEI:
SPEAKING Visual Impairment and Braille Training Test—Grades 6–8Talk About a Scene 2 0 1 3 0 1 4 0 1 5 0 1 2 6 0 1 2 7 0 1 2
Speech Functions 8 0 1 2
Support an Opinion 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
Name:
Grade:
StatewideStudentIdentifier:
Date Entered in DEI:
SPEAKING Visual Impairment and Braille Training Test—Grades 6–8Talk About a Scene 2 0 1 3 0 1 4 0 1 5 0 1 2 6 0 1 2 7 0 1 2
Speech Functions 8 0 1 2
Support an Opinion 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
Name:
Grade:
StatewideStudentIdentifier:
Date Entered in DEI: