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ELPACEnglish Language Proficiency Assessments for California
Listening, Speaking, Reading and Writing:Directions for Administration
Practice TestGrade 1
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 caltac@ets.org. 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:caltac@ets.org
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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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
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Reading—Test Administration Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
Special Directions for Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Beginning the Reading Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Reading Test Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Reading—Read and Choose a Word . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Reading—Read and Choose a Sentence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Reading—Read a Short Informational Passage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Reading—Read a Literary Passage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Reading—Read an Informational Passage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Reading Scoring Keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Writing—Test Administration Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48
Special Directions for Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Beginning the Writing Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Writing Test Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Writing—Write a Story Together with Scaffolding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Writing—Write an Informational Text Together . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Writing—Describe a Picture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Writing—Write About an Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Writing Practice Test Answer Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Writing Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Student Score Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60
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 ELPAC operational tests. 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
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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
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.
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Directions for Administration (cont .)
• 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).
• 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.
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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.
Directions for Administration (cont .)
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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.
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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 .)
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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 40.
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? Pause for student’s response. Select [I heard the sound].
Directions for Administration (cont .)
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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].
For the Speaking test, turn to page 24.
Directions for Administration (cont .)
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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
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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 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.
[Approvals]
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.
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Logon Instructions: Listening and Reading ONLY
STUDENT INTERFACEIf 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 40.
Directions for Administration (cont .)
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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].
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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].
For the Speaking test, turn to page 24.
Directions for Administration (cont .)
16 PRACTICE TEST
Listening—Grade 1
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.
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Listening—Grade 1
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 Listen to a Classroom Conversation, Number 4, 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. (B) 4. (A)
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.
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GRADE 1
Listening Scoring Keys
Listen to a Short Exchange
Number Answer Key1 A2 C
Listen to a Classroom Conversation
Number Answer Key3 B4 A
Listen to a StoryNumber Answer Key
5 C6 B7 C8 C9 A10 A11 B12 C13 A
Listen to an Oral Presentation
Number Answer Key14 A15 A16 C17 C18 B19 B20 B21 C22 A
LISTENING—Scoring Keys
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Speaking—Grade 1
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—Grade 1 (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.”
• 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
Speaking—Grade 1 (cont .)
◦ 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
23PRACTICE TEST
Speaking—Grade 1 (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.
GRA
DE
124
SPEA
KIN
G —
Talk
Ab
ou
t a
Scen
ePl
ant
/ Q
ues
tio
ns
1–4
No
.Q
uest
ion
Sco
re 0
Sco
re 1
blank
ce
ll
SAY
Imag
ine
you
are
in a
cl
assr
oom
with
a te
ache
r and
so
me
stud
ents
.
• 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.”
•C
orre
ct re
spon
se.
1
Poi
nt to
the
girl
by
the
boar
d.
SAY
Wha
t is
the
girl
doin
g?
N
EX
T
Anc
hor:
◦
Girl.
Anc
hor:
◦
Writ
ing
the
lett
er A
.
◦W
ritin
g on
the
boar
d.
◦Do
ing
alph
abet
s/AB
Cs.
2
Poi
nt to
the
plan
t on
the
tabl
e.
SAY
Wha
t is
on th
e ta
ble?
NE
XT
Anc
hor:
◦
I do
n’t k
now.
Anc
hor:
◦
Flow
er/p
lant
/ros
es.
25P
RA
CT
ICE
TE
ST
No
.Q
uest
ion
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.
3
Poi
nt to
the
cale
ndar
.
SAY
Wha
t is
this
?
W
ait f
or th
e st
uden
t’s r
espo
nse.
SA
Y H
ow d
o th
e st
uden
ts u
se it
?
N
EX
T
Anc
hor:
◦(P
oint
ing.)
[E
xami
ner:
Tell
me in
wo
rds.]
(S
tude
nt p
oint
s.)
Anc
hor:
◦Ca
lend
ar.
[Exa
mine
r: Ho
w do
the
stud
ents
use
it?]
Um
m, to
. . .
[E
xami
ner:
Tell
me m
ore.
](N
o re
spon
se.)
Anc
hor:
◦A
cale
ndar
. [H
ow d
o th
e st
uden
ts
use
it?]
To te
ll da
ys a
nd te
ll
what
mon
th it
is a
nd te
ll wh
at .
. . u
mm, w
hat u
mm,
what
num
ber i
t is.
4
Poi
nt to
the
wea
ther
pos
ter
on th
e w
all.
SAY
Tell
me
abou
t wha
t you
see
on
the
post
er.
NE
XT
Anc
hor:
◦I
see
(poi
ntin
g).
[Exa
mine
r: Te
ll me
in
word
s.]
Umm
. . .
Anc
hor:
◦Pi
ctur
es.
[Exa
mine
r: Te
ll me
mor
e.]
I do
n’t k
now.
Anc
hor:
◦Cl
ouds
, sun
, rai
n.
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 .”
GRA
DE
126
SPEA
KIN
G—
Sup
po
rt a
n O
pin
ion
Lin
e Le
ader
or
Do
or
Ho
lder
/ 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:
Puer
taAnc
hor:
Line
lead
er.
[Exa
mine
r: W
hy d
o yo
u th
ink
bein
g th
e lin
e le
ader
is b
ette
r?]
Beca
use,
umm
. . .
Exam
iner
repe
ats
ques
tion.]
Beca
use
you
can,
you
can
. . .
Anc
hor
A:
Umm,
doo
r hol
der.
[Exa
mine
r: W
hy d
o yo
u th
ink
bein
g th
e do
or h
olde
r is
bett
er?]
Beca
use
I lik
e ho
w I
open
the
door
for
ev
eryo
ne a
nd I
thin
k th
at’s
help
ful.
Anc
hor
B:I’l
l cho
ose
the
line
lead
er.
[Exa
mine
r: W
hy d
o yo
u th
ink
bein
g th
e lin
e le
ader
is b
ette
r?]
Beca
use
you
get t
o se
e an
d wa
lk in
fro
nt.
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
You
can
choo
se w
hich
cla
ss jo
b yo
u w
ill h
ave
this
wee
k. Y
ou c
an c
hoos
e be
twee
n be
ing
the
line
lead
er o
r the
doo
r hol
der.
Whi
ch d
o yo
u ch
oose
?
Wai
t for
initi
al c
hoic
e.
SA
Y W
hy d
o yo
u th
ink
[bei
ng th
e lin
e le
ader
/bei
ng th
e do
or h
olde
r/you
r cho
ice]
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.
Sel
ect
[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?”
GRA
DE
128
SPEA
KIN
G—
Sup
po
rt a
n O
pin
ion
Play
gro
un
d o
r C
om
pu
ter
/ 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.•
No r
espo
nse,
“I do
n’t kn
ow,”
or is
comp
letely
un
intell
igible
.
•An o
pinion
is ex
pres
sed b
ut no
t sup
porte
d.
A re
ason
is no
t pro
vided
or is
not r
eleva
nt. •E
rrors
in gr
amma
r, wor
d cho
ice, p
ronu
nciat
ion,
or in
tonati
on im
pede
mea
ning.
•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:
I do
n’t k
now.
Anc
hor:
Play
grou
nd.
[Exa
mine
r: W
hy d
o yo
u th
ink
play
ing
on th
e pl
aygr
ound
is b
ette
r?]
No
resp
onse
.
Anc
hor
A:
Play
grou
nd.
[Exa
mine
r: W
hy d
o yo
u th
ink
play
ing
on a
pl
aygr
ound
is b
ette
r?]
Beca
use
it’s
fun
to p
lay
with
frie
nds.
Anc
hor
B:Co
mput
er.
[Exa
mine
r: W
hy d
o yo
u th
ink
play
ing
on a
co
mput
er is
bet
ter?
]Be
caus
e yo
u ca
n pl
ay o
n ap
ps.
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
Your
cla
ss h
as e
arne
d so
me
free
tim
e. W
hat d
o yo
u ch
oose
for y
our c
lass
to d
o: p
lay
on th
e pl
aygr
ound
or
pla
y on
the
com
pute
r?
W
ait f
or in
itial
cho
ice.
SA
Y W
hy d
o yo
u th
ink
[pla
ying
on
the
play
grou
nd/
play
ing
on th
e co
mpu
ter/y
our c
hoic
e] is
bet
ter?
NE
XT
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?”
GRA
DE
130
SPEA
KIN
G—
Ret
ell a
Nar
rati
veFi
shin
g T
rip
/ Q
ues
tio
n 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
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 atte
mpts
to re
tell th
e nar
rativ
e 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
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 nar
rativ
e as
supp
orted
by th
e pict
ures
wi
th ba
sic 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 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.
• Res
pons
e pro
vides
a cle
ar an
d de
tailed
retel
ling o
f the n
arra
tive a
s su
ppor
ted by
the p
ictur
es.
• Ide
as ar
e coh
esive
and c
onne
cted.
• Gra
mmar
and w
ord c
hoice
are
varie
d and
effec
tive;
erro
rs do
not
impe
de m
eanin
g.•P
ronu
nciat
ion an
d into
natio
n do n
ot im
pede
mea
ning.
•Spe
ech i
s usu
ally s
mooth
and
susta
ined.
Anc
hor:
(Uni
ntel
ligib
le.)
Anc
hor:
They
fish
.[E
xami
ner:
Wha
t else
ca
n yo
u te
ll me
abo
ut
what
you
hea
rd?]
(No
resp
onse
.)
Anc
hor:
OK.
So
she
went
so
he
went
. . .
fish
ing
pole
wi
th g
rand
moth
er, b
ut
he a
lmos
t doe
sn’t
gonn
a ge
tta
fish.
The
firs
t on
e, h
e he
is to
o sm
all.
But h
e . .
. he
let i
t go,
an
d he
wan
t to
get i
t.[E
xami
ner:
Wha
t else
ca
n yo
u te
ll me
abo
ut
the
stor
y?]
(No
resp
onse
.)
Anc
hor:
Firs
t pic
ture
they
wer
e wa
lkin
g to
the
lake
. And
th
en s
econ
d pi
ctur
e, h
er
gran
d . .
. he
r gra
ndma
ga
ve fi
shin
g po
le to
him
so
he
coul
d ca
tch
a fis
h.
And
then
third
, the
y we
re
meas
urin
g th
e fis
h to
mak
e su
re if
it w
as b
ig o
r litt
le.
And
it wa
s lit
tle, a
nd th
en
they
put
it b
ack
in th
e la
ke.
Anc
hor:
OK.
So,
uhh
, the
kid
and
his
gran
dmot
her,
uhh,
wen
t out
fis
hing
. And
he
want
ed to
try
the
new
fishi
ng p
ole.
So
they
sit
dow
n an
d do
the
rope
. And
th
en, a
fter
sho
rt li
ttle
bit
of
time,
Jos
e . .
. or
the
kid,
he
catc
hed
his
first
fish
. He
felt
some
thin
g pu
lling
him
. So
afte
r he
pul
led
. . .
he c
rank
ed it
ba
ck in
. Aft
er, h
is gr
andm
a an
d Jo
se .
. . I
mea
n, g
rand
moth
er
and
Jose
mea
sure
the
fish,
his
gran
dmot
her s
aid
that
it w
as to
o sm
all t
o ke
ep. S
o th
ey le
t it g
o. An
d he
wish
ed it
wou
ld g
row
into
a
big,
big
fish
. And
he
hope
d he
wo
uld
see
it ag
ain.
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.
Li
sten
car
eful
ly. Y
ou 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 Pa
ul w
as g
oing
fish
ing
with
his
gra
ndm
othe
r. H
e w
ante
d to
try
the
fishi
ng p
ole
she
had
give
n hi
m.
P
oint
to th
e se
cond
pic
ture
.
SA
Y A
t the
lake
they
wai
ted
and
wai
ted
for a
fish
to b
ite. F
inal
ly P
aul f
elt s
omet
hing
pul
ling
on h
is li
ne.
P
oint
to th
e th
ird
pict
ure.
SA
Y Pa
ul c
augh
t his
firs
t fish
. His
gra
ndm
othe
r mea
sure
d th
e fis
h. S
he s
aid
it w
as to
o sm
all t
o ke
ep.
P
oint
to th
e fo
urth
pic
ture
.
SA
Y Th
ey p
ut th
e fis
h ba
ck in
the
wat
er a
nd le
t it g
o. It
sw
am a
way
, and
Pau
l hop
ed it
wou
ld g
row
into
a g
reat
big
fish
. M
aybe
he
wou
ld s
ee it
aga
in s
omed
ay!
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 .
GRA
DE
132
SPEA
KIN
G—
Sum
mar
ize
an A
cad
emic
Pre
sen
tati
on
Mai
ling
a L
ette
r /
Qu
esti
on
8
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
: •P e
ople
put
lett
ers
in e
nvel
opes
/put
an
addr
ess
on a
n en
velo
pe/p
ut a
sta
mp
in th
e co
rner
(to
mai
l a le
tter
to s
omeo
ne) .
• Pe
ople
put
env
elop
es/le
tter
s in
mai
lbox
es O
R pe
ople
brin
g th
em to
the
post
offi
ce .
•M
achi
nes
and
post
offi
ce w
orke
rs/m
ailm
en s
ort l
ette
rs (s
ort l
ette
rs in
to b
ins)
. •Po
st o
ffice
wor
kers
/mai
lmen
driv
e or
fly
the
lett
ers
to d
iffer
ent t
owns
. •Po
st o
ffice
wor
kers
/mai
lmen
del
iver
the
lett
ers
to h
omes
/bus
ines
ses .
33P
RA
CT
ICE
TE
ST
8 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 sen
ding
a le
tter i
n th
e m
ail.
List
en c
aref
ully
. You
will
hea
r the
info
rmat
ion
only
onc
e.
Whe
n I a
m fi
nish
ed, y
ou w
ill te
ll m
e ab
out s
endi
ng a
lette
r in
the
mai
l.
Poi
nt to
the
pict
ure
of e
ach
obje
ct a
t the
app
ropr
iate
tim
e w
hile
rea
ding
the
info
rmat
ion.
Poi
nt to
the
first
pic
ture
.
SA
Y W
hen
peop
le w
ant t
o se
nd a
lette
r, th
ey p
ut th
e le
tter i
n an
env
elop
e an
d w
rite
the
addr
ess
on th
e en
velo
pe. T
hey
put a
sta
mp
in th
e co
rner
and
put
the
lette
r in
a m
ailb
ox o
r tak
e it
to a
pos
t offi
ce.
P
oint
to th
e se
cond
pic
ture
.
SA
Y M
achi
nes
and
wor
kers
sor
t the
lette
rs in
to b
ins,
dep
endi
ng o
n w
here
eac
h le
tter i
s go
ing.
P
oint
to th
e th
ird
pict
ure.
SA
Y Po
stal
wor
kers
driv
e or
fly
the
lette
rs to
diff
eren
t tow
ns a
nd d
eliv
er e
ach
lette
r to
a ho
me
or b
usin
ess.
SAY
Now
it is
you
r tur
n. T
ell m
e ab
out s
endi
ng a
lette
r in
the
mai
l. U
se th
e pi
ctur
es to
hel
p yo
u.
Pa
use
to le
t the
stud
ent s
umm
ariz
e th
e pr
esen
tatio
n. W
hile
the
stud
ent i
s res
pond
ing,
use
the
Mai
n Po
ints
and
rubr
ic to
scor
e th
e re
spon
se.
NEX
T
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 .
GRA
DE
134
SPEA
KIN
G—
Sum
mar
ize
an A
cad
emic
Pre
sen
tati
on
Mai
ling
a L
ette
r /
Qu
esti
on
8
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
:•
Peop
le p
ut le
tter
s in
env
elop
es/p
ut a
n ad
dres
s on
an
enve
lope
/put
a s
tam
p in
the
corn
er (t
o m
ail a
lett
er to
som
eone
) . •P e
ople
put
env
elop
es/le
tter
s in
mai
lbox
es O
R pe
ople
brin
g th
em to
the
post
offi
ce .
•M
achi
nes
and
post
offi
ce w
orke
rs/m
ailm
en s
ort l
ette
rs (s
ort l
ette
rs in
to b
ins)
. •Po
st o
ffice
wor
kers
/mai
lmen
driv
e or
fly
the
lett
ers
to d
iffer
ent t
owns
. •Po
st o
ffice
wor
kers
/mai
lmen
del
iver
the
lett
ers
to h
omes
/bus
ines
ses .
35P
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
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 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)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 co
hesiv
e and
conn
ected
.•G
ramm
ar an
d wor
d cho
ice
are s
imple
and r
epeti
tive;
erro
rs oft
en im
pede
mea
ning.
• Pro
nunc
iation
and/o
r int
onati
on of
ten im
pede
me
aning
.• S
peec
h may
be sl
ow, c
hopp
y, or
haltin
g.
• Res
pons
e inc
ludes
a mo
stly c
lear
summ
ary o
f som
e of th
e main
po
ints o
f the p
rese
ntatio
n with
pa
rtial/b
asic
detai
ls.
•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 cle
ar su
mmar
y of th
e main
po
ints a
nd de
tails
of the
pr
esen
tation
.•I
deas
are c
ohes
ive an
d co
nnec
ted.
•Gra
mmar
and w
ord c
hoice
ar
e var
ied an
d effe
ctive
; er
rors
do no
t impe
de
mean
ing.
• Pro
nunc
iation
and
inton
ation
do no
t impe
de
mean
ing.
•Spe
ech i
s usu
ally s
mooth
an
d sus
taine
d.
Anc
hor:
I do
n’t k
now.
Anc
hor:
Firs
t has
the
peop
le n
ame
and
addr
ess.
Nex
t, ne
xt,
yello
w, n
ext,
and
yello
w,
umm,
gra
y. I
forg
ot w
hat
to s
ay.
[Exa
mine
r: W
hat e
lse c
an
you
tell
me a
bout
wha
t I
told
you
?]N
o re
spon
se.
Anc
hor:
Umm,
pos
ts th
e le
tter
to
the
mail.
And
they
de
liver
it to
a h
ouse
or
to s
omew
here
. And
they
ta
ke it
. And
they
put
the
stam
p.[E
xami
ner:
Wha
t else
can
yo
u te
ll me
abo
ut w
hat I
to
ld y
ou?]
That
they
put
it in
a b
ox.
Anc
hor:
A-, i
f yo
u wa
nt to
sen
d a,
a,
a le
tter
, you
put
it in
side
a en
velo
pe a
nd th
en y
ou p
ut it
in
the
mailb
ox o
r, an
d th
en y
ou,
and
then
they
’re in
dif
fere
nt
kind
of,
of b
oxes
and
, or i
n co
-, or
in c
over
s. An
d th
e ma
ilbox
. .
. an
d th
e ma
il gu
y wi
ll, w
ill g
o gi
ve it
to th
e rig
ht p
erso
n.[E
xami
ner:
Wha
t else
can
you
te
ll me
abo
ut w
hat y
ou h
eard
?]Th
at w
hen,
whe
n yo
u se
nd a
en
velo
pe, y
ou p
ut th
e ad
dres
s on
it.
Anc
hor:
Firs
t you
writ
e a
lett
er
and
then
you
put
it in
an
env
elop
e. A
nd s
ome
peop
le p
ut it
in th
e ma
ilbox
or p
ut it
, or
take
it to
a p
ost o
ffice
. An
d ma
ilmen
fly
or
drive
to w
here
ver t
hey
need
to g
o.[E
xami
ner:
Wha
t else
ca
n yo
u te
ll me
abo
ut
what
I to
ld y
ou?]
Umm,
they
sor
t the
m in
di
ffer
ent b
ins.
Note
s:•
Min
or fa
ctua
l ina
ccur
acie
s or
om
issi
ons
are
acce
ptab
le a
s lo
ng a
s th
e st
uden
t exp
ress
es a
cle
ar s
umm
ary
of th
e pr
esen
tatio
n .•
Don’
t pen
aliz
e fo
r mis
pron
unci
atio
n of
any
wor
d th
at d
oesn
’t in
terfe
re w
ith m
eani
ng .
GRA
DE
136
Sum
mar
ize
an A
cad
emic
Pre
sen
tati
on
The
Sun
/ Q
ues
tio
n 9
Main
Po
ints
A fu
ll re
spon
se in
clud
es a
t le
ast
thre
e of
the
follo
win
g M
ain
Poin
ts a
nd a
t le
ast
one
deta
il:•
The
Sun
mak
es li
ght
and
heat
.•
(The
Sun
’s) l
ight
and
hea
t is
a k
ind
of e
nerg
y O
R th
e Su
n m
akes
ene
rgy .
• Pe
ople
and
ani
mal
s ne
ed t
he S
un t
o liv
e .•
The
Eart
h (a
nd o
ther
pla
nets
) goe
s ar
ound
the
Sun
.D
etai
ls:
• Th
e Su
n is
a s
tar .
• Th
e Su
n is
a b
all o
f hot
gas
.•
The
Sun
(and
pla
nets
tha
t go
aro
und
it) is
par
t of
the
sol
ar s
yste
m .
37P
RA
CT
ICE
TE
ST
9 SA
Y I a
m g
oing
to te
ll yo
u ab
out t
he S
un. L
iste
n ca
refu
lly. Y
ou w
ill h
ear t
he in
form
atio
n on
ly o
nce.
Whe
n I a
m fi
nish
ed,
you
will
tell
me
abou
t the
Sun
.
Poi
nt to
the
pict
ure
of e
ach
obje
ct a
t the
app
ropr
iate
tim
e w
hile
rea
ding
the
info
rmat
ion.
Poi
nt to
the
first
pic
ture
.
SA
Y Th
e Su
n is
a s
tar.
It is
a b
ig b
all o
f hot
gas
. The
Sun
mak
es li
ght a
nd h
eat.
The
Sun’
s st
rong
ligh
t and
hea
t is
a ki
nd
of e
nerg
y. P
eopl
e an
d an
imal
s ne
ed th
e w
arm
th a
nd li
ght f
rom
the
Sun
to li
ve o
n Ea
rth.
Poi
nt to
the
seco
nd p
ictu
re.
SA
Y Th
e Ea
rth
orbi
ts, o
r goe
s ar
ound
, the
Sun
. Oth
er p
lane
ts g
o ar
ound
the
Sun,
too.
All
of th
e pl
anet
s th
at g
o ar
ound
th
e Su
n ar
e pa
rt o
f one
sol
ar s
yste
m.
SA
Y N
ow it
is y
our t
urn.
Tel
l me
abou
t the
Sun
. Use
the
pict
ures
to h
elp
you.
Paus
e to
let t
he s
tude
nt s
umm
ariz
e th
e pr
esen
tatio
n. W
hile
the
stud
ent i
s re
spon
ding
, use
the
Mai
n Po
ints
and
the
Rub
ric
to s
core
the
resp
onse
. Aft
er th
e st
uden
t res
pond
s,
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