32
ELPAC English Language Proficiency Assessments for California Speaking: Directions for Administration Training Test Grades 9–10
ELPACEnglish Language Proficiency Assessments for California
Speaking:Directions for Administration
Training TestGrades 9–10
ii FIELD TEST FORM 1 (F1)
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.
iiiFIELD TEST FORM 1 (F1)
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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Audio Capture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4When to Stop the Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
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 FIELD TEST C
1TRAINING 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).
Using the DFAThis DFA document should be used to administer the Speaking domain only. For Kindergarten through Grade 2, to administer the other domains, download the Listening and Reading DFA for each specific grade. The Writing test for Kindergarten through Grade 2 is administered in a paper-based format. Please refer to the Writing practice test materials available on https://www.elpac.org/resources/practicetests.
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
*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 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 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 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 for the student to access the test
• Scratch paper for note-taking
• Pencils with erasers
• Headsets and splitter for the test examiner and student (if preferred)
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 in the notepad section on the electronic device.
Preparing to Administer and Score the Speaking DomainBefore administering the test, the following is recommended:
• Prepare testing devices and materials for students and examiners.
• Check the volume on the student device prior to entering the Student Interface, and set the volume to MAX prior to logging in.
• Select a quiet area to administer the test. Eliminate distractions (e.g., extraneous noises, windows, clutter, etc.).
It is highly recommended that test examiners spend time preparing to administer and score the Speaking domain. The ELPAC includes task types with integrated skills, multiple rubrics, reading of complex academic text, and increased interactions between students and test examiners. The following are suggestions to help prepare for a successful test administration.
3TRAINING TEST
Directions for Administration (cont.)
• 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 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 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 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.
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 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.
4 TRAINING TEST
Directions for Administration (cont.)
• 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.
During the operational administration of the Speaking domain, the following guidelines apply to the audio capture tool. The test examiner should score what the student says, not what is recorded. If the following occur, the test examiner may continue to the next question and does not need to rerecord:
• Test examiner forgets to record a response.
• Test examiner records response on the wrong question.
• Test examiner sees a red triangle in the review box when ending the test session.
Use of headsets with a microphone for voice capture is not recommended to enable interaction between the student and test examiner. Headsets are recommended for grades 3–12 Summarize an Academic Presentation streaming audio.
If the student is wearing a headset for Summarize an Academic Presentation, the test examiner must also wear a headset to be able to hear the presentation and point appropriately to pictures and text on the student’s screen. Two headsets may require a splitter.
Once the test examiner has navigated to the next test question, the audio will not be able to be replayed. The test examiner does not need to replay the student 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].
5TRAINING TEST
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.
Test Examiner Student
Test Examiner
Student
Test Examiner
StudentTest Examiner Student
6 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 onto 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
7TRAINING TEST
7) You will see a Choose Settings screen.
8) Choose test settings as 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.
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 and you will see a white circle. Let’s practice.
SAY Describe what you are wearing today. Pause for student’s response. 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.’”
Directions for Administration (cont.)
8 TRAINING TEST
SAY Now let’s see if it recorded your voice. Playback
SAY Did you hear yourself? Pause for student’s response. SAY OK, let’s get started. Select [I heard my recording]. Select the [Continue] button.
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. NEXT
9TRAINING TEST
How to Start a Training Test Session Using the Same Procedures as the Operational Tests
SAY Today you will be taking the Speaking section of the ELPAC. First, I am going to sign you in.
TEST ADMINISTRATOR INTERFACE
1) Launch a supported web browser on your device and access the ELPAC website (https://www.elpac.org).
2) Select the [Practice & Training Tests] button. 3) Select the [Test Administrator and Test Examiner Practice and Training
Site] 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 TRAINING TEST
STUDENT INTERFACE 8) Launch the secure browser on the student’s testing device or select the [StudentInterface Practice and Training Tests] link from the Practice and Training Teststab on elpac.org.9) Toggle the blue Guest User and Guest Session buttons to [OFF], and log thestudent on.
• In the First Name field, enter the student’s first name as it appears in the CaliforniaLongitudinal 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] [No]ELPAC coordinator if it is not.)
to continue. (Select if the student information is not correct. Notify your
Directions for Administration (cont.)
11TRAINING 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
TEST ADMINISTRATOR INTERFACE 12) Go back to your test examiner device and in the Test Administrator Interface, approve the student to test.13) Verify you have selected the correct test and test settings for the student by selecting the [Approvals] button.
STUDENT INTERFACE 14) Go back to the student testing device and administer the assessment using the script
that starts in the next section of this DFA. 15) You will see this screen. Choose test settings as needed, then select the [Select]
button.
Directions for Administration (cont.)
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 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 and you will see a white circle. Let’s practice.
SAY Describe what you are wearing today. Pause for student’s response. 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.’”
SAY Now let’s see if it recorded your voice. Playback
SAY Did you hear yourself? Pause for student’s response. SAY OK, let’s get started. Select [I heard my recording]. Select the [Continue] button.
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. NEXT
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13
14G
RAD
ES 9
–10
Talk
Ab
ou
t a
Scen
eB
ub
blin
g L
iqu
ids
/ Q
ues
tio
ns
2–7
Sci
ence
Lab
Saf
ety
Rul
esPe
riod
ic T
able
of
the
Elem
ents
Che
mic
al R
eact
ions
No
.Q
uest
ion
Sco
re 0
Sco
re 1
[blan
k ce
ll]
SAY
Look
at t
he p
ictu
re. I
am
go
ing
to a
sk y
ou s
ome
ques
tions
abo
ut it
.
• Inc
orre
ct re
spon
se/no
t rele
vant/
comp
letely
un
intell
igible
/no re
spon
se/re
spon
se co
ntains
no
Eng
lish/“
I don
’t kno
w.”
• Cor
rect
resp
onse
.
2
Poi
nt to
the
stud
ent w
ritin
g.SA
Y W
hat i
s th
e st
uden
t doi
ng?
NEX
T
Anc
hor:
{{
Stud
ent.
Anc
hor:
{{W
ritin
g so
me f
orm
of d
ata.
{{W
ritin
g/ta
king
not
es.
3
Poi
nt to
the
stud
ent h
oldi
ng u
p th
e be
aker
.SA
Y W
hat i
s th
e st
uden
t hol
ding
?
N
EXT
Anc
hor:
{{
Hold
ing.
Anc
hor:
{{Ho
ldin
g a
glas
s/fla
sk/c
up w
ith
chem
ical
s.
4
Poi
nt to
the
man
beh
ind
the
lect
ern.
SAY
Wha
t is
the
teac
her d
oing
?
N
EXT
Anc
hor:
{{I
forg
et.
Anc
hor:
{{M
ixin
g/po
urin
g/pu
ttin
g ch
emic
als
(in
the
othe
r gla
ss).
{{Sh
owin
g th
em h
ow to
do
it.
15T
RA
ININ
G T
ES
T
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
Engli
sh.
•No r
espo
nse,
“I do
n’t kn
ow,”
or is
comp
letely
unint
elligi
ble.
•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
impe
de m
eanin
g.
•Res
pons
e is r
eleva
nt.•E
rrors
in gr
amma
r,pr
onun
ciatio
n, or
inton
ation
do no
t impe
de m
eanin
g.
5SA
Y W
hat k
ind
of ro
om is
this
?
Wai
t for
the
stud
ent’s
resp
onse
.SA
Y H
ow d
o yo
u kn
ow?
NEX
T
Anc
hor:
{{Um
m . .
.Anc
hor:
{{A
chem
ical
. [E
xami
ner:
How
do y
ou
know
?]
(No
resp
onse
.)
Anc
hor:
{{A
lab.
[E
xami
ner:
How
do y
ou
know
?]
Beca
use
of a
ll of
the
chem
ical
s.
6SA
Y D
escr
ibe
the
area
whe
re th
e st
uden
ts a
re s
tand
ing.
NEX
T
Anc
hor:
{{I
don’t
kno
w.Anc
hor:
{{Th
ey’re
sta
ndin
g . .
. th
ey’re
sta
ndin
g.
Anc
hor:
{{A
lab
tabl
e.
7SA
Y D
escr
ibe
wha
t the
stu
dent
s in
th
e pi
ctur
e ar
e w
earin
g.N
EXT
Anc
hor:
{{
I fo
rget
.Anc
hor:
{{Th
ey’re
wea
ring
a wh
ite
. . .
I do
n’t k
now
what
it’s
calle
d.
Anc
hor:
{{Th
e st
uden
ts a
re w
earin
g wh
ite la
b co
ats/
safe
ty
coat
s/gl
asse
s/go
ggle
s.
Pro
mp
tin
g G
uid
elin
es: T
alk
Ab
ou
t a
Scen
eIf
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,
pant
omim
es, o
r poi
nts
to p
eopl
e an
d th
ings
whi
le s
ayin
g w
ords
suc
h as
this
/that
/thes
e/th
ose,
say
, “Te
ll m
e in
wor
ds.”
For q
uest
ions
5–7
, if t
he s
tude
nt g
ives
a o
ne-w
ord
resp
onse
, say
, “Te
ll m
e m
ore.
” Fo
r que
stio
n 7,
if th
e st
uden
t giv
es a
resp
onse
suc
h as
“Th
ere
is n
othi
ng m
ore
to s
ay,”
repe
at th
e qu
estio
n.
16G
RAD
ES 9
–10
Spee
ch F
un
ctio
ns
Scie
nce
Pro
ject
/ Q
ues
tio
n 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 l
isten
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.
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?
17T
RA
ININ
G T
ES
T
SAY
Now
let’s
pra
ctic
e a
diffe
rent
kin
d of
que
stio
n. T
here
are
no
pict
ures
. I’m
goi
ng to
tell
you
abou
t a s
ituat
ion
that
co
uld
happ
en to
you
. The
n, te
ll m
e w
hat y
ou w
ould
say
. Mak
e su
re y
our a
nsw
er is
app
ropr
iate
for y
our a
udie
nce.
PRA
CTI
CE—
DO
NO
T R
ECO
RD
SAY
Youwanttoknow
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?
Func
tion:
ask
ing
for i
nfor
mat
ion
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 th
ere
have
bee
n no
resp
onse
s or n
o co
rrec
t res
pons
es to
this
poi
nt, y
ou m
ay st
op te
stin
g in
the
Spea
king
dom
ain.
Sel
ect [
Paus
e].
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 9
–10
Sup
po
rt a
n O
pin
ion
Tech
no
log
y o
r O
uts
ide
/ Q
ues
tio
n 9
Sco
re 0
Sco
re 1
Sco
re 2
Sco
re 3
• An o
pinion
is no
t exp
ress
ed.
• Res
pons
e con
tains
no E
nglis
h.• N
o res
pons
e, “I
don’t
know
,” or
is
comp
letely
unint
elligi
ble.
• An o
pinion
is ex
pres
sed b
ut is
not
supp
orted
. A re
ason
is no
t pro
vided
, is
not r
eleva
nt, or
is no
t clea
r. Si
gnific
ant li
stene
r effo
rt ma
y be
requ
ired t
o inte
rpre
t mea
ning.
• Erro
rs in
gram
mar, w
ord c
hoice
, pr
onun
ciatio
n, or
inton
ation
often
im
pede
mea
ning.
• Spe
ech m
ay co
nsist
of is
olated
wo
rds o
r phr
ases
.
• An o
pinion
is ex
pres
sed a
nd
supp
orted
using
simp
le lan
guag
e an
d at le
ast o
ne si
mple
relev
ant
reas
on, o
r rep
eats
langu
age f
rom
the pr
ompt.
Liste
ner e
ffort
may b
e re
quire
d to i
nterp
ret m
eanin
g.• E
rrors
in gr
amma
r, wor
d cho
ice,
pron
uncia
tion,
or in
tonati
on
occa
siona
lly im
pede
mea
ning.
• Spe
ech m
ay be
slow
, cho
ppy,
or
haltin
g.
• An o
pinion
is ex
pres
sed a
nd
supp
orted
using
effec
tive l
angu
age*
an
d at le
ast o
ne re
levan
t rea
son
with
expla
natio
n or e
labor
ation
. Lit
tle to
no lis
tener
effor
t is re
quire
d to
inter
pret
mean
ing.
•Erro
rs in
gram
mar, w
ord c
hoice
, pr
onun
ciatio
n, or
inton
ation
do no
t im
pede
mea
ning.
• Spe
ech i
s fair
ly sm
ooth
and
susta
ined.
Anc
hor:
I do
n’t k
now.
Anc
hor:
The
outd
oor s
pace
.[E
xami
ner:
Tell
me m
ore
abou
t yo
ur c
hoic
e.]
I do
n’t k
now.
Anc
hor:
I th
ink
it wo
uld
be to
exp
and
tech
nolo
gy b
ecau
se I
like
co
mput
ers.
[Exa
mine
r: Te
ll me
mor
e ab
out
y our
cho
ice.
](N
o re
spon
se.)
Anc
hor:
An o
utdo
or s
pace
bec
ause
then
yo
u co
uld
rela
x an
d st
udy
in th
e fr
esh
air w
hich
wou
ld b
e mu
ch
bett
er f
or y
our h
ealth
.
* 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.
19T
RA
ININ
G T
ES
T
9 SAY
Now
,SA
Y I a
m g
oing
to a
sk y
ou fo
r you
r opi
nion
. The
re a
re n
o pi
ctur
es.
SAY
Your
loca
l lib
rary
has
mon
ey to
mak
e on
e im
prov
emen
t. Th
e lib
rary
is d
ecid
ing
betw
een
purc
hasi
ng s
ome
tech
nolo
gy o
r cre
atin
g an
out
side
stu
dy a
rea.
Whi
ch o
ne d
o yo
u th
ink
wou
ld b
e a
bette
r opt
ion
for y
our l
ibra
ry?
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 9
–10
Pres
ent
and
Dis
cuss
Info
rmat
ion
Trav
el t
o S
cho
ol /
Qu
esti
on
10
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.
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.
21T
RA
ININ
G T
ES
T
SAY
Now
we
are
goin
g to
do
a di
ffere
nt ty
pe o
f que
stio
n.SA
Y I a
m g
oing
to a
sk y
ou to
talk
abo
ut a
pie
cha
rt. L
ook
at th
e pi
e ch
art.
SAY
Stud
ents
at a
sch
ool w
ere
aske
d ho
w th
ey tr
avel
to s
choo
l in
the
mor
ning
. The
pie
cha
rt s
how
s th
e pe
rcen
tage
s of
diff
eren
t tra
nspo
rtat
ion
met
hods
use
d by
the
stud
ents
. Tak
e so
me
time
to re
ad th
e pi
e ch
art t
o yo
urse
lf. L
et m
e kn
ow w
hen
you
are
read
y fo
r me
to a
sk y
ou a
que
stio
n.G
ive
stud
ents
tim
e to
read
the
pie
char
t bef
ore
read
ing
the
first
que
stio
n.
10Po
int t
o th
e te
xt o
n th
e st
uden
t’s sc
reen
.SA
Y W
hat d
oes
the
pie
char
t sho
w a
bout
how
stu
dent
s tr
avel
to
scho
ol?
SAY
Incl
ude
deta
ils fr
om th
e pi
e ch
art i
n yo
ur a
nsw
er.
NEX
T
How
Alv
arez
Mid
dle
Sch
ool
Stu
den
ts T
rave
l to
Sch
ool
Car
31%
Bus
48%
Wal
k8%
Bik
e13
%
Stu
dent
s at
a s
choo
l wer
e as
ked
how
they
trav
el to
sch
ool
in th
e m
orni
ng. T
he p
ie c
hart
show
s th
e pe
rcen
tage
s of
di
ffere
nt tr
ansp
orta
tion
met
hods
use
d by
the
stud
ents
.
Pro
mp
tin
g G
uid
elin
es: P
rese
nt
and
Dis
cuss
Info
rmat
ion
If th
e st
uden
t doe
s no
t ans
wer
or r
eque
sts
that
a q
uest
ion
be re
peat
ed, y
ou m
ay re
peat
the
ques
tion
once
.If
the
stud
ent g
ives
a re
spon
se th
at is
lim
ited
or c
onta
ins
little
rele
vant
info
rmat
ion,
say
, “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 9
–10
Trav
el t
o S
cho
ol /
Qu
esti
on
11
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.
Anc
hor:
No,
they
bik
e mo
re th
an
walk
ing.
Anc
hor
A:
Wel
l, th
at’s
that
’s in
corr
ect
beca
use
the
peop
le ri
de m
ore
bike
s th
an w
alki
ng. B
ecau
se it
’s at
a 13
per
cent
, and
wal
king
is
at a
n ei
ght p
erce
nt.
Anc
hor
B:Um
m, th
e bi
ke, t
hey
use
the
bike
mor
e be
caus
e it
has
13
perc
ent,
and
walk
ing
has
eigh
t pe
rcen
t.
Pres
ent
and
Dis
cuss
Info
rmat
ion
23T
RA
ININ
G T
ES
T
11Po
int t
o th
e te
xt o
n th
e st
uden
t’s sc
reen
.SA
Y Lo
ok a
t the
pie
cha
rt a
gain
. Is
the
follo
win
g cl
aim
sup
port
ed o
r 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.
SAY
Giv
e de
tails
from
the
pie
char
t to
supp
ort y
our a
nsw
er.
NEX
TH
ow A
lvar
ez M
idd
le S
choo
lS
tud
ents
Tra
vel t
o S
choo
l
Car
31%
Bus
48%
Wal
k8%
Bik
e13
%
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 9
–10
Sum
mar
ize
an A
cad
emic
Pre
sen
tati
on
Evap
ora
tio
n /
Qu
esti
on
12
Main
Po
ints
A fu
ll re
spon
se in
clud
es a
ll of
the
follo
win
g st
eps
in th
e de
mon
stra
tion
and
at le
ast o
ne d
etai
l for
eac
h st
ep.
Step
s in
the
dem
onst
ratio
n:•
Ther
e is
liqu
id (w
ater
) in
one
of th
e co
ntai
ners
(gla
sses
/cup
s/bo
ttle
s).
Deta
ils: T
wo
(gla
ss) c
onta
iner
s ar
e co
nnec
ted
by a
(gla
ss) t
ube/
both
con
tain
ers
(gla
sses
/cup
s/bo
ttle
s) a
re o
n a
hot p
late
(pla
te/s
tove
)/the
oth
er
cont
aine
r has
no
liqui
d (w
ater
).•
Then
hea
t is
appl
ied
to th
e liq
uid
(wat
er),
it ch
ange
s to
a g
as (e
vapo
ratio
n/ev
apor
ates
). De
tails
: The
hot
pla
te is
turn
ed o
n/it
gets
hot
/the
liqui
d (w
ater
) tur
ns in
to g
as/th
e ga
s m
oves
thro
ugh
the
tube
into
the
othe
r con
tain
er/th
e liq
uid
(wat
er) e
vapo
rate
s.•
The
gas
cool
s do
wn,
it c
hang
es in
to a
liqu
id (c
onde
nsat
ion/
cond
ense
s).
Deta
ils: T
he h
eat i
s tu
rned
off/
the
gas
cool
s do
wn/
and
gas
chan
ges
to a
liqu
id (w
ater
)/the
re is
the
sam
e (e
qual
) am
ount
of l
iqui
d (w
ater
) in
each
co
ntai
ner (
glas
s/cu
p).
SA
Y In
this
par
t of t
he te
st, y
ou w
ill li
sten
to a
reco
rded
pre
sent
atio
n.
SAY
You
are
goin
g to
list
en to
som
e in
form
atio
n ab
out e
vapo
ratio
n an
d co
nden
satio
n. Y
ou w
ill h
ear t
he in
form
atio
n on
ly o
nce.
As
you
liste
n, lo
ok
at th
e pi
ctur
es th
at a
re o
n yo
ur s
cree
n. Y
ou m
ay ta
ke n
otes
on
your
scr
atch
pa
per a
s yo
u lis
ten.
12
3
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,
poin
t to
the
rele
vant
pic
ture
that
is o
n th
e st
uden
t’s sc
reen
. Afte
r you
hav
e st
arte
d th
e re
cord
ing,
do
not p
ause
or s
top
the
reco
rdin
g. T
he a
udio
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
mal
func
tions
), pl
ease
read
the
reco
rded
aud
io sc
ript t
o co
mpl
ete
the
test
adm
inis
tratio
n an
d fil
e an
ELP
AC
STA
IRS
repo
rt.
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
.
25T
RA
ININ
G T
ES
T
Look
at s
tep
two.
Whe
n th
e ho
t pla
te is
turn
ed o
n, th
e liq
uid
in th
e fir
st c
onta
iner
bec
omes
ver
y ho
t. Th
e liq
uid
evap
orat
es
and
turn
s in
to a
ste
am o
r a g
as. A
s yo
u m
ay k
now
, eva
pora
tion
is th
e pr
oces
s of
a li
quid
cha
ngin
g in
to a
gas
. The
n, th
e ga
s m
oves
thro
ugh
the
tube
to th
e se
cond
con
tain
er. A
s yo
u ca
n se
e in
the
pict
ure,
afte
r a fe
w m
inut
es th
ere
is a
n eq
ual
amou
nt o
f gas
in b
oth
cont
aine
rs.
Look
at s
tep
thre
e. W
hen
the
hot p
late
is tu
rned
off,
the
gas
in th
e co
ntai
ners
slo
wly
coo
ls d
own.
As
it co
ols,
con
dens
atio
n be
gins
. Con
dens
atio
n is
the
oppo
site
of e
vapo
ratio
n. C
onde
nsat
ion
is w
hen
gas
chan
ges
back
into
a li
quid
. Afte
r a s
hort
perio
d of
tim
e, a
ll of
the
stea
m—
that
is, t
he g
as—
bec
omes
liqu
id a
gain
. As
you
can
see
in th
e pi
ctur
e, th
ere
is n
ow a
n eq
ual a
mou
nt o
f liq
uid
in e
ach
cont
aine
r. Th
at is
bec
ause
whe
n th
e liq
uid
was
hea
ted,
the
gas
was
div
ided
equ
ally
bet
wee
n th
e tw
o co
ntai
ners
. Th
is d
emon
stra
tion
show
s ho
w e
vapo
ratio
n an
d co
nden
satio
n m
ake
it po
ssib
le fo
r wat
er to
mov
e fro
m p
lace
to p
lace
. Thi
s pr
oces
s is
an
impo
rtant
par
t of t
he w
ater
cyc
le.
NEX
T12 SA
Y Su
mm
ariz
e th
e in
form
atio
n yo
u he
ard.
Be
sure
to•
expl
ain
evap
orat
ion
and
cond
ensa
tion,
•in
clud
e al
l the
ste
ps in
the
dem
onst
ratio
n, a
nd•
use
rele
vant
det
ails
and
cle
ar la
ngua
ge.
Paus
e to
let t
he st
uden
t sum
mar
ize
the
pres
enta
tion.
Whi
le th
e st
uden
t is r
espo
ndin
g, u
se th
e m
ain
poin
ts a
nd th
e ru
bric
to sc
ore
the
resp
onse
. Afte
r the
stud
ent r
espo
nds,
SAY
This
is th
e en
d of
the
Spea
king
test
. Tha
nk y
ou fo
r you
r atte
ntio
n an
d ha
rd w
ork.
D
IREC
TIO
NS
ON
EN
DIN
G A
TES
T•
Sele
ct th
e [E
nd T
est]
butto
n to
con
tinue
to th
e re
view
scre
en.
•D
o no
t rer
ecor
d re
spon
ses i
f you
see
a re
d tri
angl
e in
the
revi
ew b
ox. S
elec
t the
[ Su b
mit
Test
] but
ton.
•R
emem
ber t
o en
ter s
tude
nt sc
ores
in D
EI a
nd se
cure
ly d
estro
y an
swer
shee
ts a
nd sc
ratc
h pa
per.
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 9
–10
Evap
ora
tio
n /
Qu
esti
on
12
Sum
mar
ize
an A
cad
emic
Pre
sen
tati
on M
ain
Po
ints
A fu
ll re
spon
se in
clud
es a
ll of
the
follo
win
g st
eps
in th
e de
mon
stra
tion
and
at le
ast o
ne d
etai
l for
eac
h st
ep.
Step
s in
the
dem
onst
ratio
n:•
Ther
e is
liqu
id (w
ater
) in
one
of th
e co
ntai
ners
(gla
sses
/cup
s/bo
ttle
s).
Deta
ils: T
wo
(gla
ss) c
onta
iner
s ar
e co
nnec
ted
by a
(gla
ss) t
ube/
both
con
tain
ers
(gla
sses
/cup
s/bo
ttle
s) a
re o
n a
hot p
late
(pla
te/s
tove
)/the
oth
er
cont
aine
r has
no
liqui
d (w
ater
).•
Then
hea
t is
appl
ied
to th
e liq
uid
(wat
er),
it ch
ange
s to
a g
as (e
vapo
ratio
n/ev
apor
ates
). De
tails
: The
hot
pla
te is
turn
ed o
n/it
gets
hot
/the
liqui
d (w
ater
) tur
ns in
to g
as/th
e ga
s m
oves
thro
ugh
the
tube
into
the
othe
r con
tain
er/th
e liq
uid
(wat
er) e
vapo
rate
s.•
The
gas
cool
s do
wn,
it c
hang
es in
to a
liqu
id (c
onde
nsat
ion/
cond
ense
s).
Deta
ils: T
he h
eat i
s tu
rned
off/
the
gas
cool
s do
wn/
and
gas
chan
ges
to a
liqu
id (w
ater
)/the
re is
the
sam
e (e
qual
) am
ount
of l
iqui
d (w
ater
) in
each
co
ntai
ner (
glas
s/cu
p).
27T
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
y ou
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.
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.
SPEAKING Training Test—Grades 9–10Talk 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 Training Test—Grades 9–10Talk 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 Training Test—Grades 9–10Talk 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 Functions8 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:
