ELPACEnglish Language Proficiency Assessments for California
Listening, Speaking, and Reading:Directions for Administration
Visual Impairment and Braille Practice TestGrade 1
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ELPAC Administration Notes
FOR QUESTIONS REGARDING THE ELPAC OR FOR ADDITIONAL ASSISTANCE:• Test examiners and other school personnel should contact their LEA ELPAC
coordinator.• LEA ELPAC coordinators should contact the California Technical Assistance Center
(CalTAC) by phone at 800-955-2954, or by email at [email protected]. CalTAC is open from 7 a.m. to 5 p.m. Monday through Friday.
Copyright © 2019 by the California Department of Education (CDE). All rights reserved.
iiiVISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
Table of Contents
Directions for Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Introduction to the ELPAC Practice Test Directions for Administration . . . . . . . . . . . . . . . . . 1Using the DFA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Administering a Practice Test Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2When to Stop the Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Additional Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4How to Print the DFA (optional) or View the DFA Online . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Logon and Audio/Sound Check Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5How to Start a Test Session as a Guest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5How to Start a Practice Test Session Using the Same Procedures as the Operational Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Listening: Test Administration Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Special Directions for Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Beginning the Listening Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Listening Test Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Listening—Listen to a Short Exchange . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Listening—Listen to a Classroom Conversation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Listening—Listen to a Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Listening—Listen to an Oral Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Listening: Scoring Keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Speaking: Test Administration Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
Special Directions for Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Prompting and Scoring Guidelines for the Speaking Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Audio Capture for the Speaking Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Recommended Seating Arrangement for Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Speaking Test Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Speaking—Talk About a Scene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Speaking—Support an Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Speaking—Retell a Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Speaking—Summarize an Academic Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Reading: Test Administration Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46
Special Directions for Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Beginning the Reading Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
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Reading Test Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Reading—Read and Choose a Word . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Reading—Read and Choose a Sentence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Reading—Read a Short Informational Passage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Reading—Read a Literary Passage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Reading—Read an Informational Passage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Reading: Scoring Keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Student Score Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56
Table of Contents (cont .)
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Directions for Administration
Introduction to the ELPAC Practice Test Directions for Administration
This Directions for Administration (DFA) document contains directions and the specific scripts you will need to administer the Listening, Speaking, and Reading visual impairment and braille practice tests for the English Language Proficiency Assessments for California (ELPAC). It is a companion document to the online practice tests.
The purpose of the ELPAC visual impairment and braille practice tests is to familiarize students and test examiners with the testing interface, item types, and accessibility resources. There is an ELPAC visual impairment and braille practice test available for each grade level/span.
Please note that the visual impairment and braille practice tests do not produce scores. These visual impairment and braille practice tests are available all year and may be used at any time in preparation for the operational ELPAC visual impairment and braille tests.
Visual impairment and braille practice tests can be administered in one of two ways: • Using the same procedures as the operational tests, with the Test Administrator
Interface, secure browser, and individual student logon information; or
• Using a standard supported web browser to access the practice tests directly, without use of the Test Administrator Interface or secure browser.
For more information on all aspects of the ELPAC, including test security, item types, and guidelines, refer to the ELPAC Test Administration Manual on the Manuals and Instructions web page at https://www.elpac.org/test-administration/instructions/.
Using the DFAThis DFA should be used to administer the visual impairment and braille practice test.
For visual impairments and braille accommodations, alternative text descriptions are embedded for all graphics. This DFA includes picture descriptions for each image.
This DFA contains scripts for administration. The symbols on the following page indicate instructions for test examiners:
*A test examiner does not need to be present to administer the ELPAC practice test; however, the term “test examiner” is used in this document to show what a test examiner would do to administer the test.
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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, if appropriate, may press the record button on the student’s screen before reading the SAY text.The test examiner, if appropriate, may point to the text or pictures on the student’s screen.
Information for the test examiner
Advance to the next question
Stopping marker
READ AND SAY If appropriate, the test examiner finger-sweeps or uses a pencil or pen under text on screen while reading it aloud.
Before 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.).
• Read through the instructions that are specific to each domain (Listening, Reading, and Speaking).
Administering a Practice Test Session
The kindergarten through grade 2 test is administered by the test examiner. Each student will be tested individually.
Testing Checklist If you are administering the visual impairment and braille practice test using the same procedures as the operational tests, confirm that the student has been assigned the correct test settings (designated supports and accommodations) in the Test Operations Management System (TOMS). Please note that students with low vision may be assigned the braille test.
Directions for Administration (cont .)
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If you are administering the visual impairment and braille practice test using a standard supported web browser without the use of the Test Administrator Interface or secure browser, apply the appropriate test settings (designated supports and accommodations) for the student in the Student Testing Interface for the practice and training tests directly.
Gather the following test materials: • Copy of this DFA
• Electronic device(s) for the student (and, if applicable, test examiner) to access the test
The following test materials may be used:• Perkins Brailler
• Embosser
• Pencils with erasers for students with low vision{{ Note: Test examiners may use pencils to point, if applicable.
• Headsets and splitter for the test examiner and student (if preferred)
• Scratch paper and pencil for note-taking, or brailler slate and stylus, or other approved note-taking device
• For low vision test takers, screen magnification software will be necessary. Please refer to the ELPAC Test Administration Manual for necessary settings when launching with assistive technology.
NOTE: For Listening and Reading, the test content is delivered via audio recording or by the test examiner. JAWS, NVDA, and voiceover may be used as an accommodation; however, please note that these programs may read everything on the screen depending on the testing device being used.
NOTE: For Speaking, the test content is delivered by the test examiner. JAWS should not be used to read the content aloud and students should not navigate the test using their refreshable braille display.
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 by clicking [Pause].
Directions for Administration (cont .)
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Directions for Administration (cont .)
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 Speaking 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.
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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 take part of the ELPAC test. First, I am going to sign you in. 1) Navigate to the ELPAC website (https://www.elpac.org). 2) Select the [Practice & Training Tests] button.
3) Select the [Student Interface Practice and Training Tests] link to launch the Student Sign In screen on the student’s testing device.4) Select the [Sign In] button to log on to the test as a guest.
5) Select the appropriate grade from the drop-down menu.
6) On the test selection screen, select the appropriate ELPAC practice test. ELPAC practice tests are located at the bottom of the list and are color-coded dark grey.
SAMPLE
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Directions for Administration (cont .)
7) You will see a Choose Settings screen.
SAMPLE
8) From the Presentation drop-down menu, select [Braille].
9) While the Choose Settings box is still open, choose any other test settings that are needed, then select the [Select] button.
If administering the Listening and Reading test, go to the top of page 7.
If administering the Speaking test, go to the bottom of page 7.
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Directions for Administration (cont .)
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. 10) Select the [Play] button. Check that the student can hear the music. 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). 11) 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 17. For the Reading test, turn to page 47.
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].
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.
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If appropriate, you may point to the microphone.
Depending on the selected test settings, you may see additional screens to check the functionality of certain test setting(s) on your device (e.g., text-to-speech check). If your computer allows audio capture, please follow these steps; otherwise select [Skip Recording Check].
SAY Before giving your answers, I’m going to press the microphone to record your answers here. When it is time to record your answers, I will press the microphone. Let’s practice.
SAY Describe your favorite food. Pause for student’s response. When student has finished speaking, press the square stop
button to stop recording. Acknowledge the student’s correct response, or model a correct response, such as “You could have said, ‘My favorite food is a hamburger and fries.’”
SAY Now let’s see if it recorded your voice. Play back by pressing the green Play button.
SAY Did you hear yourself? Pause for student’s response. Select [I heard my recording]. Select the [Continue] button. SAY OK, let’s get started. View Test Settings or Help Guide as needed. Select [Begin Test Now]. When Question 1 of the Speaking Test comes up, ask the student,
SAY Do you have any questions? Answer the student’s questions. SAY Remember to answer all of the questions in English. If you want me to
repeat a question, you can ask me to. OK, let’s get started. For the Speaking test, turn to page 30.
Directions for Administration (cont .)
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Directions for Administration (cont .)
How to Start a Practice Test Session Using the Same Procedures as the Operational Tests
SAY Today you will be taking the Speaking section of the ELPAC. First, I am going to sign you in.
TEST ADMINISTRATOR INTERFACE
1) Launch a supported web browser on your device and access the ELPAC website (https://www.elpac.org).
2) Select the [Practice & Training Tests] button.3) Select the [Test Administrator and Test Examiner Practice and Training Site] button to log on to the Test Administrator Interface for the 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.
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Directions for Administration (cont .)
STUDENT INTERFACE 8) Launch the secure browser on the student’s testing device or select the [Student
Interface Practice and Training Tests] link from the Practice and Training Tests tab on elpac.org.
9) Toggle the blue Guest User and Guest Session buttons to [OFF], and log the student on.
• In the First Name field, enter the student’s first name as it appears in the California Longitudinal Pupil Achievement Data System.
• In the SSID field, enter the student’s 10-digit Statewide Student Identifier.• In the Session ID field, enter the Session ID generated from the Test
Administrator Interface.
10) Verify the student information is correct on the Is This You? screen. Select [Yes] to continue. (Select [No] if the student information is not correct. Notify your ELPAC coordinator if it is not.)
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STUDENT INTERFACE 11) On the test selection screen, select the appropriate ELP AC practice test. ELPAC
practice tests are located at the bottom of the list and are color-coded dark grey.
SAMPLE
Directions for Administration (cont .)
TEST ADMINISTRATOR INTERFACE 12) Go back to your test examiner device and in the Test Administrator Interface,
approve the student to test. Select [Approvals] and a Test Settings pop-up screen will appear. 13) On the screen that pops up, verify you have selected the correct test and then select the blue icon that looks like an eye. The eye icon allows you to view and set test settings, the check mark allows you to approve the test, and the “X” allows you to deny the test. 14) From the Presentation drop-down menu, select [Braille].
15) While the Test Settings box is still open, choose any other test settings that are needed, then select the [Set and Approve] button. When you do so, the student’s screen will advance (OR “Go back to the student testing device”).
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Directions for Administration (cont .)
Logon Instructions: Listening and Reading ONLY
STUDENT INTERFACE If headsets will be used,
SAY Please put your headset on. At this time, put your headset on, too. Whether headsets are being used or not,
SAY I’m going to check that you can hear the sound. 16) On the student’s device, select the [Play] button. Check that the student can hear
the music. 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). 17) 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 17. For the Reading test, turn to page 47.
Logon Instructions: Speaking ONLY
SAY Before we begin, we need to check to see if you can hear the audio.
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Directions for Administration (cont .)
STUDENT INTERFACE If using headphones, put headphones on now. Select the speaker button to play the audio.
SAY Did you hear the music? Pause for student’s response. Select [I heard the sound].
SAY Now we need to check to see if the computer will record your voice. In this test, I’m going to ask you some questions and record your answers.
If appropriate, you may point to the microphone.
Depending on the selected test settings, you may see additional screens to check the functionality of certain test setting(s) on your device (e.g., text-to-speech check). If your computer allows audio capture, please follow these steps, otherwise select [Skip Recording Check].
SAY Before giving your answers, I’m going to press the microphone to record your answer here. When it is time to record your answer, I will press the microphone. Let’s practice.
SAY Describe your favorite food. Pause for student’s response. When student has finished speaking, press the square stop
button to stop recording. Acknowledge the student’s correct response, or model a correct response, such as “You could have said, ‘My favorite food is a hamburger and fries.’”
SAY Now let’s see if it recorded your voice. Play back by pressing the green Play button.
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STUDENT INTERFACE (cont.)
SAY Did you hear yourself? Pause for student’s response. Select [I heard my recording]. Select the [Continue] button. View Test Settings or Help Guide as needed. Select [Begin Test Now].
When Question 1 of the Speaking Test comes up, ask the student,
SAY Do you have any questions? Answer the student’s questions. SAY Remember to answer all of the questions in English. If you want me to
repeat a question, you can ask me to. Sometimes there will be pictures that I can describe for you. OK, let’s get started.
NEXT For the Speaking test, turn to page 30.
Directions for Administration (cont .)
This page is intentionally left blank.
15
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Listening—Grade 1
Special Directions for Listening
• Assemble supplementary materials, including embossed braille for questions, if applicable.
• 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. For low vision students, the test examiner may point to questions and answer choices at the appropriate time as the test audio plays. This may benefit students who have low vision, but is not required.
• 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 does not answer a question, choose No Response (NR).
NOTE: On this test, any given set of questions will appear on a single screen with a scrollable view. The test examiner will need to scroll all the way down the screen to ensure that all questions are completed.
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 practice test score sheet, bubble the answers while administering the test, and then use the scoring keys to check the answers.
The Listening 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 (cont .)
Note: Screen Number 1 does not contain recorded content. Test content begins with screen Number 2.
When screen Number 1 comes up, SAY Welcome to the Listening section of the ELPAC test.
If you are having trouble hearing the test, let me know. In this part of the test, you will listen carefully. Then you will tell me your answers to some questions. 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.You will now begin the Listening questions.
Select [Next] to advance to screen Number 2. Administer the Listening domain using the scripts below. To begin playing the audio for
each conversation, story, or information, select the audio player button on the screen. Then, select the audio button on the screen for each question. Point to the question and answer choices while the audio of the test plays. You must select an answer for each question to move on to the next question.
After administering Number 5, if there have been no responses or no correct responses, you may stop testing in the Listening domain.
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.
GRADE 1
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Listening—Listen to a Short Exchange
2
SAY The picture shows a boy and a girl. Next, select the audio player button on the screen to play the audio for the conversation.
Then, select the audio button on the screen to play the audio for the question. If appropriate, you may point to the question and audio choices while the audio of the test plays.
SAY Grapes An apple A banana
3
SAY The picture shows a boy and a girl. Next, select the audio player button on the screen to play the audio for the conversation.
Then, select the audio button on the screen to play the audio for the question. If appropriate, you may point to the question and audio choices while the audio of the test plays.
LISTENING—Listen to a Short Exchange
GRADE 1
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Listening—Listen to a Classroom Conversation
4
SAY The picture shows a girl and a boy. Next, select the audio player button on the screen to play the audio for the conversation.
Then, select the audio button on the screen to play the audio for the question. If appropriate, you may point to the question and audio choices while the audio of the test plays.
5 Select the audio button on the screen to play the audio for the question. If appropriate, you
may point to the question and audio choices while the audio of the test plays.
LISTENING—Listen to a Classroom Conversation
GRADE 1
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Listening—Listen to a Story
6
SAY The picture shows Abdul and his dad reading a book. Next, select the audio player button on the screen to play the audio for the story.
Select the audio button on the screen to play the audio for the question. If appropriate, you may point to the question and audio choices while the audio of the test plays.
7 Select the audio button on the screen to play the audio for the question. If appropriate, you
may point to the question and audio choices while the audio of the test plays.
8 Select the audio button on the screen to play the audio for the question. If appropriate, you
may point to the question and audio choices while the audio of the test plays.
SAY A tiger A soccer ball An elephant
9
SAY The picture shows Molly, Tatum, and their mother. Next, select the audio player button on the screen to play the audio for the story.
Select the audio button on the screen to play the audio for the question. If appropriate, you may point to the question and audio choices while the audio of the test plays.
SAY A frog A kitten A rabbit
10 Select the audio button on the screen to play the audio for the question. If appropriate, you
may point to the question and audio choices while the audio of the test plays.
11 Select the audio button on the screen to play the audio for the question. If appropriate, you
may point to the question and audio choices while the audio of the test plays.
LISTENING—Listen to a Story
GRADE 1
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12
SAY The picture shows Max and his father. Max is tying his shoes. His father is putting on his jacket.
Next, select the audio player button on the screen to play the audio for the story. Select the audio button on the screen to play the audio for the question. If appropriate, you may point to the question and audio choices while the audio of the test plays.
SAY A trail through the woods A swimming pool An airplane
13 Select the audio button on the screen to play the audio for the question. If appropriate, you
may point to the question and audio choices while the audio of the test plays.
14 Select the audio button on the screen to play the audio for the question. If appropriate, you
may point to the question and audio choices while the audio of the test plays.
LISTENING—Listen to a Story
GRADE 1
22 VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
Listening—Listen to an Oral Presentation
15
SAY The picture shows a farmer and a cow. Then, select the audio player button on the screen to play the audio for the presentation.
Select the audio button on the screen to play the audio for the question. If appropriate, you may point to the question and audio choices while the audio of the test plays.
16 Select the audio button on the screen to play the audio for the question. If appropriate, you
may point to the question and audio choices while the audio of the test plays. SAY Cheese Ice cream Grass
17 Select the audio button on the screen to play the audio for the question. If appropriate, you
may point to the question and audio choices while the audio of the test plays.
18
SAY The picture shows a bee and an ant. Then, select the audio player button on the screen to play the audio for the presentation.
Select the audio button on the screen to play the audio for the question. If appropriate, you may point to the question and audio choices while the audio of the test plays.
19 Select the audio button on the screen to play the audio for the question. If appropriate, you
may point to the question and audio choices while the audio of the test plays.
20 Select the audio button on the screen to play the audio for the question. If appropriate, you
may point to the question and audio choices while the audio of the test plays. SAY Triangle Circle Square
LISTENING—Listen to an Oral Presentation
GRADE 1
23VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
LISTENING—Listen to an Oral Presentation
21
SAY The picture shows an astronaut in space. Planet Earth is shown behind the astronaut.
Then, select the audio player button on the screen to play the audio for the presentation. Select the audio button on the screen to play the audio for the question. If appropriate, you may point to the question and audio choices while the audio of the test plays.
SAY An airplane A rocket A car
22 Select the audio button on the screen to play the audio for the question. If appropriate, you
may point to the question and audio choices while the audio of the test plays.
23 Select the audio button on the screen to play the audio for the question. If appropriate, you
may point to the question and audio choices while the audio of the test plays.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.
GRADE 1
24 VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
Listening Scoring Keys
Listen to a Short Exchange
Number Answer Key2 A3 C
Listen to a Classroom Conversation
Number Answer Key4 B5 A
Listen to a Story
Number Answer Key6 C7 B8 C9 C10 A11 B12 A13 C14 B
Listen to an Oral Presentation
Number Answer Key15 C16 C17 A18 C19 B20 B21 B22 C23 A
LISTENING—Scoring Keys
25
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26 VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
Speaking—Grade 1
Special Directions for Speaking
Speaking Administration—All Speaking Task Types
Subject DirectionsPrompting guidelines See individual questions in this document for prompting guidelines.When to stop the test Refer to stopping markers in this document.Note-taking Note-taking is allowed for all Speaking task types. Students may take notes on
scratch paper or by using a preapproved device (e.g., brailler slate and stylus).
It is highly recommended that test examiners spend time preparing to administer and score the Speaking domain. The ELPAC includes task types with integrated skills, multiple rubrics, reading of complex academic text, and increased interactions between students and test examiners. The following are suggestions to help prepare for a successful test administration.
• Practice and Modeling: A practice question is included as part of the audio capture so the test examiner may provide feedback to let the student know they are responding correctly. The practice question in the audio capture is “Describe your favorite food.” For example, if the student responded to the practice question saying, “A hamburger,” the test examiner lets the student know the response was correct. If the student does not successfully respond, the test examiner models a correct response for the student, saying, “You could have said, ‘My favorite food is a hamburger and fries.’”
• Prompting Guidelines: The prompting guidelines vary for each task type. The words that the test examiner can say are located on the page that is read to the student. Test examiners should be familiar with each task type and the prompting guidelines.
• Oral Reading of Test Questions: Because of the length and complexity of some questions read by the test examiner, it is suggested to practice reading the text out loud several times prior to testing a student.
NOTE: The alternate text is being provided so that test examiners can use the provided description for the graphics rather than creating their own graphic descriptions.
• Pointing: Some questions require the test examiner to point, as indicated by the icon, while reading the text out loud to the student.
NOTE: For braille and low vision administration, use the provided verbal cue in addition to the pointing to ensure that students with visual impairments hear the description of the visual cue.
This should be rehearsed prior to the test administration. Do not point to pictures or text unless directed to in the Speaking DFA. Test examiners may use the cursor, pencil or pen, or their finger to point.
27VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
Speaking—Grade 1 (cont .)
• Anchors and Rubrics: The test examiner should take time to read through the anchors and scoring rubrics for each test question before testing. Scoring of the Speaking domain occurs as the test is being administered.
• Scoring Practice: Each task type includes training and calibration quizzes in the Moodle Training Site to assist test examiners in listening to and scoring student responses. It is highly recommended that test examiners use this resource.
Prompting and Scoring Guidelines for the Speaking Domain • Prompting—Appropriate Wait Time: The amount of time it takes for students to
respond to a test question varies greatly. Test examiners should allow students enough time to compose their thoughts and prepare a response in English.
• Prompting—Student Answers Question Before Test Examiner Asks: Some students anticipate the next question and start to respond before the test examiner asks the question. The test examiner should not interrupt the student to ask the question. If the student’s response does not address the question, the test examiner should ask the question.
• Prompting—Repeating the Question: When a student asks or does not respond, you may repeat the question once.
• Prompting—Encouraging Students: Throughout the test, if a student is reluctant or asks for assistance that is not allowed, test examiners should give general encouragement by saying words such as, “It’s OK, do your best,” or “You are doing a good job,” etc.
• Scoring—Self-Correction: Since students respond to test questions fairly quickly, they sometimes change what they say in the middle of a word or sentence. Students who self-correct are not to be penalized; however, if a response is so halting or choppy that meaning is impeded, it may affect the score.
Audio Capture For the practice test, audio capture is available for practice of the Speaking domain. If your computer does not have a microphone or the settings do not allow audio capture, you may administer the test without recording the student’s responses.
NOTE: For a low vision test administration, the enlargement of the test content on the student’s screen MUST take precedence over the voice capture.
During the operational administration of the Speaking domain, the following guidelines apply to the audio capture tool. The test examiner should score what the student says, not what is recorded. If the following occur, the test examiner may continue to the next question and does not need to rerecord:
• Test examiner forgets to record a response.• Test examiner records response on the wrong question.
28 VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
Speaking—Grade 1 (cont .)
• 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.
The test examiner does not need to replay the student’s response to confirm the audio capture.
Recommended Seating ArrangementThe following shows two options for seating arrangements for the test examiner and the student. Configuration may be updated based on the student’s individual needs for prescribed equipment.
Test Examiner Student
Test Examiner
Student
Test Examiner
StudentTest Examiner Student
This page is intentionally left blank.
29
GRA
DE
130
blank
ce
ll
{
{{ {
SPEA
KIN
G—
Talk
Ab
ou
t a
Scen
ePl
ant
/ Q
ues
tio
ns
2–5
SAY
The
pict
ure
show
s a
clas
sroo
m. T
here
are
thre
e st
uden
ts a
nd
a te
ache
r. SA
Y If
you
need
to h
ear t
he d
escr
iptio
n ag
ain,
let m
e kn
ow a
nd I
will
read
it to
you
.
SMTWTFS
2456
78910111213
1415161718
2021222324252627
282930
19
13
No
.Q
uest
ion
Sco
r e 0
Sco
re 1
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.”
• Cor
rect
resp
onse
.
2 I
f app
ropr
iate
, you
may
poi
nt to
the
girl
by th
e bo
ard.
SAY
The
stud
ents
are
lear
ning
ab
out t
he le
tters
of t
he
alph
abet
. Wha
t let
ters
of t
he
alph
abet
can
you
nam
e?N
EXT
Anc
hor:
{{Le
tter
s.Anc
hor:
{AB
C.
(Any
lett
ers
are
acce
ptab
le.)
3If
app
ropr
iate
, you
may
poi
nt to
the
plan
t on
the
tabl
e.
SAY
A st
uden
t is
touc
hing
so
met
hing
on
the
tabl
e. T
he
thin
g is
gro
win
g in
a p
ot a
nd
has
leav
es. W
hat d
o yo
u ca
ll so
met
hing
that
gro
ws
and
has
leav
es?
NEX
T
Anc
hor:
{I
don’t
kno
w.Anc
hor:
{Fl
ower
/pla
nt/r
oses
.{
a lit
tle tr
ee.
31V
ISU
AL
IM
PAIR
ME
NT
AN
D B
RA
ILL
E P
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 4
and
5, 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
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.
4If
app
ropr
iate
, you
may
poi
nt to
th
e ca
lend
ar.
SAY
Ther
e is
a c
alen
dar i
n th
e ro
om. W
hat d
oes
a ca
lend
ar
help
peo
ple
do?
NEX
T
Anc
hor:
{{
(Poi
ntin
g.)
[Exa
mine
r: Te
ll me
in
word
s.]
(Stu
dent
poi
nts.)
Anc
hor:
{{Pl
an.
[Exa
mine
r: Te
ll me
mor
e.]
(No
resp
onse
.)
Anc
hor:
{{To
tell
days
and
tell
what
mon
th it
is a
nd te
ll wh
at .
. . u
mm, w
hat u
mm,
what
num
ber i
t is.
5Po
int t
o th
e w
eath
er p
oste
r on
the
wal
l. SA
Y Th
e st
uden
ts a
re le
arni
ng
abou
t diff
eren
t kin
ds o
f w
eath
er. W
hat k
inds
of
wea
ther
can
you
thin
k of
?N
EXT
Anc
hor:
{{
I se
e (p
oint
ing)
. [E
xami
ner:
Tell
me in
wo
rds.]
Um
m . .
.
Anc
hor:
{{
Rain
ing.
[Exa
mine
r: Te
ll me
mor
e.]
I do
n’t k
now.
Anc
hor:
{{
Sun
and
clou
dy.
{{Th
unde
r/ra
in/w
ind.
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
4 a
nd 5
, if t
he s
tude
nt g
ives
a o
ne-w
ord
resp
onse
, say
, “Te
ll m
e m
ore .
”
GRA
DE
132
SPEA
KIN
G—
Sup
po
rt a
n O
pin
ion
Oce
an o
r Sp
ace
/ Q
ues
tio
n 6
Sco
re 0
Sco
re 1
Sco
re 2
• An o
pinion
is no
t exp
ress
ed.
•Res
pons
e con
tains
no E
nglis
h. •N
o res
pons
e, “I
don’t
know
,” or
is 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:
I do
n’t k
now.
Anc
hor:
Spac
e.[E
xami
ner:
Why
do
you
thin
k a
book
abo
ut
oute
r spa
ce is
bet
ter?
]I
don’t
kno
w.
Anc
hor
A:
The
ocea
n be
caus
e I
like
it.
Anc
hor
B:Sp
ace
beca
use
it’s
cool
.
33V
ISU
AL
IM
PAIR
ME
NT
AN
D B
RA
ILL
E P
RA
CT
ICE
TE
ST
SAY
Hereisapicture.Thepicturesho
wstwobo
oks.Thefirstb
ookistitled“TheOcean”with
thecovers
howinga
dolphinandanoctop
us.Thesecon
dbo
okistitled“Space”with
thecovers
howingplanetsinouterspace.
No
.Pic
ture
Pro
mp
t
6
The
Oce
anSp
ace
SAY
Now
, SA
Y I a
m g
oing
to a
sk y
ou fo
r you
r opi
nion
.If
app
ropr
iate
, you
may
poi
nt to
eac
h pi
ctur
e at
the
appr
opria
te ti
me
whi
le re
adin
g th
e qu
estio
n.SA
Y Yo
ur c
lass
has
a c
hoic
e to
read
a b
ook.
Whi
ch b
ook
do y
ou c
hoos
e fo
r you
r cla
ss to
read
toge
ther
: a
book
abo
ut th
e oc
ean
or a
boo
k ab
out o
uter
spa
ce?
Wai
t for
initi
al c
hoic
e.SA
Y W
hy d
o yo
u th
ink
[a b
ook
abou
t the
oce
an/a
boo
k ab
out o
uter
spa
ce/y
our c
hoic
e] is
bet
ter?
If th
ere
have
bee
n no
resp
onse
s or n
o co
rrec
t res
pons
es to
th
is p
oint
, you
may
stop
test
ing
in th
e Sp
eaki
ng d
omai
n.
Sele
ct [ P
ause
] .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 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
134
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 7
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 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
a pl
aygr
ound
is
bett
er?]
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
a co
mput
er is
be
tter
?]Be
caus
e yo
u ca
n pl
ay o
n ap
ps.
35V
ISU
AL
IM
PAIR
ME
NT
AN
D B
RA
ILL
E P
RA
CT
ICE
TE
ST
SAY
Herearetwopictures.Thefirstp
icturesho
wsaplaygrou
nd.Thesecon
dpictureshow
sacompu
ter.
No
.Pic
ture
Pro
mp
t
7SA
Y I a
m g
oing
to a
sk y
ou fo
r you
r opi
nion
.If
app
ropr
iate
, you
may
poi
nt to
eac
h pi
ctur
e at
the
appr
opria
te ti
me
whi
le re
adin
g th
e qu
estio
n.SA
Y Yo
ur c
lass
has
ear
ned
som
e fr
ee ti
me.
Wha
t do
you
choo
se fo
r you
r cla
ss to
do:
pla
y on
the
play
grou
nd
or p
lay
on th
e co
mpu
ter?
Wai
t for
initi
al c
hoic
e.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?
NEX
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
136
SPEA
KIN
G—
Ret
ell a
Nar
rati
veFi
shin
g T
rip
/ Q
ues
tio
n 8
Sco
re 0
Sco
re 1
Sco
re 2
Sco
re 3
Sco
re 4
•Res
pons
e is n
otre
levan
t.•R
espo
nse
conta
ins no
Engli
sh.
•No r
espo
nse,
“I do
n’t kn
ow,”
or is
comp
letely
unint
elligi
ble.
•Res
pons
e atte
mpts
tore
tell th
e nar
rativ
e but
conv
eys l
ittle r
eleva
ntinf
orma
tion.
•Ide
as ar
e rar
ely co
hesiv
ean
d con
necte
d.•G
ramm
ar an
d wor
d cho
icear
e lim
ited a
nd im
pede
mean
ing.
•Pro
nunc
iation
or in
tonati
onoft
en im
pede
mea
ning.
•Spe
ech m
ay co
nsist
of iso
lated
wor
d(s)
orph
rase
(s).
•Res
pons
e rete
lls th
ena
rrativ
e as s
uppo
rted b
ythe
pictu
res,
and m
ay 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
are s
imple
and r
epeti
tive;
erro
rs oft
en im
pede
mean
ing.
•Pro
nunc
iation
or in
tonati
onoft
en im
pede
mea
ning.
•Spe
ech m
ay be
slow
,ch
oppy
, or h
alting
.
•Res
pons
e rete
lls th
e nar
rativ
eas
supp
orted
by th
e pict
ures
with
basic
detai
l.•I
deas
are u
suall
y coh
esive
and c
onne
cted.
•Gra
mmar
and w
ord c
hoice
are a
dequ
ate; e
rrors
occa
siona
lly im
pede
mea
ning.
•Pro
nunc
iation
or in
tonati
onoc
casio
nally
impe
de m
eanin
g.•S
peec
h is f
airly
susta
ined,
thoug
h som
e cho
ppine
ss or
haltin
g may
occu
r .
•Res
pons
e pro
vides
a cle
ar an
dde
tailed
retel
ling o
f the n
arra
tive a
ssu
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 or
inton
ation
do no
tim
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.
37V
ISU
AL
IM
PAIR
ME
NT
AN
D B
RA
ILL
E P
RA
CT
ICE
TE
ST
Sco
re 0
Sco
re 1
Sco
re 2
Sco
re 3
Sco
re 4
•Res
pons
e is n
ot re
levan
t.•R
espo
nse
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
or in
tonati
on
often
impe
de m
eanin
g.•S
peec
h may
cons
ist
of iso
lated
wor
d(s)
or
phra
se(s)
.
•Res
pons
e rete
lls th
e na
rrativ
e as s
uppo
rted b
y the
pictu
res,
and m
ay be
inc
omple
te an
d lac
k clar
ity.
•Ide
as ar
e som
etime
s co
hesiv
e and
conn
ected
.•G
ramm
ar an
d wor
d cho
ice
are s
imple
and r
epeti
tive;
erro
rs oft
en im
pede
me
aning
.•P
ronu
nciat
ion or
inton
ation
oft
en im
pede
mea
ning.
•Spe
ech m
ay be
slow
, ch
oppy
, or h
alting
.
•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 or
inton
ation
oc
casio
nally
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 or
inton
ation
do no
t 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 d
own
and
do th
e ro
pe. A
nd
then
, aft
er s
hort
litt
le b
it of
tim
e, J
ose
. . .
or th
e ki
d, h
e ca
tche
d hi
s fir
st fi
sh. H
e fe
lt so
meth
ing
pulli
ng h
im. S
o af
ter
he p
ulle
d . .
. he
cra
nked
it
back
in. A
fter
, his
gran
dma
and
Jose
. . .
I m
ean,
gra
ndmo
ther
an
d Jo
se m
easu
re th
e fis
h, h
is gr
andm
othe
r sai
d th
at it
was
too
smal
l to
keep
. So
they
let i
t go.
And
he w
ished
it w
ould
gro
w in
to
a bi
g, b
ig fi
sh. A
nd h
e ho
ped
he
woul
d se
e it
agai
n.
8 SAY
Her
e ar
e fo
ur p
ictu
res
that
go
with
the
stor
y. I
am
goin
g to
des
crib
e th
e pi
ctur
es a
nd th
en te
ll yo
u a
stor
y.
12
34
12
34
Paus
e. Y
ou m
ay p
oint
to e
ach
of th
e pi
ctur
es.
SAY
Youwillhearthestoryonlyon
ce.W
henIamfinished,you
willtellthestorybackto
me.
If a
ppro
pria
te, y
ou m
ay p
oint
to th
e fir
st p
ictu
re.
SAY
Thefirstpicturesho
wsagrandm
othera
ndgrand
sonwalking
toalakewith
fishingequipm
ent.Th
estorysays
Paulwasgoing
fishingwith
hisgrand
mother.Hewantedtotrythefishing
poleshehadgivenhim.
If a
ppro
pria
te, y
ou m
ay p
oint
to th
e se
cond
pic
ture
.SA
Y Th
esecond
picturesho
wsthegrandm
othera
ndgrand
sonsitting
nexttoeachotherand
fishing.Thestorysaysat
thelaketh
eywaitedandwaitedfora
fishto
bite.FinallyPaulfeltsom
ething
pullingon
hisline.
If a
ppro
pria
te, y
ou m
ay p
oint
to th
e th
ird p
ictu
re.
SAY
Thethird
picturesho
wsthegrandm
othera
ndgrand
sonmeasurin
gthesizeoffi
shth
atth
eycaugh
t.Th
estory
saysPaulcaugh
thisfirstfi
sh.H
isgrand
motherm
easuredthefish.Shesaiditwasto
osm
alltokeep.
If a
ppro
pria
te, y
ou m
ay p
oint
to th
e fo
urth
pic
ture
.SA
Y Th
efourthpicturesho
wsthegrandson
puttin
gthefishbackintoth
elake.Thestorysaystheyputth
efishback
inth
ewaterand
letitg
o.Itswam
away,and
Paulhop
editwou
ldgrowintoagreatbigfish.M
aybehewou
ldseeit
agai
n so
med
ay!
SAY
Now
use
all
of th
e in
form
atio
n in
the
pict
ures
to te
ll th
e st
ory
back
to m
e.N
EXT
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
138
SPEA
KIN
G—
Sum
mar
ize
an A
cad
emic
Pre
sen
tati
on
Push
an
d P
ull
/ Q
ues
tio
n 9
Main
Po
ints
A fu
ll re
spon
se in
clud
es th
e fo
llow
ing
mai
n po
ints
and
at l
east
one
det
ail:
•Pu
shin
g (fo
rces
) mov
es th
ings
aw
ay.
•Pu
lling
(for
ces)
mov
es th
ings
tow
ard
you.
Deta
ils:
•Pu
shin
g an
d pu
lling
are
forc
es/fo
rces
mak
e th
ings
mov
e.•
Push
ing
is li
ke k
icki
ng a
bal
l/rol
ling
a ca
r dow
n a
ram
p.•
Pulli
ng is
like
zip
ping
a z
ippe
r/ope
ning
a d
raw
er.
12
39V
ISU
AL
IM
PAIR
ME
NT
AN
D B
RA
ILL
E P
RA
CT
ICE
TE
ST
9 SAY
Her
e ar
e tw
o pi
ctur
es th
at g
o w
ith th
e in
form
atio
n. I
am g
oing
to d
escr
ibe
the
pict
ure
and
then
tell
you
mor
e inform
ation.Thefirstp
icturesho
wsagirlkickingasoccerballand
aboyro
lling
ato
ycard
ownaramp.The
seco
nd p
ictu
re s
how
s th
e gi
rl zi
ppin
g up
her
jack
et a
nd th
e bo
y op
enin
g a
draw
er.
SAY
Iamgoing
totellyouabou
tforces.Listencarefully.You
willheartheinform
ationon
lyonce.W
henIamfinished,
you
will
tell
me
abou
t for
ces.
If a
ppro
pria
te, y
ou m
ay p
oint
to th
e pi
ctur
e of
eac
h ob
ject
at t
he a
ppro
pria
te ti
me
whi
le re
adin
g th
e in
form
atio
n.
SAY
Push
ing
and
pulli
ng a
re fo
rces
. For
ces
mak
e so
met
hing
or s
omeo
ne m
ove.
We
use
forc
es e
very
day
.If
app
ropr
iate
, you
may
poi
nt to
the
first
pic
ture
.SA
Y A
push
mov
es s
omet
hing
aw
ay fr
om y
ou. K
icki
ng a
bal
l and
rolli
ng a
toy
car d
own
a ra
mp
are
exam
ples
of
push
ing
forc
es.
If a
ppro
pria
te, y
ou m
ay p
oint
to th
e se
cond
pic
ture
.SA
Y A
pull
mov
es s
omet
hing
tow
ard
you.
Zip
ping
up
a zi
pper
or o
peni
ng a
dra
wer
are
exa
mpl
es o
f pul
ling
forc
es.
SAY
Now
it is
you
r tur
n. T
ell m
e ab
out f
orce
s. U
se th
e in
form
atio
n ab
out t
he p
ictu
re to
hel
p yo
u. I
can
repe
at th
e pi
ctur
e de
scrip
tion
if yo
u w
ould
like
. Pa
use
to le
t the
stud
ent s
umm
ariz
e th
e pr
esen
tatio
n. W
hile
the
stud
ent i
s res
pond
ing,
use
the
mai
n po
ints
and
the
rubr
ic to
scor
e th
e re
spon
se.
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
140
SPEA
KIN
G—
Sum
mar
ize
an A
cad
emic
Pre
sen
tati
on
Push
an
d P
ull
/ Q
ues
tio
n 9
Main
Po
ints
A fu
ll re
spon
se in
clud
es th
e fo
llow
ing
mai
n po
ints
and
at l
east
one
det
ail:
•Pu
shin
g (fo
rces
) mov
es th
ings
aw
ay.
•Pu
lling
(for
ces)
mov
es th
ings
tow
ard
you.
Deta
ils:
•Pu
shin
g an
d pu
lling
are
forc
es/fo
rces
mak
e th
ings
mov
e.•
Push
ing
is li
ke k
icki
ng a
bal
l/rol
ling
a ca
r dow
n a
ram
p.•
Pulli
ng is
like
zip
ping
a z
ippe
r/ope
ning
a d
raw
er.
41V
ISU
AL
IM
PAIR
ME
NT
AN
D B
RA
ILL
E P
RA
CT
ICE
TE
ST
Sco
re 0
Sco
re 1
Sco
re 2
Sco
re 3
Sco
re 4
•Res
pons
e is n
ot re
levan
t.•R
espo
nse c
ontai
ns no
Engli
sh.
•No r
espo
nse,
“I do
n’tkn
ow,”
or is
comp
letely
unint
elligi
ble.
•Res
pons
e inc
ludes
anatt
empt
to re
feren
ce th
epr
esen
tation
/pictu
re bu
tco
nvey
s littl
e rele
vant
infor
matio
n.• I
deas
are r
arely
cohe
sive
and c
onne
cted.
• Gra
mmar
and w
ord c
hoice
ar
e lim
ited a
nd im
pede
me
aning
.•P
ronu
nciat
ion or
inton
ation
often
impe
de m
eanin
g. •S
peec
h may
cons
istof
isolat
ed w
ord(
s) or
phra
se(s)
relat
ed to
the
pictur
e.
•Res
pons
e inc
ludes
a pa
rtial
summ
ary o
f at le
ast o
neof
the m
ain po
ints o
f the
pres
entat
ion an
d may
lack
an un
derst
andin
g of th
ema
in po
ints.
•Ide
as ar
e som
etime
sco
hesiv
e and
conn
ected
.•G
ramm
ar an
d wor
d cho
icear
e sim
ple an
d rep
etitiv
e;er
rors
often
impe
deme
aning
.•P
ronu
nciat
ion or
inton
ation
often
impe
de m
eanin
g.•S
peec
h may
be sl
ow,
chop
py, o
r halt
ing.
•Res
pons
e inc
ludes
a mo
stly
clear
summ
ary o
f som
eof
the m
ain po
ints o
f the
pres
entat
ion w
ith pa
rtial/
basic
detai
ls.•I
deas
are u
suall
y coh
esive
and c
onne
cted.
•Gra
mmar
and w
ord c
hoice
are a
dequ
ate; e
rrors
occa
siona
lly im
pede
mean
ing.
•Pro
nunc
iation
or in
tonati
onoc
casio
nally
impe
deme
aning
.•S
peec
h is f
airly
susta
ined,
thoug
h som
e cho
ppine
ss or
haltin
g may
occu
r .
•A fu
ll res
pons
e inc
ludes
acle
ar su
mmar
y of th
e main
point
s and
detai
ls of
thepr
esen
tation
.•I
deas
are c
ohes
ive an
dco
nnec
ted.
•Gra
mmar
and w
ord c
hoice
are v
aried
and e
ffecti
ve;
erro
rs do
not im
pede
mean
ing.
•Pro
nunc
iation
or in
tonati
ondo
not im
pede
mea
ning.
•Spe
ech i
s usu
ally s
mooth
and s
ustai
ned.
Anc
hor:
I do
n’t k
now.
Anc
hor:
You
can
make
, umm
. .
. yo
u ca
n ma
ke a
ca
r to
like
go to
you
. An
d yo
u ca
n um
m, c
an
get s
omet
hing
out
of
some
thin
g.[E
xami
ner:
Wha
t else
ca
n yo
u te
ll me
abo
ut
what
you
hea
rd?]
(Poi
ntin
g, n
o re
spon
se.)
Anc
hor:
Umm,
for
ces
make
th
ings
pus
h th
ings
, a
socc
er b
all m
ove.
Now
th
is (p
oint
ing)
one
? Fo
rces
a z
ippe
r or .
. .
[Exa
mine
r: W
hat e
lse
can
you
tell
me a
bout
wh
at I
told
you
?](N
o re
spon
se.)
Anc
hor:
Umm,
for
ce is
abo
ut
push
ing,
like
pus
hing
a
car a
nd k
icki
ng a
bal
l. An
d pu
lling
mea
ns th
at
you
like
zip
a th
ing
towa
rds
you
and
like
open
the
draw
er o
f th
e
. . .
door
. . .
the
draw
er
. . .
like
open
the
door
lik
e dr
awer
ope
n. Th
at’s
what
you
cal
l pul
ling.
Anc
hor:
Forc
es a
re m
akin
g th
ings
mo
ve. L
ike
when
you
pus
h a
car d
own
a ra
mp, i
t mo
ves
away
or y
ou c
an
pull
up a
zip
per.
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
142
SPEA
KIN
G—
Sum
mar
ize
an A
cad
emic
Pre
sen
tati
on
Rai
n F
or e
st /
Qu
esti
on
10
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
:•
It (th
e ra
in fo
rest
) is
wet
/hot
.•
Man
y (k
inds
of)
anim
als/
plan
ts a
re th
ere
(in th
e ra
in fo
rest
).•
Ther
e is
sun
(ligh
t) ab
ove
the
tree
s.•
It is
dar
k on
the
(rain
fore
st) fl
oor.
•An
imal
s liv
e in
the
tree
s/on
the
(rain
fore
st) fl
oor.
10 SAY
Her
e is
a p
ictu
re th
at g
oes
with
the
info
rmat
ion.
I am
goi
ng to
des
crib
e th
e pi
ctur
e an
d th
en te
ll yo
u m
ore
info
rmat
ion.
The
pic
ture
sho
ws
a ra
in fo
rest
. The
rain
fore
st h
as m
any
tree
s an
d an
imal
s. S
ome
anim
als
are
in th
e tr
ees,
and
ther
e’s
an a
nim
al o
n th
e gr
ound
.SA
Y I a
m g
oing
to te
ll yo
u ab
out t
he ra
in fo
rest
. Lis
ten
care
fully
. You
will
hea
r the
info
rmat
ion
only
onc
e. W
hen
I am
fin
ished,you
willtellmeabou
tthera
info
rest.
43V
ISU
AL
IM
PAIR
ME
NT
AN
D B
RA
ILL
E P
RA
CT
ICE
TE
ST
If a
ppro
pria
te, y
ou m
ay p
oint
to in
dica
te th
e w
hole
pic
ture
.SA
Y Th
is is
a ra
in fo
rest
.If
app
ropr
iate
, you
may
poi
nt to
the
trees
and
then
the
sun.
SAY
The
rain
fore
st is
a v
ery
wet
pla
ce. I
t may
als
o be
ver
y ho
t.If
app
ropr
iate
, you
may
poi
nt to
the
anim
als i
n th
e tre
es.
SAY
Man
y ki
nds
of p
lant
s an
d an
imal
s liv
e in
the
rain
fore
st.
If a
ppro
pria
te, y
ou m
ay p
oint
to th
e to
ps o
f the
tree
s.SA
Y A
bove
the
tree
s th
ere
is s
unlig
ht. S
ome
anim
als
live
in th
e tr
eeto
ps a
nd a
lmos
t nev
er c
ome
dow
n.If
app
ropr
iate
, you
may
poi
nt to
the
fore
st fl
oor.
SAY
Ontheflo
orofthera
info
restitisdarkanddamp.Verylittleligh
tgetsthroug
hthetreeleaves.
SAY
Now
it is
you
r tur
n. T
ell m
e ab
out t
he ra
in fo
rest
. Use
the
info
rmat
ion
abou
t the
pic
ture
to h
elp
you.
I ca
n re
peat
th
e pi
ctur
e de
scrip
tion
if yo
u w
ould
like
. P
ause
to le
t the
stud
ent s
umm
ariz
e th
e pr
esen
tatio
n. W
hile
the
stud
ent i
s res
pond
ing,
use
the
mai
n po
ints
and
the
rubr
ic to
scor
e th
e re
spon
se. A
fter t
he st
uden
t res
pond
s,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
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
[ Sub
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 sc
ore
shee
ts a
nd lo
gon
ticke
ts.
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
144
SPEA
KIN
G—
Sum
mar
ize
an A
cad
emic
Pre
sen
tati
on
Rai
n F
ore
st /
Qu
esti
on
10
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
:•
It (th
e ra
in fo
rest
) is
wet
/hot
.•
Man
y (k
inds
of)
anim
als/
plan
ts a
re th
ere
(in th
e ra
in fo
rest
).•
Ther
e is
sun
(ligh
t) ab
ove
the
tree
s.•
It is
dar
k on
the
(rain
fore
st) fl
oor.
•An
imal
s liv
e in
the
tree
s/on
the
(rain
fore
st) fl
oor.
45V
ISU
AL
IM
PAIR
ME
NT
AN
D B
RA
ILL
E P
RA
CT
ICE
TE
ST
Sco
re 0
Sco
re 1
Sco
re 2
Sco
re 3
Sco
re 4
•Res
pons
e is n
otre
levan
t.•R
espo
nse c
ontai
ns no
Engli
sh.
•No r
espo
nse,
“I do
n’tkn
ow,”
or is
comp
letely
unint
elligi
ble.
•Res
pons
e inc
ludes
anatt
empt
to re
feren
ce th
epr
esen
tation
/pictu
re bu
tco
nvey
s littl
e rele
vant
infor
matio
n.•I
deas
are r
arely
cohe
sive
and c
onne
cted.
•Gra
mmar
and w
ord c
hoice
are l
imite
d and
impe
deme
aning
.•P
ronu
nciat
ion or
inton
ation
often
impe
de m
eanin
g.•S
peec
h may
cons
ist of
isolat
ed w
ord(
s) or
phra
se(s)
relat
ed to
the p
ictur
e.
•Res
pons
e inc
ludes
a pa
rtial
summ
ary o
f at le
ast o
ne of
the
main
point
s of th
e pre
senta
tion
and m
ay la
ck an
unde
rstan
ding
of the
main
point
s.•I
deas
are s
ometi
mes c
ohes
ivean
d con
necte
d.•G
ramm
ar an
d wor
d cho
ice ar
esim
ple an
d rep
etitiv
e; er
rors
often
impe
de m
eanin
g.•P
ronu
nciat
ion or
inton
ation
often
impe
de m
eanin
g.•S
peec
h may
be sl
ow, c
hopp
y, or
haltin
g.
•Res
pons
e inc
ludes
a mo
stly
clear
summ
ary o
f som
eof
the m
ain po
ints o
f the
pres
entat
ion w
ith pa
rtial/b
asic
detai
ls.•I
deas
are u
suall
y coh
esive
and c
onne
cted.
•Gra
mmar
and w
ord c
hoice
are a
dequ
ate; e
rrors
occa
siona
lly im
pede
mea
ning.
•Pro
nunc
iation
or in
tonati
onoc
casio
nally
impe
de m
eanin
g.•S
peec
h is f
airly
susta
ined,
thoug
h som
e cho
ppine
ss or
haltin
g may
occu
r.
•A fu
ll res
pons
e inc
ludes
a clea
r sum
mary
of the
main
point
s and
detai
lsof
the pr
esen
tation
.•I
deas
are c
ohes
ive an
dco
nnec
ted.
•Gra
mmar
and w
ord
choic
e are
varie
d and
effec
tive;
erro
rs do
not
impe
de m
eanin
g.•P
ronu
nciat
ion or
inton
ation
do no
t impe
deme
aning
.•S
peec
h is u
suall
ysm
ooth
and s
ustai
ned.
Anc
hor:
(Res
pons
e in
prim
ary
lang
uage
.)
Anc
hor:
Umm,
the
. . .
the
elep
hant
, he
just
wal
k.
And
the
bird
, he
just
we
nt in
the
tree
. And
so
the
monk
ey ju
st w
ent t
o th
e tr
ee. A
nd th
is slo
th,
he ju
st w
ent t
o th
e tr
ee
too.
[Exa
mine
r: W
hat e
lse c
an
you
tell
me a
bout
wha
t y o
u he
ard?
]N
othi
ng. T
here
’s no
thin
g.
Anc
hor:
Umm,
som
e an
imal
s do
n’t
touc
h th
e gr
ound
bec
ause
th
ey li
ke to
spe
nd a
ll th
e tim
e in
the
tree
s. So
me
anim
als
don’t
like
to to
uch
the
top
beca
use
they
’re
scar
ed; t
hat’s
why
they
sta
y on
the
grou
nd.
[Exa
mine
r: W
hat e
lse c
an
you
tell
me a
bout
wha
t you
he
ard?
]Yu
p. Th
e tr
ees
that
are
bi
gger
than
the
little
tree
s, th
e lit
tle tr
ees s
tart
to g
row
up b
ig a
nd ta
ll an
d st
rong
.
Anc
hor:
The
rain
for
est i
s . .
. is
wet.
And
almo
st a
nima
ls do
n’t g
o do
wn th
ere.
And
do
wn th
e ra
in f
ores
t, it’
s a
little
. . .
it’s
a lit
tle s
unny
, bu
t it g
ets
a lo
t of
shad
e.
Anc
hor:
It’s
hot.
Ther
e’s lo
ts
of tr
ees.
Ther
e’s m
ore
sun
on to
p. An
imal
s liv
e in
the
tree
s.
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
on’t p
enali
ze fo
r misp
ronu
nciat
ion of
any w
ord t
hat d
oesn
’t inte
rfere
with
mea
ning.
46 VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
Reading—Grade 1
Special Directions for Reading
• Assemble supplementary materials.
• For students with low vision, you may sweep your finger or pencil under the question and options on the screen as you read and say them aloud. For allquestions, you will select the student’s response on the Student Testing Interface.
• For questions that have the options C, IC, and NR, select “C” for a correctresponse, “IC” for an incorrect response, and “NR” for no response.
• For questions that have the options A, B, and C, do not say the option letters (A,B, C), and do not read “NR” aloud to the student.
• For questions with text options, say, “Tell me your answer,” after you have readthe last option.
• For questions with picture options, read the picture descriptions provided. Say,“Tell me your answer,” after you have read the last picture description.
• The READ AND SAY symbol indicates text on the student’s screen that you willread aloud as you sweep your finger or pencil underneath. This may benefit testtakers who have low vision, but is not required.
• When sweeping your finger or pencil under a word, phrase, sentence, or picture,do not cover up any part of the text or picture.
• If there are terms that include a phonetic pronunciation in brackets, pronouncethe word as provided in the brackets.
• Refer to the Prompting Guidelines before each task in this DFA.
• If a student seems to need confirmation from the test examiner while reading,say, “It’s OK, do your best.”
NOTE: On this test, any given set of questions will appear on a single screen with a scrollable view. The test examiner will need to scroll all the way down the screen to ensure that all questions are completed.
Beginning the Reading Test
The Reading 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 practice score sheet, bubble the answers while administering the test, and then use the scoring keys to check the answers. You must select an answer for each question to move on to the next question.
The Reading Scoring Sheet is located at the end of this document.
47VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
Reading—Grade 1 (cont .)
To begin the test, follow the directions in the How to Start a Practice Test Session Using the Same Procedures as the Operational Tests portion of this document or the How to Start a Test Session as a Guest portion of this document.
1 When screen Number 1 comes up, SAY This is the Reading section of the ELPAC test.
In this part of the test, we are going to read together. I will ask you 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 me to repeat a question, just ask. You will now begin the Reading questions.
Select [Next] to advance to screen Number 2. Administer the Reading questions using the scripts below.
READING—Read-Along Word with Scaffolding
GRADE 1
48 VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
Reading—Read and Choose a Word
Prompting Guidelines: Read and Choose a WordRead aloud the directions only. Do not read aloud the answer choices. If the student requests that a question be repeated, you may repeat the directions once. If the student does not give an answer, repeat the directions. If the student gives an answer that is not clear, you may repeat the directions or say, “Tell/Show me again .” If the student still does not answer, choose No Response (NR) and move to the next question.
2
SAY What can you do with a spoon and some food in a bowl?
3
SAY Which word spells the number 5?
READING—Read and Choose a Word
GRADE 1
49VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
Reading—Read and Choose a Sentence
Prompting Guidelines: Read and Choose a SentenceRead aloud the directions only. Do not read aloud the answer choices. If the student requests that a question be repeated, you may repeat the directions once. If the student does not give an answer, repeat the directions. If the student gives an answer that is not clear, you may repeat the directions or say, “Tell/Show me again .” If the student still does not answer, choose No Response (NR) and move to the next question.
4
SAY Which sentence describes one bird using its wings?
If there have been no responses or no correct responses to this point, you may stop testing in the Reading domain. Select [Pause].
5
SAY Which sentence describes a person making art?
6
SAY Which sentence describes a boy and a girl playing on some playground equipment?
7
SAY Which sentence describes two people going across a lawn?
READING—Read and Choose a Sentence
GRADE 1
50 VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
Reading—Read a Short Informational Passage
Prompting Guidelines: Read a Short Informational PassageRead aloud the directions but not the information; the student will read the information. Then read aloud the questions and answer choices.For questions with text options, say, “Tell me your answer,” after you have read the last option.For questions with picture options, say, “Point to your answer,” after you have read the question.If the student requests that a question be repeated, you may repeat the question once.If the student does not answer or gives an answer that is not clear, you may repeat the question once. If the student still does not answer, choose No Response (NR) and move to the next question.
8
SAY Therearetwopictures.Thefirstpictureshowsalandturtlewalkingonland.The second picture shows a sea turtle swimming in the sea.
SAY Now you are going to read a text on your own. I will ask you some questions about what you have read.
SAY When you need me to scroll to read the rest of the text, just ask. Tell me when youarefinishedreadingthetextsoIcanreadthequestionstoyou.
If appropriate, you may sweep your finger under the question and options on the screen as you read and say them aloud. For all questions, you will select the student’s response on the Student Testing Interface.If the student does not answer,
SAY Tell me your answer.
9If appropriate, you may sweep your finger under the question and options on the screen as
you read and say them aloud. For all questions, you will select the student’s response on the Student Testing Interface.If the student does not answer,
SAY Tell me your answer.
10If appropriate, you may sweep your finger under the question and options on the screen as
you read and say them aloud. For all questions, you will select the student’s response on the Student Testing Interface.If the student does not answer,
SAY Tell me your answer.
READING—Read a Short Informational Passage
GRADE 1
51VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
READING—Read a Short Informational Passage
11
SAY The picture shows a shark and a horse.SAY Now you are going to read a text on your own. I will ask you some questions
about what you have read.SAY When you need me to scroll to read the rest of the text, just ask. Tell me when
youarefinishedreadingthetextsoIcanreadthequestionstoyou.If appropriate, you may sweep your finger under the question and options on the screen as
you read and say them aloud. For all questions, you will select the student’s response on the Student Testing Interface.If the student does not answer,
SAY Tell me your answer.
12If appropriate, you may sweep your finger under the question and options on the screen as
you read and say them aloud. Use the picture descriptions below for the options.SAY A horse
A giraffeA shark
For questions with picture options, read the picture descriptions provided. Say, “Tell me your answer,” after you have read the last picture description. If the student requests that a question be repeated, you may repeat the question once..
13If appropriate, you may sweep your finger under the question and options on the screen as
you read and say them aloud. For all questions, you will select the student’s response on the Student Testing Interface.If the student does not answer,
SAY Tell me your answer.
GRADE 1
52 VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
Reading—Read a Literary Passage
Prompting Guidelines: Read a Literary PassageRead aloud the directions but not the story; the student will read the story. Then read aloud the questions and answer choices.For questions with text options, say, “Tell me your answer,” after you have read the last option.For questions with picture options, say, “Point to your answer,” after you have read the question.If the student requests that a question be repeated, you may repeat the question once.If the student does not answer or gives an answer that is not clear, you may repeat the question once. If the student still does not answer, choose No Response (NR) and move to the next question.
14
SAY The picture shows a mother and son at home. The boy is putting on his jacket. The mother is looking for something in her purse.
SAY Now you are going to read a story on your own. Then you will answer questions about what you have read.
SAY When you need me to scroll to read the rest of the text, just ask. Tell me when youarefinishedreadingthetextsoIcanreadthequestionstoyou.
If appropriate, you may sweep your finger under the question and options on the screen as you read and say them aloud. For all questions, you will select the student’s response on the Student Testing Interface.If the student does not answer,
SAY Tell me your answer.
15If appropriate, you may sweep your finger under the question and options on the screen as
you read and say them aloud. Use the picture descriptions below for the options.SAY A purse
A keyAn umbrella
For questions with picture options, read the picture descriptions provided. Say, “Tell me your answer,” after you have read the last picture description. If the student requests that a question be repeated, you may repeat the question once.If the student does not answer or gives an answer that is not clear, you may repeat the question once. If the student still does not answer, choose No Response (NR) and move to the next question.
16If appropriate, you may sweep your finger under the question and options on the screen as
you read and say them aloud. For all questions, you will select the student’s response on the Student Testing Interface.
READING—Read a Literary Passage
GRADE 1
53VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
READING—Read an Informational Passage
Reading—Read an Informational Passage
Prompting Guidelines: Read an Informational Passage
Read aloud the directions but not the information; the student will read the information. Then read aloud the questions and answer choices.For questions with text options, say, “Tell me your answer,” after you have read the last option.For questions with picture options, say, “Point to your answer,” after you have read the question.If the student requests that a question be repeated, you may repeat the question once.If the student does not answer or gives an answer that is not clear, you may repeat the question once. If the student still does not answer, choose No Response (NR) and move to the next question.
17
SAY The picture shows the White House and its garden.SAY Now you are going to read a story on your own. Then you will answer
questions about what you have read.SAY When you need me to scroll to read the rest of the text, just ask. Tell me when
youarefinishedreadingthetextsoIcanreadthequestionstoyou.If appropriate, you may sweep your finger under the question and options on the screen as
you read and say them aloud. For all questions, you will select the student’s response on the Student Testing Interface.If the student does not answer,
SAY Tell me your answer.
18If appropriate, you may sweep your finger under the question and options on the screen as
you read and say them aloud. For all questions, you will select the student’s response on the Student Testing Interface.If the student does not answer,
SAY Tell me your answer.
19If appropriate, you may sweep your finger under the question and options on the screen as
you read and say them aloud. For all questions, you will select the student’s response on the Student Testing Interface.If the student does not answer,
SAY Tell me your answer.
GRADE 1
54 VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
20
SAY The picture shows a train.SAY Now you are going to read a text on your own. Then you will answer some
questions about what you have read.SAY When you need me to scroll to read the rest of the text, just ask. Tell me when
youarefinishedreadingthetextsoIcanreadthequestionstoyou.If appropriate, you may sweep your finger under the question and options on the screen as
you read and say them aloud. Use the picture descriptions below for the options.SAY A car
A shipA covered wagon pulled by two horses
For questions with picture options, read the picture descriptions provided. Say, “Tell me your answer,” after you have read the last picture description. If the student requests that a question be repeated, you may repeat the question once. If the student does not answer or gives an answer that is not clear, you may repeat the question once. If the student still does not answer, choose No Response (NR) and move to the next question.
21If appropriate, you may sweep your finger under the question and options on the screen as
you read and say them aloud. For all questions, you will select the student’s response on the Student Testing Interface.If the student does not answer,
SAY Tell me your answer.
22If appropriate, you may sweep your finger under the question and options on the screen as
you read and say them aloud. For all questions, you will select the student’s response on the Student Testing Interface.If the student does not answer,
SAY Tell me your answer.
After the student responds to the last question, SAY This is the end of the Reading 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.
READING—Read an Informational Passage
GRADE 1
55VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
READING—Scoring Keys
Reading Scoring Keys
Read and Choose a Word
Number Answer Key2 C3 A
Read and Choose a Sentence Number Answer Key
4 C5 A6 C7 B
Read a Short Informational Passage
Number Answer Key8 A9 C
10 C11 A12 C13 B
Read a Literary Passage
Number Answer Key14 C15 B16 A
Read an Informational Passage
Number Answer Key17 B18 A19 C20 C21 A22 B
56
Student Score Sheet
Name:
Grade:
Student ID:
LISTENING VisualImpairmentandBraillePracticeTest—Grade1Listen to a Short Exchange 2 A B C NR 3 A B C NRListen to a Classroom Conversation 4 A B C NR 5 A B C NRListen to a Story 6 A B C NR 7 A B C NR 8 A B C NR 9 A B C NR 10 A B C NR 11 A B C NR 12 A B C NR 13 A B C NR 14 A B C NRListen to an Oral Presentation 15 A B C NR 16 A B C NR 17 A B C NR 18 A B C NR 19 A B C NR20 A B C NR 21 A B C NR 22 A B C NR 23 A B C NR
LISTENING Total:
SPEAKING VisualImpairmentandBraillePracticeTest—Grade1Talk About a Scene 2 0 1 3 0 1 4 0 1 2
5 0 1 2
Support an Opinion6 0 1 2 7 0 1 2
Retell a Narrative8 0 1 2 3 4
Summarize an Academic Presentation9 0 1 2 3 4 10 0 1 2 3 4
SPEAKING Total:
57
READING VisualImpairmentandBraillePracticeTest—Grade1Read and Choose a Word 2 A B C NR 3 A B C NRRead and Choose a Sentence 4 A B C NR 5 A B C NR 6 A B C NR 7 A B C NRRead a Short Informational Passage 8 A B C NR 9 A B C NR 10 A B C NR 11 A B C NR 12 A B C NR 13 A B C NRRead a Literary Passage 14 A B C NR 15 A B C NR 16 A B C NRRead an Informational Passage 17 A B C NR 18 A B C NR 19 A B C NR 20 A B C NR 21 A B C NR 22 A B C NR
READING Total: