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ELPAC English Language Proficiency Assessments for California Listening, Speaking, and Reading: Directions for Administration Visual Impairment and Braille Practice Test Grade 2

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Page 1: Listening, Speaking, and Reading: Directions for ......Speaking: Test Administration Directions 24. Special Directions for Speaking24. Prompting and Scoring Guidelines for the Speaking

ELPACEnglish Language Proficiency Assessments for California

Listening, Speaking, and Reading:Directions for Administration

Visual Impairment and Braille Practice TestGrade 2

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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.

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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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Listening—Listen to a Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Listening—Listen to an Oral Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Listening: Scoring Keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Speaking: Test Administration Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Special Directions for Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Prompting and Scoring Guidelines for the Speaking Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Audio Capture for the Speaking Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Recommended Seating Arrangement for Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Speaking Test Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Speaking—Talk About a Scene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Speaking—Speech Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Speaking—Support an Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Speaking—Retell a Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Speaking—Summarize an Academic Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Reading: Test Administration Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46

Special Directions for Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

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Beginning the Reading Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Reading Test Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Reading—Read a Short Informational Passage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Reading—Read a Literary Passage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Reading: Scoring Keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Student Score Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52

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 28.

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 28.

Directions for Administration (cont .)

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This page is intentionally left blank.

15

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Listening—Grade 2

Special Directions for Listening

• Assemble supplementary materials, including embossed braille for questions, if applicable.

• Once the student is logged on, if the student seems able to navigate the test content independently, your role will be to remain near the student, monitoring the student’s navigation of the test and answering any test navigation questions that come up. If you judge that the student is not easily able to navigate the test content independently, you may navigate for the student and enter the answer choices that the student indicates.

• If you are navigating for the student and the student does not respond to a question, reprompt, “What do you think is the best answer? Please choose an answer to continue.” If the student still does not answer, reprompt, “Please choose the best answer. If you do not choose an answer, you will not see the other questions.” If the student still does not answer, discontinue the test by selecting [Pause].

• 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 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.

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 2 (cont .)

Note: Screen Number 1 contains recorded audio directions for the Listening section. Test content begins with screen Number 2.

When screen Number 1 comes up,

SAY This is the Listening section of the ELPAC test. In this part of the test, you will listen carefully. Then you will answer some questions. First, listen to the directions.

Either you or the student may play the directions, then select [Next] to advance to screen Number 2.

Administer the Listening domain. To begin playing the audio for each conversation, story, information, or question, either you or the student may select the audio player button on the screen.

Remain near the student, monitoring the student’s navigation of the test and answering any test navigation questions that come up. If the student seems to be struggling to navigate the test, you may navigate for the student and enter the answer choices that the student indicates. An answer must be selected 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.

Page 22: Listening, Speaking, and Reading: Directions for ......Speaking: Test Administration Directions 24. Special Directions for Speaking24. Prompting and Scoring Guidelines for the Speaking

GRADE 2

18 VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST

LISTENING—Listen to a Short Exchange/Listen to a Classroom Conversation

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 Option A: Paint Option B: Scissors Option C: A bin

3

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.

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.

Page 23: Listening, Speaking, and Reading: Directions for ......Speaking: Test Administration Directions 24. Special Directions for Speaking24. Prompting and Scoring Guidelines for the Speaking

GRADE 2

19VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST

Listening—Listen to a Story

6

SAY The picture shows a bird. 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.

7

SAY Option A: A tree outside a window Option B: A bench Option C: A birdhouse

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.

9 Select the audio player button on the screen to play the audio for the conversation. 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.

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.

12

SAY The picture shows a bear. 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 Story

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GRADE 2

20 VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST

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.

SAY Option A: A frogOption B: A bearOption C: A bird

LISTENING—Listen to a Story

Page 25: Listening, Speaking, and Reading: Directions for ......Speaking: Test Administration Directions 24. Special Directions for Speaking24. Prompting and Scoring Guidelines for the Speaking

GRADE 2

21VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST

Listening—Listen to an Oral Presentation

15

SAY The picture shows a bee and an ant. Next, select the audio player button on the screen to play the audio for the conversation.

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.

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 an apple with a bite taken out of it. There are some brown spots where the apple was bitten.

Next, select the audio player button on the screen to play the audio for the conversation. 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.

21

SAY The picture shows a watermill. There is a building next to a river. A large wooden wheel is attached to the building. One end of the wheel is in the river. Running water from the river is turning the watermill.

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 an Oral Presentation

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GRADE 2

22 VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST

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.

LISTENING—Listen to an Oral Presentation

Page 27: Listening, Speaking, and Reading: Directions for ......Speaking: Test Administration Directions 24. Special Directions for Speaking24. Prompting and Scoring Guidelines for the Speaking

GRADE 2

23VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST

LISTENING—Scoring Keys

Listening Scoring Keys

Listen to a Short ExchangeNumber Answer Key

2 C3 C

Listen to a Classroom ConversationNumber Answer Key

4 B5 A

Listen to a StoryNumber Answer Key

6 C7 A8 B9 A

10 C11 B12 A13 B14 C

Listen to an Oral PresentationNumber Answer Key

15 C16 B17 B18 C19 B20 A21 A22 B23 C

Page 28: Listening, Speaking, and Reading: Directions for ......Speaking: Test Administration Directions 24. Special Directions for Speaking24. Prompting and Scoring Guidelines for the Speaking

24 VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST

Speaking—Grade 2

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.

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25VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST

Speaking—Grade 2 (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.

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26 VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST

Speaking—Grade 2 (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

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This page is intentionally left blank.

27

Page 32: Listening, Speaking, and Reading: Directions for ......Speaking: Test Administration Directions 24. Special Directions for Speaking24. Prompting and Scoring Guidelines for the Speaking

28G

RAD

E 2

SPEA

KIN

G—

Talk

Ab

ou

t a

Scen

ePa

int

Fun

/ Q

ues

tio

ns

2–5

SAY

The

pict

ure

show

s an

art

cla

ssro

om. T

here

are

four

stu

dent

s w

orki

ng a

t tab

les.

The

re is

a te

ache

r hel

ping

the

stud

ents

.SA

YIf

you

need

to h

ear t

he d

escr

iptio

n ag

ain,

let m

e kn

ow a

nd I

will

re

ad it

to y

ou.

No

.It

em

Sco

re 0

Sco

re 1

blank

ce

ll

SAY

Imag

ine

you

are

in a

n ar

t cl

assr

oom

.• I

ncor

rect

resp

onse

/not r

eleva

nt/co

mplet

ely

unint

elligi

ble/no

resp

onse

/resp

onse

conta

ins

no E

nglis

h/“I d

on’t k

now.

• Cor

rect

resp

onse

.

2SA

Y O

ne o

f the

stu

dent

s is

dr

awin

g a

pict

ure.

Wha

t su

pplie

s w

ould

she

use

to

draw

the

pict

ure?

NEX

T

Anc

hor:

{{

I do

n’t k

now.

Anc

hor:

{{Pa

int/

mark

ers/

colo

red

penc

ils.

3SA

Y So

me

stud

ents

are

hol

ding

pa

int b

rush

es. W

hat c

an th

ey

do w

ith th

em?

NEX

T

Anc

hor:

{{

I fo

rget

.Anc

hor:

{{

Pain

t/co

lor.

Page 33: Listening, Speaking, and Reading: Directions for ......Speaking: Test Administration Directions 24. Special Directions for Speaking24. Prompting and Scoring Guidelines for the Speaking

29V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E P

RA

CT

ICE

TE

ST

No

.It

em

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.

4SA

Y W

hat i

s so

met

hing

you

can

us

e to

mak

e a

craf

t or a

pie

ce

of a

rt?

Wai

t for

the

stud

ent’s

resp

onse

.SA

Y H

ow d

o yo

u kn

ow?

NEX

T

Anc

hor:

{{

(No

resp

onse

.)Anc

hor:

{{

A cr

ayon

. [E

xami

ner:

How

do y

ou

know

?]

(Poi

ntin

g.)

[Exa

mine

r: Te

ll me

in

word

s.]

(Sha

kes

head

.)

Anc

hor:

{{

Lots

of

glue

. [E

xami

ner:

How

do y

ou

know

?]

Beca

use

that

’s wh

at I

use

a

lot.

5SA

Y Th

ere

is a

clo

ck o

n th

e w

all.

Wha

t is

a cl

ock

used

for?

NEX

T

Anc

hor:

{{

(Res

pons

e in

prim

ary

lang

uage

.)

Anc

hor:

{{

Time

. [E

xami

ner:

Tell

me

more

.] (N

o re

spon

se.)

Anc

hor:

{{

Telli

ng ti

me.

{To

kno

w wh

en it

’s re

cess

/PE

.{

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 .

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30G

RAD

E 2

SPEA

KIN

G—

Spee

ch F

un

ctio

ns

Ass

ign

men

t, N

ew B

oo

k, S

it C

lose

r /

Qu

esti

on

s 6–

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

helan

guag

e fun

ction

.•R

espo

nse c

ontai

ns no

Eng

lish.

•No r

espo

nse,

or “I

don’t

know

,” or

isco

mplet

ely un

intell

igible

.

•Res

pons

e add

ress

es th

e lan

guag

efun

ction

in a

limite

d way

. List

ener

effor

t is re

quire

d to i

nterp

ret

mean

ing.

•Erro

rs in

gram

mar, w

ord c

hoice

,pr

onun

ciatio

n, or

inton

ation

impe

deme

aning

.

•Res

pons

e app

ropr

iately

addr

esse

s the

lang

uage

func

tion

in a c

lear w

ay . N

o list

ener

effor

tis

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

dono

t impe

de m

eanin

g.

6A

ssig

nmen

tR

eque

stin

g in

form

atio

nAnc

hor:

I wo

uld

raise

my

hand

and

tell

her.

Anc

hor:

Umm,

I n

eed

help

.Anc

hor:

Sorr

y, I

did

n’t u

nder

stan

d wh

at y

ou w

ere

sayi

ng. C

an y

ou

plea

se s

ay it

aga

in?

7N

ew B

ook

Mak

ing

a re

ques

tAnc

hor:

(Res

pons

e in

prim

ary

lang

uage

.)Anc

hor:

Coul

d yo

u ge

t the

boo

k fo

r me?

Anc

hor:

May

I p

leas

e gr

ab a

new

boo

k fr

om th

e bo

oksh

elf?

8Si

t Clo

ser

Mak

ing

a re

ques

tAnc

hor:

Raise

my

hand

and

sai

d, “I

can

’t se

e th

e pi

ctur

es a

nd I

can

’t he

ar y

ou re

ad.”

Anc

hor:

Coul

d yo

u sp

eak

a lit

tle lo

uder

?Anc

hor:

Umm,

may

I p

leas

e sit

clo

ser

to y

ou s

o I

coul

d he

ar w

hat

you

are

sayi

ng?

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31V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E P

RA

CT

ICE

TE

ST

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 som

e si

tuat

ions

th

at c

ould

hap

pen

to y

ou. T

hen,

tell

me

wha

t you

wou

ld s

ay. R

emem

ber t

o an

swer

all

ques

tions

in E

nglis

h. If

you

w

ant m

e to

repe

at a

que

stio

n, y

ou c

an a

sk m

e to

. The

firs

t one

is fo

r pra

ctic

e.

PRA

CTI

CE—

DO

NO

T R

ECO

RD

SAY

You

wan

t to

know

if y

our f

riend

fini

shed

a m

ath

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

6 SAY

You

did

not u

nder

stan

d w

hat y

our t

each

er s

aid

abou

t an

assi

gnm

ent.

You

wan

t to

know

wha

t yo

u ne

ed to

do.

Wha

t wou

ld y

ou s

ay to

you

r te

ache

r?Fu

nctio

n: re

ques

ting

info

rmat

ion

The

stud

ent m

ight

say,

“I d

on’t

unde

rsta

nd th

e as

sign

men

t.” o

r “W

hat d

o I n

eed

to d

o?”

NEX

T

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].

7 SAY

You

just

fini

shed

read

ing

your

boo

k. Y

ou w

ould

lik

e to

get

a n

ew o

ne fr

om th

e bo

oksh

elf.

Wha

t w

ould

you

say

to y

our t

each

er?

Func

tion:

mak

ing

a re

ques

tTh

e st

uden

t mig

ht sa

y, “

Can

I ge

t a n

ew b

ook

from

the

book

shel

f?”

or “

Teac

her,

I nee

d an

othe

r boo

k.”

NEX

T

8 SAY

Your

teac

her i

s re

adin

g to

the

clas

s. Y

ou c

anno

t he

ar a

nd y

ou w

ould

like

to s

it cl

oser

. Wha

t w

ould

you

say

to th

e te

ache

r?Fu

nctio

n: m

akin

g a

requ

est

The

stud

ent m

ight

say,

“Te

ache

r, I c

an’t

hear

you

, can

I m

ove?

” or

“M

ay I

sit c

lose

r?”

or “

I wou

ld li

ke to

mov

e cl

oser

to h

ear t

he st

ory.”

NEX

T

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

.

Page 36: Listening, Speaking, and Reading: Directions for ......Speaking: Test Administration Directions 24. Special Directions for Speaking24. Prompting and Scoring Guidelines for the Speaking

32G

RAD

E 2

SPEA

KIN

G—

Sup

po

rt a

n O

pin

ion

Ru

nn

ing

or

Bal

l Gam

e /

Qu

esti

on

9

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

elyun

intell

igible

.

•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:

Runn

ing

race

s.[E

xami

ner:

Why

do

you

thin

k ru

nnin

g ra

ces

is be

tter

?]Um

m, I

don

’t kn

ow.

Anc

hor

A:

Play

ing

a ba

ll ga

me.

[Exa

mine

r: W

hy d

o yo

u th

ink

play

ing

a ba

ll ga

me is

bet

ter?

]Be

caus

e yo

u ca

n ha

ve f

un a

nd y

ou c

an m

eet

new

frie

nds.

Anc

hor

B:Pl

ayin

g a

ball

game

.[E

xami

ner:

Why

do

you

thin

k pl

ayin

g a

ball

game

is b

ette

r?]

Beca

use

when

you

run,

you

’ll ge

t tire

d.

Page 37: Listening, Speaking, and Reading: Directions for ......Speaking: Test Administration Directions 24. Special Directions for Speaking24. Prompting and Scoring Guidelines for the Speaking

33V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E P

RA

CT

ICE

TE

ST

SAY

Ther

e ar

e tw

o pi

ctur

es. T

he fi

rst p

ictu

re s

how

s th

ree

stud

ents

runn

ing

a ra

ce o

n a

trac

k. T

he s

econ

d pi

ctur

e sh

ows

stud

ents

pla

ying

a b

all g

ame

outs

ide.

No

.Pic

ture

Pro

mp

t

9SA

Y N

ow,

SAY

I am

goi

ng to

ask

you

for y

our o

pini

on.

If a

ppro

pria

te, y

ou m

ay p

oint

to e

ach

pict

ure

at th

e ap

prop

riate

tim

e w

hile

read

ing

the

ques

tion.

SAY

Your

cla

ss is

goi

ng o

utsi

de fo

r phy

sica

l edu

catio

n cl

ass.

You

r cla

ss h

as a

cho

ice

betw

een

runn

ing

race

s or

pla

ying

a b

all g

ame.

Whi

ch a

ctiv

ity w

ould

be

bet

ter f

or y

our c

lass

to d

o: ru

nnin

g ra

ces

or

play

ing

a ba

ll ga

me?

Wai

t for

initi

al c

hoic

e.SA

Y W

hy d

o yo

u th

ink

[run

ning

race

s/pl

ayin

g a

ball

gam

e/yo

ur 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?”

Page 38: Listening, Speaking, and Reading: Directions for ......Speaking: Test Administration Directions 24. Special Directions for Speaking24. Prompting and Scoring Guidelines for the Speaking

34G

RAD

E 2

SPEA

KIN

G—

Sup

po

rt a

n O

pin

ion

Oce

an o

r Sp

ace

/ Q

ues

tio

n 1

0

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

elyun

intell

igible

.

•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

.

Page 39: Listening, Speaking, and Reading: Directions for ......Speaking: Test Administration Directions 24. Special Directions for Speaking24. Prompting and Scoring Guidelines for the Speaking

35V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E P

RA

CT

ICE

TE

ST

SAY

Her

e is

a p

ictu

re. T

he p

ictu

re s

how

s tw

o bo

oks.

The

firs

t boo

k is

title

d “T

he O

cean

” w

ith th

e co

ver s

how

ing

a do

lphi

n an

d an

oct

opus

. The

sec

ond

book

is ti

tled

“Spa

ce”

with

the

cove

r sho

win

g pl

anet

s in

out

er s

pace

.

No

.Pic

ture

Pro

mp

t

10

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?”

Page 40: Listening, Speaking, and Reading: Directions for ......Speaking: Test Administration Directions 24. Special Directions for Speaking24. Prompting and Scoring Guidelines for the Speaking

36G

RAD

E 2

SPEA

KIN

G—

Ret

ell a

Nar

rati

veSo

ccer

Bal

l / Q

ues

tio

n 1

1

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 atte

mpts

to re

tell

the na

rrativ

e but

conv

eys

little

relev

ant in

forma

tion.

•Ide

as ar

e rar

ely co

hesiv

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

ena

rrativ

e as s

uppo

rted

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

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.

•Res

pons

e pro

vides

a cle

aran

d deta

iled r

etellin

g of th

ena

rrativ

e as s

uppo

rted b

ythe

pictu

res.

•Ide

as ar

e coh

esive

and

conn

ected

.•G

ramm

ar an

d wor

d cho

icear

e var

ied an

d effe

ctive

;er

rors

do no

t impe

deme

aning

.•P

ronu

nciat

ion or

inton

ation

do no

t impe

de m

eanin

g.•S

peec

h is u

suall

y smo

othan

d sus

taine

d.

Anc

hor:

I do

n’t k

now.

Anc

hor:

The

girl

was

he g

o th

e pa

rk a

nd h

e fo

und

some

gu

ys a

nd h

e pl

ayed

wi

th, h

e pl

ayed

with

the

guys

. And

he

was

happ

y,

beca

use

he, h

e ma

de th

e ba

ll to

the

goal

. [E

xami

ner:

Wha

t else

ca

n yo

u te

ll me

abo

ut th

e st

ory ?

]I

don’t

kno

w.

Anc

hor:

Her d

ad b

ough

t her

a

new

socc

er b

all a

nd s

he

. . .

she

prac

ticed

with

it.

And

she

told

her

frie

nds

to c

ome

over

to p

lay

with

he

r. An

d th

ey s

tart

ed to

pl

ay a

gam

e.[E

xami

ner:

Wha

t else

ca

n yo

u te

ll me

abo

ut th

e st

ory?

](N

o re

spon

se.)

Anc

hor:

Wha

t’s h

er n

ame

agai

n?[E

xami

ner:

Nae

.]N

ae?

[Exa

mine

r: N

ae.]

Nae

got

a g

ift f

rom

her

dad

and

she

got a

soc

cer

ball.

And

whe

n sh

e go

t to

the

park

, she

wan

ted

to p

lay

socc

er. A

nd s

ome

kids

hav

e ar

rived

to p

lay

with

her

. And

she

sco

red

the

goal

insid

e.

Anc

hor:

This

girl,

she

like

d to

pl

ay s

occe

r and

her

dad

, sh

e gi

fted

him

a s

occe

r ba

ll. A

nd, t

hen,

she

was

ex

cite

d an

d sh

e we

nt

to th

e pa

rk to

pra

ctic

e pl

ayin

g. Th

en s

he w

ent

up to

the

othe

r kid

s so

th

ey c

ould

pla

y wi

th h

er.

They

pla

yed

with

her

. An

d he

r fav

orite

par

t wa

s wh

en s

he k

icke

d th

e ba

ll in

to th

e go

aled

and

ev

eryb

ody

chee

red.

Page 41: Listening, Speaking, and Reading: Directions for ......Speaking: Test Administration Directions 24. Special Directions for Speaking24. Prompting and Scoring Guidelines for the Speaking

37V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E P

RA

CT

ICE

TE

ST

11 SAY

Her

e ar

e fo

ur p

ictu

res

that

go

with

the

stor

y. I

am g

oing

to

des

crib

e th

e pi

ctur

es a

nd th

en te

ll yo

u a

stor

y.

1 342

12

Paus

e. Y

ou m

ay p

oint

to e

ach

of th

e pi

ctur

es.

SAY

You

will

hea

r the

sto

ry o

nly

once

. Whe

n I a

m fi

nish

ed, y

ou w

ill te

ll th

e st

ory

back

to m

e.If

app

ropr

iate

, you

may

poi

nt to

the

first

pic

ture

.SA

Y Th

e fir

st p

ictu

re s

how

s a

fath

er g

ivin

g hi

s da

ught

er a

soc

cer b

all a

s a

gift.

The

soc

cer b

all h

as a

red

bow

aro

und

it.

The

stor

y sa

ys N

ae w

as a

girl

who

love

d to

pla

y so

ccer

. One

day

her

fath

er g

ave

her a

bra

nd n

ew s

occe

r bal

l as

a gi

ft.If

app

ropr

iate

, you

may

poi

nt to

the

seco

nd p

ictu

re.

SAY

The

seco

nd p

ictu

re s

how

s th

e gi

rl pl

ayin

g w

ith th

e so

ccer

bal

l on

a so

ccer

fiel

d. T

he s

tory

say

s N

ae w

as v

ery

exci

ted.

She

bro

ught

the

ball

to th

e pa

rk s

o sh

e co

uld

prac

tice.

If a

ppro

pria

te, y

ou m

ay p

oint

to th

e th

ird p

ictu

re.

SAY

The

third

pic

ture

sho

ws

the

girl

play

ing

with

a s

occe

r bal

l on

a fie

ld w

ith a

noth

er g

irl a

nd a

boy

. Th

e st

ory

says

whe

n sh

e ar

rived

, she

wav

ed to

the

othe

r kid

s to

com

e an

d pl

ay w

ith h

er. T

hey

star

ted

to p

lay

a ga

me.

Nae

was

ver

y ha

ppy.

If a

ppro

pria

te, y

ou m

ay p

oint

to th

e fo

urth

pic

ture

.SA

Y Th

e fo

urth

pic

ture

sho

ws

the

girl

kick

ing

the

socc

er b

all i

n be

twee

n th

e bo

y an

d th

e gi

rl in

to th

e ne

t. Th

e st

ory

says

the

best

par

t of t

he g

ame

was

whe

n N

ae k

icke

d th

e ba

ll in

to th

e go

al. S

he s

core

d th

e w

inni

ng g

oal,

and

ever

yone

che

ered

loud

ly.

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.

34

Page 42: Listening, Speaking, and Reading: Directions for ......Speaking: Test Administration Directions 24. Special Directions for Speaking24. Prompting and Scoring Guidelines for the Speaking

38G

RAD

E 2

SPEA

KIN

G—

Sum

mar

ize

an A

cad

emic

Pre

sen

tati

on

Push

an

d P

ull

/ Q

ues

tio

n 1

2

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.

21

12 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 in

form

atio

n. T

he fi

rst p

ictu

re s

how

s a

girl

kick

ing

a so

ccer

bal

l and

a b

oy ro

lling

a to

y ca

r dow

n a

ram

p. T

he

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.

Page 43: Listening, Speaking, and Reading: Directions for ......Speaking: Test Administration Directions 24. Special Directions for Speaking24. Prompting and Scoring Guidelines for the Speaking

39V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E P

RA

CT

ICE

TE

ST

SAY

I am

goi

ng to

tell

you

abou

t for

ces.

Lis

ten

care

fully

. You

will

hea

r the

info

rmat

ion

only

onc

e. W

hen

I am

fini

shed

, yo

u w

ill te

ll m

e ab

out f

orce

s.

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. 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.

DIR

ECTI

ON

S O

N E

ND

ING

A T

EST

•Se

lect

the

[End

Tes

t] bu

tton

to c

ontin

ue to

the

revi

ew sc

reen

.•

Do

not r

erec

ord

resp

onse

s if y

ou se

e a

red

trian

gle

in th

e re

view

box

. Sel

ect t

he [ S

ubm

it Te

st] b

utto

n.•

Rem

embe

r to

ente

r stu

dent

scor

es in

DEI

and

secu

rely

des

troy

scor

e sh

eets

and

logo

n tic

kets

.

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.

Page 44: Listening, Speaking, and Reading: Directions for ......Speaking: Test Administration Directions 24. Special Directions for Speaking24. Prompting and Scoring Guidelines for the Speaking

40G

RAD

E 2

Push

an

d P

ull

/ Q

ues

tio

n 1

2SP

EAK

ING

—Su

mm

ariz

e an

Aca

dem

ic P

rese

nta

tio

n

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.

Page 45: Listening, Speaking, and Reading: Directions for ......Speaking: Test Administration Directions 24. Special Directions for Speaking24. Prompting and Scoring Guidelines for the Speaking

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

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

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.

Page 46: Listening, Speaking, and Reading: Directions for ......Speaking: Test Administration Directions 24. Special Directions for Speaking24. Prompting and Scoring Guidelines for the Speaking

42G

RAD

E 2

SPEA

KIN

G—

Sum

mar

ize

an A

cad

emic

Pre

sen

tati

on

Hib

ern

atio

n /

Qu

esti

on

13

Main

Po

ints

A fu

ll re

spon

se in

clud

es o

ne o

f the

mai

n po

ints

and

at l

east

thre

e de

tails

:•

Hibe

rnat

ion

look

s lik

e sl

eepi

ng (b

ut is

diff

eren

t).•

Hibe

rnat

ion

is s

leep

ing

for a

long

tim

e in

win

ter O

R in

a s

afe/

war

m p

lace

for t

he w

inte

r.De

tails

: Woo

dchu

cks

slee

p (h

iber

nate

) und

ergr

ound

(in

unde

rgro

und

dens

) OR

bats

sle

ep (h

iber

nate

) in

dark

pla

ces/

cave

s O

R ba

ts h

ang

upsi

de d

own

OR

cave

s ar

e sa

fe O

R ca

ves

are

war

m O

R be

ars

slee

p (h

iber

nate

) for

long

per

iods

of t

ime

OR

bear

s sl

eep/

hibe

rnat

e be

caus

e fo

od is

har

d to

find

inw

inte

r OR

bear

s ea

t a lo

t of f

ood

befo

re th

ey g

o to

sle

ep/h

iber

nate

.

12

3

13 SAY

Her

e ar

e th

ree

pict

ures

that

go

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

firs

t pic

ture

sho

ws

a w

oodc

huck

hib

erna

ting

in a

n un

derg

roun

d de

n. T

he s

econ

d pi

ctur

e sh

ows

a ba

t hib

erna

ting

in a

cav

e. T

he th

ird p

ictu

re s

how

s a

bear

hib

erna

ting

in a

den

.

Page 47: Listening, Speaking, and Reading: Directions for ......Speaking: Test Administration Directions 24. Special Directions for Speaking24. Prompting and Scoring Guidelines for the Speaking

43V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E P

RA

CT

ICE

TE

ST

SAY

I am

goi

ng to

tell

you

abou

t hib

erna

tion.

Lis

ten

care

fully

. You

will

hea

r the

info

rmat

ion

only

onc

e. W

hen

I am

fin

ishe

d, y

ou w

ill te

ll m

e ab

out h

iber

natio

n.If

app

ropr

iate

, you

may

poi

nt to

the

first

pic

ture

.SA

Y Th

is is

a w

oodc

huck

. Thi

s w

oodc

huck

look

s lik

e it

is ju

st s

leep

ing.

But

it is

real

ly h

iber

natin

g. H

iber

natin

g m

eans

th

at th

e w

oodc

huck

find

s a

safe

pla

ce a

nd s

leep

s fo

r the

ent

ire w

inte

r. W

oodc

huck

s hi

bern

ate

in u

nder

grou

nd d

ens.

If a

ppro

pria

te, y

ou m

ay p

oint

to th

e se

cond

pic

ture

.SA

Y Th

is is

a b

at. I

n w

inte

r, ba

ts li

ke to

hib

erna

te in

dar

k pl

aces

. The

y lik

e to

hib

erna

te in

cav

es. C

aves

pro

vide

a s

afe

and

war

m p

lace

to re

st. B

ats

hang

ups

ide

dow

n in

cav

es w

hen

they

are

hib

erna

ting.

If a

ppro

pria

te, y

ou m

ay p

oint

to th

e th

ird p

ictu

re.

SAY

This

is a

bea

r. B

ears

hib

erna

te fo

r lon

g pe

riods

of t

ime

in th

e w

inte

r. Th

ey h

iber

nate

bec

ause

food

is h

ard

to fi

nd

in th

e w

inte

r. So

they

eat

a lo

t of f

ood

befo

re th

ey g

o to

sle

ep, a

nd th

en th

ey h

iber

nate

for t

he w

inte

r.SA

Y N

ow it

is y

our t

urn.

Tel

l me

abou

t hib

erna

tion.

Use

the

info

rmat

ion

abou

t the

pic

ture

to h

elp

you.

I ca

n re

peat

the

pict

ure

desc

riptio

n if

you

wou

ld li

ke.

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

[ 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 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

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.

Page 48: Listening, Speaking, and Reading: Directions for ......Speaking: Test Administration Directions 24. Special Directions for Speaking24. Prompting and Scoring Guidelines for the Speaking

44G

RAD

E 2

SPEA

KIN

G—

Sum

mar

ize

an A

cad

emic

Pre

sen

tati

on

Hib

ern

atio

n /

Qu

esti

on

13

Main

Po

ints

A fu

ll re

spon

se in

clud

es o

ne o

f the

mai

n po

ints

and

at l

east

thre

e de

tails

:•

Hibe

rnat

ion

look

s lik

e sl

eepi

ng (b

ut is

diff

eren

t).•

Hibe

rnat

ion

is s

leep

ing

for a

long

tim

e in

win

ter O

R in

a s

afe/

war

m p

lace

for t

he w

inte

r.De

tails

: Woo

dchu

cks

slee

p (h

iber

nate

) und

ergr

ound

(in

unde

rgro

und

dens

) OR

bats

sle

ep (h

iber

nate

) in

dark

pla

ces/

cave

s O

R ba

ts h

ang

upsi

de d

own

OR

cave

s ar

e sa

fe O

R ca

ves

are

war

m O

R be

ars

slee

p (h

iber

nate

) for

long

per

iods

of t

ime

OR

bear

s sl

eep/

hibe

rnat

e be

caus

e fo

od is

har

d to

find

inw

inte

r OR

bear

s ea

t a lo

t of f

ood

befo

re th

ey g

o to

sle

ep/h

iber

nate

.

Page 49: Listening, Speaking, and Reading: Directions for ......Speaking: Test Administration Directions 24. Special Directions for Speaking24. Prompting and Scoring Guidelines for the Speaking

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

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

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

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/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

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 ne

ed to

say

, you

say

.[E

xami

ner:

Tell

me

abou

t hib

erna

tion.

Use

the

pict

ures

to h

elp

you.]

(N

o re

spon

se.)

Anc

hor:

Bear

. . .

sle

epin

g.Anc

hor:

The

wood

chuc

k is

sleep

ing

unde

rgro

und.

An

d th

e ba

t is

sleep

ing

in th

e ca

ve. A

nd th

e

. . .

I fo

rgot

whe

re th

e be

ar’s

sleep

ing

at.

[Exa

mine

r: It

’s O

K. D

o y o

ur b

est.]

In it

s ca

ve, p

roba

bly.

Anc

hor:

Hibe

rnat

ion

mean

s th

at,

umm,

som

ethi

ng fi

nds

a sa

fe p

lace

to s

leep

dur

ing

the

wint

er. A

nd th

ey

find

food

for

the

wint

er,

beca

use

if th

ey g

et o

ut in

th

e wi

nter

, it’s

goi

ng to

be

cold

for

them

. And

they

sle

ep a

lot.

[Exa

mine

r: W

hat e

lse c

an

y ou

tell

me a

bout

wha

t you

he

ard?

]Th

at h

iber

natio

n is,

umm

, lik

e, s

leep

ing.

Anc

hor:

Hibe

rnat

ion

mean

s th

at

an a

nima

l find

s a

safe

pl

ace

and

sleep

s for

the

wint

er. T

he w

oodc

huck

an

d th

e be

ar h

iber

nate

. Ba

ts h

ang

upsid

e do

wn in

wa

rm c

aves

. Bea

rs s

leep

be

caus

e fo

od is

har

d to

fin

d.

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.

Page 50: Listening, Speaking, and Reading: Directions for ......Speaking: Test Administration Directions 24. Special Directions for Speaking24. Prompting and Scoring Guidelines for the Speaking

46 VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST

Reading—Grade 2

Special Directions for Reading

• Once the student is logged on, if the student seems able to navigate the testcontent independently, your role will be to remain near the student, monitoringthe student’s navigation of the test and answering any test navigation questionsthat come up. If you judge that the student is not easily able to navigate the testcontent independently, you may navigate for the student and enter the answerchoices that the student indicates.

• If you are navigating for the student and the student does not respond to aquestion, reprompt, “What do you think is the best answer? You need to choosean answer to continue.” If the student still does not answer, reprompt, “Pleasechoose the best answer. If you do not choose an answer, you will not see theother questions.” If the student still does not answer, discontinue the test byselecting [Pause].

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.

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.

Note: Screen Number 1 contains recorded audio directions for the Reading section. Test content begins with screen Number 2.

Page 51: Listening, Speaking, and Reading: Directions for ......Speaking: Test Administration Directions 24. Special Directions for Speaking24. Prompting and Scoring Guidelines for the Speaking

47VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST

Reading—Grade 2 (cont .)

1When screen Number 1 comes up,

SAY This is the Reading section of the ELPAC test. You will read and answer questions. First, listen to the directions.

Either you or the student may select [Next] to advance to screen Number 2. Administer the Reading domain.Remain near the student, monitoring the student’s navigation of the test and answering any test navigation questions that come up. If the student seems to be struggling to navigate the test, you may navigate for the student and enter the answer choices that the student indicates.

NOTE: For Braille accommodations, alternative text picture descriptions are embedded for all graphics. For reference, picture descriptions are provided for the test examiner to read aloud for students who cannot access the picture or the embedded picture descriptions. Please note that not all questions contain pictures, so in this DFA, the numbering for questions with picture descriptions may not be continuous. For this test, Numbers 2, 3, 4 and 5 do not have picture descriptions. All reading passages have pictures, and picture descriptions for them have been provided in this DFA. The picture descriptions may be reread as many times as needed while the student is answering the questions about the passage.

READING—Read-Along Word with Scaffolding

Page 52: Listening, Speaking, and Reading: Directions for ......Speaking: Test Administration Directions 24. Special Directions for Speaking24. Prompting and Scoring Guidelines for the Speaking

GRADE 2

48 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.

6–8

SAY There are two pictures. The first picture shows a land turtle walking on land. The second picture shows a sea turtle swimming in the sea.

9–11

SAY The picture shows a shark and a horse.

10

SAY Option A: A horseOption B: A giraffeOption C: A shark

READING—Read a Short Informational Passage

Page 53: Listening, Speaking, and Reading: Directions for ......Speaking: Test Administration Directions 24. Special Directions for Speaking24. Prompting and Scoring Guidelines for the Speaking

GRADE 2

49VISUAL 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.

12–15

SAY The picture shows Brenda standing next to her Mom and Dad.SAY Option A: An airplane

Option B: A carOption C: A bus

16

SAY A picture of Sara, Tomas, and their father.

17

SAY Option A: LeavesOption B: TapeOption C: Sticks

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 a Literary Passage

Page 54: Listening, Speaking, and Reading: Directions for ......Speaking: Test Administration Directions 24. Special Directions for Speaking24. Prompting and Scoring Guidelines for the Speaking

GRADE 2

50 VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST

READING—Scoring Keys

Reading Scoring Keys

Read and Choose a Sentence

Number Answer Key2 B3 C4 B5 A

Read a Short Informational Passage

Number Answer Key6 A7 C8 C9 A

10 C11 B

Read a Literary Passage

Number Answer Key12 B13 B14 A15 C16 A17 C18 B19 A

Read an Informational Passage

Number Answer Key20 C21 A22 C23 A24 B25 C26 D27 B

Page 55: Listening, Speaking, and Reading: Directions for ......Speaking: Test Administration Directions 24. Special Directions for Speaking24. Prompting and Scoring Guidelines for the Speaking

This page is intentionally left blank.

51

Page 56: Listening, Speaking, and Reading: Directions for ......Speaking: Test Administration Directions 24. Special Directions for Speaking24. Prompting and Scoring Guidelines for the Speaking

52

Student Score Sheet

Name:

Grade:

Student ID:

LISTENING Visual Impairment and Braille Practice Test—Grade 2Listen 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 Visual Impairment and Braille Practice Test—Grade 2Talk About a Scene 2 0 1 3 0 1 4 0 1 2

5 0 1 2

Speech Functions6 0 1 2 7 0 1 2 8 0 1 2

Support an Opinion9 0 1 2 10 0 1 2

Retell a Narrative 11 0 1 2 3 4

Summarize an Academic Presentation 12 0 1 2 3 4 13 0 1 2 3 4

SPEAKING Total:

Page 57: Listening, Speaking, and Reading: Directions for ......Speaking: Test Administration Directions 24. Special Directions for Speaking24. Prompting and Scoring Guidelines for the Speaking

53

READING Visual Impairment and Braille Practice Test—Grade 2Read and Choose a Sentence 2 A B C NR 3 A B C NR 4 A B C NR 5 A B C NRRead a Short Informational Passage 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 NRRead a Literary Passage 12 A B C NR 13 A B C NR 14 A B C NR 15 A B C NR 16 A B C NR 17 A B C NR 18 A B C NR 19 A B C NRRead an Informational Passage 20 A B C NR 21 A B C NR 22 A B C NR 23 A B C NR 24 A B C NR 25 A B C NR 26 A B C NR 27 A B C NR

READING Total: