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TRANSCRIPT
ELPACEnglish Language Proficiency Assessments for California
Listening, Speaking, and Reading:Directions for Administration
Visual Impairment and Braille Practice TestGrade 2
ii VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
ELPAC Administration Notes
FOR QUESTIONS REGARDING THE ELPAC OR FOR ADDITIONAL ASSISTANCE:• Test examiners and other school personnel should contact their LEA ELPAC
coordinator.• LEA ELPAC coordinators should contact the California Technical Assistance Center
(CalTAC) by phone at 800-955-2954, or by email at [email protected]. CalTAC is open from 7 a.m. to 5 p.m. Monday through Friday.
Copyright © 2019 by the California Department of Education (CDE). All rights reserved.
iiiVISUAL IMPAIRMENT AND BRAILLE 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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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 .)
1VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
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 .)
3VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
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.
5VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
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.)
11VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
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 .)
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.
GRADE 2
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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.
GRADE 2
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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
GRADE 2
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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
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
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
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
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.
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.
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
This page is intentionally left blank.
27
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.
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 .
”
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?
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
.
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.
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?”
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
.
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?”
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.
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
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.
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.
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.
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.
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
.
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.
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
.
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.
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.
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
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
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
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
This page is intentionally left blank.
51
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:
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: