speaking: directions for administration practice test grades 3–5 · 2020. 9. 21. · • make...
TRANSCRIPT
ELPACEnglish Language Proficiency Assessments for California
Speaking:Directions for Administration
Practice TestGrades 3–5
ii PRACTICE TEST
ELPAC Administration Notes
FOR QUESTIONS REGARDING THE ELPAC OR FOR ADDITIONAL ASSISTANCE:• Test examiners and other school personnel should contact their site ELPAC
coordinator.
• LEA ELPAC coordinators should contact the California Technical Assistance Center (CalTAC) by phone at 800-955-2954, or by email at [email protected]. CalTAC is open from 7 a.m. to 5 p.m. Monday through Friday.
Copyright © 2020 by the California Department of Education (CDE). All rights reserved.
iiiPRACTICE TEST
Table of Contents
Directions for Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Using the DFA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Test Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Administering the Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Before Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3During Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3When to Stop the Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Coaching and Guessing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Other Concerns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Additional Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Ways of Accessing the DFA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Recommended Seating Arrangement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Special Directions for Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Prompting Guidelines for the Speaking Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Audio Capture for the Speaking Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Ending the Test and Review Screen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Review Screen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Logon and Audio/Sound Check Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10How to Start a Test Session as a Guest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10How to Start a Practice Test Session Using the Same Procedures as the Operational Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Test Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Talk About a Scene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Speech Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Support an Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Retell a Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Summarize an Academic Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Student Score Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
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iv
1PRACTICE TEST
Directions for Administration
Introduction
This manual contains directions and the specific scripts you will need to administer the Practice Test for the English Language Proficiency Assessments for California (ELPAC). It is a companion document to the online Practice Test.
The purpose of the ELPAC Practice Test is to familiarize students and test examiners* with the testing interface, item types, and accessibility resources as well as to provide students with the opportunity to practice a full-length test. The Practice Test provides a sample of the question types and grade-level content and contains the same number of questions that appear on the Summative ELPAC. There is an ELPAC Practice Test available for each grade level/span.
Please note that the Practice Test does not produce scores. The Practice Test is available all year and may be used at any time in preparation for the operational ELPAC tests.
The Practice Test can be administered in one of two ways: • Using the same procedures as the operational tests, with the Test Administrator
Interface, secure browser, and individual student logon information; or
• Using a standard supported web browser to access the Practice Test directly, without use of the Test Administrator Interface or secure browser.
For more information on all aspects of the ELPAC, including test security, item types, and guidelines, refer to the ELPAC Test Administration Manual on the Manuals, Instructions, and Quick Reference Guides page on the ELPAC website.
*A test examiner does not need to be present to use the ELPAC Practice Test; however, the term “test examiner” is used in this document to show what a test examiner will do to administer the test.
2 PRACTICE TEST
Directions for Administration (cont.)
Using the DFAThis DFA document should be used to administer the Speaking domain only.
This DFA contains scripts for administration. The following symbols indicate instructions for test examiners:
Guide to Administration Scripts in This DFA
How the Test Examiner Should Proceed
SAY The test examiner reads the material out loud to the student .
The test examiner is required to press the record button on the student’s screen before reading the SAY text .The test examiner is required to point to the text or pictures on the student’s screen .
Information for the test examiner
Advance to the next question
Stopping marker
Test Materials
Before testing begins, the test examiner should assemble the following materials: • Printed or electronic copy of this DFA
• Electronic devices for the students (and, if applicable, test examiner) to access the test**
• Scratch paper for students to take notes
• Copy of the Student Score Sheet (if preferred), which can be found at the end of this DFA
• Pencil and eraser for test examiner and students
• Headsets and splitter for the test examiner and student (if preferred)
• If logging on using the same procedures as the operational tests, the student’s required logon information (statewide student identifier [SSID] and first name as listed in CALPADS/TOMS)
**A mobile device that would allow the test examiner to monitor student progresswhile walking around the room would be preferable.
3PRACTICE TEST
Directions for Administration (cont.)
Administering the Test
Before Testing Before administering the test, the test examiner must do the following:
• Make sure to have a copy of this DFA for use during test administration.
• Prepare testing devices and materials for the student and test examiner.
• Check the volume on the student’s device prior to logon. After logon, the maximum volume cannot be increased.
• Select a quiet area to administer the test. Eliminate distractions (e.g., extraneous noises, windows, etc.).
• Read through the instructions that are specific to the Speaking test.
• If you are administering the Practice Test using the same procedures as the operational tests, confirm that the student has been assigned the correct test settings (designated supports and accommodations) in the Test Operations Management System (TOMS).
• If you are administering the Practice Test using a standard supported web browser without the use of the Test Administrator Interface or secure browser, apply the appropriate test settings (designated supports and accommodations) for the student in the Student Testing Interface for the Practice and Training Tests directly.
During Testing • Greet the student and read the information from the administration script.
• The student may not use books, cellular phones, or other reference materials during testing, though they may have scratch paper. The student’s desk should be clear of all items except for the test materials provided by the test examiner.
• If headsets are desired, use a splitter to plug in one pair of student headphones and one pair of test examiner headphones so that the student and test examiner can listen to the test together.
• All directions may be repeated or replayed.
• The universal tools (e.g., zoom, line reader, etc.) introduced during test examiner training and described in California Assessment Accessibility Resources Matrix are available in the Student Interface for students who need them. The test examiner should monitor the student during the test session and give reminders or recommendations as appropriate about the availability of universal tools.
• To minimize the risk of unforeseen usability issues, adjust sound and display settings using the resources in the test delivery system rather than those built into the student’s device (e.g., zoom using the test delivery system, not the device’s track pad or touch screen).
• Verify the student’s test settings in the Test Administrator Interface.
4 PRACTICE TEST
Directions for Administration (cont.)
When to Stop the TestThere are stopping markers in each domain as indicated by the . If there have been no responses or no correct responses to the stopping marker, the test examiner may stop administering each domain. For domains that are computer-based, select the [End Test] button at the top of the Student Interface screen to submit the test. After the stopping marker, the test examiner should use their best judgment to determine whether a student should proceed.
Coaching and Guessing • Do not show or suggest the correct answer to any question. If a student asks
about a test question (“Is this right?” or “How do you spell _______?”), give a neutral response, such as “You choose the one you think is right and go on,” or “Just spell it the best you know how.”
• Do not coach the student. The test examiner should not provide assistance that will inadvertently indicate an answer.
• Encourage students to do their best on all sections of the assessment.
Other Concerns • Discourage talking among students.
• Avoid any unusual interruptions, distractions, or loud noises.
5PRACTICE TEST
Directions for Administration (cont.)
Additional Directions
Ways of Accessing the DFAPrinting Instructions:If possible, choose the following settings when printing the DFA:
• Select two-sided printing (with binding on the long edge).• Staple on the vertical edge, left-hand side of the printed document.• Turn the document horizontally when viewing the Speaking test questions.
Instructions for Viewing Online:• Open the PDF file in Adobe Acrobat.• When you get to the Speaking test questions, rotate the view by going to: View
(on the main menu) > Rotate View > and select Clockwise.
Recommended Seating ArrangementThe following shows two options for seating arrangements for the test examiner and the student.
6 PRACTICE TEST
Special Directions for Speaking
It is highly recommended that test examiners spend time preparing to administer the Speaking domain. The ELPAC includes task types with integrated skills, multiple rubrics, reading of complex academic text, and increased interactions between students and test examiners. The following are suggestions to help prepare for a successful test administration.
• When to stop the test: Refer to the stopping marker in the Speech Functions section.
• Practice and Modeling: A practice question is included as part of the Recording Check so the test examiner may provide feedback to let the student know they are responding correctly. The practice question in the Recording Check is “Describe what you are wearing today.” For example, if the student responded to the practice question saying, “A shirt and pants,” the test examiner lets the student know the response was correct. If the student does not successfully respond, the test examiner models a correct response for the student, saying, “You could have said, ‘I am wearing blue pants and a white shirt.’”
• Prompting Guidelines: The prompting guidelines vary for each task type. The words that the test examiner can say are located on the page that is read to the student. Test examiners should be familiar with each task type and the prompting guidelines.
• Oral Reading of Test Questions: Because of the length and complexity of some questions read by the test examiner, it is suggested to practice reading the text out loud several times prior to testing a student.
• Pointing: Some questions require the test examiner to point, as indicated by the icon, while reading the text out loud to the student. This should be rehearsed
prior to the test administration. Do not point to pictures or text unless directed to in the Speaking DFA. Test examiners may use the cursor, pencil or pen, or their finger to point.
Directions for Administration (cont.)
7PRACTICE TEST
Prompting Guidelines for the Speaking Domain
• Prompting—Appropriate Wait Time: The amount of time it takes for students to respond to a test question varies greatly. Test examiners should allow students enough time to compose their thoughts and prepare a response in English.
• Prompting—Student Answers Question Before Test Examiner Asks: Some students anticipate the next question and start to respond before the test examiner asks the question. The test examiner should not interrupt the student to ask the question. If the student response does not address the question, the test examiner should ask the question.
• Prompting—Repeating the Question: When a student asks or does not respond, you may repeat the question once.
• Prompting—Encouraging Students: Throughout the test, if a student is reluctant or asks for assistance that is not allowed, test examiners should give general encouragement by saying words such as, “It’s OK, do your best,” or “You are doing a good job,” etc.
• Scoring—Self-Correction: Since students respond to test questions fairly quickly, they sometimes change what they say in the middle of a word or sentence. Students who self-correct are not to be penalized; however, if a response is so halting or choppy that meaning is impeded, it may affect the score.
Audio Capture for the Speaking Domain
During the administration of the Speaking domain, the following guidelines apply to the audio capture tool.
• Activating the microphone: The microphone icon [ ] appears at the beginning of the SAY statement. It is OK to record the test examiner’s voice on the audio recording. To ensure smooth interaction between the test examiner and the student, the test examiner may start the microphone while asking the question and stop the microphone after the student responds.
• Rerecording: The test examiner may continue to the next question and does not need to rerecord if:◦ Test examiner forgets to record a response.◦ Test examiner records a response to one question by using the audio recorder
for another question.◦ Test examiner sees a red triangle in the review box when ending the test session.◦ The audio capture times out after two minutes and the student is still answering
the question. Allow the student to complete the response.• Headsets: In order to enable interaction between the student and test examiner,
use of headsets with a microphone for voice capture is not recommended.
Directions for Administration (cont.)
8 PRACTICE TEST
• Replay: It is not recommended that the test examiner use the audio capture replay feature while administering the Speaking test. Also, it is not recommended that the student hear their response and rerecord.
Once the test examiner has navigated to the next test question, the audio capture recording will not be able to be replayed. The test examiner does not need to replay the student response to confirm the audio capture.
• Routine for Scoring Speaking on the Computer-based ELPAC:
The following suggested routine provides test examiners with a sample protocol for administering the Speaking section of the computer-based ELPAC:◦ Select the microphone icon to turn the microphone on.◦ Ask the student the question.◦ The student responds to the question.◦ Turn the microphone off.◦ Advance the screen.
Turn the
microphone on.Ask the student the
question.
The student responds to
the question.
Score the student’s response on
the Student Score Sheet (if using).Turn the
microphone off.Advance the screen.
RRoouuttiinnee ffoorr SSccoorriinngg SSppeeaakkiinngg oonn CCoommppuutteerr BBaasseedd EELLPPAACC:: hhttttpp::////bbiitt..llyy//22BBxxLLXXLLss
Directions for Administration (cont.)
9PRACTICE TEST
Ending the Test and Review Screen
When the test is complete,
SAY This is the end of the Speaking test. Thank you for your attention and hard work.
DIRECTIONS ON ENDING A TEST• Select the [End Test] button to continue to the review screen.• Do not rerecord responses if you see a red triangle in the review box. Select the
[Submit Test] button.
Review ScreenThe review screen will indicate red triangles for every question where the audio capture was not successfully recorded. The test examiner should not go back and record any responses to remove the red triangles once the test is completed.
Directions for Administration (cont.)
10 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 be taking the Speaking section of the ELPAC. First, I am going to sign you in.
1) Navigate to the ELPAC website. 2) Select the [Practice & Training Tests] button. 3) Select the [Student Interface Practice and Training Tests] link to launch the
Student Sign In screen on the student’s testing device. 4) Select the [Sign In] button to log on to the test as a guest.
5) Select the appropriate grade from the drop-down menu.
6) On the test selection screen, select the appropriate ELPAC Practice Test. ELPAC practice tests are located at the bottom of the list and are color-coded pink.
SAMPLE
11PRACTICE TEST
7) You will see a Choose Settings screen. SAMPLE
8) Choose test settings as needed, then select the [Select] button.
SAY Before we begin, we need to check to see if you can hear the audio. If using headphones, put headphones on now. Select the speaker button to play the
audio.
SAY Did you hear the music? Pause for student’s response. Select [I heard the sound].
Directions for Administration (cont.)
12 PRACTICE TEST
Directions for Administration (cont.)
SAY Now we need to check to see if the computer will record your voice. In this test, I’m going to ask you some questions and record your answers.
Depending on the selected test settings, you may see additional screens to check the functionality of certain test setting(s) on your device (e.g., text-to-speech check). If your computer allows audio capture, please follow these steps, otherwise select [Skip Recording Check].
Point to the microphone.
SAY Before giving your answers, I’m going to press the microphone to record your answer here. When it is time to record your answer, I will press the microphone and you will see a white circle. Let’s practice.
SAY Describe what you are wearing today. Pause for student’s response. When student has finished speaking, press the square stop
button to stop recording. Acknowledge the student’s correct response, or model a correct response, such as “You could have said, ‘I am wearing blue pants and a white shirt.’”
When the student is ready, select [I heard my recording]. SAY Do you have any questions? Answer the student’s questions.
SAY Remember to answer all of the questions in English. If you want me to repeat a question, you can ask me to. Now we are going to begin.
Select the [Continue] at the bottom of the screen. At the bottom of the next page, select [Begin Test Now].
For the Speaking test, turn to page 18.
13PRACTICE TEST
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. 2) Select the [Practice & Training Tests] button. 3) Select the [Test Administrator and Test Examiner Practice and Training
Site] link to log on to the Test Administrator Interface for the Practice Test. 4) Log on to the Test Administrator Interface using your TOMS username (your
email address) and password. 5) Select the Practice Test(s) you want to administer from the test selection window. 6) Select the [Start Practice Session] button. 7) Upon selecting the [Start Practice Session] button, a Session ID will appear on
the top right corner of the Test Administrator Interface.
Directions for Administration (cont.)
14 PRACTICE TEST
STUDENT INTERFACE 8) Launch the secure browser on the student’s testing device and select the button on
the screen to go to the Practice and Training Test site or select the [Student Interface Practice and Training Tests] link from the Practice and Training Tests tab on the ELPAC website.
9) Toggle the blue Guest User and Guest Session buttons to [OFF], and log the student on.
• In the First Name field, enter the student’s first name as it appears in the California Longitudinal Pupil Achievement Data System.
• In the SSID field, enter the student’s 10-digit Statewide Student Identifier.• In the Session ID field, enter the Session ID generated from the Test
Administrator Interface.
10) Verify the student information is correct on the “Is This You?” screen. Select [Yes] to continue. (Select [No] if the student information is not correct. Notify your ELPAC coordinator if it is not.)
Directions for Administration (cont.)
15PRACTICE TEST
STUDENT INTERFACE 11) 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 pink. SAMPLE
Directions for Administration (cont.)
TEST ADMINISTRATOR INTERFACE 12) Go back to your test examiner device and in the Test Administrator Interface,
approve the student to test. 13) Verify you have selected the correct test and test settings for the student by selecting
the [Approvals] button. The eye icon allows you to view and set test settings, the check mark allows you to approve the test, and the “X” allows you to deny the test.
14) Go back to the student testing device.
STUDENT INTERFACE
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.
16 PRACTICE TEST
Directions for Administration (cont.)
STUDENT INTERFACE (cont.)
Depending on the selected test settings, you may see additional screens to check the functionality of certain test setting(s) on your device (e.g., text-to-speech check). If your computer allows audio capture, please follow these steps, otherwise select [Skip Recording Check].Point to the microphone.
SAY Before giving your answers, I’m going to press the microphone to record your answer here. When it is time to record your answer, I will press the microphone and you will see a white circle. Let’s practice.
SAY Describe what you are wearing today.Pause for student’s response. When student has finished speaking, press the square stop
button to stop recording. Acknowledge the student’s correct response, or model a correct response, such as “You could have said, ‘I am wearing blue pants and a white shirt.’”
When the student is ready, select [I heard my recording].
SAY Do you have any questions?Answer the student’s questions.
SAY Remember to answer all of the questions in English. If you want me to repeat a question, you can ask me to. Now we are going to begin.
Select the [Continue] at the bottom of the screen. At the bottom of the next page, select [Begin Test Now].
For the Speaking test, turn to page 18.
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17
18G
RAD
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lk A
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lish/“
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rect
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.
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boy
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ake
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mal
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ts
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ake
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ves
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er. W
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ypes
of
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unde
r wat
er?
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XT
◦
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k.◦
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.◦
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.
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hat i
s on
the
tabl
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◦
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r(s)
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Sco
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blank
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ns 4
and
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f the
stud
ent
give
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, “Te
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pons
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espo
nse c
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ns no
En
glish
.• N
o res
pons
e, “I
don’t
know
,” or
is co
mplet
ely un
intell
igible
.
• Res
pons
e is l
imite
d or
partia
lly re
levan
t.•
Erro
rs in
gram
mar,
pron
uncia
tion,
or in
tonati
on
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
not im
pede
mea
ning.
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Y W
hat a
re th
e st
uden
ts
lear
ning
?
W
ait f
or th
e st
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espo
nse.
SA
Y H
ow d
o yo
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NE
XT
◦
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n’t k
now.
◦
Stud
ents
. [E
xami
ner:
How
do y
ou
know
?]◦
Uhh,
the
clas
s.
◦
How
to m
ake
pape
r an
imal
s. [E
xami
ner:
How
do y
ou
know
?]
Beca
use,
umm
, the
y ha
ve
pape
r ani
mals
in th
e ta
ble.
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Y D
escr
ibe
wha
t is
on th
e w
alls
in
the
clas
sroo
m.
NE
XT
◦
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. . .
(sho
ulde
r shr
ug.)
◦
Pict
ures
. [E
xami
ner:
Tell
me m
ore.
] (U
nint
ellig
ible
.)
◦
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ny
pict
ures
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mals
and
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es: T
alk
Ab
ou
t a
Scen
e
If th
e st
uden
t doe
s no
t ans
wer
or r
eque
sts
that
a q
uest
ion
be re
peat
ed, y
ou m
ay re
peat
the
ques
tion
once
.If
the
stud
ent p
oint
s, pa
ntom
imes
, or p
oint
s to
peo
ple
and
thin
gs w
hile
say
ing
wor
ds s
uch
as th
is/th
at/th
ese/
thos
e, s
ay, “
Tell
me
in w
ords
.”Fo
r que
stio
ns 3
and
4, i
f the
stu
dent
giv
es a
one
-wor
d re
spon
se, s
ay, “
Tell
me
mor
e.”
20G
RAD
ES 3
–5Sp
eech
Fu
nct
ion
sSp
ecia
l Eve
nt,
Sci
ence
Pro
ject
Op
inio
n, I
nvi
te t
o T
able
/ Q
ues
tio
ns
5–7
No
.Q
uest
ion
Fun
ctio
nSco
re 0
Sco
re 1
Sco
re 2
•Res
pons
e doe
s not
addr
ess t
he
langu
age f
uncti
on.
• Res
pons
e con
tains
no E
nglis
h.• N
o res
pons
e, “I
don’t
know
,” or
is
comp
letely
unint
elligi
ble.
• Res
pons
e add
ress
es th
e lan
guag
e fun
ction
in a
limite
d way
. List
ener
eff
ort is
requ
ired t
o inte
rpre
t me
aning
.• E
rrors
in gr
amma
r, wor
d cho
ice,
pron
uncia
tion,
or in
tonati
on im
pede
me
aning
.
• Res
pons
e app
ropr
iately
ad
dres
ses t
he la
ngua
ge fu
nctio
n in
a clea
r way
. No l
isten
er ef
fort is
re
quire
d to i
nterp
ret m
eanin
g. •E
rrors
in gr
amma
r, wor
d cho
ice,
pron
uncia
tion,
or in
tonati
on do
no
t impe
de m
eanin
g.
5Sp
ecia
l Ev
ent
Req
uest
ing
info
rmat
ion
Anc
hor:
Uhh
. . .
if y
ou’re
in s
choo
l?
Umm
. . .
we w
ent s
choo
l on
the
bus
or c
ar.
Anc
hor:
Wha
t is
it?Anc
hor:
Can
you
plea
se re
peat
wha
t yo
u sa
id?
6Sc
ienc
e Pr
ojec
t O
pini
on
Ask
ing
for
info
rmat
ion/
Req
uest
ing
assi
stan
ce
Anc
hor:
Uhh,
I w
ould
wan
t to
choo
se
the
sola
r ove
n.
Anc
hor:
Can
you
help
me
build
this
bott
le ro
cket
?
Anc
hor:
Coul
d yo
u pl
ease
hel
p me
de
cide
whi
ch s
cien
ce p
roje
ct
I sh
ould
do?
7In
vite
to
Tabl
eO
ffer
ing
an
invi
tatio
nAnc
hor:
Can
I jo
in y
ou?
Anc
hor:
Can
you
like
to s
it wi
th m
e?Anc
hor:
Can
you,
will
you
join
me
at a
ta
ble?
21P
RA
CT
ICE
TE
ST
SA
Y N
ow le
t’s p
ract
ice
a di
ffere
nt k
ind
of q
uest
ion.
The
re a
re n
o pi
ctur
es. I
’m g
oing
to te
ll yo
u ab
out s
ome
situ
atio
ns
that
cou
ld h
appe
n to
you
. The
n, te
ll m
e w
hat y
ou w
ould
say
. Rem
embe
r to
answ
er a
ll qu
estio
ns in
Eng
lish.
If y
ou
wan
t me
to re
peat
a q
uest
ion,
you
can
ask
me
to. T
he fi
rst o
ne is
for p
ract
ice.
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 r
espo
nse,
or
mod
el
a co
rrec
t res
pons
e, s
uch
as “
Did
you
fini
sh y
our
wor
kshe
et?”
or
“A
re y
ou d
one
wit
h yo
ur w
orks
heet
?”
Func
tion:
ask
ing
for
info
rmat
ion
5 SAY
You
mis
sed
wha
t you
r tea
cher
sai
d ab
out
som
ethi
ng s
peci
al th
at w
ill h
appe
n du
ring
the
scho
ol d
ay. Y
ou w
ant t
o kn
ow w
hat w
ill h
appe
n.
Wha
t wou
ld y
ou s
ay to
you
r tea
cher
?Fu
nctio
n: r
eque
stin
g in
form
atio
nT
he s
tude
nt m
ight
say
, “W
hat d
id y
ou te
ll u
s ab
out t
he
spec
ial e
vent
toda
y?”
or
“I
wan
t to
know
abo
ut th
e sp
ecia
l eve
nt th
at is
hap
peni
ng to
day.”
NE
XT
If
ther
e ha
ve b
een
no r
espo
nses
or
no c
orre
ct r
espo
nses
to th
is p
oint
, you
may
sto
p te
stin
g in
the
Spea
king
dom
ain.
Sel
ect [
End
Test
] .
6 SAY
Your
cla
ss is
cre
atin
g pr
ojec
ts fo
r a s
cien
ce
fair.
You
wan
t you
r frie
nd to
hel
p yo
u de
cide
be
twee
n m
akin
g a
bottl
e ro
cket
or b
uild
ing
a so
lar o
ven.
Wha
t cou
ld y
ou s
ay to
you
r frie
nd?
Fu
nctio
n: A
skin
g fo
r an
opi
nion
T
he s
tude
nt m
ight
say
, “Sh
ould
I m
ake
a bo
ttle
roc
ket
or b
uild
a s
olar
ove
n?”
or
“W
hat d
o yo
u th
ink
I sh
ould
m
ake
for
my
scie
nce
fair
pro
ject
?”
NE
XT
7 SAY
You
wan
t to
ask
your
frie
nd to
join
you
at a
ta
ble.
Wha
t wou
ld y
ou s
ay to
you
r frie
nd?
Fu
nctio
n: o
ffer
ing
an in
vita
tion
The
stu
dent
mig
ht s
ay, “
Wou
ld y
ou li
ke to
sit
wit
h m
e?”
or
“C
ome
join
me
at th
is ta
ble.”
N
EX
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
.
22G
RAD
ES 3
–5Su
pp
ort
an
Op
inio
nFi
re S
tati
on
or
Air
an
d S
pac
e M
use
um
/ Q
ues
tio
n 8
Sco
re 0
Sco
re 1
Sco
re 2
Sco
re 3
•An o
pinion
is no
t exp
ress
ed.
• Res
pons
e con
tains
no E
nglis
h. •N
o res
pons
e, “I
don’t
know
,” or
is
comp
letely
unint
elligi
ble.
•An o
pinion
is ex
pres
sed b
ut is
not
supp
orted
. A re
ason
is no
t pro
vided
, is
not r
eleva
nt, or
is no
t clea
r. Si
gnific
ant li
stene
r effo
rt ma
y be
requ
ired t
o inte
rpre
t mea
ning.
• Erro
rs in
gram
mar, w
ord c
hoice
, pr
onun
ciatio
n, or
inton
ation
often
im
pede
mea
ning.
•
Spe
ech m
ay co
nsist
of is
olated
wo
rds o
r phr
ases
.
•An o
pinion
is ex
pres
sed a
nd
supp
orted
using
simp
le lan
guag
e an
d at le
ast o
ne si
mple
relev
ant
reas
on, o
r rep
eats
langu
age f
rom
the pr
ompt.
Liste
ner e
ffort
may b
e re
quire
d to i
nterp
ret m
eanin
g. •E
rrors
in gr
amma
r, wor
d cho
ice,
pron
uncia
tion,
or in
tonati
on
occa
siona
lly im
pede
mea
ning.
•Spe
ech m
ay be
slow
, cho
ppy,
or
haltin
g.
• An o
pinion
is ex
pres
sed a
nd
supp
orted
using
effec
tive l
angu
age *
an
d at le
ast o
ne re
levan
t rea
son w
ith
expla
natio
n or e
labor
ation
. Littl
e to n
o lis
tener
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
do no
t im
pede
mea
ning.
• Spe
ech i
s fair
ly sm
ooth
and s
ustai
ned.
Anc
hor:
I do
n’t k
now.
Anc
hor:
I do
n’t re
ally
kno
w. T
hey
both
se
em g
ood
to g
o to
. Umm
, fire
de
part
ment
. [E
xami
ner:
Expl
ain
your
cho
ice
by g
iving
rele
vant
reas
ons
to
supp
ort y
our o
pini
on.]
Umm,
uhh
. . .
yea
h, I
don
’t kn
ow.
Anc
hor:
I wo
uld
pref
er th
at (p
oint
ing)
mu
seum
bec
ause
it’s
cool
and
it
has
a lo
t of
airp
lane
s. [E
xami
ner:
Tell
me a
bout
you
r ch
oice
?]
(No
resp
onse
.)
Anc
hor
A:
Fire
dep
artm
ent.
[Exa
mine
r: Ex
plai
n yo
ur c
hoic
e by
gi
ving
rele
vant
reas
ons
to s
uppo
rt
y our
opi
nion
.] I
thin
k, u
mm, fi
re d
epar
tmen
t be
caus
e al
l the
stu
dent
s wi
ll wa
nt
to le
arn
abou
t the
thin
gs th
at
insid
e a
fire
truc
k an
d wh
at th
ey
do w
hen
the
alar
m go
es o
n.Anc
hor
B:A
bett
er o
ptio
n fo
r our
cla
ss is
th
e ai
r, ai
r, um
m, m
useu
m be
caus
e we
wou
ld g
et to
, umm
, see
coo
l st
uff
and
what
if w
e wa
nt to
be
like
a p
ilot o
r som
ethi
ng li
ke
that
and
you
wan
t to
join
the
Air
Forc
e an
d yo
u co
uld
like
umm,
le
arn
stuf
f ab
out i
t.
*Not
e: E
ffecti
ve la
ngua
ge is
defin
ed as
inclu
ding a
ll or s
ome o
f the f
ollow
ing at
tribute
s: no
un an
d ver
b phr
ases
using
prec
ise vo
cabu
lary,
moda
l ver
bs, te
xt co
nnec
tives
, cau
sal w
ords
, auth
orita
tive e
xpre
ssion
, and
comp
arati
ve la
ngua
ge.
23P
RA
CT
ICE
TE
ST
No
.Pic
ture
Pro
mp
t
8
SAY
Now
,
SA
Y I a
m g
oing
to a
sk y
ou fo
r you
r opi
nion
.
Poi
nt to
eac
h pi
ctur
e at
the
appr
opri
ate
time
whi
le r
eadi
ng th
e qu
estio
n.
SAY
Your
cla
ss is
pla
nnin
g a
field
trip
. You
r tea
cher
is
dec
idin
g be
twee
n vi
sitin
g th
e ai
r and
spa
ce
mus
eum
or a
fire
sta
tion.
Whi
ch o
ne d
o yo
u th
ink
wou
ld b
e a
bette
r opt
ion
for y
our c
lass
?
Wai
t for
initi
al c
hoic
e.
SA
Y Ex
plai
n yo
ur c
hoic
e by
giv
ing
rele
vant
reas
ons
to
supp
ort y
our o
pini
on.
NE
XT
Pro
mp
tin
g G
uid
elin
es: S
up
po
rt a
n O
pin
ion
If th
e st
uden
t doe
s no
t ans
wer
or r
eque
sts
that
a q
uest
ion
be re
peat
ed, y
ou m
ay re
peat
the
ques
tion
once
.If
the
stud
ent p
oint
s or
poi
nts
whi
le s
ayin
g w
ords
suc
h as
this
/that
/thes
e/th
ose,
say
, “Te
ll m
e in
wor
ds,”
and
repe
at th
e qu
estio
n .
If th
e st
uden
t sta
tes
a ch
oice
but
doe
s no
t pro
vide
a re
ason
, rep
eat t
he la
st p
art o
f the
que
stio
n on
ce:
“Exp
lain
you
r ch
oice
by
givi
ng r
elev
ant
reas
ons
to s
uppo
rt y
our
opin
ion.
”If
the
stud
ent g
ives
an
orig
inal
but
rele
vant
resp
onse
to th
e qu
estio
n or
sel
ects
nei
ther
or b
oth
optio
ns, s
ay,
“Exp
lain
you
r ch
oice
by
givi
ng r
elev
ant
reas
ons
to s
uppo
rt y
our
opin
ion.
”If
the
stud
ent p
rovi
des
a si
mpl
e re
leva
nt re
ason
, say
, “Te
ll m
e m
ore
abou
t yo
ur c
hoic
e.”
24G
RAD
ES 3
–5Su
pp
ort
an
Op
inio
nR
epo
rt o
r Pr
esen
tati
on
/ Q
ues
tio
n 9
Sco
re 0
Sco
re 1
Sco
re 2
Sco
re 3
• An o
pinion
is no
t exp
ress
ed.
• Res
pons
e con
tains
no E
nglis
h.• N
o res
pons
e, “I
don’t
know
,” or
is
comp
letely
unint
elligi
ble.
• An o
pinion
is ex
pres
sed b
ut is
not
supp
orted
. A re
ason
is no
t pro
vided
, is
not r
eleva
nt, or
is no
t clea
r. Si
gnific
ant li
stene
r effo
rt ma
y be
requ
ired t
o inte
rpre
t mea
ning.
• Erro
rs in
gram
mar, w
ord c
hoice
, pr
onun
ciatio
n, or
inton
ation
often
im
pede
mea
ning.
• Spe
ech m
ay co
nsist
of is
olated
wo
rds o
r phr
ases
.
• An o
pinion
is ex
pres
sed a
nd
supp
orted
using
simp
le lan
guag
e an
d at le
ast o
ne si
mple
relev
ant
reas
on, o
r rep
eats
langu
age f
rom
the pr
ompt.
Liste
ner e
ffort
may b
e re
quire
d to i
nterp
ret m
eanin
g.• E
rrors
in gr
amma
r, wor
d cho
ice,
pron
uncia
tion,
or in
tonati
on
occa
siona
lly im
pede
mea
ning.
• Spe
ech m
ay be
slow
, cho
ppy,
or
haltin
g.
• An o
pinion
is ex
pres
sed a
nd
supp
orted
using
effec
tive l
angu
age *
an
d at le
ast o
ne re
levan
t rea
son
with
expla
natio
n or e
labor
ation
. Lit
tle to
no lis
tener
effor
t is re
quire
d to
inter
pret
mean
ing.
• Erro
rs in
gram
mar, w
ord c
hoice
, pr
onun
ciatio
n, or
inton
ation
do no
t im
pede
mea
ning.
• Spe
ech i
s fair
ly sm
ooth
and
susta
ined.
Anc
hor:
This
one
(poi
ntin
g).
[Exa
mine
r: Te
ll me
in w
ords
.]Th
e, u
mm .
. .
Anc
hor:
On
a re
port
.[E
xami
ner:
Expl
ain
your
cho
ice
by g
iving
rele
vant
reas
ons
to
supp
ort y
our o
pini
on.]
Be .
. . c
ause
. . .
Anc
hor:
I th
ink
as a
writ
ten
repo
rt.
[Exa
mine
r: Ex
plai
n yo
ur c
hoic
e by
givi
ng re
leva
nt re
ason
s to
su
ppor
t you
r opi
nion
.]Be
caus
e if
you
say
, you
may
fo
rget
wha
t you
wer
e go
nna
say .
[Exa
mine
r: Te
ll me
mor
e ab
out
your
cho
ice.
](N
o re
spon
se.)
Anc
hor:
I th
ink
you
shou
ld d
o a
pres
enta
tion
beca
use
then
the
whol
e cl
ass
can
lear
n ab
out
what
you
rese
arch
ed.
*Not
e: E
ffecti
ve la
ngua
ge is
defin
ed as
inclu
ding a
ll or s
ome o
f the f
ollow
ing at
tribute
s: no
un an
d ver
b phr
ases
using
prec
ise vo
cabu
lary,
moda
l ver
bs, te
xt co
nnec
tives
, cau
sal w
ords
, auth
orita
tive e
xpre
ssion
, and
comp
arati
ve la
ngua
ge.
25P
RA
CT
ICE
TE
ST
No
.Pic
ture
Pro
mp
t
9
SAY
I am
goi
ng to
ask
you
for y
our o
pini
on.
P
oint
to e
ach
pict
ure
at th
e ap
prop
riat
e tim
e w
hile
rea
ding
the
ques
tion.
SAY
Your
cla
ss is
lear
ning
abo
ut th
e hi
stor
y of
you
r ci
ty. E
ach
stud
ent g
roup
will
rese
arch
an
impo
rtan
t ev
ent i
n yo
ur c
ity’s
his
tory
. Wou
ld it
be
bette
r for
yo
ur g
roup
to p
rese
nt th
e re
sear
ch o
n yo
ur c
ity a
s a
writ
ten
repo
rt o
r as
a sp
oken
pre
sent
atio
n?
Wai
t for
initi
al c
hoic
e.
SA
Y Ex
plai
n yo
ur c
hoic
e by
giv
ing
rele
vant
reas
ons
to
supp
ort y
our o
pini
on.
NE
XT
Pro
mp
tin
g G
uid
elin
es: S
up
po
rt a
n O
pin
ion
If th
e st
uden
t doe
s no
t ans
wer
or r
eque
sts
that
a q
uest
ion
be re
peat
ed, y
ou m
ay re
peat
the
ques
tion
once
.If
the
stud
ent p
oint
s or
poi
nts
whi
le s
ayin
g w
ords
suc
h as
this
/that
/thes
e/th
ose,
say
, “Te
ll m
e in
wor
ds,”
and
repe
at th
e qu
estio
n .
If th
e st
uden
t sta
tes
a ch
oice
but
doe
s no
t pro
vide
a re
ason
, rep
eat t
he la
st p
art o
f the
que
stio
n on
ce:
“Exp
lain
you
r ch
oice
by
givi
ng r
elev
ant
reas
ons
to s
uppo
rt y
our
opin
ion.
”If
the
stud
ent g
ives
an
orig
inal
but
rele
vant
resp
onse
to th
e qu
estio
n or
sel
ects
nei
ther
or b
oth
optio
ns, s
ay,
“Exp
lain
you
r ch
oice
by
givi
ng r
elev
ant
reas
ons
to s
uppo
rt y
our
opin
ion.
”If
the
stud
ent p
rovi
des
a si
mpl
e re
leva
nt re
ason
, say
, “Te
ll m
e m
ore
abou
t yo
ur c
hoic
e.”
26G
RAD
ES 3
–5R
etel
l a N
arra
tive
Lear
nin
g G
uit
ar /
Qu
esti
on
10
Sco
re 0
Sco
re 1
Sco
re 2
Sco
re 3
Sco
re 4
• Res
pons
e is n
ot re
levan
t.• R
espo
nse
conta
ins no
En
glish
.• N
o res
pons
e, “I
don’t
know
,” or
is co
mplet
ely
unint
elligi
ble.
• Res
pons
e atte
mpts
to re
tell th
e nar
rativ
e but
conv
eys l
ittle r
eleva
nt inf
orma
tion.
• Ide
as ar
e rar
ely co
hesiv
e an
d con
necte
d.• G
ramm
ar an
d wor
d cho
ice
are l
imite
d and
impe
de
mean
ing.
• Pro
nunc
iation
and/o
r int
onati
on of
ten im
pede
me
aning
.• S
peec
h may
cons
ist
of iso
lated
wor
d(s)
or
phra
se(s)
.
• Res
pons
e rete
lls th
e na
rrativ
e as s
uppo
rted
by th
e pict
ures
but m
ay
be in
comp
lete a
nd la
ck
clarity
.• I
deas
are s
ometi
mes
cohe
sive a
nd co
nnec
ted.
• Gra
mmar
and w
ord
choic
e are
simp
le an
d re
petiti
ve; e
rrors
often
im
pede
mea
ning.
• Pro
nunc
iation
and/o
r int
onati
on of
ten im
pede
me
aning
.• S
peec
h may
be sl
ow,
chop
py, o
r halt
ing.
• Res
pons
e rete
lls th
e na
rrativ
e as s
uppo
rted
by th
e pict
ures
with
basic
de
tail.
• Ide
as ar
e usu
ally c
ohes
ive
and c
onne
cted.
• Gra
mmar
and w
ord c
hoice
ar
e ade
quate
; erro
rs oc
casio
nally
impe
de
mean
ing.
• Pro
nunc
iation
and/o
r int
onati
on oc
casio
nally
im
pede
mea
ning.
• Spe
ech i
s fair
ly su
staine
d, tho
ugh s
ome c
hopp
iness
or
haltin
g may
occu
r.
• Res
pons
e pro
vides
a cle
ar an
d deta
iled
retel
ling o
f the n
arra
tive a
s sup
porte
d by
the pi
cture
s.• I
deas
are c
ohes
ive an
d con
necte
d.• G
ramm
ar an
d wor
d cho
ice ar
e var
ied an
d eff
ectiv
e; er
rors
do no
t impe
de m
eanin
g.• P
ronu
nciat
ion an
d into
natio
n do n
ot im
pede
mea
ning.
• Spe
ech i
s usu
ally s
mooth
and s
ustai
ned.
Anc
hor:
I do
n’t k
now.
Anc
hor:
Guita
r. Th
eir p
lay. H
e pl
ayed
. I d
on’t
know
.[E
xami
ner:
Wha
t else
ca
n yo
u te
ll me
abo
ut
the
stor
y?]
I do
n’t k
now.
Anc
hor:
I th
ink
that
he
want
s to
be
a, p
erfe
ct s
inge
r be
caus
e lik
e, u
mm, I
th
ink
that
he’s
tryi
ng,
tryo
ut f
or, u
mm, u
mm,
play
ing
the
guita
r. An
d he
love
d pl
ayin
g th
e ca
r-, g
uita
r and
, yea
h.[E
xami
ner:
Wha
t else
ca
n yo
u te
ll me
abo
ut
the
stor
y ?]
I do
n’t k
now.
Anc
hor:
Umm,
Mar
co’s
pare
nts
took
him
to s
ee a
co
ncer
t. Th
en .
. . h
e wa
nted
to le
arn
how
to
play
the
guita
r. An
d th
enhe
was
pra
ctic
ing
so,
beca
use
he w
ante
d to
be
, umm
, he
want
ed to
be
, umm
, he
want
ed to
do
, a c
once
rt. A
nd, f
or,
he g
ave
his
fami
ly a
nd
frie
nds
a co
ncer
t.
Anc
hor:
Mar
co’s
pare
nts
took
him
to a
co
ncer
t. M
arco
, the
per
son
was
play
ing
so g
ood
and
want
-, M
arco
wa
nted
to p
lay
a gu
itar.
He, h
e ch
o-,
he w
ante
d to
pla
y th
e gu
itar.
Then
hi
s pa
rent
s fo
und
a te
ache
r for
he
coul
d pl
ay th
e gu
itar.
One
yea
r, th
en
he s
tart
ed g
ettin
g go
od s
o M
arco
wa
s al
most
read
y. Th
en o
ne y
ear
late
r Mar
co h
ad h
is ow
n co
ncer
t and
, an
d ev
eryt
hing
was
fine
.
27P
RA
CT
ICE
TE
ST
10 SA
Y Lo
ok a
t the
pic
ture
s.
Pa
use.
Poi
nt to
eac
h of
the
pict
ures
.
SA
Y I a
m g
oing
to te
ll yo
u a
stor
y ab
out t
he p
ictu
res.
Li
sten
car
eful
ly. Y
ou w
ill h
ear t
he s
tory
onl
y on
ce. W
hen
I am
fini
shed
, you
will
use
the
pict
ures
to te
ll th
e st
ory
back
to m
e.
Poi
nt to
the
first
pic
ture
.
SA
Y M
arco
’s g
rand
pare
nts
took
him
to s
ee a
mus
ic s
how
. Mar
co h
ad s
o m
uch
fun
that
he
wan
ted
to m
ake
mus
ic to
o.
Poi
nt to
the
seco
nd p
ictu
re.
SA
Y M
arco
told
his
gra
ndpa
rent
s th
at h
e w
ante
d to
lear
n ho
w to
pla
y th
e gu
itar.
They
foun
d a
guita
r tea
cher
and
Mar
co
star
ted
guita
r les
sons
onc
e a
wee
k.
Poi
nt to
the
thir
d pi
ctur
e.
SA
Y M
arco
pra
ctic
ed h
is g
uita
r eve
ry d
ay. H
e dr
eam
ed th
at o
ne d
ay h
e co
uld
have
a s
how
of h
is o
wn.
P
oint
to th
e fo
urth
pic
ture
.
SA
Y M
arco
wor
ked
so h
ard
that
one
yea
r lat
er, h
e ha
d a
show
of h
is o
wn
for h
is fa
mily
and
frie
nds.
SAY
Now
use
all
the
pict
ures
to te
ll th
e st
ory
back
to m
e.
N
EX
T
Pro
mp
tin
g G
uid
elin
es: R
etel
l a N
arra
tive
Read
the
stor
y on
ly o
nce .
If
the
stud
ent d
oes
not a
nsw
er o
r req
uest
s th
at th
e qu
estio
n be
repe
ated
, say
, “N
ow u
se a
ll th
e pi
ctur
es t
o te
ll th
e st
ory
back
to
me.
”If
the
stud
ent p
oint
s, pa
ntom
imes
, or p
oint
s to
peop
le a
nd th
ings
whi
le sa
ying
wor
ds su
ch a
s thi
s/th
at/th
ese/
thos
e, sa
y, “T
ell m
e in
wor
ds a
bout
the
stor
y.”If
the
stud
ent i
s re
luct
ant o
r sto
ps s
peak
ing
afte
r say
ing
a fe
w s
ente
nces
, pro
mpt
the
stud
ent b
y sa
ying
one
of t
he fo
llow
ing,
“W
hat
else
can
you
tel
l me
abou
t th
e st
ory?
” or
“A
nd t
hen
wha
t ha
ppen
ed?”
Rep
rom
pt o
nly
once
.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 .
28G
RAD
ES 3
–5SP
EAK
ING
—Su
mm
ariz
e an
Aca
dem
ic P
rese
nta
tio
n
Sou
nd
Wav
es /
Qu
esti
on
11
Main
Po
ints
A fu
ll re
spon
se in
clud
es th
e fo
llow
ing
Mai
n Po
int a
nd a
ll th
e st
eps
in th
e de
mon
stra
tion:
Mai
n Po
int:
Soun
d tr
avel
s in
wav
es . C
hang
ing
the
size
or s
hape
of a
sou
nd w
ave
chan
ges
the
pitc
h of
a s
ound
.St
eps
in th
e de
mon
stra
tion:
• St
ep 1
: Firs
t, th
ere
are
5 em
pty
jars
. Whe
n ea
ch ja
r is
tapp
ed, t
he s
ame
soun
d is
mad
e (b
ecau
se p
itch
sam
e fo
r all
empt
y ja
rs) .
• St
ep 2
: Nex
t, ad
d di
ffere
nt a
mou
nts
of w
ater
to e
ach
jar .
(The
firs
t jar
is e
mpt
y .)•
Step
3: T
hen
tap
the
jars
. Eac
h ja
r has
a d
iffer
ent p
itch .
The
one
with
the
mos
t wat
er h
as th
e lo
wes
t pitc
h, th
e on
e w
ith th
e le
ast w
ater
has
the
high
est
pitc
h . Th
e pi
tche
s ch
ange
bec
ause
as
you
add
wat
er, t
he v
ibra
tions
are
slo
wed
dow
n, re
sulti
ng in
a lo
wer
pitc
h .
SAY
In th
is p
art o
f the
test
, you
will
list
en to
a re
cord
ed p
rese
ntat
ion.
Ple
ase
do n
ot p
ause
the
pres
enta
tion
once
it b
egin
s or
sel
ect a
ny b
utto
ns o
n th
e sc
reen
. Ple
ase
do n
ot to
uch
your
dev
ice
until
the
pres
enta
tion
ends
. D
oing
so
can
caus
e th
e te
st to
sto
p.
SAY
You
are
goin
g to
list
en to
som
e in
form
atio
n ab
out s
ound
wav
es. Y
ou w
ill
hear
the
info
rmat
ion
only
onc
e. T
here
are
pic
ture
s on
the
scre
en th
at g
o al
ong
with
the
info
rmat
ion.
You
may
take
not
es a
s yo
u lis
ten.
If th
e st
uden
t has
a d
esig
nate
d su
ppor
t tha
t allo
ws
the
play
ing
of a
udio
rec
ordi
ngs
mul
tiple
tim
es, g
ive
a re
min
der
like
this
: “T
he te
st
dire
ctio
ns w
ill s
ay th
e re
cord
ing
can
only
be
play
ed o
nce,
but
if y
ou n
eed
to li
sten
to it
aga
in, j
ust t
ell m
e.”
Whe
n th
e pr
esen
tatio
n en
ds, y
ou w
ill s
umm
ariz
e th
e in
form
atio
n yo
u he
ard.
You
will
• ex
plai
n ho
w s
ound
wav
es w
ork,
• in
clud
e al
l the
ste
ps in
the
dem
onst
ratio
n, a
nd•
use
rele
vant
det
ails
and
cle
ar la
ngua
ge.
Play
the
audi
o pr
esen
tatio
n. A
s th
e re
cord
ing
play
s, p
oint
to th
e re
leva
nt p
ictu
re th
at is
on
the
stud
ent’s
scr
een.
Aft
er y
ou h
ave
star
ted
the
reco
rdin
g, d
o no
t pau
se o
r st
op th
e re
cord
ing.
The
aud
io r
ecor
ding
can
not b
e re
play
ed u
nles
s th
e st
uden
t has
a d
esig
nate
d su
ppor
t. If
a v
alid
dis
rupt
ion
occu
rs (
e.g.
, int
erco
m a
nnou
ncem
ents
, fire
dri
lls, s
tude
nt h
ealth
issu
es, a
udio
mal
func
tions
), p
leas
e re
ad
the
reco
rded
aud
io s
crip
t to
com
plet
e th
e te
st a
dmin
istr
atio
n.
If u
sing
hea
dpho
nes,
put
hea
dpho
nes
on n
ow.
Rec
orde
d A
udio
Scr
ipt
Toda
y, w
e’re
goi
ng to
do
a lit
tle e
xper
imen
t usi
ng o
nly
wat
er, j
ars,
and
a s
poon
. We
are
goin
g to
lear
n ho
w c
hang
ing
the
size
of a
sou
nd w
ave
can
chan
ge th
e pi
tch
of a
sou
nd.
29P
RA
CT
ICE
TE
ST
P
ictu
re o
ne s
how
s fiv
e em
pty
jars
in a
line
. Bef
ore
we
add
any
wat
er, w
e ta
p ea
ch ja
r with
the
spoo
n. E
ach
time
we
tap
a ja
r, th
e so
und
mad
e by
eac
h ja
r is
the
sam
e—be
caus
e th
e pi
tch
is th
e sa
me
for a
ll of
the
empt
y ja
rs.
P
ictu
re tw
o sh
ows
that
we
add
diffe
rent
am
ount
s of
wat
er to
eac
h ja
r. Th
e fir
st ja
r rem
ains
em
pty.
But
in th
e se
cond
jar,
we
add
one-
quar
ter c
up o
f wat
er. T
he th
ird ja
r is
fille
d w
ith o
ne h
alf c
up o
f wat
er, a
nd th
e fo
urth
jar i
s fil
led
with
thre
e qu
arte
rs
cup
of w
ater
. Fin
ally,
a fu
ll cu
p of
wat
er is
add
ed to
the
fifth
jar.
P
ictu
re th
ree
show
s th
at w
e ta
p th
e ja
rs a
gain
, with
eac
h ja
r bei
ng ta
pped
abo
ve th
e w
ater
line
. Thi
s tim
e, th
e ta
ppin
g pr
oduc
es a
diff
eren
t pitc
h fo
r eac
h ja
r. Th
e ja
r fille
d w
ith th
e m
ost w
ater
pro
duce
s th
e lo
wes
t pitc
h, a
nd th
e ja
r with
no
wat
er
has
the
high
est p
itch.
Why
is th
at?
Wel
l, it’
s be
caus
e so
und
trave
ls in
wav
es, a
nd th
e sh
ape
of th
e so
und-
wav
e pa
ttern
in th
e ja
r det
erm
ines
the
diffe
rent
pi
tche
s of
the
soun
d. A
s yo
u pu
t mor
e w
ater
in th
e ja
r, th
e gl
ass
in th
e ja
r vib
rate
s le
ss. S
o in
the
jar w
ith n
o w
ater
, the
vi
brat
ions
are
not
slo
wed
by
the
addi
tion
of w
ater
, and
the
resu
lting
pitc
h is
hig
h. B
ut w
hen
we
star
t to
add
wat
er, t
he
vibr
atio
ns a
re s
low
ed d
own,
resu
lting
in a
low
er p
itch.
Tha
t’s w
hy th
e ja
r with
the
mos
t wat
er h
as th
e lo
wes
t pitc
h.
NEX
T
11 SAY
Sum
mar
ize
the
info
rmat
ion
you
hear
d. B
e su
re to
• ex
plai
n ho
w s
ound
wav
es w
ork,
• in
clud
e al
l the
ste
ps in
the
dem
onst
ratio
n, a
nd•
use
rele
vant
det
ails
and
cle
ar la
ngua
ge.
Paus
e to
let t
he s
tude
nt s
umm
ariz
e th
e pr
esen
tatio
n. W
hile
the
stud
ent i
s re
spon
ding
, use
the
Mai
n Po
ints
and
the
rubr
ic to
sco
re th
e re
spon
se.
NEX
T
Pro
mp
tin
g G
uid
elin
es: S
um
mar
ize
an A
cad
emic
Pre
sen
tati
on
If th
e st
uden
t doe
s no
t ans
wer
or r
eque
sts
that
the
ques
tion
be re
peat
ed, r
epea
t the
que
stio
n an
d bu
llete
d po
ints
onc
e .If
the
stud
ent p
oint
s to
the
pict
ure,
or p
oint
s w
hile
say
ing
wor
ds s
uch
as th
is/th
at/th
ese/
thos
e, o
r sta
rts
to w
rite
a re
spon
se, s
ay,
“Ple
ase
tell
me
your
sum
mar
y.”
If th
e st
uden
t is
stru
gglin
g to
rem
embe
r a w
ord,
you
may
say
, “It
’s O
K, d
o yo
ur b
est.”
Do
not s
ay th
e w
ord
to th
e st
uden
t .If
the
resp
onse
incl
udes
one
or s
ome
of th
e m
ain
poin
ts a
nd/o
r par
tial d
etai
ls, s
ay, “
Wha
t el
se c
an y
ou t
ell m
e ab
out
wha
t yo
u he
ard?
”
Repr
ompt
onl
y on
ce .
30G
RAD
ES 3
–5So
un
d W
aves
/ Q
ues
tio
n 1
1SP
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
int a
nd a
ll th
e st
eps
in th
e de
mon
stra
tion:
Mai
n Po
int:
Soun
d tr
avel
s in
wav
es . C
hang
ing
the
size
or s
hape
of a
sou
nd w
ave
chan
ges
the
pitc
h of
a s
ound
.St
eps
in th
e de
mon
stra
tion:
• St
ep 1
: Firs
t, th
ere
are
5 em
pty
jars
. Whe
n ea
ch ja
r is
tapp
ed, t
he s
ame
soun
d is
mad
e (b
ecau
se p
itch
sam
e fo
r all
empt
y ja
rs) .
• St
ep 2
: Nex
t, ad
d di
ffere
nt a
mou
nts
of w
ater
to e
ach
jar .
(The
firs
t jar
is e
mpt
y .)•
Step
3: T
hen
tap
the
jars
. Eac
h ja
r has
a d
iffer
ent p
itch .
The
one
with
the
mos
t wat
er h
as th
e lo
wes
t pitc
h, th
e on
e w
ith th
e le
ast w
ater
has
the
high
est
pitc
h . Th
e pi
tche
s ch
ange
bec
ause
as
you
add
wat
er, t
he v
ibra
tions
are
slo
wed
dow
n, re
sulti
ng in
a lo
wer
pitc
h .
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 E
nglis
h.• N
o res
pons
e, “I
don’t
know
,” or
is co
mplet
ely
unint
elligi
ble.
•Res
pons
e inc
ludes
an
attem
pt to
refer
ence
the
pres
entat
ion/pi
cture
but
conv
eys l
ittle r
eleva
nt inf
orma
tion.
• Ide
as ar
e rar
ely co
hesiv
e an
d con
necte
d.• G
ramm
ar an
d wor
d cho
ice
are l
imite
d and
impe
de
mean
ing.
•Pro
nunc
iation
and/o
r int
onati
on of
ten im
pede
me
aning
.• S
peec
h may
cons
ist
of iso
lated
wor
d(s)
or
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
ne
of the
main
point
s of th
e pr
esen
tation
and m
ay la
ck
an un
derst
andin
g of th
e ma
in po
ints.
• Ide
as ar
e som
etime
s co
hesiv
e and
conn
ected
.• G
ramm
ar an
d wor
d cho
ice
are s
imple
and r
epeti
tive;
erro
rs oft
en im
pede
me
aning
.• P
ronu
nciat
ion an
d/or
inton
ation
often
impe
de
mean
ing.
• Spe
ech m
ay be
slow
, ch
oppy
, or h
alting
.
• Res
pons
e inc
ludes
a mo
stly
clear
summ
ary o
f som
e of
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
an
d con
necte
d.• G
ramm
ar an
d wor
d cho
ice
are a
dequ
ate; e
rrors
occa
siona
lly im
pede
me
aning
.• P
ronu
nciat
ion an
d/or
inton
ation
occa
siona
lly
impe
de m
eanin
g.• S
peec
h is f
airly
susta
ined,
thoug
h som
e cho
ppine
ss or
ha
lting m
ay oc
cur.
• A fu
ll res
pons
e inc
ludes
a cle
ar
summ
ary o
f the m
ain po
ints a
nd
detai
ls of
the pr
esen
tation
.• I
deas
are c
ohes
ive an
d con
necte
d.• G
ramm
ar an
d wor
d cho
ice ar
e va
ried a
nd ef
fectiv
e; er
rors
do no
t im
pede
mea
ning.
• Pro
nunc
iation
and i
ntona
tion d
o no
t impe
de m
eanin
g.• S
peec
h is u
suall
y smo
oth an
d su
staine
d.
31P
RA
CT
ICE
TE
ST
Sco
re 0
Sco
re 1
Sco
re 2
Sco
re 3
Sco
re 4
Anc
hor:
Cái n
áy .
. . c
ái n
áy.
Anc
hor:
In th
ose,
umm
, jar
s ar
e bl
ank.
Tho
se ja
rs a
re,
umm,
kin
da f
ull.
And
thos
e ja
rs a
re h
alfw
ay.
[Exa
mine
r: W
hat e
lse
can
you
tell
me a
bout
wh
at y
ou h
eard
?]I
don’t
kno
w.
Anc
hor:
I th
ink
abou
t the
, the
fiv
e cu
ps o
f ja
rs a
re
empt
y an
d th
ey m
ake
the
loud
est n
oise
bec
ause
it
does
n’t h
ave
wate
r. Bu
t the
one
qua
rter
cup
fr
om th
e se
cond
pic
ture
, I
thin
k it
will
make
, umm
, a
little
bit
like
lowe
r and
hi
gh. B
ut th
e fil
led
one
all t
he w
ay u
p to
the
top,
I
thin
k it
will
make
the
lowe
st b
ecau
se it
’s fil
led
up a
nd w
hen
you
tap
it,
it wo
uld
only
mak
e lit
tle
smal
l noi
se.
[Exa
mine
r: W
hat e
lse
can
you
tell
me a
bout
wh
at y
ou h
eard
?]I
don’t
kno
w.
Anc
hor:
OK.
So
it ta
lks a
bout
ho
w wh
en y
ou ta
p th
e ja
rs th
at th
e so
und
is hi
gher
and
lowe
r, th
at
when
the
jar t
hat h
as
no w
ater
is, i
s a lo
t of
soun
d be
caus
e th
ere’s
no
wate
r in
it to
slow
dow
n th
e vib
ratio
n. An
d th
e ja
r with
the
most
wat
er,
the
vibra
tion
is re
ally
slow
and,
umm
, qui
eter
be
caus
e th
ere’s
a lo
t mo
re w
ater
in it
.[E
xami
ner:
Wha
t else
ca
n yo
u te
ll me
abo
ut
what
you
hea
rd?]
I do
n’t k
now.
Anc
hor:
Umm,
in p
ictu
re o
ne, i
t sho
ws
that
all
thre
e ja
rs .
. . a
ll fiv
e ja
rs a
re e
mpty
and
you
hit
it wi
th a
spo
on a
nd th
ey a
ll ha
ve th
e sa
me s
ound
of
pitc
h be
caus
e th
ey d
on’t
have
any
wa
ter i
n th
em. A
nd in
pic
ture
tw
o, th
ey fi
ll up
the
wate
r. An
d th
en in
pic
ture
thre
e, th
ey
. . .
the
one
that
the
most
wa
ter h
as a
lowe
r pitc
h so
und
and
the
one
with
less
wat
er
has
. . .
the
one
with
not
hing
in
it ha
s a
high
er s
ound
of
pitc
h be
caus
e, u
mm, i
t sho
ws h
ow
the
wave
, the
wav
e so
unds
we
re .
. . a
re h
ighe
r tha
n . .
. an
d lo
wer.
[Exa
mine
r: W
hat e
lse c
an y
ou
tell
me a
bout
wha
t you
hea
rd?]
The
diff
eren
t sou
nd w
aves
ma
ke d
iffe
rent
pitc
hes.
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.
32G
RAD
ES 3
–5SP
EAK
ING
—Su
mm
ariz
e an
Aca
dem
ic P
rese
nta
tio
n
Wo
men
in t
he
Go
ld R
ush
/ Q
ues
tio
n 1
2
Main
Po
ints
A fu
ll re
spon
se e
xpla
ins
the
role
of w
omen
in th
e go
ld ru
sh a
nd in
clud
es th
e M
ain
Poin
ts fr
om th
e pr
esen
tatio
n:•
Man
y w
omen
(in
addi
tion
to m
en) w
ent t
o Ca
lifor
nia
durin
g th
e go
ld ru
sh . (
Wom
en in
clud
ed p
ione
ers,
Nat
ive
Amer
ican
s, an
d im
mig
rant
s fro
m
arou
nd th
e w
orld
.)•
Som
e w
omen
pan
ned
for g
old,
but
it w
as d
ifficu
lt w
ork .
•So
me
wom
en o
pene
d bo
ardi
ng h
ouse
s w
here
min
ers
wou
ld li
ve (a
nd th
ey w
ould
coo
k, c
lean
and
do
laun
dry)
.•
Som
e w
omen
wro
te le
tters
/dia
ries
abou
t the
ir jo
urne
y ou
t Wes
t OR
the
Shirl
ey L
ette
rs is
a c
olle
ctio
n of
lette
rs th
at d
escr
ibe
life
in a
gol
d-m
inin
g ca
mp .
SAY
You
will
list
en to
ano
ther
reco
rded
pre
sent
atio
n. P
leas
e do
not
pau
se th
e pr
esen
tatio
n on
ce it
beg
ins
or s
elec
t any
but
tons
on
the
scre
en. P
leas
e do
not
to
uch
your
dev
ice
until
the
pres
enta
tion
ends
. Doi
ng s
o ca
n ca
use
the
test
to s
top.
SA
Y Yo
u ar
e go
ing
to li
sten
to s
ome
info
rmat
ion
abou
t the
gol
d ru
sh. Y
ou w
ill h
ear
the
info
rmat
ion
only
onc
e. T
here
are
pic
ture
s on
the
scre
en th
at g
o al
ong
with
th
e in
form
atio
n. Y
ou m
ay ta
ke n
otes
as
you
liste
n.
If th
e st
uden
t has
a d
esig
nate
d su
ppor
t tha
t allo
ws
the
play
ing
of a
udio
rec
ordi
ngs
mul
tiple
tim
es, g
ive
a re
min
der
like
this
: “T
he te
st
dire
ctio
ns w
ill s
ay th
e re
cord
ing
can
only
be
play
ed o
nce,
but
if y
ou n
eed
to li
sten
to it
aga
in, j
ust t
ell m
e.”
Whe
n th
e pr
esen
tatio
n en
ds, y
ou w
ill s
umm
ariz
e th
e in
form
atio
n yo
u he
ard.
You
will
• ex
plai
n th
e ro
le o
f wom
en d
urin
g th
e go
ld ru
sh,
• in
clud
e th
e ex
ampl
es fr
om th
e pr
esen
tatio
n, a
nd•
use
rele
vant
det
ails
and
cle
ar la
ngua
ge.
Play
the
audi
o pr
esen
tatio
n. A
s th
e re
cord
ing
play
s, p
oint
to th
e re
leva
nt p
ictu
re th
at is
on
the
stud
ent’s
scr
een.
Aft
er y
ou h
ave
star
ted
the
reco
rdin
g, d
o no
t pau
se o
r st
op th
e re
cord
ing.
The
aud
io r
ecor
ding
can
not b
e re
play
ed u
nles
s th
e st
uden
t has
a d
esig
nate
d su
ppor
t. If
a v
alid
dis
rupt
ion
occu
rs (
e.g.
, int
erco
m a
nnou
ncem
ents
, fire
dri
lls, s
tude
nt h
ealth
issu
es, a
udio
mal
func
tions
), p
leas
e re
ad
the
reco
rded
aud
io s
crip
t to
com
plet
e th
e te
st a
dmin
istr
atio
n.
If u
sing
hea
dpho
nes,
put
hea
dpho
nes
on n
ow.
Rec
orde
d A
udio
Scr
ipt
Alth
ough
it w
as m
ostly
men
who
beg
an th
e tri
p to
Cal
iforn
ia to
look
for g
old
durin
g th
e m
id-1
800s
, man
y w
omen
als
o st
arte
d m
akin
g th
e jo
urne
y to
find
thei
r for
tune
s. D
urin
g th
is ti
me,
som
e w
omen
took
on
busi
ness
role
s. W
omen
who
pa
rtici
pate
d in
the
gold
rush
wer
e no
t onl
y pi
onee
rs fr
om o
ther
par
ts o
f the
Uni
ted
Sta
tes.
Som
e w
ere
also
Nat
ive
Am
eric
an
wom
en, a
nd s
ome
wer
e im
mig
rant
s fro
m d
iffer
ent p
arts
of t
he w
orld
.
33P
RA
CT
ICE
TE
ST
P
ictu
re o
ne s
how
s tw
o w
omen
pan
ning
for g
old.
Gol
d m
inin
g w
as m
ostly
don
e by
men
, but
a fe
w w
omen
had
thei
r ow
n go
ld-m
inin
g cl
aim
s. T
hese
wom
en c
ame
out W
est s
peci
fical
ly to
pan
for g
old.
But
find
ing
gold
ofte
n pr
oved
to b
e di
fficu
lt,
so s
ome
wom
en ty
pica
lly m
oved
out
of t
he g
oldfi
elds
and
into
oth
er w
ork
whe
re th
ey c
ould
mak
e m
ore
mon
ey.
S
ome
wom
en o
pene
d bo
ardi
ng h
ouse
s. A
boa
rdin
g ho
use,
as
show
n in
pic
ture
two,
is a
kin
d of
hot
el w
here
cus
tom
ers
can
stay
for a
long
tim
e or
just
a s
hort
visi
t—an
d ge
t all
thei
r mea
ls s
erve
d to
them
. In
thes
e bo
ardi
ng h
ouse
s, m
iner
s w
ould
pa
y fo
r the
ir ro
om a
nd m
eals
. The
wom
en ru
nnin
g th
em w
ould
coo
k, c
lean
, and
do
the
laun
dry
for t
heir
cust
omer
s.
So,
how
do
we
know
abo
ut w
omen
’s li
ves
durin
g th
e go
ld ru
sh?
Wel
l, so
me
of th
e w
omen
who
mov
ed W
est w
rote
lette
rs
hom
e...o
r the
y ke
pt d
iarie
s. P
ictu
re th
ree
show
s a
wom
an w
ritin
g at
her
des
k du
ring
this
tim
e. M
any
of th
ese
acco
unts
w
ere
late
r col
lect
ed a
nd p
ublis
hed
by h
isto
rians
.
Th
ese
writ
ings
giv
e us
insi
ght i
nto
wha
t the
jour
ney
out W
est w
as li
ke a
nd w
hat l
ife w
as li
ke a
t tha
t tim
e. O
ne o
f the
mos
t no
tabl
e w
orks
of t
his
kind
are
The
Shi
rley
Lette
rs. T
he S
hirle
y Le
tters
are
a c
olle
ctio
n of
lette
rs fr
om a
wom
an to
her
sis
ter.
Thes
e le
tters
des
crib
e lif
e at
a g
old
min
ing
cam
p in
Cal
iforn
ia in
the
Sie
rra
Nev
ada
Mou
ntai
ns.
NEX
T12 SA
Y Su
mm
ariz
e th
e in
form
atio
n yo
u he
ard.
Be
sure
to•
expl
ain
the
role
of w
omen
dur
ing
the
gold
rush
,•
incl
ude
the
exam
ples
from
the
pres
enta
tion,
and
• us
e re
leva
nt d
etai
ls a
nd c
lear
lang
uage
.
Pa
use
to le
t the
stu
dent
sum
mar
ize
the
pres
enta
tion.
Whi
le th
e st
uden
t is
resp
ondi
ng, u
se th
e M
ain
Poin
ts a
nd th
e ru
bric
to s
core
the
resp
onse
. Aft
er th
e st
uden
t res
pond
s,
SA
Y Th
is is
the
end
of th
e Sp
eaki
ng te
st. T
hank
you
for y
our a
ttent
ion
and
hard
wor
k.
D
IRE
CT
ION
S O
N E
ND
ING
A T
EST
• Se
lect
the
[End
Tes
t] bu
tton
to c
ontin
ue to
the
revi
ew sc
reen
.•
Do
not r
erec
ord
resp
onse
s if y
ou se
e a
red
trian
gle
in th
e re
view
box
. Sel
ect t
he [ S
ubm
it Te
st] b
utto
n.
Pro
mp
tin
g G
uid
elin
es: S
um
mar
ize
an A
cad
emic
Pre
sen
tati
on
If th
e st
uden
t doe
s no
t ans
wer
or r
eque
sts
that
the
ques
tion
be re
peat
ed, r
epea
t the
que
stio
n an
d bu
llete
d po
ints
onc
e .If
the
stud
ent p
oint
s to
the
pict
ure,
or p
oint
s w
hile
say
ing
wor
ds s
uch
as th
is/th
at/th
ese/
thos
e, o
r sta
rts
to w
rite
a re
spon
se, s
ay,
“Ple
ase
tell
me
your
sum
mar
y.”
If th
e st
uden
t is
stru
gglin
g to
rem
embe
r a w
ord,
you
may
say
, “It
’s O
K, d
o yo
ur b
est.”
Do
not s
ay th
e w
ord
to th
e st
uden
t .If
the
resp
onse
incl
udes
one
or s
ome
of th
e m
ain
poin
ts a
nd/o
r par
tial d
etai
ls, s
ay, “
Wha
t el
se c
an y
ou t
ell m
e ab
out
wha
t yo
u he
ard?
”
Repr
ompt
onl
y on
ce .
34G
RAD
ES 3
–5SP
EAK
ING
—Su
mm
ariz
e an
Aca
dem
ic P
rese
nta
tio
nW
om
en in
th
e G
old
Ru
sh /
Qu
esti
on
12
Main
Po
ints
A fu
ll re
spon
se e
xpla
ins
the
role
of w
omen
in th
e go
ld ru
sh a
nd in
clud
es th
e M
ain
Poin
ts fr
om th
e pr
esen
tatio
n: •M
any
wom
en (i
n ad
ditio
n to
men
) wen
t to
Calif
orni
a du
ring
the
gold
rush
. (W
omen
incl
uded
pio
neer
s , N
ativ
e Am
eric
ans,
and
imm
igra
nts
from
ar
ound
the
wor
ld .)
•So
me
wom
en p
anne
d fo
r gol
d, b
ut it
was
diffi
cult
wor
k . •So
me
wom
en o
pene
d bo
ardi
ng h
ouse
s w
here
min
ers
wou
ld li
ve (a
nd th
ey w
ould
coo
k, c
lean
and
do
laun
dry)
. •So
me
wom
en w
rote
lette
rs/d
iarie
s ab
out t
heir
jour
ney
out W
est O
R th
e Sh
irley
Let
ters
is a
col
lect
ion
of le
tters
that
des
crib
e lif
e in
a g
old-
min
ing
cam
p .
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 E
nglis
h.•N
o res
pons
e, “I
don’t
know
,” or
is co
mplet
ely
unint
elligi
ble.
•Res
pons
e inc
ludes
an
attem
pt to
refer
ence
the
pres
entat
ion/pi
cture
but
conv
eys l
ittle r
eleva
nt inf
orma
tion.
•Ide
as ar
e rar
ely co
hesiv
e an
d con
necte
d.•G
ramm
ar an
d wor
d cho
ice
are l
imite
d and
impe
de
mean
ing.
•Pro
nunc
iation
and/o
r int
onati
on of
ten im
pede
me
aning
.•S
peec
h may
cons
ist
of iso
lated
wor
d(s)
or
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
ne
of the
main
point
s of th
e pr
esen
tation
and m
ay la
ck
an un
derst
andin
g of th
e ma
in po
ints.
•Ide
as ar
e som
etime
s co
hesiv
e and
conn
ected
.•G
ramm
ar an
d wor
d cho
ice
are s
imple
and r
epeti
tive;
erro
rs oft
en im
pede
me
aning
.•P
ronu
nciat
ion an
d/or
inton
ation
often
impe
de
mean
ing.
•Spe
ech m
ay be
slow
, ch
oppy
, or h
alting
.
•Res
pons
e inc
ludes
a mo
stly c
lear
summ
ary o
f som
e of th
e main
po
ints o
f the p
rese
ntatio
n with
pa
rtial/b
asic
detai
ls.
•Ide
as ar
e usu
ally c
ohes
ive an
d co
nnec
ted.
•Gra
mmar
and w
ord c
hoice
are
adeq
uate;
erro
rs oc
casio
nally
im
pede
mea
ning.
•Pro
nunc
iation
and/o
r inton
ation
oc
casio
nally
impe
de m
eanin
g.•S
peec
h is f
airly
susta
ined,
thoug
h so
me ch
oppin
ess o
r halt
ing m
ay
occu
r.
•A fu
ll res
pons
e inc
ludes
a cle
ar su
mmar
y of th
e main
po
ints a
nd de
tails
of the
pr
esen
tation
.•I
deas
are c
ohes
ive an
d co
nnec
ted.
•Gra
mmar
and w
ord c
hoice
ar
e var
ied an
d effe
ctive
; er
rors
do no
t impe
de
mean
ing.
•Pro
nunc
iation
and
inton
ation
do no
t impe
de
mean
ing.
•Spe
ech i
s usu
ally s
mooth
an
d sus
taine
d.
35P
RA
CT
ICE
TE
ST
Sco
re 0
Sco
re 1
Sco
re 2
Sco
re 3
Sco
re 4
Anc
hor:
I do
n’t k
now.
Anc
hor:
Pict
ure
numb
er o
ne,
ther
e’s tw
o wo
men
findi
ng g
old.
[Exa
mine
r: W
hat e
lse
can
you
tell
me a
bout
wh
at y
ou h
eard
?]Ri
ght h
ere
(poi
ntin
g)?
[Exa
mine
r: It
’s O
K. D
o yo
ur b
est.]
Pict
ure
numb
er tw
o,
umm,
hav
e th
e ho
use
right
her
e. I
s a
hote
l an
d . .
.
Anc
hor:
Wel
l, wo
men
were
in
the,
umm
, the
wom
en
were
min
ing
for t
he g
old
rush
and
usu
ally
men
do
it. A
nd th
ey h
ad .
. .
the
wome
n ha
d tr
oubl
e do
ing
it. T
hey
woul
d se
nd le
tter
s. An
d th
ey
were
min
ing
to d
iffe
rent
pl
aces
. And
they
, wen
t in
the
(uni
ntel
ligib
le)
and
the
men
usua
lly m
ine
beca
use
the
wome
ns
don’t
kno
w ho
w to
min
e th
at w
ell.
[Exa
mine
r: W
hat e
lse
can
you
tell
me a
bout
wh
at y
ou h
eard
?](N
o re
spon
se.)
Anc
hor:
OK.
Umm
, a c
oupl
e of
yea
rs a
go
in th
e 19
80s,
ther
e wa
s umm
, go
ld h
untin
g. It
was
usu
ally
for
men,
but
man
y wo
men
also
were
wo
rkin
g fo
r gol
d. U
mm, a
cou
ple
of y
ears
late
r, um
m, w
omen
did
bo
ardi
ng h
ouse
. Umm
, the
y,
they
did
thei
r cho
res.
Mos
tly
they
was
hed
thei
r clo
thes
fo
r the
peo
ple
who
were
st
ayin
g at
the
boar
ding
hou
se.
Nex
t, fin
ally
the
woma
n wa
s wr
iting
on
her d
esk
and
was
also
writi
ng so
me in
form
atio
n ab
out,
umm,
the
boar
ding
hou
se
for p
eopl
e wh
o wa
nted
to st
ay
. . . w
ho w
ere
work
ing
at th
e bo
ardi
ng h
ouse
.[E
xami
ner:
Wha
t else
can
you
te
ll me
abo
ut w
hat y
ou h
eard
?]I
also
hear
d th
at, t
hat m
any
peop
le w
ere
stay
ing
at th
e bo
ardi
ng h
ouse
, tha
t the
y lik
ed
it an
d it
was .
. . a
nd th
ey d
id
a lo
t of
stuf
f fo
r the
m. A
nd
that
’s it.
Anc
hor:
Mos
tly m
en lo
ok f
or
gold
, but
som
e wo
men
star
ted
look
ing
for
gold
, suc
h as
Nat
ive
Amer
ican
s an
d In
dian
tr
ibes
. Two
wom
en .
. .
in th
e fir
st p
ictu
re tw
o wo
men
are
look
ing
for
gold
. The
y co
me o
ut
from
wes
t to
make
mor
e mo
ney.
And
they
sta
y in
ho
tels
and
they
get
all
the
meal
s de
liver
ed to
th
em. I
n th
e ho
tels,
the
wome
n co
ok, c
lean
, and
do
the
laun
dry
for t
heir
cust
omer
s. An
d, a
nd
they
kno
w th
is be
caus
e so
me w
omen
wro
te h
ome
and
kept
dia
ries.
Late
r th
ey p
ublis
hed
them
and
th
ey w
ere
abou
t lif
e at
a
camp
.
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.
36
Student Score Sheet
SPEAKING Practice Test—Grades 3–5Talk About a Scene 1 0 1 2 0 1 3 0 1 2 4 0 1 2
Speech Functions 5 0 1 2 6 0 1 2 7 0 1 2
Support an Opinion 8 0 1 2 3 9 0 1 2 3
Retell a Narrative 10 0 1 2 3 4
Summarize an Academic Presentation 11 0 1 2 3 4 12 0 1 2 3 4
Name:
Grade:
Student ID:
SPEAKING Practice Test—Grades 3–5Talk About a Scene
1 0 1 2 0 1 3 0 1 24 0 1 2
Speech Functions5 0 1 2 6 0 1 2 7 0 1 2
Support an Opinion8 0 1 2 3 9 0 1 2 3
Retell a Narrative10 0 1 2 3 4
Summarize an Academic Presentation11 0 1 2 3 4 12 0 1 2 3 4
Name:
Grade:
Student ID:
SPEAKING Practice Test—Grades 3–5Talk About a Scene 1 0 1 2 0 1 3 0 1 2 4 0 1 2
Speech Functions 5 0 1 2 6 0 1 2 7 0 1 2
Support an Opinion 8 0 1 2 3 9 0 1 2 3
Retell a Narrative 10 0 1 2 3 4
Summarize an Academic Presentation 11 0 1 2 3 4 12 0 1 2 3 4
Name:
Grade:
Student ID: