speaking: directions for administration practice test grades 6–8 · 2020. 9. 21. · and one pair...

ELPACEnglish Language Proficiency Assessments for California

Speaking:Directions for Administration

Practice TestGrades 6–8

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.

mailto:[email protected]

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

Present and Discuss Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Summarize an Academic Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Student Score Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38

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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.

https://www.elpac.org

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


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


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


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. ◦ After the stopping marker, the test examiner should use their best judgment to

determine whether a student should proceed. If you have passed the stopping marker and determine that the test should be stopped, select [NEXT] to forward through each remaining question in the test.

• 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.


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.


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.

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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.


10 PRACTICE TEST


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].


12 PRACTICE TEST


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.



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 Practice and Training Tests] link from the Practice and Training Tests tab on the ELPAC website.

[Student Interface

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.)



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


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


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

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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 6

–8Sp

eech

Fu

nct

ion

sN

ew S

tud

ent,

Stu

dy

Hel

p /

Qu

esti

on

s 5–

6

No

.Q

uest

ion

Fun

ctio

nSco

re 0

Sco

re 1

Sco

re 2

blan

k ce

ll

• 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

.•

Erro

rs in

gram

mar, w

ord c

hoice

, pr

onun

ciatio

n, or

inton

ation

impe

de

mean

ing.

•Res

pons

e app

ropr

iately

addr

esse

s the

lang

uage

func

tion i

n a cl

ear

way.

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.

5N

ew

Stud

ent

Off

erin

g an

in

vita

tion

Anc

hor:

Wha

t’s f

or lu

nch?

Anc

hor:

Will

you

wan

t to

be m

y fr

iend

an

d sit

in th

e lu

nch

with

me?

Anc

hor:

Do y

ou w

ant t

o co

me a

nd h

ang

out i

n lu

nch?

6St

udy

Hel

pO

ffer

ing

assi

stan

ceAnc

hor:

Your

. . .

you

r tes

t is

diffi

cult.

I

don’t

kno

w.

Anc

hor:

Wou

ld y

ou li

ke m

e to

hel

p yo

u wi

th y

our p

roje

ct?

Anc

hor:

Do y

ou n

eed

help

?

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

. Mak

e su

re y

our a

nsw

er is

app

ropr

iate

for y

our

audi

ence

. Rem

embe

r to

answ

er a

ll qu

estio

ns in

Eng

lish.

If y

ou w

ant m

e to

repe

at a

que

stio

n, y

ou c

an a

sk m

e to

. Th

e fir

st 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

has

fini

shed

w

orki

ng o

n a

scie

nce

proj

ect.

Wha

t wou

ld y

ou s

ay

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

proj

ect?

” o

r “

How

is y

our

scie

nce

proj

ect g

oing

?”

Func

tion:

ask

ing

for i

nfor

mat

ion

5 SA

Y Yo

u se

e a

new

stu

dent

in th

e ca

fete

ria. Y

ou w

ant

to in

vite

the

stud

ent t

o si

t with

you

at l

unch

. Wha

t w

ould

you

say

to th

e st

uden

t?

Func

tion:

off

erin

g an

invi

tatio

n

T

he s

tude

nt m

ight

say

, “C

ome

and

sit w

ith

me

at m

y ta

ble.”

or

“W

ould

you

like

to c

ome

and

have

lunc

h w

ith

me?

”

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 S

AYYo

ur fr

iend

is h

avin

g a

diffi

cult

time

stud

ying

for

a hi

stor

y te

st. Y

ou w

ant t

o he

lp y

our f

riend

stu

dy.

Wha

t wou

ld y

ou s

ay to

you

r frie

nd?

Func

tion:

off

erin

g as

sist

ance

The

stu

dent

mig

ht s

ay, “

I ca

n he

lp y

ou s

tudy

for

the

hist

ory

test

.” o

r “

Wou

ld y

ou li

ke m

e to

hel

p yo

u st

udy

for

the

hist

ory

test

?”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 6

–8Su

pp

ort

an

Op

inio

nM

use

um

or

Stad

ium

/ Q

ues

tio

n 7

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.

•

Spee

ch m

ay co

nsist

of is

olated

wo

rds o

r phr

ases

.

•An o

pinion

is ex

pres

sed a

nd

supp

orted

using

simp

le lan

guag

e an

d at le

ast o

ne si

mple

relev

ant

reas

on, o

r rep

eats

langu

age f

rom

the pr

ompt.

Liste

ner e

ffort

may b

e re

quire

d to i

nterp

ret m

eanin

g.• E

rrors

in gr

amma

r, wor

d cho

ice,

pron

uncia

tion,

or in

tonati

on

occa

siona

lly im

pede

mea

ning.

•Spe

ech m

ay be

slow

, cho

ppy,

or

haltin

g.

•An o

pinion

is ex

pres

sed a

nd

supp

orted

using

effec

tive l

angu

age *

an

d at le

ast o

ne re

levan

t rea

son

with

expla

natio

n or e

labor

ation

. Lit

tle to

no lis

tener

effor

t is re

quire

d to

inter

pret

mean

ing.

•Erro

rs in

gram

mar, w

ord c

hoice

, pr

onun

ciatio

n, or

inton

ation

do no

t im

pede

mea

ning.

•Spe

ech i

s fair

ly sm

ooth

and

susta

ined.

Anc

hor:

I do

n’t k

now.

I, I

, I c

an’t

answ

er.

Anc

hor:

Say

that

aga

in p

leas

e.[E

xami

ner r

epea

ts q

uest

ion.]

A sp

orts

sta

dium

. [E

xami

ner:

Just

ify

your

cho

ice

by g

iving

rele

vant

reas

ons

to

supp

ort y

our o

pini

on.]

Beca

use

all t

he s

tude

nts

goin

g to

the

spor

ts. I

s a

big

upto

n,

uptio

n fo

r, fo

r thi

s bu

ildin

g.

Anc

hor:

An a

rt s

tadi

um. U

mm, w

e sh

ould

ha

ve a

rt .

. . a

n ar

t sta

dium

so

when

we

grow

up,

we

can

draw

pe

ople

pic

ture

s.[E

xami

ner:

Tell

me m

ore

abou

t yo

ur c

hoic

e.]

We

shou

ld h

ave

an a

rt s

tadi

um

beca

use

nowa

days

peo

ple

like

to

draw

and

pai

nt.

Anc

hor:

Wel

l, in

my

opin

ion,

I w

ould

say

a

spor

ts m

useu

m . .

. or

, I m

ean,

a

spor

ts s

tadi

um. w

ell,

main

ly

beca

use

I lik

e pl

ayin

g an

d wa

tchi

ng s

port

s, an

d it

woul

d be

nic

e to

hav

e a

stad

ium

near

he

re. I

n my

opi

nion

, I w

ould

pu

t a s

port

s st

adiu

m be

caus

e I

like

play

ing

spor

ts a

nd w

atch

ing

spor

ts, a

nd it

wou

ld b

e ni

ce to

ha

ve a

sta

dium

hea

r me.

*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

7 SA

Y N

ow,

SA

Y I a

m g

oing

to a

sk y

ou fo

r you

r opi

nion

. The

re a

re n

o pi

ctur

es.

SAY

Your

com

mun

ity h

as fu

ndin

g to

con

stru

ct o

ne n

ew b

uild

ing.

The

com

mun

ity le

ader

s ar

e de

cidi

ng b

etw

een

an a

rt

mus

eum

or a

spo

rts

stad

ium

. Whi

ch o

ne w

ould

be

bette

r for

you

r com

mun

ity?

Wai

t for

initi

al c

hoic

e.

SA

Y Ju

stify

you

r cho

ice

by g

ivin

g re

leva

nt re

ason

s to

sup

port

you

r opi

nion

.

N

EX

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 s

tate

s a

choi

ce b

ut d

oes

not p

rovi

de a

reas

on, r

epea

t the

last

par

t of t

he q

uest

ion

once

: “J

usti

fy y

our

choi

ce b

y gi

ving

rel

evan

t re

ason

s to

sup

port

you

r op

inio

n.”

If th

e st

uden

t giv

es a

n or

igin

al b

ut re

leva

nt re

spon

se to

the

ques

tion

or s

elec

ts n

eith

er o

r bot

h op

tions

, say

, “J

usti

fy y

our

choi

ce b

y gi

ving

rel

evan

t re

ason

s to

sup

port

you

r op

inio

n.”

If th

e st

uden

t pro

vide

s a

sim

ple

rele

vant

reas

on, s

ay, “

Tell

me

mor

e ab

out

your

cho

ice.

”

24G

RAD

ES 6

–8Su

pp

ort

an

Op

inio

nR

efu

ge

or

Gar

den

/ 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

Engli

sh.

• No r

espo

nse,

“I do

n’t

know

,” or

is co

mplet

ely

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 su

ppor

ted

using

effec

tive l

angu

age*

and a

t leas

t on

e rele

vant

reas

on w

ith ex

plana

tion o

r ela

bora

tion.

Little

to no

listen

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

not im

pede

me

aning

.• S

peec

h is f

airly

smoo

th an

d sus

taine

d.

Anc

hor:

Umm,

I d

on’t

know

.Anc

hor:

I gu

ess

lear

n ab

out n

atur

e.[E

xami

ner:

Just

ify

your

cho

ice

by g

iving

rele

vant

reas

ons

to

supp

ort y

our o

pini

on.]

I do

n’t k

now.

Anc

hor:

I th

ink

is th

e ga

rden

.[E

xami

ner:

Just

ify

your

cho

ice

by g

iving

rele

vant

reas

ons

to

supp

ort y

our o

pini

on.]

I th

ink

is a

gard

en, b

ecau

se

is pe

ople

if s

tudy

ing

gard

en

with

flow

er, a

nd w

ill h

ave

good

fe

elin

g.[E

xami

ner:

Tell

me m

ore

abou

t yo

ur c

hoic

e.]

(No

resp

onse

.)

Anc

hor

A:

The

plan

ts a

nd fl

ower

one

.[E

xami

ner:

Just

ify

your

cho

ice

by

givin

g re

leva

nt re

ason

s to

sup

port

yo

ur o

pini

on.]

Beca

use

plan

ts a

nd fl

ower

s ar

e ea

sy

to ta

ke c

are

of. Y

ou d

on’t

have

to

worr

y ab

out d

iseas

e or

som

ethi

ng.

Anc

hor

B:A

bird

san

ctua

ry.

[Exa

mine

r: Ju

stif

y yo

ur c

hoic

e by

gi

ving

rele

vant

reas

ons

to s

uppo

rt

your

opi

nion

.]I

pick

ed b

ird s

anct

uary

bec

ause

you

ca

n le

arn

diff

eren

t typ

e s o

f bi

rds

ther

e is.

And

, lik

e, w

hat i

f yo

u di

dn’t

know

abo

ut th

at b

ird. A

nd, l

ike,

if y

ou

see

many

pla

nts

outs

ide,

so

I do

n’t

thin

k th

at’s

too

much

inte

rest

ing.

*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

8 SA

Y I a

m g

oing

to a

sk y

ou fo

r you

r opi

nion

. SA

Y Th

e le

ader

s in

you

r com

mun

ity w

ant t

o bu

ild a

pla

ce fo

r peo

ple

to le

arn

abou

t nat

ure.

The

lead

ers

are

deci

ding

be

twee

n gi

ving

fund

ing

to c

reat

e a

bird

san

ctua

ry o

r bui

ldin

g a

bota

nica

l gar

den

with

a v

arie

ty o

f pla

nts

and

flow

ers.

Whi

ch o

ne d

o yo

u th

ink

wou

ld b

e a

bette

r cho

ice

for y

our c

omm

unity

?

Wai

t for

initi

al c

hoic

e.

SA

Y Ju

stify

you

r cho

ice

by g

ivin

g re

leva

nt re

ason

s to

sup

port

you

r opi

nion

.

N

EX

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 s

tate

s a

choi

ce b

ut d

oes

not p

rovi

de a

reas

on, r

epea

t the

last

par

t of t

he q

uest

ion

once

: “J

usti

fy y

our

choi

ce b

y gi

ving

rel

evan

t re

ason

s to

sup

port

you

r op

inio

n.”

If th

e st

uden

t giv

es a

n or

igin

al b

ut re

leva

nt re

spon

se to

the

ques

tion

or s

elec

ts n

eith

er o

r bot

h op

tions

, say

, “J

usti

fy y

our

choi

ce b

y gi

ving

rel

evan

t r e

ason

s to

sup

port

you

r op

inio

n.”

If th

e st

uden

t pro

vide

s a

sim

ple

rele

vant

reas

on, s

ay, “

Tell

me

mor

e ab

out

your

cho

ice.

”

26G

RAD

ES 6

–8Pr

esen

t an

d D

iscu

ss In

form

atio

nTr

avel

to

Sch

oo

l / Q

ues

tio

n 9

Sco

re 0

Sco

re 1

Sco

re 2

Sco

re 3

• Res

pons

e is n

ot re

levan

t. •R

espo

nse c

ontai

ns no

Eng

lish.

• No r

espo

nse,

“I do

n’t kn

ow,”

or is

co

mplet

ely un

intell

igible

.

• Res

pons

e may

inclu

de in

forma

tion

in the

grap

h/cha

rt, bu

t con

tains

little

re

levan

t or a

ccur

ate in

forma

tion.

Sign

ifican

t liste

ner e

ffort

may b

e re

quire

d to i

nterp

ret m

eanin

g.• E

rrors

in gr

amma

r, wor

d cho

ice,

pron

uncia

tion,

or in

tonati

on of

ten

impe

de m

eanin

g.• S

peec

h may

cons

ist of

isola

ted

word

(s) or

phra

se(s)

relat

ed to

the

grap

h/cha

rt.

• Res

pons

e inc

ludes

a lim

ited

desc

riptio

n of in

forma

tion o

r pa

rtially

accu

rate

infor

matio

n in t

he

grap

h/cha

rt. Li

stene

r effo

rt ma

y be

requ

ired t

o inte

rpre

t mea

ning.

• Erro

rs in

gram

mar, w

ord c

hoice

, pr

onun

ciatio

n, or

inton

ation

oc

casio

nally

impe

de m

eanin

g.•S

peec

h may

be sl

ow, c

hopp

y , or

ha

lting.

•Res

pons

e ans

wers

the qu

estio

n, inc

luding

a mo

stly c

lear a

nd

accu

rate

desc

riptio

n of in

forma

tion

in the

grap

h/cha

rt. Li

ttle to

no

listen

er ef

fort is

requ

ired t

o inte

rpre

t me

aning

.• E

rrors

in gr

amma

r, wor

d cho

ice,

pron

uncia

tion,

or in

tonati

on do

not

impe

de m

eanin

g.• S

peec

h is f

airly

smoo

th an

d su

staine

d.Anc

hor:

I do

n’t k

now.

Anc

hor:

The

stud

ents

trav

el b

y sc

hool

an

d uh

h, b

us b

ecau

se .

. . it

's

beca

use

it ha

s 40

per

cent

of

the

bus

than

the

othe

r one

s.

Anc

hor:

Umm,

lots

of

stud

ents

, lik

e,

they

go

on th

eir b

ikes

. The

y go

in

thei

r car

s. So

metim

es, m

y mo

m ta

kes

me to

sch

ool.

[Exa

mine

r: Te

ll me

mor

e de

tails

fr

om th

e ch

art.]

I do

n’t k

now.

Anc

hor

A:

Wel

l sin

ce .

. . 13

per

cent

of

the

stud

ents

ride

thei

r bik

e to

sch

ool a

nd e

ight

per

cent

of

the

stud

ents

wal

k to

sch

ool.

31

perc

ent o

f th

e st

uden

ts d

rove

he

re. A

nd 4

8 pe

rcen

t of

the

stud

ents

cam

e he

re f

rom

the

bus.

Anc

hor

B:Ki

ds g

o to

sch

ool i

n bi

kes,

cars

, bu

ses,

or th

ey w

alk

to s

choo

l.

27P

RA

CT

ICE

TE

ST

SA

Y N

ow w

e ar

e go

ing

to d

o a

diffe

rent

type

of q

uest

ion.

SA

Y I a

m g

oing

to a

sk y

ou to

talk

abo

ut a

pie

cha

rt. L

ook

at th

e pi

e ch

art.

SA

Y St

uden

ts a

t a s

choo

l wer

e as

ked

how

they

trav

el to

sch

ool i

n th

e m

orni

ng. T

he p

ie c

hart

sho

ws

the

perc

enta

ges

of d

iffer

ent t

rans

port

atio

n m

etho

ds u

sed

by th

e st

uden

ts. T

ake

som

e tim

e to

read

the

pie

char

t to

your

self.

Let

me

know

whe

n yo

u ar

e re

ady

for m

e to

ask

you

a q

uest

ion.

Giv

e st

uden

ts ti

me

to r

ead

the

pie

char

t bef

ore

read

ing

the

first

que

stio

n.

9

P

oint

to th

e te

xt o

n th

e st

uden

t’s s

cree

n.

SAY

Wha

t doe

s th

e pi

e ch

art s

how

abo

ut h

ow s

tude

nts

trav

el to

sc

hool

?

SA

Y In

clud

e de

tails

from

the

pie

char

t in

your

ans

wer

.

N

EX

T

Stu

dent

s at

a s

choo

l wer

e as

ked

how

they

trav

el to

sch

ool

in th

e m

orni

ng. T

he p

ie c

hart

show

s th

e pe

rcen

tage

s of

di

ffere

nt tr

ansp

orta

tion

met

hods

use

d by

the

stud

ents

.

Pro

mp

tin

g G

uid

elin

es: P

rese

nt

and

Dis

cuss

Info

rmat

ion

If th

e st

uden

t doe

s no

t ans

wer

or r

eque

sts

that

a q

uest

ion

be re

peat

ed, y

ou m

ay re

peat

the

ques

tion

once

.If

the

stud

ent g

ives

a re

spon

se th

at is

lim

ited

or c

onta

ins

little

rele

vant

info

rmat

ion,

say

, “Te

ll m

e m

ore

deta

ils fr

om t

he c

hart

/gra

ph.”

Whe

n sc

orin

g, y

ou s

houl

d co

nsid

er th

e re

spon

ses

give

n by

the

stud

ent a

s a

who

le, r

egar

dles

s of

repr

ompt

ing .

28G

RAD

ES 6

–8Pr

esen

t an

d D

iscu

ss In

form

atio

nTr

avel

to

Sch

oo

l / Q

ues

tio

n 1

0

Sco

re 0

Sco

re 1

Sco

re 2

Sco

re 3

•Res

pons

e is n

ot re

levan

t. •R

espo

nse c

ontai

ns no

Eng

lish.

•No r

espo

nse,

“I do

n’t kn

ow,”

or is

co

mplet

ely un

intell

igible

.

• Res

pons

e may

inclu

de in

forma

tion

from

the gr

aph/c

hart

but d

oes n

ot de

mons

trate

wheth

er th

e clai

m is

supp

orted

or un

supp

orted

or m

ay

lack u

nder

stand

ing of

the g

raph

/ch

art o

r clai

m. S

ignific

ant li

stene

r eff

ort m

ay be

requ

ired t

o inte

rpre

t me

aning

.• E

rrors

in gr

amma

r, wor

d cho

ice,

pron

uncia

tion,

or in

tonati

on of

ten

impe

de m

eanin

g. •S

peec

h may

cons

ist of

isola

ted

word

(s) or

phra

se(s)

relat

ed to

the

grap

h/cha

rt or

claim

.

• Res

pons

e inc

ludes

limite

d or

partia

lly ac

cura

te inf

orma

tion f

rom

the gr

aph/c

hart

that d

emon

strate

s wh

ether

the c

laim

is su

ppor

ted or

un

supp

orted

, and

the r

espo

nse

may l

ack d

etail a

nd cl

arity

. List

ener

eff

ort m

ay be

requ

ired t

o inte

rpre

t me

aning

.• E

rrors

in gr

amma

r, wor

d cho

ice,

pron

uncia

tion,

or in

tonati

on

occa

siona

lly im

pede

mea

ning.

•Spe

ech m

ay be

slow

, cho

ppy,

or

haltin

g.

• Res

pons

e use

s rele

vant

infor

matio

n an

d acc

urate

detai

ls fro

m the

grap

h/ch

art to

demo

nstra

te wh

ether

the

claim

is su

ppor

ted or

unsu

ppor

ted.

Little

to no

listen

er ef

fort is

requ

ired

to int

erpr

et me

aning

.•E

rrors

in gr

amma

r, wor

d cho

ice,

pron

uncia

tion,

or in

tonati

on do

not

impe

de m

eanin

g.• S

peec

h is f

airly

smoo

th an

d su

staine

d.

Anc

hor:

I do

n’t k

now.

Anc

hor:

Mor

e pe

ople

ride

the

bus

than

ca

rs.

[Exa

mine

r: Is

the

clai

m su

ppor

ted

or n

ot s

uppo

rted

ba

sed

on th

e in

form

atio

n in

the

char

t?]

I do

n’t k

now.

Anc

hor:

No,

they

bik

e mo

re th

an

walk

ing.

Anc

hor

A:

Wel

l, th

at’s

that

’s in

corr

ect

beca

use

the

peop

le ri

de m

ore

bike

s th

an w

alki

ng. B

ecau

se it

’s at

a 13

per

cent

, and

wal

king

is

at a

n ei

ght p

erce

nt.

Anc

hor

B:Um

m, th

e bi

ke, t

hey

use

the

bike

mor

e be

caus

e it

has

13

perc

ent,

and

walk

ing

has

eigh

t pe

rcen

t.

29P

RA

CT

ICE

TE

ST

10

P

oint

to th

e te

xt o

n th

e st

uden

t’s s

cree

n.

SAY

Look

at t

he p

ie c

hart

aga

in. I

s th

e fo

llow

ing

clai

m s

uppo

rted

or n

ot s

uppo

rted

bas

ed o

n th

e in

form

atio

n in

the

pi

e ch

art?

Cla

im: M

ore

stud

ents

wal

k to

sch

ool t

han

ride

a bi

ke.

SA

Y G

ive

deta

ils fr

om th

e pi

e ch

art t

o su

ppor

t you

r ans

wer

.

N

EX

T

Stu

dent

s at

a s

choo

l wer

e as

ked

how

they

trav

el to

sch

ool

in th

e m

orni

ng. T

he p

ie c

hart

show

s th

e pe

rcen

tage

s of

di

ffere

nt tr

ansp

orta

tion

met

hods

use

d by

the

stud

ents

.

Pro

mp

tin

g G

uid

elin

es: P

rese

nt

and

Dis

cuss

Info

rmat

ion

If th

e st

uden

t doe

s no

t ans

wer

or r

eque

sts

that

a q

uest

ion

be re

peat

ed, y

ou m

ay re

peat

the

ques

tion

once

.If

the

stud

ent g

ives

a re

spon

se th

at is

lim

ited

or c

onta

ins

little

rele

vant

info

rmat

ion,

say

, “I

s th

e cl

aim

sup

port

ed o

r no

t su

ppor

ted

base

d on

the

info

rmat

ion

in t

he c

hart

/gra

ph?”

Whe

n sc

orin

g, y

ou s

houl

d co

nsid

er th

e re

spon

ses

give

n by

the

stud

ent a

s a

who

le, r

egar

dles

s of

repr

ompt

ing .

30G

RAD

ES 6

–8Su

mm

ariz

e an

Aca

dem

ic P

rese

nta

tio

n

Co

nd

uct

ivit

y /

Qu

esti

on

11

Main

Po

ints

A fu

ll re

spon

se in

clud

es a

ll of

the

follo

win

g po

ints

and

ste

ps:

•An

exp

lana

tion

of c

ondu

ctiv

ity, t

he w

ay e

lect

ricity

pas

ses

thro

ugh

diffe

rent

mat

eria

ls (m

etal

is a

bet

ter c

ondu

ctor

of e

lect

ricity

than

rubb

er/e

lect

ricity

ca

n pa

ss th

roug

h m

etal

bet

ter t

han

rubb

er) .

• St

eps

in th

e de

mon

stra

tion:

»Ba

tter

ies

and

a lig

ht b

ulb

are

conn

ecte

d to

geth

er w

ith w

ires,

but

the

circ

uit i

s no

t com

plet

e/w

ires

are

not t

ouch

ing

on o

ne s

ide .

»Th

e w

ires

are

conn

ecte

d to

a ru

bber

era

ser .

Rubb

er is

not

a g

ood

cond

ucto

r of e

lect

ricity

, so

the

bulb

doe

s no

t lig

ht u

p .»

A pi

ece

of a

lum

inum

foil

is co

nnec

ted

to th

e w

ires,

and

the

bulb

ligh

ts u

p be

caus

e al

umin

um o

r met

al is

a b

ette

r con

duct

or o

f ele

ctric

ity th

an ru

bber

.

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

. Doi

ng

so c

an c

ause

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

pro

cess

of c

ondu

ctiv

ity.

You

will

hea

r the

info

rmat

ion

only

onc

e. T

here

are

pic

ture

s on

the

scre

en th

at

go a

long

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 co

nduc

tivity

,•

incl

ude

all t

he s

teps

in th

e de

mon

stra

tion,

and

• us

e re

leva

nt d

etai

ls a

nd c

lear

lang

uage

.

Pl

ay th

e au

dio

pres

enta

tion.

As

the

reco

rdin

g pl

ays,

poi

nt to

the

rele

vant

pic

ture

that

is o

n th

e st

uden

t’s s

cree

n. A

fter

you

hav

e st

arte

d th

e re

cord

ing,

do

not p

ause

or

stop

the

reco

rdin

g. T

he a

udio

rec

ordi

ng c

anno

t be

repl

ayed

unl

ess

the

stud

ent h

as a

des

igna

ted

supp

ort.

If a

val

id d

isru

ptio

n oc

curs

(e.

g., i

nter

com

ann

ounc

emen

ts, fi

re d

rills

, stu

dent

hea

lth is

sues

, aud

io m

alfu

nctio

ns),

ple

ase

read

th

e re

cord

ed a

udio

scr

ipt t

o co

mpl

ete

the

test

adm

inis

trat

ion.

If u

sing

hea

dpho

nes,

put

hea

dpho

nes

on n

ow.

31P

RA

CT

ICE

TE

ST

Rec

orde

d A

udio

Scr

ipt

Hav

e yo

u ev

er w

onde

red

why

ele

ctric

plu

gs a

lway

s ha

ve m

etal

pro

ngs,

but

the

cord

s ar

e co

vere

d in

rubb

er o

r pla

stic

? To

day

we’

re g

oing

to ta

lk a

bout

con

duct

ivity

, or t

he w

ay th

at e

lect

ricity

trav

els

thro

ugh

diffe

rent

mat

eria

ls.

Ther

e ar

e so

me

batte

ries

and

a lig

ht b

ulb

conn

ecte

d to

geth

er in

a s

impl

e ci

rcui

t with

som

e w

ires.

The

wire

s on

one

sid

e of

the

circ

le a

re n

ot to

uchi

ng, s

o th

e ci

rcui

t is

not c

ompl

ete.

I w

ill co

nnec

t the

se tw

o w

ires

to d

iffer

ent o

bjec

ts to

test

thei

r con

duct

ivity

. W

hen

the

two

wire

s ar

e co

nnec

ted

to a

rubb

er e

rase

r, it

mak

es a

circ

le c

onne

ctin

g th

e ba

tterie

s an

d th

e lig

ht b

ulb.

H

owev

er, t

he li

ght b

ulb

does

not

ligh

t up

whe

n ru

bber

is u

sed

to c

ompl

ete

the

circ

uit.

That

’s b

ecau

se ru

bber

is n

ot a

goo

d co

nduc

tor o

f ele

ctric

ity. T

he ru

bber

blo

cks

the

elec

trici

ty fr

om c

ompl

etin

g its

circ

uit.

Fina

lly, t

he w

ires

are

atta

ched

to a

pie

ce o

f alu

min

um fo

il. A

lum

inum

is a

goo

d co

nduc

tor o

f ele

ctric

ity, s

o th

e el

ectri

city

fro

m th

e ba

ttery

can

pas

s th

roug

h th

e fo

il, to

the

light

, and

bac

k to

the

batte

ry a

gain

, mak

ing

a co

mpl

ete

circ

uit.

Then

, the

bu

lb li

ghts

up.

This

dem

onst

rate

s ho

w d

iffer

ent m

ater

ials

con

duct

ele

ctric

ity. M

etal

is a

muc

h be

tter c

ondu

ctor

of e

lect

ricity

than

rubb

er

whi

ch is

why

ele

ctric

al p

lugs

hav

e m

etal

pro

ngs.

How

ever

, the

out

side

of t

he p

lug

is c

over

ed in

rubb

er s

o th

at w

hen

we

touc

h it,

no

elec

trici

ty is

con

duct

ed to

us.

Con

duct

ivity

is a

n im

porta

nt id

ea in

ele

ctric

al e

ngin

eerin

g.

NE

XT

11 SAY

Sum

mar

ize

the

info

rmat

ion

you

hear

d. B

e su

re to

• ex

plai

n co

nduc

tivity

,•

incl

ude

all t

he s

teps

in th

e de

mon

stra

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

. N

EX

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 .

32G

RAD

ES 6

–8Su

mm

ariz

e an

Aca

dem

ic P

rese

nta

tio

nC

on

du

ctiv

ity

/ Q

ues

tio

n 1

1

Main

Po

ints

A fu

ll re

spon

se in

clud

es a

ll of

the

follo

win

g po

ints

and

ste

ps:

• An

exp

lana

tion

of c

ondu

ctiv

ity, t

he w

ay e

lect

ricity

pas

ses

thro

ugh

diffe

rent

mat

eria

ls (m

etal

is a

bet

ter c

ondu

ctor

of e

lect

ricity

than

rubb

er/e

lect

ricity

ca

n pa

ss th

roug

h m

etal

bet

ter t

han

rubb

er) .

• St

eps

in th

e de

mon

stra

tion:

» Ba

tter

ies

and

a lig

ht b

ulb

are

conn

ecte

d to

geth

er w

ith w

ires,

but

the

circ

uit i

s no

t com

plet

e/w

ires

are

not t

ouch

ing

on o

ne s

ide .

»T h

e w

ires

are

conn

ecte

d to

a ru

bber

era

ser .

Rubb

er is

not

a g

ood

cond

ucto

r of e

lect

ricity

, so

the

bulb

doe

s no

t lig

ht u

p . »A

piec

e of

alu

min

um fo

il is

conn

ecte

d to

the

wire

s, a

nd th

e bu

lb li

ghts

up

beca

use

alum

inum

or m

etal

is a

bet

ter c

ondu

ctor

of e

lect

ricity

than

rubb

er .

33P

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

En

glish

. •N

o res

pons

e, “I

don’t

kn

ow,”

or is

comp

letely

un

intell

igible

.

• 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

speaking: directions for administration practice test grades 6–8 · 2020. 9. 21. · and one pair...

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