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TRANSCRIPT
ELPACEnglish Language Proficiency Assessments for California
Speaking:Directions for Administration
Visual Impairment and Braille Practice TestGrades 9–10
ii VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
ELPAC Administration Notes
FOR QUESTIONS REGARDING THE ELPAC OR FOR ADDITIONAL ASSISTANCE:• Test examiners and other school personnel should contact their LEA ELPAC
coordinator.• LEA ELPAC coordinators should contact the California Technical Assistance Center
(CalTAC) by phone at 800-955-2954, or by email at [email protected]. CalTAC is open from 7 a.m. to 5 p.m. Monday through Friday.
Copyright © 2019 by the California Department of Education (CDE). All rights reserved.
iiiVISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
Table of Contents
Directions for Administration 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Introduction to the ELPAC Practice Test Directions for Administration 1 . . . . . . . . . . . . . . . . .Using the DFA 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Administering a Practice Test Session 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Preparing to Administer and Score the Speaking Domain 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Prompting and Scoring Guidelines for the Speaking Domain 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Audio Capture 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Audio Recording for Summarize an Academic Presentation 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .When to Stop the Test 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Additional Directions 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .How to Print the DFA (optional) or View the DFA Online 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Recommended Seating Arrangement 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Logon and Audio/Sound Check Instructions 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .How to Start a Test Session as a Guest 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .How to Start a Practice Test Session Using the Same Procedures as the Operational Tests 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Test Questions 16 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Talk About a Scene 16 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Speech Functions 18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Support an Opinion 20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Present and Discuss Information 24 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Summarize an Academic Presentation 28 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Student Score Sheet 36 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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iv FIELD TEST C
1VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
Directions for Administration
Introduction to the ELPAC Practice Test Directions for Administration
This Speaking Directions for Administration (DFA) document contains information needed by test examiners* to prepare for and administer the computer-based English Language Proficiency Assessments for California (ELPAC) to students with visual impairments.
The purpose of the ELPAC visual impairment and braille practice tests is to familiarize students and test examiners with the testing interface, item types, and accessibility resources. There is an ELPAC visual impairment and braille practice test available for each grade level/span.
Please note that the visual impairment and braille practice tests do not produce scores. These visual impairment and braille practice tests are available all year and may be used at any time in preparation for the operational ELPAC visual impairment and braille tests.
Visual impairment and braille practice tests can be administered in one of two ways: • Using the same procedures as the operational tests, with the Test Administrator
Interface, secure browser, and individual student logon information; or
• Using a standard supported web browser to access the practice tests directly, without use of the Test Administrator Interface or secure browser.
For more information on all aspects of the ELPAC, including test security, item types, and guidelines, refer to the ELPAC Test Administration Manual on the Manuals and Instructions web page at https://www.elpac.org/test-administration/instructions/.
Using the DFAThis DFA document should be used to administer the Speaking domain only. To administer the other domains, download the Listening, Reading and Writing visual impairment and braille DFA for each specific grade.
For visual impairment and braille accommodations, alternate text descriptions are embedded for all graphics. This DFA includes picture descriptions for each image.
This DFA contains scripts for administration. The symbols on the following page indicate instructions for test examiners:
*A test examiner does not need to be present to 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 VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
Directions for Administration (cont.)
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, if appropriate, may point to the text or pictures on the student’s screen if it will benefit the student.
Information for the test examiner
Advance to the next question
Stopping marker
Administering a Practice Test Session
The Speaking portion of the ELPAC is administered by the test examiner. Each student will be tested individually.
• If you are administering the visual impairment and braille practice test using the same procedures as the operational tests, confirm that the student has been assigned the correct test settings (designated supports and accommodations) in the Test Operations Management System (TOMS).
• If you are administering the visual impairment and braille practice test using a standard supported web browser without the use of the Test Administrator Interface or secure browser, apply the appropriate test settings (designated supports and accommodations) for the student in the Student Testing Interface for the practice and training tests directly.
• Gather the following test materials:
◦◦ The correct grade-level Speaking DFA
◦◦ Electronic device(s) for the student (and, if applicable, test examiner) to access the test
◦◦ Scratch paper and pencil for note-taking, or brailler slate and stylus, or other approved note-taking device
◦◦ Headsets and splitter for the test examiner and student (if preferred)
◦◦ For low vision test takers, screen magnification software will be necessary. Please refer to the ELPAC Test Administration Manual for necessary settings when launching with assistive technology.
NOTE: For Speaking, the test content is delivered by the test examiner. JAWS should not be used to read the content aloud and students should not navigate the test using their refreshable braille display.
3VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
Dir
Speaking Administration—All Speaking Task Types
Subject DirectionsPrompting guidelines See individual questions in this document for prompting guidelines.When to stop the test Refer to stopping markers in this document.Note-taking Note-taking is allowed for all Speaking task types. Students may take notes on
scratch paper or by using a preapproved device (e.g., brailler slate and stylus).
Preparing to Administer and Score the Speaking DomainBefore administering the test, the following is recommended:
• Prepare testing devices and materials for students and examiners.• Check the volume on the student device prior to entering the Student Interface, and
set the volume to MAX prior to logging in.• Select a quiet area to administer the test. Eliminate distractions (e.g., extraneous
noises, windows, clutter, etc.).
It is highly recommended that test examiners spend time preparing to administer and score the Speaking domain. The ELPAC includes task types with integrated skills, multiple rubrics, reading of complex academic text, and increased interactions between students and test examiners. The following are suggestions to help prepare for a successful test administration.
• Practice and Modeling: A practice question is included as part of the audio capture so the test examiner may provide feedback to let the student know they are responding correctly. The practice question in the audio capture is “Describe your favorite food.” For example, if the student responded to the practice question saying, “A hamburger,” the test examiner lets the student know the response was correct. If the student does not successfully respond, the test examiner models a correct response for the student, saying, “You could have said, ‘My favorite food is a hamburger and fries.’”
• Prompting Guidelines: The prompting guidelines vary for each task type. The words that the test examiner can say are located on the page that is read to the student. Test examiners should be familiar with each task type and the prompting guidelines.
• Oral Reading of Test Questions: Because of the length and complexity of some questions read by the test examiner, it is suggested to practice reading the text out loud several times prior to testing a student.
NOTE: The alternate text is being provided so that test examiners can use the provided description for the graphics rather than creating their own graphic descriptions.
• Pointing: Some questions require the test examiner to point, as indicated by the icon, while reading the text out loud to the student.
ections for Administration (cont.)
4 VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
Directions for Administration (cont.)
NOTE: For braille and low vision administration, use the provided verbal cue in addition to the pointing to ensure that students with visual impairments hear the description of the visual cue.
This should be rehearsed prior to the test administration. Do not point to pictures or text unless directed to in the Speaking DFA. Test examiners may use the cursor, pencil or pen, or their finger to point.
• Anchors and Rubrics: The test examiner should take time to read through the anchors and scoring rubrics for each test question before testing. Scoring of the Speaking domain occurs as the test is being administered.
• Scoring Practice: Each task type includes training and calibration quizzes in the Moodle Training Site to assist test examiners in listening to and scoring student responses. It is highly recommended that test examiners use this resource.
Prompting and Scoring Guidelines for the Speaking Domain • Prompting—Appropriate Wait Time: The amount of time it takes for students to
respond to a test question varies greatly. Test examiners should allow students enough time to compose their thoughts and prepare a response in English.
• Prompting—Student Answers Question Before Test Examiner Asks: Some students anticipate the next question and start to respond before the test examiner asks the question. The test examiner should not interrupt the student to ask the question. If the student’s response does not address the question, the test examiner should ask the question.
• Prompting—Repeating the Question: When a student asks or does not respond, you may repeat the question once.
• Prompting—Encouraging Students: Throughout the test, if a student is reluctant or asks for assistance that is not allowed, test examiners should give general encouragement by saying words such as, “It’s OK, do your best,” or “You are doing a good job,” etc.
• Scoring—Self-Correction: Since students respond to test questions fairly quickly, they sometimes change what they say in the middle of a word or sentence. Students who self-correct are not to be penalized; however, if a response is so halting or choppy that meaning is impeded, it may affect the score.
5VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
Directions for Administration (cont.)
Audio Capture For the practice test, audio capture is available for practice of the Speaking domain. If your computer does not have a microphone or the settings do not allow audio capture, you may administer the test without recording the student’s responses.
NOTE: For a low vision test administration, the enlargement of the test content on the student’s screen MUST take precedence over the voice capture.
During the operational administration of the Speaking domain, the following guidelines apply to the audio capture tool. The test examiner should score what the student says, not what is recorded. If the following occur, the test examiner may continue to the next question and does not need to rerecord:
• Test examiner forgets to record a response.• Test examiner records response on the wrong question.• Test examiner sees a red triangle in the review box when ending the test session.
Use of headsets with a microphone for voice capture is not recommended to enable interaction between the student and test examiner. Headsets are recommended for grades 3–12 Summarize an Academic Presentation streaming audio.
If the student is wearing a headset for Summarize an Academic Presentation, the test examiner must also wear a headset to be able to hear the presentation and point appropriately to pictures and text on the student’s screen. Two headsets may require a splitter.
Once the test examiner has navigated to the next test question, the audio will not be able to be replayed. The test examiner does not need to replay the student’s response to confirm the audio capture.
Audio Recording for Summarize an Academic PresentationAt grades 3-12, the test examiner will play an audio recording for the Summarize and Academic Presentation tasks. While playing or pausing the audio recording, it is important not to select any of the navigation features (i.e. the “Next” button or one of the tabs within the item sets). Doing so will move to the next item and will prohibit the ability to listen to the recorded audio again. If this happens during the operational test, you will have to file an appeal through the Security and Test Administration Incident Reporting System in order to re-open the test and play the audio again.
When to Stop the TestThere are stopping markers in the Speaking 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 the Speaking domain by clicking [Pause].
6 VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
Additional Directions
How to Print the DFA (optional) or View the DFA OnlinePrinting Instructions:If possible, choose the following settings when printing the DFA:
• Select two-sided printing (with binding on the long edge).• Staple on the vertical edge, left-hand side of the printed document.• Turn the document horizontally when viewing the test questions.
Instructions for Viewing Online:• Open the PDF file in Adobe Acrobat.• When you get to the test questions, rotate the view by going to: View (on the
main menu) > Rotate View > and select Clockwise.
Recommended Seating ArrangementThe following shows two options for seating arrangements for the test examiner and the student. Configuration may be updated based on the student’s individual needs for prescribed equipment.
Test Examiner
StudentTest Examiner Student
Test Examiner
StudentTest Examiner Student
7VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
Directions for Administration (cont.)
Logon and Audio/Sound Check Instructions
How to Start a Test Session as a Guest
SAY Today you will be taking the Speaking section of the ELPAC. First, I am going to sign you in.
1) Navigate to the ELPAC website (https://www.elpac.org). 2) Select the [Practice & Training Tests] button. 3) Select the [Student Interface Practice and Training Tests] link to launch the
Student Sign In screen on the student’s testing device. 4) Select the [Sign In] button to log on to the test as a guest.
5) Select the appropriate grade from the drop-down menu.
6) On the test selection screen, select the appropriate ELPAC practice test. ELPAC practice tests are located at the bottom of the list and are color-coded dark grey.
SAMPLE
8 VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
7) You will see a Choose Settings screen. SAMPLE
8) From the Presentation drop-down menu, select [Braille].
9) While the Choose Settings box is still open, choose any other test settings that are needed, then select the [Select] button.
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.
If appropriate, you may point to the microphone.
Directions for Administration (cont.)
9VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
Depending on the selected test settings, you may see additional screens to check the functionality of certain test setting(s) on your device (e.g., text-to-speech check). If your computer allows audio capture, please follow these steps, otherwise select [Skip Recording Check].
SAY Before giving your answers, I’m going to press the microphone to record your answers here. When it is time to record your answers, I will press the microphone. Let’s practice.
SAY Describe your favorite food.Pause for student’s response. When student has finished speaking, press the square stop
button to stop recording. Acknowledge the student’s correct response, or model a correct response, such as “You could have said, ‘My favorite food is a hamburger and fries.’”
SAY Now let’s see if it recorded your voice.Play back by pressing the green Play button.
SAY Did you hear yourself? Pause for student’s response.
Select [I heard my recording]. Select the [Continue] button. SAY OK, let’s get started.
View Test Settings or Help Guide as needed. Select [Begin Test Now].When Question 1 of the Speaking Test comes up, ask the student,
SAY Do you have any questions?Answer the student’s questions.
SAY Remember to answer all of the questions in English. If you want me to repeat a question, you can ask me to. OK, let’s get started.
NEXT
To start the Speaking test, go to the top of page 16.
Directions for Administration (cont.)
10 VISUAL IMPAIRMENT AND BRAILLE PRACTICE 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 (https://www.elpac.org).
2) Select the [Practice & Training Tests] button. 3) Select the [Test Administrator and Test Examiner Practice and Training Site]
button to log on to the Test Administrator Interface for the 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.)
11VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
STUDENT INTERFACE 8) Launch the secure browser on the student’s testing device or select the [Student
Interface Practice and Training Tests] link from the Practice and Training Tests tab on https://www.elpac.org.
9) Toggle the blue Guest User and Guest Session buttons to [OFF], and log the student on.• In the First Name field, enter the student’s first name as it appears in the California
Longitudinal Pupil Achievement Data System. • In the SSID field, enter the student’s 10-digit Statewide Student Identifier.• In the Session ID field, enter the Session ID generated from the Test Administrator
Interface.
10) Verify the student information is correct on the Is This You? screen. Select [Yes] to continue. (Select [No] if the student information is not correct and notify your ELPAC coordinator of the issue.)
Directions for Administration (cont.)
12 VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
STUDENT INTERFACE (cont.) 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 dark grey. SAMPLE
Directions for Administration (cont.)
TEST ADMINISTRATOR INTERFACE 12) Go back to your test examiner device and in the Test Administrator Interface,
approve the student to test. Select [Approvals] and a Test Settings pop-up screen will appear.
13) On the screen that pops up, select the blue icon that looks like an eye. This will open the Test Settings box.
14) From the Presentation drop-down menu, select [Braille]. SAMPLE
15) While the Test Settings box is still open, choose any other test settings that are needed, then select the [Set and Approve] button. When you do so, the student’s screen will advance.
13VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
Directions for Administration (cont.)
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.
If appropriate, you may point to the microphone.
Depending on the selected test settings, you may see additional screens to check the functionality of certain test setting(s) on your device (e.g., text-to-speech check). If your computer allows audio capture, please follow these steps, otherwise select [Skip Recording Check].
SAY Before giving your answers, I’m going to press the microphone to record your answer here. When it is time to record your answer, I will press the microphone. Let’s practice.
SAY Describe your favorite food. Pause for student’s response. When student has finished speaking, press the square stop
button to stop recording. Acknowledge the student’s correct response, or model a correct response, such as “You could have said, ‘My favorite food is a hamburger and fries.’”
SAY Now let’s see if it recorded your voice. Play back by pressing the green Play button.
14 VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
STUDENT INTERFACE (cont.)
SAY Did you hear yourself? Pause for student’s response. Select [I heard my recording]. Select the [Continue] button. SAY OK, let’s get started. View Test Settings or Help Guide as needed. Select [Begin Test Now]. When Question 1 of the Speaking Test comes up, ask the student,
SAY Do you have any questions? Answer the student’s questions. SAY Remember to answer all of the questions in English. If you want me to
repeat a question, you can ask me to. Sometimes there will be pictures that I can describe for you. OK, let’s get started.
NEXT
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15
16G
RAD
ES 9
–10
Med
ia C
ente
r
Talk
Ab
ou
t a
Scen
eC
hec
kin
g o
ut
Lap
top
s /
Qu
esti
on
s 2–
5
SAY
The
pict
ure
show
s a
libra
ry m
edia
cen
ter.
Ther
e ar
e sh
elve
s of
boo
ks a
nd s
ome
desk
s. S
ome
stud
ents
are
wor
king
on
com
pute
rs. T
here
are
two
teac
hers
hel
ping
stu
dent
s.SA
YIf
you
need
to h
ear t
he d
escr
iptio
n ag
ain,
let m
e kn
ow a
nd I
will
re
ad it
to y
ou.
No
.Q
uest
ion
Sco
re 0
Sco
re 1
blank
ce
ll
SAY
Imag
ine
you
are
in a
libr
ary
med
ia c
ente
r.• I
ncor
rect
resp
onse
/not r
eleva
nt/co
mplet
ely
unint
elligi
ble/no
resp
onse
/resp
onse
conta
ins
no E
nglis
h/“I d
on’t k
now.
”
• Cor
rect
resp
onse
.
2
If a
ppro
pria
te, y
ou m
ay p
oint
to th
e w
oman
han
ding
out
lapt
ops.
SAY
A te
ache
r is
hand
ing
a st
uden
t a la
ptop
com
pute
r. W
hat c
an th
e co
mpu
ter b
e us
ed fo
r?
N
EXT
◦{
Teac
her.
{◦Ho
mewo
rk/a
pro
ject
.◦{
Rese
arch
ing/
sear
chin
g fo
r sou
rces
.
3
If a
ppro
pria
te, y
ou m
ay p
oint
to th
e st
uden
t at t
he b
ooks
helf.
SAY
A st
uden
t is
look
ing
at s
ome
shel
ves.
Wha
t are
she
lves
us
ed fo
r in
a lib
rary
?
N
EXT
{◦I
forg
et.
{◦Ho
ldin
g bo
oks/
lapt
ops.
17
No
.Q
uest
ion
Sco
re 0
Sco
re 1
Sco
re 2
blank
ce
llFo
r que
stio
ns 4
and
5, i
f the
stud
ent
give
s a o
ne-w
ord
resp
onse
, say
, “Te
ll m
e m
ore.
”
•Res
pons
e is n
ot re
levan
t.•R
espo
nse c
ontai
ns no
Engli
sh.
• No r
espo
nse,
“I do
n’t kn
ow,”
or is
comp
letely
unint
elligi
ble.
•Res
pons
e is l
imite
d or
partia
lly re
levan
t.•E
rrors
in gr
amma
r,pr
onun
ciatio
n, or
inton
ation
impe
de m
eanin
g.
•Res
pons
e is r
eleva
nt.•E
rrors
in gr
amma
r,pr
onun
ciatio
n, or
inton
ation
do no
t impe
de m
eanin
g.
4If
app
ropr
iate
, you
may
poi
nt to
th
e tw
o st
uden
ts a
t the
fron
t tab
le.
SAY
Two
stud
ents
are
talk
ing
to
the
libra
rian.
Wha
t doe
s a
libra
rian
do?
NEX
T
Anc
hor:
◦{
Resp
onse
in p
rimar
y la
ngua
ge.
Anc
hor:
◦{
Help
. [E
xami
ner:
Tell
me m
ore.
] He
lpin
g.
Anc
hor:
◦{
Telli
ng a
kid
. . .
how
to
get o
n th
e co
mput
ers.
5SA
Y W
hat d
o st
uden
ts u
se a
lib
rary
for?
NEX
T
Anc
hor:
◦{
I do
n’t k
now.
Anc
hor:
◦{
Home
work
. [E
xami
ner:
Tell
me m
ore.
] (N
o re
spon
se.)
Anc
hor:
◦{
To g
et s
ome
quie
t.◦{
Chec
king
out
boo
ks.
Pro
mp
tin
g G
uid
elin
es: T
alk
Ab
ou
t a
Scen
eIf
the
stud
ent d
oes
not a
nsw
er o
r req
uest
s th
at a
que
stio
n be
repe
ated
, you
may
repe
at th
e qu
estio
n on
ce.
If th
e st
uden
t poi
nts,
pant
omim
es, o
r poi
nts
to p
eopl
e an
d th
ings
whi
le s
ayin
g w
ords
suc
h as
this
/that
/thes
e/th
ose,
say
, “Te
ll m
e in
wor
ds.”
For q
uest
ions
4 a
nd 5
, if t
he s
tude
nt g
ives
a o
ne-w
ord
resp
onse
, say
, “Te
ll m
e m
ore.
”
VIS
UA
L I
MPA
IRM
EN
T A
ND
BR
AIL
LE
PR
AC
TIC
E T
ES
T
18G
RAD
ES 9
–10
Spee
ch F
un
ctio
ns
Co
mp
ute
r H
elp
, Pla
y St
art
/ Q
ues
tio
ns
6–7
No
.Q
uest
ion
Fun
ctio
nSco
re 0
Sco
re 1
Sco
re 2
•Res
pons
e doe
s not
addr
ess t
helan
guag
e fun
ction
.•R
espo
nse c
ontai
ns no
Eng
lish.
•No r
espo
nse,
or “I
don’t
know
,” or
isco
mplet
ely un
intell
igible
.
•Res
pons
e add
ress
es th
e lan
guag
efun
ction
in a
limite
d way
. List
ener
effor
t is re
quire
d to i
nterp
ret
mean
ing.
•Erro
rs in
gram
mar, w
ord c
hoice
,pr
onun
ciatio
n, or
inton
ation
impe
deme
aning
.
•Res
pons
e app
ropr
iately
addr
esse
sthe
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
tim
pede
mea
ning.
6C
ompu
ter
Hel
pO
f ferin
g as
sist
ance
Anc
hor:
I do
n’t k
now.
Anc
hor:
Can
I do
logg
in f
or y
ou?
Anc
hor:
Hey,
I s
ee y
ou s
trug
glin
g. Do
yo
u ne
ed m
y he
lp?
7Pl
ay S
tart
Req
uest
ing
info
rmat
ion
Anc
hor:
Let’s
go
to th
e pl
ay.
Anc
hor:
Whe
n is
the
game
?Anc
hor:
Do y
ou k
now
what
time
the
scho
ol p
lay
star
ts?
19V
ISU
AL
IM
PAIR
ME
NT
AN
D B
RA
ILL
E P
RA
CT
ICE
TE
ST
SAY
Now
let’s
pra
ctic
e a
diffe
rent
kin
d of
que
stio
n. T
here
are
no
pict
ures
. I’m
goi
ng to
tell
you
abou
t som
e si
tuat
ions
th
at c
ould
hap
pen
to y
ou. T
hen,
tell
me
wha
t you
wou
ld s
ay. M
ake
sure
you
r ans
wer
is a
ppro
pria
te fo
r you
r au
dien
ce. R
emem
ber t
o an
swer
all
ques
tions
in E
nglis
h. If
you
wan
t me
to re
peat
a q
uest
ion,
you
can
ask
me
to.
The
first
one
is fo
r pra
ctic
e.
PRA
CTI
CE—
DO
NO
T R
ECO
RD
SAY
You
wan
t to
know
if y
our f
riend
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 re
spon
se, o
r mod
el a
co
rrec
t res
pons
e, su
ch a
s “D
id y
ou fi
nish
you
r pro
ject
?” o
r “H
ow is
you
r sci
ence
pro
ject
goi
ng?”
Func
tion:
ask
ing
for i
nfor
mat
ion
6 SAY
You
are
in th
e co
mpu
ter l
ab. A
stu
dent
is h
avin
g tr
oubl
e lo
ggin
g on
to th
e co
mpu
ter,
and
you
know
ho
w to
hel
p. W
hat w
ould
you
say
to th
e st
uden
t?Fu
nctio
n: o
fferin
g as
sist
ance
The
stud
ent m
ight
say,
“W
ould
you
like
hel
p lo
ggin
g on
?”
or “
Let m
e sh
ow y
ou h
ow to
log
on to
this
com
pute
r.”N
EXT
If th
ere
have
bee
n no
resp
onse
s or n
o co
rrec
t res
pons
es to
this
poi
nt, y
ou m
ay st
op te
stin
g in
the
Spea
king
dom
ain.
Sel
ect [
Paus
e].
7 SAY
You
mis
sed
the
mor
ning
ann
ounc
emen
ts. Y
ou
wan
t to
know
wha
t tim
e th
e sc
hool
pla
y st
arts
to
nigh
t. W
hat w
ould
you
say
to y
our c
lass
mat
e?Fu
nctio
n: re
ques
ting
info
rmat
ion
The
stud
ent m
ight
say,
“W
hat t
ime
does
the
play
star
t to
nigh
t?”
or “
I wou
ld li
ke to
kno
w w
hen
the
play
star
ts
toni
ght.”
NEX
T
Pro
mp
tin
g G
uid
elin
es: S
pee
ch F
un
ctio
ns
If th
e st
uden
t doe
s no
t ans
wer
or r
eque
sts
that
a q
uest
ion
be re
peat
ed, y
ou m
ay re
peat
the
ques
tion
once
.
20G
RAD
ES 9
–10
Sup
po
rt a
n O
pin
ion
Fitn
ess
or
Art
/ Q
ues
tio
n 8
Sco
re 0
Sco
re 1
Sco
re 2
Sco
re 3
•An o
pinion
is no
tex
pres
sed.
•Res
pons
e con
tains
noEn
glish
.•N
o res
pons
e, “I
don’t
know
,” or
is co
mplet
elyun
intell
igible
.
•An o
pinion
is ex
pres
sed b
ut 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
impe
de m
eanin
g.•S
peec
h may
cons
ist of
isola
tedwo
rds o
r phr
ases
.
•An o
pinion
is ex
pres
sed a
ndsu
ppor
ted us
ing si
mple
langu
age
and a
t leas
t one
simp
le re
levan
tre
ason
, or r
epea
ts lan
guag
e fro
mthe
prom
pt. 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
occa
siona
lly im
pede
mea
ning.
•Spe
ech m
ay be
slow
, cho
ppy,
orha
lting.
•An o
pinion
is ex
pres
sed a
nd su
ppor
ted us
ingef f
ectiv
e lan
guag
e* an
d at le
ast o
ne re
levan
tre
ason
with
expla
natio
n or e
labor
ation
. Littl
eto
no lis
tener
effor
t is re
quire
d to i
nterp
ret
mean
ing.
•Erro
rs in
gram
mar, w
ord c
hoice
, pro
nunc
iation
,or
inton
ation
do no
t impe
de m
eanin
g.•S
peec
h is f
airly
smoo
th an
d sus
taine
d.
Anc
hor:
I do
n’t k
now.
Anc
hor:
Thin
k ar
t wou
ld b
e be
tter
for
th
e co
mmun
ity. B
ecau
se if
kid
s lik
e if
they
don
’t ge
t tha
t muc
h.
Anc
hor:
Art.
[Exa
mine
r: Ju
stif
y yo
ur c
hoic
e by
givi
ng re
leva
nt re
ason
s to
su
ppor
t you
r opi
nion
.]So
they
cou
ld d
raw
good
.[E
xami
ner:
Tell
me m
ore
abou
t yo
ur c
hoic
e.]
(No
resp
onse
.)
Anc
hor:
The
phys
ical
fitn
ess.
[Exa
mine
r: Ju
stif
y yo
ur c
hoic
e by
givi
ng
rele
vant
reas
ons t
o su
ppor
t you
r opi
nion
.]Um
m, I
thin
k th
e ph
ysic
al fi
tnes
s be
caus
e th
en th
e ki
ds h
ave
some
thin
g ac
tive
to d
o in
stea
d of
like
bei
ng o
n co
mput
ers
all d
ay lo
ng.
*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
xtco
nnec
tives
, cau
sal w
ords
, auth
orita
tive e
xpre
ssion
, and
comp
arati
ve la
ngua
ge.
21V
ISU
AL
IM
PAIR
ME
NT
AN
D B
RA
ILL
E P
RA
CT
ICE
TE
ST
8 SAY
Now
,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
A lo
cal c
omm
unity
cen
ter h
as m
oney
to s
uppo
rt o
nly
one
of tw
o ne
w c
lass
es. T
he fi
rst c
hoic
e is
a p
hysi
cal fi
tnes
s cl
ass.
The
sec
ond
choi
ce is
an
art c
lass
. Whi
ch o
ne d
o yo
u th
ink
wou
ld b
e a
bette
r opt
ion
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
EXT
Pro
mp
tin
g G
uid
elin
es: S
up
po
rt a
n O
pin
ion
If th
e st
uden
t doe
s no
t ans
wer
or r
eque
sts
that
a q
uest
ion
be re
peat
ed, y
ou m
ay re
peat
the
ques
tion
once
.If
the
stud
ent 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.
”
22G
RAD
ES 9
–10
Vo
lun
teer
Ho
urs
/ 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
isco
mplet
ely un
intell
igible
.
•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
impe
de m
eanin
g.•S
peec
h may
cons
ist of
isola
tedwo
rds o
r phr
ases
.
•An o
pinion
is ex
pres
sed a
ndsu
ppor
ted us
ing si
mple
langu
age
and a
t leas
t one
simp
le re
levan
tre
ason
, or r
epea
ts lan
guag
e fro
mthe
prom
pt. 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
occa
siona
lly im
pede
mea
ning.
•Spe
ech m
ay be
slow
, cho
ppy,
orha
lting.
•An o
pinion
is ex
pres
sed a
ndsu
ppor
ted us
ing ef
fectiv
e lan
guag
e*an
d at le
ast o
ne re
levan
t rea
son w
ithex
plana
tion o
r elab
orati
on. L
ittle t
o no
listen
er ef
fort is
requ
ired t
o inte
rpre
tme
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 sus
taine
d.
Anc
hor:
(No
resp
onse
.)Anc
hor:
Take
car
e of
the
anim
als.
[Exa
mine
r: Ju
stif
y yo
ur c
hoic
e by
givi
ng re
leva
nt re
ason
s to
su
ppor
t you
r opi
nion
.]I
don’t
kno
w.
Anc
hor:
Volu
ntee
r at a
nima
l cen
ter.
[Exa
mine
r: Ju
stif
y 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 I
like
anim
als.
[Exa
mine
r: Te
ll me
mor
e ab
out
your
cho
ice.
]I
thin
k I
just
sai
d.
Anc
hor
A:
Umm,
I th
ink
the
first
opt
ion
is fo
r visi
ting
elde
rly p
eopl
e be
caus
e we
alre
ady
have
a lo
t of
peop
le
volu
ntee
ring
for t
he a
nima
ls.
And,
also
, I th
ink
it wo
uld
be a
go
od ti
me f
or k
ids
nowa
days
to
spen
d tim
e wi
th e
lder
ly p
eopl
e,
spen
d . .
. pl
ay g
ames
with
them
an
d ha
ve th
em .
. . e
lder
ly p
eopl
e te
ll st
orie
s of
thei
r pas
t, wh
ich
is pr
etty
inte
rest
ing.
Anc
hor
B:Um
m, I
thin
k th
e fir
st o
ptio
n I
thin
k it
woul
d be
bet
ter t
o vo
lunt
eer a
t the
ani
mal s
helte
r ju
st b
ecau
se it
wou
ld b
e mo
re
fun,
and
I b
elie
ve th
at m
ore
peop
le w
ould
wan
t to
spen
d tim
e wi
th p
ets.
* 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
xtco
nnec
tives
, cau
sal w
ords
, auth
orita
tive e
xpre
ssion
, and
comp
arati
ve la
ngua
ge.
Sup
po
rt a
n O
pin
ion
23V
ISU
AL
IM
PAIR
ME
NT
AN
D B
RA
ILL
E P
RA
CT
ICE
TE
ST
Sco
re 0
Sco
re 1
Sco
re 2
Sco
re 3
•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:
(No
resp
onse
.)Anc
hor:
Take
car
e of
the
anim
als.
[Exa
mine
r: Ju
stif
y yo
ur c
hoic
e by
givi
ng re
leva
nt re
ason
s to
su
ppor
t you
r opi
nion
.]I
don’t
kno
w.
Anc
hor:
Volu
ntee
r at a
nima
l cen
ter.
[Exa
mine
r: Ju
stif
y 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 I
like
anim
als.
[Exa
mine
r: Te
ll me
mor
e ab
out
your
cho
ice.
]I
thin
k I
just
sai
d.
Anc
hor
A:
Umm,
I th
ink
the
first
opt
ion
is fo
r visi
ting
elde
rly p
eopl
e be
caus
e we
alre
ady
have
a lo
t of
peop
le
volu
ntee
ring
for t
he a
nima
ls.
And,
also
, I th
ink
it wo
uld
be a
go
od ti
me f
or k
ids
nowa
days
to
spen
d tim
e wi
th e
lder
ly p
eopl
e,
spen
d . .
. pl
ay g
ames
with
them
an
d ha
ve th
em .
. . e
lder
ly p
eopl
e te
ll st
orie
s of
thei
r pas
t, wh
ich
is pr
etty
inte
rest
ing.
Anc
hor
B:Um
m, I
thin
k th
e fir
st o
ptio
n I
thin
k it
woul
d be
bet
ter t
o vo
lunt
eer a
t the
ani
mal s
helte
r ju
st b
ecau
se it
wou
ld b
e mo
re
fun,
and
I b
elie
ve th
at m
ore
peop
le w
ould
wan
t to
spen
d tim
e wi
th p
ets.
* 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.
9 SAY
I am
goi
ng to
ask
you
for y
our o
pini
on.
SAY
A cl
ub y
ou a
re in
has
dec
ided
to d
o so
me
com
mun
ity s
ervi
ce. T
here
are
two
poss
ible
com
mun
ity s
ervi
ce
oppo
rtun
ities
. One
is to
vol
unte
er a
t a s
enio
r citi
zen
com
mun
ity c
ente
r, pl
ayin
g ga
mes
with
eld
erly
peo
ple.
A
seco
nd c
hoic
e is
to v
olun
teer
at a
n an
imal
she
lter,
taki
ng c
are
of c
ats
and
dogs
. Whi
ch c
omm
unity
ser
vice
do
you
thin
k w
ould
be
bette
r for
you
r clu
b to
do?
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
EXT
Pro
mp
tin
g G
uid
elin
es: S
up
po
rt a
n O
pin
ion
If th
e st
uden
t doe
s no
t ans
wer
or r
eque
sts
that
a q
uest
ion
be re
peat
ed, y
ou m
ay re
peat
the
ques
tion
once
.If
the
stud
ent 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 9
–10
Pres
ent
and
Dis
cuss
Info
rmat
ion
Trav
el t
o S
cho
ol /
Qu
esti
on
10
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
comp
letely
unint
elligi
ble.
•Res
pons
e may
inclu
de in
forma
tion
in the
grap
h/cha
rt, bu
t con
tains
little
relev
ant o
r acc
urate
infor
matio
n.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
impe
de m
eanin
g.•S
peec
h may
cons
ist of
isola
tedwo
rd(s)
or ph
rase
(s) re
lated
to th
egr
aph/c
hart.
•Res
pons
e inc
ludes
a lim
ited
desc
riptio
n of in
forma
tion o
rpa
rtially
accu
rate
infor
matio
n in t
hegr
aph/c
hart.
Liste
ner e
ffort
may b
ere
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
onoc
casio
nally
impe
de m
eanin
g.•S
peec
h may
be sl
ow, c
hopp
y, or
haltin
g.
•Res
pons
e ans
wers
the qu
estio
n,inc
luding
a mo
stly c
lear a
ndac
cura
te de
scrip
tion o
f infor
matio
nin
the gr
aph/c
hart.
Little
to no
listen
er ef
fort is
requ
ired t
o inte
rpre
tme
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
dsu
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.
25V
ISU
AL
IM
PAIR
ME
NT
AN
D B
RA
ILL
E P
RA
CT
ICE
TE
ST
SAY
Now
we
are
goin
g to
do
a di
ffere
nt ty
pe o
f que
stio
n.SA
Y I a
m g
oing
to a
sk y
ou to
talk
abo
ut a
pie
cha
rt. T
he p
ictu
re s
how
s a
pie
char
t titl
ed “
How
Alv
arez
Mid
dle
Scho
ol
Stud
ents
Tra
vel t
o Sc
hool
.” 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
he in
form
atio
n in
the
pie
char
t is
as fo
llow
s:•
Wal
k, 8
per
cent
•C
ar, 3
1 pe
rcen
t•
Bus
, 48
perc
ent
•B
ike,
13
perc
ent
If th
e st
uden
t has
a ta
ctile
supp
lem
ent,
ask
them
to re
fer t
o it
now.
SAY
Stud
ents
at a
sch
ool w
ere
aske
d ho
w th
ey tr
avel
to s
choo
l in
the
mor
ning
. The
pie
cha
rt s
how
s th
e pe
rcen
tage
s of
diff
eren
t tr
ansp
orta
tion
met
hods
use
d by
the
stud
ents
. I c
an re
peat
the
pie
char
t des
crip
tion,
if n
eede
d. L
et m
e kn
ow w
hen
you
are
read
y fo
r me
to a
sk y
ou a
que
stio
n.G
ive
stud
ents
tim
e to
thin
k ab
out t
he p
ie c
hart
befo
re re
adin
g th
e fir
st
ques
tion.
10If
app
ropr
iate
, you
may
poi
nt to
the
text
on
the
stud
ent’s
scre
en.
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
EXT
How
Alv
arez
Mid
dle
Sch
ool
Stu
den
ts T
rave
l to
Sch
ool
Stu
dent
s at
a s
choo
l wer
e as
ked
how
they
trav
el
to s
choo
l in
the
mor
ning
. The
pie
cha
rt sh
ows
the
perc
enta
ges
of d
iffer
ent t
rans
porta
tion
met
hods
us
ed b
y th
e st
uden
ts.
Car
31%
Bus
48%
Wal
k8%
Bik
e13
%
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.
26G
RAD
ES 9
–10
Trav
el t
o S
cho
ol /
Qu
esti
on
11
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
comp
letely
unint
elligi
ble.
•Res
pons
e may
inclu
de in
forma
tion
from
the gr
aph/c
hart
but d
oes n
otde
mons
trate
wheth
er th
e clai
m is
supp
orted
or un
supp
orted
or m
aylac
k und
ersta
nding
of th
e gra
ph/
char
t or c
laim.
Sign
ifican
t liste
ner
effor
t may
be 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
often
impe
de m
eanin
g.•S
peec
h may
cons
ist of
isola
tedwo
rd(s)
or ph
rase
(s) re
lated
to th
egr
aph/c
hart
or cl
aim.
•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
swh
ether
the c
laim
is su
ppor
ted or
unsu
ppor
ted, a
nd th
e res
pons
ema
y lac
k deta
il and
clar
ity. L
isten
ereff
ort m
ay be
requ
ired t
o inte
rpre
tme
aning
.•E
rrors
in gr
amma
r, wor
d cho
ice,
pron
uncia
tion,
or in
tonati
onoc
casio
nally
impe
de m
eanin
g.•S
peec
h may
be sl
ow, c
hopp
y, or
haltin
g.
•Res
pons
e use
s rele
vant
infor
matio
nan
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
dsu
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.
Pres
ent
and
Dis
cuss
Info
rmat
ion
27V
ISU
AL
IM
PAIR
ME
NT
AN
D B
RA
ILL
E P
RA
CT
ICE
TE
ST
11If
app
ropr
iate
, you
may
poi
nt to
the
text
on
the
stud
ent’s
scre
en.
SAY
Let’s
thin
k ab
out t
he p
ie c
hart
aga
in. I
can
repe
at th
e pi
e ch
art d
escr
iptio
n, if
nee
ded.
Is th
e fo
llow
ing
clai
m
supp
orte
d or
not
sup
port
ed b
ased
on
the
info
rmat
ion
in th
e pi
e ch
art?
Cla
im: M
ore
stud
ents
wal
k to
sch
ool t
han
ride
a bi
ke.
SAY
Giv
e de
tails
from
the
pie
char
t to
supp
ort y
our a
nsw
er.
NEX
TH
ow A
lvar
ez M
idd
le S
choo
lS
tud
ents
Tra
vel t
o S
choo
l
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
.
Car
31%
Bus
48%
Wal
k8%
Bik
e13
%
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.
28G
RAD
ES 9
–10
Sum
mar
ize
an A
cad
emic
Pre
sen
tati
on
Evap
ora
tio
n /
Qu
esti
on
12
SAY
In th
is p
art o
f the
test
, you
will
list
en to
a re
cord
ed p
rese
ntat
ion.
Th
ere
are
thre
e pi
ctur
es. T
he fi
rst p
ictu
re s
how
s tw
o gl
ass
cont
aine
rs
conn
ecte
d by
a tu
be. T
he c
onta
iner
s ar
e si
tting
on
a ho
t pla
te. T
he
hot p
late
is tu
rned
off.
The
gla
ss c
onta
iner
on
the
left,
labe
led
A, h
as
som
e liq
uid.
The
gla
ss c
onta
iner
on
the
right
, lab
eled
B, h
as n
o liq
uid.
Th
e se
cond
pic
ture
sho
ws
two
glas
s co
ntai
ners
con
nect
ed b
y a
tube
si
tting
on
a ho
t pla
te. T
he h
ot p
late
is tu
rned
on.
Bot
h co
ntai
ners
hav
e th
e sa
me
amou
nt o
f gas
. The
third
pic
ture
sho
ws
two
glas
s co
ntai
ners
co
nnec
ted
by a
tube
sitt
ing
on a
hot
pla
te. T
he h
ot p
late
is tu
rned
off.
B
oth
cont
aine
rs h
ave
the
sam
e am
ount
of l
iqui
d.
12
3
If th
e st
uden
t has
a ta
ctile
supp
lem
ent,
ask
them
to re
fer t
o it
now.
NO
TE: T
he B
raill
e R
eady
For
mat
(BR
F) fi
le is
loca
ted
in th
e fir
st
tab
on th
is sc
reen
.SA
Y Yo
u ar
e go
ing
to li
sten
to s
ome
info
rmat
ion
abou
t eva
pora
tion
and
cond
ensa
tion.
You
will
hea
r the
info
rmat
ion
only
onc
e. A
s yo
u lis
ten,
refe
r to
your
tact
ile s
uppl
emen
t. Yo
u m
ay ta
ke n
otes
as
you
liste
n.W
hen
the
pres
enta
tion
ends
, you
will
sum
mar
ize
the
info
rmat
ion
you
hear
d. Y
ou w
ill•
expl
ain
evap
orat
ion
and
cond
ensa
tion,
•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 the
reco
rdin
g pl
ays,
if ap
prop
riate
, you
may
poi
nt to
the
rele
vant
pic
ture
that
is o
n th
e st
uden
t’ssc
reen
or o
n th
e st
uden
t’s ta
ctile
supp
lem
ent.
Afte
r you
hav
e st
arte
d th
e re
cord
ing,
do
not p
ause
or s
top
the
reco
rdin
g. T
he a
udio
re
cord
ing
cann
ot b
e re
play
ed. I
f a v
alid
dis
rupt
ion
occu
rs (e
.g.,
inte
rcom
ann
ounc
emen
ts, fi
re d
rills
, stu
dent
hea
lth is
sues
, aud
io
mal
func
tions
), pl
ease
read
the
reco
rded
aud
io sc
ript t
o co
mpl
ete
the
test
adm
inis
tratio
n an
d co
ntac
t you
r LEA
ELP
AC
or s
ite E
LPA
C
coor
dina
tor t
o fil
e a
STA
IRS
repo
rt in
TO
MS.
VIS
UA
L I
MPA
IRM
EN
T A
ND
BR
AIL
LE
PR
AC
TIC
E T
ES
T29
If u
sing
hea
dpho
nes,
put h
eadp
hone
s on
now.
Rec
orde
d A
udio
Scr
ipt
In s
tep
one.
It s
how
s tw
o gl
ass
cont
aine
rs c
onne
cted
by
a gl
ass
tube
. The
re is
som
e liq
uid
in o
ne o
f the
con
tain
ers.
The
ot
her c
onta
iner
has
no
liqui
d. B
oth
cont
aine
rs a
re s
ittin
g on
a h
ot p
late
. In
ste
p tw
o. W
hen
the
hot p
late
is tu
rned
on,
the
liqui
d in
the
first
con
tain
er b
ecom
es v
ery
hot.
The
liqui
d ev
apor
ates
and
tu
rns
into
a s
team
or a
gas
. As
you
may
kno
w, e
vapo
ratio
n is
the
proc
ess
of a
liqu
id c
hang
ing
into
a g
as. T
hen,
the
gas
mov
es th
roug
h th
e tu
be to
the
seco
nd c
onta
iner
. Afte
r a fe
w m
inut
es th
ere
is a
n eq
ual a
mou
nt o
f gas
in b
oth
cont
aine
rs.
In s
tep
thre
e. W
hen
the
hot p
late
is tu
rned
off,
the
gas
in th
e co
ntai
ners
slo
wly
coo
ls d
own.
As
it co
ols,
con
dens
atio
n be
gins
. C
onde
nsat
ion
is th
e op
posi
te o
f eva
pora
tion.
Con
dens
atio
n is
whe
n ga
s ch
ange
s ba
ck in
to a
liqu
id. A
fter a
sho
rt pe
riod
of ti
me,
al
l of t
he s
team
—th
at is
, the
gas
—be
com
es li
quid
aga
in. T
here
is n
ow a
n eq
ual a
mou
nt o
f liq
uid
in e
ach
cont
aine
r. Th
at is
be
caus
e w
hen
the
liqui
d w
as h
eate
d, th
e ga
s w
as d
ivid
ed e
qual
ly b
etw
een
the
two
cont
aine
rs.
This
dem
onst
ratio
n sh
ows
how
eva
pora
tion
and
cond
ensa
tion
mak
e it
poss
ible
for w
ater
to m
ove
from
pla
ce to
pla
ce. T
his
proc
ess
is a
n im
porta
nt p
art o
f the
wat
er c
ycle
.
NEX
T12 SA
Y Su
mm
ariz
e th
e in
form
atio
n yo
u he
ard.
Be
sure
to•
expl
ain
evap
orat
ion
and
cond
ensa
tion,
•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 st
uden
t sum
mar
ize
the
pres
enta
tion.
Whi
le th
e st
uden
t is r
espo
ndin
g, u
se th
e m
ain
poin
ts a
nd th
e ru
bric
to sc
ore
the
resp
onse
.N
EXT
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 9
–10
Evap
ora
tio
n /
Qu
esti
on
12
Sum
mar
ize
an A
cad
emic
Pre
sen
tati
on M
ain
Po
ints
A fu
ll re
spon
se in
clud
es a
ll of
the
follo
win
g st
eps
in th
e de
mon
stra
tion
and
at le
ast o
ne d
etai
l for
eac
h st
ep.
Step
s in
the
dem
onst
ratio
n:•
Ther
e is
liqu
id (w
ater
) in
one
of th
e co
ntai
ners
(gla
sses
/cup
s/bo
ttle
s).
Deta
ils: T
wo
(gla
ss) c
onta
iner
s ar
e co
nnec
ted
by a
(gla
ss) t
ube
OR
both
con
tain
ers
(gla
sses
/cup
s/bo
ttle
s) a
re o
n a
hot p
late
(pla
te/s
tove
) OR
the
othe
r con
tain
er h
as n
o liq
uid
(wat
er).
•Th
en h
eat i
s ap
plie
d to
the
liqui
d (w
ater
), it
chan
ges
to a
gas
(eva
pora
tion/
evap
orat
es).
Deta
ils: T
he h
ot p
late
is tu
rned
on
OR
it ge
ts h
ot O
R th
e liq
uid
(wat
er) t
urns
into
gas
OR
the
gas
mov
es th
roug
h th
e tu
be in
to th
e ot
her c
onta
iner
OR
the
liqui
d (w
ater
) eva
pora
tes.
•Th
e ga
s co
ols
dow
n, it
cha
nges
into
a li
quid
(con
dens
atio
n/co
nden
ses)
.De
tails
: The
hea
t is
turn
ed o
ff/th
e ga
s co
ols
dow
n an
d ga
s ch
ange
s to
a li
quid
(wat
er) O
R th
ere
is th
e sa
me
(equ
al) a
mou
nt o
f liq
uid
(wat
er) i
n ea
chco
ntai
ner (
glas
s/cu
p).
31
Sco
re 0
Sco
re 1
Sco
re 2
Sco
re 3
Sco
re 4
•Res
pons
e is
not r
eleva
nt.•R
espo
nse
conta
ins no
Engli
sh.
•No r
espo
nse,
“I do
n’t kn
ow,”
or is
comp
letely
unint
elligi
ble.
•Res
pons
e inc
ludes
anatt
empt
to re
feren
ce th
epr
esen
tation
/pictu
re bu
tco
nvey
s littl
e rele
vant
infor
matio
n.•I
deas
are r
arely
cohe
sive a
ndco
nnec
ted.
•Gra
mmar
and w
ord c
hoice
are l
imite
d and
impe
deme
aning
.•P
ronu
nciat
ion an
d/or
inton
ation
often
impe
deme
aning
.•S
peec
h may
cons
ist of
isolat
ed w
ord(
s) or
phra
se(s)
relat
ed to
the p
ictur
e.
•Res
pons
e inc
ludes
a pa
rtial
summ
ary o
f at le
ast o
neof
the m
ain po
ints o
f the
pres
entat
ion an
d may
lack
an un
derst
andin
g of th
e main
point
s.•I
deas
are s
ometi
mes c
ohes
ivean
d con
necte
d.•G
ramm
ar an
d wor
d cho
ice ar
esim
ple an
d rep
etitiv
e; er
rors
often
impe
de m
eanin
g.•P
ronu
nciat
ion an
d/or
inton
ation
often
impe
deme
aning
.•S
peec
h may
be sl
ow, c
hopp
y,or
haltin
g.
•Res
pons
e inc
ludes
a mo
stly c
lear
summ
ary o
f som
e of th
e main
point
sof
the pr
esen
tation
with
partia
l/bas
icde
tails.
•Ide
as ar
e usu
ally c
ohes
ive an
dco
nnec
ted.
•Gra
mmar
and w
ord c
hoice
are
adeq
uate;
erro
rs oc
casio
nally
impe
de m
eanin
g.•P
ronu
nciat
ion an
d/or in
tonati
onoc
casio
nally
impe
de m
eanin
g.•S
peec
h is f
airly
susta
ined,
thoug
hso
me ch
oppin
ess o
r halt
ing m
ayoc
cur.
•A fu
ll res
pons
e inc
ludes
a clea
r sum
mary
of the
main
point
s and
detai
ls of
the pr
esen
tation
.•I
deas
are c
ohes
ive an
dco
nnec
ted.
•Gra
mmar
and w
ord
choic
e are
varie
d and
effec
tive;
erro
rs do
not
impe
de m
eanin
g.•P
ronu
nciat
ion an
dint
onati
on do
not im
pede
mean
ing.
•Spe
ech i
s usu
ally s
mooth
and s
ustai
ned.
Anc
hor:
I do
n’t k
now.
Anc
hor:
This
is on
and
it is
off
.[E
xami
ner:
Wha
t else
can
yo
u te
ll me
abo
ut w
hat
you
hear
d?]
(No
resp
onse
.)
Anc
hor:
So o
n th
is pi
ctur
e it
show
s th
at it
has
mor
e th
an th
e ot
her o
ne th
at
does
n't h
ave
anyt
hing
. An
d wh
en th
ey tu
rn it
on,
th
e ev
apor
atio
n go
es to
th
e ot
her c
up. A
nd th
en
when
they
turn
it o
ff a
fter
aw
hile
, it b
oth
has
equa
l . .
. eq
ual,
umm,
wat
er.
[Exa
mine
r: W
hat e
lse c
an
you
tell
me a
bout
wha
t you
he
ard?
](N
o re
spon
se.)
Anc
hor:
Evap
orat
ion
and
cond
ensa
tion
has
a ve
ry d
iffe
renc
e be
twee
n ea
ch o
ther
bec
ause
if y
ou p
ut
one
wate
r in
one
pot a
nd th
e ot
her o
ne d
oesn
't h
ave
wate
r an
d if
you
turn
on
the
hot p
late
, on
e of
them
bec
ome
. . .
they
can
be
come
into
gas
and
one
of
them
ca
n ge
t fog
gy a
nd s
moky
. And
wh
en y
ou .
. . w
hen
you
turn
off
th
e ho
t pla
te, i
t will
turn
bac
k to
no
rmal
. But
con
dens
atio
n is
the
oppo
site
of e
vapo
ratio
n be
caus
e co
nden
satio
n do
esn'
t hav
e ga
s wh
en y
ou tu
rn o
n th
e ho
t pla
te.
Anc
hor:
In p
ictu
re n
umbe
r on
e, c
onta
iner
"A"
has
abou
t two
. . .
two
cups
of
wate
r. An
d wh
en it
is h
eate
d,
umm,
it e
vapo
rate
s an
d cr
eate
s a
gas
or a
st
eam,
and
it g
oes
to
the
othe
r con
tain
er in
an
equ
al a
moun
t. An
d th
en it
. . .
and
then
it
cond
ensa
tes
into
bot
h co
ntai
ners
"A" a
nd "B
" an
d cr
eate
s an
equ
al
amou
nt o
f wa
ter.
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.
VIS
UA
L I
MPA
IRM
EN
T A
ND
BR
AIL
LE
PR
AC
TIC
E T
ES
T
32Sa
nd
Du
nes
/ Q
ues
tio
n 1
3Su
mm
ariz
e an
Aca
dem
ic P
rese
nta
tio
n
SAY
In th
is p
art o
f the
test
, you
will
list
en to
a re
cord
ed p
rese
ntat
ion.
The
re
are
thre
e pi
ctur
es. T
he fi
rst p
ictu
re s
how
s a
beac
h w
ith th
e oc
ean
on th
e rig
ht s
ide,
and
a ro
ck p
artia
lly c
over
ed b
y sa
nd o
n th
e le
ft si
de. T
he w
ind
is
blow
ing
sand
tow
ard
the
rock
. The
sec
ond
pict
ure
show
s a
beac
h w
ith th
e oc
ean
on th
e rig
ht s
ide,
and
the
rock
cov
ered
by
mor
e sa
nd o
n th
e le
ft si
de.
The
win
d is
blo
win
g m
ore
sand
tow
ard
the
rock
. The
third
pic
ture
sho
ws
a be
ach
with
the
ocea
n on
the
right
sid
e, a
nd th
e ro
ck c
ompl
etel
y co
vere
d by
sa
nd o
n th
e le
ft si
de. T
he w
ind
is s
till b
low
ing
sand
tow
ards
the
rock
. The
righ
t sid
e of
the
sand
is la
bele
d du
ne
face
. The
left
side
of t
he s
and
is la
bele
d cr
est a
nd s
lip fa
ce.
San
d D
un
es1
Win
ddi
rect
ion
Rock
Oce
an
2
Win
ddi
rect
ion
Rock
Oce
an
3
Win
ddi
rect
ion
Slip
face
Cre
st
Dun
efa
ce
Rock
Oce
an
If th
e st
uden
t has
a ta
ctile
supp
lem
ent,
ask
them
to re
fer t
o it
now.
NO
TE: T
he B
raill
e R
eady
For
mat
(BR
F) fi
le is
loca
ted
in th
e fir
st
tab
on th
is sc
reen
.SA
Y Yo
u ar
e go
ing
to li
sten
to s
ome
info
rmat
ion
abou
t san
d du
ne fo
rmat
ion.
You
will
hea
r the
info
rmat
ion
only
onc
e.
As
you
liste
n, lo
ok a
t the
pic
ture
s th
at a
re o
n yo
ur s
cree
n. Y
ou m
ay ta
ke n
otes
as
you
liste
n.W
hen
the
pres
enta
tion
ends
, you
will
sum
mar
ize
the
info
rmat
ion
you
hear
d. Y
ou w
ill•
expl
ain
sand
dun
e fo
rmat
ion,
•in
clud
e al
l the
par
ts o
f a s
and
dune
, 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 t
he re
cord
ing
play
s, if
appr
opria
te, y
ou m
ay p
oint
to th
e re
leva
nt p
ictu
re th
at is
on
the
stud
ent’s
scre
en o
r on
the
stud
ent’s
tact
ile su
pple
men
t. A
fter y
ou h
ave
star
ted
the
reco
rdin
g, d
o no
t pau
se o
r sto
p th
e re
cord
ing.
The
aud
io
reco
rdin
g ca
nnot
be
repl
ayed
. If a
val
id d
isru
ptio
n oc
curs
(e.g
., in
terc
om a
nnou
ncem
ents
, fire
dril
ls, s
tude
nt h
ealth
issu
es, a
udio
m
alfu
nctio
ns),
plea
se re
ad th
e re
cord
ed a
udio
scrip
t to
com
plet
e th
e te
st a
dmin
istra
tion
and
cont
act y
our L
EA E
LPA
C o
r site
ELP
AC
co
ordi
nato
r to
file
a ST
AIR
S re
port
in T
OM
S.If
usi
ng h
eadp
hone
s, pu
t hea
dpho
nes o
n no
w.
Rec
orde
d A
udio
Scr
ipt
Mou
nds
of lo
ose
sand
cre
ated
by
win
d m
ovem
ent a
re re
ferr
ed to
as
sand
dun
es. S
and
dune
s ar
e im
porta
nt n
atur
al
barr
iers
, and
they
pla
y an
impo
rtant
role
in p
reve
ntin
g be
ach
eros
ion.
Look
at p
ictu
re o
ne. I
t sho
ws
an o
cean
bea
ch. T
he s
and
clos
e to
the
wat
er is
wet
from
the
wav
es w
ashi
ng o
ver i
t. H
owev
er, f
arth
er a
way
from
the
wat
er, t
he s
and
has
drie
d ou
t. Th
e w
ind
is s
tarti
ng to
pic
k up
the
grai
ns o
f san
d an
d bl
ow
them
tow
ard
a la
rge
rock
.
GRA
DES
9–1
0
33
In p
ictu
re tw
o, th
e sa
nd is
bei
ng m
oved
by
the
win
d, b
ut it
sto
ps w
hen
it hi
ts th
e ro
ck. T
his
is h
ow s
and
dune
form
atio
n be
gins
. The
win
d co
ntin
ues
to b
low
san
d. M
ore
and
mor
e sa
nd c
ontin
ues
to p
ile u
p ar
ound
the
rock
. As
sand
acc
umul
ates
, th
e du
ne b
ecom
es ta
ller a
nd w
ider
.N
ow lo
ok a
t pic
ture
thre
e. T
he d
une
cont
inue
s to
gro
w a
s th
e w
ind
mov
es m
ore
sand
up
wha
t’s c
alle
d th
e “d
une
face
” to
the
“cre
st,”
or to
p of
the
dune
. Whe
n th
e cr
est’s
ang
le b
ecom
es to
o st
eep,
the
sand
col
laps
es d
own
the
back
of t
he d
une;
th
is is
cal
led
the
“slip
face
.” Th
e fa
llen
sand
rest
s ar
ound
the
base
of t
he d
une,
hel
ping
to s
tabi
lize
it. T
his
cycl
e co
ntin
ues
as lo
ng a
s th
ere
is lo
ose,
dry
san
d be
ing
blow
n.N
EXT
13 SAY
Sum
mar
ize
the
info
rmat
ion
you
hear
d. B
e su
re to
•ex
plai
n sa
nd d
une
form
atio
n,•
incl
ude
all t
he p
arts
of a
san
d du
ne, a
nd•
use
rele
vant
det
ails
and
cle
ar la
ngua
ge.
Paus
e to
let t
he st
uden
t sum
mar
ize
the
pres
enta
tion.
Whi
le th
e st
uden
t is r
espo
ndin
g, u
se th
e m
ain
poin
ts a
nd th
e ru
bric
to sc
ore
the
resp
onse
. Afte
r the
stud
ent r
espo
nds,
SAY
This
is th
e en
d of
the
Spea
king
test
. Tha
nk y
ou fo
r you
r atte
ntio
n an
d ha
rd w
ork.
D
IREC
TIO
NS
ON
EN
DIN
G A
TES
T•
Sele
ct th
e [E
nd T
est]
butto
n to
con
tinue
to th
e re
view
scre
en.
•D
o no
t rer
ecor
d re
spon
ses i
f you
see
a re
d tri
angl
e in
the
revi
ew b
ox. S
elec
t the
[ Sub
mit
Test
] but
ton.
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?
” Re
prom
pt o
nly
once
.
VIS
UA
L I
MPA
IRM
EN
T A
ND
BR
AIL
LE
PR
AC
TIC
E T
ES
T
34Sa
nd
Du
nes
/ Q
ues
tio
n 1
3Su
mm
ariz
e an
Aca
dem
ic P
rese
nta
tio
n Main
Po
ints
A fu
ll re
spon
se in
clud
es a
ll of
the
step
s in
san
d du
ne fo
rmat
ion
and
at le
ast o
ne d
etai
l for
eac
h st
ep:
•(D
ried
out/g
rain
s of
) san
d is
blo
wn
by th
e w
ind
tow
ard
a ro
ck.
Deta
ils: S
and
dune
s ar
e im
port
ant n
atur
al b
arrie
rs O
R sa
nd d
unes
hel
p pr
even
t bea
ch e
rosi
on O
R sa
nd c
lose
to th
e w
ater
is w
et, b
ut it
is d
ry fa
rthe
raw
ay.
•Sa
nd p
iles
up a
roun
d th
e ro
ck.
Deta
ils: M
ore
and
mor
e sa
nd p
iles
up a
s th
e w
ind
cont
inue
s to
blo
w O
R as
the
sand
acc
umul
ates
/pile
s up
, the
dun
e be
com
es ta
ller/w
ider
.•
Win
d m
oves
san
d up
the
dune
(fac
e) to
the
cres
t/top
.De
tails
: (W
hen
the
cres
t’s a
ngle
bec
omes
too
stee
p), t
he s
and
colla
pses
dow
n th
e ba
ck (o
f the
dun
e) O
R th
e co
llaps
e is
cal
led
the
“slip
face
” O
R th
efa
llen
sand
hel
ps s
tabi
lize
the
dune
OR
the
cycl
e co
ntin
ues
as lo
ng a
s th
ere
is lo
ose,
dry
san
d be
ing
blow
n.
GRA
DES
9–1
0
35
Sco
re 0
Sco
re 1
Sco
re 2
Sco
re 3
Sco
re 4
•Res
pons
e is
not r
eleva
nt.•R
espo
nse
conta
ins no
Engli
sh.
•No r
espo
nse,
“I do
n’tkn
ow,”
or is
comp
letely
unint
elligi
ble.
•Res
pons
e inc
ludes
anatt
empt
to re
feren
ce th
epr
esen
tation
/pictu
re bu
tco
nvey
s littl
e rele
vant
infor
matio
n.•I
deas
are r
arely
cohe
sive a
ndco
nnec
ted.
•Gra
mmar
and w
ord c
hoice
are
limite
d and
impe
de m
eanin
g.•P
ronu
nciat
ion an
d/or
inton
ation
often
impe
deme
aning
.•S
peec
h may
cons
ist of
isolat
ed w
ord(
s) or
phra
se(s)
relat
ed to
the p
ictur
e.
•Res
pons
e inc
ludes
a pa
rtial
summ
ary o
f at le
ast o
ne of
the
main
point
s of th
e pre
senta
tion
and m
ay la
ck an
unde
rstan
ding
of the
main
point
s.•I
deas
are s
ometi
mes c
ohes
ivean
d con
necte
d.•G
ramm
ar an
d wor
d cho
ice ar
esim
ple an
d rep
etitiv
e; er
rors
often
impe
de m
eanin
g.•P
ronu
nciat
ion an
d/or in
tonati
onoft
en im
pede
mea
ning.
•Spe
ech m
ay be
slow
, cho
ppy,
or ha
lting.
•Res
pons
e inc
ludes
a mo
stly
clear
summ
ary o
f som
e of th
ema
in po
ints o
f the p
rese
ntatio
nwi
th pa
rtial/b
asic
detai
ls.•I
deas
are u
suall
y coh
esive
and c
onne
cted.
•Gra
mmar
and w
ord c
hoice
are
adeq
uate;
erro
rs oc
casio
nally
impe
de m
eanin
g.•P
ronu
nciat
ion an
d/or
inton
ation
occa
siona
lly im
pede
mean
ing.
•Spe
ech i
s fair
ly su
staine
d,tho
ugh s
ome c
hopp
iness
orha
lting m
ay oc
cur.
•A fu
ll res
pons
e inc
ludes
a cle
arsu
mmar
y of th
e main
point
s and
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
eva
ried a
nd ef
fectiv
e; er
rors
do no
tim
pede
mea
ning.
•Pro
nunc
iation
and i
ntona
tion d
ono
t impe
de m
eanin
g.•S
peec
h is u
suall
y smo
oth an
dsu
staine
d.
Anc
hor:
I do
n’t
know
.
Anc
hor:
I do
n’t k
now.
Oce
an.
[Exa
mine
r: W
hat e
lse c
an
you
tell
me a
bout
wha
t yo
u he
ard?
]I
don’t
kno
w.
Anc
hor:
The
sand
dun
es is
sand
that
’s rig
ht n
ext t
o th
e oc
ean.
And
it’s p
art o
f th
e sa
nd d
on’t
move
by
the
wind
bec
ause
it’
s wet
. And
the
top
sand
du
nes o
n to
p, it
flie
s. An
d, it
, um
m . .
. and
then
it g
oes l
ike
on to
p of
the
rock
, I g
uess
. An
d . .
. and
that
’s ho
w th
e sa
nd m
oves
up
and
cove
rs u
p st
uff.
And
that
’s it.
[Exa
mine
r: W
hat e
lse c
an
you
tell
me a
bout
wha
t you
he
ard?
]Th
at sa
nd d
unes
is re
ally
impo
rtan
t, I
gues
s.
Anc
hor:
Umm,
sand
dun
es a
re
impo
rtan
t bar
riers
, nat
ural
barr
iers
. And
the
sand
. .
. the
sand
clos
e to
the
wate
r is w
et. A
nd th
e sa
nd
is mo
ved
by th
e wi
nd. T
he
rock
stop
s the
sand
. Whe
n th
e sa
nd a
ccum
ulate
s, it
grow
s big
ger a
nd it
. . .
and
yeah
.[E
xami
ner:
Wha
t else
can
yo
u te
ll me
abo
ut w
hat y
ou
hear
d?]
It g
oes,
the
sand
goe
s int
o th
e, th
e wi
nd g
oes i
n th
e ro
ck d
irect
ion.
And,
yea
h.
Anc
hor:
Sand
dun
es is
bas
ically
loos
e sa
nd c
reat
ed b
y wi
nd. T
hey’r
e im
port
ant b
ecau
se th
ey p
reve
nt
beac
h er
osio
ns. U
mm, m
ost s
and
is lik
e, w
et f
rom
the
ocea
n, bu
t th
ere
is so
me sa
nd th
at’s
drie
d ou
t, wh
ich is
far
ther
fro
m th
e oc
ean,
and
the
wind
car
ries t
he
dry
sand
to a
rock
. It c
ontin
ues
to c
arry
it, e
vent
ually
the
sand
pi
les u
p, a
nd th
e du
nes a
re
crea
ted.
And
the
first
par
t is
calle
d a
dune
pha
se, a
nd th
en,
behi
nd th
ere’s
the
cres
t. Um
m,
and
then
the
slip
phas
e, is
whe
n th
e cr
est s
tart
s fall
ing b
ack.
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.
VIS
UA
L I
MPA
IRM
EN
T A
ND
BR
AIL
LE
PR
AC
TIC
E T
ES
T
36
Student Score Sheet
SPEAKING Visual Impairment and Braille Practice Test—Grades 9–10Talk About a Scene 2 0 1 3 0 1 4 0 1 2 5 0 1 2
Speech Functions 6 0 1 2 7 0 1 2
Support an Opinion 8 0 1 2 3 9 0 1 2 3
Present and Discuss Information 10 0 1 2 3 11 0 1 2 3
Summarize an Academic Presentation 12 0 1 2 3 4 13 0 1 2 3 4
Name:
Grade:
Student ID:
SPEAKING Visual Impairment and Braille Practice Test—Grades 9–10Talk About a Scene
2 0 1 3 0 1 4 0 1 25 0 1 2
Speech Functions6 0 1 2 7 0 1 2
Support an Opinion8 0 1 2 3 9 0 1 2 3
Present and Discuss Information10 0 1 2 3 11 0 1 2 3
Summarize an Academic Presentation12 0 1 2 3 4 13 0 1 2 3 4
Name:
Grade:
Student ID:
SPEAKING Visual Impairment and Braille Practice Test—Grades 9–10Talk About a Scene 2 0 1 3 0 1 4 0 1 2 5 0 1 2
Speech Functions 6 0 1 2 7 0 1 2
Support an Opinion 8 0 1 2 3 9 0 1 2 3
Present and Discuss Information 10 0 1 2 3 11 0 1 2 3
Summarize an Academic Presentation 12 0 1 2 3 4 13 0 1 2 3 4
Name:
Grade:
Student ID: