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ELPACEnglish Language Proficiency Assessments for California
Speaking:Directions for Administration
Visual Impairment and Braille Practice TestGrades 6–8
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 caltac@ets.org. CalTAC is open from 7 a.m. to 5 p.m. Monday through Friday.
Copyright © 2019 by the California Department of Education (CDE). All rights reserved.
iiiVISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
Table of Contents
Directions for Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Introduction to the ELPAC Practice Test Directions for Administration . . . . . . . . . . . . . . . . . 1Using the DFA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Administering a Practice Test Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Preparing to Administer and Score the Speaking Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Prompting and Scoring Guidelines for the Speaking Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Audio Capture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Audio Recording for Summarize an Academic Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5When to Stop the Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Additional Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6How to Print the DFA (optional) or View the DFA Online . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Recommended Seating Arrangement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Logon and Audio/Sound Check Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7How to Start a Test Session as a Guest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7How 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
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
Directions for Administration (cont.)
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.
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 Student
Test 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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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 4
and
5, i
f the
stu
dent
giv
es a
one
-wor
d re
spon
se, s
ay, “
Tell
me
mor
e.”
18G
RAD
ES 6
–8Sp
eech
Fu
nct
ion
sN
ew S
tud
ent,
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
he
langu
age f
uncti
on.
• Res
pons
e con
tains
no E
nglis
h.• N
o res
pons
e, or
“I do
n’t kn
ow,”
or is
co
mplet
ely un
intell
igible
.
• Res
pons
e add
ress
es th
e lan
guag
e fun
ction
in a
limite
d way
. List
ener
eff
ort is
requ
ired t
o inte
rpre
t me
aning
.• E
rrors
in gr
amma
r, wor
d cho
ice,
pron
uncia
tion,
or in
tonati
on im
pede
me
aning
.
• Res
pons
e app
ropr
iately
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.
6N
ew
Stud
ent
Offe
ring
an
invi
tatio
nAnc
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?
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
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
efirstoneisfo
rpractice.
PRA
CTI
CE—
DO
NO
T R
ECO
RD
SA
Y Yo
uwanttoknow
ifyou
rfrie
ndhasfinished
wor
king
on
a sc
ienc
e pr
ojec
t. W
hat w
ould
you
say
to
you
r frie
nd?
Paus
e. W
ait f
or a
n an
swer
.
A
ckno
wle
dge
the
stud
ent’s
cor
rect
resp
onse
, or m
odel
a
corr
ect r
espo
nse,
such
as “
Did
you
fini
sh y
our p
roje
ct?”
or
“How
is y
our s
cien
ce p
roje
ct g
oing
?”
Func
tion:
ask
ing
for i
nfor
mat
ion
6 SAY
You
see
a ne
w s
tude
nt in
the
cafe
teria
. You
wan
t to
invi
te th
e st
uden
t to
sit w
ith y
ou a
t lun
ch. W
hat
wou
ld y
ou s
ay to
the
stud
ent?
Func
tion:
offe
ring
an in
vita
tion
The
stud
ent m
ight
say,
“C
ome
and
sit w
ith m
e at
my
tabl
e.”
or “
Wou
ld y
ou li
ke to
com
e an
d ha
ve lu
nch
with
m
e?” NEX
T
If th
ere
have
bee
n no
resp
onse
s or n
o co
rrec
t res
pons
es to
this
poi
nt, y
ou m
ay st
op te
stin
g in
the
Spea
king
dom
ain.
Sel
ect [
Paus
e].
7 SAY
You
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 6
–8Su
pp
ort
an
Op
inio
nM
use
um
or
Stad
ium
/ Q
ues
tio
n 8
Sco
re 0
Sco
re 1
Sco
re 2
Sco
re 3
• An op
inion
is no
t exp
ress
ed.
•Res
pons
e con
tains
no E
nglis
h.•N
o res
pons
e, “I
don’t
know
,” or
is
comp
letely
unint
elligi
ble.
• An o
pinion
is ex
pres
sed b
ut is
not
supp
orted
. A re
ason
is no
t pro
vided
, is
not r
eleva
nt, or
is no
t clea
r. Si
gnific
ant li
stene
r effo
rt ma
y be
requ
ired t
o inte
rpre
t mea
ning.
• Erro
rs in
gram
mar, w
ord c
hoice
, pr
onun
ciatio
n, or
inton
ation
often
im
pede
mea
ning.
• Spe
ech m
ay co
nsist
of is
olated
wo
rds o
r phr
ases
.
• An o
pinion
is ex
pres
sed a
nd
supp
orted
using
simp
le lan
guag
e an
d at le
ast o
ne si
mple
relev
ant
reas
on, o
r rep
eats
langu
age f
rom
the pr
ompt.
Liste
ner e
ffort
may b
e re
quire
d to i
nterp
ret m
eanin
g.• E
rrors
in gr
amma
r, wor
d cho
ice,
pron
uncia
tion,
or in
tonati
on
occa
siona
lly im
pede
mea
ning.
• Spe
ech m
ay be
slow
, cho
ppy,
or
haltin
g.
• An o
pinion
is ex
pres
sed a
nd
supp
orted
using
effec
tive l
angu
age*
an
d at le
ast o
ne re
levan
t rea
son
with
expla
natio
n or e
labor
ation
. Lit
tle to
no lis
tener
effor
t is re
quire
d to
inter
pret
mean
ing.
• Erro
rs in
gram
mar, w
ord c
hoice
, pr
onun
ciatio
n, or
inton
ation
do no
t im
pede
mea
ning.
• Spe
ech i
s fair
ly sm
ooth
and
susta
ined.
Anc
hor:
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
o rt 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
i ldin
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 y o
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.
21V
ISU
AL
IM
PAIR
ME
NT
AN
D B
RA
ILL
E P
RA
CT
ICE
TE
ST
8 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
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 6
–8R
efu
ge
or
Gar
den
/ 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
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
es 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.
Sup
po
rt a
n O
pin
ion
*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.
23V
ISU
AL
IM
PAIR
ME
NT
AN
D B
RA
ILL
E P
RA
CT
ICE
TE
ST
9 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
flowers. W
hichonedoyouthinkwou
ldbeabette
rcho
icefory
ourc
ommun
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
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 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
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.• Er
rors
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.
25V
ISU
AL
IM
PAIR
ME
NT
AN
D B
RA
ILL
E P
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. 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.
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
tran
spor
tatio
n m
etho
ds u
sed
by th
e st
uden
ts. I
can
repe
at th
e pi
e ch
art d
escr
iptio
n, if
nee
ded.
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 th
ink
abou
t the
pie
cha
rt be
fore
read
ing
the
first
qu
estio
n.
10
I
f 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
Car
31%
Bus48%
Walk
8%Bike
13%
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.
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 6
–8Tr
avel
to
Sch
oo
l / Q
ues
tio
n 1
1
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
.• Er
rors
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.
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
11
I
f 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.
SA
Y G
ive
deta
ils fr
om th
e pi
e ch
art t
o su
ppor
t you
r ans
wer
.
N
EXT
How
Alv
arez
Mid
dle
Sch
ool
Stu
den
ts T
rave
l to
Sch
ool
Car
31%
Bus48%
Walk
8%Bike
13%
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.
28G
RAD
ES 6
–8Su
mm
ariz
e an
Aca
dem
ic P
rese
nta
tio
n
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.
The
re a
re
threepictures.Thefirstp
icturesho
wstwoglasscontainerscon
nectedby
a tu
be. T
he c
onta
iner
s ar
e si
tting
on
a ho
t pla
te. T
he h
ot p
late
is tu
rned
of
f. Th
e gl
ass
cont
aine
r on
the
left,
labe
led
A, h
as s
ome
liqui
d. T
he g
lass
co
ntai
ner o
n th
e rig
ht, l
abel
ed B
, has
no
liqui
d. T
he s
econ
d pi
ctur
e sh
ows
two
glas
s co
ntai
ners
con
nect
ed b
y a
tube
sitt
ing
on a
hot
pla
te. T
he h
ot
plat
e is
turn
ed o
n. B
oth
cont
aine
rs h
ave
the
sam
e am
ount
of g
as. T
he
third
pic
ture
sho
ws
two
glas
s co
ntai
ners
con
nect
ed b
y a
tube
sitt
ing
on
a ho
t pla
te. T
he h
ot p
late
is tu
rned
off.
Bot
h co
ntai
ners
hav
e th
e sa
me
amou
nt o
f liq
uid.
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
YYo
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’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.
29V
ISU
AL
IM
PAIR
ME
NT
AN
D B
RA
ILL
E P
RA
CT
ICE
TE
ST
Rec
orde
d A
udio
Scr
ipt
I
n st
ep o
ne. I
t sho
ws
two
glas
s co
ntai
ners
con
nect
ed b
y a
glas
s tu
be. T
here
is s
ome
liqui
d in
one
of t
he c
onta
iner
s. T
he
othe
r con
tain
er h
as n
o liq
uid.
Bot
h co
ntai
ners
are
sitt
ing
on a
hot
pla
te.
I
n st
ep 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.
I
n st
ep th
ree.
Whe
n th
e ho
t pla
te is
turn
ed o
ff, th
e ga
s in
the
cont
aine
rs s
low
ly c
ools
dow
n. A
s it
cool
s, c
onde
nsat
ion
begi
ns.
Con
dens
atio
n is
the
oppo
site
of e
vapo
ratio
n. C
onde
nsat
ion
is w
hen
gas
chan
ges
back
into
a li
quid
. Afte
r a s
hort
perio
d of
tim
e,
all o
f the
ste
am—
that
is, t
he g
as—
beco
mes
liqu
id a
gain
. The
re is
now
an
equa
l am
ount
of l
iqui
d in
eac
h co
ntai
ner.
That
is
beca
use
whe
n th
e liq
uid
was
hea
ted,
the
gas
was
div
ided
equ
ally
bet
wee
n th
e tw
o co
ntai
ners
.
Th
is d
emon
stra
tion
show
s ho
w e
vapo
ratio
n an
d co
nden
satio
n m
ake
it po
ssib
le fo
r wat
er to
mov
e fro
m p
lace
to p
lace
. Thi
s pr
oces
s is
an
impo
rtant
par
t of t
he w
ater
cyc
le.
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 6
–8Ev
apo
rati
on
/ Q
ues
tio
n 1
2Su
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
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
ch
cont
aine
r (gl
ass/
cup)
.
31V
ISU
AL
IM
PAIR
ME
NT
AN
D B
RA
ILL
E P
RA
CT
ICE
TE
ST
Sco
re 0
Sco
re 1
Sco
re 2
Sco
re 3
Sco
re 4
• Res
pons
e is
not r
eleva
nt.• R
espo
nse
conta
ins no
En
glish
.• N
o res
pons
e, “I
don’t
know
,” or
is co
mplet
ely
unint
elligi
ble.
• Res
pons
e 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 and
co
nnec
ted.
• Gra
mmar
and w
ord c
hoice
ar
e lim
ited a
nd im
pede
me
aning
.• P
ronu
nciat
ion an
d/or
inton
ation
often
impe
de
mean
ing.
• Spe
ech m
ay co
nsist
of
isolat
ed w
ord(
s) or
phra
se(s)
re
lated
to th
e pict
ure.
• Res
pons
e inc
ludes
a pa
rtial
summ
ary o
f at le
ast o
ne
of the
main
point
s of th
e pr
esen
tation
and m
ay la
ck
an un
derst
andin
g of th
e main
po
ints.
• Ide
as ar
e som
etime
s coh
esive
an
d con
necte
d.• G
ramm
ar an
d wor
d cho
ice ar
e sim
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
de
mean
ing.
• Spe
ech m
ay be
slow
, cho
ppy,
or ha
lting.
• Res
pons
e inc
ludes
a mo
stly c
lear
summ
ary o
f som
e of th
e main
point
s of
the pr
esen
tation
with
partia
l/bas
ic de
tails.
• Ide
as ar
e usu
ally c
ohes
ive an
d co
nnec
ted.
• Gra
mmar
and w
ord c
hoice
are
adeq
uate;
erro
rs oc
casio
nally
im
pede
mea
ning.
• Pro
nunc
iation
and/o
r inton
ation
oc
casio
nally
impe
de m
eanin
g.• S
peec
h is f
airly
susta
ined,
thoug
h so
me ch
oppin
ess o
r halt
ing m
ay
occu
r.
• A fu
ll res
pons
e inc
ludes
a c
lear s
umma
ry of
the
main
point
s and
detai
ls of
the pr
esen
tation
.• I
deas
are c
ohes
ive an
d co
nnec
ted.
• Gra
mmar
and w
ord
choic
e are
varie
d and
eff
ectiv
e; er
rors
do no
t im
pede
mea
ning.
• Pro
nunc
iation
and
inton
ation
do no
t impe
de
mean
ing.
• Spe
ech i
s usu
ally s
mooth
an
d sus
taine
d.
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.
32G
RAD
ES 6
–8C
on
du
ctiv
ity
/ Q
ues
tio
n 1
3Su
mm
ariz
e an
Aca
dem
ic P
rese
nta
tio
n
SA
Y In
this
par
t of t
he te
st, y
ou w
ill li
sten
to a
reco
rded
pre
sent
atio
n.
Therearethreepictures.Thefirstp
icturesho
wssomebatte
riesand
a lig
ht b
ulb
conn
ecte
d by
wire
s. T
he w
ires
on o
ne s
ide
of th
e ci
rcle
ar
e no
t tou
chin
g. T
he li
ght b
ulb
is o
ff. T
he s
econ
d pi
ctur
e sh
ows
som
e ba
tterie
s an
d a
light
bul
b co
nnec
ted
by w
ires.
The
wire
s on
the
othe
r sid
e of
the
circ
le a
re c
onne
cted
by
rubb
er. T
he li
ght b
ulb
is o
ff.
The
third
pic
ture
sho
ws
som
e ba
tterie
s an
d a
light
bul
b co
nnec
ted
by w
ires.
The
wire
s on
the
othe
r sid
e of
the
circ
le a
re c
onne
cted
by
alum
inum
foil.
The
ligh
t bul
b is
on.
23
1
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
YYo
u ar
e go
ing
to li
sten
to s
ome
info
rmat
ion
abou
t the
pro
cess
of c
ondu
ctiv
ity. Y
ou w
ill h
ear t
he in
form
atio
n on
ly
once
. As
you
liste
n, re
fer t
o yo
ur ta
ctile
sup
plem
ent.
You
may
take
not
es a
s yo
u lis
ten.
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
cond
uctiv
ity,
• 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’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
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.
Look
at p
ictu
re o
ne. I
t sho
ws
som
e ba
tterie
s an
d a
light
bul
b co
nnec
ted
toge
ther
in a
sim
ple
circ
uit w
ith s
ome
wire
s. T
he
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 c
onne
ct th
ese
two
wire
s to
diff
eren
t ob
ject
s to
test
thei
r con
duct
ivity
.
33V
ISU
AL
IM
PAIR
ME
NT
AN
D B
RA
ILL
E P
RA
CT
ICE
TE
ST
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, i
n pi
ctur
e tw
o, y
ou c
an s
ee th
at th
e lig
ht b
ulb
does
not
ligh
t up
whe
n ru
bber
is u
sed
to c
ompl
ete
the
circ
uit.
That
’s
beca
use
rubb
er is
not
a g
ood
cond
ucto
r of e
lect
ricity
. The
rubb
er b
lock
s th
e el
ectri
city
from
com
plet
ing
its c
ircui
t.
Fin
ally,
the
wire
s ar
e at
tach
ed to
a p
iece
of a
lum
inum
foil.
Alu
min
um is
a g
ood
cond
ucto
r of e
lect
ricity
, so
the
elec
trici
ty
from
the
batte
ry c
an p
ass
thro
ugh
the
foil,
to th
e lig
ht, a
nd b
ack
to th
e ba
ttery
aga
in, m
akin
g a
com
plet
e ci
rcui
t. A
s yo
u ca
n se
e in
pic
ture
thre
e, th
e bu
lb li
ghts
up.
This
dem
onst
ratio
n sh
ows
how
diff
eren
t mat
eria
ls c
ondu
ct e
lect
ricity
. Met
al is
a m
uch
bette
r con
duct
or o
f ele
ctric
ity th
an
rubb
er w
hich
is w
hy e
lect
rical
plu
gs h
ave
met
al p
rong
s. H
owev
er, t
he o
utsi
de o
f the
plu
g is
cov
ered
in ru
bber
so
that
whe
n w
e to
uch
it, n
o el
ectri
city
is c
ondu
cted
to u
s. C
ondu
ctiv
ity is
an
impo
rtant
idea
in e
lect
rical
eng
inee
ring.
NEX
T
13 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
stud
ent s
umm
ariz
e th
e pr
esen
tatio
n. W
hile
the
stud
ent i
s res
pond
ing,
use
the
mai
n po
ints
and
the
rubr
ic to
scor
e th
e re
spon
se. A
fter t
he st
uden
t res
pond
s,
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.
DIR
ECTI
ON
S O
N E
ND
ING
A T
EST
• Se
lect
the
[End
Tes
t] bu
tton
to c
ontin
ue to
the
revi
ew sc
reen
.•
Do
not r
erec
ord
resp
onse
s if y
ou se
e a
red
trian
gle
in th
e re
view
box
. Sel
ect t
he [ S
ubm
it Te
st] b
utto
n.
Pro
mp
tin
g G
uid
elin
es: S
um
mar
ize
an A
cad
emic
Pre
sen
tati
on
If th
e st
uden
t doe
s no
t ans
wer
or r
eque
sts
that
the
ques
tion
be re
peat
ed, r
epea
t the
que
stio
n an
d bu
llete
d po
ints
onc
e.If
the
stud
ent p
oint
s to
the
pict
ure,
or p
oint
s w
hile
say
ing
wor
ds s
uch
as th
is/th
at/th
ese/
thos
e, o
r sta
rts
to w
rite
a re
spon
se, s
ay,
“Ple
ase
tell
me
your
sum
mar
y.”
If th
e st
uden
t is
stru
gglin
g to
rem
embe
r a w
ord,
you
may
say
, “It
’s O
K, d
o yo
ur b
est.”
Do
not s
ay th
e w
ord
to th
e st
uden
t.If
the
resp
onse
incl
udes
one
or s
ome
of th
e m
ain
poin
ts a
nd/o
r par
tial d
etai
ls, s
ay, “
Wha
t el
se c
an y
ou t
ell m
e ab
out
wha
t yo
u he
ard?
”
Repr
ompt
onl
y on
ce.
34G
RAD
ES 6
–8C
on
du
ctiv
ity
/ 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
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
can
pass
thro
ugh
met
al b
ette
r tha
n ru
bber
).•
Step
s in
the
dem
onst
ratio
n:»
Batt
erie
s an
d a
light
bul
b ar
e co
nnec
ted
toge
ther
with
wire
s, b
ut th
e ci
rcui
t is
not c
ompl
ete/
wire
s ar
e no
t tou
chin
g on
one
sid
e.»
The
wire
s ar
e co
nnec
ted
to a
rubb
er e
rase
r. Ru
bber
is n
ot a
goo
d co
nduc
tor o
f ele
ctric
ity, s
o th
e bu
lb d
oes
not l
ight
up.
» 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.
35V
ISU
AL
IM
PAIR
ME
NT
AN
D B
RA
ILL
E P
RA
CT
ICE
TE
ST
Sco
re 0
Sco
re 1
Sco
re 2
Sco
re 3
Sco
re 4
• Res
pons
e is n
ot re
levan
t.• R
espo
nse c
ontai
ns no
En
glish
.• N
o res
pons
e, “I
don’t
kn
ow,”
or is
comp
letely
un
intell
igible
.
• Res
pons
e atte
mpts
to re
tell
the na
rrativ
e but
conv
eys
little
relev
ant in
forma
tion.
• Ide
as ar
e rar
ely co
hesiv
e an
d con
necte
d.• G
ramm
ar an
d wor
d cho
ice
are l
imite
d and
impe
de
mean
ing.
• Pro
nunc
iation
and/o
r int
onati
on of
ten im
pede
me
aning
.• S
peec
h may
cons
ist
of iso
lated
wor
d(s)
or
phra
se(s)
.
• Res
pons
e rete
lls th
e na
rrativ
e as s
uppo
rted b
y the
pictu
res,
and m
ay be
inc
omple
te an
d lac
k clar
ity.
• Ide
as ar
e som
etime
s co
hesiv
e and
conn
ected
.• G
ramm
ar an
d wor
d cho
ice
are s
imple
and r
epeti
tive;
erro
rs oft
en im
pede
me
aning
.• P
ronu
nciat
ion an
d/or
inton
ation
often
impe
de
mean
ing.
• Spe
ech m
ay be
slow
, ch
oppy
, or h
alting
.
• Res
pons
e rete
lls th
e na
rrativ
e as s
uppo
rted
by th
e pict
ures
with
basic
de
tail.
• Ide
as ar
e usu
ally c
ohes
ive
and c
onne
cted.
• Gra
mmar
and w
ord c
hoice
ar
e ade
quate
; erro
rs oc
casio
nally
impe
de
mean
ing.
• Pro
nunc
iation
and/o
r int
onati
on oc
casio
nally
im
pede
mea
ning.
• Spe
ech i
s fair
ly su
staine
d, tho
ugh s
ome c
hopp
iness
or
haltin
g may
occu
r.
• Res
pons
e pro
vides
a cle
ar
and d
etaile
d rete
lling o
f the
narra
tive a
s sup
porte
d by
the pi
cture
s.• I
deas
are c
ohes
ive an
d co
nnec
ted.
• Gra
mmar
and w
ord c
hoice
ar
e var
ied an
d effe
ctive
; er
rors
do no
t impe
de
mean
ing.
• Pro
nunc
iation
and
inton
ation
do no
t impe
de
mean
ing.
• Spe
ech i
s usu
ally s
mooth
an
d sus
taine
d.
Anc
hor:
I do
n’t k
now.
Anc
hor:
Oh.
Umm
, the
y’re
tryi
ng
to m
ake
a lig
ht b
ulb
out
of b
atte
ries,
rubb
er,
rubb
er, r
ubbe
r, an
d it
didn
’t wo
rk s
o th
ey u
sed
alum
inum
foi
l. An
d wh
en
they
put
it, t
hey
work
.[E
xami
ner:
Wha
t else
ca
n yo
u te
ll me
abo
ut
what
you
hea
rd?]
I do
n’t k
now.
Anc
hor:
Firs
t, th
ey u
se
batt
erie
s, wi
res,
and
a bu
lb. T
hen
they
use
a
rubb
er e
rase
r, bu
t the
bu
lb d
oesn
’t sh
ine.
The
n th
ey u
se a
lumi
num
foil,
an
d th
en th
e bu
lb li
ghts
up
.[E
xami
ner:
Wha
t else
ca
n yo
u te
ll me
abo
ut
what
you
hea
rd?]
(No
resp
onse
.)
Anc
hor:
So, a
s you
wer
e sa
ying
, ru
bber
will
not
wor
k be
caus
e it
will
like
stop
th
e el
ectr
icity
to g
o ar
ound
. And
this
one
over
her
e le
t’s it
go,
so
it wi
ll wo
rk a
nd li
ght u
p. An
d . .
. wel
l, yo
u . .
. if
you
use
rubb
er o
n to
p of
it,
we
won’t
get
hur
t. So
we
won
’t be
ele
ctrifi
ed
by a
nyth
ing
else
.
Anc
hor:
So w
hen
. . .
they
use
d a
cord
but
it’s
split
, so
the
light
doe
sn’t
shin
e. T
hen
when
they
use
d a
rubb
er
eras
er it
blo
cked
the
elec
tric
ity. I
n th
e la
st
pict
ure
the
light
bul
b tu
rned
on
beca
use
they
us
ed a
lumi
num
foil.
It
was
bett
er c
ondu
ctivi
ty.
Note
s:• M
inor f
actua
l inac
cura
cies o
r omi
ssion
s are
acce
ptable
as lo
ng as
the s
tuden
t exp
ress
es a
clear
summ
ary o
f the p
rese
ntatio
n.• D
o not
pena
lize f
or m
ispro
nunc
iation
of an
y wor
d tha
t doe
s not
inter
fere w
ith m
eanin
g.
36
Student Score Sheet
SPEAKING Visual Impairment and Braille Practice Test—Grades 6–8Talk 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 6–8Talk 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 6–8Talk 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:
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