Embed Size (px)
Citation preview
ELPEnglish Language Proficiency
ACAssessments for California
Speaking:Directions for Administration
Practice TestGrades 3–5
ii PRACTICE TEST
ELPAC Administration Notes
FOR QUESTIONS REGARDING THE ELPAC OR FOR ADDITIONAL ASSISTANCE:• Test examiners and other school personnel should contact their 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.
iiiPRACTICE 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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Audio Capture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Audio Recording for Summarize an Academic Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4When to Stop the Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Additional Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5How to Print the DFA (optional) or View the DFA Online . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Recommended Seating Arrangement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Logon and Audio/Sound Check Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6How to Start a Test Session as a Guest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6How to Start a Practice Test Session Using the Same Procedures as the Operational Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Test Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Talk About a Scene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Speech Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Support an Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Retell a Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Summarize an Academic Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Student Score Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
This page is intentionally left blank.
iv
1PRACTICE TEST
DirDirections ections for Administrfor Administrationation
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).
The purpose of the ELPAC practice tests is to familiarize students and test examiners with the testing interface, item types, and accessibility resources as well as to provide students with the opportunity to practice a full length test. The practice tests provide a sample of the question types and grade-level content and contain the same number of questions that appear on the ELPAC operational tests. There is an ELPAC practice test available for each grade level/span.
Please note that the practice tests do not produce scores. These practice tests are available all year and may be used at any time in preparation for the operational ELPAC tests.
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.
This DFA contains scripts for administration. The following symbols indicate instructions for test examiners:
Guide to Administration Scripts in This DFA
How the Test Examiner Should Proceed
SAY The test examiner reads the material out loud to the student. The test examiner is required to press the record button on the student’s screen before reading the SAY text.The test examiner is required to point to the text or pictures on the student’s screen.
Information for the test examiner
Advance to the next question
Stopping marker
*A test examiner does not need to be present to use the ELPAC practice test; however, the term “test examiner” is used in this document to show what a test examiner will do to administer the test.
2 PRACTICE TEST
Directions for Administration (cont.)
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 practice test using the same procedures as the operational tests, confirm that the student has been assigned the correct test settings (designated supports and accommodations) in the Test Operations Management System (TOMS).
• If you are administering the practice test using a standard supported web browser without the use of the Test Administrator Interface or secure browser, apply the appropriate test settings (designated supports and accommodations) for the student in the Student Testing Interface for the practice and training tests directly.
• Gather the following test materials:
• The correct grade level Speaking DFA
• Electronic device for the student to access the test
• Scratch paper for note-taking
• Pencils with erasers
• Headsets and splitter for the test examiner and student (if preferred)
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.
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.
Directions for Administration (cont.)
3PRACTICE TEST
Directions for Administration (cont.)
• 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 what you are wearing today.” For example, if the student responded to the practice question saying, “A shirt and pants,” the test examiner lets the student know the response was correct. If the student does not successfully respond, the test examiner models a correct response for the student, saying, “You could have said, ‘I am wearing blue pants and a white shirt.’”
• Prompting Guidelines: The prompting guidelines vary for each task type. The words that the test examiner can say are located on the page that is read to the student. Test examiners should be familiar with each task type and the prompting guidelines.
• Oral Reading of Test Questions: Because of the length and complexity of some questions read by the test examiner, it is suggested to practice reading the text out loud several times prior to testing a student.
• Pointing: Some questions require the test examiner to point, as indicated by the icon, while reading the text out loud to the student. This should be rehearsed
prior to the test administration. Do not point to pictures or text unless directed to in the Speaking DFA. Test examiners may use the cursor, pencil or pen, or their finger to point.
• 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 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 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.
Directions for Administration (cont.)Directions for Administration (cont.)
4
Directions for Administration (cont.)
• Scoring—Self-Correction: Since students respond to test questions fairly quickly, they sometimes change what they say in the middle of a word or sentence. Students who self-correct are not to be penalized; however, if a response is so halting or choppy that meaning is impeded, it may affect the score.
Audio Capture For the practice test, audio capture is available for practice of the Speaking domain. If your computer does not have a microphone or the settings do not allow audio capture, you may administer the test without recording the student’s responses.
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 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].
PRACTICE TEST
5
Directions for Administration (cont.)
Additional Directions
How to Print the DFA (optional) or View the DFA OnlinePrinting Instructions:If possible, choose the following settings when printing the DFA:
• Select two-sided printing (with binding on the long edge).
• Staple on the vertical edge, left-hand side of the printed document.
• Turn the document horizontally when viewing the 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.
Test Examiner
StudentTest Examiner Student
Directions for Administration (cont.)
Test Examiner Student
Test Examiner
Student
PRACTICE TEST
6
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
Directions for Administration (cont.)
PRACTICE TEST
7
7) You will see a Choose Settings screen. SAMPLE
8) Choose test settings as needed, then select the [Select] button.
SAY Before we begin, we need to check to see if you can hear the audio. If using headphones, put headphones on now. Select the speaker button to play the
audio.
SAY Did you hear the music? Pause for student’s response. Select [I heard the sound].
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.
Point to the microphone.
Directions for Administration (cont.)Directions for Administration (cont.)
PRACTICE TEST
8
Directions for Administration (cont.)
Depending on the selected test settings, you may see additional screens to check the functionality of certain test setting(s) on your device (e.g., text-to-speech check). If your computer allows audio capture, please follow these steps, otherwise select [Skip Recording Check].
SAY Before giving your answers, I’m going to press the microphone to record your answer here. When it is time to record your answer, I will press the microphone and you will see a white circle. Let’s practice.
SAY Describe what you are wearing today. Pause for student’s response. When student has finished speaking, press the square stop
button to stop recording. Acknowledge the student’s correct response, or model a correct response, such as “You could have said, ‘I am wearing blue pants and a white shirt.’”
SAY Now let’s see if it recorded your voice. Playback 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. 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
Directions for Administration (cont.)
PRACTICE TEST
9PRACTICE 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] link to log on to the Test Administrator Interface for the practice test. 4) Log on to the Test Administrator Interface using your TOMS username (your
email address) and password. 5) Select the practice test(s) you want to administer from the test selection window. 6) Select the [Start Practice Session] button. 7) Upon selecting the [Start Practice Session] button, a Session ID will appear on
the top right corner of the Test Administrator Interface.
Directions for Administration (cont.)
10
STUDENT INTERFACE 8) Launch the secure browser on the student’s testing device and select the button on
the screen to go to the Practice and Training Test site or select the [Student Interface Practice and Training Tests] link from the Practice and Training Tests tab on 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. Notify your ELPAC coordinator if it is not.)
Directions for Administration (cont.)Directions for Administration (cont.)
PRACTICE TEST
11
STUDENT INTERFACE 11) On the test selection screen, select the appropriate ELPAC practice test. ELPAC
practice tests are located at the bottom of the list and are color-coded 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. 13) Verify you have selected the correct test and test settings for the student by selecting
the [Approvals] button. The eye icon allows you to view and set test settings, the check mark allows you to approve the test, and the “X” allows you to deny the test.
14) Go back to the student testing device.
STUDENT INTERFACE
SAY Before we begin, we need to check to see if you can hear the audio. If using headphones, put headphones on now. Select the speaker button to play the
audio.
SAY Did you hear the music? Pause for student’s response. Select [I heard the sound].
SAY Now we need to check to see if the computer will record your voice. In this test, I’m going to ask you some questions and record your answers.
Directions for Administration (cont.)
PRACTICE TEST
12
Directions for Administration (cont.)
STUDENT INTERFACE (cont.) 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 and you will see a white circle. Let’s practice.
SAY Describe what you are wearing today. Pause for student’s response. When student has finished speaking, press the square stop
button to stop recording. Acknowledge the student’s correct response, or model a correct response, such as “You could have said, ‘I am wearing blue pants and a white shirt.’”
SAY Now let’s see if it recorded your voice. Playback 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.
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
Directions for Administration (cont.)
PRACTICE TEST
This page is intentionally left blank.
13
14G
RAD
ES 3
–5Ta
lk A
bo
ut
a Sc
ene
Pap
er A
nim
als
/ Q
ues
tio
ns
2–5
No
.Q
uest
ion
Sco
re 0
Sco
re 1
blank
ce
ll
SAY
Look
at t
he p
ictu
re. I
am
goi
ng
to a
sk y
ou s
ome
ques
tions
ab
out i
t.
•Inc
orre
ct re
spon
se/no
t rele
vant/
comp
letely
un
intell
igible
/no re
spon
se/re
spon
se co
ntains
no
Eng
lish/“
I don
’t kno
w .”
• Cor
rect
resp
onse
.
2SA
Y W
hat i
s th
e te
ache
r doi
ng?
NEX
T
{{
Teac
her.
{{Sh
owin
g th
em h
ow to
do
it.{{Te
achi
ng/h
oldi
ng p
aper
ani
mals/
orig
ami.
3SA
Y W
hat i
s on
the
tabl
e?
N
EXT
{{
I fo
rget
.{{
Pape
r(s)
, tap
e, m
arke
rs, p
enci
ls.
15P
RA
CT
ICE
TE
ST
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
En
glish
. •N
o res
pons
e, “I
don’t
know
,” or
is co
mplet
ely un
intell
igible
.
•Res
pons
e is l
imite
d or
partia
lly re
levan
t. •E
rrors
in gr
amma
r, pr
onun
ciatio
n, or
inton
ation
im
pede
mea
ning.
• Res
pons
e is r
eleva
nt.• E
rrors
in gr
amma
r, pr
onun
ciatio
n, or
inton
ation
do
not im
pede
mea
ning.
4SA
Y W
hat a
re th
e st
uden
ts
lear
ning
?
W
ait f
or th
e st
uden
t’s re
spon
se.
SA
Y H
ow d
o yo
u kn
ow?
NEX
T
{{
I do
n’t k
now.
{{St
uden
ts.
[Exa
mine
r: Ho
w do
you
kn
ow?]
{{
Uhh,
the
clas
s.
{{Ho
w to
mak
e pa
per
anim
als.
[Exa
mine
r: Ho
w do
you
kn
ow?]
Be
caus
e, u
mm, t
hey
have
pa
per a
nima
ls in
the
tabl
e.
5SA
Y D
escr
ibe
wha
t is
on th
e w
alls
in
the
clas
sroo
m.
NEX
T
{{
Uhh
. . .
(sho
ulde
r shr
ug.)
{{Pi
ctur
es.
[Exa
mine
r: Te
ll me
mor
e.]
(Uni
ntel
ligib
le.)
{{Li
ke, l
ots
of s
unny
pi
ctur
es, a
nima
ls an
d na
ture
.
Pro
mp
tin
g G
uid
elin
es: T
alk
Ab
ou
t a
Scen
e
If th
e st
uden
t doe
s no
t ans
wer
or r
eque
sts
that
a q
uest
ion
be re
peat
ed, y
ou m
ay re
peat
the
ques
tion
once
.If
the
stud
ent p
oint
s, pa
ntom
imes
, or p
oint
s to
peo
ple
and
thin
gs w
hile
say
ing
wor
ds s
uch
as th
is/th
at/th
ese/
thos
e, s
ay, “
Tell
me
in w
ords
.”Fo
r que
stio
ns 4
and
5, i
f the
stu
dent
giv
es a
one
-wor
d re
spon
se, s
ay, “
Tell
me
mor
e.”
16G
RAD
ES 3
–5Sp
eech
Fu
nct
ion
sA
ssig
nm
ent,
Bo
ok
abo
ut
Ho
rses
, In
vite
to
Tab
le /
Qu
esti
on
s 6–
8
No
.Q
uest
ion
Fun
ctio
nSco
re 0
Sco
re 1
Sco
re 2
•Res
pons
e doe
s not
addr
ess t
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
ad
dres
ses t
he la
ngua
ge fu
nctio
n in
a clea
r way
. No l
isten
er ef
fort is
re
quire
d to i
nterp
ret m
eanin
g. • E
rrors
in gr
amma
r, wor
d cho
ice,
pron
uncia
tion,
or in
tonati
on do
no
t impe
de m
eanin
g.
6A
ssig
nmen
tR
eque
stin
g in
form
atio
nAnc
hor:
I wo
uld
raise
my
hand
and
tell
her.
Anc
hor:
Umm,
I n
eed
help
.Anc
hor:
Sorr
y, I
did
n’t u
nder
stan
d wh
at y
ou w
ere
sayi
ng. C
an y
ou
plea
se s
ay it
aga
in?
7B
ook
abou
t H
orse
s A
skin
g fo
r in
form
atio
nAnc
hor:
I do
n’t k
now.
Anc
hor:
Whe
re is
the
book
?Anc
hor:
Whe
re a
re th
e ho
rse
book
s?
8In
vite
to
Tabl
eO
fferin
g an
in
vita
tion
Anc
hor:
Can
I jo
in y
ou?
Anc
hor:
Can
you
like
to s
it wi
th m
e?Anc
hor:
Can
you,
will
you
join
me
at a
ta
ble?
17P
RA
CT
ICE
TE
ST
SAY
Now
let’s
pra
ctic
e a
diffe
rent
kin
d of
que
stio
n. T
here
are
no
pict
ures
. I’m
goi
ng to
tell
you
abou
t som
e si
tuat
ions
th
at c
ould
hap
pen
to y
ou. T
hen,
tell
me
wha
t you
wou
ld s
ay. R
emem
ber t
o an
swer
all
ques
tions
in E
nglis
h. If
you
w
ant m
e to
repe
at a
que
stio
n, y
ou c
an a
sk m
e to
. The
firs
t one
is fo
r pra
ctic
e.
PRA
CTI
CE—
DO
NO
T R
ECO
RD
SA
Y Yo
u w
ant t
o kn
ow if
you
r frie
nd fi
nish
ed a
mat
h w
orks
heet
. Wha
t wou
ld y
ou s
ay 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
wor
kshe
et?”
or “
Are
you
done
with
you
r wor
kshe
et?”
Func
tion:
ask
ing
for i
nfor
mat
ion
6 SAY
You
did
not u
nder
stan
d w
hat y
our t
each
er s
aid
abou
t an
assi
gnm
ent.
You
wan
t to
know
wha
t yo
u ne
ed to
do.
Wha
t wou
ld y
ou s
ay to
you
r te
ache
r?
Fu
nctio
n: re
ques
ting
info
rmat
ion
The
stud
ent m
ight
say,
“I d
on’t
unde
rsta
nd th
e as
sign
men
t.” o
r “W
hat d
o I n
eed
to d
o?”
NEX
T
If t
here
hav
e be
en n
o re
spon
ses o
r no
corr
ect r
espo
nses
to th
is p
oint
, you
may
stop
test
ing
in th
e Sp
eaki
ng d
omai
n. S
elec
t [Pa
use]
.
7 SAY
You
wan
t to
know
if th
e lib
rary
has
a b
ook
abou
t ho
rses
. Wha
t wou
ld y
ou s
ay to
the
libra
rian?
Fu
nctio
n: a
skin
g fo
r inf
orm
atio
n
The
stud
ent m
ight
say,
“D
oes t
he li
brar
y ha
ve a
boo
k ab
out h
orse
s?”
or “
I wou
ld li
ke to
kno
w if
you
hav
e a
book
abo
ut h
orse
s.”
NEX
T
8 SAY
You
wan
t to
ask
your
frie
nd to
join
you
at a
ta
ble.
Wha
t wou
ld y
ou s
ay to
you
r frie
nd?
Fu
nctio
n: o
fferin
g an
invi
tatio
n
Th
e st
uden
t mig
ht sa
y, “
Wou
ld y
ou li
ke to
sit w
ith m
e?”
or “
Com
e jo
in m
e at
this
tabl
e.”
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
.
18G
RAD
ES 3
–5Su
pp
ort
an
Op
inio
nR
un
nin
g o
r B
all G
ame
/ Q
ues
tio
n 9
Sco
re 0
Sco
re 1
Sco
re 2
Sco
re 3
•An o
pinion
is no
t exp
ress
ed.
•Res
pons
e con
tains
no E
nglis
h. •N
o res
pons
e, “I
don’t
know
,” or
is
comp
letely
unint
elligi
ble.
•An o
pinion
is ex
pres
sed b
ut is
not
supp
orted
. A re
ason
is no
t pro
vided
, is
not r
eleva
nt, or
is no
t clea
r. Si
gnific
ant li
stene
r effo
rt ma
y be
requ
ired t
o inte
rpre
t mea
ning.
•Erro
rs in
gram
mar, w
ord c
hoice
, pr
onun
ciatio
n, or
inton
ation
often
im
pede
mea
ning.
•Spe
ech m
ay co
nsist
of is
olated
wo
rds o
r phr
ases
.
•An o
pinion
is ex
pres
sed a
nd
supp
orted
using
simp
le lan
guag
e an
d at le
ast o
ne si
mple
relev
ant
reas
on, o
r rep
eats
langu
age f
rom
the pr
ompt.
Liste
ner e
ffort
may b
e re
quire
d to i
nterp
ret m
eanin
g. •E
rrors
in gr
amma
r, wor
d cho
ice,
pron
uncia
tion,
or in
tonati
on
occa
siona
lly im
pede
mea
ning.
•Spe
ech m
ay be
slow
, cho
ppy,
or
haltin
g.
•An o
pinion
is ex
pres
sed a
nd
supp
orted
using
effec
tive l
angu
age *
an
d at le
ast o
ne re
levan
t rea
son
with
expla
natio
n or e
labor
ation
. Lit
tle to
no lis
tener
effor
t is re
quire
d to
inter
pret
mean
ing.
•Erro
rs in
gram
mar, w
ord c
hoice
, pr
onun
ciatio
n, or
inton
ation
do no
t im
pede
mea
ning.
•Spe
ech i
s fair
ly sm
ooth
and
susta
ined.
Anc
hor:
I do
n’t k
now.
Anc
hor:
Runn
ing
race
s.[E
xami
ner:
Expl
ain
your
cho
ice
by g
iving
rele
vant
reas
ons
to
supp
ort y
our o
pini
on.]
Umm,
I d
on’t
know
.
Anc
hor:
Play
ing
ball
game
.[E
xami
ner:
Expl
ain
your
cho
ice
by g
iving
rele
vant
reas
ons
to
supp
ort y
our o
pini
on.]
Ball
game
is f
un, u
hh .
. . y
eah.
[Exa
mine
r: Te
ll me
mor
e ab
out
your
cho
ice.
]Th
at’s
it.
Anc
hor:
Play
ing
a ba
ll ga
me, b
ecau
se y
ou
work
toge
ther
with
you
r tea
m an
d it’
s mo
re f
un th
an ju
st
runn
ing.
19P
RA
CT
ICE
TE
ST
No
.Pic
ture
Pro
mp
t
9
SAY
Now
,
SA
Y I a
m g
oing
to a
sk y
ou fo
r you
r opi
nion
.
Poi
nt to
eac
h pi
ctur
e at
the
appr
opria
te ti
me
whi
le re
adin
g th
e qu
estio
n.SA
Y Yo
ur c
lass
is g
oing
out
side
for p
hysi
cal e
duca
tion
clas
s. Y
our c
lass
has
a c
hoic
e be
twee
n ru
nnin
g ra
ces
or p
layi
ng a
bal
l gam
e. W
hich
act
ivity
wou
ld
be b
ette
r for
you
r cla
ss to
do:
runn
ing
race
s or
pl
ayin
g a
ball
gam
e?
Wai
t for
initi
al c
hoic
e.
SA
Y Ex
plai
n yo
ur c
hoic
e by
giv
ing
rele
vant
reas
ons
to
supp
ort y
our o
pini
on.
NEX
T
Pro
mp
tin
g G
uid
elin
es: S
up
po
rt a
n O
pin
ion
If th
e st
uden
t doe
s no
t ans
wer
or r
eque
sts
that
a q
uest
ion
be re
peat
ed, y
ou m
ay re
peat
the
ques
tion
once
.If
the
stud
ent p
oint
s or
poi
nts
whi
le s
ayin
g w
ords
suc
h as
this
/that
/thes
e/th
ose,
say
, “Te
ll m
e in
wor
ds,”
and
repe
at th
e qu
estio
n.
If th
e st
uden
t sta
tes
a ch
oice
but
doe
s no
t pro
vide
a re
ason
, rep
eat t
he la
st p
art o
f the
que
stio
n on
ce:
“Exp
lain
you
r ch
oice
by
givi
ng r
elev
ant
reas
ons
to s
uppo
rt y
our
opin
ion.
”If
the
stud
ent g
ives
an
orig
inal
but
rele
vant
resp
onse
to th
e qu
estio
n or
sel
ects
nei
ther
or b
oth
optio
ns, s
ay,
“Exp
lain
you
r ch
oice
by
givi
ng r
elev
ant
reas
ons
to s
uppo
rt y
our
opin
ion.
”If
the
stud
ent p
rovi
des
a si
mpl
e re
leva
nt re
ason
, say
, “Te
ll m
e m
ore
abou
t yo
ur c
hoic
e.”
20G
RAD
ES 3
–5Su
pp
ort
an
Op
inio
nG
rou
p o
r A
lon
e /
Qu
esti
on
10
Sco
re 0
Sco
re 1
Sco
re 2
Sco
re 3
•An o
pinion
is no
t exp
ress
ed.
•Res
pons
e con
tains
no E
nglis
h. •N
o res
pons
e, “I
don’t
know
,” or
is
comp
letely
unint
elligi
ble.
•An o
pinion
is ex
pres
sed b
ut is
not
supp
orted
. A re
ason
is no
t pro
vided
, is
not r
eleva
nt, or
is no
t clea
r. Si
gnific
ant li
stene
r effo
rt ma
y be
requ
ired t
o inte
rpre
t mea
ning.
•Erro
rs in
gram
mar, w
ord c
hoice
, pr
onun
ciatio
n, or
inton
ation
often
im
pede
mea
ning.
•Spe
ech m
ay co
nsist
of is
olated
wo
rds o
r phr
ases
.
• An o
pinion
is ex
pres
sed a
nd
supp
orted
using
simp
le lan
guag
e an
d at le
ast o
ne si
mple
relev
ant
reas
on, o
r rep
eats
langu
age f
rom
the pr
ompt.
Liste
ner e
ffort
may b
e re
quire
d to i
nterp
ret m
eanin
g. •E
rrors
in gr
amma
r, wor
d cho
ice,
pron
uncia
tion,
or in
tonati
on
occa
siona
lly im
pede
mea
ning.
•Spe
ech m
ay be
slow
, cho
ppy,
or
haltin
g.
•An o
pinion
is ex
pres
sed a
nd
supp
orted
using
effec
tive l
angu
age *
an
d at le
ast o
ne re
levan
t rea
son
with
expla
natio
n or e
labor
ation
. Lit
tle to
no lis
tener
effor
t is re
quire
d to
inter
pret
mean
ing.
•Erro
rs in
gram
mar, w
ord c
hoice
, pr
onun
ciatio
n, or
inton
ation
do no
t im
pede
mea
ning.
•Spe
ech i
s fair
ly sm
ooth
and
susta
ined.
Anc
hor:
I do
n’t k
now.
Anc
hor:
Part
of
a gr
oup.
My
reas
on is
bec
ause
it’s
work
ing
as a
gro
up.
Anc
hor:
Part
of
a gr
oup.
Beca
use
I . .
. I
don’t
wan
t to
bal
one.
[E
xami
ner:
Tell
me m
ore
abou
t yo
ur c
hoic
e.]
Beca
use
I do
n’t k
now
what
to
do.
e
Anc
hor:
Part
of
a gr
oup.
Wel
l, if
I n
eed
help
and
I d
on’t
know
how
to d
o it,
I c
ould
just
as
k my
frie
nds.
*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.
21P
RA
CT
ICE
TE
ST
No
.Pic
ture
Pro
mp
t
10
SAY
I am
goi
ng to
ask
you
for y
our o
pini
on.
P
oint
to e
ach
pict
ure
at th
e ap
prop
riate
tim
e w
hile
read
ing
the
ques
tion.
SAY
Your
cla
ss is
lear
ning
abo
ut v
olca
noes
. You
r cla
ss
will
be
mak
ing
volc
ano
mod
els.
Wou
ld it
be
bette
r to
wor
k on
the
proj
ect a
s pa
rt o
f a g
roup
or b
y yo
urse
lf?
W
ait f
or in
itial
cho
ice.
SA
Y Ex
plai
n yo
ur c
hoic
e by
giv
ing
rele
vant
reas
ons
to
supp
ort y
our o
pini
on.
NEX
T
Pro
mp
tin
g G
uid
elin
es: S
up
po
rt a
n O
pin
ion
If th
e st
uden
t doe
s no
t ans
wer
or r
eque
sts
that
a q
uest
ion
be re
peat
ed, y
ou m
ay re
peat
the
ques
tion
once
.If
the
stud
ent p
oint
s or
poi
nts
whi
le s
ayin
g w
ords
suc
h as
this
/that
/thes
e/th
ose,
say
, “Te
ll m
e in
wor
ds,”
and
repe
at th
e qu
estio
n.
If th
e st
uden
t sta
tes
a ch
oice
but
doe
s no
t pro
vide
a re
ason
, rep
eat t
he la
st p
art o
f the
que
stio
n on
ce:
“Exp
lain
you
r ch
oice
by
givi
ng r
elev
ant
reas
ons
to s
uppo
rt y
our
opin
ion.
”If
the
stud
ent g
ives
an
orig
inal
but
rele
vant
resp
onse
to th
e qu
estio
n or
sel
ects
nei
ther
or b
oth
optio
ns, s
ay,
“Exp
lain
you
r ch
oice
by
givi
ng r
elev
ant
reas
ons
to s
uppo
rt y
our
opin
ion.
”If
the
stud
ent p
rovi
des
a si
mpl
e re
leva
nt re
ason
, say
, “Te
ll m
e m
ore
abou
t yo
ur c
hoic
e.”
22G
RAD
ES 3
–5R
etel
l a N
arra
tive
Bir
dh
ou
se /
Qu
esti
on
11
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
icear
e lim
ited a
nd im
pede
me
aning
.
•Pro
nunc
iation
or in
tonati
on
often
impe
de m
eanin
g. •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 or
inton
ation
oft
en im
pede
mea
ning.
•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 b
y the
pictu
res w
ith 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
or in
tonati
on
occa
siona
lly im
pede
me
aning
. •S
peec
h is f
airly
susta
ined,
thoug
h som
e cho
ppine
ss or
ha
lting m
ay oc
cur .
•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
or in
tonati
on
do no
t impe
de m
eanin
g. •S
peec
h is u
suall
y smo
oth
and s
ustai
ned.
Anc
hor:
I do
n’t k
now.
Anc
hor:
Build
tree
hou
se.
[Exa
mine
r: W
hat e
lse
can
you
tell
me a
bout
the
stor
y?]
(No
resp
onse
.)
Anc
hor:
Umm,
I f
orgo
t the
na
mes.
[Exa
mine
r: It
’s M
argi
e an
d he
r dad
.]M
argi
e wa
nted
to b
uild
a
bird
hous
e. S
o he
r dad
an
d . .
. he
r dad
and
her
we
nt to
go
find
some
to
ols.
Then
whe
n th
ey
were
fini
shed
, the
y hu
ng
it up
and
all
of th
e bi
rds
came
to s
ee.
Anc
hor:
Mar
gie
and
her d
ad
want
ed to
bui
ld a
tree
ho
use.
Mar
gie
hold
ed
up th
e bo
ard
so h
er d
ad
coul
d ha
mmer
the
lit,
the
little
thin
gs. A
nd
then
Mar
gie
and
her d
ad
pain
ted
the,
umm
, tre
e ho
use.
And
as
soon
as
they
han
ged
it, th
e bi
rds
alre
ady
want
ed to
che
ck
it ou
t.
Anc
hor:
The
dad
and
his
daug
hter
wan
ted
to b
uild
a bi
rdho
use.
So
they
we
nt to
the
gara
ge to
ge
t woo
d. T
he g
irl p
icke
dup
woo
d an
d th
e . .
. an
d th
e da
d ha
mmer
ed th
e wo
od w
ith n
ails.
And
, th
en .
. . a
nd th
e da
d an
d th
e gi
rl we
re p
aint
ing
the
bird
hous
e. T
hen
they
hun
g th
e bi
rdho
use
and
the
bird
s ch
ecke
d it
out.
23P
RA
CT
ICE
TE
ST
11 SA
Y Lo
ok a
t the
pic
ture
s.
Pa
use.
Poi
nt to
eac
h of
the
pict
ures
.
SA
Y I a
m g
oing
to te
ll yo
u a
stor
y ab
out t
he p
ictu
res.
Li
sten
car
eful
ly. Y
ou w
ill h
ear t
he s
tory
onl
y on
ce. W
hen
I am
fini
shed
, you
will
use
the
pict
ures
to te
ll th
e st
ory
back
to m
e.
Poi
nt to
the
first
pic
ture
.
SA
Y M
argi
e an
d he
r dad
wan
ted
to b
uild
a b
irdho
use.
The
y w
ent o
ut to
the
gara
ge to
gat
her a
pile
of b
oard
s an
d so
me
tool
s.
Poi
nt to
the
seco
nd p
ictu
re.
SA
Y M
argi
e he
ld th
e bo
ards
whi
le h
er fa
ther
ham
mer
ed th
e bo
ards
toge
ther
usi
ng n
ails
.
Poi
nt to
the
third
pic
ture
.
SA
Y A
fter t
he b
irdho
use
was
bui
lt, M
argi
e an
d he
r fat
her u
sed
brus
hes
to p
aint
and
dec
orat
e it.
P
oint
to th
e fo
urth
pic
ture
.
SA
Y A
s so
on a
s th
ey h
ung
the
bird
hous
e in
the
tree
, the
bird
s ca
me
to s
ee it
.SA
Y N
ow u
se a
ll th
e pi
ctur
es to
tell
the
stor
y ba
ck to
me.
NEX
T
43
21
43
21
Pro
mp
tin
g G
uid
elin
es: R
etel
l a N
arra
tive
Read
the
stor
y on
ly o
nce.
If
the
stud
ent d
oes
not a
nsw
er o
r req
uest
s th
at th
e qu
estio
n be
repe
ated
, say
, “N
ow u
se a
ll th
e pi
ctur
es t
o te
ll th
e st
ory
back
to
me.
”If
the
stud
ent p
oint
s, pa
ntom
imes
, or p
oint
s to
peop
le a
nd th
ings
whi
le sa
ying
wor
ds su
ch a
s thi
s/th
at/th
ese/
thos
e, sa
y, “T
ell m
e in
wor
ds a
bout
the
stor
y.”If
the
stud
ent i
s re
luct
ant o
r sto
ps s
peak
ing
afte
r say
ing
a fe
w s
ente
nces
, pro
mpt
the
stud
ent b
y sa
ying
one
of t
he fo
llow
ing,
“W
hat
else
can
you
tel
l me
abou
t th
e st
ory?
” or
“A
nd t
hen
wha
t ha
ppen
ed?”
Rep
rom
pt n
o m
ore
than
twic
e.If
the
stud
ent i
s st
rugg
ling
to re
mem
ber a
nam
e, s
ay, “
The
girl
’s/b
oy’s
nam
e is
[nam
e]. Y
ou c
an a
lso
say
‘the
gir
l/the
boy
.’”W
hen
scor
ing,
you
sho
uld
cons
ider
the
resp
onse
s gi
ven
by th
e st
uden
t as
a w
hole
, reg
ardl
ess
of re
prom
ptin
g.
24G
RAD
ES 3
–5Su
mm
ariz
e an
Aca
dem
ic P
rese
nta
tio
nH
iber
nat
ion
/ Q
ues
tio
n 1
2
Main
Po
ints
A fu
ll re
spon
se in
clud
es o
ne o
f the
mai
n po
ints
and
at l
east
thre
e de
tails
: •Hi
bern
atio
n lo
oks
like
slee
ping
(but
is d
iffer
ent).
•Hi
bern
atio
n is
sle
epin
g fo
r a lo
ng ti
me
in w
inte
r OR
in a
saf
e/w
arm
pla
ce fo
r the
win
ter.
Deta
ils: W
oodc
huck
s sl
eep
(hib
erna
te) u
nder
grou
nd (i
n un
derg
roun
d de
ns) O
R ba
ts s
leep
(hib
erna
te) i
n da
rk p
lace
s/ca
ves
OR
bats
han
g up
side
dow
n O
R ca
ves
are
safe
OR
cave
s ar
e w
arm
OR
bear
s sl
eep
(hib
erna
te) f
or lo
ng p
erio
ds o
f tim
e O
R be
ars
slee
p/hi
bern
ate
beca
use
food
is h
ard
to fi
nd in
w
inte
r OR
bear
s ea
t a lo
t of f
ood
befo
re th
ey g
o to
sle
ep/h
iber
nate
.
12
3
SAY
In th
is p
art o
f the
test
, you
will
list
en to
a re
cord
ed p
rese
ntat
ion.
SA
Y Yo
u ar
e go
ing
to li
sten
to s
ome
info
rmat
ion
abou
t hib
erna
tion.
You
will
hea
r the
info
rmat
ion
only
onc
e. A
s yo
u lis
ten,
look
at t
he p
ictu
res
that
are
on
your
scr
een.
You
may
take
not
es o
n yo
ur s
crat
ch p
aper
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
hibe
rnat
ion,
•
incl
ude
all t
he e
xam
ples
you
hea
rd a
bout
, and
• us
e re
leva
nt d
etai
ls a
nd c
lear
lang
uage
Play
the
audi
o pr
esen
tatio
n. A
s the
reco
rdin
g pl
ays,
poin
t to
the
rele
vant
pic
ture
that
is o
n th
e st
uden
t’s sc
reen
. 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
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
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 c
oord
inat
or to
file
a S
TAIR
S re
port
in T
OM
S.
If u
sing
hea
dpho
nes,
put h
eadp
hone
s on
now.
25P
RA
CT
ICE
TE
ST
Rec
orde
d A
udio
Scr
ipt
P
ictu
re o
ne s
how
s a
woo
dchu
ck. T
his
woo
dchu
ck lo
oks
like
it is
just
sle
epin
g. B
ut it
is re
ally
hib
erna
ting.
Hib
erna
ting
mea
ns th
at th
e w
oodc
huck
find
s a
safe
pla
ce a
nd s
leep
s fo
r the
ent
ire w
inte
r. W
oodc
huck
s hi
bern
ate
in u
nder
grou
nd d
ens.
Pic
ture
two
show
s a
bat.
In w
inte
r, ba
ts li
ke to
hib
erna
te in
dar
k pl
aces
. The
y lik
e to
hib
erna
te in
cav
es. C
aves
pro
vide
a
safe
and
war
m p
lace
to re
st. B
ats
hang
ups
ide
dow
n in
cav
es w
hen
they
are
hib
erna
ting.
Pic
ture
thre
e sh
ows
a be
ar. B
ears
hib
erna
te fo
r lon
g pe
riods
of t
ime
in th
e w
inte
r.
Th
ey h
iber
nate
bec
ause
food
is h
ard
to fi
nd in
the
win
ter.
So
they
eat
a lo
t of f
ood
befo
re th
ey g
o to
sle
ep, a
nd th
en th
ey
hibe
rnat
e fo
r the
win
ter.
NEX
T12
SA
Y Su
mm
ariz
e th
e in
form
atio
n yo
u he
ard.
Be
sure
to•
expl
ain
hibe
rnat
ion,
•
incl
ude
all t
he e
xam
ples
you
hea
rd a
bout
, and
• us
e re
leva
nt d
etai
ls a
nd c
lear
lang
uage
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
Read
the
info
rmat
ion
only
onc
e.If
the
stud
ent d
oes
not a
nsw
er o
r req
uest
s th
at a
que
stio
n be
repe
ated
, you
may
repe
at th
e qu
estio
n on
ce.
If th
e st
uden
t poi
nts
to th
e pi
ctur
e w
ithou
t spe
akin
g, s
ay, “
T ell
me
in w
ords
.”If
the
resp
onse
incl
udes
one
or s
ome
of th
e m
ain
poin
ts a
nd/o
r par
tial d
etai
ls, s
ay,
“Wha
t el
se c
an y
ou t
ell m
e ab
out
wha
t yo
u he
ard/
abou
t w
hat
I tol
d yo
u?”
Repr
ompt
onl
y on
ce.
If th
e st
uden
t is
stru
gglin
g to
rem
embe
r a w
ord,
you
may
say
, “It
’s O
K, d
o yo
ur b
est.”
Do
not s
ay th
e w
ord
to th
e st
uden
t.W
hen
scor
ing,
you
sho
uld
cons
ider
the
resp
onse
s gi
ven
by th
e st
uden
t as
a w
hole
, reg
ardl
ess
of re
prom
ptin
g.
26Su
mm
ariz
e an
Aca
dem
ic P
rese
nta
tio
nH
iber
nat
ion
/ Q
ues
tio
n 1
2
Main
Po
ints
A fu
ll re
spon
se in
clud
es o
ne o
f the
mai
n po
ints
and
at l
east
thre
e de
tails
: •Hi
bern
atio
n lo
oks
like
slee
ping
(but
is d
iffer
ent).
•Hi
bern
atio
n is
sle
epin
g fo
r a lo
ng ti
me
in w
inte
r OR
in a
saf
e/w
arm
pla
ce fo
r the
win
ter.
Deta
ils: W
oodc
huck
s sl
eep
(hib
erna
te) u
nder
grou
nd (i
n un
derg
roun
d de
ns) O
R ba
ts s
leep
(hib
erna
te) i
n da
rk p
lace
s/ca
ves
OR
bats
han
g up
side
dow
n O
R ca
ves
are
safe
OR
cave
s ar
e w
arm
OR
bear
s sl
eep
(hib
erna
te) f
or lo
ng p
erio
ds o
f tim
e O
R be
ars
slee
p/hi
bern
ate
beca
use
food
is h
ard
to fi
nd in
w
inte
r OR
bear
s ea
t a lo
t of f
ood
befo
re th
ey g
o to
sle
ep/h
iber
nate
.
GRA
DES
3–5
27
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
unint
elligi
ble.
•Res
pons
e inc
ludes
an
attem
pt to
refer
ence
the
pres
entat
ion/pi
cture
but
conv
eys l
ittle r
eleva
nt inf
orma
tion.
•Ide
as ar
e rar
ely co
hesiv
e an
d con
necte
d. •G
ramm
ar an
d wor
d cho
ice
are l
imite
d and
impe
de
mean
ing.
•Pro
nunc
iation
or in
tonati
on
often
impe
de m
eanin
g. •S
peec
h may
cons
ist
of iso
lated
wor
d(s)
or
phra
se(s)
relat
ed to
the
pictur
e.
•Res
pons
e inc
ludes
a pa
rtial
summ
ary o
f at le
ast o
ne
of the
main
point
s of th
e pr
esen
tation
and m
ay la
ck
an un
derst
andin
g of th
e ma
in po
ints.
•Ide
as ar
e som
etime
s co
hesiv
e and
conn
ected
. •G
ramm
ar an
d wor
d cho
ice
are s
imple
and r
epeti
tive;
erro
rs oft
en im
pede
me
aning
. •P
ronu
nciat
ion or
inton
ation
oft
en im
pede
mea
ning.
•Spe
ech m
ay be
slow
, ch
oppy
, or h
alting
.
•Res
pons
e inc
ludes
a mo
stly
clear
summ
ary o
f som
e of
the m
ain po
ints o
f the
pres
entat
ion w
ith pa
rtial/b
asic
detai
ls. •I
deas
are u
suall
y coh
esive
an
d con
necte
d. •G
ramm
ar an
d wor
d cho
ice
are a
dequ
ate; e
rrors
occa
siona
lly im
pede
mea
ning.
•Pro
nunc
iation
or in
tonati
on
occa
siona
lly 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.
•A fu
ll res
pons
e inc
ludes
a cle
ar su
mmar
y of th
e main
po
ints a
nd de
tails
of the
pr
esen
tation
. •I
deas
are c
ohes
ive an
d co
nnec
ted.
•Gra
mmar
and w
ord c
hoice
ar
e var
ied an
d effe
ctive
; er
rors
do no
t impe
de
mean
ing.
•Pro
nunc
iation
or in
tonati
on
do no
t impe
de m
eanin
g. •S
peec
h is u
suall
y smo
oth
and s
ustai
ned.
Anc
hor:
I ne
ed to
say
, you
say
.[E
xami
ner:
Tell
me
abou
t hib
erna
tion.
Use
the
pict
ures
to h
elp
you.]
(N
o re
spon
se.)
Anc
hor:
Bear
. . .
sle
epin
g.Anc
hor:
The
wood
chuc
k is
sleep
ing
unde
rgro
und.
An
d th
e ba
t is
sleep
ing
in th
e ca
ve. A
nd th
e
. . .
I fo
rgot
whe
re th
e be
ar’s
sleep
ing
at.
[Exa
mine
r: It
’s O
K. D
o yo
ur b
est.]
In it
s ca
ve, p
roba
bly.
Anc
hor:
Hibe
rnat
ion
mean
s th
at,
umm,
som
ethi
ng fi
nds
a sa
fe p
lace
to s
leep
dur
ing
the
wint
er. A
nd th
ey
find
food
for
the
wint
er,
beca
use
if th
ey g
et o
ut in
th
e wi
nter
, it’s
goi
ng to
be
cold
for
them
. And
they
sle
ep a
lot.
[Exa
mine
r: W
hat e
lse c
an
you
tell
me a
bout
wha
t you
he
ard?
]Th
at h
iber
natio
n is,
umm
, lik
e, s
leep
ing.
Anc
hor:
Hibe
rnat
ion
mean
s th
at
an a
nima
l find
s a
safe
pl
ace
and
sleep
s for
the
wint
er. T
he w
oodc
huck
an
d th
e be
ar h
iber
nate
. Ba
ts h
ang
upsid
e do
wn in
wa
rm c
aves
. Bea
rs s
leep
be
caus
e fo
od is
har
d to
fin
d.
Note
s: •M
inor f
actua
l inac
cura
cies o
r omi
ssion
s are
acce
ptable
as lo
ng as
the s
tuden
t exp
ress
es a
clear
summ
ary o
f the p
rese
ntatio
n. •D
o not
pena
lize f
or m
ispro
nunc
iation
of an
y wor
d tha
t doe
s not
inter
fere w
ith m
eanin
g.
PR
AC
TIC
E T
ES
T
28G
RAD
ES 3
–5Su
mm
ariz
e an
Aca
dem
ic P
rese
nta
tio
nC
on
du
ctiv
ity
/ Q
ues
tio
n 1
3
Main
Po
ints
A fu
ll re
spon
se in
clud
es a
ll of
the
follo
win
g po
ints
and
ste
ps:
•An
exp
lana
tion
of c
ondu
ctiv
ity, t
he w
ay e
lect
ricity
pas
ses
thro
ugh
diffe
rent
mat
eria
ls (m
etal
is a
bet
ter c
ondu
ctor
of e
lect
ricity
than
rubb
er/e
lect
ricity
ca
n pa
ss th
roug
h m
etal
bet
ter t
han
rubb
er).
•St
eps
in th
e de
mon
stra
tion:
»Ba
tter
ies
and
a lig
ht b
ulb
are
conn
ecte
d to
geth
er w
ith w
ires,
but
the
circ
uit i
s no
t com
plet
e/w
ires
are
not t
ouch
ing
on o
ne s
ide.
» Th
e w
ires
are
conn
ecte
d to
a ru
bber
era
ser.
Rubb
er is
not
a g
ood
cond
ucto
r of e
lect
ricity
, so
the
bulb
doe
s no
t lig
ht u
p. »A
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.
SA
Y Yo
u ar
e go
ing
to li
sten
to s
ome
info
rmat
ion
abou
t the
pro
cess
of
cond
uctiv
ity. Y
ou w
ill h
ear t
he in
form
atio
n on
ly o
nce.
As
you
liste
n,
look
at t
he p
ictu
res
on y
our s
cree
n. Y
ou m
ay ta
ke n
otes
on
your
sc
ratc
h pa
per a
s yo
u lis
ten.
Whe
n th
e pr
esen
tatio
n en
ds, y
ou w
ill s
umm
ariz
e th
e in
form
atio
n yo
u he
ard.
You
will
• ex
plai
n co
nduc
tivity
,•
incl
ude
all t
he s
teps
in th
e de
mon
stra
tion,
and
• us
e re
leva
nt d
etai
ls a
nd c
lear
lang
uage
.
Pl
ay th
e au
dio
pres
enta
tion.
As t
he re
cord
ing
play
s, po
int t
o th
e re
leva
nt p
ictu
re th
at is
on
the
stud
ent’s
scre
en. 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 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 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
coo
rdin
ator
to fi
le a
STA
IRS
repo
rt in
TO
MS.
If u
sing
hea
dpho
nes,
put h
eadp
hone
s on
now.
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.
L
ook
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
.
23
1
29P
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.•
Rem
embe
r to
ente
r stu
dent
scor
es in
DEI
and
secu
rely
des
troy
answ
er sh
eets
and
scra
tch
pape
r.
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.
30Su
mm
ariz
e an
Aca
dem
ic P
rese
nta
tio
nC
on
du
ctiv
ity
/ Q
ues
tio
n 1
3
Main
Po
ints
A fu
ll re
spon
se in
clud
es a
ll of
the
follo
win
g po
ints
and
ste
ps:
•An
exp
lana
tion
of c
ondu
ctiv
ity, t
he w
ay e
lect
ricity
pas
ses
thro
ugh
diffe
rent
mat
eria
ls (m
etal
is a
bet
ter c
ondu
ctor
of e
lect
ricity
than
rubb
er/e
lect
ricity
ca
n pa
ss th
roug
h m
etal
bet
ter t
han
rubb
er).
• St
eps
in th
e de
mon
stra
tion:
»Ba
tter
ies
and
a lig
ht b
ulb
are
conn
ecte
d to
geth
er w
ith w
ires,
but
the
circ
uit i
s no
t com
plet
e/w
ires
are
not t
ouch
ing
on o
ne s
ide.
» Th
e w
ires
are
conn
ecte
d to
a ru
bber
era
ser.
Rubb
er is
not
a g
ood
cond
ucto
r of e
lect
ricity
, so
the
bulb
doe
s no
t lig
ht u
p.»
A pi
ece
of a
lum
inum
foil
is co
nnec
ted
to th
e w
ires,
and
the
bulb
ligh
ts u
p be
caus
e al
umin
um o
r met
al is
a b
ette
r con
duct
or o
f ele
ctric
ity th
an ru
bber
.
GRA
DES
3–5
31
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.
PR
AC
TIC
E T
ES
T
32
SPEAKING Practice Test—Grades 3–5Talk 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 8 0 1 2
Support an Opinion 9 0 1 2 3 10 0 1 2 3
Retell a Narrative 11 0 1 2 3 4
Summarize an Academic Presentation 12 0 1 2 3 4 13 0 1 2 3 4
Name:
Grade:
Student ID:
SPEAKING Practice Test—Grades 3–5Talk 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 8 0 1 2
Support an Opinion 9 0 1 2 3 10 0 1 2 3
Retell a Narrative 11 0 1 2 3 4
Summarize an Academic Presentation 12 0 1 2 3 4 13 0 1 2 3 4
Name:
Grade:
Student ID:
SPEAKING Practice Test—Grades 3–5Talk 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 8 0 1 2
Support an Opinion 9 0 1 2 3 10 0 1 2 3
Retell a Narrative 11 0 1 2 3 4
Summarize an Academic Presentation 12 0 1 2 3 4 13 0 1 2 3 4
Name:
Grade:
Student ID:
