ELPACEnglish Language Proficiency Assessments for California
Speaking:Directions for Administration
Training TestGrades 3–5
ii TRAINING TEST
ELPAC Administration Notes
FOR QUESTIONS REGARDING THE ELPAC OR FOR ADDITIONAL ASSISTANCE:• Test examiners and other school personnel should contact their site ELPAC
coordinator.
• LEA ELPAC coordinators should contact the California Technical Assistance Center (CalTAC) by phone at 800-955-2954, or by email at [email protected]. CalTAC is open from 7 a.m. to 5 p.m. Monday through Friday.
Copyright © 2020 by the California Department of Education (CDE). All rights reserved.
iiiTRAINING TEST
Table of Contents
Directions for Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Introduction to the ELPAC Training Test Directions for Administration . . . . . . . . . . . . . . . . . 1Using the DFA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Administering a Training Test Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Preparing to Administer and Score the Speaking Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Prompting and Scoring Guidelines for the Speaking Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Audio Capture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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 Training 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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Summarize an Academic Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Student Score Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
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iv
1TRAINING TEST
Directions for Administration
Introduction to the ELPAC Training 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).
Using the DFAThis DFA document should be used to administer the Speaking domain only. For Kindergarten through Grade 2, to administer the other domains, download the Listening and Reading DFA for each specific grade. The Writing test for Kindergarten through Grade 2 is administered in a paper-based format. Please refer to the Writing practice test materials available on https://www.elpac.org/resources/practicetests.
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 Training Test; however, the term “test examiner” is used in this document to show what a test examiner will do to administer the test.
2 TRAINING TEST
Directions for Administration (cont.)
Administering a Training 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 training 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 training 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 or in the notepad section on the electronic device.
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.
3TRAINING 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.
4 TRAINING TEST
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 training 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.
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].
5TRAINING TEST
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.
6 TRAINING TEST
Directions for Administration (cont.)
Logon and Audio/Sound Check Instructions
How to Start a Test Session as a Guest
SAY Today you will be taking the Speaking section of the ELPAC. First, I am going to sign you in.
1) Navigate to the ELPAC website. 2) Select the [Practice & Training Tests] button. 3) Select the [Student Interface Practice and Training Tests] link to launch the
Student Sign In screen on the student’s testing device. 4) Select the [Sign In] button to log onto 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 training test. ELPAC training tests are located at the bottom of the list and are color-coded dark grey.
SAMPLE
7TRAINING TEST
7) You will see a Choose Settings screen.
8) Choose test settings as needed, then select the [Select] button.
SAY Before we begin, 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.
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. 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.’”
Directions for Administration (cont.)
8 TRAINING TEST
Directions for Administration (cont.)
SAY Now let’s see if it recorded your voice. Playback
SAY Did you hear yourself? Pause for student’s response.
SAY OK, let’s get started. Select [I heard my recording]. Select the [Continue] button.
View Test Settings or Help Guide as needed. Select [Begin Test Now].When Question 1 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
9TRAINING TEST
How to Start a Training Test Session Using the Same Procedures as the Operational Tests
SAY Today you will be taking the Speaking section of the ELPAC. First, I am going to sign you in.
TEST ADMINISTRATOR INTERFACE
1) Launch a supported web browser on your device and access the ELPAC website. 2) Select the [Practice & Training Tests] button. 3) Select the [Test Administrator and Test Examiner Practice and Training
Site] to log on to the Test Administrator Interface for the training test. 4) Log on to the Test Administrator Interface using your TOMS username (your
email address) and password. 5) Select the training 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 TRAINING 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 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 the Student? 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.)
11TRAINING TEST
STUDENT INTERFACE (cont.) 11) On the test selection screen, select the appropriate ELPAC training test. ELPAC
training tests are located at the bottom of the list and are color-coded dark grey. SAMPLE
TEST ADMINISTRATOR INTERFACE 12) Go back to your test examiner device and in the Test Administrator Interface, approve the student to test.13) Verify you have selected the correct test and test settings for the student by selecting the [Approvals] button.
STUDENT INTERFACE 14) Go back to the student testing device and administer the assessment using the script that starts in the next section of this DFA.
15) You will see this screen. Choose test settings as needed, then select the [Select] button.
Directions for Administration (cont.)
SAY Before we begin, 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.
12 TRAINING TEST
Directions for Administration (cont.)
STUDENT INTERFACE (cont.) Point to the microphone.
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. 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
SAY Did you hear yourself? Pause for student’s response.
SAY OK, let’s get started. Select [I heard my recording]. Select the [Continue] button.
View Test Settings or Help Guide as needed. Select [Begin Test Now].When Question 1 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
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13
14G
RAD
ES 3
–5Ta
lk A
bo
ut
a Sc
ene
Pain
t Fu
n /
Qu
esti
on
s 2–
7
No
.It
em
Sco
re 0
Sco
re 1
[blan
k ce
ll]
SAY
Look
at t
he p
ictu
re. I
am
go
ing
to a
sk y
ou s
ome
ques
tions
abo
ut it
.
•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?
NE
XT
Anc
hor:
{Te
ache
r.Anc
hor:
{Pa
ssin
g ou
t mar
kers
/cra
yons
/pai
nt.
3SA
Y W
hat i
s on
the
tabl
es?
NE
XT
Anc
hor:
{
Tabl
es.
Anc
hor:
{
Pain
t/bl
ocks
/art
sup
plie
s.
4SA
Y D
escr
ibe
wha
t the
boy
s
are
doin
g.
N
EX
T
Anc
hor:
{
I fo
rget
.Anc
hor:
{Pa
intin
g/co
lorin
g (t
he b
lock
s/cu
bes)
.
15T
RA
ININ
G T
ES
T
No
.It
em
Sco
re 0
Sco
re 1
Sco
re 2
[blan
k ce
ll]Fo
r que
stio
ns 5
–7, i
f the
stud
ent g
ives
a
one-
wor
d re
spon
se, s
ay, “
Tell
me
mor
e.”
• 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.
5SA
Y W
hat k
ind
of c
lass
is th
is?
Wai
t for
the
stud
ent’s
res
pons
e.
SA
Y H
ow d
o yo
u kn
ow?
NE
XT
Anc
hor:
{
Clas
s. [E
xami
ner:
How
do y
ou
know
?]
(No
resp
onse
.)
Anc
hor:
{
Art.
[Exa
mine
r: Ho
w do
you
kn
ow?]
(P
oint
ing.)
[E
xami
ner:
Tell
me in
wo
rds.]
(S
hake
s he
ad.)
Anc
hor:
{
An a
rt c
lass
. [E
xami
ner:
How
do y
ou
know
?]
Beca
use
ther
e is
art
stuf
f in
the
room
.
6SA
Y D
escr
ibe
wha
t is
on th
e w
alls
.
N
EX
T
Anc
hor:
{
(Res
pons
e in
prim
ary
lang
uage
.)
Anc
hor:
{
Pict
ures
. [E
xami
ner:
Tell
me
more
.] Pi
ctur
e.
Anc
hor:
{
Ther
e’s a
pic
ture
and
a
cloc
k, a
nd th
ere’s
a
pict
ure
. . .
that
’s a
pict
ure
fram
e.
7
Poi
nt to
the
entir
e sc
ene.
SAY
Tell
me
som
ethi
ng e
lse
abou
t th
e pi
ctur
e.
N
EX
T
Anc
hor:
{
Umm,
yes
. . .
[E
xami
ner:
Tell
me
more
.] Um
m, n
o.
Anc
hor:
{
Umm,
pai
nt .
. . p
aint
ing.
[Exa
mine
r: Te
ll me
mo
re.]
No.
Anc
hor:
{
The
girl
is dr
awin
g.
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 5
–7, i
f the
stu
dent
giv
es a
one
-wor
d re
spon
se, s
ay, “
Tell
me
mor
e.”
For q
uest
ion
7, if
the
stud
ent g
ives
a re
spon
se s
uch
as “
Ther
e is
not
hing
mor
e to
say
,” re
peat
the
ques
tion.
16G
RAD
ES 3
–5Sp
eech
Fu
nct
ion
sB
oo
k ab
ou
t H
ors
es /
Qu
esti
on
8
No
.Q
uest
ion
Fun
ctio
nSco
re 0
Sco
re 1
Sco
re 2
blank
•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.
8B
ook
abou
t H
orse
s
Ask
ing
for
info
rmat
ion
Anc
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?
17T
RA
ININ
G T
ES
T
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 a s
ituat
ion
that
co
uld
happ
en to
you
. The
n, te
ll m
e w
hat y
ou w
ould
say
. Rem
embe
r to
answ
er a
ll qu
estio
ns in
Eng
lish.
If y
ou w
ant
me
to re
peat
a q
uest
ion,
you
can
ask
me
to. T
he fi
rst o
ne is
for p
ract
ice.
PRA
CTI
CE—
DO
NO
T R
ECO
RD
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
res
pons
e, o
r m
odel
a
corr
ect r
espo
nse,
suc
h as
“D
id y
ou fi
nish
you
r w
orks
heet
?” o
r “
Are
you
don
e w
ith
your
wor
kshe
et?”
Func
tion:
ask
ing
for
info
rmat
ion
8 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?
Func
tion:
ask
ing
for
info
rmat
ion
The
stu
dent
mig
ht s
ay, “
Doe
s th
e 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.”
NE
XT
If
ther
e ha
ve b
een
no r
espo
nses
or
no c
orre
ct r
espo
nses
to th
is p
oint
, you
may
sto
p te
stin
g in
the
Spea
king
dom
ain.
Sel
ect [
Paus
e].
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
nG
rou
p o
r A
lon
e /
Qu
esti
on
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:
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
be
alon
e.
[Exa
mine
r: Te
ll me
mor
e ab
out
your
cho
ice.
]Be
caus
e I
don’t
kno
w wh
at to
do
.
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.
19T
RA
ININ
G T
ES
T
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
opri
ate
time
whi
le r
eadi
ng th
e qu
estio
n.
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.
NE
XT
Pro
mp
tin
g G
uid
elin
es: S
up
po
rt a
n O
pin
ion
If th
e st
uden
t doe
s no
t ans
wer
or r
eque
sts
that
a q
uest
ion
be re
peat
ed, y
ou m
ay re
peat
the
ques
tion
once
.If
the
stud
ent p
oint
s or
poi
nts
whi
le s
ayin
g w
ords
suc
h as
this
/that
/thes
e/th
ose,
say
, “Te
ll m
e in
wor
ds,”
and
repe
at th
e qu
estio
n.
If th
e st
uden
t sta
tes
a ch
oice
but
doe
s no
t pro
vide
a re
ason
, rep
eat t
he la
st p
art o
f the
que
stio
n on
ce:
“Exp
lain
you
r ch
oice
by
givi
ng r
elev
ant
reas
ons
to s
uppo
rt y
our
opin
ion.
”If
the
stud
ent g
ives
an
orig
inal
but
rele
vant
resp
onse
to th
e qu
estio
n or
sel
ects
nei
ther
or b
oth
optio
ns, s
ay,
“Exp
lain
you
r ch
oice
by
givi
ng r
elev
ant
reas
ons
to s
uppo
rt y
our
opin
ion.
”If
the
stud
ent p
rovi
des
a si
mpl
e re
leva
nt re
ason
, say
, “Te
ll m
e m
ore
abou
t yo
ur c
hoic
e.”
20G
RAD
ES 3
–5R
etel
l a N
arra
tive
Bir
dh
ou
se /
Qu
esti
on
10
Sco
re 0
Sco
re 1
Sco
re 2
Sco
re 3
Sco
re 4
• Res
pons
e is n
ot re
levan
t.• R
espo
nse 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 b
ut ma
y be
incom
plete
and l
ack c
larity
.• I
deas
are s
ometi
mes
cohe
sive a
nd co
nnec
ted.
• Gra
mmar
and w
ord c
hoice
ar
e sim
ple an
d rep
etitiv
e; er
rors
often
impe
de
mean
ing.
• Pro
nunc
iation
and/o
r int
onati
on of
ten im
pede
me
aning
.• S
peec
h may
be sl
ow,
chop
py, o
r halt
ing.
• Res
pons
e rete
lls th
e na
rrativ
e as s
uppo
rted
by th
e pict
ures
with
basic
de
tail.
• Ide
as ar
e usu
ally c
ohes
ive
and c
onne
cted.
•Gra
mmar
and w
ord c
hoice
are a
dequ
ate; e
rrors
occa
siona
lly im
pede
me
aning
.
• 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:
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
bird
hous
e. S
o th
ey
went
to th
e ga
rage
to
get w
ood.
The
girl
pic
ked
up w
ood
and
the
. . .
and
the
dad
hamm
ered
the
wood
with
nai
ls. A
nd,
then
. . .
and
the
dad
and
the
girl
were
pai
ntin
g th
e bi
rdho
use.
The
n th
ey h
ung
the
bird
hous
e an
d th
e bi
rds
chec
ked
it ou
t.
21T
RA
ININ
G T
ES
T
10 SA
Y Lo
ok a
t the
pic
ture
s.
Pa
use.
Poi
nt to
eac
h of
the
pict
ures
.
SA
Y I a
m g
oing
to te
ll yo
u a
stor
y ab
out t
he p
ictu
res.
Li
sten
car
eful
ly. Y
ou w
ill h
ear t
he s
tory
onl
y on
ce. W
hen
I am
fini
shed
, you
will
use
the
pict
ures
to te
ll th
e st
ory
back
to m
e.
Poi
nt to
the
first
pic
ture
.
SA
Y M
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
thir
d pi
ctur
e.
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.
NE
XT
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.
22G
RAD
ES 3
–5Su
mm
ariz
e an
Aca
dem
ic P
rese
nta
tio
n
His
tory
of
Telli
ng
Tim
e /
Qu
esti
on
11
Main
Po
ints
A fu
ll re
spon
se e
xpla
ins
how
telli
ng ti
me
has
chan
ged
over
tim
e an
d in
clud
es th
e M
ain
Poin
ts fr
om th
e pr
esen
tatio
n:•
The
earli
est h
uman
s us
ed n
atur
e to
tell
time,
like
usi
ng a
sun
dial
to tr
ack
the
mov
emen
t of t
he s
un. (
The
sund
ial c
asts
a s
hado
w o
f the
sun
’s po
sitio
n th
at m
oves
to te
ll tim
e.)
•M
echa
nica
l clo
cks
wer
e in
vent
ed in
the
mid
dle
ages
(usi
ng w
eigh
ts a
nd s
prin
gs to
mov
e cl
ock
whe
els)
. The
y in
clud
ed b
ells
that
wou
ld s
ound
eve
ry
hour
and
wer
e lo
cate
d in
the
cent
er o
f tow
n. (L
arge
clo
ck to
wer
s w
ere
built
so
ever
yone
cou
ld h
ear a
cros
s th
e to
wn/
ever
yone
kne
w ti
me
pass
ed
beca
use
of th
e so
und
of th
e be
ll).
•Ea
rly c
lock
s wer
e la
rge,
so p
ocke
t wat
ches
wer
e cr
eate
d th
at a
re sm
all e
noug
h to
car
ry. (
A sm
all c
lock
/sea
wat
ch w
as c
reat
ed fo
r sai
lors
/by
John
Har
rison
).
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 how
telli
ng ti
me
has
chan
ged
over
tim
e. Y
ou w
ill h
ear t
he in
form
atio
n on
ly o
nce.
The
re a
re p
ictu
res
on th
e sc
reen
that
go
alon
g w
ith th
e in
form
atio
n. Y
ou m
ay ta
ke n
otes
as
you
liste
n.
W
hen
the
pres
enta
tion
ends
, you
will
sum
mar
ize
the
info
rmat
ion
you
hear
d.
You
will
• ex
plai
n ho
w te
lling
tim
e ha
s ch
ange
d ov
er ti
me,
• in
clud
e th
e ex
ampl
es fr
om th
e pr
esen
tatio
n, a
nd•
use
rele
vant
det
ails
and
cle
ar la
ngua
ge.
Play
the
audi
o pr
esen
tatio
n. A
s th
e re
cord
ing
play
s, if
app
ropr
iate
, 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 s
uppl
emen
t. A
fter
you
hav
e st
arte
d th
e re
cord
ing,
do
not p
ause
or
stop
the
reco
rdin
g. T
he a
udio
re
cord
ing
cann
ot b
e re
play
ed. I
f a
valid
dis
rupt
ion
occu
rs (
e.g.
, int
erco
m a
nnou
ncem
ents
, fire
dri
lls, s
tude
nt h
ealth
issu
es, a
udio
m
alfu
nctio
ns),
ple
ase
read
the
reco
rded
aud
io s
crip
t to
com
plet
e th
e te
st a
dmin
istr
atio
n.
If u
sing
hea
dpho
nes,
put
hea
dpho
nes
on n
ow.
Rec
orde
d A
udio
Scr
ipt
Adu
lt m
aleS
ince
the
begi
nnin
g of
his
tory
, peo
ple
have
foun
d di
ffere
nt w
ays
to m
ark
the
pass
age
of ti
me.
Now
aday
s, w
e us
e cl
ocks
and
wat
ches
to te
ll tim
e. B
ut th
ousa
nds
of y
ears
ago
, peo
ple
ofte
n us
ed n
atur
e to
hel
p th
em...
for e
xam
ple,
tra
ckin
g th
e m
ovem
ent o
f the
Sun
.
Pic
ture
one
sho
ws
an e
xam
ple
of o
ne o
f the
ear
liest
way
s to
tell
time—
by u
sing
a d
evic
e ca
lled
a su
ndia
l. A
sund
ial h
as
mar
king
s on
its
face
that
repr
esen
t the
hou
rs o
f day
light
. As
the
Ear
th tu
rns
each
day
, the
Sun
app
ears
to m
ove
acro
ss th
e sk
y. T
he s
tick
in th
e m
iddl
e of
the
sund
ial c
asts
a s
hado
w o
f the
Sun
’s p
ositi
on in
rela
tions
hip
to E
arth
. The
sha
dow
then
sh
ows
wha
t the
tim
e is
.
23T
RA
ININ
G T
ES
T
P
ictu
re tw
o sh
ows
a m
echa
nica
l clo
ck th
at a
ppea
red
in th
e M
iddl
e A
ges.
Bac
k th
en, p
eopl
e di
scov
ered
that
by
usin
g w
eigh
ts a
nd s
prin
gs, t
hey
coul
d m
ove
whe
els
with
in a
clo
ck. T
hese
larg
e cl
ocks
wer
e us
ually
loca
ted
in th
e m
iddl
e of
a
tow
n hi
gh u
p in
a to
wer
. The
clo
cks
had
a to
ol th
at w
ould
stri
ke a
bel
l eac
h ho
ur. T
hat w
ay, e
very
one
knew
that
an
hour
ha
d pa
ssed
... b
ecau
se o
f the
sou
ndin
g of
the
bell.
Man
y ci
ties
wou
ld b
uild
larg
e cl
ock
tow
ers
so th
at th
e w
hole
city
cou
ld
hear
the
bell.
As
tech
nolo
gy a
dvan
ced,
num
bers
and
face
s w
ere
adde
d to
thes
e cl
ocks
.
Ear
ly c
lock
s w
ere
quite
larg
e. H
owev
er, p
eopl
e ne
eded
clo
cks
that
wer
e m
uch
smal
ler..
. and
in th
e 18
th c
entu
ry, t
he
Brit
ish
gove
rnm
ent o
ffere
d a
rew
ard
for a
nyon
e w
ho c
ould
cre
ate
a sm
all c
lock
that
cou
ld b
e us
ed w
hile
sai
ling.
With
out
an a
ccur
ate
tool
for t
ellin
g tim
e, s
ailo
rs h
ad a
har
d tim
e na
viga
ting
larg
e sh
ips
effe
ctiv
ely.
A m
an n
amed
Joh
n H
arris
on
inve
nted
a s
mal
l dev
ice
know
n as
a s
ea w
atch
to s
olve
the
prob
lem
. Pic
ture
thre
e sh
ows
an e
xam
ple
of H
arris
on’s
wat
ch.
It’s
smal
l eno
ugh
to b
e ca
rrie
d in
you
r poc
ket—
and
peop
le e
vent
ually
sta
rted
refe
rrin
g to
thes
e de
vice
s as
poc
ket w
atch
es.
Of c
ours
e, n
owad
ays
we
have
man
y di
ffere
nt d
evic
es fo
r tel
ling
time,
incl
udin
g w
ristw
atch
es a
nd s
mar
tpho
nes.
NE
XT
11 SAY
Sum
mar
ize
the
info
rmat
ion
you
hear
d. B
e su
re to
• ex
plai
n ho
w te
lling
tim
e ha
s ch
ange
d ov
er ti
me,
• in
clud
e th
e ex
ampl
es fr
om th
e pr
esen
tatio
n, a
nd•
use
rele
vant
det
ails
and
cle
ar la
ngua
ge.
Paus
e to
let t
he s
tude
nt s
umm
ariz
e th
e pr
esen
tatio
n. W
hile
the
stud
ent i
s re
spon
ding
, use
the
mai
n po
ints
and
the
rubr
ic to
sco
re th
e re
spon
se. A
fter
the
stud
ent r
espo
nds,
SA
Y Th
is is
the
end
of th
e Sp
eaki
ng te
st. T
hank
you
for y
our a
ttent
ion
and
hard
wor
k.
D
IRE
CT
ION
S O
N E
ND
ING
A T
EST
• Se
lect
the
[End
Tes
t] bu
tton
to c
ontin
ue to
the
revi
ew sc
reen
.•
Do
not r
erec
ord
resp
onse
s if y
ou se
e a
red
trian
gle
in th
e re
view
box
. Sel
ect t
he [ S
ubm
it Te
st] b
utto
n.
Pro
mp
tin
g G
uid
elin
es: S
um
mar
ize
an A
cad
emic
Pre
sen
tati
on
If th
e st
uden
t doe
s no
t ans
wer
or r
eque
sts
that
the
ques
tion
be re
peat
ed, r
epea
t the
que
stio
n an
d bu
llete
d po
ints
onc
e.If
the
stud
ent p
oint
s to
the
pict
ure,
or p
oint
s w
hile
say
ing
wor
ds s
uch
as th
is/th
at/th
ese/
thos
e, o
r sta
rts
to w
rite
a re
spon
se, s
ay,
“Ple
ase
tell
me
your
sum
mar
y.”
If th
e st
uden
t is
stru
gglin
g to
rem
embe
r a w
ord,
you
may
say
, “It
’s O
K, d
o yo
ur b
est.”
Do
not s
ay th
e w
ord
to th
e st
uden
t.If
the
resp
onse
incl
udes
one
or s
ome
of th
e m
ain
poin
ts a
nd/o
r par
tial d
etai
ls, s
ay, “
Wha
t el
se c
an y
ou t
ell m
e ab
out
wha
t yo
u he
ard?
” Re
prom
pt o
nly
once
.
24G
RAD
ES 3
–5Su
mm
ariz
e an
Aca
dem
ic P
rese
nta
tio
nH
isto
ry o
f Te
llin
g T
ime
/ Q
ues
tio
n 1
1
Main
Po
ints
A fu
ll re
spon
se e
xpla
ins
how
telli
ng ti
me
has
chan
ged
over
tim
e an
d in
clud
es th
e M
ain
Poin
ts fr
om th
e pr
esen
tatio
n: •Th
e ea
rlies
t hum
ans
used
nat
ure
to te
ll tim
e, li
ke u
sing
a s
undi
al to
trac
k th
e m
ovem
ent o
f the
sun
. (Th
e su
ndia
l cas
ts a
sha
dow
of t
he s
un’s
posi
tion
that
mov
es to
tell
time.
)•
Mec
hani
cal c
lock
s w
ere
inve
nted
in th
e m
iddl
e ag
es (u
sing
wei
ghts
and
spr
ings
to m
ove
cloc
k w
heel
s). T
hey
incl
uded
bel
ls th
at w
ould
sou
nd e
very
ho
ur a
nd w
ere
loca
ted
in th
e ce
nter
of t
own.
(Lar
ge c
lock
tow
ers
wer
e bu
ilt s
o ev
eryo
ne c
ould
hea
r acr
oss
the
tow
n/ev
eryo
ne k
new
tim
e pa
ssed
be
caus
e of
the
soun
d of
the
bell)
.•
Early
clo
cks w
ere
larg
e, so
poc
ket w
atch
es w
ere
crea
ted
that
are
smal
l eno
ugh
to c
arry
. (A
smal
l clo
ck/s
ea w
atch
was
cre
ated
for s
ailo
rs/b
y Jo
hn H
arris
on).
Sco
re 0
Sco
re 1
Sco
r e 2
Sco
re 3
Sco
r e 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 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 an
d deta
iled
retel
ling o
f the n
arra
tive a
s sup
porte
d by
the p
ictur
es.
•Ide
as ar
e coh
esive
and c
onne
cted.
•Gra
mmar
and w
ord c
hoice
are v
aried
an
d ef fe
ctive
; erro
rs do
not im
pede
me
aning
.•P
ronu
nciat
ion an
d into
natio
n do n
ot im
pede
mea
ning.
•Spe
ech i
s usu
ally s
mooth
and
susta
ined.
25T
RA
ININ
G T
ES
T
Sco
re 0
Sco
re 1
Sco
re 2
Sco
re 3
Sco
re 4
Anc
hor:
(No
resp
onse
.)[E
xami
ner:
Go a
head
and
te
ll me
you
r su
mmar
y.]Su
mmar
y.
Anc
hor:
Firs
t, I
seen
that
it
they
cha
nge
like
to th
e su
n an
d to
roof
s an
d to
po
cket
s an
d sc
hool
s, an
d,
chan
ge.
[Exa
mine
r: W
hat e
lse
can
you
tell
me a
bout
wh
at y
ou h
eard
?](N
o re
spon
se.)
Anc
hor:
Num
ber,
many
citi
es
use
that
clo
ck s
o, b
uild
a
cloc
k so
they
can
re
memb
er ti
me. A
nd
numb
er th
ree,
they
ma
de th
at c
lock
litt
le s
o th
ey c
ould
fit i
t in
thei
r po
cket
. And
. . .
[Exa
mine
r: W
hat e
lse
can
you
tell
me a
bout
wh
at y
ou h
eard
?]Th
at .
. .
Anc
hor:
They
use
d na
ture
to
tell
time,
and
whe
n th
e sh
adow
cha
nges
, it t
ells
the
time.
And
in th
e se
cond
pict
ure
they
use
we
ight
s and
sprin
gs to
mo
ve th
e tim
e ev
ery
time
the
hour
cha
nges
. An
d th
e um
m, th
e fir
st
clock
was
uhh
, was
use
d fo
r tra
velin
g.[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 in
the
first
, in
the
first
pic
ture
rig
ht h
ere
(poi
ntin
g), i
t sho
ws th
at,
that
they
, in
anci
ent t
imes
they
us
ed a
sun
dial
and
whe
n, a
nd th
ey
had
a st
ick
in th
e mi
ddle
and
whe
n th
e su
n wo
uld
like
towa
rds
move
ov
er ti
me o
f th
e da
y, th
en it
wou
ld
move
and
they
can
, the
y te
ll tim
e by
it. A
nd th
en, a
nd th
en o
ver t
he
year
s th
ey s
tart
ed w
orki
ng o
n, o
n th
e cl
ock
towe
rs. A
nd th
en, a
nd
then
they
use
d, th
ey u
se a
wei
ght
and
then
I th
ink
the
stic
ks. A
nd
then
they
took
the
time,
they
us
ed ti
me a
nd th
ey m
oved
it, a
nd
they
mov
ed it
so
that
and
then
wh
enev
er ti
me p
asse
s. An
d th
en
once
whe
n it
woul
d h-
, lik
e pu
t lik
e an
, till
12:0
0 or
like
an
hour
, it
woul
d st
art l
ike,
it’ll
star
t to
ring
for p
eopl
e to
kno
w th
at it
’s be
en a
n ho
ur. A
nd th
en in
this
one
(poi
ntin
g) it
sho
ws th
at la
ter o
n af
ter t
hat,
some
one,
they
cre
ated
th
e, th
e po
cket
wat
ch s
o th
at it
ca
n fit
in y
our p
ocke
t and
it c
an
solve
t-, a
nd it
sol
ves
prob
lems
fr
om p
eopl
e wh
o ca
n’t re
ally
see
wh
at ti
me it
was
. And
then
now
pe
ople
use
a b
unch
of
thei
r sma
rt
phon
es a
nd o
ther
stu
ff.
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.
26
Student Score Sheet
SPEAKING Training Test—Grades 3–5Talk About a Scene 2 0 1 3 0 1 4 0 1 5 0 1 2 6 0 1 2 7 0 1 2
Speech Functions 8 0 1 2
Support an Opinion 9 0 1 2 3
Retell a Narrative 10 0 1 2 3 4
Summarize an Academic Presentation 11 0 1 2 3 4
Name:
Grade:
Statewide Student Identifier:
Date Entered in DEI:
SPEAKING Training Test—Grades 3–5Talk About a Scene 2 0 1 3 0 1 4 0 1 5 0 1 2 6 0 1 2 7 0 1 2
Speech Functions 8 0 1 2
Support an Opinion 9 0 1 2 3
Retell a Narrative 10 0 1 2 3 4
Summarize an Academic Presentation 11 0 1 2 3 4
Name:
Grade:
Statewide Student Identifier:
Date Entered in DEI:
SPEAKING Training Test—Grades 3–5Talk About a Scene
2 0 1 3 0 1 4 0 15 0 1 2 6 0 1 2 7 0 1 2
Speech Functions8 0 1 2
Support an Opinion9 0 1 2 3
Retell a Narrative 10 0 1 2 3 4
Summarize an Academic Presentation11 0 1 2 3 4
Name:
Grade:
Statewide Student Identifier:
Date Entered in DEI: