ELPAC English Language Proficiency Assessments for California Speaking: Directions for Administration Training Test Kindergarten
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ELPACEnglish Language Proficiency Assessments for California
Speaking:Directions for Administration
Training TestKindergarten
ii TRAINING 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.
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
Support an Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Retell a Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Summarize an Academic Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Student Score Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
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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
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 Student
Test Examiner
Student
Test Examiner
StudentTest Examiner 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 (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 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
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 (https://www.elpac.org).
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 [StudentInterface Practice and Training Tests] link from the Practice and Training Teststab on elpac.org.9) Toggle the blue Guest User and Guest Session buttons to [OFF], and log thestudent on.
• In the First Name field, enter the student’s first name as it appears in the CaliforniaLongitudinal 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.)
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
Kind
erga
rten
14Ta
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
blank
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?
NEX
T
Anc
hor:
{{
Teac
her.
Anc
hor:
{{
Pass
ing
out m
arke
rs/c
rayo
ns/p
aint
.
3SA
Y W
hat i
s on
the
tabl
es?
NEX
T
Anc
hor:
{{Ta
bles
.Anc
hor:
{{Pa
int/
bloc
ks/a
rt s
uppl
ies.
4SA
Y D
escr
ibe
wha
t the
boy
s
are
doin
g.
N
EXT
Anc
hor:
{{
I fo
rget
.Anc
hor:
{{
Pain
ting/
colo
ring
(the
blo
cks/
cube
s).
15T
RA
ININ
G T
ES
T
No
.It
em
Sco
re 0
Sco
re 1
Sco
re 2
blank
ce
llFo
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
Engli
sh.
•No r
espo
nse,
“I do
n’t kn
ow,”
or is
comp
letely
unint
elligi
ble.
•Res
pons
e is l
imite
d or
partia
lly re
levan
t.•E
rrors
in gr
amma
r,pr
onun
ciatio
n, or
inton
ation
impe
de m
eanin
g.
•Res
pons
e is r
eleva
nt.•E
rrors
in gr
amma
r,pr
onun
ciatio
n, or
inton
ation
do no
t impe
de m
eanin
g.
5SA
Y W
hat k
ind
of c
lass
is th
is?
Wai
t for
the
stud
ent’s
resp
onse
.SA
Y H
ow d
o yo
u kn
ow?
NEX
T
Anc
hor:
{{Cl
ass.
[Exa
mine
r: Ho
w do
you
kn
ow?]
(N
o re
spon
se.)
Anc
hor:
{{Ar
t. [E
xami
ner:
How
do y
ou
know
?]
(Poi
ntin
g.)
[Exa
mine
r: Ca
n yo
u te
ll me
in w
ords
?]
(Sha
kes
head
.)
Anc
hor:
{{An
art
cla
ss.
[Exa
mine
r: Ho
w do
you
kn
ow?]
Be
caus
e th
ere
is ar
t st
uff
in th
e ro
om.
6SA
Y D
escr
ibe
wha
t is
on th
e w
alls
.N
EXT
Anc
hor:
{{(R
espo
nse
in p
rimar
y la
ngua
ge.)
Anc
hor:
{{
Pict
ures
. [E
xami
ner:
Tell
me
more
.] Pi
ctur
e.
Anc
hor:
{{Th
ere’s
a p
ictu
re a
nd
a cl
ock,
and
ther
e’s
a pi
ctur
e . .
. th
at’s
a pi
ctur
e fr
ame.
7Po
int t
o th
e en
tire
scen
e.SA
Y Te
ll m
e so
met
hing
els
e ab
out
the
pict
ure.
NEX
T
Anc
hor:
{{
Umm,
yes
. . .
[E
xami
ner:
Tell
me
more
.] Um
m, n
o.
Anc
hor:
{{Um
m, p
aint
. . .
pai
ntin
g. [E
xami
ner:
Tell
me
more
.] N
o.
Anc
hor:
{{Th
e gi
rl is
draw
ing.
Pro
mp
tin
g G
uid
elin
es: T
alk
Ab
ou
t a
Scen
eIf
the
stud
ent d
oes
not a
nsw
er o
r req
uest
s th
at a
que
stio
n be
repe
ated
, you
may
repe
at th
e qu
estio
n on
ce.
If th
e st
uden
t poi
nts,
pant
omim
es, o
r poi
nts
to p
eopl
e an
d th
ings
whi
le s
ayin
g w
ords
suc
h as
this
/that
/thes
e/th
ose,
say
, “Te
ll m
e in
wor
ds.”
For q
uest
ions
5–7
, if t
he s
tude
nt g
ives
a o
ne-w
ord
resp
onse
, say
, “Te
ll m
e m
ore.
” Fo
r que
stio
n 7,
if th
e st
uden
t giv
es a
resp
onse
suc
h as
“Th
ere
is n
othi
ng m
ore
to s
ay,”
repe
at th
e qu
estio
n.
Kind
erga
rten
16Su
pp
ort
an
Op
inio
nO
cean
or
Spac
e /
Qu
esti
on
8
Sco
re 0
Sco
re 1
Sco
re 2
•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 co
mplet
elyun
intell
igible
.
•An o
pinion
is ex
pres
sed b
ut no
t sup
porte
d.A
reas
on is
not p
rovid
ed or
is no
t rele
vant.
•Erro
rs in
gram
mar, w
ord c
hoice
, pro
nunc
iation
,or
inton
ation
impe
de m
eanin
g.
•An o
pinion
is ex
pres
sed a
nd su
ppor
ted w
ith a
relev
ant r
easo
n.•E
rrors
in gr
amma
r, wor
d cho
ice, p
ronu
nciat
ion,
or in
tonati
on do
not im
pede
mea
ning.
Anc
hor:
I do
n’t k
now.
Anc
hor:
Spac
e.[E
xami
ner:
Why
do
you
thin
k a
book
abo
ut
oute
r spa
ce is
bet
ter?
]I
don’t
kno
w.
Anc
hor
A:
The
ocea
n be
caus
e I
like
it.
Anc
hor
B:Sp
ace
beca
use
it’s
cool
.
17T
RA
ININ
G T
ES
T
No
.Pic
ture
Pro
mp
t
8
The
Oce
anSp
ace
SAY
Now
, SA
Y I a
m g
oing
to a
sk y
ou fo
r you
r opi
nion
.Po
int t
o ea
ch p
ictu
re a
t the
app
ropr
iate
tim
e w
hile
read
ing
the
ques
tion.
SAY
Your
cla
ss h
as a
cho
ice
to re
ad a
boo
k. W
hich
boo
k do
you
cho
ose
for y
our c
lass
to re
ad to
geth
er: a
bo
ok a
bout
the
ocea
n or
a b
ook
abou
t out
er s
pace
?W
ait f
or in
itial
cho
ice.
SAY
Why
do
you
thin
k [a
boo
k ab
out t
he o
cean
/a b
ook
abou
t out
er s
pace
/you
r cho
ice]
is b
ette
r?If
ther
e ha
ve b
een
no re
spon
ses o
r no
corr
ect r
espo
nses
to
this
poi
nt, y
ou m
ay st
op te
stin
g in
the
Spea
king
dom
ain.
Se
lect
[ Pau
se] .
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, pa
ntom
imes
, or p
oint
s w
hile
say
ing
wor
ds s
uch
as th
is/th
at/th
ese/
thos
e, s
ay, “
Tell
me
in w
ords
,” a
nd re
peat
the
ques
tion.
If th
e st
uden
t sta
tes a
cho
ice b
ut d
oes n
ot p
rovi
de a
reas
on, r
epea
t the
last
par
t of t
he q
uest
ion
once
: “W
hy d
o yo
u th
ink
[stu
dent
’s ch
oice
] is
bett
er?”
If th
e st
uden
t giv
es a
n or
igin
al b
ut re
leva
nt re
spon
se to
the
ques
tion,
or s
elec
ts n
eith
er o
r bot
h op
tions
, say
, “W
hy d
o yo
u th
ink
your
cho
ice
is b
ette
r?”
Kind
erga
rten
18R
etel
l a N
arra
tive
Picn
ic /
Qu
esti
on
9
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
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
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
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:
This
(poi
ntin
g) o
ne.
[Exa
mine
r: Te
ll me
in
word
s ab
out t
he s
tory
.]He
’s ha
mpin
g. Ha
mpin
g.[E
xami
ner:
Wha
t else
ca
n yo
u te
ll me
abo
ut th
e st
ory?
]Th
ey’re
pac
king
to p
ark.
Anc
hor:
They
are
pac
king
. The
y ar
e ea
ting.
They
are
cl
eani
ng th
e ta
ble.
Anc
hor:
Umm,
they
wan
ted
to
go to
the
park
‘cau
se
they
wer
e hu
ngry
and
th
ey w
ante
d to
go
picn
ic
ther
e. A
nd a
fter
they
fin
ish a
te, h
e wa
nted
the
park
to b
e cl
eane
d.
Anc
hor:
Firs
t, he
. . .
he
and
his
dad
pack
ed f
or a
pic
nic
food
. The
n th
ey f
ound
a
tabl
e to
eat
to m
ake
the
picn
ic. T
hen,
he
. . .
the
little
boy
, he
thro
wed
his
tras
h so
the
park
co
uld
be n
ice
and
clea
n.
19T
RA
ININ
G T
ES
T
91
23
SAY
Look
at t
he p
ictu
res.
Paus
e. P
oint
to e
ach
of th
e pi
ctur
es.
SAY
I am
goi
ng to
tell
you
a st
ory
abou
t the
pic
ture
s. L
iste
n ca
refu
lly. Y
ou
will
hea
r the
sto
ry o
nly
once
. Whe
n I a
m fi
nish
ed, y
ou w
ill u
se th
e pi
ctur
es to
tell
the
stor
y ba
ck to
me.
Poin
t to
the
first
pic
ture
.SA
Y O
ne d
ay D
an a
nd h
is fa
ther
wan
ted
to g
o to
the
park
. The
y pa
cked
som
e fo
od a
nd d
rinks
.Po
int t
o th
e se
cond
pic
ture
.SA
Y W
hen
Dan
and
his
fath
er g
ot to
the
park
, the
y fo
und
a ni
ce ta
ble
by a
tree
. The
y un
pack
ed th
eir f
ood
and
enjo
yed
eatin
g lu
nch.
Poin
t to
the
third
pic
ture
.SA
Y A
fter t
hey
ate,
Dan
hel
ped
clea
r the
tabl
e an
d pi
cked
up
the
wra
pper
s. H
e pu
t the
m in
the
tras
h ca
n. H
e w
ante
d to
ke
ep th
e pa
rk c
lean
and
bea
utifu
l.SA
Y N
ow u
se a
ll th
e pi
ctur
es to
tell
the
stor
y ba
ck to
me.
NEX
T
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.
Kind
erga
rten
20Su
mm
ariz
e an
Aca
dem
ic P
rese
nta
tio
nR
ain
Fo
r est
/ Q
ues
tio
n 1
0
Main
Po
ints
A fu
ll re
spon
se in
clud
es a
t lea
st th
ree
of th
e fo
llow
ing
mai
n po
ints
:•
It (th
e ra
in fo
rest
) is
wet
/hot
.•
Man
y (k
inds
of)
anim
als/
plan
ts a
re th
ere
(in th
e ra
in fo
rest
).•
Ther
e is
sun
(ligh
t) ab
ove
the
tree
s.•
It is
dar
k on
the
(rain
fore
st) fl
oor.
•An
imal
s liv
e in
the
tree
s/on
the
(rain
fore
st) fl
oor.
10 SAY
In th
is p
art o
f the
test
, I w
ill re
ad s
ome
info
rmat
ion
to y
ou.
SAY
I am
goi
ng to
tell
you
abou
t the
rain
fore
st. L
iste
n ca
refu
lly. Y
ou w
ill h
ear t
he in
form
atio
n on
ly o
nce.
Whe
n I a
m
finis
hed,
you
will
tell
me
abou
t the
rain
fore
st.
21T
RA
ININ
G T
ES
T
Poin
t to
indi
cate
the
who
le p
ictu
re.
SAY
This
is a
rain
fore
st.
Poin
t to
the
trees
and
then
the
sun.
SAY
The
rain
fore
st is
a v
ery
wet
pla
ce. I
t may
als
o be
ver
y ho
t.Po
int t
o th
e an
imal
s in
the
trees
.SA
Y M
any
kind
s of
pla
nts
and
anim
als
live
in th
e ra
in fo
rest
.Po
int t
o th
e to
ps o
f the
tree
s.SA
Y A
bove
the
tree
s th
ere
is s
unlig
ht. S
ome
anim
als
live
in th
e tr
eeto
ps a
nd a
lmos
t nev
er c
ome
dow
n.Po
int t
o th
e fo
rest
floo
r.SA
Y O
n th
e flo
or o
f the
rain
fore
st it
is d
ark
and
dam
p. V
ery
little
ligh
t get
s th
roug
h th
e tr
ee le
aves
.SA
Y N
ow it
is y
our t
urn.
Tel
l me
abou
t the
rain
fore
st. U
se th
e pi
ctur
e to
hel
p yo
u. P
ause
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,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
IREC
TIO
NS
ON
EN
DIN
G A
TES
T•
Sele
ct th
e [E
nd T
est]
butto
n to
con
tinue
to th
e re
view
scre
en.
•D
o no
t rer
ecor
d re
spon
ses i
f you
see
a re
d tri
angl
e in
the
revi
ew b
ox. S
elec
t the
[ Sub
mit
Test
] but
ton.
•R
emem
ber t
o en
ter s
tude
nt sc
ores
in D
EI a
nd se
cure
ly d
estro
y sc
ore
shee
ts a
nd lo
gon
ticke
ts.
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, “
Tell
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.
Kind
erga
rten
22Su
mm
ariz
e an
Aca
dem
ic P
rese
nta
tio
nR
ain
fore
st /
Qu
esti
on
10
Main
Po
ints
A fu
ll re
spon
se in
clud
es a
t lea
st th
ree
of th
e fo
llow
ing
mai
n po
ints
:•
It (th
e ra
in fo
rest
) is
wet
/hot
.•
Man
y (k
inds
of)
anim
als/
plan
ts a
re th
ere
(in th
e ra
in fo
rest
).•
Ther
e is
sun
(ligh
t) ab
ove
the
tree
s.•
It is
dar
k on
the
(rain
fore
st) fl
oor.
•An
imal
s liv
e in
the
tree
s/on
the
(rain
fore
st) fl
oor.
23T
RA
ININ
G T
ES
T
Sco
re 0
Sco
re 1
Sco
re 2
Sco
re 3
Sco
re 4
•Res
pons
e is n
otre
levan
t. •R
espo
nse c
ontai
ns no
Engli
sh.
•No r
espo
nse,
“I do
n’tkn
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
ean
d con
necte
d.•G
ramm
ar an
d wor
d cho
icear
e lim
ited a
nd im
pede
mean
ing.
•Pro
nunc
iation
or in
tonati
onoft
en im
pede
mea
ning.
•Spe
ech m
ay co
nsist
ofiso
lated
wor
d(s)
or ph
rase
(s)re
lated
to th
e pict
ure.
•Res
pons
e inc
ludes
a pa
rtial
summ
ary o
f at le
ast o
ne of
the
main
point
s of th
e pre
senta
tion
and m
ay la
ck an
unde
rstan
ding
of the
main
point
s.•I
deas
are s
ometi
mes c
ohes
ivean
d con
necte
d.•G
ramm
ar an
d wor
d cho
ice ar
esim
ple an
d rep
etitiv
e; er
rors
often
impe
de m
eanin
g. •P
ronu
nciat
ion or
inton
ation
often
impe
de m
eanin
g.•S
peec
h may
be sl
ow, c
hopp
y, or
haltin
g.
•Res
pons
e inc
ludes
a mo
stly
clear
summ
ary o
f som
eof
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
and c
onne
cted.
•Gra
mmar
and w
ord c
hoice
are a
dequ
ate; e
rrors
occa
siona
lly im
pede
mea
ning.
•Pro
nunc
iation
or in
tonati
onoc
casio
nally
impe
de m
eanin
g.•S
peec
h is f
airly
susta
ined,
thoug
h som
e cho
ppine
ss or
haltin
g may
occu
r.
•A fu
ll res
pons
e inc
ludes
a clea
r sum
mary
of the
main
point
s and
detai
lsof
the pr
esen
tation
.•I
deas
are c
ohes
ive an
dco
nnec
ted.
•Gra
mmar
and w
ord
choic
e are
varie
d and
effec
tive;
erro
rs do
not
impe
de m
eanin
g. •P
ronu
nciat
ion or
inton
ation
do no
t impe
deme
aning
.•S
peec
h is u
suall
ysm
ooth
and s
ustai
ned.
Anc
hor:
(Res
pons
e in
prim
ary
lang
uage
.)
Anc
hor:
Umm,
the
. . .
the
elep
hant
, he
just
wal
k.
And
the
bird
, he
just
we
nt in
the
tree
. And
so
the
monk
ey ju
st w
ent t
o th
e tr
ee. A
nd th
is slo
th,
he ju
st w
ent t
o th
e tr
ee
too.
[Exa
mine
r: W
hat e
lse c
an
you
tell
me?]
Not
hing
. The
re’s
noth
ing.
Anc
hor:
Umm,
som
e an
imal
s do
n’t
touc
h th
e gr
ound
bec
ause
th
ey li
ke to
spe
nd a
ll th
e tim
e in
the
tree
s. So
me
anim
als
don’t
like
to to
uch
the
top
beca
use
they
’re
scar
ed; t
hat’s
why
they
sta
y on
the
grou
nd.
[Exa
mine
r: W
hat e
lse c
an
you
tell
me?]
Yup.
The
tree
s th
at a
re
bigg
er th
an th
e lit
tle tr
ees,
the
little
tree
s sta
rt to
gro
w up
big
and
tall
and
stro
ng.
Anc
hor:
The
rain
for
est i
s . .
. is
wet.
And
almo
st a
nima
ls do
n’t g
o do
wn th
ere.
And
do
wn th
e ra
in f
ores
t, it’
s a
little
. . .
it’s
a lit
tle s
unny
, bu
t it g
ets
a lo
t of
shad
e.
Anc
hor:
It’s
hot.
Ther
e’s lo
ts
of tr
ees.
Ther
e’s m
ore
sun
on to
p. An
imal
s liv
e in
the
tree
s.
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
on’t p
enali
ze fo
r misp
ronu
nciat
ion of
any w
ord t
hat d
oesn
’t inte
rfere
with
mea
ning.
SPEAKING Training Test—KindergartenTalk About a Scene 2 0 1 3 0 1 4 0 1 5 0 1 2 6 0 1 2 7 0 1 2
Support an Opinion 8 0 1 2
Retell a Narrative 9 0 1 2 3 4
Summarize an Academic Presentation 10 0 1 2 3 4
Name:
Grade:
Statewide Student Identifier:
Date Entered in DEI:
SPEAKING Training Test—KindergartenTalk About a Scene 2 0 1 3 0 1 4 0 1 5 0 1 2 6 0 1 2 7 0 1 2
Support an Opinion 8 0 1 2
Retell a Narrative 9 0 1 2 3 4
Summarize an Academic Presentation 10 0 1 2 3 4
Name:
Grade:
Statewide Student Identifier:
Date Entered in DEI:
SPEAKING Training Test—KindergartenTalk About a Scene
2 0 1 3 0 1 4 0 1 5 0 1 2 6 0 1 2 7 0 1 2
Support an Opinion8 0 1 2
Retell a Narrative9 0 1 2 3 4
Summarize an Academic Presentation 10 0 1 2 3 4
Name:
Grade:
Statewide Student Identifier:
Date Entered in DEI:
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