Listening, Speaking, and Reading: Directions for Administration, … · 2019-12-18 · Directions...

ELPACEnglish Language Proficiency Assessments for California

Listening, Speaking, and Reading:Directions for Administration

Visual Impairment and Braille Practice TestKindergarten

ii VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST

ELPAC Administration Notes

FOR QUESTIONS REGARDING THE ELPAC OR FOR ADDITIONAL ASSISTANCE:• Test examiners and other school personnel should contact their LEA ELPAC

coordinator.• LEA ELPAC coordinators should contact the California Technical Assistance Center

(CalTAC) by phone at 800-955-2954, or by email at [email protected]. CalTAC is open from 7 a.m. to 5 p.m. Monday through Friday.

Copyright © 2019 by the California Department of Education (CDE). All rights reserved.

mailto:[email protected]

iiiVISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST

Table of Contents

Directions for Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Introduction to the ELPAC Practice Test Directions for Administration . . . . . . . . . . . . . . . . . 1Using the DFA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Administering a Practice Test Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2When to Stop the Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Additional Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4How to Print the DFA (optional) or View the DFA Online . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Logon and Audio/Sound Check Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5How to Start a Test Session as a Guest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5How to Start a Practice Test Session Using the Same Procedures as the Operational Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Listening: Test Administration Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Special Directions for Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Beginning the Listening Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Listening Test Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Listening—Listen to a Short Exchange . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Listening—Listen to a Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Listening—Listen to an Oral Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Listening: Scoring Keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Speaking: Test Administration Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Special Directions for Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Prompting and Scoring Guidelines for the Speaking Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Audio Capture for the Speaking Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Recommended Seating Arrangement for Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Speaking Test Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Speaking—Talk About a Scene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Speaking—Support an Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Speaking—Retell a Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Speaking—Summarize an Academic Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Reading: Test Administration Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42

Special Directions for Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Beginning the Reading Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Reading Test Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

iv VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST

Reading—Read-Along Word with Scaffolding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Reading—Read-Along Story with Scaffolding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Reading—Read Along Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Reading: Scoring Keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Student Score Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52

Table of Contents (cont .)

1VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST

Directions for Administration

Introduction to the ELPAC Practice Test Directions for Administration

This Directions for Administration (DFA) document contains directions and the specific scripts you will need to administer the Listening, Speaking, and Reading visual impairment and braille practice tests for the English Language Proficiency Assessments for California (ELPAC). It is a companion document to the online practice tests.

The purpose of the ELPAC visual impairment and braille practice tests is to familiarize students and test examiners with the testing interface, item types, and accessibility resources. There is an ELPAC visual impairment and braille practice test available for each grade level/span.

Please note that the visual impairment and braille practice tests do not produce scores. These visual impairment and braille practice tests are available all year and may be used at any time in preparation for the operational ELPAC visual impairment and braille tests.

Visual impairment and braille practice tests can be administered in one of two ways: • Using the same procedures as the operational tests, with the Test Administrator

Interface, secure browser, and individual student logon information; or

• Using a standard supported web browser to access the practice tests directly, without use of the Test Administrator Interface or secure browser.

For more information on all aspects of the ELPAC, including test security, item types, and guidelines, refer to the ELPAC Test Administration Manual on the Manuals and Instructions web page at https://www.elpac.org/test-administration/instructions/.

Using the DFAThis DFA should be used to administer the visual impairment and braille practice test.

For visual impairments and braille accommodations, alternative text descriptions are embedded for all graphics. This DFA includes picture descriptions for each image.

This DFA contains scripts for administration. The symbols on the following page indicate instructions for test examiners:

*A test examiner does not need to be present to administer the ELPAC practice test; however, the term “test examiner” is used in this document to show what a test examiner would do to administer the test.

https://www.elpac.org/test-administration/instructions/

2 VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST

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, if appropriate, may press the record button on the student’s screen before reading the SAY text.The test examiner, if appropriate, may point to the text or pictures on the student’s screen.

Information for the test examiner

Advance to the next question

Stopping marker

READ AND SAY If appropriate, the test examiner finger-sweeps or uses a pencil or pen under text on screen while reading it aloud.

Before 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.).

• Read through the instructions that are specific to each domain (Listening, Reading, and Speaking).

Administering a Practice Test Session

The kindergarten through grade 2 test is administered by the test examiner. Each student will be tested individually.

Testing Checklist If you are administering the visual impairment and braille practice test using the same procedures as the operational tests, confirm that the student has been assigned the correct test settings (designated supports and accommodations) in the Test Operations Management System (TOMS). Please note that students with low vision may be assigned the braille test.

Directions for Administration (cont .)


If you are administering the visual impairment and braille practice test using a standard supported web browser without the use of the Test Administrator Interface or secure browser, apply the appropriate test settings (designated supports and accommodations) for the student in the Student Testing Interface for the practice and training tests directly.

Gather the following test materials: • Copy of this DFA

• Electronic device(s) for the student (and, if applicable, test examiner) to access the test

The following test materials may be used:• Perkins Brailler

• Embosser

• Pencils with erasers for students with low vision{{ Note: Test examiners may use pencils to point, if applicable.

• Headsets and splitter for the test examiner and student (if preferred)

• Scratch paper and pencil for note-taking, or brailler slate and stylus, or other approved note-taking device

• For low vision test takers, screen magnification software will be necessary. Please refer to the ELPAC Test Administration Manual for necessary settings when launching with assistive technology.

NOTE: For Listening and Reading, the test content is delivered via audio recording or by the test examiner. JAWS, NVDA, and voiceover may be used as an accommodation; however, please note that these programs may read everything on the screen depending on the testing device being used.

NOTE: For Speaking, the test content is delivered by the test examiner. JAWS should not be used to read the content aloud and students should not navigate the test using their refreshable braille display.

When to Stop the TestThere are stopping markers in each 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 each domain by clicking [Pause].




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 Speaking 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.



Logon and Audio/Sound Check Instructions

How to Start a Test Session as a Guest

SAY Today you will take part of the ELPAC test. 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

https://www.elpac.org



7) You will see a Choose Settings screen.

SAMPLE

8) From the Presentation drop-down menu, select [Braille].

9) While the Choose Settings box is still open, choose any other test settings that are needed, then select the [Select] button.

If administering the Listening and Reading test, go to the top of page 7.

If administering the Speaking test, go to the bottom of page 7.



Logon Instructions: Listening and Reading ONLYIf headsets will be used,

SAY Please put your headset on. At this time, put your headset on, too. Whether headsets are being used or not,

SAY I’m going to check that you can hear the sound. 10) Select the [Play] button. Check that the student can hear the music. If so, select the

[I could play the video and sound] button, then select [Continue] to proceed. If the video and audio did not play correctly, click [I could not play the video or sound], check your device’s settings and try again.

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). 11) Select [Begin Test Now] at the bottom of the page.

SAY We are going to start the test now. Listen to the directions. For the Listening test, turn to page 17. For the Reading test, turn to page 43.

Logon Instructions: Speaking ONLY

SAY Before we begin, we need to check to see if you can hear the audio. If using headphones, put headphones on now. Select the speaker button to play the audio.

SAY Did you hear the music? Pause for student’s response. Select [I heard the sound].

SAY Now we need to check to see if the computer will record your voice. In this test, I’m going to ask you some questions and record your answers.


If appropriate, you may point to the microphone.

Depending on the selected test settings, you may see additional screens to check the functionality of certain test setting(s) on your device (e.g., text-to-speech check). If your computer allows audio capture, please follow these steps; otherwise select [Skip Recording Check].

SAY Before giving your answers, I’m going to press the microphone to record your answers here. When it is time to record your answers, I will press the microphone. Let’s practice.

SAY Describe your favorite food. Pause for student’s response. When student has finished speaking, press the square stop

button to stop recording. Acknowledge the student’s correct response, or model a correct response, such as “You could have said, ‘My favorite food is a hamburger and fries.’”

SAY Now let’s see if it recorded your voice. Play back by pressing the green Play button.

SAY Did you hear yourself? Pause for student’s response. Select [I heard my recording]. Select the [Continue] button. SAY OK, let’s get started. View Test Settings or Help Guide as needed. Select [Begin Test Now]. When Question 1 of the Speaking Test comes up, ask the student,

SAY Do you have any questions? Answer the student’s questions. SAY Remember to answer all of the questions in English. If you want me to

repeat a question, you can ask me to. OK, let’s get started. For the Speaking test, turn to page 28.




How to Start a Practice Test Session Using the Same Procedures as the Operational Tests

SAY Today you will be taking the Speaking section of the ELPAC. First, I am going to sign you in.

TEST ADMINISTRATOR INTERFACE

1) Launch a supported web browser on your device and access the ELPAC website (https://www.elpac.org).

2) Select the [Practice & Training Tests] button.3) Select the [Test Administrator and Test Examiner Practice and Training Site] button to log on to the Test Administrator Interface for the 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.

https://www.elpac.org



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 You? screen. Select [Yes] to continue. (Select [No] if the student information is not correct. Notify your ELPAC coordinator if it is not.)

http://elpac.org


STUDENT INTERFACE 11) On the test selection screen, select the appropriate ELP AC practice test. ELPAC

practice 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. Select [Approvals] and a Test Settings pop-up screen will appear. 13) On the screen that pops up, verify you have selected the correct test and then select the blue icon that looks like an eye. 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) From the Presentation drop-down menu, select [Braille].

15) While the Test Settings box is still open, choose any other test settings that are needed, then select the [Set and Approve] button. When you do so, the student’s screen will advance (OR “Go back to the student testing device”).



Logon Instructions: Listening and Reading ONLY

STUDENT INTERFACE If headsets will be used, SAY Please put your headset on.

At this time, put your headset on, too. Whether headsets are being used or not, SAY I’m going to check that you can hear the sound.

16) On the student’s device, select the [Play] button. Check that the student can hearthe music. If so, select the [I could play the video and sound] button, then select [Continue] to proceed. If the video and audio did not play correctly, click [I could not play the video or sound], check your device’s settings and try again.

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). 17) Select [Begin test now] at the bottom of the page.

SAY We are going to start the test now. Listen to the directions.For the Listening test, turn to page 17.

For the Reading test, turn to page 43.

Logon Instructions: Speaking ONLYSAY Before we begin, we need to check to see if you can hear the audio.



STUDENT INTERFACEIf using headphones, put headphones on now. Select the speaker button to play the audio.

SAY Did you hear the music?Pause for student’s response. Select [I heard the sound].

SAY Now we need to check to see if the computer will record your voice. In this test, I’m going to ask you some questions and record your answers.If appropriate, you may point to the microphone.

Depending on the selected test settings, you may see additional screens to check the functionality of certain test setting(s) on your device (e.g., text-to-speech check). If your computer allows audio capture, please follow these steps, otherwise select [Skip Recording Check].

SAY Before giving your answers, I’m going to press the microphone to record your answer here. When it is time to record your answer, I will press the microphone. Let’s practice.

SAY Describe your favorite food.Pause for student’s response. When student has finished speaking, press the square stop

button to stop recording. Acknowledge the student’s correct response, or model a correct response, such as “You could have said, ‘My favorite food is a hamburger and fries.’”

SAY Now let’s see if it recorded your voice.Play back by pressing the green Play button.


STUDENT INTERFACE (cont.)

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. Sometimes there will be pictures that I can describe for you. OK, let’s get started.

NEXTFor the Speaking test, turn to page 28.


This page is intentionally left blank.

15


Listening—Kindergarten

Special Directions for Listening

• Assemble supplementary materials, including embossed braille for questions, ifapplicable.

• If headsets are desired, use a splitter to plug in one pair of student headphonesand one pair of test examiner headphones so that the student and test examinercan listen to the test together. For low vision students, the test examiner maypoint to questions and answer choices at the appropriate time as the test audioplays. This may benefit students who have low vision, but is not required.

• If the student does not answer or gives an answer that is not clear, you may replaythe question or say “Tell/Show me again.”

• If the student does not answer a question, choose No Response (NR).

NOTE: On this test, any given set of questions will appear on a single screenwith a scrollable view. The test examiner will need to scroll all the way down the screen to ensure that all questions are completed.

Beginning the Listening Test

The Listening Practice Test can be administered in several ways. It can be administered as a practice activity by marking the student’s responses in the Student Testing Interface. The Student Testing Interface does not capture the scores or produce a printed report. As an option, the test examiner can both administer the practice test and check the student’s answers. The test examiner may choose to copy the practice test score sheet, bubble the answers while administering the test, and then use the scoring keys to check the answers. The Listening Score Sheet is located at the end of this document.

To begin the test, follow the directions in the How to Start a Test Session as a Guest or the How to Start a Practice Test Session Using the Same Procedures as the Operational Tests portion of this document.

Note: Screen Number 1 does not contain recorded content. Test content begins with screen Number 2.


Listening—Kindergarten (cont .)

When screen Number 1 comes up,SAY Welcome to the Listening section of the ELPAC test.

If you are having trouble hearing the test, let me know. In this part of the test, you will listen carefully. Then you will tell me your answers to some questions. If you are unsure of how to respond to a question, just respond the best you can. If you need any questions repeated, just ask. You will now begin the Listening questions.

Select [Next] to advance to screen Number 2.Administer the Listening domain. To begin playing the audio for each conversation, story, or information, select the audio player button on the screen. Then, select the audio button on the screen for each question. Point to the question and answer choices while the audio of the test plays. You must select an answer for each question to move on to the next question.

Kindergarten

18

LISTENING—Listen to a Short Exchange

VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST

Listening—Listen to a Short Exchange

2

SAY The picture shows a boy and his teacher.Next, select the audio player button on the screen to play the audio for the conversation.

Then, select the audio button on the screen to play the audio for the question. If appropriate, you may point to the question and audio choices while the audio of the test plays.

3

SAY The picture shows a boy and a girl.Next, select the audio player button on the screen to play the audio for the conversation.


4

SAY The picture shows a girl and a boy.Next, select the audio player button on the screen to play the audio for the conversation.


5



SAY A bookshelfA table with books on itA basket with books in it

6



SAY A cookieAn appleA sandwich

Kindergarten

19

LISTENING—Listen to a Story


Listening—Listen to a Story

7

SAY The picture shows Nadia and her mother.Next, select the audio player button on the screen to play the audio for the story.

Select the audio button on the screen to play the audio for the question. If appropriate, you may point to the question and audio choices while the audio of the test plays.

8


SAY EyeglassesShoesA baseball hat

9


10

SAY The picture shows Molly, Tatum, and their mother.Next, select the audio player button on the screen to play the audio for the story.


SAY A frogA kittenA rabbit

11


12


Kindergarten


LISTENING—Listen to a Story

13

SAY The picture shows Max and his father. Max is tying his shoes. His father is putting on his jacket.

Next, select the audio player button on the screen to play the audio for the story. Select the audio button on the screen to play the audio for the question. If appropriate, you may point to the question and audio choices while the audio of the test plays.

SAY A trail through the woodsA swimming poolAn airplane

14


15


Kindergarten

21

LISTENING—Listen to an Oral Presentation


Listening—Listen to an Oral Presentation

16Select the audio button on the screen to play the audio for the question. If appropriate, you may point to the question and audio choices while the audio of the test plays.

SAY A birdA pigA lizard

17


18


19

SAY The picture shows a farmer and a cow.Next, select the audio player button on the screen to play the audio for the presentation.


20


SAY CheeseIce creamGrass

21


Kindergarten


After the student responds to the last question,SAY This is the end of the Listening test. Thank you for your attention and hard

work.

DIRECTIONS FOR ENDING A TEST• Select [End test] represented by a red square.• Select [Yes] to continue.• Select [Submit test].• Select [Yes] to submit.

Kindergarten


LISTENING—Scoring Keys

Listening Scoring Keys

Listen to a Short Exchange

Number Answer Key2 B3 C4 A5 B6 A

Listen to a Story

Number Answer Key7 A8 C9 C10 C11 A12 B13 A14 C15 B

Listen to an Oral Presentation

Number Answer Key16 A17 B18 B19 C20 C21 A


Speaking—Kindergarten

Special Directions for Speaking

Speaking Administration—All Speaking Task Types

Subject DirectionsPrompting guidelines See individual questions in this document for prompting guidelines.When to stop the test Refer to stopping markers in this document.Note-taking Note-taking is allowed for all Speaking task types. Students may take notes on

scratch paper or by using a preapproved device (e.g., brailler slate and stylus).

It is highly recommended that test examiners spend time preparing to administer and score the Speaking domain. The ELPAC includes task types with integrated skills, multiple rubrics, reading of complex academic text, and increased interactions between students and test examiners. The following are suggestions to help prepare for a successful test administration.

• Practice and Modeling: A practice question is included as part of the audiocapture so the test examiner may provide feedback to let the student knowthey are responding correctly. The practice question in the audio capture is“Describe your favorite food.” For example, if the student responded to thepractice question saying, “A hamburger,” the test examiner lets the student knowthe response was correct. If the student does not successfully respond, the testexaminer models a correct response for the student, saying, “You could have said,‘My favorite food is a hamburger and fries.’”

• Prompting Guidelines: The prompting guidelines vary for each task type. The wordsthat 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 somequestions read by the test examiner, it is suggested to practice reading the textout loud several times prior to testing a student.

NOTE: The alternate text is being provided so that test examiners can use the provided description for the graphics rather than creating their own graphic descriptions.

• Pointing: Some questions require the test examiner to point, as indicated by the icon, while reading the text out loud to the student.

NOTE: For braille and low vision administration, use the provided verbal cue in addition to the pointing to ensure that students with visual impairments hear the description of the visual cue.

This should be rehearsed prior to the test administration. Do not point to pictures or text unless directed to in the Speaking DFA. Test examiners may use the cursor, pencil or pen, or their finger to point.


• Anchors and Rubrics: The test examiner should take time to read through theanchors and scoring rubrics for each test question before testing. Scoring of theSpeaking domain occurs as the test is being administered.

• Scoring Practice: Each task type includes training and calibration quizzes in theMoodle Training Site to assist test examiners in listening to and scoring studentresponses. 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 studentsenough time to compose their thoughts and prepare a response in English.

• Prompting—Student Answers Question Before Test Examiner Asks: Somestudents anticipate the next question and start to respond before the testexaminer asks the question. The test examiner should not interrupt the student toask the question. If the student’s response does not address the question, the testexaminer 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 reluctantor asks for assistance that is not allowed, test examiners should give generalencouragement by saying words such as, “It’s OK, do your best,” or “You aredoing a good job,” etc.

• Scoring—Self-Correction: Since students respond to test questions fairly quickly,they sometimes change what they say in the middle of a word or sentence.Students who self-correct are not to be penalized; however, if a response is sohalting 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.

NOTE: For a low vision test administration, the enlargement of the test content on the student’s screen MUST take precedence over the voice capture.

During the operational administration of the Speaking domain, the following guidelines apply to the audio capture tool. The test examiner should score what the student says, not what is recorded. If the following occur, the test examiner may continue to the next question and does not need to rerecord:

• Test examiner forgets to record a response.• Test examiner records response on the wrong question.

Speaking—Kindergarten (cont ) .


• 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.

The test examiner does not need to replay the student’s response to confirm the audio capture.

Recommended Seating ArrangementThe following shows two options for seating arrangements for the test examiner and the student. Configuration may be updated based on the student’s individual needs for prescribed equipment.

Test Examiner Student

Test Examiner

Student

Test Examiner

StudentTest Examiner Student

Speaking—Kindergarten (cont .)

This page is intentionally left blank.

27

Kind

erga

rten

28

blank

ce

ll

{ {

{

{ {

SPEA

KIN

G—

Talk

Ab

ou

t a

Scen

eSh

apes

/ Q

ues

tio

ns

2–5

SAY

The

pict

ure

show

s a

clas

sroo

m. T

here

are

thre

e st

uden

ts a

nd a

te

ache

r. Th

e te

ache

r is

show

ing

two

stud

ents

diff

eren

t sha

pes.

O

ne s

tude

nt is

at a

whi

tebo

ard.

SAY

If yo

u ne

ed to

hea

r the

des

crip

tion

agai

n, le

t me

know

and

I w

ill

read

it to

you

.

No

.It

em

Sco

re 0

Sco

re 1

SAY

Imag

ine

you

are

in a

cl

assr

oom

with

a te

ache

r and

so

me

stud

ents

.

•Inc

orre

ct re

spon

se/no

t rele

vant/

comp

letely

unint

elligi

ble/no

resp

onse

/resp

onse

conta

insno

Eng

lish/“

I don

’t kno

w.”

•Cor

rect

resp

onse

.

2If

app

ropr

iate

, you

may

poi

nt to

the

teac

her.

SAY

The

teac

her i

s ho

ldin

g so

me

pape

r cut

into

diff

eren

t sh

apes

. Wha

t sha

pes

can

you

nam

e?N

EXT

Anc

hor:

{I

don’t

kno

w.{

Shap

es.

Anc

hor:

{Sq

uare

/circ

le/t

riang

le.

(Any

sha

pes

are

acce

ptab

le.)

3If

app

ropr

iate

, you

may

poi

nt to

the

bask

ets o

n th

e ta

ble.

SA

YTh

ere

are

som

e bl

ocks

on

a ta

ble.

Wha

t can

the

stud

ents

do

with

the

bloc

ks?

NEX

T

Anc

hor:

{I

forg

et.

{Ta

ble/

bloc

ks.

Anc

hor:

{{Pl

ay/h

ave

fun/

build

.{{M

ake

a to

wer.

{{Bu

ildin

g a

hous

e.

29V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E P

RA

CT

ICE

TE

ST

No

.It

em

Sco

re 0

Sco

re 1

Sco

re 2

blank

ce

llFo

r que

stio

ns 4

and

5, i

f the

stud

ent

give

s a o

ne-w

ord

resp

onse

, say

, “Te

ll m

e m

ore.

”

•Res

pons

e is n

ot re

levan

t.•R

espo

nse c

ontai

ns no

Engli

sh.

•No r

espo

nse,

“I do

n’t kn

ow,”

or is

comp

letely

unint

elligi

ble.

•Res

pons

e is l

imite

d or

partia

lly re

levan

t.•E

rrors

in gr

amma

r,pr

onun

ciatio

n, or

inton

ation

impe

de m

eanin

g.

•Res

pons

e is r

eleva

nt.•E

rrors

in gr

amma

r,pr

onun

ciatio

n, or

inton

ation

do no

t impe

de m

eanin

g.

4SA

Y Th

ere

are

also

som

e ba

lls

on th

e ta

ble.

How

can

the

stud

ents

pla

y w

ith th

e ba

lls?

Wai

t for

the

stud

ent’s

resp

onse

.SA

Y H

ow d

o yo

u kn

ow?

NEX

T

Anc

hor:

{{

Umm,

bal

ls.

[Exa

mine

r: Ho

w do

you

kn

ow?]

I

don’t

kno

w.

Anc

hor:

{Bo

unce

them

. {

[Exa

mine

r: Ho

w do

you

kn

ow?]

I

don’t

kno

w.

Anc

hor:

{{Bo

unci

ng.

[Exa

mine

r: Ho

w do

you

kn

ow?]

Be

caus

e it’

s fu

n to

do.

5If

app

ropr

iate

, you

may

poi

nt to

the

obje

cts o

n th

e ta

ble.

SA

Y Th

ere

is a

clo

ck in

the

room

. W

hat i

s a

cloc

k us

ed fo

r?N

EXT

Anc

hor:

{Um

m, th

e cl

ock.

{

Anc

hor:

{{Ti

me.

[Exa

mine

r: Te

ll me

mo

re.]

(No

resp

onse

.)

Anc

hor:

{{Te

lling

time

.{{Kn

owin

g wh

en it

’s re

cess

/lu

nch/

PE.

Pro

mp

tin

g G

uid

elin

es: T

alk

Ab

ou

t a

Scen

eIf

the

stud

ent d

oes

not a

nsw

er o

r req

uest

s th

at a

que

stio

n be

repe

ated

, you

may

repe

at th

e qu

estio

n on

ce.

If th

e st

uden

t poi

nts,

pant

omim

es, o

r poi

nts

to p

eopl

e an

d th

ings

whi

le s

ayin

g w

ords

suc

h as

this

/that

/thes

e/th

ose,

say

, “Te

ll m

e in

wor

ds .”

For q

uest

ions

4 a

nd 5

, if t

he s

tude

nt g

ives

a o

ne-w

ord

resp

onse

, say

, “Te

ll m

e m

ore .

”

Kind

erga

rten

30SP

EAK

ING

—Su

pp

ort

an

Op

inio

nC

rack

ers

or

Gra

pes

/ Q

ues

tio

n 6

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:

(Poi

ntin

g.)[E

xami

ner:

Tell

me in

wor

ds. W

hat d

o yo

u ch

oose

for

you

r cla

ss to

eat

: cra

cker

s or

gr

apes

?]I

don’t

kno

w.

Anc

hor:

Crac

kers

.[E

xami

ner:

Why

do

you

thin

k cr

acke

rs a

re

bett

er?]

(No

resp

onse

.)

Anc

hor

A:

Crac

kers

.[E

xami

ner:

Why

do

you

thin

k cr

acke

rs a

re

bett

er?]

Mmm

. . .

[Exa

mine

r: W

hy d

o yo

u th

ink

crac

kers

are

be

tter

?]Be

caus

e th

ere

are

good

.

Anc

hor

B:Gr

apes

.[E

xami

ner:

Why

do

you

thin

k gr

apes

are

be

tter

?]Be

caus

e th

ey ta

ste

like

sour

.

31V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E P

RA

CT

ICE

TE

ST

SAY

Her

e ar

e tw

o pi

ctur

es. T

he fi

rst p

ictu

re s

how

s cr

acke

rs. T

he s

econ

d pi

ctur

e sh

ows

grap

es.

No

.Pic

ture

Pro

mp

t

6SA

Y N

ow,

SAY

I am

goi

ng to

ask

you

for y

our o

pini

on.

If a

ppro

pria

te, y

ou m

ay 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 h

as a

cho

ice

of tw

o fo

ods

to e

at fo

r a

snac

k. W

hat d

o yo

u ch

oose

for y

our c

lass

to e

at:

crac

kers

or g

rape

s?

Wai

t for

initi

al c

hoic

e.SA

Y W

hy d

o yo

u th

ink

[cra

cker

s ar

e/gr

apes

are

/you

r ch

oice

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

32R

un

or

Dra

w /

Qu

esti

on

7

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

ely un

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, o

rint

onati

on do

not im

pede

mea

ning.

Anc

hor:

I do

n’t k

now.

Anc

hor:

Runn

ing.

[Exa

mine

r: W

hy d

o yo

u th

ink

runn

ing

race

s is

bett

er?]

Beca

use

runn

ing

is be

tter

.

Anc

hor

A:

Run

race

s.[E

xami

ner:

Why

do

you

thin

k ru

nnin

g ra

ces

is be

tter

?]Be

caus

e th

at w

ill m

ake

you

heal

thy.

Anc

hor

B:Si

de .

. . d

raw

with

sid

ewal

k ch

alk.

[Exa

mine

r: W

hy d

o yo

u th

ink

draw

ing

with

sid

ewal

k ch

alk

is be

tter

?]Be

caus

e th

ey’re

lear

ning

abo

ut s

hape

s.

SPEA

KIN

G—

Sup

po

rt a

n O

pin

ion

33V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E P

RA

CT

ICE

TE

ST

SAY

Her

e ar

e tw

o pi

ctur

es. T

he fi

rst p

ictu

re s

how

s a

boy

and

girl

runn

ing

a ra

ce. T

he s

econ

d pi

ctur

e sh

ows

a bo

y an

d gi

rl dr

awin

g sh

apes

with

sid

ewal

k ch

alk.

No

.Pic

ture

Pro

mp

t

7SA

Y I a

m g

oing

to a

sk y

ou fo

r you

r opi

nion

.If

app

ropr

iate

, you

may

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

u an

d yo

ur fr

iend

s ca

n ch

oose

wha

t to

do

at re

cess

. Wha

t do

you

choo

se to

do

with

you

r fr

iend

s: ru

n ra

ces

or d

raw

with

sid

ewal

k ch

alk?

Wai

t for

initi

al c

hoic

e.SA

Y W

hy d

o yo

u th

ink

[run

ning

race

/dra

win

g w

ith

side

wal

k ch

alk/

your

cho

ice]

is b

ette

r?N

EXT

Pro

mp

tin

g G

uid

elin

es: S

up

po

rt a

n O

pin

ion

If th

e st

uden

t doe

s no

t ans

wer

or r

eque

sts

that

a q

uest

ion

be re

peat

ed, y

ou m

ay re

peat

the

ques

tion

once

.If

the

stud

ent 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

34SP

EAK

ING

—R

etel

l a N

arra

tive

Picn

ic /

Qu

esti

on

8

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

Engli

sh.

•No r

espo

nse,

“I do

n’tkn

ow,”

or is

comp

letely

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

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

of iso

lated

wor

d(s)

orph

rase

(s).

•Res

pons

e rete

lls th

ena

rrativ

e as s

uppo

rted b

ythe

pictu

res,

and m

ay 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

are s

imple

and r

epeti

tive;

erro

rs oft

en im

pede

mean

ing.

•Pro

nunc

iation

or in

tonati

onoft

en im

pede

mea

ning.

•Spe

ech m

ay be

slow

,ch

oppy

, or h

alting

.

•Res

pons

e rete

lls th

ena

rrativ

e as s

uppo

rted

by th

e pict

ures

with

basic

detai

l.•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

mean

ing.

•Pro

nunc

iation

or in

tonati

onoc

casio

nally

impe

deme

aning

.•S

peec

h is f

airly

susta

ined,

thoug

h som

e cho

ppine

ss or

haltin

g may

occu

r .

•Res

pons

e pro

vides

a cle

aran

d deta

iled r

etellin

g of th

ena

rrativ

e as s

uppo

rted b

ythe

pictu

res.

•Ide

as ar

e coh

esive

and

conn

ected

.•G

ramm

ar an

d wor

d cho

icear

e var

ied an

d effe

ctive

;er

rors

do no

t impe

deme

aning

.•P

ronu

nciat

ion or

inton

ation

do no

t impe

de m

eanin

g.•S

peec

h is u

suall

y smo

othan

d sus

taine

d.

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.

[Exa

mine

r: W

hat e

lse

can

you

tell

me a

bout

the

stor

y?]

No.

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.

35V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E P

RA

CT

ICE

TE

ST

8 SAY

Her

e ar

e th

ree

pict

ures

that

go

with

the

stor

y. I

am g

oing

to d

escr

ibe

the

pict

ures

and

then

tell

you

a st

ory.

12

3

Paus

e. Y

ou m

ay p

oint

to e

ach

of th

e pi

ctur

es.

SAY

You

will

hea

r the

sto

ry o

nly

once

. Whe

n I a

m fi

nish

ed, y

ou w

ill te

ll th

e st

ory

back

to m

e.If

app

ropr

iate

, you

may

poi

nt to

the

first

pic

ture

.SA

Y Th

e fir

st p

ictu

re s

how

s a

fath

er a

nd s

on p

uttin

g fo

od a

nd d

rinks

into

a c

oole

r. Th

e st

ory

says

one

day

Dan

and

his

fa

ther

wan

ted

to g

o to

the

park

. The

y pa

cked

som

e fo

od a

nd d

rinks

.If

app

ropr

iate

, you

may

poi

nt to

the

seco

nd p

ictu

re.

SAY

The

seco

nd p

ictu

re s

how

s th

e fa

ther

and

son

sitt

ing

at a

tabl

e ea

ting

lunc

h ou

tsid

e. T

he s

tory

say

s w

hen

Dan

and

hi

s fa

ther

got

to th

e pa

rk, t

hey

foun

d a

nice

tabl

e by

a tr

ee. T

hey

unpa

cked

thei

r foo

d an

d en

joye

d ea

ting

lunc

h.If

app

ropr

iate

, you

may

poi

nt to

the

third

pic

ture

.SA

Y Th

e th

ird p

ictu

re s

how

s th

e fa

ther

and

son

cle

anin

g up

and

thro

win

g tr

ash

away

. The

sto

ry s

ays

afte

r the

y at

e,

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

kee

p th

e pa

rk

clea

n an

d be

autif

ul.

SAY

Now

use

all

of th

e in

form

atio

n in

the

pict

ures

to te

ll th

e st

ory

back

to m

e.N

EXT

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

36H

om

ewo

rk /

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

Engli

sh.

•No r

espo

nse,

“I do

n’tkn

ow,”

or is

comp

letely

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

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

and/o

rint

onati

on of

ten im

pede

mean

ing.

•Spe

ech m

ay co

nsist

of iso

lated

wor

d(s)

orph

rase

(s).

•Res

pons

e rete

lls th

ena

rrativ

e as s

uppo

rted b

ythe

pictu

res,

and m

ay 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

are s

imple

and r

epeti

tive;

erro

rs oft

en im

pede

mean

ing.

•Pro

nunc

iation

and/o

rint

onati

on of

ten im

pede

mean

ing.

•Spe

ech m

ay be

slow

,ch

oppy

, or h

alting

.

•Res

pons

e rete

lls th

ena

rrativ

e as s

uppo

rted

by th

e pict

ures

with

basic

detai

l.•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

mean

ing.

•Pro

nunc

iation

and/o

rint

onati

on oc

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 .

•Res

pons

e pro

vides

a cle

aran

d deta

iled r

etellin

g of th

ena

rrativ

e as s

uppo

rted b

ythe

pictu

res.

•Ide

as ar

e coh

esive

and

conn

ected

.•G

ramm

ar an

d wor

d cho

icear

e var

ied an

d effe

ctive

;er

rors

do no

t impe

deme

aning

.•P

ronu

nciat

ion an

dint

onati

on do

not im

pede

mean

ing.

•Spe

ech i

s usu

ally s

mooth

and s

ustai

ned.

Anc

hor:

(No

resp

onse

.)Anc

hor:

He d

o th

e bo

ok

(uni

ntel

ligib

le) t

he

back

pack

s an

d he

was

pu

ttin

g it

ther

e.[E

xami

ner:

Wha

t else

ca

n yo

u te

ll me

abo

ut th

e st

ory?

]Be

caus

e th

ey w

ere

putt

ing

(uni

ntel

ligib

le)

her b

ackp

ack

her b

ook.

Anc

hor:

Hmm,

her

mom

get

he

r, he

r mom

get

h-,

get h

im, u

mm, a

boo

k.

(Uni

ntel

ligib

le) t

hen

when

she

was

, umm

, wh

en s

he w

as d

one,

th

en s

he p

ut it

in h

is pa

ckpa

ck.

[Exa

mine

r: W

hat e

lse

can

you

tell

me a

bout

the

stor

y?]

His

dad

let h

im to

, let

hi

m to

a g

ood

plac

e.

Anc

hor:

Carlo

s ge

ts a

boo

k at

the

libar

y. He

wen

t hom

e an

d re

aded

it w

ith h

is da

d.

And

when

Car

los

finish

ed

he p

ut it

in h

is ba

ckpa

ck.

Anc

hor:

Umm,

so

Carla

, Car

los

got a

boo

k, s

choo

l and

he

can

’t wa

it to

read

it

to h

is da

d. W

hen,

whe

n he

got

, whe

n Ca

rlos

got

home

, he

told

his

dad

all a

bout

the

book

. And

th

en w

hen

he w

as d

one

read

ing,

he

put t

he b

ook

in h

is ba

ckpa

ck to

take

it

back

to s

choo

l.

SPEA

KIN

G—

Ret

ell a

Nar

rati

ve

37V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E P

RA

CT

ICE

TE

ST

9 SAY

Her

e ar

e th

ree

pict

ures

that

go

with

the

stor

y. I

am g

oing

to d

escr

ibe

the

pict

ures

and

then

tell

you

a st

ory.

12

3

Paus

e. Y

ou m

ay p

oint

to e

ach

of th

e pi

ctur

es.

SAY

You

will

hea

r the

sto

ry o

nly

once

. Whe

n I a

m fi

nish

ed, y

ou w

ill te

ll th

e st

ory

back

to m

e.If

app

ropr

iate

, you

may

poi

nt to

the

first

pic

ture

.SA

Y Th

e fir

st p

ictu

re s

how

s a

wom

an g

ivin

g C

arlo

s a

book

. The

sto

ry s

ays

Car

los

got a

boo

k to

read

at h

ome

toda

y. H

e co

uldn

’t w

ait t

o re

ad th

e bo

ok w

ith h

is d

ad.

Poin

t to

the

seco

nd p

ictu

re.

SAY

The

seco

nd p

ictu

re s

how

s C

arlo

s re

adin

g th

e bo

ok a

t hom

e w

ith h

is d

ad. T

he s

tory

say

s w

hen

Car

los

got h

ome,

he

told

his

dad

abo

ut th

e bo

ok. H

is d

ad h

elpe

d hi

m fi

nd a

qui

et s

pace

to re

ad.

Poin

t to

the

third

pic

ture

. SA

Y Th

e th

ird p

ictu

re s

how

s C

arlo

s pu

tting

the

book

into

his

bac

kpac

k. T

he s

tory

say

s w

hen

Car

los

finis

hed

read

ing,

he

put

the

book

in h

is b

ackp

ack

to ta

ke b

ack

to s

choo

l. H

e w

as e

xcite

d to

get

ano

ther

boo

k to

read

.SA

Y N

ow u

se a

ll of

the

info

rmat

ion

in 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

38SP

EAK

ING

—Su

mm

ariz

e an

Aca

dem

ic P

rese

nta

tio

nR

ain

Fo

rest

/ 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

Her

e is

a p

ictu

re th

at g

oes

with

the

info

rmat

ion.

I am

goi

ng to

des

crib

e th

e pi

ctur

e an

d th

en te

ll yo

u m

ore

info

rmat

ion.

The

pic

ture

sho

ws

a ra

in fo

rest

. The

rain

fore

st h

as m

any

tree

s an

d an

imal

s. S

ome

anim

als

are

in th

e tr

ees,

and

ther

e’s

an a

nim

al o

n th

e gr

ound

.SA

Y I a

m g

oing

to te

ll yo

u ab

out t

he ra

in fo

rest

. Lis

ten

care

fully

. You

will

hea

r the

info

rmat

ion

only

onc

e. W

hen

I am

fin

ishe

d, y

ou w

ill te

ll m

e ab

out t

he ra

in fo

rest

.

39V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E P

RA

CT

ICE

TE

ST

If a

ppro

pria

te, y

ou m

ay p

oint

to in

dica

te th

e w

hole

pic

ture

.SA

Y Th

is is

a ra

in fo

rest

.If

app

ropr

iate

, you

may

poi

nt 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.If

app

ropr

iate

, you

may

poi

nt to

the

anim

als i

n th

e tre

es.

SAY

Man

y ki

nds

of p

lant

s an

d an

imal

s liv

e in

the

rain

fore

st.

If a

ppro

pria

te, y

ou m

ay p

oint

to 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.If

app

ropr

iate

, you

may

poi

nt to

the

fore

st fl

oor.

SAY

On

the

floor

of t

he ra

in fo

rest

it is

dar

k an

d da

mp.

Ver

y lit

tle li

ght g

ets

thro

ugh

the

tree

leav

es.

SAY

Now

it is

you

r tur

n. T

ell m

e ab

out t

he ra

in fo

rest

. Use

the

info

rmat

ion

abou

t the

pic

ture

to h

elp

you.

I ca

n re

peat

th

e pi

ctur

e de

scrip

tion

if yo

u w

ould

like

. 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

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p. Th

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rain

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est i

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nima

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wn th

ere.

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tle s

unny

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t it g

ets

a lo

t of

shad

e.

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hor:

It’s

hot.

Ther

e’s lo

ts

of tr

ees.

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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

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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.


Reading—Kindergarten

Special Directions for Reading

• Assemble supplementary materials.

• For students with low vision, you may sweep your finger or pencil under the question and options on the screen as you read and say them aloud. For all questions, you will select the student’s response on the Student Testing Interface.

• For questions that have the options C, IC, and NR, select “C” for a correct response, “IC” for an incorrect response, and “NR” for no response.

• For questions that have the options A, B, and C, do not say the option letters (A, B, C), and do not read “NR” aloud to the student.

• For questions with text options, say, “Tell me your answer,” after you have read the last option.

• For questions with picture options, read the picture descriptions provided. Say, “Tell me your answer,” after you have read the last picture description.

• The READ AND SAY symbol indicates text on the student’s screen that you will read aloud as you sweep your finger or pencil underneath. This may benefit test takers who have low vision, but is not required.

• When sweeping your finger or pencil under a word, phrase, sentence, or picture, do not cover up any part of the text or picture.

• If there are terms that include a phonetic pronunciation in brackets, pronounce the word as provided in the brackets.

• Refer to the Prompting Guidelines before each task in this DFA.

• If a student seems to need confirmation from the test examiner while reading, say, “It’s OK, do your best.”

NOTE: On this test, any given set of questions will appear on a single screen with a scrollable view. The test examiner will need to scroll all the way down the screen to ensure that all questions are completed.

Beginning the Reading Test

The Reading Practice Test can be administered in several ways. It can be administered as a practice activity by marking the student’s responses in the Student Testing Interface. The Student Testing Interface does not capture the scores or produce a printed report. As an option, the test examiner can both administer the practice test and check the student’s answers. The test examiner may choose to copy the practice test score sheet, bubble the answers while administering the test, and then use the scoring keys to check the answers. You must select an answer for each question to move on to the next question.

The Reading Scoring Sheet is located at the end of this document.


Reading—Kindergarten (cont .)

To begin the test, follow the directions in the How to Start a Practice Test Session Using the Same Procedures as the Operational Tests portion of this document or the How to Start a Test Session as a Guest portion of this document.

1 When screen Number 1 comes up,

SAY This is the Reading section of the ELPAC test. In this part of the test, we are going to read together. I will ask you some

questions. You will point to your answer or tell me your answer with words. If you are unsure of how to respond to a question, just respond the best you can.

If you need me to repeat a question, just ask. You will now begin the Reading questions. Select [Next] to advance to screen Number 2. Administer the Reading questions using the scripts below.

READING—Read-Along Word with Scaffolding

Kindergarten

44



Reading—Read-Along Word with Scaffolding

Prompting Guidelines: Read-Along Word with ScaffoldingFor the first question, prompting guidelines are given in the script. For the second question, repeat the question once if the student requests. For questions with text options, say, “Tell me your answer,” after you have read the last option. For questions with picture options, read the picture descriptions provided. Say, “Tell me your answer,” after you have read the last picture description. If the student does not give an answer, repeat the question. If the student gives an answer that is not clear, you may repeat the question or say, “Tell/Show me again .” If the student still does not answer, choose No Response (NR) and move to the next question.

2

SAY We are going to read together. If appropriate, you may point to the first letter in the word.

SAY What is the first letter of this word?Mark rating of “Student names the first letter” in the Student Testing Interface.

If the student provides the letter sound instead of the letter name, mark the next question correct and repeat the current question.

SAY What is the sound of the letter p?Mark rating of “Student provides the sound of the first letter” in the Student Testing

Interface. If appropriate, you may point to the next letter in the word.

SAY What is the next letter of this word?Mark rating of “Student names the next letter” in the Student Testing Interface.

If appropriate, you may point to the last letter in the word.SAY What is the last letter of this word?

Mark rating of “Student names the last letter” in the Student Testing Interface.If appropriate, you may sweep your finger under the word while saying the following prompt.

SAY Now read the word.Mark rating of “Student reads the word” in the Student Testing Interface.

If the student does not read the word aloud or does not say the correct word, SAY Read the word with me: “pan.”

If appropriate, you may sweep your finger under the word while reading the word aloud.Be sure you entered a rating of the student’s response for all five parts of the question.

Kindergarten


3

SAY What is something you can do with a pan?CookPaintDrive

4

SAY We are going to read together. If appropriate, you may point to the first letter in the word.

SAY What is the first letter of this word?Mark rating of “Student names the first letter” in the Student Testing Interface.

If the student provides the letter sound instead of the letter name, mark the next question correct and repeat the current question.

SAY What is the sound of the letter p?Mark rating of “Student provides the sound of the first letter” in the Student Testing

Interface. If appropriate, you may point to the next letter in the word.

SAY What is the next letter of this word?Mark rating of “Student names the next letter” in the Student Testing Interface.

If appropriate, you may point to the last letter in the word.SAY What is the last letter of this word?

Mark rating of “Student names the last letter” in the Student Testing Interface.If appropriate, you may sweep your finger under the word while saying the following prompt.

SAY Now read the word.Mark rating of “Student reads the word” in the Student Testing Interface.

If the student does not read the word aloud or does not say the correct word,SAY Read the word with me: “pig.”

If appropriate, you may sweep your finger under the word while reading the word aloud.Be sure you entered a rating of the student’s response for all five parts of the question.

5

SAY What does a pig do?Write with a penFill up a bucketWalk on the ground

.


Kindergarten

46

READING—Read-Along Story with Scaffolding


Reading—Read-Along Story with Scaffolding

Prompting Guidelines: Read-Along Story with ScaffoldingFor the first question, prompting guidelines are given in the script. After the first question, read the story in full only once. For the remaining questions, repeat the question once if the student requests. For questions with text options, say, “Tell me your answer,” after you have read the last option. For questions with picture options, read the picture descriptions provided. Say, “Tell me your answer,” after you have read the last picture description. If the student does not give an answer, repeat the question. If the student gives an answer that is not clear, you may repeat the question or say, “Tell/Show me again .” If the student still does not answer, choose No Response (NR) and move to the next question.

6For all Read-Along Story with Scaffolding questions, it may be helpful to expand the

portion of the screen that contains the text by selecting the down-pointing arrow for number 6 or the right-pointing arrow for numbers 7 through 9.

SAY The picture shows a family going together to an outdoor music show.SAY We are going to read together.SAY Show me where we should start reading.

Pause for the student to respond.Mark rating of the “Student points to the first word” in the Student Testing Interface.

If the student answered the previous question incorrectly,SAY We will start reading here. Put your finger here.

To all students,SAY Follow along as I read.READ AND SAY Slowly read and say the sentences aloud. Watch to see that the student is able to

follow from left to right and top to bottom.Mark rating of the “Student follows the text from left to right and top to bottom” in the

Student Testing Interface.

Kindergarten


READING—Read-Along Story with Scaffolding

7

SAY There are three pictures. The first picture shows a family going together to an outdoor music show. The second picture shows the family sitting together on a blanket outside. The third picture shows the family together clapping their hands.

SAY Now I will read the story to you. Listen while I read. READ AND SAY Read and say the sentences on the screen at a natural pace, beginning with

the first panel. If appropriate, you may sweep your finger under the sentences as you read them.

For each question, if appropriate, you may sweep your finger under the question and options on the screen as you read and say them aloud. For all questions, you will select the student’s response on the Student Testing Interface.

8

READ AND SAY If appropriate, you may sweep your finger under the question and options on the screen as you read and say them aloud. Use the picture descriptions below for the options.

SAY A blanket A bench A table For each question, if appropriate, you may sweep your finger under the question and options

on the screen as you read and say them aloud. For all questions, you will select the student’s response on the Student Testing Interface.

9

READ AND SAY If appropriate, you may sweep your finger under the question and options on the screen as you read and say them aloud. For all questions, you will select the student’s response on the Student Testing Interface.

If there have been no responses or no correct responses to this point, you may stop testing in the Reading domain. Select [Pause].

Kindergarten

48

READING—Read-Along Information


Reading—Read-Along Information

Prompting Guidelines: Read-Along InformationRead the information only once. Repeat the question once if the student requests.For questions with text options, say, “Tell me your answer,” after you have read the last option.For questions with picture options, say, “Point to your answer,” after you have read the question.If the student does not give an answer, repeat the question. If the student gives an answer that is not clear, you may repeat the question or say, “Tell/Show me again .”If the student still does not answer, choose No Response (NR) and move to the next question.

10

SAY There are three pictures. The first picture shows two clouds and rain drops in the sky. The second picture shows two flowers with rain drops falling on them. The third picture shows a boy in a raincoat jumping in a puddle.

SAY Now we are going to read together. Listen while I read.READ AND SAY If appropriate, you may sweep your finger under the question and options on the

screen as you read and say them aloud. Use the picture descriptions below for the options.SAY An umbrella

CloudsA watering can

READ AND SAY If appropriate, you may sweep your finger under the sentences as you read and say them aloud.For all questions, you will select the student’s response on the Student Testing Interface.If the student does not answer, say, “Tell me your answer.”

11If appropriate, you may sweep your finger under the question and options on the screen as you read and say them aloud. For all questions, you will select the student’s response on the Student Testing Interface.If the student does not answer, say, “Tell me your answer.”


Kindergarten


READING—Read-Along Information

13

SAY There are three pictures. The first picture shows a bear and a tiger. The second picture shows a bird and a squirrel. The third picture shows a turtle.

SAY Now we are going to read together. Listen while I read.READ AND SAY If appropriate, you may sweep your finger under the sentences as you read and say

them aloud.If appropriate, you may sweep your finger under the question and options on the screen as you read and say them aloud. For all questions, you will select the student’s response on the Student Testing Interface.If the student does not answer, say, “Tell me your answer.”


15If appropriate, you may sweep your finger under the question and options on the screen as you read and say them aloud. Use the picture descriptions below for the options.

SAY A shellA treeA cave

For questions with picture options, read the picture descriptions provided. Say, “Tell me your answer,” after you have read the last picture description. If the student requests that a question be repeated, you may repeat the question once. If the student does not answer or gives an answer that is not clear, you may repeat the question once. If the student still does not answer, choose No Response (NR) and move to the next question.

After the student responds to the last question, SAY This is the end of the Reading test. Thank you for your attention and hard work.

DIRECTIONS FOR ENDING A TEST• Select [End test] represented by a red square.• Select [Yes] to continue.• Select [Submit test].• Select [Yes] to submit.

Kindergarten


Reading Scoring Keys

READING—Scoring Keys

Read-Along Word with Scaffolding

Number Answer Key2 5 correct = 2 points,

1–4 correct = 1 point, 0 correct = 0 points

3 A4 5 correct = 2 points,

1–4 correct = 1 point, 0 correct = 0 points

5 C

Read-Along Story with Scaffolding

Number Answer Key6 2 correct = 2 points,

1 correct = 1 point,0 correct = 0 points

7 C8 A9 B

Read-Along Information

Number Answer Key10 B11 C12 C13 B14 A15 A

Kindergarten


52

Student Score Sheet

Name:

Grade:

Student ID:

LISTENING Visual Impairment and Braille Practice Test—KindergartenListen to a Short Exchange 2 A B C NR 3 A B C NR 4 A B C NR 5 A B C NR 6 A B C NRListen to a Story 7 A B C NR 8 A B C NR 9 A B C NR 10 A B C NR 11 A B C NR12 A B C NR 13 A B C NR 14 A B C NR 15 A B C NRListen to an Oral Presentation 16 A B C NR 17 A B C NR 18 A B C NR 19 A B C NR 20 A B C NR 21 A B C NR

LISTENING Total:

SPEAKING Visual Impairment and Braille Practice Test—KindergartenTalk About a Scene

2 0 1 3 0 1 4 0 1 25 0 1 2

Support an Opinion 6 0 1 2 7 0 1 2

Retell a Narrative8 0 1 2 3 4 9 0 1 2 3 4

Summarize an Academic Presentation 10 0 1 2 3 4

SPEAKING Total:

53

READING Visual Impairment and Braille Practice Test—KindergartenRead-Along Word with Scaffolding 2 Student names the first letter. C IC NR Student provides the sound of the first letter. C IC NR

Student names the next letter. C IC NRStudent names the last letter. C IC NRStudent reads the word. C IC NR

3 A B C NR 4 Student names the first letter. C IC NR Student provides the sound of the first letter. C IC NR

Student names the next letter. C IC NRStudent names the last letter. C IC NRStudent reads the word. C IC NR

5 A B C NRRead-Along Story with Scaffolding 6 Student points to the first word. C IC NR

Student follows the text from left to right and top to bottom C IC NR7 A B C NR

8 A B C NR 9 A B C NRRead-Along Information 10 A B C NR 11 A B C NR 12 A B C NR 13 A B C NR 14 A B C NR 15 A B C NR

READING Total:

Listening, Speaking, and Reading: Directions for Administration, … · 2019-12-18 · Directions...

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