Listening, Speaking, and Reading: Directions for ... · Listening Listen to an Oral Presentation22....

ELPACEnglish Language Proficiency Assessments for California

Listening, Speaking, and Reading:Directions for Administration

Visual Impairment and Braille Practice TestGrade 1

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:caltac%40ets.org?subject=

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 Classroom Conversation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Listening—Listen to a Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Listening—Listen to an Oral Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Listening: Scoring Keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Speaking: Test Administration Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

Special Directions for Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Prompting and Scoring Guidelines for the Speaking Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Audio Capture for the Speaking Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Recommended Seating Arrangement for Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Speaking Test Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Speaking—Talk About a Scene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Speaking—Support an Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Speaking—Retell a Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Speaking—Summarize an Academic Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Reading: Test Administration Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46

Special Directions for Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Beginning the Reading Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

iv VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST

Reading Test Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Reading—Read and Choose a Word . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Reading—Read and Choose a Sentence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Reading—Read a Short Informational Passage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Reading—Read a Literary Passage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Reading—Read an Informational Passage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Reading: Scoring Keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Student Score Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56

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 47.

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 30.




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 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). 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 47.

Logon Instructions: Speaking ONLY

SAY Before we begin, we need to check to see if you can hear the audio.



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

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

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

If appropriate, you may point to the microphone.

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

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

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

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

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


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.

NEXT For the Speaking test, turn to page 30.


This page is intentionally left blank.

15


Listening—Grade 1

Special Directions for Listening

• Assemble supplementary materials, including embossed braille for questions, if applicable.

• If headsets are desired, use a splitter to plug in one pair of student headphones and one pair of test examiner headphones so that the student and test examiner can listen to the test together. For low vision students, the test examiner may point to questions and answer choices at the appropriate time as the test audio plays. 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 replay the 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 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 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.


Listening—Grade 1 (cont .)

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

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 using the scripts below. 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.

After administering Number 5, if there have been no responses or no correct responses, you may stop testing in the Listening domain.

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.

GRADE 1


Listening—Listen to a Short Exchange

2

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.

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.

SAY Grapes An apple A banana

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.


LISTENING—Listen to a Short Exchange

GRADE 1


Listening—Listen to a Classroom 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 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.

LISTENING—Listen to a Classroom Conversation

GRADE 1


Listening—Listen to a Story

6

SAY The picture shows Abdul and his dad reading a book. 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 tiger A soccer ball An elephant

9

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 frog A kitten A rabbit





LISTENING—Listen to a Story

GRADE 1


12

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 woods A swimming pool An airplane





LISTENING—Listen to a Story

GRADE 1


Listening—Listen to an Oral Presentation

15

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



may point to the question and audio choices while the audio of the test plays. SAY Cheese Ice cream Grass



18

SAY The picture shows a bee and an ant. Then, select the audio player button on the screen to play the audio for the presentation.





may point to the question and audio choices while the audio of the test plays. SAY Triangle Circle Square

LISTENING—Listen to an Oral Presentation

GRADE 1


LISTENING—Listen to an Oral Presentation

21

SAY The picture shows an astronaut in space. Planet Earth is shown behind the astronaut.

Then, select the audio player button on the screen to play the audio for the presentation. 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 An airplane A rocket A car




may point to the question and audio choices while the audio of the test plays.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.

GRADE 1


Listening Scoring Keys

Listen to a Short Exchange

Number Answer Key2 A3 C

Listen to a Classroom Conversation

Number Answer Key4 B5 A

Listen to a Story

Number Answer Key6 C7 B8 C9 C10 A11 B12 A13 C14 B

Listen to an Oral Presentation

Number Answer Key15 C16 C17 A18 C19 B20 B21 B22 C23 A

LISTENING—Scoring Keys

25



Speaking—Grade 1

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 audio capture so the test examiner may provide feedback to let the student know they are responding correctly. The practice question in the audio capture is “Describe your favorite food.” For example, if the student responded to the practice question saying, “A hamburger,” the test examiner lets the student know the response was correct. If the student does not successfully respond, the test examiner models a correct response for the student, saying, “You could have said, ‘My favorite food is a hamburger and fries.’”

• Prompting Guidelines: The prompting guidelines vary for each task type. The words that the test examiner can say are located on the page that is read to the student. Test examiners should be familiar with each task type and the prompting guidelines.

• Oral Reading of Test Questions: Because of the length and complexity of some questions read by the test examiner, it is suggested to practice reading the text out loud several times prior to testing a student.

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

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

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.


Speaking—Grade 1 (cont .)

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

• Scoring Practice: Each task type includes training and calibration quizzes in the Moodle Training Site to assist test examiners in listening to and scoring student responses. It is highly recommended that test examiners use this resource.

Prompting and Scoring Guidelines for the Speaking Domain • Prompting—Appropriate Wait Time: The amount of time it takes for students to

respond to a test question varies greatly. Test examiners should allow students enough time to compose their thoughts and prepare a response in English.

• Prompting—Student Answers Question Before Test Examiner Asks: Some students anticipate the next question and start to respond before the test examiner asks the question. The test examiner should not interrupt the student to ask the question. If the student’s response does not address the question, the test examiner should ask the question.

• Prompting—Repeating the Question: When a student asks or does not respond, you may repeat the question once.

• Prompting—Encouraging Students: Throughout the test, if a student is reluctant or asks for assistance that is not allowed, test examiners should give general encouragement by saying words such as, “It’s OK, do your best,” or “You are doing a good job,” etc.

• Scoring—Self-Correction: Since students respond to test questions fairly quickly, they sometimes change what they say in the middle of a word or sentence. Students who self-correct are not to be penalized; however, if a response is so halting or choppy that meaning is impeded, it may affect the score.

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—Grade 1 (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


29

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33V

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Play

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amma

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u th

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35V

ISU

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GRA

DE

136

SPEA

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Ret

ell a

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Engli

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comp

letely

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mpts

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rase

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pons

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rrativ

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ay be

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orted

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ted by

the p

ictur

es.

•Ide

as ar

e coh

esive

and c

onne

cted.

•Gra

mmar

and w

ord c

hoice

are

varie

d and

effec

tive;

erro

rs do

not

impe

de m

eanin

g.•P

ronu

nciat

ion or

inton

ation

do no

tim

pede

mea

ning.

•Spe

ech i

s usu

ally s

mooth

and

susta

ined.

Anc

hor:

(Uni

ntel

ligib

le.)

Anc

hor:

They

fish

.[E

xami

ner:

Wha

t else

ca

n yo

u te

ll me

abo

ut

what

you

hea

rd?]

(No

resp

onse

.)

Anc

hor:

OK.

So

she

went

so

he

went

. . .

fish

ing

pole

wi

th g

rand

moth

er, b

ut

he a

lmos

t doe

sn’t

gonn

a ge

tta

fish.

The

firs

t on

e, h

e he

is to

o sm

all.

But h

e . .

. he

let i

t go,

an

d he

wan

t to

get i

t.[E

xami

ner:

Wha

t else

ca

n yo

u te

ll me

abo

ut

the

stor

y ?]

(No

resp

onse

.)

Anc

hor:

Firs

t pic

ture

they

wer

e wa

lkin

g to

the

lake

. And

th

en s

econ

d pi

ctur

e, h

er

gran

d . .

. he

r gra

ndma

ga

ve fi

shin

g po

le to

him

so

he

coul

d ca

tch

a fis

h.

And

then

third

, the

y we

re

meas

urin

g th

e fis

h to

mak

e su

re if

it w

as b

ig o

r litt

le.

And

it wa

s lit

tle, a

nd th

en

they

put

it b

ack

in th

e la

ke.

Anc

hor:

OK.

So,

uhh

, the

kid

and

his

gran

dmot

her,

uhh,

wen

t out

fis

hing

. And

he

want

ed to

try

the

new

fishi

ng p

ole.

So

they

sit

dow

n an

d do

the

rope

. And

th

en, a

fter

sho

rt li

ttle

bit

of

time,

Jos

e . .

. or

the

kid,

he

catc

hed

his

first

fish

. He

felt

some

thin

g pu

lling

him

. So

afte

r he

pul

led

. . .

he c

rank

ed it

ba

ck in

. Aft

er, h

is gr

andm

a an

d Jo

se .

. . I

mea

n, g

rand

moth

er

and

Jose

mea

sure

the

fish,

his

gran

dmot

her s

aid

that

it w

as to

o sm

all t

o ke

ep. S

o th

ey le

t it g

o. An

d he

wish

ed it

wou

ld g

row

into

a

big,

big

fish

. And

he

hope

d he

wo

uld

see

it ag

ain.

37V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E P

RA

CT

ICE

TE

ST

Sco

re 0

Sco

re 1

Sco

re 2

Sco

re 3

Sco

re 4

•Res

pons

e is n

ot re

levan

t.•R

espo

nse

conta

ins no

En

glish

.•N

o res

pons

e, “I

don’t

know

,” or

is co

mplet

ely

unint

elligi

ble.

•Res

pons

e atte

mpts

to re

tell th

e nar

rativ

e but

conv

eys l

ittle r

eleva

nt inf

orma

tion.

•Ide

as ar

e rar

ely co

hesiv

e an

d con

necte

d.•G

ramm

ar an

d wor

d cho

ice

are l

imite

d and

impe

de

mean

ing.

•Pro

nunc

iation

or in

tonati

on

often

impe

de m

eanin

g.•S

peec

h may

cons

ist

of iso

lated

wor

d(s)

or

phra

se(s)

.

•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 nar

rativ

e as

supp

orted

by th

e pict

ures

wi

th ba

sic 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 m

eanin

g.•P

ronu

nciat

ion or

inton

ation

oc

casio

nally

impe

de m

eanin

g.•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 an

d de

tailed

retel

ling o

f the n

arra

tive a

s su

ppor

ted by

the p

ictur

es.

•Ide

as ar

e coh

esive

and c

onne

cted.

•Gra

mmar

and w

ord c

hoice

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 im

pede

mea

ning.

•Spe

ech i

s usu

ally s

mooth

and

susta

ined.

Anc

hor:

(Uni

ntel

ligib

le.)

Anc

hor:

They

fish

.[E

xami

ner:

Wha

t else

ca

n yo

u te

ll me

abo

ut

what

you

hea

rd?]

(No

resp

onse

.)

Anc

hor:

OK.

So

she

went

so

he

went

. . .

fish

ing

pole

wi

th g

rand

moth

er, b

ut

he a

lmos

t doe

sn’t

gonn

a ge

tta

fish.

The

firs

t on

e, h

e he

is to

o sm

all.

But h

e . .

. he

let i

t go,

an

d he

wan

t to

get i

t.[E

xami

ner:

Wha

t else

ca

n yo

u te

ll me

abo

ut

the

stor

y?]

(No

resp

onse

.)

Anc

hor:

Firs

t pic

ture

they

wer

e wa

lkin

g to

the

lake

. And

th

en s

econ

d pi

ctur

e, h

er

gran

d . .

. he

r gra

ndma

ga

ve fi

shin

g po

le to

him

so

he

coul

d ca

tch

a fis

h.

And

then

third

, the

y we

re

meas

urin

g th

e fis

h to

mak

e su

re if

it w

as b

ig o

r litt

le.

And

it wa

s lit

tle, a

nd th

en

they

put

it b

ack

in th

e la

ke.

Anc

hor:

OK.

So,

uhh

, the

kid

and

his

gran

dmot

her,

uhh,

wen

t out

fis

hing

. And

he

want

ed to

try

the

new

fishi

ng p

ole.

So

they

sit d

own

and

do th

e ro

pe. A

nd

then

, aft

er s

hort

litt

le b

it of

tim

e, J

ose

. . .

or th

e ki

d, h

e ca

tche

d hi

s fir

st fi

sh. H

e fe

lt so

meth

ing

pulli

ng h

im. S

o af

ter

he p

ulle

d . .

. he

cra

nked

it

back

in. A

fter

, his

gran

dma

and

Jose

. . .

I m

ean,

gra

ndmo

ther

an

d Jo

se m

easu

re th

e fis

h, h

is gr

andm

othe

r sai

d th

at it

was

too

smal

l to

keep

. So

they

let i

t go.

And

he w

ished

it w

ould

gro

w in

to

a bi

g, b

ig fi

sh. A

nd h

e ho

ped

he

woul

d se

e it

agai

n.

8 SAY

Her

e ar

e fo

ur p

ictu

res

that

go

with

the

stor

y. I

am

goin

g to

des

crib

e th

e pi

ctur

es a

nd th

en te

ll yo

u a

stor

y.

12

34

12

34

Paus

e. Y

ou m

ay p

oint

to e

ach

of th

e pi

ctur

es.

SAY

Youwillhearthestoryonlyon

ce.W

henIamfinished,you

willtellthestorybackto

me.

If a

ppro

pria

te, y

ou m

ay p

oint

to th

e fir

st p

ictu

re.

SAY

Thefirstpicturesho

wsagrandm

othera

ndgrand

sonwalking

toalakewith

fishingequipm

ent.Th

estorysays

Paulwasgoing

fishingwith

hisgrand

mother.Hewantedtotrythefishing

poleshehadgivenhim.

If a

ppro

pria

te, y

ou m

ay p

oint

to th

e se

cond

pic

ture

.SA

Y Th

esecond

picturesho

wsthegrandm

othera

ndgrand

sonsitting

nexttoeachotherand

fishing.Thestorysaysat

thelaketh

eywaitedandwaitedfora

fishto

bite.FinallyPaulfeltsom

ething

pullingon

hisline.

If a

ppro

pria

te, y

ou m

ay p

oint

to th

e th

ird p

ictu

re.

SAY

Thethird

picturesho

wsthegrandm

othera

ndgrand

sonmeasurin

gthesizeoffi

shth

atth

eycaugh

t.Th

estory

saysPaulcaugh

thisfirstfi

sh.H

isgrand

motherm

easuredthefish.Shesaiditwasto

osm

alltokeep.

If a

ppro

pria

te, y

ou m

ay p

oint

to th

e fo

urth

pic

ture

.SA

Y Th

efourthpicturesho

wsthegrandson

puttin

gthefishbackintoth

elake.Thestorysaystheyputth

efishback

inth

ewaterand

letitg

o.Itswam

away,and

Paulhop

editwou

ldgrowintoagreatbigfish.M

aybehewou

ldseeit

agai

n so

med

ay!

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.

GRA

DE

138

SPEA

KIN

G—

Sum

mar

ize

an A

cad

emic

Pre

sen

tati

on

Push

an

d P

ull

/ Q

ues

tio

n 9

Main

Po

ints

A fu

ll re

spon

se in

clud

es th

e fo

llow

ing

mai

n po

ints

and

at l

east

one

det

ail:

•Pu

shin

g (fo

rces

) mov

es th

ings

aw

ay.

•Pu

lling

(for

ces)

mov

es th

ings

tow

ard

you.

Deta

ils:

•Pu

shin

g an

d pu

lling

are

forc

es/fo

rces

mak

e th

ings

mov

e.•

Push

ing

is li

ke k

icki

ng a

bal

l/rol

ling

a ca

r dow

n a

ram

p.•

Pulli

ng is

like

zip

ping

a z

ippe

r/ope

ning

a d

raw

er.

12

39V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E P

RA

CT

ICE

TE

ST

9 SAY

Her

e ar

e tw

o pi

ctur

es th

at g

o w

ith th

e in

form

atio

n. I

am g

oing

to d

escr

ibe

the

pict

ure

and

then

tell

you

mor

e inform

ation.Thefirstp

icturesho

wsagirlkickingasoccerballand

aboyro

lling

ato

ycard

ownaramp.The

seco

nd p

ictu

re s

how

s th

e gi

rl zi

ppin

g up

her

jack

et a

nd th

e bo

y op

enin

g a

draw

er.

SAY

Iamgoing

totellyouabou

tforces.Listencarefully.You

willheartheinform

ationon

lyonce.W

henIamfinished,

you

will

tell

me

abou

t for

ces.

If a

ppro

pria

te, y

ou m

ay p

oint

to th

e pi

ctur

e of

eac

h ob

ject

at t

he a

ppro

pria

te ti

me

whi

le re

adin

g th

e in

form

atio

n.

SAY

Push

ing

and

pulli

ng a

re fo

rces

. For

ces

mak

e so

met

hing

or s

omeo

ne m

ove.

We

use

forc

es e

very

day

.If

app

ropr

iate

, you

may

poi

nt to

the

first

pic

ture

.SA

Y A

push

mov

es s

omet

hing

aw

ay fr

om y

ou. K

icki

ng a

bal

l and

rolli

ng a

toy

car d

own

a ra

mp

are

exam

ples

of

push

ing

forc

es.

If a

ppro

pria

te, y

ou m

ay p

oint

to th

e se

cond

pic

ture

.SA

Y A

pull

mov

es s

omet

hing

tow

ard

you.

Zip

ping

up

a zi

pper

or o

peni

ng a

dra

wer

are

exa

mpl

es o

f pul

ling

forc

es.

SAY

Now

it is

you

r tur

n. T

ell m

e ab

out f

orce

s. U

se th

e in

form

atio

n ab

out t

he p

ictu

re to

hel

p yo

u. I

can

repe

at th

e pi

ctur

e de

scrip

tion

if yo

u w

ould

like

. Pa

use

to le

t the

stud

ent s

umm

ariz

e th

e pr

esen

tatio

n. W

hile

the

stud

ent i

s res

pond

ing,

use

the

mai

n po

ints

and

the

rubr

ic to

scor

e th

e re

spon

se.

NEX

T

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.

GRA

DE

140

SPEA

KIN

G—

Sum

mar

ize

an A

cad

emic

Pre

sen

tati

on

Push

an

d P

ull

/ Q

ues

tio

n 9

Main

Po

ints

A fu

ll re

spon

se in

clud

es th

e fo

llow

ing

mai

n po

ints

and

at l

east

one

det

ail:

•Pu

shin

g (fo

rces

) mov

es th

ings

aw

ay.

•Pu

lling

(for

ces)

mov

es th

ings

tow

ard

you.

Deta

ils:

•Pu

shin

g an

d pu

lling

are

forc

es/fo

rces

mak

e th

ings

mov

e.•

Push

ing

is li

ke k

icki

ng a

bal

l/rol

ling

a ca

r dow

n a

ram

p.•

Pulli

ng is

like

zip

ping

a z

ippe

r/ope

ning

a d

raw

er.

41V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E P

RA

CT

ICE

TE

ST

Sco

re 0

Sco

re 1

Sco

re 2

Sco

re 3

Sco

re 4

•Res

pons

e is n

ot re

levan

t.•R

espo

nse c

ontai

ns no

Engli

sh.

•No r

espo

nse,

“I do

n’tkn

ow,”

or is

comp

letely

unint

elligi

ble.

•Res

pons

e inc

ludes

anatt

empt

to re

feren

ce th

epr

esen

tation

/pictu

re bu

tco

nvey

s littl

e rele

vant

infor

matio

n.• I

deas

are r

arely

cohe

sive

and c

onne

cted.

• Gra

mmar

and w

ord c

hoice

ar

e lim

ited a

nd im

pede

me

aning

.•P

ronu

nciat

ion or

inton

ation

often

impe

de m

eanin

g. •S

peec

h may

cons

istof

isolat

ed w

ord(

s) or

phra

se(s)

relat

ed to

the

pictur

e.

•Res

pons

e inc

ludes

a pa

rtial

summ

ary o

f at le

ast o

neof

the m

ain po

ints o

f the

pres

entat

ion an

d may

lack

an un

derst

andin

g of th

ema

in po

ints.

•Ide

as ar

e som

etime

sco

hesiv

e and

conn

ected

.•G

ramm

ar an

d wor

d cho

icear

e sim

ple an

d rep

etitiv

e;er

rors

often

impe

deme

aning

.•P

ronu

nciat

ion or

inton

ation

often

impe

de m

eanin

g.•S

peec

h may

be sl

ow,

chop

py, o

r halt

ing.

•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/

basic

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

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 .

•A fu

ll res

pons

e inc

ludes

acle

ar su

mmar

y of th

e main

point

s and

detai

ls of

thepr

esen

tation

.•I

deas

are c

ohes

ive an

dco

nnec

ted.

•Gra

mmar

and w

ord c

hoice

are v

aried

and e

ffecti

ve;

erro

rs do

not im

pede

mean

ing.

•Pro

nunc

iation

or in

tonati

ondo

not im

pede

mea

ning.

•Spe

ech i

s usu

ally s

mooth

and s

ustai

ned.

Anc

hor:

I do

n’t k

now.

Anc

hor:

You

can

make

, umm

. .

. yo

u ca

n ma

ke a

ca

r to

like

go to

you

. An

d yo

u ca

n um

m, c

an

get s

omet

hing

out

of

some

thin

g.[E

xami

ner:

Wha

t else

ca

n yo

u te

ll me

abo

ut

what

you

hea

rd?]

(Poi

ntin

g, n

o re

spon

se.)

Anc

hor:

Umm,

for

ces

make

th

ings

pus

h th

ings

, a

socc

er b

all m

ove.

Now

th

is (p

oint

ing)

one

? Fo

rces

a z

ippe

r or .

. .

[Exa

mine

r: W

hat e

lse

can

you

tell

me a

bout

wh

at I

told

you

?](N

o re

spon

se.)

Anc

hor:

Umm,

for

ce is

abo

ut

push

ing,

like

pus

hing

a

car a

nd k

icki

ng a

bal

l. An

d pu

lling

mea

ns th

at

you

like

zip

a th

ing

towa

rds

you

and

like

open

the

draw

er o

f th

e

. . .

door

. . .

the

draw

er

. . .

like

open

the

door

lik

e dr

awer

ope

n. Th

at’s

what

you

cal

l pul

ling.

Anc

hor:

Forc

es a

re m

akin

g th

ings

mo

ve. L

ike

when

you

pus

h a

car d

own

a ra

mp, i

t mo

ves

away

or y

ou c

an

pull

up a

zip

per.

Note

s:•

Min

or fa

ctua

l ina

ccur

acie

s or

om

issi

ons

are

acce

ptab

le a

s lo

ng a

s th

e st

uden

t exp

ress

es a

cle

ar s

umm

ary

of th

e pr

esen

tatio

n.•

Don’

t pen

aliz

e fo

r mis

pron

unci

atio

n of

any

wor

d th

at d

oesn

’t in

terfe

re w

ith m

eani

ng.

GRA

DE

142

SPEA

KIN

G—

Sum

mar

ize

an A

cad

emic

Pre

sen

tati

on

Rai

n F

or e

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.

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

ished,you

willtellmeabou

tthera

info

rest.

43V

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

Ontheflo

orofthera

info

restitisdarkanddamp.Verylittleligh

tgetsthroug

hthetreeleaves.

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

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.

GRA

DE

144

SPEA

KIN

G—

Sum

mar

ize

an A

cad

emic

Pre

sen

tati

on

Rai

n F

ore

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.

45V

ISU

AL

IM

PAIR

ME

NT

AN

D B

RA

ILL

E P

RA

CT

ICE

TE

ST

Sco

re 0

Sco

re 1

Sco

re 2

Sco

re 3

Sco

re 4

•Res

pons

e is n

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

anatt

empt

to re

feren

ce th

epr

esen

tation

/pictu

re bu

tco

nvey

s littl

e rele

vant

infor

matio

n.•I

deas

are r

arely

cohe

sive

and c

onne

cted.

•Gra

mmar

and w

ord c

hoice

are l

imite

d and

impe

deme

aning

.•P

ronu

nciat

ion or

inton

ation

often

impe

de m

eanin

g.•S

peec

h may

cons

ist of

isolat

ed w

ord(

s) or

phra

se(s)

relat

ed to

the p

ictur

e.

•Res

pons

e inc

ludes

a pa

rtial

summ

ary o

f at le

ast o

ne of

the

main

point

s of th

e 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 a

bout

wha

t y o

u he

ard?

]N

othi

ng. T

here

’s no

thin

g.

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 a

bout

wha

t you

he

ard?

]Yu

p. Th

e tr

ees

that

are

bi

gger

than

the

little

tree

s, th

e lit

tle tr

ees s

tart

to g

row

up b

ig a

nd ta

ll an

d st

rong

.

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.


Reading—Grade 1

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 allquestions, 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 correctresponse, “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 readthe 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 willread aloud as you sweep your finger or pencil underneath. This may benefit testtakers 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, pronouncethe 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 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—Grade 1 (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

GRADE 1


Reading—Read and Choose a Word

Prompting Guidelines: Read and Choose a WordRead aloud the directions only. Do not read aloud the answer choices. If the student requests that a question be repeated, you may repeat the directions once. If the student does not give an answer, repeat the directions. If the student gives an answer that is not clear, you may repeat the directions 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 What can you do with a spoon and some food in a bowl?

3

SAY Which word spells the number 5?

READING—Read and Choose a Word

GRADE 1


Reading—Read and Choose a Sentence

Prompting Guidelines: Read and Choose a SentenceRead aloud the directions only. Do not read aloud the answer choices. If the student requests that a question be repeated, you may repeat the directions once. If the student does not give an answer, repeat the directions. If the student gives an answer that is not clear, you may repeat the directions or say, “Tell/Show me again .” If the student still does not answer, choose No Response (NR) and move to the next question.

4

SAY Which sentence describes one bird using its wings?

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

5

SAY Which sentence describes a person making art?

6

SAY Which sentence describes a boy and a girl playing on some playground equipment?

7

SAY Which sentence describes two people going across a lawn?

READING—Read and Choose a Sentence

GRADE 1


Reading—Read a Short Informational Passage

Prompting Guidelines: Read a Short Informational PassageRead aloud the directions but not the information; the student will read the information. Then read aloud the questions and answer choices.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 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.

8

SAY Therearetwopictures.Thefirstpictureshowsalandturtlewalkingonland.The second picture shows a sea turtle swimming in the sea.

SAY Now you are going to read a text on your own. I will ask you some questions about what you have read.

SAY When you need me to scroll to read the rest of the text, just ask. Tell me when youarefinishedreadingthetextsoIcanreadthequestionstoyou.

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.

9If 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,





READING—Read a Short Informational Passage

GRADE 1


READING—Read a Short Informational Passage

11

SAY The picture shows a shark and a horse.SAY Now you are going to read a text on your own. I will ask you some questions

about what you have read.SAY When you need me to scroll to read the rest of the text, just ask. Tell me when

youarefinishedreadingthetextsoIcanreadthequestionstoyou.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 horse

A giraffeA shark

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..




GRADE 1


Reading—Read a Literary Passage

Prompting Guidelines: Read a Literary PassageRead aloud the directions but not the story; the student will read the story. Then read aloud the questions and answer choices.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 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.

14

SAY The picture shows a mother and son at home. The boy is putting on his jacket. The mother is looking for something in her purse.

SAY Now you are going to read a story on your own. Then you will answer questions about what you have read.

SAY When you need me to scroll to read the rest of the text, just ask. Tell me when youarefinishedreadingthetextsoIcanreadthequestionstoyou.

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,



you read and say them aloud. Use the picture descriptions below for the options.SAY A purse

A keyAn umbrella

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.


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

READING—Read a Literary Passage

GRADE 1


READING—Read an Informational Passage

Reading—Read an Informational Passage

Prompting Guidelines: Read an Informational Passage

Read aloud the directions but not the information; the student will read the information. Then read aloud the questions and answer choices.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 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.

17

SAY The picture shows the White House and its garden.SAY Now you are going to read a story on your own. Then you will answer

questions about what you have read.SAY When you need me to scroll to read the rest of the text, just ask. Tell me when










GRADE 1


20

SAY The picture shows a train.SAY Now you are going to read a text on your own. Then you will answer some

questions about what you have read.SAY When you need me to scroll to read the rest of the text, just ask. Tell me when


you read and say them aloud. Use the picture descriptions below for the options.SAY A car

A shipA covered wagon pulled by two horses

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.

READING—Read an Informational Passage

GRADE 1


READING—Scoring Keys

Reading Scoring Keys

Read and Choose a Word

Number Answer Key2 C3 A

Read and Choose a Sentence Number Answer Key

4 C5 A6 C7 B

Read a Short Informational Passage

Number Answer Key8 A9 C

10 C11 A12 C13 B

Read a Literary Passage

Number Answer Key14 C15 B16 A

Read an Informational Passage

Number Answer Key17 B18 A19 C20 C21 A22 B

56

Student Score Sheet

Name:

Grade:

Student ID:

LISTENING VisualImpairmentandBraillePracticeTest—Grade1Listen to a Short Exchange 2 A B C NR 3 A B C NRListen to a Classroom Conversation 4 A B C NR 5 A B C NRListen to a Story 6 A B C NR 7 A B C NR 8 A B C NR 9 A B C NR 10 A B C NR 11 A B C NR 12 A B C NR 13 A B C NR 14 A B C NRListen to an Oral Presentation 15 A B C NR 16 A B C NR 17 A B C NR 18 A B C NR 19 A B C NR20 A B C NR 21 A B C NR 22 A B C NR 23 A B C NR

LISTENING Total:

SPEAKING VisualImpairmentandBraillePracticeTest—Grade1Talk About a Scene 2 0 1 3 0 1 4 0 1 2

5 0 1 2

Support an Opinion6 0 1 2 7 0 1 2

Retell a Narrative8 0 1 2 3 4

Summarize an Academic Presentation9 0 1 2 3 4 10 0 1 2 3 4

SPEAKING Total:

57

READING VisualImpairmentandBraillePracticeTest—Grade1Read and Choose a Word 2 A B C NR 3 A B C NRRead and Choose a Sentence 4 A B C NR 5 A B C NR 6 A B C NR 7 A B C NRRead a Short Informational Passage 8 A B C NR 9 A B C NR 10 A B C NR 11 A B C NR 12 A B C NR 13 A B C NRRead a Literary Passage 14 A B C NR 15 A B C NR 16 A B C NRRead an Informational Passage 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 22 A B C NR

READING Total:

Listening, Speaking, and Reading: Directions for ... · Listening Listen to an Oral Presentation22....

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