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ELPAC English Language Proficiency Assessments for California Speaking: Directions for Administration Practice Test Grades 3–5

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Page 1: Speaking: Directions for Administration Practice Test Grades 3–5 · 2020. 9. 21. · • Make sure to have a copy of this DFA for use during test administration. • Prepare testing

ELPACEnglish Language Proficiency Assessments for California

Speaking:Directions for Administration

Practice TestGrades 3–5

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ii PRACTICE TEST

ELPAC Administration Notes

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

coordinator.

• LEA ELPAC coordinators should contact the California Technical Assistance Center (CalTAC) by phone at 800-955-2954, or by email at [email protected]. CalTAC is open from 7 a.m. to 5 p.m. Monday through Friday.

Copyright © 2020 by the California Department of Education (CDE). All rights reserved.

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iiiPRACTICE TEST

Table of Contents

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

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Using the DFA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Test Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Administering the Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Before Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3During Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3When to Stop the Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Coaching and Guessing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Other Concerns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Additional Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Ways of Accessing the DFA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Recommended Seating Arrangement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Special Directions for Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Prompting Guidelines for the Speaking Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Audio Capture for the Speaking Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Ending the Test and Review Screen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Review Screen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Logon and Audio/Sound Check Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10How to Start a Test Session as a Guest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10How to Start a Practice Test Session Using the Same Procedures as the Operational Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Test Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Talk About a Scene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Speech Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Support an Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Retell a Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Summarize an Academic Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Student Score Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

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iv

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1PRACTICE TEST

Directions for Administration

Introduction

This manual contains directions and the specific scripts you will need to administer the Practice Test for the English Language Proficiency Assessments for California (ELPAC). It is a companion document to the online Practice Test.

The purpose of the ELPAC Practice Test is to familiarize students and test examiners* with the testing interface, item types, and accessibility resources as well as to provide students with the opportunity to practice a full-length test. The Practice Test provides a sample of the question types and grade-level content and contains the same number of questions that appear on the Summative ELPAC. There is an ELPAC Practice Test available for each grade level/span.

Please note that the Practice Test does not produce scores. The Practice Test is available all year and may be used at any time in preparation for the operational ELPAC tests.

The Practice Test 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 Test 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, Instructions, and Quick Reference Guides page on the ELPAC website.

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

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2 PRACTICE TEST

Directions for Administration (cont.)

Using the DFAThis DFA document should be used to administer the Speaking domain only.

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

Guide to Administration Scripts in This DFA

How the Test Examiner Should Proceed

SAY The test examiner reads the material out loud to the student .

The test examiner is required to press the record button on the student’s screen before reading the SAY text .The test examiner is required to point to the text or pictures on the student’s screen .

Information for the test examiner

Advance to the next question

Stopping marker

Test Materials

Before testing begins, the test examiner should assemble the following materials: • Printed or electronic copy of this DFA

• Electronic devices for the students (and, if applicable, test examiner) to access the test**

• Scratch paper for students to take notes

• Copy of the Student Score Sheet (if preferred), which can be found at the end of this DFA

• Pencil and eraser for test examiner and students

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

• If logging on using the same procedures as the operational tests, the student’s required logon information (statewide student identifier [SSID] and first name as listed in CALPADS/TOMS)

**A mobile device that would allow the test examiner to monitor student progresswhile walking around the room would be preferable.

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3PRACTICE TEST

Directions for Administration (cont.)

Administering the Test

Before Testing Before administering the test, the test examiner must do the following:

• Make sure to have a copy of this DFA for use during test administration.

• Prepare testing devices and materials for the student and test examiner.

• Check the volume on the student’s device prior to logon. After logon, the maximum volume cannot be increased.

• Select a quiet area to administer the test. Eliminate distractions (e.g., extraneous noises, windows, etc.).

• Read through the instructions that are specific to the Speaking test.

• If you are administering the Practice Test using the same procedures as the operational tests, confirm that the student has been assigned the correct test settings (designated supports and accommodations) in the Test Operations Management System (TOMS).

• If you are administering the Practice Test using a standard supported web browser without the use of the Test Administrator Interface or secure browser, apply the appropriate test settings (designated supports and accommodations) for the student in the Student Testing Interface for the Practice and Training Tests directly.

During Testing • Greet the student and read the information from the administration script.

• The student may not use books, cellular phones, or other reference materials during testing, though they may have scratch paper. The student’s desk should be clear of all items except for the test materials provided by the test examiner.

• 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.

• All directions may be repeated or replayed.

• The universal tools (e.g., zoom, line reader, etc.) introduced during test examiner training and described in California Assessment Accessibility Resources Matrix are available in the Student Interface for students who need them. The test examiner should monitor the student during the test session and give reminders or recommendations as appropriate about the availability of universal tools.

• To minimize the risk of unforeseen usability issues, adjust sound and display settings using the resources in the test delivery system rather than those built into the student’s device (e.g., zoom using the test delivery system, not the device’s track pad or touch screen).

• Verify the student’s test settings in the Test Administrator Interface.

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4 PRACTICE TEST

Directions for Administration (cont.)

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. For domains that are computer-based, select the [End Test] button at the top of the Student Interface screen to submit the test. After the stopping marker, the test examiner should use their best judgment to determine whether a student should proceed.

Coaching and Guessing • Do not show or suggest the correct answer to any question. If a student asks

about a test question (“Is this right?” or “How do you spell _______?”), give a neutral response, such as “You choose the one you think is right and go on,” or “Just spell it the best you know how.”

• Do not coach the student. The test examiner should not provide assistance that will inadvertently indicate an answer.

• Encourage students to do their best on all sections of the assessment.

Other Concerns • Discourage talking among students.

• Avoid any unusual interruptions, distractions, or loud noises.

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5PRACTICE TEST

Directions for Administration (cont.)

Additional Directions

Ways of Accessing the DFAPrinting 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 Speaking test questions, rotate the view by going to: View

(on the main menu) > Rotate View > and select Clockwise.

Recommended Seating ArrangementThe following shows two options for seating arrangements for the test examiner and the student.

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6 PRACTICE TEST

Special Directions for Speaking

It is highly recommended that test examiners spend time preparing to administer 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.

• When to stop the test: Refer to the stopping marker in the Speech Functions section.

• Practice and Modeling: A practice question is included as part of the Recording Check so the test examiner may provide feedback to let the student know they are responding correctly. The practice question in the Recording Check is “Describe what you are wearing today.” For example, if the student responded to the practice question saying, “A shirt and pants,” the test examiner lets the student know the response was correct. If the student does not successfully respond, the test examiner models a correct response for the student, saying, “You could have said, ‘I am wearing blue pants and a white shirt.’”

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

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

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

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

Directions for Administration (cont.)

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7PRACTICE TEST

Prompting Guidelines for the Speaking Domain

• Prompting—Appropriate Wait Time: The amount of time it takes for students to respond to a test question varies greatly. Test examiners should allow students enough time to compose their thoughts and prepare a response in English.

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

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

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

• 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 Speaking Domain

During the administration of the Speaking domain, the following guidelines apply to the audio capture tool.

• Activating the microphone: The microphone icon [ ] appears at the beginning of the SAY statement. It is OK to record the test examiner’s voice on the audio recording. To ensure smooth interaction between the test examiner and the student, the test examiner may start the microphone while asking the question and stop the microphone after the student responds.

• Rerecording: The test examiner may continue to the next question and does not need to rerecord if:◦ Test examiner forgets to record a response.◦ Test examiner records a response to one question by using the audio recorder

for another question.◦ Test examiner sees a red triangle in the review box when ending the test session.◦ The audio capture times out after two minutes and the student is still answering

the question. Allow the student to complete the response.• Headsets: In order to enable interaction between the student and test examiner,

use of headsets with a microphone for voice capture is not recommended.

Directions for Administration (cont.)

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8 PRACTICE TEST

• Replay: It is not recommended that the test examiner use the audio capture replay feature while administering the Speaking test. Also, it is not recommended that the student hear their response and rerecord.

Once the test examiner has navigated to the next test question, the audio capture recording will not be able to be replayed. The test examiner does not need to replay the student response to confirm the audio capture.

• Routine for Scoring Speaking on the Computer-based ELPAC:

The following suggested routine provides test examiners with a sample protocol for administering the Speaking section of the computer-based ELPAC:◦ Select the microphone icon to turn the microphone on.◦ Ask the student the question.◦ The student responds to the question.◦ Turn the microphone off.◦ Advance the screen.

Turn the

microphone on.Ask the student the

question.

The student responds to

the question.

Score the student’s response on

the Student Score Sheet (if using).Turn the

microphone off.Advance the screen.

RRoouuttiinnee ffoorr SSccoorriinngg SSppeeaakkiinngg oonn CCoommppuutteerr BBaasseedd EELLPPAACC:: hhttttpp::////bbiitt..llyy//22BBxxLLXXLLss

Directions for Administration (cont.)

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9PRACTICE TEST

Ending the Test and Review Screen

When the test is complete,

SAY This is the end of the Speaking test. Thank you for your attention and hard work.

DIRECTIONS ON ENDING A TEST• Select the [End Test] button to continue to the review screen.• Do not rerecord responses if you see a red triangle in the review box. Select the

[Submit Test] button.

Review ScreenThe review screen will indicate red triangles for every question where the audio capture was not successfully recorded. The test examiner should not go back and record any responses to remove the red triangles once the test is completed.

Directions for Administration (cont.)

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10 PRACTICE TEST

Directions for Administration (cont.)

Logon and Audio/Sound Check Instructions

How to Start a Test Session as a Guest

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

1) Navigate to the ELPAC website. 2) Select the [Practice & Training Tests] button. 3) Select the [Student Interface Practice and Training Tests] link to launch the

Student Sign In screen on the student’s testing device. 4) Select the [Sign In] button to log 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 pink.

SAMPLE

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11PRACTICE TEST

7) You will see a Choose Settings screen. SAMPLE

8) Choose test settings as needed, then select the [Select] button.

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

audio.

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

Directions for Administration (cont.)

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12 PRACTICE TEST

Directions for Administration (cont.)

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.

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].

Point to the microphone.

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

SAY Describe what you are wearing today. Pause for student’s response. When student has finished speaking, press the square stop

button to stop recording. Acknowledge the student’s correct response, or model a correct response, such as “You could have said, ‘I am wearing blue pants and a white shirt.’”

When the student is ready, select [I heard my recording]. 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. Now we are going to begin.

Select the [Continue] at the bottom of the screen. At the bottom of the next page, select [Begin Test Now].

For the Speaking test, turn to page 18.

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13PRACTICE TEST

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

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

TEST ADMINISTRATOR INTERFACE

1) Launch a supported web browser on your device and access the ELPAC website. 2) Select the [Practice & Training Tests] button. 3) Select the [Test Administrator and Test Examiner Practice and Training

Site] link to log on to the Test Administrator Interface for the Practice Test. 4) Log on to the Test Administrator Interface using your TOMS username (your

email address) and password. 5) Select the Practice Test(s) you want to administer from the test selection window. 6) Select the [Start Practice Session] button. 7) Upon selecting the [Start Practice Session] button, a Session ID will appear on

the top right corner of the Test Administrator Interface.

Directions for Administration (cont.)

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14 PRACTICE TEST

STUDENT INTERFACE 8) Launch the secure browser on the student’s testing device and select the button on

the screen to go to the Practice and Training Test site or select the [Student Interface Practice and Training Tests] link from the Practice and Training Tests tab on the ELPAC website.

9) Toggle the blue Guest User and Guest Session buttons to [OFF], and log the student on.

• In the First Name field, enter the student’s first name as it appears in the California Longitudinal Pupil Achievement Data System.

• In the SSID field, enter the student’s 10-digit Statewide Student Identifier.• In the Session ID field, enter the Session ID generated from the Test

Administrator Interface.

10) Verify the student information is correct on the “Is This You?” screen. Select [Yes] to continue. (Select [No] if the student information is not correct. Notify your ELPAC coordinator if it is not.)

Directions for Administration (cont.)

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15PRACTICE TEST

STUDENT INTERFACE 11) On the test selection screen, select the appropriate ELPAC Practice Test. ELPAC

practice tests are located at the bottom of the list and are color-coded pink. SAMPLE

Directions for Administration (cont.)

TEST ADMINISTRATOR INTERFACE 12) Go back to your test examiner device and in the Test Administrator Interface,

approve the student to test. 13) Verify you have selected the correct test and test settings for the student by selecting

the [Approvals] button. The eye icon allows you to view and set test settings, the check mark allows you to approve the test, and the “X” allows you to deny the test.

14) Go back to the student testing device.

STUDENT INTERFACE

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

audio.

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

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

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16 PRACTICE TEST

Directions for Administration (cont.)

STUDENT INTERFACE (cont.)

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

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

SAY Describe what you are wearing today.Pause for student’s response. When student has finished speaking, press the square stop

button to stop recording. Acknowledge the student’s correct response, or model a correct response, such as “You could have said, ‘I am wearing blue pants and a white shirt.’”

When the student is ready, select [I heard my recording].

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. Now we are going to begin.

Select the [Continue] at the bottom of the screen. At the bottom of the next page, select [Begin Test Now].

For the Speaking test, turn to page 18.

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is g

oing

to m

ake

his

own

pape

r ani

mal

. He

wan

ts

to m

ake

an a

nim

al th

at li

ves

unde

r wat

er. W

hat t

ypes

of

anim

als

live

unde

r wat

er?

NE

XT

Truc

k.◦

Fish

.◦

Crab

.

2SA

Y W

hat i

s on

the

tabl

e?

N

EX

T

◦I

forg

et.

Pape

r(s)

, tap

e, m

arke

rs, p

enci

ls.

Page 23: Speaking: Directions for Administration Practice Test Grades 3–5 · 2020. 9. 21. · • Make sure to have a copy of this DFA for use during test administration. • Prepare testing

19P

RA

CT

ICE

TE

ST

No

.Q

uest

ion

Sco

re 0

Sco

re 1

Sco

re 2

blank

ce

llFo

r que

stio

ns 4

and

5, i

f the

stud

ent

give

s a o

ne-w

ord

resp

onse

, say

, “Te

ll m

e m

ore.

•Res

pons

e is n

ot re

levan

t.• R

espo

nse c

ontai

ns no

En

glish

.• N

o res

pons

e, “I

don’t

know

,” or

is co

mplet

ely un

intell

igible

.

• Res

pons

e is l

imite

d or

partia

lly re

levan

t.•

Erro

rs in

gram

mar,

pron

uncia

tion,

or in

tonati

on

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

not im

pede

mea

ning.

3SA

Y W

hat a

re th

e st

uden

ts

lear

ning

?

W

ait f

or th

e st

uden

t’s r

espo

nse.

SA

Y H

ow d

o yo

u kn

ow?

NE

XT

I do

n’t k

now.

Stud

ents

. [E

xami

ner:

How

do y

ou

know

?]◦

Uhh,

the

clas

s.

How

to m

ake

pape

r an

imal

s. [E

xami

ner:

How

do y

ou

know

?]

Beca

use,

umm

, the

y ha

ve

pape

r ani

mals

in th

e ta

ble.

4SA

Y D

escr

ibe

wha

t is

on th

e w

alls

in

the

clas

sroo

m.

NE

XT

Uhh

. . .

(sho

ulde

r shr

ug.)

Pict

ures

. [E

xami

ner:

Tell

me m

ore.

] (U

nint

ellig

ible

.)

Like

, lot

s of

sun

ny

pict

ures

, ani

mals

and

natu

re.

Pro

mp

tin

g G

uid

elin

es: T

alk

Ab

ou

t a

Scen

e

If th

e st

uden

t doe

s no

t ans

wer

or r

eque

sts

that

a q

uest

ion

be re

peat

ed, y

ou m

ay re

peat

the

ques

tion

once

.If

the

stud

ent p

oint

s, pa

ntom

imes

, or p

oint

s to

peo

ple

and

thin

gs w

hile

say

ing

wor

ds s

uch

as th

is/th

at/th

ese/

thos

e, s

ay, “

Tell

me

in w

ords

.”Fo

r que

stio

ns 3

and

4, i

f the

stu

dent

giv

es a

one

-wor

d re

spon

se, s

ay, “

Tell

me

mor

e.”

Page 24: Speaking: Directions for Administration Practice Test Grades 3–5 · 2020. 9. 21. · • Make sure to have a copy of this DFA for use during test administration. • Prepare testing

20G

RAD

ES 3

–5Sp

eech

Fu

nct

ion

sSp

ecia

l Eve

nt,

Sci

ence

Pro

ject

Op

inio

n, I

nvi

te t

o T

able

/ Q

ues

tio

ns

5–7

No

.Q

uest

ion

Fun

ctio

nSco

re 0

Sco

re 1

Sco

re 2

•Res

pons

e doe

s not

addr

ess t

he

langu

age f

uncti

on.

• Res

pons

e con

tains

no E

nglis

h.• N

o res

pons

e, “I

don’t

know

,” or

is

comp

letely

unint

elligi

ble.

• Res

pons

e add

ress

es th

e lan

guag

e fun

ction

in a

limite

d way

. List

ener

eff

ort is

requ

ired t

o inte

rpre

t me

aning

.• E

rrors

in gr

amma

r, wor

d cho

ice,

pron

uncia

tion,

or in

tonati

on im

pede

me

aning

.

• Res

pons

e app

ropr

iately

ad

dres

ses t

he la

ngua

ge fu

nctio

n in

a clea

r way

. No l

isten

er ef

fort is

re

quire

d to i

nterp

ret m

eanin

g. •E

rrors

in gr

amma

r, wor

d cho

ice,

pron

uncia

tion,

or in

tonati

on do

no

t impe

de m

eanin

g.

5Sp

ecia

l Ev

ent

Req

uest

ing

info

rmat

ion

Anc

hor:

Uhh

. . .

if y

ou’re

in s

choo

l?

Umm

. . .

we w

ent s

choo

l on

the

bus

or c

ar.

Anc

hor:

Wha

t is

it?Anc

hor:

Can

you

plea

se re

peat

wha

t yo

u sa

id?

6Sc

ienc

e Pr

ojec

t O

pini

on

Ask

ing

for

info

rmat

ion/

Req

uest

ing

assi

stan

ce

Anc

hor:

Uhh,

I w

ould

wan

t to

choo

se

the

sola

r ove

n.

Anc

hor:

Can

you

help

me

build

this

bott

le ro

cket

?

Anc

hor:

Coul

d yo

u pl

ease

hel

p me

de

cide

whi

ch s

cien

ce p

roje

ct

I sh

ould

do?

7In

vite

to

Tabl

eO

ffer

ing

an

invi

tatio

nAnc

hor:

Can

I jo

in y

ou?

Anc

hor:

Can

you

like

to s

it wi

th m

e?Anc

hor:

Can

you,

will

you

join

me

at a

ta

ble?

Page 25: Speaking: Directions for Administration Practice Test Grades 3–5 · 2020. 9. 21. · • Make sure to have a copy of this DFA for use during test administration. • Prepare testing

21P

RA

CT

ICE

TE

ST

SA

Y N

ow le

t’s p

ract

ice

a di

ffere

nt k

ind

of q

uest

ion.

The

re a

re n

o pi

ctur

es. I

’m g

oing

to te

ll yo

u ab

out s

ome

situ

atio

ns

that

cou

ld h

appe

n to

you

. The

n, te

ll m

e w

hat y

ou w

ould

say

. Rem

embe

r to

answ

er a

ll qu

estio

ns in

Eng

lish.

If y

ou

wan

t me

to re

peat

a q

uest

ion,

you

can

ask

me

to. T

he fi

rst o

ne is

for p

ract

ice.

PRA

CTI

CE—

DO

NO

T R

ECO

RD

SAY

You

wan

t to

know

if y

our f

riend

fini

shed

a m

ath

wor

kshe

et. W

hat w

ould

you

say

to y

our f

riend

?Pa

use.

Wai

t for

an

answ

er.

Ack

now

ledg

e th

e st

uden

t’s c

orre

ct r

espo

nse,

or

mod

el

a co

rrec

t res

pons

e, s

uch

as “

Did

you

fini

sh y

our

wor

kshe

et?”

or

“A

re y

ou d

one

wit

h yo

ur w

orks

heet

?”

Func

tion:

ask

ing

for

info

rmat

ion

5 SAY

You

mis

sed

wha

t you

r tea

cher

sai

d ab

out

som

ethi

ng s

peci

al th

at w

ill h

appe

n du

ring

the

scho

ol d

ay. Y

ou w

ant t

o kn

ow w

hat w

ill h

appe

n.

Wha

t wou

ld y

ou s

ay to

you

r tea

cher

?Fu

nctio

n: r

eque

stin

g in

form

atio

nT

he s

tude

nt m

ight

say

, “W

hat d

id y

ou te

ll u

s ab

out t

he

spec

ial e

vent

toda

y?”

or

“I

wan

t to

know

abo

ut th

e sp

ecia

l eve

nt th

at is

hap

peni

ng to

day.”

NE

XT

If

ther

e ha

ve b

een

no r

espo

nses

or

no c

orre

ct r

espo

nses

to th

is p

oint

, you

may

sto

p te

stin

g in

the

Spea

king

dom

ain.

Sel

ect [

End

Test

] .

6 SAY

Your

cla

ss is

cre

atin

g pr

ojec

ts fo

r a s

cien

ce

fair.

You

wan

t you

r frie

nd to

hel

p yo

u de

cide

be

twee

n m

akin

g a

bottl

e ro

cket

or b

uild

ing

a so

lar o

ven.

Wha

t cou

ld y

ou s

ay to

you

r frie

nd?

Fu

nctio

n: A

skin

g fo

r an

opi

nion

T

he s

tude

nt m

ight

say

, “Sh

ould

I m

ake

a bo

ttle

roc

ket

or b

uild

a s

olar

ove

n?”

or

“W

hat d

o yo

u th

ink

I sh

ould

m

ake

for

my

scie

nce

fair

pro

ject

?”

NE

XT

7 SAY

You

wan

t to

ask

your

frie

nd to

join

you

at a

ta

ble.

Wha

t wou

ld y

ou s

ay to

you

r frie

nd?

Fu

nctio

n: o

ffer

ing

an in

vita

tion

The

stu

dent

mig

ht s

ay, “

Wou

ld y

ou li

ke to

sit

wit

h m

e?”

or

“C

ome

join

me

at th

is ta

ble.”

N

EX

T

Pro

mp

tin

g G

uid

elin

es: S

pee

ch F

un

ctio

ns

If th

e st

uden

t doe

s no

t ans

wer

or r

eque

sts

that

a q

uest

ion

be re

peat

ed, y

ou m

ay re

peat

the

ques

tion

once

.

Page 26: Speaking: Directions for Administration Practice Test Grades 3–5 · 2020. 9. 21. · • Make sure to have a copy of this DFA for use during test administration. • Prepare testing

22G

RAD

ES 3

–5Su

pp

ort

an

Op

inio

nFi

re S

tati

on

or

Air

an

d S

pac

e M

use

um

/ Q

ues

tio

n 8

Sco

re 0

Sco

re 1

Sco

re 2

Sco

re 3

•An o

pinion

is no

t exp

ress

ed.

• Res

pons

e con

tains

no E

nglis

h. •N

o res

pons

e, “I

don’t

know

,” or

is

comp

letely

unint

elligi

ble.

•An o

pinion

is ex

pres

sed b

ut is

not

supp

orted

. A re

ason

is no

t pro

vided

, is

not r

eleva

nt, or

is no

t clea

r. Si

gnific

ant li

stene

r effo

rt ma

y be

requ

ired t

o inte

rpre

t mea

ning.

• Erro

rs in

gram

mar, w

ord c

hoice

, pr

onun

ciatio

n, or

inton

ation

often

im

pede

mea

ning.

Spe

ech m

ay co

nsist

of is

olated

wo

rds o

r phr

ases

.

•An o

pinion

is ex

pres

sed a

nd

supp

orted

using

simp

le lan

guag

e an

d at le

ast o

ne si

mple

relev

ant

reas

on, o

r rep

eats

langu

age f

rom

the pr

ompt.

Liste

ner e

ffort

may b

e re

quire

d to i

nterp

ret m

eanin

g. •E

rrors

in gr

amma

r, wor

d cho

ice,

pron

uncia

tion,

or in

tonati

on

occa

siona

lly im

pede

mea

ning.

•Spe

ech m

ay be

slow

, cho

ppy,

or

haltin

g.

• An o

pinion

is ex

pres

sed a

nd

supp

orted

using

effec

tive l

angu

age *

an

d at le

ast o

ne re

levan

t rea

son w

ith

expla

natio

n or e

labor

ation

. Littl

e to n

o lis

tener

effor

t is re

quire

d to i

nterp

ret

mean

ing.

• Erro

rs in

gram

mar, w

ord c

hoice

, pr

onun

ciatio

n, or

inton

ation

do no

t im

pede

mea

ning.

• Spe

ech i

s fair

ly sm

ooth

and s

ustai

ned.

Anc

hor:

I do

n’t k

now.

Anc

hor:

I do

n’t re

ally

kno

w. T

hey

both

se

em g

ood

to g

o to

. Umm

, fire

de

part

ment

. [E

xami

ner:

Expl

ain

your

cho

ice

by g

iving

rele

vant

reas

ons

to

supp

ort y

our o

pini

on.]

Umm,

uhh

. . .

yea

h, I

don

’t kn

ow.

Anc

hor:

I wo

uld

pref

er th

at (p

oint

ing)

mu

seum

bec

ause

it’s

cool

and

it

has

a lo

t of

airp

lane

s. [E

xami

ner:

Tell

me a

bout

you

r ch

oice

?]

(No

resp

onse

.)

Anc

hor

A:

Fire

dep

artm

ent.

[Exa

mine

r: Ex

plai

n yo

ur c

hoic

e by

gi

ving

rele

vant

reas

ons

to s

uppo

rt

y our

opi

nion

.] I

thin

k, u

mm, fi

re d

epar

tmen

t be

caus

e al

l the

stu

dent

s wi

ll wa

nt

to le

arn

abou

t the

thin

gs th

at

insid

e a

fire

truc

k an

d wh

at th

ey

do w

hen

the

alar

m go

es o

n.Anc

hor

B:A

bett

er o

ptio

n fo

r our

cla

ss is

th

e ai

r, ai

r, um

m, m

useu

m be

caus

e we

wou

ld g

et to

, umm

, see

coo

l st

uff

and

what

if w

e wa

nt to

be

like

a p

ilot o

r som

ethi

ng li

ke

that

and

you

wan

t to

join

the

Air

Forc

e an

d yo

u co

uld

like

umm,

le

arn

stuf

f ab

out i

t.

*Not

e: E

ffecti

ve la

ngua

ge is

defin

ed as

inclu

ding a

ll or s

ome o

f the f

ollow

ing at

tribute

s: no

un an

d ver

b phr

ases

using

prec

ise vo

cabu

lary,

moda

l ver

bs, te

xt co

nnec

tives

, cau

sal w

ords

, auth

orita

tive e

xpre

ssion

, and

comp

arati

ve la

ngua

ge.

Page 27: Speaking: Directions for Administration Practice Test Grades 3–5 · 2020. 9. 21. · • Make sure to have a copy of this DFA for use during test administration. • Prepare testing

23P

RA

CT

ICE

TE

ST

No

.Pic

ture

Pro

mp

t

8

SAY

Now

,

SA

Y I a

m g

oing

to a

sk y

ou fo

r you

r opi

nion

.

Poi

nt to

eac

h pi

ctur

e at

the

appr

opri

ate

time

whi

le r

eadi

ng th

e qu

estio

n.

SAY

Your

cla

ss is

pla

nnin

g a

field

trip

. You

r tea

cher

is

dec

idin

g be

twee

n vi

sitin

g th

e ai

r and

spa

ce

mus

eum

or a

fire

sta

tion.

Whi

ch o

ne d

o yo

u th

ink

wou

ld b

e a

bette

r opt

ion

for y

our c

lass

?

Wai

t for

initi

al c

hoic

e.

SA

Y Ex

plai

n yo

ur c

hoic

e by

giv

ing

rele

vant

reas

ons

to

supp

ort y

our o

pini

on.

NE

XT

Pro

mp

tin

g G

uid

elin

es: S

up

po

rt a

n O

pin

ion

If th

e st

uden

t doe

s no

t ans

wer

or r

eque

sts

that

a q

uest

ion

be re

peat

ed, y

ou m

ay re

peat

the

ques

tion

once

.If

the

stud

ent p

oint

s or

poi

nts

whi

le s

ayin

g w

ords

suc

h as

this

/that

/thes

e/th

ose,

say

, “Te

ll m

e in

wor

ds,”

and

repe

at th

e qu

estio

n .

If th

e st

uden

t sta

tes

a ch

oice

but

doe

s no

t pro

vide

a re

ason

, rep

eat t

he la

st p

art o

f the

que

stio

n on

ce:

“Exp

lain

you

r ch

oice

by

givi

ng r

elev

ant

reas

ons

to s

uppo

rt y

our

opin

ion.

”If

the

stud

ent g

ives

an

orig

inal

but

rele

vant

resp

onse

to th

e qu

estio

n or

sel

ects

nei

ther

or b

oth

optio

ns, s

ay,

“Exp

lain

you

r ch

oice

by

givi

ng r

elev

ant

reas

ons

to s

uppo

rt y

our

opin

ion.

”If

the

stud

ent p

rovi

des

a si

mpl

e re

leva

nt re

ason

, say

, “Te

ll m

e m

ore

abou

t yo

ur c

hoic

e.”

Page 28: Speaking: Directions for Administration Practice Test Grades 3–5 · 2020. 9. 21. · • Make sure to have a copy of this DFA for use during test administration. • Prepare testing

24G

RAD

ES 3

–5Su

pp

ort

an

Op

inio

nR

epo

rt o

r Pr

esen

tati

on

/ Q

ues

tio

n 9

Sco

re 0

Sco

re 1

Sco

re 2

Sco

re 3

• An o

pinion

is no

t exp

ress

ed.

• Res

pons

e con

tains

no E

nglis

h.• N

o res

pons

e, “I

don’t

know

,” or

is

comp

letely

unint

elligi

ble.

• An o

pinion

is ex

pres

sed b

ut is

not

supp

orted

. A re

ason

is no

t pro

vided

, is

not r

eleva

nt, or

is no

t clea

r. Si

gnific

ant li

stene

r effo

rt ma

y be

requ

ired t

o inte

rpre

t mea

ning.

• Erro

rs in

gram

mar, w

ord c

hoice

, pr

onun

ciatio

n, or

inton

ation

often

im

pede

mea

ning.

• Spe

ech m

ay co

nsist

of is

olated

wo

rds o

r phr

ases

.

• An o

pinion

is ex

pres

sed a

nd

supp

orted

using

simp

le lan

guag

e an

d at le

ast o

ne si

mple

relev

ant

reas

on, o

r rep

eats

langu

age f

rom

the pr

ompt.

Liste

ner e

ffort

may b

e re

quire

d to i

nterp

ret m

eanin

g.• E

rrors

in gr

amma

r, wor

d cho

ice,

pron

uncia

tion,

or in

tonati

on

occa

siona

lly im

pede

mea

ning.

• Spe

ech m

ay be

slow

, cho

ppy,

or

haltin

g.

• An o

pinion

is ex

pres

sed a

nd

supp

orted

using

effec

tive l

angu

age *

an

d at le

ast o

ne re

levan

t rea

son

with

expla

natio

n or e

labor

ation

. Lit

tle to

no lis

tener

effor

t is re

quire

d to

inter

pret

mean

ing.

• Erro

rs in

gram

mar, w

ord c

hoice

, pr

onun

ciatio

n, or

inton

ation

do no

t im

pede

mea

ning.

• Spe

ech i

s fair

ly sm

ooth

and

susta

ined.

Anc

hor:

This

one

(poi

ntin

g).

[Exa

mine

r: Te

ll me

in w

ords

.]Th

e, u

mm .

. .

Anc

hor:

On

a re

port

.[E

xami

ner:

Expl

ain

your

cho

ice

by g

iving

rele

vant

reas

ons

to

supp

ort y

our o

pini

on.]

Be .

. . c

ause

. . .

Anc

hor:

I th

ink

as a

writ

ten

repo

rt.

[Exa

mine

r: Ex

plai

n yo

ur c

hoic

e by

givi

ng re

leva

nt re

ason

s to

su

ppor

t you

r opi

nion

.]Be

caus

e if

you

say

, you

may

fo

rget

wha

t you

wer

e go

nna

say .

[Exa

mine

r: Te

ll me

mor

e ab

out

your

cho

ice.

](N

o re

spon

se.)

Anc

hor:

I th

ink

you

shou

ld d

o a

pres

enta

tion

beca

use

then

the

whol

e cl

ass

can

lear

n ab

out

what

you

rese

arch

ed.

*Not

e: E

ffecti

ve la

ngua

ge is

defin

ed as

inclu

ding a

ll or s

ome o

f the f

ollow

ing at

tribute

s: no

un an

d ver

b phr

ases

using

prec

ise vo

cabu

lary,

moda

l ver

bs, te

xt co

nnec

tives

, cau

sal w

ords

, auth

orita

tive e

xpre

ssion

, and

comp

arati

ve la

ngua

ge.

Page 29: Speaking: Directions for Administration Practice Test Grades 3–5 · 2020. 9. 21. · • Make sure to have a copy of this DFA for use during test administration. • Prepare testing

25P

RA

CT

ICE

TE

ST

No

.Pic

ture

Pro

mp

t

9

SAY

I am

goi

ng to

ask

you

for y

our o

pini

on.

P

oint

to e

ach

pict

ure

at th

e ap

prop

riat

e tim

e w

hile

rea

ding

the

ques

tion.

SAY

Your

cla

ss is

lear

ning

abo

ut th

e hi

stor

y of

you

r ci

ty. E

ach

stud

ent g

roup

will

rese

arch

an

impo

rtan

t ev

ent i

n yo

ur c

ity’s

his

tory

. Wou

ld it

be

bette

r for

yo

ur g

roup

to p

rese

nt th

e re

sear

ch o

n yo

ur c

ity a

s a

writ

ten

repo

rt o

r as

a sp

oken

pre

sent

atio

n?

Wai

t for

initi

al c

hoic

e.

SA

Y Ex

plai

n yo

ur c

hoic

e by

giv

ing

rele

vant

reas

ons

to

supp

ort y

our o

pini

on.

NE

XT

Pro

mp

tin

g G

uid

elin

es: S

up

po

rt a

n O

pin

ion

If th

e st

uden

t doe

s no

t ans

wer

or r

eque

sts

that

a q

uest

ion

be re

peat

ed, y

ou m

ay re

peat

the

ques

tion

once

.If

the

stud

ent p

oint

s or

poi

nts

whi

le s

ayin

g w

ords

suc

h as

this

/that

/thes

e/th

ose,

say

, “Te

ll m

e in

wor

ds,”

and

repe

at th

e qu

estio

n .

If th

e st

uden

t sta

tes

a ch

oice

but

doe

s no

t pro

vide

a re

ason

, rep

eat t

he la

st p

art o

f the

que

stio

n on

ce:

“Exp

lain

you

r ch

oice

by

givi

ng r

elev

ant

reas

ons

to s

uppo

rt y

our

opin

ion.

”If

the

stud

ent g

ives

an

orig

inal

but

rele

vant

resp

onse

to th

e qu

estio

n or

sel

ects

nei

ther

or b

oth

optio

ns, s

ay,

“Exp

lain

you

r ch

oice

by

givi

ng r

elev

ant

reas

ons

to s

uppo

rt y

our

opin

ion.

”If

the

stud

ent p

rovi

des

a si

mpl

e re

leva

nt re

ason

, say

, “Te

ll m

e m

ore

abou

t yo

ur c

hoic

e.”

Page 30: Speaking: Directions for Administration Practice Test Grades 3–5 · 2020. 9. 21. · • Make sure to have a copy of this DFA for use during test administration. • Prepare testing

26G

RAD

ES 3

–5R

etel

l a N

arra

tive

Lear

nin

g G

uit

ar /

Qu

esti

on

10

Sco

re 0

Sco

re 1

Sco

re 2

Sco

re 3

Sco

re 4

• Res

pons

e is n

ot re

levan

t.• R

espo

nse

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

and/o

r int

onati

on of

ten im

pede

me

aning

.• S

peec

h may

cons

ist

of iso

lated

wor

d(s)

or

phra

se(s)

.

• Res

pons

e rete

lls th

e na

rrativ

e as s

uppo

rted

by th

e pict

ures

but m

ay

be in

comp

lete a

nd la

ck

clarity

.• I

deas

are s

ometi

mes

cohe

sive a

nd co

nnec

ted.

• Gra

mmar

and w

ord

choic

e are

simp

le an

d re

petiti

ve; e

rrors

often

im

pede

mea

ning.

• Pro

nunc

iation

and/o

r int

onati

on of

ten im

pede

me

aning

.• S

peec

h may

be sl

ow,

chop

py, o

r halt

ing.

• Res

pons

e rete

lls th

e na

rrativ

e as s

uppo

rted

by th

e pict

ures

with

basic

de

tail.

• Ide

as ar

e usu

ally c

ohes

ive

and c

onne

cted.

• Gra

mmar

and w

ord c

hoice

ar

e ade

quate

; erro

rs oc

casio

nally

impe

de

mean

ing.

• Pro

nunc

iation

and/o

r int

onati

on oc

casio

nally

im

pede

mea

ning.

• Spe

ech i

s fair

ly su

staine

d, tho

ugh s

ome c

hopp

iness

or

haltin

g may

occu

r.

• Res

pons

e pro

vides

a cle

ar an

d deta

iled

retel

ling o

f the n

arra

tive a

s sup

porte

d by

the pi

cture

s.• I

deas

are c

ohes

ive an

d con

necte

d.• G

ramm

ar an

d wor

d cho

ice ar

e var

ied an

d eff

ectiv

e; er

rors

do no

t impe

de m

eanin

g.• P

ronu

nciat

ion an

d into

natio

n do n

ot im

pede

mea

ning.

• Spe

ech i

s usu

ally s

mooth

and s

ustai

ned.

Anc

hor:

I do

n’t k

now.

Anc

hor:

Guita

r. Th

eir p

lay. H

e pl

ayed

. I d

on’t

know

.[E

xami

ner:

Wha

t else

ca

n yo

u te

ll me

abo

ut

the

stor

y?]

I do

n’t k

now.

Anc

hor:

I th

ink

that

he

want

s to

be

a, p

erfe

ct s

inge

r be

caus

e lik

e, u

mm, I

th

ink

that

he’s

tryi

ng,

tryo

ut f

or, u

mm, u

mm,

play

ing

the

guita

r. An

d he

love

d pl

ayin

g th

e ca

r-, g

uita

r and

, yea

h.[E

xami

ner:

Wha

t else

ca

n yo

u te

ll me

abo

ut

the

stor

y ?]

I do

n’t k

now.

Anc

hor:

Umm,

Mar

co’s

pare

nts

took

him

to s

ee a

co

ncer

t. Th

en .

. . h

e wa

nted

to le

arn

how

to

play

the

guita

r. An

d th

enhe

was

pra

ctic

ing

so,

beca

use

he w

ante

d to

be

, umm

, he

want

ed to

be

, umm

, he

want

ed to

do

, a c

once

rt. A

nd, f

or,

he g

ave

his

fami

ly a

nd

frie

nds

a co

ncer

t.

Anc

hor:

Mar

co’s

pare

nts

took

him

to a

co

ncer

t. M

arco

, the

per

son

was

play

ing

so g

ood

and

want

-, M

arco

wa

nted

to p

lay

a gu

itar.

He, h

e ch

o-,

he w

ante

d to

pla

y th

e gu

itar.

Then

hi

s pa

rent

s fo

und

a te

ache

r for

he

coul

d pl

ay th

e gu

itar.

One

yea

r, th

en

he s

tart

ed g

ettin

g go

od s

o M

arco

wa

s al

most

read

y. Th

en o

ne y

ear

late

r Mar

co h

ad h

is ow

n co

ncer

t and

, an

d ev

eryt

hing

was

fine

.

Page 31: Speaking: Directions for Administration Practice Test Grades 3–5 · 2020. 9. 21. · • Make sure to have a copy of this DFA for use during test administration. • Prepare testing

27P

RA

CT

ICE

TE

ST

10 SA

Y Lo

ok a

t the

pic

ture

s.

Pa

use.

Poi

nt to

eac

h of

the

pict

ures

.

SA

Y I a

m g

oing

to te

ll yo

u a

stor

y ab

out t

he p

ictu

res.

Li

sten

car

eful

ly. Y

ou w

ill h

ear t

he s

tory

onl

y on

ce. W

hen

I am

fini

shed

, you

will

use

the

pict

ures

to te

ll th

e st

ory

back

to m

e.

Poi

nt to

the

first

pic

ture

.

SA

Y M

arco

’s g

rand

pare

nts

took

him

to s

ee a

mus

ic s

how

. Mar

co h

ad s

o m

uch

fun

that

he

wan

ted

to m

ake

mus

ic to

o.

Poi

nt to

the

seco

nd p

ictu

re.

SA

Y M

arco

told

his

gra

ndpa

rent

s th

at h

e w

ante

d to

lear

n ho

w to

pla

y th

e gu

itar.

They

foun

d a

guita

r tea

cher

and

Mar

co

star

ted

guita

r les

sons

onc

e a

wee

k.

Poi

nt to

the

thir

d pi

ctur

e.

SA

Y M

arco

pra

ctic

ed h

is g

uita

r eve

ry d

ay. H

e dr

eam

ed th

at o

ne d

ay h

e co

uld

have

a s

how

of h

is o

wn.

P

oint

to th

e fo

urth

pic

ture

.

SA

Y M

arco

wor

ked

so h

ard

that

one

yea

r lat

er, h

e ha

d a

show

of h

is o

wn

for h

is fa

mily

and

frie

nds.

SAY

Now

use

all

the

pict

ures

to te

ll th

e st

ory

back

to m

e.

N

EX

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 o

nly

once

.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 .

Page 32: Speaking: Directions for Administration Practice Test Grades 3–5 · 2020. 9. 21. · • Make sure to have a copy of this DFA for use during test administration. • Prepare testing

28G

RAD

ES 3

–5SP

EAK

ING

—Su

mm

ariz

e an

Aca

dem

ic P

rese

nta

tio

n

Sou

nd

Wav

es /

Qu

esti

on

11

Main

Po

ints

A fu

ll re

spon

se in

clud

es th

e fo

llow

ing

Mai

n Po

int a

nd a

ll th

e st

eps

in th

e de

mon

stra

tion:

Mai

n Po

int:

Soun

d tr

avel

s in

wav

es . C

hang

ing

the

size

or s

hape

of a

sou

nd w

ave

chan

ges

the

pitc

h of

a s

ound

.St

eps

in th

e de

mon

stra

tion:

• St

ep 1

: Firs

t, th

ere

are

5 em

pty

jars

. Whe

n ea

ch ja

r is

tapp

ed, t

he s

ame

soun

d is

mad

e (b

ecau

se p

itch

sam

e fo

r all

empt

y ja

rs) .

• St

ep 2

: Nex

t, ad

d di

ffere

nt a

mou

nts

of w

ater

to e

ach

jar .

(The

firs

t jar

is e

mpt

y .)•

Step

3: T

hen

tap

the

jars

. Eac

h ja

r has

a d

iffer

ent p

itch .

The

one

with

the

mos

t wat

er h

as th

e lo

wes

t pitc

h, th

e on

e w

ith th

e le

ast w

ater

has

the

high

est

pitc

h . Th

e pi

tche

s ch

ange

bec

ause

as

you

add

wat

er, t

he v

ibra

tions

are

slo

wed

dow

n, re

sulti

ng in

a lo

wer

pitc

h .

SAY

In th

is p

art o

f the

test

, you

will

list

en to

a re

cord

ed p

rese

ntat

ion.

Ple

ase

do n

ot p

ause

the

pres

enta

tion

once

it b

egin

s or

sel

ect a

ny b

utto

ns o

n th

e sc

reen

. Ple

ase

do n

ot to

uch

your

dev

ice

until

the

pres

enta

tion

ends

. D

oing

so

can

caus

e th

e te

st to

sto

p.

SAY

You

are

goin

g to

list

en to

som

e in

form

atio

n ab

out s

ound

wav

es. Y

ou w

ill

hear

the

info

rmat

ion

only

onc

e. T

here

are

pic

ture

s on

the

scre

en th

at g

o al

ong

with

the

info

rmat

ion.

You

may

take

not

es a

s yo

u lis

ten.

If th

e st

uden

t has

a d

esig

nate

d su

ppor

t tha

t allo

ws

the

play

ing

of a

udio

rec

ordi

ngs

mul

tiple

tim

es, g

ive

a re

min

der

like

this

: “T

he te

st

dire

ctio

ns w

ill s

ay th

e re

cord

ing

can

only

be

play

ed o

nce,

but

if y

ou n

eed

to li

sten

to it

aga

in, j

ust t

ell m

e.”

Whe

n th

e pr

esen

tatio

n en

ds, y

ou w

ill s

umm

ariz

e th

e in

form

atio

n yo

u he

ard.

You

will

• ex

plai

n ho

w s

ound

wav

es w

ork,

• in

clud

e al

l the

ste

ps in

the

dem

onst

ratio

n, a

nd•

use

rele

vant

det

ails

and

cle

ar la

ngua

ge.

Play

the

audi

o pr

esen

tatio

n. A

s th

e re

cord

ing

play

s, p

oint

to th

e re

leva

nt p

ictu

re th

at is

on

the

stud

ent’s

scr

een.

Aft

er y

ou h

ave

star

ted

the

reco

rdin

g, d

o no

t pau

se o

r st

op th

e re

cord

ing.

The

aud

io r

ecor

ding

can

not b

e re

play

ed u

nles

s th

e st

uden

t has

a d

esig

nate

d su

ppor

t. If

a v

alid

dis

rupt

ion

occu

rs (

e.g.

, int

erco

m a

nnou

ncem

ents

, fire

dri

lls, s

tude

nt h

ealth

issu

es, a

udio

mal

func

tions

), p

leas

e re

ad

the

reco

rded

aud

io s

crip

t to

com

plet

e th

e te

st a

dmin

istr

atio

n.

If u

sing

hea

dpho

nes,

put

hea

dpho

nes

on n

ow.

Rec

orde

d A

udio

Scr

ipt

Toda

y, w

e’re

goi

ng to

do

a lit

tle e

xper

imen

t usi

ng o

nly

wat

er, j

ars,

and

a s

poon

. We

are

goin

g to

lear

n ho

w c

hang

ing

the

size

of a

sou

nd w

ave

can

chan

ge th

e pi

tch

of a

sou

nd.

Page 33: Speaking: Directions for Administration Practice Test Grades 3–5 · 2020. 9. 21. · • Make sure to have a copy of this DFA for use during test administration. • Prepare testing

29P

RA

CT

ICE

TE

ST

P

ictu

re o

ne s

how

s fiv

e em

pty

jars

in a

line

. Bef

ore

we

add

any

wat

er, w

e ta

p ea

ch ja

r with

the

spoo

n. E

ach

time

we

tap

a ja

r, th

e so

und

mad

e by

eac

h ja

r is

the

sam

e—be

caus

e th

e pi

tch

is th

e sa

me

for a

ll of

the

empt

y ja

rs.

P

ictu

re tw

o sh

ows

that

we

add

diffe

rent

am

ount

s of

wat

er to

eac

h ja

r. Th

e fir

st ja

r rem

ains

em

pty.

But

in th

e se

cond

jar,

we

add

one-

quar

ter c

up o

f wat

er. T

he th

ird ja

r is

fille

d w

ith o

ne h

alf c

up o

f wat

er, a

nd th

e fo

urth

jar i

s fil

led

with

thre

e qu

arte

rs

cup

of w

ater

. Fin

ally,

a fu

ll cu

p of

wat

er is

add

ed to

the

fifth

jar.

P

ictu

re th

ree

show

s th

at w

e ta

p th

e ja

rs a

gain

, with

eac

h ja

r bei

ng ta

pped

abo

ve th

e w

ater

line

. Thi

s tim

e, th

e ta

ppin

g pr

oduc

es a

diff

eren

t pitc

h fo

r eac

h ja

r. Th

e ja

r fille

d w

ith th

e m

ost w

ater

pro

duce

s th

e lo

wes

t pitc

h, a

nd th

e ja

r with

no

wat

er

has

the

high

est p

itch.

Why

is th

at?

Wel

l, it’

s be

caus

e so

und

trave

ls in

wav

es, a

nd th

e sh

ape

of th

e so

und-

wav

e pa

ttern

in th

e ja

r det

erm

ines

the

diffe

rent

pi

tche

s of

the

soun

d. A

s yo

u pu

t mor

e w

ater

in th

e ja

r, th

e gl

ass

in th

e ja

r vib

rate

s le

ss. S

o in

the

jar w

ith n

o w

ater

, the

vi

brat

ions

are

not

slo

wed

by

the

addi

tion

of w

ater

, and

the

resu

lting

pitc

h is

hig

h. B

ut w

hen

we

star

t to

add

wat

er, t

he

vibr

atio

ns a

re s

low

ed d

own,

resu

lting

in a

low

er p

itch.

Tha

t’s w

hy th

e ja

r with

the

mos

t wat

er h

as th

e lo

wes

t pitc

h.

NEX

T

11 SAY

Sum

mar

ize

the

info

rmat

ion

you

hear

d. B

e su

re to

• ex

plai

n ho

w s

ound

wav

es w

ork,

• in

clud

e al

l the

ste

ps in

the

dem

onst

ratio

n, a

nd•

use

rele

vant

det

ails

and

cle

ar la

ngua

ge.

Paus

e to

let t

he s

tude

nt s

umm

ariz

e th

e pr

esen

tatio

n. W

hile

the

stud

ent i

s re

spon

ding

, use

the

Mai

n Po

ints

and

the

rubr

ic to

sco

re th

e re

spon

se.

NEX

T

Pro

mp

tin

g G

uid

elin

es: S

um

mar

ize

an A

cad

emic

Pre

sen

tati

on

If th

e st

uden

t doe

s no

t ans

wer

or r

eque

sts

that

the

ques

tion

be re

peat

ed, r

epea

t the

que

stio

n an

d bu

llete

d po

ints

onc

e .If

the

stud

ent p

oint

s to

the

pict

ure,

or p

oint

s w

hile

say

ing

wor

ds s

uch

as th

is/th

at/th

ese/

thos

e, o

r sta

rts

to w

rite

a re

spon

se, s

ay,

“Ple

ase

tell

me

your

sum

mar

y.”

If th

e st

uden

t is

stru

gglin

g to

rem

embe

r a w

ord,

you

may

say

, “It

’s O

K, d

o yo

ur b

est.”

Do

not s

ay th

e w

ord

to th

e st

uden

t .If

the

resp

onse

incl

udes

one

or s

ome

of th

e m

ain

poin

ts a

nd/o

r par

tial d

etai

ls, s

ay, “

Wha

t el

se c

an y

ou t

ell m

e ab

out

wha

t yo

u he

ard?

Repr

ompt

onl

y on

ce .

Page 34: Speaking: Directions for Administration Practice Test Grades 3–5 · 2020. 9. 21. · • Make sure to have a copy of this DFA for use during test administration. • Prepare testing

30G

RAD

ES 3

–5So

un

d W

aves

/ Q

ues

tio

n 1

1SP

EAK

ING

—Su

mm

ariz

e an

Aca

dem

ic P

rese

nta

tio

n

Main

Po

ints

A fu

ll re

spon

se in

clud

es th

e fo

llow

ing

Mai

n Po

int a

nd a

ll th

e st

eps

in th

e de

mon

stra

tion:

Mai

n Po

int:

Soun

d tr

avel

s in

wav

es . C

hang

ing

the

size

or s

hape

of a

sou

nd w

ave

chan

ges

the

pitc

h of

a s

ound

.St

eps

in th

e de

mon

stra

tion:

• St

ep 1

: Firs

t, th

ere

are

5 em

pty

jars

. Whe

n ea

ch ja

r is

tapp

ed, t

he s

ame

soun

d is

mad

e (b

ecau

se p

itch

sam

e fo

r all

empt

y ja

rs) .

• St

ep 2

: Nex

t, ad

d di

ffere

nt a

mou

nts

of w

ater

to e

ach

jar .

(The

firs

t jar

is e

mpt

y .)•

Step

3: T

hen

tap

the

jars

. Eac

h ja

r has

a d

iffer

ent p

itch .

The

one

with

the

mos

t wat

er h

as th

e lo

wes

t pitc

h, th

e on

e w

ith th

e le

ast w

ater

has

the

high

est

pitc

h . Th

e pi

tche

s ch

ange

bec

ause

as

you

add

wat

er, t

he v

ibra

tions

are

slo

wed

dow

n, re

sulti

ng in

a lo

wer

pitc

h .

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 E

nglis

h.• N

o res

pons

e, “I

don’t

know

,” or

is co

mplet

ely

unint

elligi

ble.

•Res

pons

e inc

ludes

an

attem

pt to

refer

ence

the

pres

entat

ion/pi

cture

but

conv

eys l

ittle r

eleva

nt inf

orma

tion.

• Ide

as ar

e rar

ely co

hesiv

e an

d con

necte

d.• G

ramm

ar an

d wor

d cho

ice

are l

imite

d and

impe

de

mean

ing.

•Pro

nunc

iation

and/o

r int

onati

on of

ten im

pede

me

aning

.• S

peec

h may

cons

ist

of iso

lated

wor

d(s)

or

phra

se(s)

relat

ed to

the

pictur

e.

• Res

pons

e inc

ludes

a pa

rtial

summ

ary o

f at le

ast o

ne

of the

main

point

s of th

e pr

esen

tation

and m

ay la

ck

an un

derst

andin

g of th

e ma

in po

ints.

• Ide

as ar

e som

etime

s co

hesiv

e and

conn

ected

.• G

ramm

ar an

d wor

d cho

ice

are s

imple

and r

epeti

tive;

erro

rs oft

en im

pede

me

aning

.• P

ronu

nciat

ion an

d/or

inton

ation

often

impe

de

mean

ing.

• Spe

ech m

ay be

slow

, ch

oppy

, or h

alting

.

• Res

pons

e inc

ludes

a mo

stly

clear

summ

ary o

f som

e of

the m

ain po

ints o

f the

pres

entat

ion w

ith pa

rtial/

basic

detai

ls.• I

deas

are u

suall

y coh

esive

an

d con

necte

d.• G

ramm

ar an

d wor

d cho

ice

are a

dequ

ate; e

rrors

occa

siona

lly im

pede

me

aning

.• P

ronu

nciat

ion an

d/or

inton

ation

occa

siona

lly

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.

• A fu

ll res

pons

e inc

ludes

a cle

ar

summ

ary o

f the m

ain po

ints a

nd

detai

ls of

the pr

esen

tation

.• I

deas

are c

ohes

ive an

d con

necte

d.• G

ramm

ar an

d wor

d cho

ice ar

e va

ried a

nd ef

fectiv

e; er

rors

do no

t im

pede

mea

ning.

• Pro

nunc

iation

and i

ntona

tion d

o no

t impe

de m

eanin

g.• S

peec

h is u

suall

y smo

oth an

d su

staine

d.

Page 35: Speaking: Directions for Administration Practice Test Grades 3–5 · 2020. 9. 21. · • Make sure to have a copy of this DFA for use during test administration. • Prepare testing

31P

RA

CT

ICE

TE

ST

Sco

re 0

Sco

re 1

Sco

re 2

Sco

re 3

Sco

re 4

Anc

hor:

Cái n

áy .

. . c

ái n

áy.

Anc

hor:

In th

ose,

umm

, jar

s ar

e bl

ank.

Tho

se ja

rs a

re,

umm,

kin

da f

ull.

And

thos

e ja

rs a

re h

alfw

ay.

[Exa

mine

r: W

hat e

lse

can

you

tell

me a

bout

wh

at y

ou h

eard

?]I

don’t

kno

w.

Anc

hor:

I th

ink

abou

t the

, the

fiv

e cu

ps o

f ja

rs a

re

empt

y an

d th

ey m

ake

the

loud

est n

oise

bec

ause

it

does

n’t h

ave

wate

r. Bu

t the

one

qua

rter

cup

fr

om th

e se

cond

pic

ture

, I

thin

k it

will

make

, umm

, a

little

bit

like

lowe

r and

hi

gh. B

ut th

e fil

led

one

all t

he w

ay u

p to

the

top,

I

thin

k it

will

make

the

lowe

st b

ecau

se it

’s fil

led

up a

nd w

hen

you

tap

it,

it wo

uld

only

mak

e lit

tle

smal

l noi

se.

[Exa

mine

r: W

hat e

lse

can

you

tell

me a

bout

wh

at y

ou h

eard

?]I

don’t

kno

w.

Anc

hor:

OK.

So

it ta

lks a

bout

ho

w wh

en y

ou ta

p th

e ja

rs th

at th

e so

und

is hi

gher

and

lowe

r, th

at

when

the

jar t

hat h

as

no w

ater

is, i

s a lo

t of

soun

d be

caus

e th

ere’s

no

wate

r in

it to

slow

dow

n th

e vib

ratio

n. An

d th

e ja

r with

the

most

wat

er,

the

vibra

tion

is re

ally

slow

and,

umm

, qui

eter

be

caus

e th

ere’s

a lo

t mo

re w

ater

in it

.[E

xami

ner:

Wha

t else

ca

n yo

u te

ll me

abo

ut

what

you

hea

rd?]

I do

n’t k

now.

Anc

hor:

Umm,

in p

ictu

re o

ne, i

t sho

ws

that

all

thre

e ja

rs .

. . a

ll fiv

e ja

rs a

re e

mpty

and

you

hit

it wi

th a

spo

on a

nd th

ey a

ll ha

ve th

e sa

me s

ound

of

pitc

h be

caus

e th

ey d

on’t

have

any

wa

ter i

n th

em. A

nd in

pic

ture

tw

o, th

ey fi

ll up

the

wate

r. An

d th

en in

pic

ture

thre

e, th

ey

. . .

the

one

that

the

most

wa

ter h

as a

lowe

r pitc

h so

und

and

the

one

with

less

wat

er

has

. . .

the

one

with

not

hing

in

it ha

s a

high

er s

ound

of

pitc

h be

caus

e, u

mm, i

t sho

ws h

ow

the

wave

, the

wav

e so

unds

we

re .

. . a

re h

ighe

r tha

n . .

. an

d lo

wer.

[Exa

mine

r: W

hat e

lse c

an y

ou

tell

me a

bout

wha

t you

hea

rd?]

The

diff

eren

t sou

nd w

aves

ma

ke d

iffe

rent

pitc

hes.

Note

s:• M

inor f

actua

l inac

cura

cies o

r omi

ssion

s are

acce

ptable

as lo

ng as

the s

tuden

t exp

ress

es a

clear

summ

ary o

f the p

rese

ntatio

n.• D

o not

pena

lize f

or m

ispro

nunc

iation

of an

y wor

d tha

t doe

s not

inter

fere w

ith m

eanin

g.

Page 36: Speaking: Directions for Administration Practice Test Grades 3–5 · 2020. 9. 21. · • Make sure to have a copy of this DFA for use during test administration. • Prepare testing

32G

RAD

ES 3

–5SP

EAK

ING

—Su

mm

ariz

e an

Aca

dem

ic P

rese

nta

tio

n

Wo

men

in t

he

Go

ld R

ush

/ Q

ues

tio

n 1

2

Main

Po

ints

A fu

ll re

spon

se e

xpla

ins

the

role

of w

omen

in th

e go

ld ru

sh a

nd in

clud

es th

e M

ain

Poin

ts fr

om th

e pr

esen

tatio

n:•

Man

y w

omen

(in

addi

tion

to m

en) w

ent t

o Ca

lifor

nia

durin

g th

e go

ld ru

sh . (

Wom

en in

clud

ed p

ione

ers,

Nat

ive

Amer

ican

s, an

d im

mig

rant

s fro

m

arou

nd th

e w

orld

.)•

Som

e w

omen

pan

ned

for g

old,

but

it w

as d

ifficu

lt w

ork .

•So

me

wom

en o

pene

d bo

ardi

ng h

ouse

s w

here

min

ers

wou

ld li

ve (a

nd th

ey w

ould

coo

k, c

lean

and

do

laun

dry)

.•

Som

e w

omen

wro

te le

tters

/dia

ries

abou

t the

ir jo

urne

y ou

t Wes

t OR

the

Shirl

ey L

ette

rs is

a c

olle

ctio

n of

lette

rs th

at d

escr

ibe

life

in a

gol

d-m

inin

g ca

mp .

SAY

You

will

list

en to

ano

ther

reco

rded

pre

sent

atio

n. P

leas

e do

not

pau

se th

e pr

esen

tatio

n on

ce it

beg

ins

or s

elec

t any

but

tons

on

the

scre

en. P

leas

e do

not

to

uch

your

dev

ice

until

the

pres

enta

tion

ends

. Doi

ng s

o ca

n ca

use

the

test

to s

top.

SA

Y Yo

u ar

e go

ing

to li

sten

to s

ome

info

rmat

ion

abou

t the

gol

d ru

sh. Y

ou w

ill h

ear

the

info

rmat

ion

only

onc

e. T

here

are

pic

ture

s on

the

scre

en th

at g

o al

ong

with

th

e in

form

atio

n. Y

ou m

ay ta

ke n

otes

as

you

liste

n.

If th

e st

uden

t has

a d

esig

nate

d su

ppor

t tha

t allo

ws

the

play

ing

of a

udio

rec

ordi

ngs

mul

tiple

tim

es, g

ive

a re

min

der

like

this

: “T

he te

st

dire

ctio

ns w

ill s

ay th

e re

cord

ing

can

only

be

play

ed o

nce,

but

if y

ou n

eed

to li

sten

to it

aga

in, j

ust t

ell m

e.”

Whe

n th

e pr

esen

tatio

n en

ds, y

ou w

ill s

umm

ariz

e th

e in

form

atio

n yo

u he

ard.

You

will

• ex

plai

n th

e ro

le o

f wom

en d

urin

g th

e go

ld ru

sh,

• in

clud

e th

e ex

ampl

es fr

om th

e pr

esen

tatio

n, a

nd•

use

rele

vant

det

ails

and

cle

ar la

ngua

ge.

Play

the

audi

o pr

esen

tatio

n. A

s th

e re

cord

ing

play

s, p

oint

to th

e re

leva

nt p

ictu

re th

at is

on

the

stud

ent’s

scr

een.

Aft

er y

ou h

ave

star

ted

the

reco

rdin

g, d

o no

t pau

se o

r st

op th

e re

cord

ing.

The

aud

io r

ecor

ding

can

not b

e re

play

ed u

nles

s th

e st

uden

t has

a d

esig

nate

d su

ppor

t. If

a v

alid

dis

rupt

ion

occu

rs (

e.g.

, int

erco

m a

nnou

ncem

ents

, fire

dri

lls, s

tude

nt h

ealth

issu

es, a

udio

mal

func

tions

), p

leas

e re

ad

the

reco

rded

aud

io s

crip

t to

com

plet

e th

e te

st a

dmin

istr

atio

n.

If u

sing

hea

dpho

nes,

put

hea

dpho

nes

on n

ow.

Rec

orde

d A

udio

Scr

ipt

Alth

ough

it w

as m

ostly

men

who

beg

an th

e tri

p to

Cal

iforn

ia to

look

for g

old

durin

g th

e m

id-1

800s

, man

y w

omen

als

o st

arte

d m

akin

g th

e jo

urne

y to

find

thei

r for

tune

s. D

urin

g th

is ti

me,

som

e w

omen

took

on

busi

ness

role

s. W

omen

who

pa

rtici

pate

d in

the

gold

rush

wer

e no

t onl

y pi

onee

rs fr

om o

ther

par

ts o

f the

Uni

ted

Sta

tes.

Som

e w

ere

also

Nat

ive

Am

eric

an

wom

en, a

nd s

ome

wer

e im

mig

rant

s fro

m d

iffer

ent p

arts

of t

he w

orld

.

Page 37: Speaking: Directions for Administration Practice Test Grades 3–5 · 2020. 9. 21. · • Make sure to have a copy of this DFA for use during test administration. • Prepare testing

33P

RA

CT

ICE

TE

ST

P

ictu

re o

ne s

how

s tw

o w

omen

pan

ning

for g

old.

Gol

d m

inin

g w

as m

ostly

don

e by

men

, but

a fe

w w

omen

had

thei

r ow

n go

ld-m

inin

g cl

aim

s. T

hese

wom

en c

ame

out W

est s

peci

fical

ly to

pan

for g

old.

But

find

ing

gold

ofte

n pr

oved

to b

e di

fficu

lt,

so s

ome

wom

en ty

pica

lly m

oved

out

of t

he g

oldfi

elds

and

into

oth

er w

ork

whe

re th

ey c

ould

mak

e m

ore

mon

ey.

S

ome

wom

en o

pene

d bo

ardi

ng h

ouse

s. A

boa

rdin

g ho

use,

as

show

n in

pic

ture

two,

is a

kin

d of

hot

el w

here

cus

tom

ers

can

stay

for a

long

tim

e or

just

a s

hort

visi

t—an

d ge

t all

thei

r mea

ls s

erve

d to

them

. In

thes

e bo

ardi

ng h

ouse

s, m

iner

s w

ould

pa

y fo

r the

ir ro

om a

nd m

eals

. The

wom

en ru

nnin

g th

em w

ould

coo

k, c

lean

, and

do

the

laun

dry

for t

heir

cust

omer

s.

So,

how

do

we

know

abo

ut w

omen

’s li

ves

durin

g th

e go

ld ru

sh?

Wel

l, so

me

of th

e w

omen

who

mov

ed W

est w

rote

lette

rs

hom

e...o

r the

y ke

pt d

iarie

s. P

ictu

re th

ree

show

s a

wom

an w

ritin

g at

her

des

k du

ring

this

tim

e. M

any

of th

ese

acco

unts

w

ere

late

r col

lect

ed a

nd p

ublis

hed

by h

isto

rians

.

Th

ese

writ

ings

giv

e us

insi

ght i

nto

wha

t the

jour

ney

out W

est w

as li

ke a

nd w

hat l

ife w

as li

ke a

t tha

t tim

e. O

ne o

f the

mos

t no

tabl

e w

orks

of t

his

kind

are

The

Shi

rley

Lette

rs. T

he S

hirle

y Le

tters

are

a c

olle

ctio

n of

lette

rs fr

om a

wom

an to

her

sis

ter.

Thes

e le

tters

des

crib

e lif

e at

a g

old

min

ing

cam

p in

Cal

iforn

ia in

the

Sie

rra

Nev

ada

Mou

ntai

ns.

NEX

T12 SA

Y Su

mm

ariz

e th

e in

form

atio

n yo

u he

ard.

Be

sure

to•

expl

ain

the

role

of w

omen

dur

ing

the

gold

rush

,•

incl

ude

the

exam

ples

from

the

pres

enta

tion,

and

• us

e re

leva

nt d

etai

ls a

nd c

lear

lang

uage

.

Pa

use

to le

t the

stu

dent

sum

mar

ize

the

pres

enta

tion.

Whi

le th

e st

uden

t is

resp

ondi

ng, u

se th

e M

ain

Poin

ts a

nd th

e ru

bric

to s

core

the

resp

onse

. Aft

er th

e 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

IRE

CT

ION

S O

N E

ND

ING

A T

EST

• Se

lect

the

[End

Tes

t] bu

tton

to c

ontin

ue to

the

revi

ew sc

reen

.•

Do

not r

erec

ord

resp

onse

s if y

ou se

e a

red

trian

gle

in th

e re

view

box

. Sel

ect t

he [ S

ubm

it Te

st] b

utto

n.

Pro

mp

tin

g G

uid

elin

es: S

um

mar

ize

an A

cad

emic

Pre

sen

tati

on

If th

e st

uden

t doe

s no

t ans

wer

or r

eque

sts

that

the

ques

tion

be re

peat

ed, r

epea

t the

que

stio

n an

d bu

llete

d po

ints

onc

e .If

the

stud

ent p

oint

s to

the

pict

ure,

or p

oint

s w

hile

say

ing

wor

ds s

uch

as th

is/th

at/th

ese/

thos

e, o

r sta

rts

to w

rite

a re

spon

se, s

ay,

“Ple

ase

tell

me

your

sum

mar

y.”

If th

e st

uden

t is

stru

gglin

g to

rem

embe

r a w

ord,

you

may

say

, “It

’s O

K, d

o yo

ur b

est.”

Do

not s

ay th

e w

ord

to th

e st

uden

t .If

the

resp

onse

incl

udes

one

or s

ome

of th

e m

ain

poin

ts a

nd/o

r par

tial d

etai

ls, s

ay, “

Wha

t el

se c

an y

ou t

ell m

e ab

out

wha

t yo

u he

ard?

Repr

ompt

onl

y on

ce .

Page 38: Speaking: Directions for Administration Practice Test Grades 3–5 · 2020. 9. 21. · • Make sure to have a copy of this DFA for use during test administration. • Prepare testing

34G

RAD

ES 3

–5SP

EAK

ING

—Su

mm

ariz

e an

Aca

dem

ic P

rese

nta

tio

nW

om

en in

th

e G

old

Ru

sh /

Qu

esti

on

12

Main

Po

ints

A fu

ll re

spon

se e

xpla

ins

the

role

of w

omen

in th

e go

ld ru

sh a

nd in

clud

es th

e M

ain

Poin

ts fr

om th

e pr

esen

tatio

n: •M

any

wom

en (i

n ad

ditio

n to

men

) wen

t to

Calif

orni

a du

ring

the

gold

rush

. (W

omen

incl

uded

pio

neer

s , N

ativ

e Am

eric

ans,

and

imm

igra

nts

from

ar

ound

the

wor

ld .)

•So

me

wom

en p

anne

d fo

r gol

d, b

ut it

was

diffi

cult

wor

k . •So

me

wom

en o

pene

d bo

ardi

ng h

ouse

s w

here

min

ers

wou

ld li

ve (a

nd th

ey w

ould

coo

k, c

lean

and

do

laun

dry)

. •So

me

wom

en w

rote

lette

rs/d

iarie

s ab

out t

heir

jour

ney

out W

est O

R th

e Sh

irley

Let

ters

is a

col

lect

ion

of le

tters

that

des

crib

e lif

e in

a g

old-

min

ing

cam

p .

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 E

nglis

h.•N

o res

pons

e, “I

don’t

know

,” or

is co

mplet

ely

unint

elligi

ble.

•Res

pons

e inc

ludes

an

attem

pt to

refer

ence

the

pres

entat

ion/pi

cture

but

conv

eys l

ittle r

eleva

nt inf

orma

tion.

•Ide

as ar

e rar

ely co

hesiv

e an

d con

necte

d.•G

ramm

ar an

d wor

d cho

ice

are l

imite

d and

impe

de

mean

ing.

•Pro

nunc

iation

and/o

r int

onati

on of

ten im

pede

me

aning

.•S

peec

h may

cons

ist

of iso

lated

wor

d(s)

or

phra

se(s)

relat

ed to

the

pictur

e.

•Res

pons

e inc

ludes

a pa

rtial

summ

ary o

f at le

ast o

ne

of the

main

point

s of th

e pr

esen

tation

and m

ay la

ck

an un

derst

andin

g of th

e ma

in po

ints.

•Ide

as ar

e som

etime

s co

hesiv

e and

conn

ected

.•G

ramm

ar an

d wor

d cho

ice

are s

imple

and r

epeti

tive;

erro

rs oft

en im

pede

me

aning

.•P

ronu

nciat

ion an

d/or

inton

ation

often

impe

de

mean

ing.

•Spe

ech m

ay be

slow

, ch

oppy

, or h

alting

.

•Res

pons

e inc

ludes

a mo

stly c

lear

summ

ary o

f som

e of th

e main

po

ints o

f the p

rese

ntatio

n with

pa

rtial/b

asic

detai

ls.

•Ide

as ar

e usu

ally c

ohes

ive an

d co

nnec

ted.

•Gra

mmar

and w

ord c

hoice

are

adeq

uate;

erro

rs oc

casio

nally

im

pede

mea

ning.

•Pro

nunc

iation

and/o

r inton

ation

oc

casio

nally

impe

de m

eanin

g.•S

peec

h is f

airly

susta

ined,

thoug

h so

me ch

oppin

ess o

r halt

ing m

ay

occu

r.

•A fu

ll res

pons

e inc

ludes

a cle

ar su

mmar

y of th

e main

po

ints a

nd de

tails

of the

pr

esen

tation

.•I

deas

are c

ohes

ive an

d co

nnec

ted.

•Gra

mmar

and w

ord c

hoice

ar

e var

ied an

d effe

ctive

; er

rors

do no

t impe

de

mean

ing.

•Pro

nunc

iation

and

inton

ation

do no

t impe

de

mean

ing.

•Spe

ech i

s usu

ally s

mooth

an

d sus

taine

d.

Page 39: Speaking: Directions for Administration Practice Test Grades 3–5 · 2020. 9. 21. · • Make sure to have a copy of this DFA for use during test administration. • Prepare testing

35P

RA

CT

ICE

TE

ST

Sco

re 0

Sco

re 1

Sco

re 2

Sco

re 3

Sco

re 4

Anc

hor:

I do

n’t k

now.

Anc

hor:

Pict

ure

numb

er o

ne,

ther

e’s tw

o wo

men

findi

ng g

old.

[Exa

mine

r: W

hat e

lse

can

you

tell

me a

bout

wh

at y

ou h

eard

?]Ri

ght h

ere

(poi

ntin

g)?

[Exa

mine

r: It

’s O

K. D

o yo

ur b

est.]

Pict

ure

numb

er tw

o,

umm,

hav

e th

e ho

use

right

her

e. I

s a

hote

l an

d . .

.

Anc

hor:

Wel

l, wo

men

were

in

the,

umm

, the

wom

en

were

min

ing

for t

he g

old

rush

and

usu

ally

men

do

it. A

nd th

ey h

ad .

. .

the

wome

n ha

d tr

oubl

e do

ing

it. T

hey

woul

d se

nd le

tter

s. An

d th

ey

were

min

ing

to d

iffe

rent

pl

aces

. And

they

, wen

t in

the

(uni

ntel

ligib

le)

and

the

men

usua

lly m

ine

beca

use

the

wome

ns

don’t

kno

w ho

w to

min

e th

at w

ell.

[Exa

mine

r: W

hat e

lse

can

you

tell

me a

bout

wh

at y

ou h

eard

?](N

o re

spon

se.)

Anc

hor:

OK.

Umm

, a c

oupl

e of

yea

rs a

go

in th

e 19

80s,

ther

e wa

s umm

, go

ld h

untin

g. It

was

usu

ally

for

men,

but

man

y wo

men

also

were

wo

rkin

g fo

r gol

d. U

mm, a

cou

ple

of y

ears

late

r, um

m, w

omen

did

bo

ardi

ng h

ouse

. Umm

, the

y,

they

did

thei

r cho

res.

Mos

tly

they

was

hed

thei

r clo

thes

fo

r the

peo

ple

who

were

st

ayin

g at

the

boar

ding

hou

se.

Nex

t, fin

ally

the

woma

n wa

s wr

iting

on

her d

esk

and

was

also

writi

ng so

me in

form

atio

n ab

out,

umm,

the

boar

ding

hou

se

for p

eopl

e wh

o wa

nted

to st

ay

. . . w

ho w

ere

work

ing

at th

e bo

ardi

ng h

ouse

.[E

xami

ner:

Wha

t else

can

you

te

ll me

abo

ut w

hat y

ou h

eard

?]I

also

hear

d th

at, t

hat m

any

peop

le w

ere

stay

ing

at th

e bo

ardi

ng h

ouse

, tha

t the

y lik

ed

it an

d it

was .

. . a

nd th

ey d

id

a lo

t of

stuf

f fo

r the

m. A

nd

that

’s it.

Anc

hor:

Mos

tly m

en lo

ok f

or

gold

, but

som

e wo

men

star

ted

look

ing

for

gold

, suc

h as

Nat

ive

Amer

ican

s an

d In

dian

tr

ibes

. Two

wom

en .

. .

in th

e fir

st p

ictu

re tw

o wo

men

are

look

ing

for

gold

. The

y co

me o

ut

from

wes

t to

make

mor

e mo

ney.

And

they

sta

y in

ho

tels

and

they

get

all

the

meal

s de

liver

ed to

th

em. I

n th

e ho

tels,

the

wome

n co

ok, c

lean

, and

do

the

laun

dry

for t

heir

cust

omer

s. An

d, a

nd

they

kno

w th

is be

caus

e so

me w

omen

wro

te h

ome

and

kept

dia

ries.

Late

r th

ey p

ublis

hed

them

and

th

ey w

ere

abou

t lif

e at

a

camp

.

Note

s: •M

inor f

actua

l inac

cura

cies o

r omi

ssion

s are

acce

ptable

as lo

ng as

the s

tuden

t exp

ress

es a

clear

summ

ary o

f the p

rese

ntatio

n. •D

o not

pena

lize f

or m

ispro

nunc

iation

of an

y wor

d tha

t doe

s not

inter

fere w

ith m

eanin

g.

Page 40: Speaking: Directions for Administration Practice Test Grades 3–5 · 2020. 9. 21. · • Make sure to have a copy of this DFA for use during test administration. • Prepare testing

36

Student Score Sheet

SPEAKING Practice Test—Grades 3–5Talk About a Scene 1 0 1 2 0 1 3 0 1 2 4 0 1 2

Speech Functions 5 0 1 2 6 0 1 2 7 0 1 2

Support an Opinion 8 0 1 2 3 9 0 1 2 3

Retell a Narrative 10 0 1 2 3 4

Summarize an Academic Presentation 11 0 1 2 3 4 12 0 1 2 3 4

Name:

Grade:

Student ID:

SPEAKING Practice Test—Grades 3–5Talk About a Scene

1 0 1 2 0 1 3 0 1 24 0 1 2

Speech Functions5 0 1 2 6 0 1 2 7 0 1 2

Support an Opinion8 0 1 2 3 9 0 1 2 3

Retell a Narrative10 0 1 2 3 4

Summarize an Academic Presentation11 0 1 2 3 4 12 0 1 2 3 4

Name:

Grade:

Student ID:

SPEAKING Practice Test—Grades 3–5Talk About a Scene 1 0 1 2 0 1 3 0 1 2 4 0 1 2

Speech Functions 5 0 1 2 6 0 1 2 7 0 1 2

Support an Opinion 8 0 1 2 3 9 0 1 2 3

Retell a Narrative 10 0 1 2 3 4

Summarize an Academic Presentation 11 0 1 2 3 4 12 0 1 2 3 4

Name:

Grade:

Student ID: