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ELPACEnglish Language Proficiency Assessments for California
Speaking:Directions for Administration
Visual Impairment and Braille Training TestGrade 2
ii VISUAL IMPAIRMENT AND BRAILLE TRAINING TEST
ELPAC Administration Notes
FOR QUESTIONS REGARDING THE ELPAC OR FOR ADDITIONAL ASSISTANCE:• Test examiners and other school personnel should contact their LEA ELPAC
coordinator.• LEA ELPAC coordinators should contact the California Technical Assistance Center
(CalTAC) by phone at 800-955-2954, or by email at [email protected]. CalTAC is open from 7 a.m. to 5 p.m. Monday through Friday.
Copyright © 2019 by the California Department of Education (CDE). All rights reserved.
iiiVISUAL IMPAIRMENT AND BRAILLE TRAINING TEST
Table of Contents
TRAINING TEST
Directions for Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Introduction to the ELPAC Training Test Directions for Administration . . . . . . . . . . . . . . . . . 1Using the DFA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Administering a Training Test Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Preparing to Administer and Score the Speaking Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Prompting and Scoring Guidelines for the Speaking Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Audio Capture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4When to Stop the Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Additional Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5How to Print the DFA (optional) or View the DFA Online . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Recommended Seating Arrangement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Logon and Audio/Sound Check Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6How to Start a Test Session as a Guest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6How to Start a Training Test Session Using the Same Procedures as the Operational Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Test Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Talk About a Scene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Speech Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Support an Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Retell a Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Summarize an Academic Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Student Score Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
This page is intentionally left blank.
iv
1VISUAL IMPAIRMENT AND BRAILLE TRAINING TEST
Directions for Administration
Introduction to the ELPAC Training Test Directions for Administration
This Speaking Directions for Administration (DFA) document contains information needed by test examiners* to prepare for and administer the computer-based English Language Proficiency Assessments for California (ELPAC) to students with visual impairments.
Using the DFAThis DFA document should be used to administer the Speaking domain only. To administer the other domains, for kindergarten through grade 2, download the Listening and Reading visual impairment and braille DFA for each specific grade. The Writing test for kindergarten through grade 2 students with visual impairments is administered in a paper-based format.
For visual impairment and braille accommodations, alternate text descriptions are embedded for all graphics. This DFA includes picture descriptions for each image.
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, if appropriate, may point to the text or pictures on the student’s screen if it will benefit the student.
Information for the test examiner
Advance to the next question
Stopping marker
*A test examiner does not need to be present to use the ELPAC Training Test; however, the term “test examiner” is used in this document to show what a test examiner will do to administer the test.
2 VISUAL IMPAIRMENT AND BRAILLE TRAINING TEST
Directions for Administration (cont.)
Administering a Training Test Session
The Speaking portion of the ELPAC is administered by the test examiner. Each student will be tested individually.
• If you are administering the visual impairment and braille training test using the same procedures as the operational tests, confirm that the student has been assigned the correct test settings (designated supports and accommodations) in the Test Operations Management System (TOMS).
• If you are administering the visual impairment and braille training test using a standard supported web browser without the use of the Test Administrator Interface or secure browser, apply the appropriate test settings (designated supports and accommodations) for the student in the Student Testing Interface for the practice and training tests directly.
• Gather the following test materials:
◦◦ The correct grade-level Speaking DFA
◦◦ Electronic device(s) for the student (and, if applicable, test examiner) to access the test
◦◦ Scratch paper and pencil for note-taking, or brailler slate and stylus, or other approved note-taking device
◦◦ Headsets and splitter for the test examiner and student (if preferred)
◦◦ 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 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.
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).
Preparing to Administer and Score the Speaking DomainBefore administering the test, the following is recommended:
• Prepare testing devices and materials for students and examiners.• Check the volume on the student device prior to entering the Student Interface, and
set the volume to MAX prior to logging in.
3VISUAL IMPAIRMENT AND BRAILLE TRAINING TEST
Directions for Administration (cont.)
• Select a quiet area to administer the test. Eliminate distractions (e.g., extraneous noises, windows, clutter, etc.).
It is highly recommended that test examiners spend time preparing to administer and score the Speaking domain. The ELPAC includes task types with integrated skills, multiple rubrics, reading of complex academic text, and increased interactions between students and test examiners. The following are suggestions to help prepare for a successful test administration.
• 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.
• Anchors and Rubrics: The test examiner should take time to read through the anchors and scoring rubrics for each test question before testing. Scoring of the Speaking domain occurs as the test is being administered.
• Scoring Practice: Each task type includes training and calibration quizzes in the Moodle Training Site to assist test examiners in listening and scoring student responses. It is highly recommended that test examiners use this resource.
4 VISUAL IMPAIRMENT AND BRAILLE TRAINING TEST
Directions for Administration (cont.)
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 training test, audio capture is available for practice of the Speaking domain. If your computer does not have a microphone or the settings do not allow audio capture, you may administer the test without recording the student’s responses.
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.• Test examiner sees a red triangle in the review box when ending the test session.
Use of headsets with a microphone for voice capture is not recommended to enable interaction between the student and test examiner. Headsets are recommended for grades 3–12 Summarize an Academic Presentation streaming audio.
If the student is wearing a headset for Summarize an Academic Presentation, the test examiner must also wear a headset to be able to hear the presentation and point
5VISUAL IMPAIRMENT AND BRAILLE TRAINING TEST
Directions for Administration (cont.)
appropriately to pictures and text on the student’s screen. Two headsets may require a splitter.
Once the test examiner has navigated to the next test question, the audio will not be able to be replayed. The test examiner does not need to replay the student’s response to confirm the audio capture.
When to Stop the TestThere are stopping markers in the Speaking domain as indicated by the . If there have been no responses or no correct responses to the stopping marker, the test examiner may stop administering the Speaking domain by clicking [Pause].
Additional Directions
How to Print the DFA (optional) or View the DFA OnlinePrinting Instructions:If possible, choose the following settings when printing the DFA:
• Select two-sided printing (with binding on the long edge).• Staple on the vertical edge, left-hand side of the printed document.• Turn the document horizontally when viewing the test questions.
Instructions for Viewing Online:• Open the PDF file in Adobe Acrobat.• When you get to the test questions, rotate the view by going to: View (on the
main menu) > Rotate View > and select Clockwise.
Recommended Seating ArrangementThe following shows two options for seating arrangements for the test examiner and the student. Configuration may be updated based on the student’s individual needs for prescribed equipment.
Test Examiner
Test Examiner
StudentStudentTest
Examiner
Test Examiner
StudentStudent
6 VISUAL IMPAIRMENT AND BRAILLE TRAINING TEST
Directions for Administration (cont.)
Logon and Audio/Sound Check Instructions
How to Start a Test Session as a Guest
SAY Today you will be taking the Speaking section of the ELPAC. First, I am going to sign you in.
1) Navigate to the ELPAC website (https://www.elpac.org). 2) Select the [Practice & Training Tests] button. 3) Select the [Student Interface Practice and Training Tests] link to launch the
Student Sign In screen on the student’s testing device. 4) Select the [Sign In] button to log 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 training test. ELPAC training tests are located at the bottom of the list and are color-coded dark grey.
SAMPLE
7VISUAL IMPAIRMENT AND BRAILLE TRAINING TEST
7) You will see a Choose Settings screen.
8) In the drop-down “Presentation” 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.
SAY Before we begin, we need to check to see if the computer will record your voice. In this test, I’m going to ask you some questions and record your answers.
If appropriate, you may point to the microphone.
If your computer allows audio capture, please follow these steps, otherwise select [Skip Recording Check].
Directions for Administration (cont.)
8 VISUAL IMPAIRMENT AND BRAILLE TRAINING TEST
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. Playback 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 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.
Directions for Administration (cont.)
9VISUAL IMPAIRMENT AND BRAILLE TRAINING TEST
How to Start a Training Test Session Using the Same Procedures as the Operational Tests
SAY Today you will be taking the Speaking section of the ELPAC. First, I am going to sign you in.
TEST ADMINISTRATOR INTERFACE
1) Launch a supported web browser on your device and access the ELPAC website (https://www.elpac.org).
2) Select the [Practice & Training Tests] button. 3) Select the [Test Administrator and Test Examiner Practice and Training Site]
to log on to the Test Administrator Interface for the training test. 4) Log on to the Test Administrator Interface using your TOMS username (your
email address) and password. 5) Select the training test(s) you want to administer from the test selection window. 6) Select the [Start Practice Session] button. 7) Upon selecting the [Start Practice Session] button, a Session ID will appear on the
top right corner of the Test Administrator Interface.
Directions for Administration (cont.)
10 VISUAL IMPAIRMENT AND BRAILLE TRAINING TEST
STUDENT INTERFACE 8) Launch the secure browser on the student’s testing device or select the [Student
Interface Practice and Training Tests] link from the Practice and Training Tests tab on https://www.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.)
Directions for Administration (cont.)
11VISUAL IMPAIRMENT AND BRAILLE TRAINING TEST
STUDENT INTERFACE (cont.) 11) On the test selection screen, select the appropriate ELPAC training test. ELPAC
training tests are located at the bottom of the list and are color-coded dark grey. SAMPLE
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. Select [Approvals] and a Test Settings pop-up screen will appear.
13) On the screen that pops up, select the blue icon that looks like an eye. It will open the Test Settings box.
14) In the Test Settings box, in the drop-down menu beside the word “Presentation,” 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.
SAY Before we begin, we need to check to see if the computer will record your voice. In this test, I’m going to ask you some questions and record your answers.
12 VISUAL IMPAIRMENT AND BRAILLE TRAINING TEST
Directions for Administration (cont.)
STUDENT INTERFACE (cont.) Point to the microphone.
If your computer allows audio capture, please follow these steps, otherwise select [Skip Recording Check].
SAY Before giving your answers, I’m going to press the microphone to record your answer here. When it is time to record your answer, I will press the microphone. 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. Playback 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 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
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13
14G
RAD
E 2
Talk
Ab
ou
t a
Scen
ePa
int
Fun
/ Q
ues
tio
ns
2–7
SA
Y Th
e pi
ctur
e sh
ows
an a
rt c
lass
room
. The
re a
re fo
ur s
tude
nts
wor
king
at t
able
s. T
here
is a
teac
her h
elpi
ng th
e st
uden
ts.
SA
Y If
you
need
to h
ear t
he d
escr
iptio
n ag
ain,
let m
e kn
ow a
nd I
will
re
ad it
to y
ou.
No
.It
em
Sco
re 0
Sco
r e 1
blank
ce
ll
SAY
Imag
ine
you
are
in a
n ar
t cl
assr
oom
. •I
ncor
rect
resp
onse
/not r
eleva
nt/co
mplet
ely
unint
elligi
ble/no
resp
onse
/resp
onse
conta
ins
no E
nglis
h/“I d
on’t k
now.
”
•Cor
rect
resp
onse
.
2SA
Y A
teac
her i
s ho
ldin
g so
me
mar
kers
. Som
e st
uden
ts
need
mar
kers
. Wha
t can
the
teac
her d
o?
N
EXT
Anc
hor:
◦{
Teac
her.
Anc
hor:
◦{
Pass
out
mar
kers
/cra
yons
/pai
nt.
3SA
Y O
ne o
f the
stu
dent
s is
dr
awin
g a
pict
ure.
Wha
t su
pplie
s w
ould
she
use
to
draw
the
pict
ure?
NEX
T
Anc
hor:
◦{
Tabl
es.
Anc
hor:
◦{
Pain
t/bl
ocks
/art
sup
plie
s.
4SA
Y So
me
stud
ents
are
hol
ding
pa
int b
rush
es. W
hat c
an th
ey
do w
ith th
em?
NEX
T
Anc
hor:
◦{
I fo
rget
.Anc
hor:
◦{
Pain
t/co
lor.
15V
ISU
AL
IM
PAIR
ME
NT
AN
D B
RA
ILL
E T
RA
ININ
G T
ES
T
No
.It
em
Sco
re 0
Sco
re 1
Sco
re 2
blank
ce
llFo
r que
stio
ns 5
–7, i
f the
stud
ent g
ives
a
one-
wor
d re
spon
se, s
ay, “
Tell
me
mor
e.”
•Res
pons
e is n
ot re
levan
t. •R
espo
nse c
ontai
ns no
En
glish
. •N
o res
pons
e, “I
don’t
know
,” or
is co
mplet
ely un
intell
igible
.
•Res
pons
e is l
imite
d or
partia
lly re
levan
t. •E
rrors
in gr
amma
r, pr
onun
ciatio
n, or
inton
ation
im
pede
mea
ning.
•Res
pons
e is r
eleva
nt. •E
rrors
in gr
amma
r, pr
onun
ciatio
n, or
inton
ation
do
not im
pede
mea
ning.
5SA
Y W
hat i
s so
met
hing
you
can
us
e to
mak
e a
craf
t or a
pie
ce
of a
rt?
Wai
t for
the
stud
ent’s
resp
onse
.
SA
Y H
ow d
o yo
u kn
ow?
NEX
T
Anc
hor:
◦{
Clas
s. [E
xami
ner:
How
do y
ou
know
?]
(No
resp
onse
.)
Anc
hor:
◦{
Art t
hing
s. [E
xami
ner:
How
do y
ou
know
?]
(Poi
ntin
g.)
[Exa
mine
r: Te
ll me
in
word
s.]
(Sha
kes
head
.)
Anc
hor:
◦{
Lots
of
glue
. [E
xami
ner:
How
do y
ou
know
?]
Beca
use
that
’s wh
at I
use
a
lot.
6SA
Y Th
ere
is a
clo
ck o
n th
e w
all.
Wha
t is
a cl
ock
used
for?
NEX
T
Anc
hor:
◦{
(Res
pons
e in
prim
ary
lang
uage
.)
Anc
hor:
◦{
Tick
ing.
[Exa
mine
r: Te
ll me
mo
re.]
(No
resp
onse
.)
Anc
hor:
◦{
Telli
ng ti
me.
7
If a
ppro
pria
te, y
ou m
ay p
oint
to th
e en
tire
scen
e.SA
Y Th
e ar
t cla
ss w
ill e
nd s
oon.
W
hat m
ight
the
stud
ents
nee
d to
do
befo
re th
e cl
ass
ends
?
N
EXT
Anc
hor:
◦{
Umm,
yes
. . .
[E
xami
ner:
Tell
me
more
.] Um
m, n
o.
Anc
hor:
◦{
Fini
sh.
[Exa
mine
r: Te
ll me
mo
re.]
No.
Anc
hor:
◦{
Clea
n up
.
Pro
mp
tin
g G
uid
elin
es: T
alk
Ab
ou
t a
Scen
e
If th
e st
uden
t doe
s no
t ans
wer
or r
eque
sts
that
a q
uest
ion
be re
peat
ed, y
ou m
ay re
peat
the
ques
tion
once
.If
the
stud
ent p
oint
s, pa
ntom
imes
, or p
oint
s to
peo
ple
and
thin
gs w
hile
say
ing
wor
ds s
uch
as th
is/th
at/th
ese/
thos
e, s
ay, “
Tell
me
in w
ords
.”Fo
r que
stio
ns 5
–7, i
f the
stu
dent
giv
es a
one
-wor
d re
spon
se, s
ay, “
Tell
me
mor
e.”
For q
uest
ion
7, if
the
stud
ent g
ives
a re
spon
se s
uch
as “
Ther
e is
not
hing
mor
e to
say
,” re
peat
the
ques
tion.
16G
RAD
E 2
Spee
ch F
un
ctio
ns
Bo
ok
abo
ut
Ho
rses
/ Q
ues
tio
n 8
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, or
“I do
n’t kn
ow,”
or is
co
mplet
ely un
intell
igible
.
•Res
pons
e add
ress
es th
e lan
guag
e fun
ction
in a
limite
d way
. List
ener
eff
ort is
requ
ired t
o inte
rpre
t me
aning
. •E
rrors
in gr
amma
r, wor
d cho
ice,
pron
uncia
tion,
or in
tonati
on im
pede
me
aning
.
•Res
pons
e app
ropr
iately
addr
esse
s the
lang
uage
func
tion i
n a cl
ear
way.
No lis
tener
effor
t is re
quire
d to
inter
pret
mean
ing.
•Erro
rs in
gram
mar, w
ord c
hoice
, pr
onun
ciatio
n, or
inton
ation
do no
t im
pede
mea
ning.
8B
ook
abou
t H
orse
s
Ask
ing
for
info
rmat
ion
Anc
hor:
I do
n’t k
now.
Anc
hor:
Whe
re is
the
book
?Anc
hor:
Whe
re a
re th
e ho
rse
book
s?
17V
ISU
AL
IM
PAIR
ME
NT
AN
D B
RA
ILL
E T
RA
ININ
G T
ES
T
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 a
situ
atio
n th
at
coul
d ha
ppen
to y
ou. T
hen,
tell
me
wha
t you
wou
ld s
ay. R
emem
ber t
o an
swer
all
ques
tions
in E
nglis
h. If
you
wan
t m
e to
repe
at a
que
stio
n, y
ou c
an a
sk m
e to
. The
firs
t one
is fo
r pra
ctic
e.
PRA
CTI
CE—
DO
NO
T R
ECO
RD
SA
Y Yo
u w
ant t
o kn
ow if
you
r frie
nd fi
nish
ed a
mat
h w
orks
heet
. Wha
t wou
ld y
ou s
ay to
you
r frie
nd?
Paus
e. W
ait f
or a
n an
swer
.
A
ckno
wle
dge
the
stud
ent’s
cor
rect
resp
onse
, or m
odel
a
corr
ect r
espo
nse,
such
as “
Did
you
fini
sh y
our
wor
kshe
et?”
or “
Are
you
done
with
you
r wor
kshe
et?”
Func
tion:
ask
ing
for i
nfor
mat
ion
8 SAY
You
wan
t to
know
if th
e lib
rary
has
a b
ook
abou
t ho
rses
. Wha
t wou
ld y
ou s
ay to
the
libra
rian?
Fu
nctio
n: a
skin
g fo
r inf
orm
atio
n
The
stud
ent m
ight
say,
“D
oes t
he li
brar
y ha
ve a
boo
k ab
out h
orse
s?”
or “
I wou
ld li
ke to
kno
w if
you
hav
e a
book
abo
ut h
orse
s.”
NEX
T
If t
here
hav
e be
en n
o re
spon
ses o
r no
corr
ect r
espo
nses
to th
is p
oint
, you
may
stop
test
ing
in th
e Sp
eaki
ng d
omai
n. S
elec
t [Pa
use]
.
Pro
mp
tin
g G
uid
elin
es: S
pee
ch F
un
ctio
ns
If th
e st
uden
t doe
s no
t ans
wer
or r
eque
sts
that
a q
uest
ion
be re
peat
ed, y
ou m
ay re
peat
the
ques
tion
once
.
18G
RAD
E 2
Sup
po
rt a
n O
pin
ion
Oce
an o
r Sp
ace
/ Q
ues
tio
n 9
Sco
re 0
Sco
re 1
Sco
re 2
•An o
pinion
is no
t exp
ress
ed.
•Res
pons
e con
tains
no E
nglis
h. •N
o res
pons
e, “I
don’t
know
,” or
is co
mplet
ely
unint
elligi
ble.
•An o
pinion
is ex
pres
sed b
ut no
t sup
porte
d. A
reas
on is
not p
rovid
ed or
is no
t rele
vant.
•Erro
rs in
gram
mar, w
ord c
hoice
, pro
nunc
iation
, or
inton
ation
impe
de m
eanin
g.
•An o
pinion
is ex
pres
sed a
nd su
ppor
ted w
ith a
relev
ant r
easo
n. •E
rrors
in gr
amma
r, wor
d cho
ice, p
ronu
nciat
ion,
or in
tonati
on do
not im
pede
mea
ning.
Anc
hor:
I do
n’t k
now.
Anc
hor:
Spac
e.[E
xami
ner:
Why
do
you
thin
k a
book
abo
ut
oute
r spa
ce is
bet
ter?
]I
don’t
kno
w.
Anc
hor
A:
The
ocea
n be
caus
e I
like
it.
Anc
hor
B:Sp
ace
beca
use
it’s
cool
.
19V
ISU
AL
IM
PAIR
ME
NT
AN
D B
RA
ILL
E T
RA
ININ
G T
ES
T
SA
Y H
ere
is a
pic
ture
. The
pic
ture
sho
ws
two
book
s. T
he fi
rst b
ook
is ti
tled
“The
Oce
an”
with
the
cove
r sho
win
g a
dolp
hin
and
an o
ctop
us. T
he s
econ
d bo
ok is
title
d “S
pace
” w
ith th
e co
ver s
how
ing
plan
ets
in o
uter
spa
ce.
No
.Pic
tur e
Pro
mp
t
9
The
Oce
anSp
ace
SA
Y N
ow,
SA
Y I a
m g
oing
to a
sk y
ou fo
r you
r opi
nion
.
If a
ppro
pria
te, y
ou m
ay p
oint
to e
ach
pict
ure
at th
e ap
prop
riate
tim
e w
hile
read
ing
the
ques
tion.
SAY
Your
cla
ss h
as a
cho
ice
to re
ad a
boo
k. W
hich
boo
k do
you
cho
ose
for y
our c
lass
to re
ad to
geth
er: a
bo
ok a
bout
the
ocea
n or
a b
ook
abou
t out
er s
pace
?
W
ait f
or in
itial
cho
ice.
SA
Y W
hy d
o yo
u th
ink
[a b
ook
abou
t the
oce
an/a
boo
k ab
out o
uter
spa
ce/y
our c
hoic
e] is
bet
ter?
If t
here
hav
e be
en n
o re
spon
ses o
r no
corr
ect r
espo
nses
to
this
poi
nt, y
ou m
ay st
op te
stin
g in
the
Spea
king
dom
ain.
Se
lect
[ Pau
se] .
NEX
T
Pro
mp
tin
g G
uid
elin
es: S
up
po
rt a
n O
pin
ion
If th
e st
uden
t doe
s no
t ans
wer
or r
eque
sts
that
a q
uest
ion
be re
peat
ed, y
ou m
ay re
peat
the
ques
tion
once
.If
the
stud
ent p
oint
s, pa
ntom
imes
, or p
oint
s w
hile
say
ing
wor
ds s
uch
as th
is/th
at/th
ese/
thos
e, s
ay, “
Tell
me
in w
ords
,” a
nd re
peat
the
ques
tion.
If th
e st
uden
t sta
tes a
cho
ice b
ut d
oes n
ot p
rovi
de a
reas
on, r
epea
t the
last
par
t of t
he q
uest
ion
once
: “W
hy d
o yo
u th
ink
[stu
dent
’s ch
oice
] is
bett
er?”
If th
e st
uden
t giv
es a
n or
igin
al b
ut re
leva
nt re
spon
se to
the
ques
tion,
or s
elec
ts n
eith
er o
r bot
h op
tions
, say
, “W
hy d
o yo
u th
ink
your
cho
ice
is b
ette
r?”
20G
RAD
E 2
Ret
ell a
Nar
rati
veB
ird
ho
use
/ Q
ues
tio
n 1
0
Sco
re 0
Sco
re 1
Sco
re 2
Sco
re 3
Sco
re 4
•Res
pons
e is n
ot re
levan
t. •R
espo
nse c
ontai
ns no
En
glish
. •N
o res
pons
e, “I
don’t
kn
ow,”
or is
comp
letely
un
intell
igible
.
•Res
pons
e atte
mpts
to re
tell
the na
rrativ
e but
conv
eys
little
relev
ant in
forma
tion.
•Ide
as ar
e rar
ely co
hesiv
e an
d con
necte
d. •G
ramm
ar an
d wor
d cho
ice
are l
imite
d and
impe
de
mean
ing.
•Pro
nunc
iation
or in
tonati
on
often
impe
de m
eanin
g. •S
peec
h may
cons
ist
of iso
lated
wor
d(s)
or
phra
se(s)
.
•Res
pons
e rete
lls th
e na
rrativ
e as s
uppo
rted b
y the
pictu
res,
and m
ay be
inc
omple
te an
d lac
k clar
ity.
•Ide
as ar
e som
etime
s co
hesiv
e and
conn
ected
. •G
ramm
ar an
d wor
d cho
ice
are s
imple
and r
epeti
tive;
erro
rs oft
en im
pede
me
aning
. •P
ronu
nciat
ion or
inton
ation
oft
en im
pede
mea
ning.
•Spe
ech m
ay be
slow
, ch
oppy
, or h
alting
.
•Res
pons
e rete
lls th
e na
rrativ
e as s
uppo
rted b
y the
pictu
res w
ith de
tail.
•Ide
as ar
e usu
ally c
ohes
ive
and c
onne
cted.
•Gra
mmar
and w
ord c
hoice
ar
e ade
quate
; erro
rs oc
casio
nally
impe
de
mean
ing.
•Pro
nunc
iation
or in
tonati
on
occa
siona
lly im
pede
me
aning
. •S
peec
h is f
airly
susta
ined,
thoug
h som
e cho
ppine
ss or
ha
lting m
ay oc
cur.
•Res
pons
e pro
vides
a cle
ar
and d
etaile
d rete
lling o
f the
narra
tive a
s sup
porte
d by
the pi
cture
s. •I
deas
are c
ohes
ive an
d co
nnec
ted.
•Gra
mmar
and w
ord c
hoice
ar
e var
ied an
d effe
ctive
; er
rors
do no
t impe
de
mean
ing.
•Pro
nunc
iation
or in
tonati
on
do no
t impe
de m
eanin
g. •S
peec
h is u
suall
y smo
oth
and s
ustai
ned.
Anc
hor:
I do
n’t k
now.
Anc
hor:
Build
tree
hou
se.
[Exa
mine
r: W
hat e
lse
can
you
tell
me a
bout
the
stor
y?]
(No
resp
onse
.)
Anc
hor:
Umm,
I f
orgo
t the
na
mes.
[Exa
mine
r: It
’s M
argi
e an
d he
r dad
.]M
argi
e wa
nted
to b
uild
a
bird
hous
e. S
o he
r dad
an
d . .
. he
r dad
and
her
we
nt to
go
find
some
to
ols.
Then
whe
n th
ey
were
fini
shed
, the
y hu
ng
it up
and
all
of th
e bi
rds
came
to s
ee.
Anc
hor:
Mar
gie
and
her d
ad
want
ed to
bui
ld a
tree
ho
use.
Mar
gie
hold
ed
up th
e bo
ard
so h
er d
ad
coul
d ha
mmer
the
lit,
the
little
thin
gs. A
nd
then
Mar
gie
and
her d
ad
pain
ted
the,
umm
, tre
e ho
use.
And
as
soon
as
they
han
ged
it, th
e bi
rds
alre
ady
want
ed to
che
ck
it ou
t.
Anc
hor:
The
dad
and
his
daug
hter
wan
ted
to b
uild
a
bird
hous
e. S
o th
ey
went
to th
e ga
rage
to
get w
ood.
The
girl
pic
ked
up w
ood
and
the
. . .
and
the
dad
hamm
ered
the
wood
with
nai
ls. A
nd,
then
. . .
and
the
dad
and
the
girl
were
pai
ntin
g th
e bi
rdho
use.
The
n th
ey h
ung
the
bird
hous
e an
d th
e bi
rds
chec
ked
it ou
t.
21V
ISU
AL
IM
PAIR
ME
NT
AN
D B
RA
ILL
E T
RA
ININ
G T
ES
T
43
21
43
21
10 SA
Y H
ere
are
four
pic
ture
s th
at g
o w
ith th
e st
ory.
I am
go
ing
to d
escr
ibe
the
pict
ures
and
then
tell
you
a st
ory.
Pa
use.
You
may
poi
nt to
eac
h of
the
pict
ures
.
SA
Y Yo
u w
ill h
ear t
he s
tory
onl
y on
ce. W
hen
I am
fini
shed
, you
will
tell
the
stor
y ba
ck to
me.
I
f app
ropr
iate
, you
may
poi
nt to
the
first
pic
ture
.
SA
Y Th
e fir
st p
ictu
re s
how
s a
fath
er a
nd d
augh
ter w
ith b
oard
s an
d to
ols.
The
sto
ry s
ays
Mar
gie
and
her d
ad w
ante
d to
bu
ild a
bird
hous
e. T
hey
wen
t out
to th
e ga
rage
to g
athe
r a p
ile o
f boa
rds
and
som
e to
ols.
I
f app
ropr
iate
, you
may
poi
nt to
the
seco
nd p
ictu
re.
SA
Y Th
e se
cond
pic
ture
sho
ws
the
fath
er a
nd d
augh
ter u
sing
the
boar
ds a
nd to
ols.
The
sto
ry s
ays
Mar
gie
held
the
boar
ds w
hile
her
fath
er h
amm
ered
the
boar
ds to
geth
er u
sing
nai
ls.
I
f app
ropr
iate
, you
may
poi
nt to
the
third
pic
ture
.
SA
Y Th
e th
ird p
ictu
re s
how
s th
e fa
ther
and
dau
ghte
r pai
ntin
g a
bird
hous
e. T
he s
tory
say
s af
ter t
he b
irdho
use
was
bu
ilt, M
argi
e an
d he
r fat
her u
sed
brus
hes
to p
aint
and
dec
orat
e it.
I
f app
ropr
iate
, you
may
poi
nt to
the
four
th p
ictu
re.
SA
Y Th
e fo
urth
pic
ture
sho
ws
the
fath
er h
angi
ng th
e bi
rdho
use.
The
sto
ry s
ays
as s
oon
as th
ey h
ung
the
bird
hous
e in
th
e tr
ee, t
he b
irds
cam
e to
see
it.
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.
22G
RAD
E 2
Sum
mar
ize
an A
cad
emic
Pre
sen
tati
on
Push
an
d P
ull
/ Q
ues
tio
n 1
1
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.
De
tails
: •Pu
shin
g an
d pu
lling
are
forc
es/fo
rces
mak
e th
ings
mov
e. •Pu
shin
g is
like
kic
king
a b
all/r
ollin
g a
car d
own
a ra
mp.
•Pu
lling
is li
ke z
ippi
ng a
zip
per/o
peni
ng a
dra
wer
.
21
11 SA
Y H
ere
are
two
pict
ures
that
go
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
firs
t pic
ture
sho
ws
a gi
rl ki
ckin
g a
socc
er b
all a
nd a
boy
rolli
ng a
toy
car d
own
a ra
mp.
The
se
cond
pic
ture
sho
ws
the
girl
zipp
ing
up h
er ja
cket
and
the
boy
open
ing
a dr
awer
.
23V
ISU
AL
IM
PAIR
ME
NT
AN
D B
RA
ILL
E T
RA
ININ
G T
ES
T
SA
Y I a
m g
oing
to te
ll yo
u ab
out f
orce
s. L
iste
n ca
refu
lly. Y
ou w
ill h
ear t
he in
form
atio
n on
ly o
nce.
Whe
n I a
m fi
nish
ed,
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.
SA
Y Pu
shin
g an
d pu
lling
are
forc
es. F
orce
s m
ake
som
ethi
ng o
r som
eone
mov
e. W
e us
e fo
rces
eve
ry d
ay.
I
f 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.
I
f app
ropr
iate
, you
may
poi
nt to
the
seco
nd p
ictu
re.
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
.
Paus
e to
let t
he st
uden
t sum
mar
ize
the
pres
enta
tion.
Whi
le th
e st
uden
t is r
espo
ndin
g, u
se th
e m
ain
poin
ts a
nd th
e ru
bric
to sc
ore
the
resp
onse
. Afte
r the
stud
ent r
espo
nds,
SA
Y Th
is is
the
end
of th
e Sp
eaki
ng te
st. T
hank
you
for y
our a
ttent
ion
and
hard
wor
k.
DIR
ECTI
ON
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.•
Rem
embe
r to
ente
r stu
dent
scor
es in
DEI
and
secu
rely
des
troy
scor
e sh
eets
and
logo
n tic
kets
.
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.
24G
RAD
E 2
Sum
mar
ize
an A
cad
emic
Pre
sen
tati
on
Push
an
d P
ull
/ Q
ues
tio
n 1
1
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.
De
tails
: •Pu
shin
g an
d pu
lling
are
forc
es/fo
rces
mak
e th
ings
mov
e. •Pu
shin
g is
like
kic
king
a b
all/r
ollin
g a
car d
own
a ra
mp.
•Pu
lling
is li
ke z
ippi
ng a
zip
per/o
peni
ng a
dra
wer
.
25V
ISU
AL
IM
PAIR
ME
NT
AN
D B
RA
ILL
E T
RA
ININ
G T
ES
T
Sco
re 0
Sco
re 1
Sco
re 2
Sco
re 3
Sco
re 4
•Res
pons
e is n
ot re
levan
t. •R
espo
nse c
ontai
ns no
En
glish
. •N
o res
pons
e, “I
don’t
kn
ow,”
or is
comp
letely
un
intell
igible
.
•Res
pons
e 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
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)
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 or
inton
ation
oft
en im
pede
mea
ning.
•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.
•Ide
as ar
e usu
ally c
ohes
ive
and c
onne
cted.
•Gra
mmar
and w
ord c
hoice
ar
e ade
quate
; erro
rs oc
casio
nally
impe
de
mean
ing.
•Pro
nunc
iation
or in
tonati
on
occa
siona
lly im
pede
me
aning
. •S
peec
h is f
airly
susta
ined,
thoug
h som
e cho
ppine
ss or
ha
lting m
ay oc
cur.
•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
or in
tonati
on
do no
t impe
de m
eanin
g. •S
peec
h is u
suall
y smo
oth
and s
ustai
ned.
Anc
hor:
I do
n’t k
now.
Anc
hor:
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: •M
inor
fact
ual i
nacc
urac
ies
or o
mis
sion
s ar
e ac
cept
able
as
long
as
the
stud
ent e
xpre
sses
a c
lear
sum
mar
y of
the
pres
enta
tion.
•Do
n’t p
enal
ize
for m
ispr
onun
ciat
ion
of a
ny w
ord
that
doe
sn’t
inte
rfere
with
mea
ning
.
26
SPEAKING Visual Impairment and Braille Training Test—Grade 2Talk About a Scene 2 0 1 3 0 1 4 0 1 5 0 1 2 6 0 1 2 7 0 1 2
Speech Functions 8 0 1 2
Support an Opinion 9 0 1 2
Retell a Narrative 10 0 1 2 3 4
Summarize an Academic Presentation 11 0 1 2 3 4
Name:
Grade:
Statewide Student Identifier:
Date Entered in DEI:
SPEAKING Visual Impairment and Braille Training Test—Grade 2Talk About a Scene 2 0 1 3 0 1 4 0 1 5 0 1 2 6 0 1 2 7 0 1 2
Speech Functions 8 0 1 2
Support an Opinion 9 0 1 2
Retell a Narrative 10 0 1 2 3 4
Summarize an Academic Presentation 11 0 1 2 3 4
Name:
Grade:
Statewide Student Identifier:
Date Entered in DEI:
SPEAKING Visual Impairment and Braille Training Test—Grade 2Talk About a Scene 2 0 1 3 0 1 4 0 1 5 0 1 2 6 0 1 2 7 0 1 2
Speech Functions 8 0 1 2
Support an Opinion 9 0 1 2
Retell a Narrative 10 0 1 2 3 4
Summarize an Academic Presentation 11 0 1 2 3 4
Name:
Grade:
Statewide Student Identifier:
Date Entered in DEI: