speaking: directions for administration training test grades 3–5 … · 2020. 9. 21. · this dfa...

ELPACEnglish Language Proficiency Assessments for California

Speaking:Directions for Administration

Training TestGrades 3–5

ii TRAINING 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.

mailto:[email protected]

iiiTRAINING TEST

Table of Contents

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

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

Administering a Training Test Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Preparing to Administer and Score the Speaking Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Prompting and Scoring Guidelines for the Speaking Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Audio Capture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4When to Stop the Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Additional Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5How to Print the DFA (optional) or View the DFA Online . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Recommended Seating Arrangement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Logon and Audio/Sound Check Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6How to Start a Test Session as a Guest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6How to Start a Training Test Session Using the Same Procedures as the Operational Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Test Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Talk About a Scene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

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

1TRAINING TEST

Directions for Administration

Introduction to the ELPAC Training Test Directions for Administration

This Speaking Directions for Administration (DFA) document contains information needed by test examiners to prepare for and administer the computer-based English Language Proficiency Assessments for California (ELPAC).

Using the DFAThis DFA document should be used to administer the Speaking domain only. For Kindergarten through Grade 2, to administer the other domains, download the Listening and Reading DFA for each specific grade. The Writing test for Kindergarten through Grade 2 is administered in a paper-based format. Please refer to the Writing practice test materials available on https://www.elpac.org/resources/practicetests.

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

Guide to Administration Scripts in This DFA

How the Test Examiner Should Proceed

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

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

Information for the test examiner

Advance to the next question

Stopping marker

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

https://www.elpac.org/resources/practicetests

2 TRAINING TEST

Directions for Administration (cont.)

Administering a Training Test Session

The Speaking portion of the ELPAC is administered by the test examiner. Each student will be tested individually.

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

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

• Gather the following test materials:

• The correct grade-level Speaking DFA

• Electronic device for the student to access the test

• Scratch paper for note-taking

• Pencils with erasers

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

Speaking Administration—All Speaking Task Types

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

on scratch paper or in the notepad section on the electronic device.

Preparing to Administer and Score the Speaking DomainBefore administering the test, the following is recommended:

• Prepare testing devices and materials for students and examiners.

• Check the volume on the student device prior to entering the Student Interface, and set the volume to MAX prior to logging in.

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

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

3TRAINING TEST


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

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

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

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

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

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

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

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

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

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

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

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

4 TRAINING TEST


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

Audio Capture For the training test, audio capture is available for practice of the Speaking domain. If your computer does not have a microphone or the settings do not allow audio capture, you may administer the test without recording the student’s responses.

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

• Test examiner forgets to record a response.

• Test examiner records response on the wrong question.

• Test examiner sees a red triangle in the review box when ending the test session.

Use of headsets with a microphone for voice capture is not recommended to enable interaction between the student and test examiner. Headsets are recommended for grades 3–12 Summarize an Academic Presentation streaming audio.

If the student is wearing a headset for Summarize an Academic Presentation, the test examiner must also wear a headset to be able to hear the presentation and point appropriately to pictures and text on the student’s screen. Two headsets may require a splitter.

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

When to Stop the TestThere are stopping markers in the Speaking domain as indicated by the . If there have been no responses or no correct responses to the stopping marker, the test examiner may stop administering the Speaking domain, by clicking [Pause].

5TRAINING TEST


Additional Directions

How to Print the DFA (optional) or View the DFA OnlinePrinting Instructions:If possible, choose the following settings when printing the DFA:

• Select two-sided printing (with binding on the long edge).

• Staple on the vertical edge, left-hand side of the printed document.

• Turn the document horizontally when viewing the test questions.

Instructions for Viewing Online:• Open the PDF file in Adobe Acrobat.

• When you get to the test questions, rotate the view by going to: View (on the main menu) > Rotate View > and select Clockwise.

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

6 TRAINING TEST


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 onto the test as a guest.

5) Select the appropriate grade from the drop-down menu.

6) On the test selection screen, select the appropriate ELPAC training test. ELPAC training tests are located at the bottom of the list and are color-coded dark grey.

SAMPLE

https://www.elpac.org

7TRAINING TEST

7) You will see a Choose Settings screen.

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

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

Point to the microphone.

If your computer allows audio capture, please follow these steps, otherwise select [Skip Recording Check].

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

SAY Describe what you are wearing today. Pause for student’s response. Acknowledge the student’s correct response, or model

a correct response, such as “You could have said, ‘I am wearing blue pants and a white shirt.’”


8 TRAINING TEST


SAY Now let’s see if it recorded your voice. Playback

SAY Did you hear yourself? Pause for student’s response.

SAY OK, let’s get started. Select [I heard my recording]. Select the [Continue] button.

View Test Settings or Help Guide as needed. Select [Begin Test Now].When Question 1 Speaking Test comes up, ask the student,

SAY Do you have any questions? Answer the student’s questions.

SAY Remember to answer all of the questions in English. If you want me to repeat a question, you can ask me to. OK, let’s get started.

NEXT

9TRAINING TEST

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

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

TEST ADMINISTRATOR INTERFACE

1) Launch a supported web browser on your device and access the ELPAC website. 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.


https://www.elpac.org

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


http://elpac.org

11TRAINING TEST

STUDENT INTERFACE (cont.) 11) On the test selection screen, select the appropriate ELPAC training test. ELPAC

training tests are located at the bottom of the list and are color-coded dark grey. SAMPLE

TEST ADMINISTRATOR INTERFACE 12) Go back to your test examiner device and in the Test Administrator Interface, approve the student to test.13) Verify you have selected the correct test and test settings for the student by selecting the [Approvals] button.

STUDENT INTERFACE 14) Go back to the student testing device and administer the assessment using the script that starts in the next section of this DFA.

15) You will see this screen. Choose test settings as needed, then select the [Select] button.


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

12 TRAINING TEST


STUDENT INTERFACE (cont.) Point to the microphone.

If your computer allows audio capture, please follow these steps, otherwise select [Skip Recording Check].

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

SAY Describe what you are wearing today. Pause for student’s response. Acknowledge the student’s correct response, or model

a correct response, such as “You could have said, ‘I am wearing blue pants and a white shirt.’”

SAY Now let’s see if it recorded your voice. Playback

SAY Did you hear yourself? Pause for student’s response.

SAY OK, let’s get started. Select [I heard my recording]. Select the [Continue] button.

View Test Settings or Help Guide as needed. Select [Begin Test Now].When Question 1 Speaking Test comes up, ask the student,

SAY Do you have any questions? Answer the student’s questions.

SAY Remember to answer all of the questions in English. If you want me to repeat a question, you can ask me to. OK, let’s get started.

NEXT

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13

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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

res

pons

e, o

r m

odel

a

corr

ect r

espo

nse,

suc

h as

“D

id y

ou fi

nish

you

r w

orks

heet

?” o

r “

Are

you

don

e w

ith

your

wor

kshe

et?”

Func

tion:

ask

ing

for

info

rmat

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?

Func

tion:

ask

ing

for

info

rmat

ion

The

stu

dent

mig

ht s

ay, “

Doe

s th

e 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.”

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 [

Paus

e].

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

ES 3

–5Su

pp

ort

an

Op

inio

nG

rou

p o

r A

lon

e /

Qu

esti

on

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:

I do

n’t k

now.

Anc

hor:

Part

of

a gr

oup.

My

reas

on is

bec

ause

it’s

work

ing

as a

gro

up.

Anc

hor:

Part

of

a gr

oup.

Beca

use

I . .

. I

don’t

wan

t to

be

alon

e.

[Exa

mine

r: Te

ll me

mor

e ab

out

your

cho

ice.

]Be

caus

e I

don’t

kno

w wh

at to

do

.

Anc

hor:

Part

of

a gr

oup.

Wel

l, if

I n

eed

help

and

I d

on’t

know

how

to d

o it,

I c

ould

just

as

k my

frie

nds.

*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.

19T

RA

ININ

G T

ES

T

No

.Pic

ture

Pro

mp

t

9

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

lear

ning

abo

ut v

olca

noes

. You

r cla

ss

will

be

mak

ing

volc

ano

mod

els.

Wou

ld it

be

bette

r to

wor

k on

the

proj

ect a

s pa

rt o

f a g

roup

or b

y yo

urse

lf?

W

ait f

or in

itial

cho

ice.

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.”

20G

RAD

ES 3

–5R

etel

l a N

arra

tive

Bir

dh

ou

se /

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 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

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 b

y the

pictu

res b

ut ma

y be

incom

plete

and l

ack c

larity

.• I

deas

are s

ometi

mes

cohe

sive a

nd co

nnec

ted.

• Gra

mmar

and w

ord c

hoice

ar

e sim

ple an

d rep

etitiv

e; er

rors

often

impe

de

mean

ing.

• 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

are a

dequ

ate; e

rrors

occa

siona

lly im

pede

me

aning

.

• 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

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

and

inton

ation

do no

t impe

de

mean

ing.

• Spe

ech i

s usu

ally s

mooth

an

d sus

taine

d.

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.

21T

RA

ININ

G T

ES

T

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

argi

e an

d he

r dad

wan

ted

to b

uild

a b

irdho

use.

The

y w

ent o

ut to

the

gara

ge to

gat

her a

pile

of b

oard

s an

d so

me

tool

s.

Poi

nt to

the

seco

nd p

ictu

re.

SA

Y M

argi

e he

ld th

e bo

ards

whi

le h

er fa

ther

ham

mer

ed th

e bo

ards

toge

ther

usi

ng n

ails

.

Poi

nt to

the

thir

d pi

ctur

e.

SA

Y A

fter t

he b

irdho

use

was

bui

lt, M

argi

e an

d he

r fat

her u

sed

brus

hes

to p

aint

and

dec

orat

e it.

P

oint

to th

e fo

urth

pic

ture

.

SA

Y A

s so

on a

s th

ey h

ung

the

bird

hous

e in

the

tree

, the

bird

s ca

me

to s

ee it

.SA

Y N

ow u

se a

ll th

e pi

ctur

es to

tell

the

stor

y ba

ck to

me.

NE

XT

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

ES 3

–5Su

mm

ariz

e an

Aca

dem

ic P

rese

nta

tio

n

His

tory

of

Telli

ng

Tim

e /

Qu

esti

on

11

Main

Po

ints

A fu

ll re

spon

se e

xpla

ins

how

telli

ng ti

me

has

chan

ged

over

tim

e an

d in

clud

es th

e M

ain

Poin

ts fr

om th

e pr

esen

tatio

n:•

The

earli

est h

uman

s us

ed n

atur

e to

tell

time,

like

usi

ng a

sun

dial

to tr

ack

the

mov

emen

t of t

he s

un. (

The

sund

ial c

asts

a s

hado

w o

f the

sun

’s po

sitio

n th

at m

oves

to te

ll tim

e.)

•M

echa

nica

l clo

cks

wer

e in

vent

ed in

the

mid

dle

ages

(usi

ng w

eigh

ts a

nd s

prin

gs to

mov

e cl

ock

whe

els)

. The

y in

clud

ed b

ells

that

wou

ld s

ound

eve

ry

hour

and

wer

e lo

cate

d in

the

cent

er o

f tow

n. (L

arge

clo

ck to

wer

s w

ere

built

so

ever

yone

cou

ld h

ear a

cros

s th

e to

wn/

ever

yone

kne

w ti

me

pass

ed

beca

use

of th

e so

und

of th

e be

ll).

•Ea

rly c

lock

s wer

e la

rge,

so p

ocke

t wat

ches

wer

e cr

eate

d th

at a

re sm

all e

noug

h to

car

ry. (

A sm

all c

lock

/sea

wat

ch w

as c

reat

ed fo

r sai

lors

/by

John

Har

rison

).

SAY

In th

is p

art o

f the

test

, you

will

list

en to

a re

cord

ed p

rese

ntat

ion.

SA

Y Yo

u ar

e go

ing

to li

sten

to s

ome

info

rmat

ion

abou

t how

telli

ng ti

me

has

chan

ged

over

tim

e. Y

ou w

ill h

ear t

he in

form

atio

n on

ly o

nce.

The

re a

re p

ictu

res

on th

e sc

reen

that

go

alon

g w

ith th

e in

form

atio

n. Y

ou m

ay ta

ke n

otes

as

you

liste

n.

W

hen

the

pres

enta

tion

ends

, you

will

sum

mar

ize

the

info

rmat

ion

you

hear

d.

You

will

• ex

plai

n ho

w te

lling

tim

e ha

s ch

ange

d ov

er ti

me,

• 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, if

app

ropr

iate

, you

may

poi

nt to

the

rele

vant

pic

ture

that

is o

n th

e st

uden

t’s

scre

en o

r on

the

stud

ent’s

tact

ile s

uppl

emen

t. A

fter

you

hav

e st

arte

d th

e re

cord

ing,

do

not p

ause

or

stop

the

reco

rdin

g. T

he a

udio

re

cord

ing

cann

ot b

e re

play

ed. I

f a

valid

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

m

alfu

nctio

ns),

ple

ase

read

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

Adu

lt m

aleS

ince

the

begi

nnin

g of

his

tory

, peo

ple

have

foun

d di

ffere

nt w

ays

to m

ark

the

pass

age

of ti

me.

Now

aday

s, w

e us

e cl

ocks

and

wat

ches

to te

ll tim

e. B

ut th

ousa

nds

of y

ears

ago

, peo

ple

ofte

n us

ed n

atur

e to

hel

p th

em...

for e

xam

ple,

tra

ckin

g th

e m

ovem

ent o

f the

Sun

.

Pic

ture

one

sho

ws

an e

xam

ple

of o

ne o

f the

ear

liest

way

s to

tell

time—

by u

sing

a d

evic

e ca

lled

a su

ndia

l. A

sund

ial h

as

mar

king

s on

its

face

that

repr

esen

t the

hou

rs o

f day

light

. As

the

Ear

th tu

rns

each

day

, the

Sun

app

ears

to m

ove

acro

ss th

e sk

y. T

he s

tick

in th

e m

iddl

e of

the

sund

ial c

asts

a s

hado

w o

f the

Sun

’s p

ositi

on in

rela

tions

hip

to E

arth

. The

sha

dow

then

sh

ows

wha

t the

tim

e is

.

23T

RA

ININ

G T

ES

T

P

ictu

re tw

o sh

ows

a m

echa

nica

l clo

ck th

at a

ppea

red

in th

e M

iddl

e A

ges.

Bac

k th

en, p

eopl

e di

scov

ered

that

by

usin

g w

eigh

ts a

nd s

prin

gs, t

hey

coul

d m

ove

whe

els

with

in a

clo

ck. T

hese

larg

e cl

ocks

wer

e us

ually

loca

ted

in th

e m

iddl

e of

a

tow

n hi

gh u

p in

a to

wer

. The

clo

cks

had

a to

ol th

at w

ould

stri

ke a

bel

l eac

h ho

ur. T

hat w

ay, e

very

one

knew

that

an

hour

ha

d pa

ssed

... b

ecau

se o

f the

sou

ndin

g of

the

bell.

Man

y ci

ties

wou

ld b

uild

larg

e cl

ock

tow

ers

so th

at th

e w

hole

city

cou

ld

hear

the

bell.

As

tech

nolo

gy a

dvan

ced,

num

bers

and

face

s w

ere

adde

d to

thes

e cl

ocks

.

Ear

ly c

lock

s w

ere

quite

larg

e. H

owev

er, p

eopl

e ne

eded

clo

cks

that

wer

e m

uch

smal

ler..

. and

in th

e 18

th c

entu

ry, t

he

Brit

ish

gove

rnm

ent o

ffere

d a

rew

ard

for a

nyon

e w

ho c

ould

cre

ate

a sm

all c

lock

that

cou

ld b

e us

ed w

hile

sai

ling.

With

out

an a

ccur

ate

tool

for t

ellin

g tim

e, s

ailo

rs h

ad a

har

d tim

e na

viga

ting

larg

e sh

ips

effe

ctiv

ely.

A m

an n

amed

Joh

n H

arris

on

inve

nted

a s

mal

l dev

ice

know

n as

a s

ea w

atch

to s

olve

the

prob

lem

. Pic

ture

thre

e sh

ows

an e

xam

ple

of H

arris

on’s

wat

ch.

It’s

smal

l eno

ugh

to b

e ca

rrie

d in

you

r poc

ket—

and

peop

le e

vent

ually

sta

rted

refe

rrin

g to

thes

e de

vice

s as

poc

ket w

atch

es.

Of c

ours

e, n

owad

ays

we

have

man

y di

ffere

nt d

evic

es fo

r tel

ling

time,

incl

udin

g w

ristw

atch

es a

nd s

mar

tpho

nes.

NE

XT

11 SAY

Sum

mar

ize

the

info

rmat

ion

you

hear

d. B

e su

re to

• ex

plai

n ho

w te

lling

tim

e ha

s ch

ange

d ov

er ti

me,

• 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.

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. A

fter

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.

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?

” Re

prom

pt o

nly

once

.

24G

RAD

ES 3

–5Su

mm

ariz

e an

Aca

dem

ic P

rese

nta

tio

nH

isto

ry o

f Te

llin

g T

ime

/ Q

ues

tio

n 1

1

Main

Po

ints

A fu

ll re

spon

se e

xpla

ins

how

telli

ng ti

me

has

chan

ged

over

tim

e an

d in

clud

es th

e M

ain

Poin

ts fr

om th

e pr

esen

tatio

n: •Th

e ea

rlies

t hum

ans

used

nat

ure

to te

ll tim

e, li

ke u

sing

a s

undi

al to

trac

k th

e m

ovem

ent o

f the

sun

. (Th

e su

ndia

l cas

ts a

sha

dow

of t

he s

un’s

posi

tion

that

mov

es to

tell

time.

)•

Mec

hani

cal c

lock

s w

ere

inve

nted

in th

e m

iddl

e ag

es (u

sing

wei

ghts

and

spr

ings

to m

ove

cloc

k w

heel

s). T

hey

incl

uded

bel

ls th

at w

ould

sou

nd e

very

ho

ur a

nd w

ere

loca

ted

in th

e ce

nter

of t

own.

(Lar

ge c

lock

tow

ers

wer

e bu

ilt s

o ev

eryo

ne c

ould

hea

r acr

oss

the

tow

n/ev

eryo

ne k

new

tim

e pa

ssed

be

caus

e of

the

soun

d of

the

bell)

.•

Early

clo

cks w

ere

larg

e, so

poc

ket w

atch

es w

ere

crea

ted

that

are

smal

l eno

ugh

to c

arry

. (A

smal

l clo

ck/s

ea w

atch

was

cre

ated

for s

ailo

rs/b

y Jo

hn H

arris

on).

Sco

re 0

Sco

re 1

Sco

r e 2

Sco

re 3

Sco

r e 4

•Res

pons

e is

not r

eleva

nt.•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

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

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 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 an

d/or

inton

ation

often

impe

de

mean

ing.

•Spe

ech m

ay be

slow

, ch

oppy

, or h

alting

.

•Res

pons

e rete

lls th

e na

rrativ

e as s

uppo

rted

by th

e pict

ures

with

basic

de

tail.

•Ide

as ar

e usu

ally c

ohes

ive

and c

onne

cted.

•Gra

mmar

and w

ord c

hoice

ar

e ade

quate

; erro

rs oc

casio

nally

impe

de

mean

ing.

•Pro

nunc

iation

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 p

ictur

es.

•Ide

as ar

e coh

esive

and c

onne

cted.

•Gra

mmar

and w

ord c

hoice

are v

aried

an

d ef fe

ctive

; erro

rs do

not im

pede

me

aning

.•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

susta

ined.

25T

RA

ININ

G T

ES

T

Sco

re 0

Sco

re 1

Sco

re 2

Sco

re 3

Sco

re 4

Anc

hor:

(No

resp

onse

.)[E

xami

ner:

Go a

head

and

te

ll me

you

r su

mmar

y.]Su

mmar

y.

Anc

hor:

Firs

t, I

seen

that

it

they

cha

nge

like

to th

e su

n an

d to

roof

s an

d to

po

cket

s an

d sc

hool

s, an

d,

chan

ge.

[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:

Num

ber,

many

citi

es

use

that

clo

ck s

o, b

uild

a

cloc

k so

they

can

re

memb

er ti

me. A

nd

numb

er th

ree,

they

ma

de th

at c

lock

litt

le s

o th

ey c

ould

fit i

t in

thei

r po

cket

. And

. . .

[Exa

mine

r: W

hat e

lse

can

you

tell

me a

bout

wh

at y

ou h

eard

?]Th

at .

. .

Anc

hor:

They

use

d na

ture

to

tell

time,

and

whe

n th

e sh

adow

cha

nges

, it t

ells

the

time.

And

in th

e se

cond

pict

ure

they

use

we

ight

s and

sprin

gs to

mo

ve th

e tim

e ev

ery

time

the

hour

cha

nges

. An

d th

e um

m, th

e fir

st

clock

was

uhh

, was

use

d fo

r tra

velin

g.[E

xami

ner:

Wha

t else

ca

n yo

u te

ll me

abo

ut

what

you

hea

rd?]

(No

resp

onse

.)

Anc

hor:

So in

the

first

, in

the

first

pic

ture

rig

ht h

ere

(poi

ntin

g), i

t sho

ws th

at,

that

they

, in

anci

ent t

imes

they

us

ed a

sun

dial

and

whe

n, a

nd th

ey

had

a st

ick

in th

e mi

ddle

and

whe

n th

e su

n wo

uld

like

towa

rds

move

ov

er ti

me o

f th

e da

y, th

en it

wou

ld

move

and

they

can

, the

y te

ll tim

e by

it. A

nd th

en, a

nd th

en o

ver t

he

year

s th

ey s

tart

ed w

orki

ng o

n, o

n th

e cl

ock

towe

rs. A

nd th

en, a

nd

then

they

use

d, th

ey u

se a

wei

ght

and

then

I th

ink

the

stic

ks. A

nd

then

they

took

the

time,

they

us

ed ti

me a

nd th

ey m

oved

it, a

nd

they

mov

ed it

so

that

and

then

wh

enev

er ti

me p

asse

s. An

d th

en

once

whe

n it

woul

d h-

, lik

e pu

t lik

e an

, till

12:0

0 or

like

an

hour

, it

woul

d st

art l

ike,

it’ll

star

t to

ring

for p

eopl

e to

kno

w th

at it

’s be

en a

n ho

ur. A

nd th

en in

this

one

(poi

ntin

g) it

sho

ws th

at la

ter o

n af

ter t

hat,

some

one,

they

cre

ated

th

e, th

e po

cket

wat

ch s

o th

at it

ca

n fit

in y

our p

ocke

t and

it c

an

solve

t-, a

nd it

sol

ves

prob

lems

fr

om p

eopl

e wh

o ca

n’t re

ally

see

wh

at ti

me it

was

. And

then

now

pe

ople

use

a b

unch

of

thei

r sma

rt

phon

es a

nd o

ther

stu

ff.

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.

26

Student Score Sheet

SPEAKING Training Test—Grades 3–5Talk 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 3

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 Training Test—Grades 3–5Talk 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 3


Summarize an Academic Presentation 11 0 1 2 3 4

Name:

Grade:



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

2 0 1 3 0 1 4 0 15 0 1 2 6 0 1 2 7 0 1 2

Speech Functions8 0 1 2

Support an Opinion9 0 1 2 3


Summarize an Academic Presentation11 0 1 2 3 4

Name:

Grade:



speaking: directions for administration training test grades 3–5 … · 2020. 9. 21. · this dfa...

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