Post on 09-Jun-2020
ELPACEnglish Language Proficiency Assessments for California
Listening, Speaking, and Reading:Directions for Administration
Visual Impairment and Braille Practice TestKindergarten
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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 caltac@ets.org. 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.
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Table of Contents
Directions for Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Introduction to the ELPAC Practice Test Directions for Administration . . . . . . . . . . . . . . . . . 1Using the DFA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Administering a Practice Test Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2When to Stop the Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Additional Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4How to Print the DFA (optional) or View the DFA Online . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Logon and Audio/Sound Check Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5How to Start a Test Session as a Guest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5How to Start a Practice Test Session Using the Same Procedures as the Operational Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Listening: Test Administration Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Special Directions for Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Beginning the Listening Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Listening Test Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Listening—Listen to a Short Exchange . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Listening—Listen to a Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Listening—Listen to an Oral Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Listening: Scoring Keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Speaking: Test Administration Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Special Directions for Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Prompting and Scoring Guidelines for the Speaking Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Audio Capture for the Speaking Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Recommended Seating Arrangement for Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Speaking Test Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Speaking—Talk About a Scene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Speaking—Support an Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Speaking—Retell a Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Speaking—Summarize an Academic Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Reading: Test Administration Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42
Special Directions for Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Beginning the Reading Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Reading Test Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
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Reading—Read-Along Word with Scaffolding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Reading—Read-Along Story with Scaffolding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Reading—Read Along Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Reading: Scoring Keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Student Score Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
Table of Contents (cont .)
1VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
Directions for Administration
Introduction to the ELPAC Practice Test Directions for Administration
This Directions for Administration (DFA) document contains directions and the specific scripts you will need to administer the Listening, Speaking, and Reading visual impairment and braille practice tests for the English Language Proficiency Assessments for California (ELPAC). It is a companion document to the online practice tests.
The purpose of the ELPAC visual impairment and braille practice tests is to familiarize students and test examiners with the testing interface, item types, and accessibility resources. There is an ELPAC visual impairment and braille practice test available for each grade level/span.
Please note that the visual impairment and braille practice tests do not produce scores. These visual impairment and braille practice tests are available all year and may be used at any time in preparation for the operational ELPAC visual impairment and braille tests.
Visual impairment and braille practice tests can be administered in one of two ways: • Using the same procedures as the operational tests, with the Test Administrator
Interface, secure browser, and individual student logon information; or
• Using a standard supported web browser to access the practice tests directly, without use of the Test Administrator Interface or secure browser.
For more information on all aspects of the ELPAC, including test security, item types, and guidelines, refer to the ELPAC Test Administration Manual on the Manuals and Instructions web page at https://www.elpac.org/test-administration/instructions/.
Using the DFAThis DFA should be used to administer the visual impairment and braille practice test.
For visual impairments and braille accommodations, alternative text descriptions are embedded for all graphics. This DFA includes picture descriptions for each image.
This DFA contains scripts for administration. The symbols on the following page indicate instructions for test examiners:
*A test examiner does not need to be present to administer the ELPAC practice test; however, the term “test examiner” is used in this document to show what a test examiner would do to administer the test.
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Guide to Administration Scripts in This DFA
How the Test Examiner Should Proceed
SAY The test examiner reads the material out loud to the student.
The test examiner, if appropriate, may press the record button on the student’s screen before reading the SAY text.The test examiner, if appropriate, may point to the text or pictures on the student’s screen.
Information for the test examiner
Advance to the next question
Stopping marker
READ AND SAY If appropriate, the test examiner finger-sweeps or uses a pencil or pen under text on screen while reading it aloud.
Before administering the test, the following is recommended:• Prepare testing devices and materials for students and examiners.
• Check the volume on the student device prior to entering the Student Interface, and set the volume to MAX prior to logging in.
• Select a quiet area to administer the test. Eliminate distractions (e.g., extraneous noises, windows, clutter, etc.).
• Read through the instructions that are specific to each domain (Listening, Reading, and Speaking).
Administering a Practice Test Session
The kindergarten through grade 2 test is administered by the test examiner. Each student will be tested individually.
Testing Checklist If you are administering the visual impairment and braille practice test using the same procedures as the operational tests, confirm that the student has been assigned the correct test settings (designated supports and accommodations) in the Test Operations Management System (TOMS). Please note that students with low vision may be assigned the braille test.
Directions for Administration (cont .)
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If you are administering the visual impairment and braille practice test using a standard supported web browser without the use of the Test Administrator Interface or secure browser, apply the appropriate test settings (designated supports and accommodations) for the student in the Student Testing Interface for the practice and training tests directly.
Gather the following test materials: • Copy of this DFA
• Electronic device(s) for the student (and, if applicable, test examiner) to access the test
The following test materials may be used:• Perkins Brailler
• Embosser
• Pencils with erasers for students with low vision{{ Note: Test examiners may use pencils to point, if applicable.
• Headsets and splitter for the test examiner and student (if preferred)
• Scratch paper and pencil for note-taking, or brailler slate and stylus, or other approved note-taking device
• For low vision test takers, screen magnification software will be necessary. Please refer to the ELPAC Test Administration Manual for necessary settings when launching with assistive technology.
NOTE: For Listening and Reading, the test content is delivered via audio recording or by the test examiner. JAWS, NVDA, and voiceover may be used as an accommodation; however, please note that these programs may read everything on the screen depending on the testing device being used.
NOTE: For Speaking, the test content is delivered by the test examiner. JAWS should not be used to read the content aloud and students should not navigate the test using their refreshable braille display.
When to Stop the TestThere are stopping markers in each domain as indicated by the . If there have been no responses or no correct responses to the stopping marker, the test examiner may stop administering each domain by clicking [Pause].
Directions for Administration (cont .)
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Directions for Administration (cont .)
Additional Directions
How to Print the DFA (optional) or View the DFA OnlinePrinting Instructions:If possible, choose the following settings when printing the DFA:
• Select two-sided printing (with binding on the long edge).
• Staple on the vertical edge, left-hand side of the printed document.
• Turn the document horizontally when viewing the Speaking test questions.
Instructions for Viewing Online:• Open the PDF file in Adobe Acrobat.
• When you get to the test questions, rotate the view by going to: View (on the main menu) > Rotate View > and select Clockwise.
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Directions for Administration (cont .)
Logon and Audio/Sound Check Instructions
How to Start a Test Session as a Guest
SAY Today you will take part of the ELPAC test. First, I am going to sign you in. 1) Navigate to the ELPAC website (https://www.elpac.org). 2) Select the [Practice & Training Tests] button.
3) Select the [Student Interface Practice and Training Tests] link to launch the Student Sign In screen on the student’s testing device.4) Select the [Sign In] button to log on to the test as a guest.
5) Select the appropriate grade from the drop-down menu.
6) On the test selection screen, select the appropriate ELPAC practice test. ELPAC practice tests are located at the bottom of the list and are color-coded dark grey.
SAMPLE
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Directions for Administration (cont .)
7) You will see a Choose Settings screen.
SAMPLE
8) From the Presentation drop-down menu, select [Braille].
9) While the Choose Settings box is still open, choose any other test settings that are needed, then select the [Select] button.
If administering the Listening and Reading test, go to the top of page 7.
If administering the Speaking test, go to the bottom of page 7.
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Directions for Administration (cont .)
Logon Instructions: Listening and Reading ONLYIf headsets will be used,
SAY Please put your headset on. At this time, put your headset on, too. Whether headsets are being used or not,
SAY I’m going to check that you can hear the sound. 10) Select the [Play] button. Check that the student can hear the music. If so, select the
[I could play the video and sound] button, then select [Continue] to proceed. If the video and audio did not play correctly, click [I could not play the video or sound], check your device’s settings and try again.
Depending on the selected test settings, you may see additional screens to check the functionality of certain test setting(s) on your device (e.g., text-to-speech check). 11) Select [Begin Test Now] at the bottom of the page.
SAY We are going to start the test now. Listen to the directions. For the Listening test, turn to page 17. For the Reading test, turn to page 43.
Logon Instructions: Speaking ONLY
SAY Before we begin, we need to check to see if you can hear the audio. If using headphones, put headphones on now. Select the speaker button to play the audio.
SAY Did you hear the music? Pause for student’s response. Select [I heard the sound].
SAY Now we need to check to see if the computer will record your voice. In this test, I’m going to ask you some questions and record your answers.
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If appropriate, you may point to the microphone.
Depending on the selected test settings, you may see additional screens to check the functionality of certain test setting(s) on your device (e.g., text-to-speech check). If your computer allows audio capture, please follow these steps; otherwise select [Skip Recording Check].
SAY Before giving your answers, I’m going to press the microphone to record your answers here. When it is time to record your answers, I will press the microphone. Let’s practice.
SAY Describe your favorite food. Pause for student’s response. When student has finished speaking, press the square stop
button to stop recording. Acknowledge the student’s correct response, or model a correct response, such as “You could have said, ‘My favorite food is a hamburger and fries.’”
SAY Now let’s see if it recorded your voice. Play back by pressing the green Play button.
SAY Did you hear yourself? Pause for student’s response. Select [I heard my recording]. Select the [Continue] button. SAY OK, let’s get started. View Test Settings or Help Guide as needed. Select [Begin Test Now]. When Question 1 of the Speaking Test comes up, ask the student,
SAY Do you have any questions? Answer the student’s questions. SAY Remember to answer all of the questions in English. If you want me to
repeat a question, you can ask me to. OK, let’s get started. For the Speaking test, turn to page 28.
Directions for Administration (cont .)
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Directions for Administration (cont .)
How to Start a Practice Test Session Using the Same Procedures as the Operational Tests
SAY Today you will be taking the Speaking section of the ELPAC. First, I am going to sign you in.
TEST ADMINISTRATOR INTERFACE
1) Launch a supported web browser on your device and access the ELPAC website (https://www.elpac.org).
2) Select the [Practice & Training Tests] button.3) Select the [Test Administrator and Test Examiner Practice and Training Site] button to log on to the Test Administrator Interface for the training test.4) Log on to the Test Administrator Interface using your TOMS username (your email address) and password.5) Select the training test(s) you want to administer from the test selection window.6) Select the [Start Practice Session] button.7) Upon selecting the [Start Practice Session] button, a Session ID will appear on the top right corner of the Test Administrator Interface.
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Directions for Administration (cont .)
STUDENT INTERFACE 8) Launch the secure browser on the student’s testing device or select the [Student
Interface Practice and Training Tests] link from the Practice and Training Tests tab on elpac.org.
9) Toggle the blue Guest User and Guest Session buttons to [OFF], and log the student on.
• In the First Name field, enter the student’s first name as it appears in the California Longitudinal Pupil Achievement Data System.
• In the SSID field, enter the student’s 10-digit Statewide Student Identifier.• In the Session ID field, enter the Session ID generated from the Test
Administrator Interface.
10) Verify the student information is correct on the Is This You? screen. Select [Yes] to continue. (Select [No] if the student information is not correct. Notify your ELPAC coordinator if it is not.)
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STUDENT INTERFACE 11) On the test selection screen, select the appropriate ELP AC practice test. ELPAC
practice tests are located at the bottom of the list and are color-coded dark grey.
SAMPLE
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, verify you have selected the correct test and then select the blue icon that looks like an eye. The eye icon allows you to view and set test settings, the check mark allows you to approve the test, and the “X” allows you to deny the test. 14) From the Presentation drop-down menu, select [Braille].
15) While the Test Settings box is still open, choose any other test settings that are needed, then select the [Set and Approve] button. When you do so, the student’s screen will advance (OR “Go back to the student testing device”).
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Directions for Administration (cont .)
Logon Instructions: Listening and Reading ONLY
STUDENT INTERFACE If headsets will be used, SAY Please put your headset on.
At this time, put your headset on, too. Whether headsets are being used or not, SAY I’m going to check that you can hear the sound.
16) On the student’s device, select the [Play] button. Check that the student can hearthe music. If so, select the [I could play the video and sound] button, then select [Continue] to proceed. If the video and audio did not play correctly, click [I could not play the video or sound], check your device’s settings and try again.
Depending on the selected test settings, you may see additional screens to check the functionality of certain test setting(s) on your device (e.g., text-to-speech check). 17) Select [Begin test now] at the bottom of the page.
SAY We are going to start the test now. Listen to the directions.For the Listening test, turn to page 17.
For the Reading test, turn to page 43.
Logon Instructions: Speaking ONLYSAY Before we begin, we need to check to see if you can hear the audio.
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Directions for Administration (cont .)
STUDENT INTERFACEIf using headphones, put headphones on now. Select the speaker button to play the audio.
SAY Did you hear the music?Pause for student’s response. Select [I heard the sound].
SAY Now we need to check to see if the computer will record your voice. In this test, I’m going to ask you some questions and record your answers.If appropriate, you may point to the microphone.
Depending on the selected test settings, you may see additional screens to check the functionality of certain test setting(s) on your device (e.g., text-to-speech check). If your computer allows audio capture, please follow these steps, otherwise select [Skip Recording Check].
SAY Before giving your answers, I’m going to press the microphone to record your answer here. When it is time to record your answer, I will press the microphone. Let’s practice.
SAY Describe your favorite food.Pause for student’s response. When student has finished speaking, press the square stop
button to stop recording. Acknowledge the student’s correct response, or model a correct response, such as “You could have said, ‘My favorite food is a hamburger and fries.’”
SAY Now let’s see if it recorded your voice.Play back by pressing the green Play button.
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STUDENT INTERFACE (cont.)
SAY Did you hear yourself? Pause for student’s response.
Select [I heard my recording]. Select the [Continue] button. View Test Settings or Help Guide as needed. Select [Begin Test Now].
When Question 1 of the Speaking Test comes up, ask the student,
SAY Do you have any questions?Answer the student’s questions.
SAY Remember to answer all of the questions in English. If you want me to repeat a question, you can ask me to. Sometimes there will be pictures that I can describe for you. OK, let’s get started.
NEXTFor the Speaking test, turn to page 28.
Directions for Administration (cont .)
This page is intentionally left blank.
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Listening—Kindergarten
Special Directions for Listening
• Assemble supplementary materials, including embossed braille for questions, ifapplicable.
• If headsets are desired, use a splitter to plug in one pair of student headphonesand one pair of test examiner headphones so that the student and test examinercan listen to the test together. For low vision students, the test examiner maypoint to questions and answer choices at the appropriate time as the test audioplays. This may benefit students who have low vision, but is not required.
• If the student does not answer or gives an answer that is not clear, you may replaythe question or say “Tell/Show me again.”
• If the student does not answer a question, choose No Response (NR).
NOTE: On this test, any given set of questions will appear on a single screenwith a scrollable view. The test examiner will need to scroll all the way down the screen to ensure that all questions are completed.
Beginning the Listening Test
The Listening Practice Test can be administered in several ways. It can be administered as a practice activity by marking the student’s responses in the Student Testing Interface. The Student Testing Interface does not capture the scores or produce a printed report. As an option, the test examiner can both administer the practice test and check the student’s answers. The test examiner may choose to copy the practice test score sheet, bubble the answers while administering the test, and then use the scoring keys to check the answers. The Listening Score Sheet is located at the end of this document.
To begin the test, follow the directions in the How to Start a Test Session as a Guest or the How to Start a Practice Test Session Using the Same Procedures as the Operational Tests portion of this document.
Note: Screen Number 1 does not contain recorded content. Test content begins with screen Number 2.
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Listening—Kindergarten (cont .)
When screen Number 1 comes up,SAY Welcome to the Listening section of the ELPAC test.
If you are having trouble hearing the test, let me know. In this part of the test, you will listen carefully. Then you will tell me your answers to some questions. If you are unsure of how to respond to a question, just respond the best you can. If you need any questions repeated, just ask. You will now begin the Listening questions.
Select [Next] to advance to screen Number 2.Administer the Listening domain. To begin playing the audio for each conversation, story, or information, select the audio player button on the screen. Then, select the audio button on the screen for each question. Point to the question and answer choices while the audio of the test plays. You must select an answer for each question to move on to the next question.
Kindergarten
18
LISTENING—Listen to a Short Exchange
VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
Listening—Listen to a Short Exchange
2
SAY The picture shows a boy and his teacher.Next, select the audio player button on the screen to play the audio for the conversation.
Then, select the audio button on the screen to play the audio for the question. If appropriate, you may point to the question and audio choices while the audio of the test plays.
3
SAY The picture shows a boy and a girl.Next, select the audio player button on the screen to play the audio for the conversation.
Then, select the audio button on the screen to play the audio for the question. If appropriate, you may point to the question and audio choices while the audio of the test plays.
4
SAY The picture shows a girl and a boy.Next, select the audio player button on the screen to play the audio for the conversation.
Then, select the audio button on the screen to play the audio for the question. If appropriate, you may point to the question and audio choices while the audio of the test plays.
5
SAY The picture shows a boy and a girl.Next, select the audio player button on the screen to play the audio for the conversation.
Then, select the audio button on the screen to play the audio for the question. If appropriate, you may point to the question and audio choices while the audio of the test plays.
SAY A bookshelfA table with books on itA basket with books in it
6
SAY The picture shows a boy and a girl.Next, select the audio player button on the screen to play the audio for the conversation.
Then, select the audio button on the screen to play the audio for the question. If appropriate, you may point to the question and audio choices while the audio of the test plays.
SAY A cookieAn appleA sandwich
Kindergarten
19
LISTENING—Listen to a Story
VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
Listening—Listen to a Story
7
SAY The picture shows Nadia and her mother.Next, select the audio player button on the screen to play the audio for the story.
Select the audio button on the screen to play the audio for the question. If appropriate, you may point to the question and audio choices while the audio of the test plays.
8
Select the audio button on the screen to play the audio for the question. If appropriate, you may point to the question and audio choices while the audio of the test plays.
SAY EyeglassesShoesA baseball hat
9
Select the audio button on the screen to play the audio for the question. If appropriate, you may point to the question and audio choices while the audio of the test plays.
10
SAY The picture shows Molly, Tatum, and their mother.Next, select the audio player button on the screen to play the audio for the story.
Select the audio button on the screen to play the audio for the question. If appropriate, you may point to the question and audio choices while the audio of the test plays.
SAY A frogA kittenA rabbit
11
Select the audio button on the screen to play the audio for the question. If appropriate, you may point to the question and audio choices while the audio of the test plays.
12
Select the audio button on the screen to play the audio for the question. If appropriate, you may point to the question and audio choices while the audio of the test plays.
Kindergarten
20 VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
LISTENING—Listen to a Story
13
SAY The picture shows Max and his father. Max is tying his shoes. His father is putting on his jacket.
Next, select the audio player button on the screen to play the audio for the story. Select the audio button on the screen to play the audio for the question. If appropriate, you may point to the question and audio choices while the audio of the test plays.
SAY A trail through the woodsA swimming poolAn airplane
14
Select the audio button on the screen to play the audio for the question. If appropriate, you may point to the question and audio choices while the audio of the test plays.
15
Select the audio button on the screen to play the audio for the question. If appropriate, you may point to the question and audio choices while the audio of the test plays.
Kindergarten
21
LISTENING—Listen to an Oral Presentation
VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
Listening—Listen to an Oral Presentation
16Select the audio button on the screen to play the audio for the question. If appropriate, you may point to the question and audio choices while the audio of the test plays.
SAY A birdA pigA lizard
17
Select the audio button on the screen to play the audio for the question. If appropriate, you may point to the question and audio choices while the audio of the test plays.
18
Select the audio button on the screen to play the audio for the question. If appropriate, you may point to the question and audio choices while the audio of the test plays.
19
SAY The picture shows a farmer and a cow.Next, select the audio player button on the screen to play the audio for the presentation.
Select the audio button on the screen to play the audio for the question. If appropriate, you may point to the question and audio choices while the audio of the test plays.
20
Select the audio button on the screen to play the audio for the question. If appropriate, you may point to the question and audio choices while the audio of the test plays.
SAY CheeseIce creamGrass
21
Select the audio button on the screen to play the audio for the question. If appropriate, you may point to the question and audio choices while the audio of the test plays.
Kindergarten
22 VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
After the student responds to the last question,SAY This is the end of the Listening test. Thank you for your attention and hard
work.
DIRECTIONS FOR ENDING A TEST• Select [End test] represented by a red square.• Select [Yes] to continue.• Select [Submit test].• Select [Yes] to submit.
Kindergarten
23VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
LISTENING—Scoring Keys
Listening Scoring Keys
Listen to a Short Exchange
Number Answer Key2 B3 C4 A5 B6 A
Listen to a Story
Number Answer Key7 A8 C9 C10 C11 A12 B13 A14 C15 B
Listen to an Oral Presentation
Number Answer Key16 A17 B18 B19 C20 C21 A
24 VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
Speaking—Kindergarten
Special Directions for Speaking
Speaking Administration—All Speaking Task Types
Subject DirectionsPrompting guidelines See individual questions in this document for prompting guidelines.When to stop the test Refer to stopping markers in this document.Note-taking Note-taking is allowed for all Speaking task types. Students may take notes on
scratch paper or by using a preapproved device (e.g., brailler slate and stylus).
It is highly recommended that test examiners spend time preparing to administer and score the Speaking domain. The ELPAC includes task types with integrated skills, multiple rubrics, reading of complex academic text, and increased interactions between students and test examiners. The following are suggestions to help prepare for a successful test administration.
• Practice and Modeling: A practice question is included as part of the audiocapture so the test examiner may provide feedback to let the student knowthey are responding correctly. The practice question in the audio capture is“Describe your favorite food.” For example, if the student responded to thepractice question saying, “A hamburger,” the test examiner lets the student knowthe response was correct. If the student does not successfully respond, the testexaminer models a correct response for the student, saying, “You could have said,‘My favorite food is a hamburger and fries.’”
• Prompting Guidelines: The prompting guidelines vary for each task type. The wordsthat the test examiner can say are located on the page that is read to the student.Test examiners should be familiar with each task type and the prompting guidelines.
• Oral Reading of Test Questions: Because of the length and complexity of somequestions read by the test examiner, it is suggested to practice reading the textout loud several times prior to testing a student.
NOTE: The alternate text is being provided so that test examiners can use the provided description for the graphics rather than creating their own graphic descriptions.
• Pointing: Some questions require the test examiner to point, as indicated by the icon, while reading the text out loud to the student.
NOTE: For braille and low vision administration, use the provided verbal cue in addition to the pointing to ensure that students with visual impairments hear the description of the visual cue.
This should be rehearsed prior to the test administration. Do not point to pictures or text unless directed to in the Speaking DFA. Test examiners may use the cursor, pencil or pen, or their finger to point.
25VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
• Anchors and Rubrics: The test examiner should take time to read through theanchors and scoring rubrics for each test question before testing. Scoring of theSpeaking domain occurs as the test is being administered.
• Scoring Practice: Each task type includes training and calibration quizzes in theMoodle Training Site to assist test examiners in listening to and scoring studentresponses. It is highly recommended that test examiners use this resource.
Prompting and Scoring Guidelines for the Speaking Domain • Prompting—Appropriate Wait Time: The amount of time it takes for students to
respond to a test question varies greatly. Test examiners should allow studentsenough time to compose their thoughts and prepare a response in English.
• Prompting—Student Answers Question Before Test Examiner Asks: Somestudents anticipate the next question and start to respond before the testexaminer asks the question. The test examiner should not interrupt the student toask the question. If the student’s response does not address the question, the testexaminer should ask the question.
• Prompting—Repeating the Question: When a student asks or does not respond,you may repeat the question once.
• Prompting—Encouraging Students: Throughout the test, if a student is reluctantor asks for assistance that is not allowed, test examiners should give generalencouragement by saying words such as, “It’s OK, do your best,” or “You aredoing a good job,” etc.
• Scoring—Self-Correction: Since students respond to test questions fairly quickly,they sometimes change what they say in the middle of a word or sentence.Students who self-correct are not to be penalized; however, if a response is sohalting or choppy that meaning is impeded, it may affect the score.
Audio Capture For the practice test, audio capture is available for practice of the Speaking domain. If your computer does not have a microphone or the settings do not allow audio capture, you may administer the test without recording the student’s responses.
NOTE: For a low vision test administration, the enlargement of the test content on the student’s screen MUST take precedence over the voice capture.
During the operational administration of the Speaking domain, the following guidelines apply to the audio capture tool. The test examiner should score what the student says, not what is recorded. If the following occur, the test examiner may continue to the next question and does not need to rerecord:
• Test examiner forgets to record a response.• Test examiner records response on the wrong question.
Speaking—Kindergarten (cont ) .
26 VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
• Test examiner sees a red triangle in the review box when ending the test session.
Use of headsets with a microphone for voice capture is not recommended to enable interaction between the student and test examiner.
The test examiner does not need to replay the student’s response to confirm the audio capture.
Recommended Seating ArrangementThe following shows two options for seating arrangements for the test examiner and the student. Configuration may be updated based on the student’s individual needs for prescribed equipment.
Test Examiner Student
Test Examiner
Student
Test Examiner
StudentTest Examiner Student
Speaking—Kindergarten (cont .)
This page is intentionally left blank.
27
Kind
erga
rten
28
blank
ce
ll
{ {
{
{ {
SPEA
KIN
G—
Talk
Ab
ou
t a
Scen
eSh
apes
/ Q
ues
tio
ns
2–5
SAY
The
pict
ure
show
s a
clas
sroo
m. T
here
are
thre
e st
uden
ts a
nd a
te
ache
r. Th
e te
ache
r is
show
ing
two
stud
ents
diff
eren
t sha
pes.
O
ne s
tude
nt is
at a
whi
tebo
ard.
SAY
If yo
u ne
ed to
hea
r the
des
crip
tion
agai
n, le
t me
know
and
I w
ill
read
it to
you
.
No
.It
em
Sco
re 0
Sco
re 1
SAY
Imag
ine
you
are
in a
cl
assr
oom
with
a te
ache
r and
so
me
stud
ents
.
•Inc
orre
ct re
spon
se/no
t rele
vant/
comp
letely
unint
elligi
ble/no
resp
onse
/resp
onse
conta
insno
Eng
lish/“
I don
’t kno
w.”
•Cor
rect
resp
onse
.
2If
app
ropr
iate
, you
may
poi
nt to
the
teac
her.
SAY
The
teac
her i
s ho
ldin
g so
me
pape
r cut
into
diff
eren
t sh
apes
. Wha
t sha
pes
can
you
nam
e?N
EXT
Anc
hor:
{I
don’t
kno
w.{
Shap
es.
Anc
hor:
{Sq
uare
/circ
le/t
riang
le.
(Any
sha
pes
are
acce
ptab
le.)
3If
app
ropr
iate
, you
may
poi
nt to
the
bask
ets o
n th
e ta
ble.
SA
YTh
ere
are
som
e bl
ocks
on
a ta
ble.
Wha
t can
the
stud
ents
do
with
the
bloc
ks?
NEX
T
Anc
hor:
{I
forg
et.
{Ta
ble/
bloc
ks.
Anc
hor:
{{Pl
ay/h
ave
fun/
build
.{{M
ake
a to
wer.
{{Bu
ildin
g a
hous
e.
29V
ISU
AL
IM
PAIR
ME
NT
AN
D B
RA
ILL
E P
RA
CT
ICE
TE
ST
No
.It
em
Sco
re 0
Sco
re 1
Sco
re 2
blank
ce
llFo
r que
stio
ns 4
and
5, i
f the
stud
ent
give
s a o
ne-w
ord
resp
onse
, say
, “Te
ll m
e m
ore.
”
•Res
pons
e is n
ot re
levan
t.•R
espo
nse c
ontai
ns no
Engli
sh.
•No r
espo
nse,
“I do
n’t kn
ow,”
or is
comp
letely
unint
elligi
ble.
•Res
pons
e is l
imite
d or
partia
lly re
levan
t.•E
rrors
in gr
amma
r,pr
onun
ciatio
n, or
inton
ation
impe
de m
eanin
g.
•Res
pons
e is r
eleva
nt.•E
rrors
in gr
amma
r,pr
onun
ciatio
n, or
inton
ation
do no
t impe
de m
eanin
g.
4SA
Y Th
ere
are
also
som
e ba
lls
on th
e ta
ble.
How
can
the
stud
ents
pla
y w
ith th
e ba
lls?
Wai
t for
the
stud
ent’s
resp
onse
.SA
Y H
ow d
o yo
u kn
ow?
NEX
T
Anc
hor:
{{
Umm,
bal
ls.
[Exa
mine
r: Ho
w do
you
kn
ow?]
I
don’t
kno
w.
Anc
hor:
{Bo
unce
them
. {
[Exa
mine
r: Ho
w do
you
kn
ow?]
I
don’t
kno
w.
Anc
hor:
{{Bo
unci
ng.
[Exa
mine
r: Ho
w do
you
kn
ow?]
Be
caus
e it’
s fu
n to
do.
5If
app
ropr
iate
, you
may
poi
nt to
the
obje
cts o
n th
e ta
ble.
SA
Y Th
ere
is a
clo
ck in
the
room
. W
hat i
s a
cloc
k us
ed fo
r?N
EXT
Anc
hor:
{Um
m, th
e cl
ock.
{
Anc
hor:
{{Ti
me.
[Exa
mine
r: Te
ll me
mo
re.]
(No
resp
onse
.)
Anc
hor:
{{Te
lling
time
.{{Kn
owin
g wh
en it
’s re
cess
/lu
nch/
PE.
Pro
mp
tin
g G
uid
elin
es: T
alk
Ab
ou
t a
Scen
eIf
the
stud
ent d
oes
not a
nsw
er o
r req
uest
s th
at a
que
stio
n be
repe
ated
, you
may
repe
at th
e qu
estio
n on
ce.
If th
e st
uden
t poi
nts,
pant
omim
es, o
r poi
nts
to p
eopl
e an
d th
ings
whi
le s
ayin
g w
ords
suc
h as
this
/that
/thes
e/th
ose,
say
, “Te
ll m
e in
wor
ds .”
For q
uest
ions
4 a
nd 5
, if t
he s
tude
nt g
ives
a o
ne-w
ord
resp
onse
, say
, “Te
ll m
e m
ore .
”
Kind
erga
rten
30SP
EAK
ING
—Su
pp
ort
an
Op
inio
nC
rack
ers
or
Gra
pes
/ Q
ues
tio
n 6
Sco
re 0
Sco
re 1
Sco
re 2
•An o
pinion
is no
t exp
ress
ed.
•Res
pons
e con
tains
no E
nglis
h.•N
o res
pons
e, “I
don’t
know
,” or
is co
mplet
elyun
intell
igible
.
•An o
pinion
is ex
pres
sed b
ut no
t sup
porte
d. A
reas
on is
not p
rovid
ed or
is no
t rele
vant.
•Erro
rs in
gram
mar, w
ord c
hoice
, pro
nunc
iation
,or
inton
ation
impe
de m
eanin
g.
•An o
pinion
is ex
pres
sed a
nd su
ppor
ted w
ith a
relev
ant r
easo
n.•E
rrors
in gr
amma
r, wor
d cho
ice, p
ronu
nciat
ion,
or in
tonati
on do
not im
pede
mea
ning.
Anc
hor:
(Poi
ntin
g.)[E
xami
ner:
Tell
me in
wor
ds. W
hat d
o yo
u ch
oose
for
you
r cla
ss to
eat
: cra
cker
s or
gr
apes
?]I
don’t
kno
w.
Anc
hor:
Crac
kers
.[E
xami
ner:
Why
do
you
thin
k cr
acke
rs a
re
bett
er?]
(No
resp
onse
.)
Anc
hor
A:
Crac
kers
.[E
xami
ner:
Why
do
you
thin
k cr
acke
rs a
re
bett
er?]
Mmm
. . .
[Exa
mine
r: W
hy d
o yo
u th
ink
crac
kers
are
be
tter
?]Be
caus
e th
ere
are
good
.
Anc
hor
B:Gr
apes
.[E
xami
ner:
Why
do
you
thin
k gr
apes
are
be
tter
?]Be
caus
e th
ey ta
ste
like
sour
.
31V
ISU
AL
IM
PAIR
ME
NT
AN
D B
RA
ILL
E P
RA
CT
ICE
TE
ST
SAY
Her
e ar
e tw
o pi
ctur
es. T
he fi
rst p
ictu
re s
how
s cr
acke
rs. T
he s
econ
d pi
ctur
e sh
ows
grap
es.
No
.Pic
ture
Pro
mp
t
6SA
Y N
ow,
SAY
I am
goi
ng to
ask
you
for y
our o
pini
on.
If a
ppro
pria
te, y
ou m
ay p
oint
to e
ach
pict
ure
at th
e ap
prop
riate
tim
e w
hile
read
ing
the
ques
tion.
SAY
Your
cla
ss h
as a
cho
ice
of tw
o fo
ods
to e
at fo
r a
snac
k. W
hat d
o yo
u ch
oose
for y
our c
lass
to e
at:
crac
kers
or g
rape
s?
Wai
t for
initi
al c
hoic
e.SA
Y W
hy d
o yo
u th
ink
[cra
cker
s ar
e/gr
apes
are
/you
r ch
oice
is] b
ette
r?If
ther
e ha
ve b
een
no re
spon
ses o
r no
corr
ect r
espo
nses
to
this
poi
nt, y
ou m
ay st
op te
stin
g in
the
Spea
king
dom
ain.
Se
lect
[ Pau
se] .
NEX
T
Pro
mp
tin
g G
uid
elin
es: S
up
po
rt a
n O
pin
ion
If th
e st
uden
t doe
s no
t ans
wer
or r
eque
sts
that
a q
uest
ion
be re
peat
ed, y
ou m
ay re
peat
the
ques
tion
once
.If
the
stud
ent p
oint
s, pa
ntom
imes
, or p
oint
s w
hile
say
ing
wor
ds s
uch
as th
is/th
at/th
ese/
thos
e, s
ay, “
Tell
me
in w
ords
,” a
nd re
peat
the
ques
tion.
If th
e st
uden
t sta
tes a
cho
ice b
ut d
oes n
ot p
rovi
de a
reas
on, r
epea
t the
last
par
t of t
he q
uest
ion
once
: “W
hy d
o yo
u th
ink
[stu
dent
’s ch
oice
] is
bett
er?”
If th
e st
uden
t giv
es a
n or
igin
al b
ut re
leva
nt re
spon
se to
the
ques
tion,
or s
elec
ts n
eith
er o
r bot
h op
tions
, say
, “W
hy d
o yo
u th
ink
your
cho
ice
is b
ette
r?”
Kind
erga
rten
32R
un
or
Dra
w /
Qu
esti
on
7
Sco
re 0
Sco
re 1
Sco
re 2
•An o
pinion
is no
t exp
ress
ed.
•Res
pons
e con
tains
no E
nglis
h.•N
o res
pons
e, “I
don’t
know
,” or
is co
mplet
ely un
intell
igible
.
•An o
pinion
is ex
pres
sed b
ut no
t sup
porte
d. A
reas
on is
not p
rovid
ed or
is no
t rele
vant.
•Erro
rs in
gram
mar, w
ord c
hoice
, pro
nunc
iation
, or
inton
ation
impe
de m
eanin
g.
•An o
pinion
is ex
pres
sed a
nd su
ppor
ted w
ith a
relev
ant r
easo
n.•E
rrors
in gr
amma
r, wor
d cho
ice, p
ronu
nciat
ion, o
rint
onati
on do
not im
pede
mea
ning.
Anc
hor:
I do
n’t k
now.
Anc
hor:
Runn
ing.
[Exa
mine
r: W
hy d
o yo
u th
ink
runn
ing
race
s is
bett
er?]
Beca
use
runn
ing
is be
tter
.
Anc
hor
A:
Run
race
s.[E
xami
ner:
Why
do
you
thin
k ru
nnin
g ra
ces
is be
tter
?]Be
caus
e th
at w
ill m
ake
you
heal
thy.
Anc
hor
B:Si
de .
. . d
raw
with
sid
ewal
k ch
alk.
[Exa
mine
r: W
hy d
o yo
u th
ink
draw
ing
with
sid
ewal
k ch
alk
is be
tter
?]Be
caus
e th
ey’re
lear
ning
abo
ut s
hape
s.
SPEA
KIN
G—
Sup
po
rt a
n O
pin
ion
33V
ISU
AL
IM
PAIR
ME
NT
AN
D B
RA
ILL
E P
RA
CT
ICE
TE
ST
SAY
Her
e ar
e tw
o pi
ctur
es. T
he fi
rst p
ictu
re s
how
s a
boy
and
girl
runn
ing
a ra
ce. T
he s
econ
d pi
ctur
e sh
ows
a bo
y an
d gi
rl dr
awin
g sh
apes
with
sid
ewal
k ch
alk.
No
.Pic
ture
Pro
mp
t
7SA
Y I a
m g
oing
to a
sk y
ou fo
r you
r opi
nion
.If
app
ropr
iate
, you
may
poi
nt to
eac
h pi
ctur
e at
the
appr
opria
te ti
me
whi
le re
adin
g th
e qu
estio
n.SA
Y Yo
u an
d yo
ur fr
iend
s ca
n ch
oose
wha
t to
do
at re
cess
. Wha
t do
you
choo
se to
do
with
you
r fr
iend
s: ru
n ra
ces
or d
raw
with
sid
ewal
k ch
alk?
Wai
t for
initi
al c
hoic
e.SA
Y W
hy d
o yo
u th
ink
[run
ning
race
/dra
win
g w
ith
side
wal
k ch
alk/
your
cho
ice]
is b
ette
r?N
EXT
Pro
mp
tin
g G
uid
elin
es: S
up
po
rt a
n O
pin
ion
If th
e st
uden
t doe
s no
t ans
wer
or r
eque
sts
that
a q
uest
ion
be re
peat
ed, y
ou m
ay re
peat
the
ques
tion
once
.If
the
stud
ent p
oint
s, pa
ntom
imes
, or p
oint
s w
hile
say
ing
wor
ds s
uch
as th
is/th
at/th
ese/
thos
e, s
ay, “
Tell
me
in w
ords
,” a
nd re
peat
the
ques
tion.
If th
e st
uden
t sta
tes a
cho
ice b
ut d
oes n
ot p
rovi
de a
reas
on, r
epea
t the
last
par
t of t
he q
uest
ion
once
: “W
hy d
o yo
u th
ink
[stu
dent
’s ch
oice
] is
bett
er?”
If th
e st
uden
t giv
es a
n or
igin
al b
ut re
leva
nt re
spon
se to
the
ques
tion,
or s
elec
ts n
eith
er o
r bot
h op
tions
, say
, “W
hy d
o yo
u th
ink
your
cho
ice
is b
ette
r?”
Kind
erga
rten
34SP
EAK
ING
—R
etel
l a N
arra
tive
Picn
ic /
Qu
esti
on
8
Sco
re 0
Sco
re 1
Sco
re 2
Sco
re 3
Sco
re 4
•Res
pons
e is n
ot re
levan
t.•R
espo
nse c
ontai
ns no
Engli
sh.
•No r
espo
nse,
“I do
n’tkn
ow,”
or is
comp
letely
unint
elligi
ble.
•Res
pons
e atte
mpts
to re
tell
the na
rrativ
e but
conv
eys
little
relev
ant in
forma
tion.
•Ide
as ar
e rar
ely co
hesiv
ean
d con
necte
d.•G
ramm
ar an
d wor
d cho
icear
e lim
ited a
nd im
pede
mean
ing.
•Pro
nunc
iation
or in
tonati
onoft
en im
pede
mea
ning.
•Spe
ech m
ay co
nsist
of iso
lated
wor
d(s)
orph
rase
(s).
•Res
pons
e rete
lls th
ena
rrativ
e as s
uppo
rted b
ythe
pictu
res,
and m
ay be
incom
plete
and l
ack c
larity
.•I
deas
are s
ometi
mes
cohe
sive a
nd co
nnec
ted.
•Gra
mmar
and w
ord c
hoice
are s
imple
and r
epeti
tive;
erro
rs oft
en im
pede
mean
ing.
•Pro
nunc
iation
or in
tonati
onoft
en im
pede
mea
ning.
•Spe
ech m
ay be
slow
,ch
oppy
, or h
alting
.
•Res
pons
e rete
lls th
ena
rrativ
e as s
uppo
rted
by th
e pict
ures
with
basic
detai
l.•I
deas
are u
suall
y coh
esive
and c
onne
cted.
•Gra
mmar
and w
ord c
hoice
are a
dequ
ate; e
rrors
occa
siona
lly im
pede
mean
ing.
•Pro
nunc
iation
or in
tonati
onoc
casio
nally
impe
deme
aning
.•S
peec
h is f
airly
susta
ined,
thoug
h som
e cho
ppine
ss or
haltin
g may
occu
r .
•Res
pons
e pro
vides
a cle
aran
d deta
iled r
etellin
g of th
ena
rrativ
e as s
uppo
rted b
ythe
pictu
res.
•Ide
as ar
e coh
esive
and
conn
ected
.•G
ramm
ar an
d wor
d cho
icear
e var
ied an
d effe
ctive
;er
rors
do no
t impe
deme
aning
.•P
ronu
nciat
ion or
inton
ation
do no
t impe
de m
eanin
g.•S
peec
h is u
suall
y smo
othan
d sus
taine
d.
Anc
hor:
I do
n’t k
now.
Anc
hor:
This
(poi
ntin
g) o
ne.
[Exa
mine
r: Te
ll me
in
word
s ab
out t
he s
tory
.]He
’s ha
mpin
g. Ha
mpin
g.[E
xami
ner:
Wha
t else
ca
n yo
u te
ll me
abo
ut th
e st
ory?
]Th
ey’re
pac
king
to p
ark.
Anc
hor:
They
are
pac
king
. The
y ar
e ea
ting.
They
are
cl
eani
ng th
e ta
ble.
[Exa
mine
r: W
hat e
lse
can
you
tell
me a
bout
the
stor
y?]
No.
Anc
hor:
Umm,
they
wan
ted
to
go to
the
park
‘cau
se
they
wer
e hu
ngry
and
th
ey w
ante
d to
go
picn
ic
ther
e. A
nd a
fter
they
fin
ish a
te, h
e wa
nted
the
park
to b
e cl
eane
d.
Anc
hor:
Firs
t, he
. . .
he
and
his
dad
pack
ed f
or a
pic
nic
food
. The
n th
ey f
ound
a
tabl
e to
eat
to m
ake
the
picn
ic. T
hen,
he
. . .
the
little
boy
, he
thro
wed
his
tras
h so
the
park
co
uld
be n
ice
and
clea
n.
35V
ISU
AL
IM
PAIR
ME
NT
AN
D B
RA
ILL
E P
RA
CT
ICE
TE
ST
8 SAY
Her
e ar
e th
ree
pict
ures
that
go
with
the
stor
y. I
am g
oing
to d
escr
ibe
the
pict
ures
and
then
tell
you
a st
ory.
12
3
Paus
e. Y
ou m
ay p
oint
to e
ach
of th
e pi
ctur
es.
SAY
You
will
hea
r the
sto
ry o
nly
once
. Whe
n I a
m fi
nish
ed, y
ou w
ill te
ll th
e st
ory
back
to m
e.If
app
ropr
iate
, you
may
poi
nt to
the
first
pic
ture
.SA
Y Th
e fir
st p
ictu
re s
how
s a
fath
er a
nd s
on p
uttin
g fo
od a
nd d
rinks
into
a c
oole
r. Th
e st
ory
says
one
day
Dan
and
his
fa
ther
wan
ted
to g
o to
the
park
. The
y pa
cked
som
e fo
od a
nd d
rinks
.If
app
ropr
iate
, you
may
poi
nt to
the
seco
nd p
ictu
re.
SAY
The
seco
nd p
ictu
re s
how
s th
e fa
ther
and
son
sitt
ing
at a
tabl
e ea
ting
lunc
h ou
tsid
e. T
he s
tory
say
s w
hen
Dan
and
hi
s fa
ther
got
to th
e pa
rk, t
hey
foun
d a
nice
tabl
e by
a tr
ee. T
hey
unpa
cked
thei
r foo
d an
d en
joye
d ea
ting
lunc
h.If
app
ropr
iate
, you
may
poi
nt to
the
third
pic
ture
.SA
Y Th
e th
ird p
ictu
re s
how
s th
e fa
ther
and
son
cle
anin
g up
and
thro
win
g tr
ash
away
. The
sto
ry s
ays
afte
r the
y at
e,
Dan
hel
ped
clea
r the
tabl
e an
d pi
cked
up
the
wra
pper
s. H
e pu
t the
m in
the
tras
h ca
n. H
e w
ante
d to
kee
p th
e pa
rk
clea
n an
d be
autif
ul.
SAY
Now
use
all
of th
e in
form
atio
n in
the
pict
ures
to te
ll th
e st
ory
back
to m
e.N
EXT
Pro
mp
tin
g G
uid
elin
es: R
etel
l a N
arra
tive
Read
the
stor
y on
ly o
nce.
If
the
stud
ent d
oes
not a
nsw
er o
r req
uest
s th
at th
e qu
estio
n be
repe
ated
, say
, “N
ow u
se a
ll th
e pi
ctur
es t
o te
ll th
e st
ory
back
to
me .
”If
the
stud
ent p
oint
s, pa
ntom
imes
, or p
oint
s to
peop
le a
nd th
ings
whi
le sa
ying
wor
ds su
ch a
s thi
s/th
at/th
ese/
thos
e, sa
y, “T
ell m
e in
wor
ds a
bout
the
stor
y .”If
the
stud
ent i
s re
luct
ant o
r sto
ps s
peak
ing
afte
r say
ing
a fe
w s
ente
nces
, pro
mpt
the
stud
ent b
y sa
ying
one
of t
he fo
llow
ing,
“W
hat
else
can
you
tel
l me
abou
t th
e st
ory?
” or
“A
nd t
hen
wha
t ha
ppen
ed?”
Rep
rom
pt n
o m
ore
than
twic
e.If
the
stud
ent i
s st
rugg
ling
to re
mem
ber a
nam
e, s
ay, “
The
girl
’s/b
oy’s
nam
e is
[nam
e] . Y
ou c
an a
lso
say
‘the
gir
l/the
boy
.’ ”W
hen
scor
ing,
you
sho
uld
cons
ider
the
resp
onse
s gi
ven
by th
e st
uden
t as
a w
hole
, reg
ardl
ess
of re
prom
ptin
g.
Kind
erga
rten
36H
om
ewo
rk /
Qu
esti
on
9
Sco
re 0
Sco
re 1
Sco
re 2
Sco
re 3
Sco
re 4
•Res
pons
e is n
ot re
levan
t.•R
espo
nse c
ontai
ns no
Engli
sh.
•No r
espo
nse,
“I do
n’tkn
ow,”
or is
comp
letely
unint
elligi
ble.
•Res
pons
e atte
mpts
to re
tell
the na
rrativ
e but
conv
eys
little
relev
ant in
forma
tion.
•Ide
as ar
e rar
ely co
hesiv
ean
d con
necte
d.•G
ramm
ar an
d wor
d cho
icear
e lim
ited a
nd im
pede
mean
ing.
•Pro
nunc
iation
and/o
rint
onati
on of
ten im
pede
mean
ing.
•Spe
ech m
ay co
nsist
of iso
lated
wor
d(s)
orph
rase
(s).
•Res
pons
e rete
lls th
ena
rrativ
e as s
uppo
rted b
ythe
pictu
res,
and m
ay be
incom
plete
and l
ack c
larity
.•I
deas
are s
ometi
mes
cohe
sive a
nd co
nnec
ted.
•Gra
mmar
and w
ord c
hoice
are s
imple
and r
epeti
tive;
erro
rs oft
en im
pede
mean
ing.
•Pro
nunc
iation
and/o
rint
onati
on of
ten im
pede
mean
ing.
•Spe
ech m
ay be
slow
,ch
oppy
, or h
alting
.
•Res
pons
e rete
lls th
ena
rrativ
e as s
uppo
rted
by th
e pict
ures
with
basic
detai
l.•I
deas
are u
suall
y coh
esive
and c
onne
cted.
•Gra
mmar
and w
ord c
hoice
are a
dequ
ate; e
rrors
occa
siona
lly im
pede
mean
ing.
•Pro
nunc
iation
and/o
rint
onati
on oc
casio
nally
impe
de m
eanin
g.•S
peec
h is f
airly
susta
ined,
thoug
h som
e cho
ppine
ss or
haltin
g may
occu
r .
•Res
pons
e pro
vides
a cle
aran
d deta
iled r
etellin
g of th
ena
rrativ
e as s
uppo
rted b
ythe
pictu
res.
•Ide
as ar
e coh
esive
and
conn
ected
.•G
ramm
ar an
d wor
d cho
icear
e var
ied an
d effe
ctive
;er
rors
do no
t impe
deme
aning
.•P
ronu
nciat
ion an
dint
onati
on do
not im
pede
mean
ing.
•Spe
ech i
s usu
ally s
mooth
and s
ustai
ned.
Anc
hor:
(No
resp
onse
.)Anc
hor:
He d
o th
e bo
ok
(uni
ntel
ligib
le) t
he
back
pack
s an
d he
was
pu
ttin
g it
ther
e.[E
xami
ner:
Wha
t else
ca
n yo
u te
ll me
abo
ut th
e st
ory?
]Be
caus
e th
ey w
ere
putt
ing
(uni
ntel
ligib
le)
her b
ackp
ack
her b
ook.
Anc
hor:
Hmm,
her
mom
get
he
r, he
r mom
get
h-,
get h
im, u
mm, a
boo
k.
(Uni
ntel
ligib
le) t
hen
when
she
was
, umm
, wh
en s
he w
as d
one,
th
en s
he p
ut it
in h
is pa
ckpa
ck.
[Exa
mine
r: W
hat e
lse
can
you
tell
me a
bout
the
stor
y?]
His
dad
let h
im to
, let
hi
m to
a g
ood
plac
e.
Anc
hor:
Carlo
s ge
ts a
boo
k at
the
libar
y. He
wen
t hom
e an
d re
aded
it w
ith h
is da
d.
And
when
Car
los
finish
ed
he p
ut it
in h
is ba
ckpa
ck.
Anc
hor:
Umm,
so
Carla
, Car
los
got a
boo
k, s
choo
l and
he
can
’t wa
it to
read
it
to h
is da
d. W
hen,
whe
n he
got
, whe
n Ca
rlos
got
home
, he
told
his
dad
all a
bout
the
book
. And
th
en w
hen
he w
as d
one
read
ing,
he
put t
he b
ook
in h
is ba
ckpa
ck to
take
it
back
to s
choo
l.
SPEA
KIN
G—
Ret
ell a
Nar
rati
ve
37V
ISU
AL
IM
PAIR
ME
NT
AN
D B
RA
ILL
E P
RA
CT
ICE
TE
ST
9 SAY
Her
e ar
e th
ree
pict
ures
that
go
with
the
stor
y. I
am g
oing
to d
escr
ibe
the
pict
ures
and
then
tell
you
a st
ory.
12
3
Paus
e. Y
ou m
ay p
oint
to e
ach
of th
e pi
ctur
es.
SAY
You
will
hea
r the
sto
ry o
nly
once
. Whe
n I a
m fi
nish
ed, y
ou w
ill te
ll th
e st
ory
back
to m
e.If
app
ropr
iate
, you
may
poi
nt to
the
first
pic
ture
.SA
Y Th
e fir
st p
ictu
re s
how
s a
wom
an g
ivin
g C
arlo
s a
book
. The
sto
ry s
ays
Car
los
got a
boo
k to
read
at h
ome
toda
y. H
e co
uldn
’t w
ait t
o re
ad th
e bo
ok w
ith h
is d
ad.
Poin
t to
the
seco
nd p
ictu
re.
SAY
The
seco
nd p
ictu
re s
how
s C
arlo
s re
adin
g th
e bo
ok a
t hom
e w
ith h
is d
ad. T
he s
tory
say
s w
hen
Car
los
got h
ome,
he
told
his
dad
abo
ut th
e bo
ok. H
is d
ad h
elpe
d hi
m fi
nd a
qui
et s
pace
to re
ad.
Poin
t to
the
third
pic
ture
. SA
Y Th
e th
ird p
ictu
re s
how
s C
arlo
s pu
tting
the
book
into
his
bac
kpac
k. T
he s
tory
say
s w
hen
Car
los
finis
hed
read
ing,
he
put
the
book
in h
is b
ackp
ack
to ta
ke b
ack
to s
choo
l. H
e w
as e
xcite
d to
get
ano
ther
boo
k to
read
.SA
Y N
ow u
se a
ll of
the
info
rmat
ion
in th
e pi
ctur
es to
tell
the
stor
y ba
ck to
me.
NEX
T
Pro
mp
tin
g G
uid
elin
es: R
etel
l a N
arra
tive
Read
the
stor
y on
ly o
nce.
If
the
stud
ent d
oes
not a
nsw
er o
r req
uest
s th
at th
e qu
estio
n be
repe
ated
, say
, “N
ow u
se a
ll th
e pi
ctur
es t
o te
ll th
e st
ory
back
to
me .
”If
the
stud
ent p
oint
s, pa
ntom
imes
, or p
oint
s to
peop
le a
nd th
ings
whi
le sa
ying
wor
ds su
ch a
s thi
s/th
at/th
ese/
thos
e, sa
y, “T
ell m
e in
wor
ds a
bout
the
stor
y .”If
the
stud
ent i
s re
luct
ant o
r sto
ps s
peak
ing
afte
r say
ing
a fe
w s
ente
nces
, pro
mpt
the
stud
ent b
y sa
ying
one
of t
he fo
llow
ing,
“W
hat
else
can
you
tel
l me
abou
t th
e st
ory?
” or
“A
nd t
hen
wha
t ha
ppen
ed?”
Rep
rom
pt n
o m
ore
than
twic
e.If
the
stud
ent i
s st
rugg
ling
to re
mem
ber a
nam
e, s
ay, “
The
girl
’s/b
oy’s
nam
e is
[nam
e] . Y
ou c
an a
lso
say
‘the
gir
l/the
boy
.’”W
hen
scor
ing,
you
sho
uld
cons
ider
the
resp
onse
s gi
ven
by th
e st
uden
t as
a w
hole
, reg
ardl
ess
of re
prom
ptin
g.
Kind
erga
rten
38SP
EAK
ING
—Su
mm
ariz
e an
Aca
dem
ic P
rese
nta
tio
nR
ain
Fo
rest
/ Q
ues
tio
n 1
0
Main
Po
ints
A fu
ll re
spon
se in
clud
es a
t lea
st th
ree
of th
e fo
llow
ing
mai
n po
ints
:•
It (th
e ra
in fo
rest
) is
wet
/hot
.•
Man
y (k
inds
of)
anim
als/
plan
ts a
re th
ere
(in th
e ra
in fo
rest
).•
Ther
e is
sun
(ligh
t) ab
ove
the
tree
s.•
It is
dar
k on
the
(rain
fore
st) fl
oor.
•An
imal
s liv
e in
the
tree
s/on
the
(rain
fore
st) fl
oor.
10 SAY
Her
e is
a p
ictu
re th
at g
oes
with
the
info
rmat
ion.
I am
goi
ng to
des
crib
e th
e pi
ctur
e an
d th
en te
ll yo
u m
ore
info
rmat
ion.
The
pic
ture
sho
ws
a ra
in fo
rest
. The
rain
fore
st h
as m
any
tree
s an
d an
imal
s. S
ome
anim
als
are
in th
e tr
ees,
and
ther
e’s
an a
nim
al o
n th
e gr
ound
.SA
Y I a
m g
oing
to te
ll yo
u ab
out t
he ra
in fo
rest
. Lis
ten
care
fully
. You
will
hea
r the
info
rmat
ion
only
onc
e. W
hen
I am
fin
ishe
d, y
ou w
ill te
ll m
e ab
out t
he ra
in fo
rest
.
39V
ISU
AL
IM
PAIR
ME
NT
AN
D B
RA
ILL
E P
RA
CT
ICE
TE
ST
If a
ppro
pria
te, y
ou m
ay p
oint
to in
dica
te th
e w
hole
pic
ture
.SA
Y Th
is is
a ra
in fo
rest
.If
app
ropr
iate
, you
may
poi
nt to
the
trees
and
then
the
sun.
SAY
The
rain
fore
st is
a v
ery
wet
pla
ce. I
t may
als
o be
ver
y ho
t.If
app
ropr
iate
, you
may
poi
nt to
the
anim
als i
n th
e tre
es.
SAY
Man
y ki
nds
of p
lant
s an
d an
imal
s liv
e in
the
rain
fore
st.
If a
ppro
pria
te, y
ou m
ay p
oint
to th
e to
ps o
f the
tree
s.SA
Y A
bove
the
tree
s th
ere
is s
unlig
ht. S
ome
anim
als
live
in th
e tr
eeto
ps a
nd a
lmos
t nev
er c
ome
dow
n.If
app
ropr
iate
, you
may
poi
nt to
the
fore
st fl
oor.
SAY
On
the
floor
of t
he ra
in fo
rest
it is
dar
k an
d da
mp.
Ver
y lit
tle li
ght g
ets
thro
ugh
the
tree
leav
es.
SAY
Now
it is
you
r tur
n. T
ell m
e ab
out t
he ra
in fo
rest
. Use
the
info
rmat
ion
abou
t the
pic
ture
to h
elp
you.
I ca
n re
peat
th
e pi
ctur
e de
scrip
tion
if yo
u w
ould
like
. P
ause
to le
t the
stud
ent s
umm
ariz
e th
e pr
esen
tatio
n. W
hile
the
stud
ent i
s res
pond
ing,
use
the
mai
n po
ints
and
the
rubr
ic to
scor
e th
e re
spon
se. A
fter t
he st
uden
t res
pond
s,SA
Y Th
is is
the
end
of th
e Sp
eaki
ng te
st. T
hank
you
for y
our a
ttent
ion
and
hard
wor
k.D
IREC
TIO
NS
ON
EN
DIN
G A
TES
T•
Sele
ct th
e [E
nd T
est]
butto
n to
con
tinue
to th
e re
view
scre
en.
•D
o no
t rer
ecor
d re
spon
ses i
f you
see
a re
d tri
angl
e in
the
revi
ew b
ox. S
elec
t the
[ Sub
mit
Test
] but
ton.
•R
emem
ber t
o en
ter s
tude
nt sc
ores
in D
EI a
nd se
cure
ly d
estro
y sc
ore
shee
ts a
nd lo
gon
ticke
ts.
Pro
mp
tin
g G
uid
elin
es: S
um
mar
ize
an A
cad
emic
Pre
sen
tati
on
Read
the
info
rmat
ion
only
onc
e.If
the
stud
ent d
oes
not a
nsw
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.
Kind
erga
rten
40SP
EAK
ING
—Su
mm
ariz
e an
Aca
dem
ic P
rese
nta
tio
nR
ain
Fo
rest
/ Q
ues
tio
n 1
0
Main
Po
ints
A fu
ll re
spon
se in
clud
es a
t lea
st th
ree
of th
e fo
llow
ing
mai
n po
ints
:•
It (th
e ra
in fo
rest
) is
wet
/hot
.•
Man
y (k
inds
of)
anim
als/
plan
ts a
re th
ere
(in th
e ra
in fo
rest
).•
Ther
e is
sun
(ligh
t) ab
ove
the
tree
s.•
It is
dar
k on
the
(rain
fore
st) fl
oor.
•An
imal
s liv
e in
the
tree
s/on
the
(rain
fore
st) fl
oor.
41V
ISU
AL
IM
PAIR
ME
NT
AN
D B
RA
ILL
E P
RA
CT
ICE
TE
ST
Sco
re 0
Sco
re 1
Sco
re 2
Sco
re 3
Sco
re 4
•Res
pons
e is n
otre
levan
t.•R
espo
nse c
ontai
ns no
Engli
sh.
•No r
espo
nse,
“I do
n’tkn
ow,”
or is
comp
letely
unint
elligi
ble.
•Res
pons
e inc
ludes
anatt
empt
to re
feren
ce th
epr
esen
tation
/pictu
re bu
tco
nvey
s littl
e rele
vant
infor
matio
n.•I
deas
are r
arely
cohe
sive
and c
onne
cted.
•Gra
mmar
and w
ord c
hoice
are l
imite
d and
impe
deme
aning
.•P
ronu
nciat
ion or
inton
ation
often
impe
de m
eanin
g.•S
peec
h may
cons
ist of
isolat
ed w
ord(
s) or
phra
se(s)
relat
ed to
the p
ictur
e.
•Res
pons
e inc
ludes
a pa
rtial
summ
ary o
f at le
ast o
ne of
the
main
point
s of th
e pre
senta
tion
and m
ay la
ck an
unde
rstan
ding
of the
main
point
s.•I
deas
are s
ometi
mes c
ohes
ivean
d con
necte
d.•G
ramm
ar an
d wor
d cho
ice ar
esim
ple an
d rep
etitiv
e; er
rors
often
impe
de m
eanin
g.•P
ronu
nciat
ion or
inton
ation
often
impe
de m
eanin
g.• S
peec
h may
be sl
ow, c
hopp
y, or
haltin
g.
•Res
pons
e inc
ludes
a mo
stly
clear
summ
ary o
f som
eof
the m
ain po
ints o
f the
pres
entat
ion w
ith pa
rtial/b
asic
detai
ls.•I
deas
are u
suall
y coh
esive
and c
onne
cted.
•Gra
mmar
and w
ord c
hoice
are a
dequ
ate; e
rrors
occa
siona
lly im
pede
mea
ning.
•Pro
nunc
iation
or in
tonati
onoc
casio
nally
impe
de m
eanin
g.•S
peec
h is f
airly
susta
ined,
thoug
h som
e cho
ppine
ss or
haltin
g may
occu
r.
• A fu
ll res
pons
e inc
ludes
a clea
r sum
mary
of the
main
point
s and
detai
lsof
the pr
esen
tation
.•I
deas
are c
ohes
ive an
dco
nnec
ted.
•Gra
mmar
and w
ord
choic
e are
varie
d and
effec
tive;
erro
rs do
not
impe
de m
eanin
g.•P
ronu
nciat
ion or
inton
ation
do no
t impe
deme
aning
.•S
peec
h is u
suall
ysm
ooth
and s
ustai
ned.
Anc
hor:
(Res
pons
e in
prim
ary
lang
uage
.)
Anc
hor:
Umm,
the
. . .
the
elep
hant
, he
just
wal
k.
And
the
bird
, he
just
we
nt in
the
tree
. And
so
the
monk
ey ju
st w
ent t
o th
e tr
ee. A
nd th
is slo
th,
he ju
st w
ent t
o th
e tr
ee
too.
[Exa
mine
r: W
hat e
lse c
an
you
tell
me a
bout
wha
t yo
u he
ard?
]N
othi
ng. T
here
’s no
thin
g.
Anc
hor:
Umm,
som
e an
imal
s do
n’t
touc
h th
e gr
ound
bec
ause
th
ey li
ke to
spe
nd a
ll th
e tim
e in
the
tree
s. So
me
anim
als
don’t
like
to to
uch
the
top
beca
use
they
’re
scar
ed; t
hat’s
why
they
sta
y on
the
grou
nd.
[Exa
mine
r: W
hat e
lse c
an
you
tell
me a
bout
wha
t you
he
ard?
]Yu
p. Th
e tr
ees
that
are
bi
gger
than
the
little
tree
s, th
e lit
tle tr
ees s
tart
to g
row
up b
ig a
nd ta
ll an
d st
rong
.
Anc
hor:
The
rain
for
est i
s . .
. is
wet.
And
almo
st a
nima
ls do
n’t g
o do
wn th
ere.
And
do
wn th
e ra
in f
ores
t, it’
s a
little
. . .
it’s
a lit
tle s
unny
, bu
t it g
ets
a lo
t of
shad
e.
Anc
hor:
It’s
hot.
Ther
e’s lo
ts
of tr
ees.
Ther
e’s m
ore
sun
on to
p. An
imal
s liv
e in
the
tree
s.
Note
s:•M
inor f
actua
l inac
cura
cies o
r omi
ssion
s are
acce
ptable
as lo
ng as
the s
tuden
t exp
ress
es a
clear
summ
ary o
f the p
rese
ntatio
n.•D
on’t p
enali
ze fo
r misp
ronu
nciat
ion of
any w
ord t
hat d
oesn
’t inte
rfere
with
mea
ning.
42 VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
Reading—Kindergarten
Special Directions for Reading
• Assemble supplementary materials.
• For students with low vision, you may sweep your finger or pencil under the question and options on the screen as you read and say them aloud. For all questions, you will select the student’s response on the Student Testing Interface.
• For questions that have the options C, IC, and NR, select “C” for a correct response, “IC” for an incorrect response, and “NR” for no response.
• For questions that have the options A, B, and C, do not say the option letters (A, B, C), and do not read “NR” aloud to the student.
• For questions with text options, say, “Tell me your answer,” after you have read the last option.
• For questions with picture options, read the picture descriptions provided. Say, “Tell me your answer,” after you have read the last picture description.
• The READ AND SAY symbol indicates text on the student’s screen that you will read aloud as you sweep your finger or pencil underneath. This may benefit test takers who have low vision, but is not required.
• When sweeping your finger or pencil under a word, phrase, sentence, or picture, do not cover up any part of the text or picture.
• If there are terms that include a phonetic pronunciation in brackets, pronounce the word as provided in the brackets.
• Refer to the Prompting Guidelines before each task in this DFA.
• If a student seems to need confirmation from the test examiner while reading, say, “It’s OK, do your best.”
NOTE: On this test, any given set of questions will appear on a single screen with a scrollable view. The test examiner will need to scroll all the way down the screen to ensure that all questions are completed.
Beginning the Reading Test
The Reading Practice Test can be administered in several ways. It can be administered as a practice activity by marking the student’s responses in the Student Testing Interface. The Student Testing Interface does not capture the scores or produce a printed report. As an option, the test examiner can both administer the practice test and check the student’s answers. The test examiner may choose to copy the practice test score sheet, bubble the answers while administering the test, and then use the scoring keys to check the answers. You must select an answer for each question to move on to the next question.
The Reading Scoring Sheet is located at the end of this document.
43VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
Reading—Kindergarten (cont .)
To begin the test, follow the directions in the How to Start a Practice Test Session Using the Same Procedures as the Operational Tests portion of this document or the How to Start a Test Session as a Guest portion of this document.
1 When screen Number 1 comes up,
SAY This is the Reading section of the ELPAC test. In this part of the test, we are going to read together. I will ask you some
questions. You will point to your answer or tell me your answer with words. If you are unsure of how to respond to a question, just respond the best you can.
If you need me to repeat a question, just ask. You will now begin the Reading questions. Select [Next] to advance to screen Number 2. Administer the Reading questions using the scripts below.
READING—Read-Along Word with Scaffolding
Kindergarten
44
READING—Read-Along Word with Scaffolding
VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
Reading—Read-Along Word with Scaffolding
Prompting Guidelines: Read-Along Word with ScaffoldingFor the first question, prompting guidelines are given in the script. For the second question, repeat the question once if the student requests. For questions with text options, say, “Tell me your answer,” after you have read the last option. For questions with picture options, read the picture descriptions provided. Say, “Tell me your answer,” after you have read the last picture description. If the student does not give an answer, repeat the question. If the student gives an answer that is not clear, you may repeat the question or say, “Tell/Show me again .” If the student still does not answer, choose No Response (NR) and move to the next question.
2
SAY We are going to read together. If appropriate, you may point to the first letter in the word.
SAY What is the first letter of this word?Mark rating of “Student names the first letter” in the Student Testing Interface.
If the student provides the letter sound instead of the letter name, mark the next question correct and repeat the current question.
SAY What is the sound of the letter p?Mark rating of “Student provides the sound of the first letter” in the Student Testing
Interface. If appropriate, you may point to the next letter in the word.
SAY What is the next letter of this word?Mark rating of “Student names the next letter” in the Student Testing Interface.
If appropriate, you may point to the last letter in the word.SAY What is the last letter of this word?
Mark rating of “Student names the last letter” in the Student Testing Interface.If appropriate, you may sweep your finger under the word while saying the following prompt.
SAY Now read the word.Mark rating of “Student reads the word” in the Student Testing Interface.
If the student does not read the word aloud or does not say the correct word, SAY Read the word with me: “pan.”
If appropriate, you may sweep your finger under the word while reading the word aloud.Be sure you entered a rating of the student’s response for all five parts of the question.
Kindergarten
45VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
3
SAY What is something you can do with a pan?CookPaintDrive
4
SAY We are going to read together. If appropriate, you may point to the first letter in the word.
SAY What is the first letter of this word?Mark rating of “Student names the first letter” in the Student Testing Interface.
If the student provides the letter sound instead of the letter name, mark the next question correct and repeat the current question.
SAY What is the sound of the letter p?Mark rating of “Student provides the sound of the first letter” in the Student Testing
Interface. If appropriate, you may point to the next letter in the word.
SAY What is the next letter of this word?Mark rating of “Student names the next letter” in the Student Testing Interface.
If appropriate, you may point to the last letter in the word.SAY What is the last letter of this word?
Mark rating of “Student names the last letter” in the Student Testing Interface.If appropriate, you may sweep your finger under the word while saying the following prompt.
SAY Now read the word.Mark rating of “Student reads the word” in the Student Testing Interface.
If the student does not read the word aloud or does not say the correct word,SAY Read the word with me: “pig.”
If appropriate, you may sweep your finger under the word while reading the word aloud.Be sure you entered a rating of the student’s response for all five parts of the question.
5
SAY What does a pig do?Write with a penFill up a bucketWalk on the ground
.
READING—Read-Along Word with Scaffolding
Kindergarten
46
READING—Read-Along Story with Scaffolding
VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
Reading—Read-Along Story with Scaffolding
Prompting Guidelines: Read-Along Story with ScaffoldingFor the first question, prompting guidelines are given in the script. After the first question, read the story in full only once. For the remaining questions, repeat the question once if the student requests. For questions with text options, say, “Tell me your answer,” after you have read the last option. For questions with picture options, read the picture descriptions provided. Say, “Tell me your answer,” after you have read the last picture description. If the student does not give an answer, repeat the question. If the student gives an answer that is not clear, you may repeat the question or say, “Tell/Show me again .” If the student still does not answer, choose No Response (NR) and move to the next question.
6For all Read-Along Story with Scaffolding questions, it may be helpful to expand the
portion of the screen that contains the text by selecting the down-pointing arrow for number 6 or the right-pointing arrow for numbers 7 through 9.
SAY The picture shows a family going together to an outdoor music show.SAY We are going to read together.SAY Show me where we should start reading.
Pause for the student to respond.Mark rating of the “Student points to the first word” in the Student Testing Interface.
If the student answered the previous question incorrectly,SAY We will start reading here. Put your finger here.
To all students,SAY Follow along as I read.READ AND SAY Slowly read and say the sentences aloud. Watch to see that the student is able to
follow from left to right and top to bottom.Mark rating of the “Student follows the text from left to right and top to bottom” in the
Student Testing Interface.
Kindergarten
47VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
READING—Read-Along Story with Scaffolding
7
SAY There are three pictures. The first picture shows a family going together to an outdoor music show. The second picture shows the family sitting together on a blanket outside. The third picture shows the family together clapping their hands.
SAY Now I will read the story to you. Listen while I read. READ AND SAY Read and say the sentences on the screen at a natural pace, beginning with
the first panel. If appropriate, you may sweep your finger under the sentences as you read them.
For each question, if appropriate, you may sweep your finger under the question and options on the screen as you read and say them aloud. For all questions, you will select the student’s response on the Student Testing Interface.
8
READ AND SAY If appropriate, you may sweep your finger under the question and options on the screen as you read and say them aloud. Use the picture descriptions below for the options.
SAY A blanket A bench A table For each question, if appropriate, you may sweep your finger under the question and options
on the screen as you read and say them aloud. For all questions, you will select the student’s response on the Student Testing Interface.
9
READ AND SAY If appropriate, you may sweep your finger under the question and options on the screen as you read and say them aloud. For all questions, you will select the student’s response on the Student Testing Interface.
If there have been no responses or no correct responses to this point, you may stop testing in the Reading domain. Select [Pause].
Kindergarten
48
READING—Read-Along Information
VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
Reading—Read-Along Information
Prompting Guidelines: Read-Along InformationRead the information only once. Repeat the question once if the student requests.For questions with text options, say, “Tell me your answer,” after you have read the last option.For questions with picture options, say, “Point to your answer,” after you have read the question.If the student does not give an answer, repeat the question. If the student gives an answer that is not clear, you may repeat the question or say, “Tell/Show me again .”If the student still does not answer, choose No Response (NR) and move to the next question.
10
SAY There are three pictures. The first picture shows two clouds and rain drops in the sky. The second picture shows two flowers with rain drops falling on them. The third picture shows a boy in a raincoat jumping in a puddle.
SAY Now we are going to read together. Listen while I read.READ AND SAY If appropriate, you may sweep your finger under the question and options on the
screen as you read and say them aloud. Use the picture descriptions below for the options.SAY An umbrella
CloudsA watering can
READ AND SAY If appropriate, you may sweep your finger under the sentences as you read and say them aloud.For all questions, you will select the student’s response on the Student Testing Interface.If the student does not answer, say, “Tell me your answer.”
11If appropriate, you may sweep your finger under the question and options on the screen as you read and say them aloud. For all questions, you will select the student’s response on the Student Testing Interface.If the student does not answer, say, “Tell me your answer.”
12If appropriate, you may sweep your finger under the question and options on the screen as you read and say them aloud. For all questions, you will select the student’s response on the Student Testing Interface.If the student does not answer, say, “Tell me your answer.”
Kindergarten
49VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
READING—Read-Along Information
13
SAY There are three pictures. The first picture shows a bear and a tiger. The second picture shows a bird and a squirrel. The third picture shows a turtle.
SAY Now we are going to read together. Listen while I read.READ AND SAY If appropriate, you may sweep your finger under the sentences as you read and say
them aloud.If appropriate, you may sweep your finger under the question and options on the screen as you read and say them aloud. For all questions, you will select the student’s response on the Student Testing Interface.If the student does not answer, say, “Tell me your answer.”
14If appropriate, you may sweep your finger under the question and options on the screen as you read and say them aloud. For all questions, you will select the student’s response on the Student Testing Interface.If the student does not answer, say, “Tell me your answer.”
15If appropriate, you may sweep your finger under the question and options on the screen as you read and say them aloud. Use the picture descriptions below for the options.
SAY A shellA treeA cave
For questions with picture options, read the picture descriptions provided. Say, “Tell me your answer,” after you have read the last picture description. If the student requests that a question be repeated, you may repeat the question once. If the student does not answer or gives an answer that is not clear, you may repeat the question once. If the student still does not answer, choose No Response (NR) and move to the next question.
After the student responds to the last question, SAY This is the end of the Reading test. Thank you for your attention and hard work.
DIRECTIONS FOR ENDING A TEST• Select [End test] represented by a red square.• Select [Yes] to continue.• Select [Submit test].• Select [Yes] to submit.
Kindergarten
50 VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
Reading Scoring Keys
READING—Scoring Keys
Read-Along Word with Scaffolding
Number Answer Key2 5 correct = 2 points,
1–4 correct = 1 point, 0 correct = 0 points
3 A4 5 correct = 2 points,
1–4 correct = 1 point, 0 correct = 0 points
5 C
Read-Along Story with Scaffolding
Number Answer Key6 2 correct = 2 points,
1 correct = 1 point,0 correct = 0 points
7 C8 A9 B
Read-Along Information
Number Answer Key10 B11 C12 C13 B14 A15 A
Kindergarten
51VISUAL IMPAIRMENT AND BRAILLE PRACTICE TEST
52
Student Score Sheet
Name:
Grade:
Student ID:
LISTENING Visual Impairment and Braille Practice Test—KindergartenListen to a Short Exchange 2 A B C NR 3 A B C NR 4 A B C NR 5 A B C NR 6 A B C NRListen to a Story 7 A B C NR 8 A B C NR 9 A B C NR 10 A B C NR 11 A B C NR12 A B C NR 13 A B C NR 14 A B C NR 15 A B C NRListen to an Oral Presentation 16 A B C NR 17 A B C NR 18 A B C NR 19 A B C NR 20 A B C NR 21 A B C NR
LISTENING Total:
SPEAKING Visual Impairment and Braille Practice Test—KindergartenTalk About a Scene
2 0 1 3 0 1 4 0 1 25 0 1 2
Support an Opinion 6 0 1 2 7 0 1 2
Retell a Narrative8 0 1 2 3 4 9 0 1 2 3 4
Summarize an Academic Presentation 10 0 1 2 3 4
SPEAKING Total:
53
READING Visual Impairment and Braille Practice Test—KindergartenRead-Along Word with Scaffolding 2 Student names the first letter. C IC NR Student provides the sound of the first letter. C IC NR
Student names the next letter. C IC NRStudent names the last letter. C IC NRStudent reads the word. C IC NR
3 A B C NR 4 Student names the first letter. C IC NR Student provides the sound of the first letter. C IC NR
Student names the next letter. C IC NRStudent names the last letter. C IC NRStudent reads the word. C IC NR
5 A B C NRRead-Along Story with Scaffolding 6 Student points to the first word. C IC NR
Student follows the text from left to right and top to bottom C IC NR7 A B C NR
8 A B C NR 9 A B C NRRead-Along Information 10 A B C NR 11 A B C NR 12 A B C NR 13 A B C NR 14 A B C NR 15 A B C NR
READING Total: