elpac practice test dfa—grade two · beginning the writing test44. writing test questions 45....
TRANSCRIPT
ELPACEnglish Language Proficiency Assessments for California
Listening, Speaking, Reading and Writing:Directions for Administration
Practice TestGrade 2
ii PRACTICE TEST
ELPAC Administration Notes
FOR QUESTIONS REGARDING THE ELPAC OR FOR ADDITIONAL ASSISTANCE:• Test examiners and other school personnel should contact their LEA ELPAC
coordinator.• LEA ELPAC coordinators should contact the California Technical Assistance Center
(CalTAC) by phone at 800-955-2954, or by email at [email protected]. CalTAC is open from 7 a.m. to 5 p.m. Monday through Friday.
Copyright © 2019 by the California Department of Education (CDE). All rights reserved.
iiiPRACTICE TEST
Table of Contents
Directions for Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Introduction to the ELPAC Practice Test Directions for Administration 1Using the DFA 2
Administering a Practice Test Session 2When to Stop the Test 3
Additional Directions 3How to Print the DFA (optional) or View the DFA Online 3
Logon and Audio/Sound Check Instructions 4How to Start a Test Session as a Guest 4How to Start a Practice Test Session Using the Same Procedures as the Operational Tests 8
Listening: Test Administration Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Special Directions for Listening . 14
Beginning the Listening Test 14
Listening: Scoring Keys 16
Speaking: Test Administration Directions 18
Speaking: Test Administration Directions 18Prompting and Scoring Guidelines for the Speaking Domain 19Audio Capture for the Speaking Domain 19Recommended Seating Arrangement for Speaking 20
Speaking Test Questions 22Speaking—Talk About a Scene 22Speaking—Speech Functions 24Speaking—Support an Opinion 26Speaking—Retell a Narrative 30Speaking—Summarize an Academic Presentation 32
Reading: Test Administration Directions 40
Special Directions for Reading 40
Beginning the Reading Test 40
Reading: Scoring Keys 42
Writing: Test Administration Directions 44
Special Directions for Writing 44
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Beginning the Writing Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Writing Test Questions 45Writing—Write a Story Together with Scaffolding 45Writing—Write an Informational Text Together 46Writing—Write and Describe a Picture 47Writing—Write About an Experience 47
Writing Practice Test Answer Book 48
Writing Rubrics 53
Student Score Sheets 56
Table of Contents (cont .)
1PRACTICE TEST
Directions for Administration
Introduction to the ELPAC Practice Test Directions for Administration
This manual contains directions and the specific scripts you will need to administer 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 practice tests is to familiarize students and test examiners with the testing interface, item types, and accessibility resources as well as to provide students with the opportunity to practice a full length test. The practice tests provide a sample of the question types and grade-level content and contain the same number of questions that appear on the ELPAC operational tests. There is an ELPAC practice test available for each grade level/span.
Please note that the practice tests do not produce scores. These practice tests are available all year and may be used at any time in preparation for the operational ELPAC tests.
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/.
2 PRACTICE TEST
Directions for Administration (cont .)
Using the DFAThis DFA document should be used to administer the practice test. The Writing practice test Answer Book pages are also located in this document.
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
READ AND SAY 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, Speaking, and Writing).
Administering a Practice Test Session
The kindergarten through grade 2 test is administered by the test examiner. Each student will be tested individually.
• If you are administering the practice test using the same procedures as the operational tests, confirm that the student has been assigned the correct test settings (designated supports and accommodations) in the Test Operations Management System (TOMS).
*A test examiner does not need to be present to use the ELPAC practice test; however, the term “test examiner” is used in this document to show what a test examiner will do to administer the test.
3PRACTICE TEST
Directions for Administration (cont .)
• If you are administering the practice test using a standard supported web browser without the use of the Test Administrator Interface or secure browser, apply the appropriate test settings (designated supports and accommodations) for the student in the Student Testing Interface for the practice and training tests directly.
Gather the following test materials:• Copy of this DFA
• Make a copy of the Writing practice test Answer Book
• Electronic device for the student to access the test
• Scratch paper for note-taking
• If applicable, an electronic device for the test examiner to use the Test Administrator Interface
• Pencils with erasers
• Headsets and splitter for the test examiner and student (if preferred)
When to Stop the TestThere are stopping markers in each domain as indicated by the . If there have been no responses or no correct responses to the stopping marker, the test examiner may stop administering each domain by clicking [Pause].
Additional Directions
How to Print the DFA (optional) or View the DFA OnlinePrinting Instructions:If possible, choose the following settings when printing the DFA:
• Select two-sided printing (with binding on the long edge).
• Staple on the vertical edge, left-hand side of the printed document.
• Turn the document horizontally when viewing the speaking test questions.
Instructions for Viewing Online:• Open the PDF file in Adobe Acrobat.
• When you get to the test questions, rotate the view by going to: View (on the main menu) > Rotate View > and select Clockwise.
4 PRACTICE TEST
Directions for Administration (cont .)
Logon and Audio/Sound Check Instructions
How to Start a Test Session as a Guest
SAY Today you will be taking the ELPAC. First, I am going to sign you in. 1) Navigate to the ELPAC website (https://www.elpac.org). 2) Select the [Practice & Training Tests] button.
3) Select the [Student Interface Practice and Training Tests] link to launch the Student Sign In screen on the student’s testing device.4) Select the [Sign In] button to log on to the test as a guest.
5) Select the appropriate grade from the drop-down menu.
6) On the test selection screen, select the appropriate ELPAC practice test.
SAMPLE
5PRACTICE TEST
7) You will see a Choose Settings screen.
8) Choose test settings as needed, then select the [Select] button.
If administering the Listening and Reading test, go to the top of page 6.
If administering the Speaking test, go to the bottom of page 6.
Directions for Administration (cont .)
6 PRACTICE TEST
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. 9) Select the [Play] button. Check that the student can hear the music and see the moving
musical notes. 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).
10) 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 15.
For the Reading test, turn to page 41.
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].
Directions for Administration (cont .)
7PRACTICE TEST
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.
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 and you will see a white circle. Let’s practice.
SAY Describe what you are wearing today. Pause for student’s response. When student has finished speaking, press the square stop
button to stop recording. Acknowledge the student’s correct response, or model a correct response, such as “You could have said, ‘I am wearing blue pants and a white shirt.’”
SAY Now let’s see if it recorded your voice. Playback by pressing the green Play button. SAY Did you hear yourself? Pause for student’s response. Select [I heard my recording]. Select the [Continue] button. 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 22.
Directions for Administration (cont .)
8 PRACTICE TEST
How to Start a Practice Test Session Using the Same Procedures as the Operational Tests
SAY Today you will be taking 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] link to log on to the Test Administrator Interface for the practice test.4) Log on to the Test Administrator Interface using your TOMS username (your email address) and password.5) Select the practice test(s) you want to administer from the test selection window.6) Select the [Start Practice Session] button.7) Upon selecting the [Start Practice Session] button, a Session ID will appear on the top right corner of the Test Administrator Interface.
Directions for Administration (cont .)
9PRACTICE TEST
Directions for Administration (cont .)
STUDENT INTERFACE 8) Launch the secure browser on the student’s testing device and select the button on
the screen to go to the Practice and Training Test site or select the [Student Interface Practice and Training Tests] link from the Practice and Training Tests tab on https://www.elpac.org.9) Toggle the blue Guest User and Guest Session buttons to [OFF], and log the student on.
• In the First Name field, enter the student’s first name as it appears in the California Longitudinal Pupil Achievement Data System.
• In the SSID field, enter the student’s 10-digit Statewide Student Identifier.• In the Session ID field, enter the Session ID generated from the Test
Administrator Interface.
10) Verify the student information is correct on the “Is This You?” screen. Select [Yes] to continue. (Select [No] if the student information is not correct. Notify your ELPAC coordinator if it is not.)
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STUDENT INTERFACE (cont.) 11) On the test selection screen, select the appropriate ELPAC practice test.
SAMPLE
Directions for Administration (cont .)
TEST ADMINISTRATOR INTERFACE
12) Go back to your test examiner device and in the Test Administrator Interface, approve the student to test.13) Verify you have selected the correct test and test settings for the student by selecting the [Approvals] button. The eye icon allows you to view and set test settings, the check mark allows you to approve the test, and the “X” allows you to deny the test.14) Go back to the student testing device.
If administering the Listening and Reading test, go to page 11.
If administering the Speaking test, go to page 12.
11PRACTICE TEST
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) Select the [Play] button. Check that the student can hear the music and see the
moving musical notes. 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 15.
For the Reading test, turn to page 41.
Directions for Administration (cont .)
12 PRACTICE TEST
Directions for Administration (cont .)
Logon Instructions: Speaking ONLY
SAY Before we begin, we need to check to see if you can hear the audio.
STUDENT INTERFACE If using headphones, put headphones on now. Select the speaker button to play the audio.
SAY Did you hear the music? Pause for student’s response. Select [I heard the sound].
SAY Now we need to check to see if the computer will record your voice. In this test, I’m going to ask you some questions and record your answers.
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 and you will see a white circle. Let’s practice.
SAY Describe what you are wearing today. Pause for student’s response. When student has finished speaking, press the square stop
button to stop recording. Acknowledge the student’s correct response, or model a correct response, such as “You could have said, ‘I am wearing blue pants and a white shirt.’”
13PRACTICE TEST
STUDENT INTERFACE (cont.)
SAY Now let’s see if it recorded your voice. Playback by pressing the green Play button.
SAY Did you hear yourself? Pause for student’s response. Select [I heard my recording]. Select the [Continue] button.
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. NEXT For the Speaking test, turn to page 22.
Directions for Administration (cont .)
14 PRACTICE TEST
Listening—Grade 2
Special Directions for Listening
• Once the student is logged on, if the student seems able to navigate the test content independently, your role will be to remain near the student, monitoring the student’s navigation of the test and answering any test navigation questions that come up. If you judge that the student is not easily able to navigate the test content independently, you may navigate for the student and enter the answer choices that the student indicates.
• If you are navigating for the student and the student does not respond to a question, reprompt, “What do you think is the best answer? Please choose an answer to continue.” If the student still does not answer, reprompt, “Please choose the best answer. If you do not choose an answer, you will not see the other questions.” If the student still does not answer, discontinue the test by selecting [Pause].
• If headsets are going to be used for the administration of the Listening test, the student and test examiner may point to questions and answer choices at the appropriate time as the test audio plays.
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 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 contains recorded audio directions for the Listening section. Test content begins with screen Number 2.
15PRACTICE TEST
Listening—Grade 2 (cont .)
When screen Number 1 comes up,
SAY This is the Listening section of the ELPAC test. In this part of the test, you will listen carefully. Then you will answer some questions. First, listen to the directions.
Either you or the student may play the directions, then select [Next] to advance to screen Number 2. Administer the Listening domain. To begin playing the audio for each conversation, story, information, or question, either you or the student may select the audio player button on the screen. Remain near the student, monitoring the student’s navigation of the test and answering any test navigation questions that come up. If the student seems to be struggling to navigate the test, you may navigate for the student and enter the answer choices that the student indicates. An answer must be selected for each question to move on to the next question.
After administering Number 5, if there have been no responses or no correct responses you may stop testing in the Listening domain.After the student responds to the last question,
SAY This is the end of the Listening test. Thank you for your attention and hard work.
DIRECTIONS FOR ENDING A TEST• Select [End test] represented by a red square. • Select [Yes] to continue. • Select [Submit test]. • Select [Yes] to submit.
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GRADE 2 LISTENING—Scoring Keys
Listening Scoring Keys
Listen to a Short ExchangeNumber Answer Key
2 C3 C
Listen to a Classroom ConversationNumber Answer Key
4 B5 A
Listen to a StoryNumber Answer Key
6 C7 A8 B9 A
10 C11 B12 A13 B14 C
Listen to an Oral PresentationNumber Answer Key
15 C16 B17 B18 C19 B20 A21 A22 B23 C
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Speaking—Grade 2
Speaking—Test Administration Directions
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.
It is highly recommended that test examiners spend time preparing to administer and score the Speaking domain. The ELPAC includes task types with integrated skills, multiple rubrics, reading of complex academic text, and increased interactions between students and test examiners. The following are suggestions to help prepare for a successful test administration.
• Practice and Modeling: A practice question is included as part of the audio capture so the test examiner may provide feedback to let the student know they are responding correctly. The practice question in the audio capture is “Describe 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 this 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.
19PRACTICE TEST
Speaking—Grade 2 (cont .)
Prompting and Scoring Guidelines for the Speaking Domain • Prompting—Appropriate Wait Time: The amount of time it takes for students to
respond to a test question varies greatly. Test examiners should allow students enough time to compose their thoughts and prepare a response in English.
• Prompting—Student Answers Question Before Test Examiner Asks: Some students anticipate the next question and start to respond before the test examiner asks the question. The test examiner should not interrupt the student to ask the question. If the student response does not address the question, the test examiner should ask the question.
• Prompting—Repeating the Question: When a student asks or does not respond, you may repeat the question once.
• Prompting—Encouraging Students: Throughout the test, if a student is reluctant or asks for assistance that is not allowed, test examiners should give general encouragement by saying words such as, “It’s OK, do your best,” or “You are doing a good job,” etc.
• Scoring—Self-Correction: Since students respond to test questions fairly quickly, they sometimes change what they say in the middle of a word or sentence. Students who self-correct are not to be penalized; however, if a response is so halting or choppy that meaning is impeded, it may affect the score.
Audio Capture for the Speaking DomainFor 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.
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.
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.
20 PRACTICE TEST
Recommended Seating Arrangement for SpeakingThe following shows two options for seating arrangements for the test examiner and the student.
Test Examiner Student
Test Examiner
Student
Test Examiner
StudentTest Examiner Student
Speaking—Grade 2 (cont .)
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am
go
ing
to a
sk y
ou s
ome
ques
tions
abo
ut it
.
•Inc
orre
ct re
spon
se/no
t rele
vant/
comp
letely
un
intell
igible
/no re
spon
se/re
spon
se co
ntains
no
Eng
lish/“
I don
’t kno
w .”
•Cor
rect
resp
onse
.
2SA
Y W
hat i
s on
the
tabl
es?
NEX
T
Anc
hor:
{{
Tabl
es.
Anc
hor:
{{
Pain
t/bl
ocks
/art
sup
plie
s.
3SA
Y D
escr
ibe
wha
t the
boy
s
are
doin
g.
N
EXT
Anc
hor:
{{
I fo
rget
.Anc
hor:
{{
Pain
ting/
colo
ring
(the
blo
cks/
cube
s).
23T
RA
ININ
G T
ES
T
No
.It
em
Sco
re 0
Sco
re 1
Sco
re 2
blank
ce
llFo
r que
stio
ns 4
and
5, i
f the
stud
ent
give
s a o
ne-w
ord
resp
onse
, say
, “Te
ll m
e m
ore.
”
• Res
pons
e is n
ot re
levan
t.• R
espo
nse c
ontai
ns no
En
glish
.• N
o res
pons
e, “I
don’t
know
,” or
is co
mplet
ely un
intell
igible
.
• Res
pons
e is l
imite
d or
partia
lly re
levan
t.• E
rrors
in gr
amma
r, pr
onun
ciatio
n, or
inton
ation
im
pede
mea
ning.
• Res
pons
e is r
eleva
nt.• E
rrors
in gr
amma
r, pr
onun
ciatio
n, or
inton
ation
do
not im
pede
mea
ning.
4SA
Y W
hat k
ind
of c
lass
is th
is?
Wai
t for
the
stud
ent’s
resp
onse
.
SA
Y H
ow d
o yo
u kn
ow?
NEX
T
Anc
hor:
{{
Clas
s. [E
xami
ner:
How
do y
ou
know
?]
(No
resp
onse
.)
Anc
hor:
{{
Art.
[Exa
mine
r: Ho
w do
you
kn
ow?]
(P
oint
ing.)
[E
xami
ner:
Tell
me in
wo
rds.]
(S
hake
s he
ad.)
Anc
hor:
{{
An a
rt c
lass
. [E
xami
ner:
How
do y
ou
know
?]
Beca
use
ther
e is
art
stuf
f in
the
room
.
5SA
Y D
escr
ibe
wha
t is
on th
e w
alls
.
N
EXT
Anc
hor:
{{
(Res
pons
e in
prim
ary
lang
uage
.)
Anc
hor:
{{
Pict
ures
. [E
xami
ner:
Tell
me
more
.] Pi
ctur
e.
Anc
hor:
{{
Ther
e’s a
pic
ture
and
a
cloc
k, a
nd th
ere’s
a
pict
ure
. . .
that
’s a
pict
ure
fram
e.
Pro
mp
tin
g G
uid
elin
es: T
alk
Ab
ou
t a
Scen
e
If th
e st
uden
t doe
s no
t ans
wer
or r
eque
sts
that
a q
uest
ion
be re
peat
ed, y
ou m
ay re
peat
the
ques
tion
once
.If
the
stud
ent p
oint
s, pa
ntom
imes
, or p
oint
s to
peo
ple
and
thin
gs w
hile
say
ing
wor
ds s
uch
as th
is/th
at/th
ese/
thos
e, s
ay, “
Tell
me
in w
ords
.”Fo
r que
stio
ns 4
and
5, i
f the
stu
dent
giv
es a
one
-wor
d re
spon
se, s
ay, “
Tell
me
mor
e .”
24G
RAD
E 2
SPEA
KIN
G—
Spee
ch F
un
ctio
ns
Ass
ign
men
t, N
ew B
oo
k, S
it C
lose
r /
Qu
esti
on
s 6–
8
No
.Q
uest
ion
Fun
ctio
nSco
re 0
Sco
re 1
Sco
re 2
• Res
pons
e doe
s not
addr
ess t
he
langu
age f
uncti
on.
• Res
pons
e con
tains
no E
nglis
h.• N
o res
pons
e, or
“I do
n’t kn
ow,”
or is
co
mplet
ely un
intell
igible
.
• Res
pons
e add
ress
es th
e lan
guag
e fun
ction
in a
limite
d way
. List
ener
eff
ort is
requ
ired t
o inte
rpre
t me
aning
.• E
rrors
in gr
amma
r, wor
d cho
ice,
pron
uncia
tion,
or in
tonati
on im
pede
me
aning
.
• Res
pons
e app
ropr
iately
ad
dres
ses t
he la
ngua
ge fu
nctio
n in
a clea
r way
. No l
isten
er ef
fort
is re
quire
d to i
nterp
ret m
eanin
g. • E
rrors
in gr
amma
r, wor
d cho
ice,
pron
uncia
tion,
or in
tonati
on do
no
t impe
de m
eanin
g.
6A
ssig
nmen
tR
eque
stin
g in
form
atio
nAnc
hor:
I wo
uld
raise
my
hand
and
tell
her.
Anc
hor:
Umm,
I n
eed
help
.Anc
hor:
Sorr
y, I
did
n’t u
nder
stan
d wh
at y
ou w
ere
sayi
ng. C
an y
ou
plea
se s
ay it
aga
in?
7N
ew B
ook
Mak
ing
a re
ques
tAnc
hor:
(Res
pons
e in
prim
ary
lang
uage
.)Anc
hor:
Coul
d yo
u ge
t the
boo
k fo
r me?
Anc
hor:
May
I p
leas
e gr
ab a
new
boo
k fr
om th
e bo
oksh
elf?
8Si
t Clo
ser
Mak
ing
a re
ques
tAnc
hor:
Raise
my
hand
and
sai
d, “I
can
’t se
e th
e pi
ctur
es a
nd I
can
’t he
ar y
ou re
ad.”
Anc
hor:
Coul
d yo
u sp
eak
a lit
tle lo
uder
?Anc
hor:
Umm,
may
I p
leas
e sit
clo
ser
to y
ou s
o I
coul
d he
ar w
hat
you
are
sayi
ng?
25P
RA
CT
ICE
TE
ST
SA
YN
ow le
t’s p
ract
ice
a di
ffere
nt k
ind
of q
uest
ion.
The
re a
re n
o pi
ctur
es. I
’m g
oing
to te
ll yo
u ab
out s
ome
situ
atio
ns
that
cou
ld h
appe
n to
you
. The
n, te
ll m
e w
hat y
ou w
ould
say
. Rem
embe
r to
answ
er a
ll qu
estio
ns in
Eng
lish.
If y
ou
wan
t me
to re
peat
a q
uest
ion,
you
can
ask
me
to. T
he fi
rst o
ne is
for p
ract
ice.
PRA
CTI
CE—
DO
NO
T R
ECO
RD
SAY
You
wan
t to
know
if y
our f
riend
fini
shed
a m
ath
wor
kshe
et. W
hat w
ould
you
say
to y
our f
riend
?Pa
use.
Wai
t for
an
answ
er.
Ack
now
ledg
e th
e st
uden
t’s c
orre
ct re
spon
se, o
r mod
el
a co
rrec
t res
pons
e, su
ch a
s “D
id y
ou fi
nish
you
r w
orks
heet
?” o
r “Ar
e yo
u do
ne w
ith y
our w
orks
heet
?”
Func
tion:
ask
ing
for i
nfor
mat
ion
6 SAY
You
did
not u
nder
stan
d w
hat y
our t
each
er s
aid
abou
t an
assi
gnm
ent.
You
wan
t to
know
wha
t yo
u ne
ed to
do.
Wha
t wou
ld y
ou s
ay to
you
r te
ache
r?
Fu
nctio
n: re
ques
ting
info
rmat
ion
The
stud
ent m
ight
say,
“I d
on’t
unde
rsta
nd th
e as
sign
men
t.” o
r “W
hat d
o I n
eed
to d
o?”
NEX
T
If th
ere
have
bee
n no
resp
onse
s or n
o co
rrec
t res
pons
es to
this
poi
nt, y
ou m
ay st
op te
stin
g in
the
Spea
king
dom
ain.
Sel
ect [
Paus
e].
7 SAY
You
just
fini
shed
read
ing
your
boo
k. Y
ou w
ould
lik
e to
get
a n
ew o
ne fr
om th
e bo
oksh
elf.
Wha
t w
ould
you
say
to y
our t
each
er?
Func
tion:
mak
ing
a re
ques
tTh
e st
uden
t mig
ht sa
y, “
Can
I ge
t a n
ew b
ook
from
the
book
shel
f?”
or “
Teac
her,
I nee
d an
othe
r boo
k.”
NEX
T
8 SAY
Your
teac
her i
s re
adin
g to
the
clas
s. Y
ou c
anno
t he
ar a
nd y
ou w
ould
like
to s
it cl
oser
. Wha
t w
ould
you
say
to th
e te
ache
r?
Fu
nctio
n: m
akin
g a
requ
est
The
stud
ent m
ight
say,
“Te
ache
r, I c
an’t
hear
you
, can
I m
ove?
” or
“M
ay I
sit c
lose
r?”
or “
I wou
ld li
ke to
mov
e cl
oser
to h
ear t
he st
ory.”
NEX
T
Pro
mp
tin
g G
uid
elin
es: S
pee
ch F
un
ctio
ns
If th
e st
uden
t doe
s no
t ans
wer
or r
eque
sts
that
a q
uest
ion
be re
peat
ed, y
ou m
ay re
peat
the
ques
tion
once
.
26G
RAD
E 2
SPEA
KIN
G—
Sup
po
rt a
n O
pin
ion
Ru
nn
ing
or
Bal
l Gam
e /
Qu
esti
on
9
Sco
re 0
Sco
re 1
Sco
re 2
• An o
pinion
is no
t exp
ress
ed.
• Res
pons
e con
tains
no E
nglis
h.• N
o res
pons
e, “I
don’t
know
,” or
is co
mplet
ely
unint
elligi
ble.
• An o
pinion
is ex
pres
sed b
ut no
t sup
porte
d. A
reas
on is
not p
rovid
ed or
is no
t rele
vant.
• Erro
rs in
gram
mar, w
ord c
hoice
, pro
nunc
iation
, or
inton
ation
impe
de m
eanin
g.
• An o
pinion
is ex
pres
sed a
nd su
ppor
ted w
ith a
relev
ant r
easo
n.• E
rrors
in gr
amma
r, wor
d cho
ice, p
ronu
nciat
ion,
or in
tonati
on do
not im
pede
mea
ning.
Anc
hor:
I do
n’t k
now.
Anc
hor:
Runn
ing
race
s.[E
xami
ner:
Why
do
you
thin
k ru
nnin
g ra
ces
is be
tter
?]Um
m, I
don
’t kn
ow.
Anc
hor
A:
Play
ing
a ba
ll ga
me.
[Exa
mine
r: W
hy d
o yo
u th
ink
play
ing
a ba
ll ga
me is
bet
ter?
]Be
caus
e yo
u ca
n ha
ve f
un a
nd y
ou c
an m
eet
new
frie
nds.
Anc
hor
B:Pl
ayin
g a
ball
game
.[E
xami
ner:
Why
do
you
thin
k pl
ayin
g a
ball
game
is b
ette
r?]
Beca
use
when
you
run,
you
’ll ge
t tire
d.
27P
RA
CT
ICE
TE
ST
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
opria
te ti
me
whi
le re
adin
g th
e qu
estio
n.SA
Y Yo
ur c
lass
is g
oing
out
side
for p
hysi
cal e
duca
tion
clas
s. Y
our c
lass
has
a c
hoic
e be
twee
n ru
nnin
g ra
ces
or p
layi
ng a
bal
l gam
e. W
hich
act
ivity
wou
ld
be b
ette
r for
you
r cla
ss to
do:
runn
ing
race
s or
pl
ayin
g a
ball
gam
e?
Wai
t for
initi
al c
hoic
e.
SA
Y W
hy d
o yo
u th
ink
[run
ning
race
s/pl
ayin
g a
ball
gam
e/yo
ur c
hoic
e] is
bet
ter?
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?”
28G
RAD
E 2
SPEA
KIN
G—
Sup
po
rt a
n O
pin
ion
Oce
an o
r Sp
ace
/ Q
ues
tio
n 1
0
Sco
re 0
Sco
re 1
Sco
re 2
• An o
pinion
is no
t exp
ress
ed.
• Res
pons
e con
tains
no E
nglis
h.• N
o res
pons
e, “I
don’t
know
,” or
is co
mplet
ely
unint
elligi
ble.
• An o
pinion
is ex
pres
sed b
ut no
t sup
porte
d. A
reas
on is
not p
rovid
ed or
is no
t rele
vant.
• Erro
rs in
gram
mar, w
ord c
hoice
, pro
nunc
iation
, or
inton
ation
impe
de m
eanin
g.
• An o
pinion
is ex
pres
sed a
nd su
ppor
ted w
ith a
relev
ant r
easo
n.• E
rrors
in gr
amma
r, wor
d cho
ice, p
ronu
nciat
ion,
or in
tonati
on do
not im
pede
mea
ning.
Anc
hor:
I do
n’t k
now.
Anc
hor:
Spac
e.[E
xami
ner:
Why
do
you
thin
k a
book
abo
ut
oute
r spa
ce is
bet
ter?
]I
don’t
kno
w.
Anc
hor
A:
The
ocea
n be
caus
e I
like
it.
Anc
hor
B:Sp
ace
beca
use
it’s
cool
.
29P
RA
CT
ICE
TE
ST
No
.Pic
ture
Pro
mp
t
10
The
Oce
anSp
ace
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
opria
te ti
me
whi
le re
adin
g th
e qu
estio
n.SA
Y Yo
ur c
lass
has
a c
hoic
e to
read
a b
ook.
Whi
ch b
ook
do y
ou c
hoos
e fo
r you
r cla
ss to
read
toge
ther
: a
book
abo
ut th
e oc
ean
or a
boo
k ab
out o
uter
spa
ce?
Wai
t for
initi
al c
hoic
e.
SA
Y W
hy d
o yo
u th
ink
[a b
ook
abou
t the
oce
an/a
boo
k ab
out o
uter
spa
ce/y
our c
hoic
e] is
bet
ter?
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?”
30G
RAD
E 2
SPEA
KIN
G—
Ret
ell a
Nar
rati
veSo
ccer
Bal
l / Q
ues
tio
n 1
1
Sco
re 0
Sco
re 1
Sco
re 2
Sco
re 3
Sco
re 4
• Res
pons
e is n
ot re
levan
t.• R
espo
nse c
ontai
ns no
En
glish
.• N
o res
pons
e, “I
don’t
kn
ow,”
or is
comp
letely
un
intell
igible
.
• Res
pons
e atte
mpts
to re
tell
the na
rrativ
e but
conv
eys
little
relev
ant in
forma
tion.
• Ide
as ar
e rar
ely co
hesiv
e an
d con
necte
d.• G
ramm
ar an
d wor
d cho
ice
are l
imite
d and
impe
de
mean
ing.
• Pro
nunc
iation
or in
tonati
on
often
impe
de m
eanin
g.• S
peec
h may
cons
ist
of iso
lated
wor
d(s)
or
phra
se(s)
.
• Res
pons
e rete
lls th
e na
rrativ
e as s
uppo
rted b
y the
pictu
res,
and m
ay be
inc
omple
te an
d lac
k clar
ity.
• Ide
as ar
e som
etime
s co
hesiv
e and
conn
ected
.• G
ramm
ar an
d wor
d cho
ice
are s
imple
and r
epeti
tive;
erro
rs oft
en im
pede
me
aning
.• P
ronu
nciat
ion or
inton
ation
oft
en im
pede
mea
ning.
• Spe
ech m
ay be
slow
, ch
oppy
, or h
alting
.
• Res
pons
e rete
lls th
e na
rrativ
e as s
uppo
rted
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
or in
tonati
on
occa
siona
lly im
pede
me
aning
. • S
peec
h is f
airly
susta
ined,
thoug
h som
e cho
ppine
ss or
ha
lting m
ay oc
cur.
• Res
pons
e pro
vides
a cle
ar
and d
etaile
d rete
lling o
f the
narra
tive a
s sup
porte
d by
the pi
cture
s.• I
deas
are c
ohes
ive an
d co
nnec
ted.
• Gra
mmar
and w
ord c
hoice
ar
e var
ied an
d effe
ctive
; er
rors
do no
t impe
de
mean
ing.
• Pro
nunc
iation
or in
tonati
on
do no
t impe
de m
eanin
g. • S
peec
h is u
suall
y smo
oth
and s
ustai
ned.
Anc
hor:
I do
n’t k
now.
Anc
hor:
The
girl
was
he g
o th
e pa
rk a
nd h
e fo
und
some
gu
ys a
nd h
e pl
ayed
wi
th, h
e pl
ayed
with
the
guys
. And
he
was
happ
y,
beca
use
he, h
e ma
de th
e ba
ll to
the
goal
. [E
xami
ner:
Wha
t else
ca
n yo
u te
ll me
abo
ut th
e st
ory?
]I
don’t
kno
w.
Anc
hor:
Her d
ad b
ough
t her
a
new
socc
er b
all a
nd s
he
. . .
she
prac
ticed
with
it.
And
she
told
her
frie
nds
to c
ome
over
to p
lay
with
he
r. An
d th
ey s
tart
ed to
pl
ay a
gam
e.[E
xami
ner:
Wha
t else
ca
n yo
u te
ll me
abo
ut th
e st
ory?
](N
o re
spon
se.)
Anc
hor:
Wha
t’s h
er n
ame
agai
n?[E
xami
ner:
Nae
.]N
ae?
[Exa
mine
r: N
ae.]
Nae
got
a g
ift f
rom
her
dad
and
she
got a
soc
cer
ball.
And
whe
n sh
e go
t to
the
park
, she
wan
ted
to p
lay
socc
er. A
nd s
ome
kids
hav
e ar
rived
to p
lay
with
her
. And
she
sco
red
the
goal
insid
e.
Anc
hor:
This
girl,
she
like
d to
pl
ay s
occe
r and
her
dad
, sh
e gi
fted
him
a s
occe
r ba
ll. A
nd, t
hen,
she
was
ex
cite
d an
d sh
e we
nt
to th
e pa
rk to
pra
ctic
e pl
ayin
g. Th
en s
he w
ent
up to
the
othe
r kid
s so
th
ey c
ould
pla
y wi
th h
er.
They
pla
yed
with
her
. An
d he
r fav
orite
par
t wa
s wh
en s
he k
icke
d th
e ba
ll in
to th
e go
aled
and
ev
eryb
ody
chee
red.
31P
RA
CT
ICE
TE
ST
11 SA
Y Lo
ok a
t the
pic
ture
s.
12
34
12
1 342
34
Paus
e. P
oint
to e
ach
of th
e pi
ctur
es.
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
on
ly o
nce.
Whe
n I a
m fi
nish
ed, y
ou w
ill u
se th
e pi
ctur
es to
tell
the
stor
y ba
ck to
me.
P
oint
to th
e fir
st p
ictu
re.
SA
Y N
ae w
as a
girl
who
love
d to
pla
y so
ccer
. One
day
her
fath
er g
ave
her a
bra
nd n
ew s
occe
r ba
ll as
a g
ift.
P
oint
to th
e se
cond
pic
ture
.
SA
Y N
ae w
as v
ery
exci
ted.
She
bro
ught
the
ball
to th
e pa
rk s
o sh
e co
uld
prac
tice.
P
oint
to th
e th
ird p
ictu
re.
SA
Y W
hen
she
arriv
ed, s
he w
aved
to th
e ot
her k
ids
to c
ome
and
play
with
her
. The
y st
arte
d to
pla
y a
gam
e. N
ae w
as v
ery
happ
y.
Poi
nt to
the
four
th p
ictu
re.
SA
Y Th
e be
st p
art o
f the
gam
e w
as w
hen
Nae
kic
ked
the
ball
into
the
goal
. She
sco
red
the
win
ning
goa
l, an
d ev
eryo
ne c
heer
ed lo
udly
.SA
Y N
ow u
se a
ll 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.
32G
RAD
E 2
SPEA
KIN
G—
Sum
mar
ize
an A
cad
emic
Pre
sen
tati
on
Push
an
d P
ull
/ Q
ues
tio
n 1
2
Main
Po
ints
A fu
ll re
spon
se in
clud
es th
e fo
llow
ing
mai
n po
ints
and
at l
east
one
det
ail:
• Pu
shin
g (fo
rces
) mov
es th
ings
aw
ay.
• Pu
lling
(for
ces)
mov
es th
ings
tow
ard
you.
De
tails
:•
Push
ing
and
pulli
ng a
re fo
rces
/forc
es m
ake
thin
gs m
ove.
• Pu
shin
g is
like
kic
king
a b
all/r
ollin
g a
car d
own
a ra
mp.
• Pu
lling
is li
ke z
ippi
ng a
zip
per/o
peni
ng a
dra
wer
.
12
33P
RA
CT
ICE
TE
ST
12 SA
Y In
this
par
t of t
he te
st, I
will
read
som
e in
form
atio
n to
you
.
SA
Y I a
m g
oing
to te
ll yo
u ab
out f
orce
s. L
iste
n ca
refu
lly. Y
ou w
ill h
ear t
he in
form
atio
n on
ly o
nce.
Whe
n I a
m fi
nish
ed,
you
will
tell
me
abou
t for
ces.
SA
Y Pu
shin
g an
d pu
lling
are
forc
es. F
orce
s m
ake
som
ethi
ng o
r som
eone
mov
e. W
e us
e fo
rces
eve
ry d
ay.
P
oint
to th
e fir
st p
ictu
re.
SA
Y A
push
mov
es s
omet
hing
aw
ay fr
om y
ou. K
icki
ng a
bal
l and
rolli
ng a
toy
car d
own
a ra
mp
are
exam
ples
of
push
ing
forc
es.
P
oint
to th
e se
cond
pic
ture
.
SA
Y A
pull
mov
es s
omet
hing
tow
ard
you.
Zip
ping
up
a zi
pper
or o
peni
ng a
dra
wer
are
exa
mpl
es o
f pul
ling
forc
es.
SAY
Now
it is
you
r tur
n. T
ell m
e ab
out f
orce
s. U
se th
e pi
ctur
es to
hel
p yo
u.
Paus
e to
let t
he st
uden
t sum
mar
ize
the
pres
enta
tion.
Whi
le th
e st
uden
t is r
espo
ndin
g, u
se th
e m
ain
poin
ts a
nd th
e ru
bric
to sc
ore
the
resp
onse
.
N
EXT
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.
34G
RAD
E 2
esen
tati
on
SPEA
KIN
G—
Sum
mar
ize
an A
cad
emic
Pr
Push
an
d P
ull
/ Q
ues
tio
n 1
2
Main
Po
ints
A fu
ll re
spon
se in
clud
es th
e fo
llow
ing
mai
n po
ints
and
at l
east
one
det
ail:
•Pu
shin
g (fo
rces
) mov
es th
ings
aw
ay.
•Pu
lling
(for
ces)
mov
es th
ings
tow
ard
you.
Deta
ils:
•Pu
shin
g an
d pu
lling
are
forc
es/fo
rces
mak
e th
ings
mov
e.•
Push
ing
is li
ke k
icki
ng a
bal
l/rol
ling
a ca
r dow
n a
ram
p.•
Pulli
ng is
like
zip
ping
a z
ippe
r/ope
ning
a d
raw
er.
35P
RA
CT
ICE
TE
ST
Sco
re 0
Sco
re 1
Sco
re 2
Sco
re 3
Sco
re 4
• Res
pons
e is n
ot re
levan
t.• R
espo
nse c
ontai
ns no
En
glish
.• N
o res
pons
e, “I
don’t
kn
ow,”
or is
comp
letely
un
intell
igible
.
• Res
pons
e inc
ludes
an
attem
pt to
refer
ence
the
pres
entat
ion/pi
cture
but
conv
eys l
ittle r
eleva
nt inf
orma
tion.
• Ide
as ar
e rar
ely co
hesiv
e an
d con
necte
d.• G
ramm
ar an
d wor
d cho
ice
are l
imite
d and
impe
de
mean
ing.
• Pro
nunc
iation
or in
tonati
on
often
impe
de m
eanin
g.• S
peec
h may
cons
ist
of iso
lated
wor
d(s)
or
phra
se(s)
relat
ed to
the
pictur
e.
• Res
pons
e inc
ludes
a pa
rtial
summ
ary o
f at le
ast o
ne
of the
main
point
s of th
e pr
esen
tation
and m
ay la
ck
an un
derst
andin
g of th
e ma
in po
ints.
• Ide
as ar
e som
etime
s co
hesiv
e and
conn
ected
.• G
ramm
ar an
d wor
d cho
ice
are s
imple
and r
epeti
tive;
erro
rs oft
en im
pede
me
aning
.•P
ronu
nciat
ion or
inton
ation
oft
en im
pede
mea
ning.
• Spe
ech m
ay be
slow
, ch
oppy
, or h
alting
.
• Res
pons
e inc
ludes
a mo
stly
clear
summ
ary o
f som
e of
the m
ain po
ints o
f the
pres
entat
ion w
ith pa
rtial/
basic
detai
ls.
•Ide
as ar
e usu
ally c
ohes
ive
and c
onne
cted.
• Gra
mmar
and w
ord c
hoice
ar
e ade
quate
; erro
rs oc
casio
nally
impe
de
mean
ing.
• Pro
nunc
iation
or in
tonati
on
occa
siona
lly im
pede
me
aning
.• S
peec
h is f
airly
susta
ined,
thoug
h som
e cho
ppine
ss or
ha
lting m
ay oc
cur .
• A fu
ll res
pons
e inc
ludes
a cle
ar su
mmar
y of th
e main
po
ints a
nd de
tails
of the
pr
esen
tation
.•I
deas
are c
ohes
ive an
d co
nnec
ted.
• Gra
mmar
and w
ord c
hoice
ar
e var
ied an
d effe
ctive
; er
rors
do no
t impe
de
mean
ing.
• Pro
nunc
iation
or in
tonati
on
do no
t impe
de m
eanin
g.•S
peec
h is u
suall
y smo
oth
and s
ustai
ned.
Anc
hor:
I do
n’t k
now.
Anc
hor:
You
can
make
, umm
. .
. yo
u ca
n ma
ke a
ca
r to
like
go to
you
. An
d yo
u ca
n um
m, c
an
get s
omet
hing
out
of
some
thin
g.[E
xami
ner:
Wha
t else
ca
n yo
u te
ll me
abo
ut
what
you
hea
rd?]
(Poi
ntin
g, n
o re
spon
se.)
Anc
hor:
Umm,
for
ces
make
th
ings
pus
h th
ings
, a
socc
er b
all m
ove.
Now
th
is (p
oint
ing)
one
? Fo
rces
a z
ippe
r or .
. .
[Exa
mine
r: W
hat e
lse
can
you
tell
me a
bout
wh
at I
told
you
?](N
o re
spon
se.)
Anc
hor:
Umm,
for
ce is
abo
ut
push
ing,
like
pus
hing
a
car a
nd k
icki
ng a
bal
l. An
d pu
lling
mea
ns th
at
y ou
like
zip
a th
ing
towa
rds
you
and
like
open
the
draw
er o
f th
e
. . .
door
. . .
the
draw
er
. . .
like
open
the
door
lik
e dr
awer
ope
n. Th
at’s
what
you
cal
l pul
ling.
Anc
hor:
Forc
es a
re m
akin
g th
ings
mo
ve. L
ike
when
you
pus
h a
car d
own
a ra
mp, i
t mo
ves
away
or y
ou c
an
pull
up a
zip
per.
Note
s: •M
inor
fact
ual i
nacc
urac
ies
or o
mis
sion
s ar
e ac
cept
able
as
long
as
the
stud
ent e
xpre
sses
a c
lear
sum
mar
y of
the
pres
enta
tion.
• Do
n’t p
enal
ize
for m
ispr
onun
ciat
ion
of a
ny w
ord
that
doe
sn’t
inte
rfere
with
mea
ning
.
36G
RAD
E 2
esen
tati
on
SPEA
KIN
G—
Sum
mar
ize
an A
cad
emic
Pr
Hib
ern
atio
n /
Qu
esti
on
13
Main
Po
ints
A fu
ll re
spon
se in
clud
es o
ne o
f the
mai
n po
ints
and
at l
east
thre
e de
tails
:•
Hibe
rnat
ion
look
s lik
e sl
eepi
ng (b
ut is
diff
eren
t).•
Hibe
rnat
ion
is s
leep
ing
for a
long
tim
e in
win
ter O
R in
a s
afe/
war
m p
lace
for t
he w
inte
r.De
tails
: Woo
dchu
cks
slee
p (h
iber
nate
) und
ergr
ound
(in
unde
rgro
und
dens
) OR
bats
sle
ep (h
iber
nate
) in
dark
pla
ces/
cave
s O
R ba
ts h
ang
upsi
de d
own
OR
cave
s ar
e sa
fe O
R ca
ves
are
war
m O
R be
ars
slee
p (h
iber
nate
) for
long
per
iods
of t
ime
OR
bear
s sl
eep/
hibe
rnat
e be
caus
e fo
od is
har
d to
find
in
win
ter O
R be
ars
eat a
lot o
f foo
d be
fore
they
go
to s
leep
/hib
erna
te.
12
3
37P
RA
CT
ICE
TE
ST
13 SAY
I am
goi
ng to
tell
you
abou
t hib
erna
tion.
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 h
iber
natio
n.Po
int t
o th
e fir
st p
ictu
re.
SAY
This
is a
woo
dchu
ck. T
his
woo
dchu
ck lo
oks
like
it is
just
sle
epin
g. B
ut it
is re
ally
hib
erna
ting.
Hib
erna
ting
mea
ns
that
the
woo
dchu
ck fi
nds
a sa
fe p
lace
and
sle
eps
for t
he e
ntire
win
ter.
Woo
dchu
cks
hibe
rnat
e in
und
ergr
ound
den
s.Po
int t
o th
e se
cond
pic
ture
.SA
YTh
is is
a b
at. I
n w
inte
r, ba
ts li
ke to
hib
erna
te in
dar
k pl
aces
. The
y lik
e to
hib
erna
te in
cav
es. C
aves
pro
vide
a s
afe
and
war
m p
lace
to re
st. B
ats
hang
ups
ide
dow
n in
cav
es w
hen
they
are
hib
erna
ting.
Poin
t to
the
third
pic
ture
.SA
Y Th
is is
a b
ear.
Bea
rs h
iber
nate
for l
ong
perio
ds o
f tim
e in
the
win
ter.
They
hib
erna
te b
ecau
se fo
od is
har
d to
find
in
the
win
ter.
So th
ey e
at a
lot o
f foo
d be
fore
they
go
to s
leep
, and
then
they
hib
erna
te fo
r the
win
ter.
SAY
Now
it is
you
r tur
n. T
ell m
e ab
out h
iber
natio
n. U
se th
e pi
ctur
es to
hel
p yo
u.Pa
use
to le
t the
stud
ent s
umm
ariz
e th
e pr
esen
tatio
n. W
hile
the
stud
ent i
s res
pond
ing,
use
the
mai
n po
ints
and
the
rubr
ic to
scor
e th
e re
spon
se. 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.
DIR
ECTI
ON
S O
N E
ND
ING
A T
EST
• Se
lect
the
[End
Tes
t] bu
tton
to c
ontin
ue to
the
revi
ew sc
reen
.•
Do
not r
erec
ord
resp
onse
s if y
ou se
e a
red
trian
gle
in th
e re
view
box
. Sel
ect t
he [ S
ubm
it Te
st] b
utto
n.•
Rem
embe
r to
ente
r stu
dent
scor
es in
DEI
and
secu
rely
des
troy
answ
er sh
eets
and
scra
tch
pape
r.
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.
38G
RAD
E 2
Hib
ern
atio
n /
Qu
esti
on
13
SPEA
KIN
G—
Sum
mar
ize
an A
cad
emic
Pre
sen
tati
on
Main
Po
ints
A fu
ll re
spon
se in
clud
es o
ne o
f the
mai
n po
ints
and
at l
east
thre
e de
tails
:•
Hibe
rnat
ion
look
s lik
e sl
eepi
ng (b
ut is
diff
eren
t).•
Hibe
rnat
ion
is s
leep
ing
for a
long
tim
e in
win
ter O
R in
a s
afe/
war
m p
lace
for t
he w
inte
r.De
tails
: Woo
dchu
cks
slee
p (h
iber
nate
) und
ergr
ound
(in
unde
rgro
und
dens
) OR
bats
sle
ep (h
iber
nate
) in
dark
pla
ces/
cave
s O
R ba
ts h
ang
upsi
de d
own
OR
cave
s ar
e sa
fe O
R ca
ves
are
war
m O
R be
ars
slee
p (h
iber
nate
) for
long
per
iods
of t
ime
OR
bear
s sl
eep/
hibe
rnat
e be
caus
e fo
od is
har
d to
find
in
win
ter O
R be
ars
eat a
lot o
f foo
d be
fore
they
go
to s
leep
/hib
erna
te.
39P
RA
CT
ICE
TE
ST
Sco
re 0
Sco
re 1
Sco
re 2
Sco
re 3
Sco
re 4
• Res
pons
e is n
ot re
levan
t.• R
espo
nse c
ontai
ns no
En
glish
.•N
o res
pons
e, “I
don’t
kn
ow,”
or is
comp
letely
un
intell
igible
.
• Res
pons
e inc
ludes
an
attem
pt to
refer
ence
the
pres
entat
ion/pi
cture
but
conv
eys l
ittle r
eleva
nt inf
orma
tion.
•Ide
as ar
e rar
ely co
hesiv
e an
d con
necte
d.•G
ramm
ar an
d wor
d cho
ice
are l
imite
d and
impe
de
mean
ing.
•Pro
nunc
iation
or in
tonati
on
often
impe
de m
eanin
g.•S
peec
h may
cons
ist
of iso
lated
wor
d(s)
or
phra
se(s)
relat
ed to
the
pictur
e.
• Res
pons
e inc
ludes
a pa
rtial
summ
ary o
f at le
ast o
ne
of the
main
point
s of th
e pr
esen
tation
and m
ay la
ck
an un
derst
andin
g of th
e ma
in po
ints.
•Ide
as ar
e som
etime
s co
hesiv
e and
conn
ected
.• G
ramm
ar an
d wor
d cho
ice
are s
imple
and r
epeti
tive;
erro
rs oft
en im
pede
me
aning
.• P
ronu
nciat
ion or
inton
ation
oft
en im
pede
mea
ning.
•Spe
ech m
ay be
slow
, ch
oppy
, or h
alting
.
• Res
pons
e inc
ludes
a mo
stly
clear
summ
ary o
f som
e of
the m
ain po
ints o
f the
pres
entat
ion w
ith pa
rtial/b
asic
detai
ls.• I
deas
are u
suall
y coh
esive
an
d con
necte
d.• G
ramm
ar an
d wor
d cho
ice
are a
dequ
ate; e
rrors
occa
siona
lly im
pede
mea
ning.
• Pro
nunc
iation
or in
tonati
on
occa
siona
lly 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.
• A fu
ll res
pons
e inc
ludes
a cle
ar su
mmar
y of th
e main
po
ints a
nd de
tails
of the
pr
esen
tation
.
• Ide
as ar
e coh
esive
and
conn
ected
.
• Gra
mmar
and w
ord c
hoice
ar
e var
ied an
d effe
ctive
; er
rors
do no
t impe
de
mean
ing.
•Pro
nunc
iation
or in
tonati
on
do no
t impe
de m
eanin
g. •S
peec
h is u
suall
y smo
oth
and s
ustai
ned.
Anc
hor:
I ne
ed to
say
, you
say
.[E
xami
ner:
Tell
me
abou
t hib
erna
tion.
Use
the
pict
ures
to h
elp
you.]
(N
o re
spon
se.)
Anc
hor:
Bear
. . .
sle
epin
g.Anc
hor:
The
wood
chuc
k is
sleep
ing
unde
rgro
und.
An
d th
e ba
t is
sleep
ing
in th
e ca
ve. A
nd th
e
. . .
I fo
rgot
whe
re th
e be
ar’s
sleep
ing
at.
[Exa
mine
r: It
’s O
K. D
o yo
ur b
est.]
In it
s ca
ve, p
roba
bly .
Anc
hor:
Hibe
rnat
ion
mean
s th
at,
umm,
som
ethi
ng fi
nds
a sa
fe p
lace
to s
leep
dur
ing
the
wint
er. A
nd th
ey
find
food
for
the
wint
er,
beca
use
if th
ey g
et o
ut in
th
e wi
nter
, it’s
goi
ng to
be
cold
for
them
. And
they
sle
ep a
lot.
[Exa
mine
r: W
hat e
lse c
an
you
tell
me a
bout
wha
t you
he
ard?
]Th
at h
iber
natio
n is,
umm
, lik
e, s
leep
ing.
Anc
hor:
Hibe
rnat
ion
mean
s th
at
an a
nima
l find
s a
safe
pl
ace
and
sleep
s for
the
wint
er. T
he w
oodc
huck
an
d th
e be
ar h
iber
nate
. Ba
ts h
ang
upsid
e do
wn in
wa
rm c
aves
. Bea
rs s
leep
be
caus
e fo
od is
har
d to
fin
d.
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.
40 PRACTICE TEST
Reading—Grade 2
Special Directions for Reading
• Once the student is logged on, if the student seems able to navigate the test content independently, your role will be to remain near the student, monitoring the student’s navigation of the test and answering any test navigation questions that come up. If you judge that the student is not easily able to navigate the test content independently, you may navigate for the student and enter the answer choices that the student indicates.
• If you are navigating for the student and the student does not respond to a question, reprompt, “What do you think is the best answer? You need to choose an answer to continue.” If the student still does not answer, reprompt, “Please choose the best answer. If you do not choose an answer, you will not see the other questions.” If the student still does not answer, discontinue the test by selecting [Pause].
Beginning the Reading Test
The Reading Practice Test can be administered in several ways. It can be administered as a practice activity by marking the student’s responses in the Student Testing Interface. The Student Testing Interface does not capture the scores or produce a printed report. As an option, the test examiner can both administer the practice test and check the student’s answers. The test examiner may choose to copy the practice score sheet, bubble the answers while administering the test, and then use the scoring keys to check the answers. You must select an answer for each question to move on to the next question. The Reading Scoring Sheet is located at the end of this document.
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.
41PRACTICE TEST
Reading—Grade 2 (cont .)
Note: Screen Number 1 contains recorded audio directions for the Reading section. Test content begins with screen Number 2.
1 When screen Number 1 comes up,
SAY This is the Reading section of the ELPAC test. You will read and answer questions. First, listen to the directions.
Either you or the student may select [Next] to advance to screen Number 2. Adminter the Reading domain. Remain near the student, monitoring the student’s navigation of the test and answering any
test navigation questions that come up. If the student seems to be struggling to navigate the test, you may navigate for the student and enter the answer choices that the student indicates.
After administering Number 8, if there have been no responses or no correct responses you may stop testing in the Reading domain.
After administering Number 8, if there have been no responses or no correct responses you may stop testing in the Reading domain.
After the student responds to the last question,
SAY This is the end of the Reading test. Thank you for your attention and hard work.
DIRECTIONS FOR ENDING A TEST• Select [End test] represented by a red square. • Select [Yes] to continue. • Select [Submit test]. • Select [Yes] to submit.
READING—Read-Along Word with Scaffolding
42 PRACTICE TEST
GRADE 2 READING—Scoring Keys
Reading Scoring Keys
Read and Choose a Sentence
Number Answer Key2 B3 C4 B5 A
Read a Short Informational Passage
Number Answer Key6 A7 C8 C9 A
10 C11 B
Read a Literary Passage
Number Answer Key12 B13 B14 A15 C16 A17 C18 B19 A
Read an Informational Passage
Number Answer Key20 C21 A22 C23 A24 B25 C26 D27 B
This page is intentionally left blank.
43
44 PRACTICE TEST
Writing—Grade 2
Special Directions for Writing
• For each question, you will read aloud the question in this DFA while the student looks at the question in the Answer Book. You will point to information in the Answer Book, as directed. The student will write a response in the Answer Book.
• When sweeping your finger or pencil under a word, phrase, sentence, or picture, do not cover up any part of the text or picture.
• 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 this DFA. Test examiners may use the cursor, pencil or pen, or their finger to point.
• If a student looks for confirmation from the test examiner while writing, say, “It’s OK, do your best.”
Beginning the Writing Test
The Writing Practice Test is administered on paper. The test examiner should copy the student Answer Book. As an option, the test examiner can administer and review the student’s responses to the practice test using the rubrics provided.
The Writing Score Sheet is located at the end of this document.
SAY This is the Writing section of the ELPAC test. Position the Answer Book so Numbers 1 through 4 face the student.
SAY Now we are going to write some letters and words together.
45PRACTICE TEST
GRADE 2
Writing—Write a Story Together with Scaffolding
1
SAY Question 1
SAY We are going to write a story together. The title of the story is “A Sand Castle.”
SAY The first sentence in the story is: The children are digging in the sand.
SAY The second sentence should say: They are using buckets.
SAY The word “buckets” is missing from the story.
SAY Write the word “buckets.” Point to the write-on line.
They are using
The children are digging in the sand.
A Sand Castle
.
.
1
2
2
SAY Question 2
SAY Now it is your turn to write the end of the story. How should the story end? Write your sentence.
Point to the write-on line.
If there have been no responses or no correct responses to this point, you may stop testing in the Writing domain.
WRITING—Write a Story Together with Scaffolding
Go On
46 PRACTICE TEST
GRADE 2
Writing—Write an Informational Text Together
3
SAY Question 3Now I am going to tell you some information about the seasons. Listen carefully. Then we will write about what we have learned.
Read the text aloud to the students.
SAY In many places, there are four seasons in a year. The first season is spring. This is the time when plants begin to grow and flowers begin to bloom. The next season is summer. In summer, the weather gets very warm. In the fall, the weather becomes cooler. Leaves begin to change color and fall from the trees. Winter is the last season. It is often very cold. In some places it may even snow.
.
3
4
There are four seasons throughout the year.
.
Spring Summer Fall Winter
SAY Let’s write about what we learned. The first sentence is: There are four seasons throughout the year.
SAY I have a sentence to add. I will say the sentence, and you will write the sentence.
Point to the first write-on line.
SAY The weather changes every season. Repeat the sentence as necessary.
Pause for the students to write.
SAY Let’s read what we have written so far. There are four seasons throughout the year. The weather changes every season.
4
SAY Question 4
SAY Now it is your turn to add a sentence. Write your sentence. Point to the write-on line.
SAY You can use the words and the pictures to help you write your sentence. Pause for the students to write.
WRITING—Write an Informational Text Together
47PRACTICE TEST
GRADE 2WRITING—Write and Describe a Picture/Write About an Experience
Writing—Write and Describe a Picture
5
SAY Question 5
SAY Write about what is happening in the picture.
5
Look at the picture. Write about what is happening in the picture.
Go On
Writing—Write About an Experience
6
SAY Question 6
SAY You are going to write in English about something that happened to you. You should write at least one complete sentence. Use descriptions, details, and examples to make your writing interesting.
SAY Write about a time when you went to a new place. Where did you go? What did you do? How did you feel?
STOP
Write about a time when you went to a new place. Where did yougo? What did you do? How did you feel?
6
A Sand Castle
The children are digging in the sand.
.
.
1They are using
2
Go On
.
.
Summer FallSpring Winter
There are four seasons throughout the year.
3
4
Look at the picture. Write about what is happening in the picture.
5
Go On
You are going to write a paragraph in English about yourpersonal experience.• Your paragraph should include at least three complete
sentences .
• Use descriptions, details, and examples to make your writinginteresting.
• Check your writing for correct grammar, capital letters,punctuation, and spelling.
• Do not write outside the box.
• Please write neatly.
Write about a time when you went to a new place. Where did yougo? What did you do? How did you feel?
6
STOP
53PRACTICE TEST
GRADE 2
Writing Rubrics
WRITING—Rubrics
Rubric for Writing—Letter, Numbers 1 and 2Score Descriptors
1
• The student writes the letter correctly. If the letter name is provided, the student writes the specified letter. If the letter name is not provided, a phonetic representation of the sound is acceptable.
• Any style of letters (for example, capital, lowercase, cursive) is acceptable. • For kindergarten and grade one, the letter may be reversed, backwards, or
upside down (for example, b ↔ d, q ↔ p, b ↔ p).
0
• The student writes the letter incorrectly. The student writes a letter other than the specified letter or a letter that does not represent the first sound of the specified word.
OR• The student writes or draws content that is not representative of letters in the
English alphabet.OR• The student does not provide a written response.
Rubric for Writing—Word, Number 3Score Descriptors
2
• The student correctly writes the word. For grade one, phonetic representations (using logical letter-sound relationships) of all the letters are acceptable.
• Any style of letters (for example, capital, lowercase, cursive) is acceptable.• For grade one, letters may be reversed, backwards, or upside down (for
example, b ↔ d, q ↔ p, b ↔ p).
1
• The student writes at least two letters of the word correctly, including the initial letter in the initial position and one additional letter (any position in the word). For grade one, phonetic representations (using logical letter-sound relationships) of the two letters are acceptable.
• Any style of letters (for example, capital, lowercase, cursive) is acceptable.• For grade one, letters may be reversed, backwards, or upside down (for
example, b ↔ d, q ↔ p, b ↔ p).
0
• The student writes letters that are not representative of letters in the word.OR• The student copies a word or words printed on the Answer Book page.OR• The student writes or draws content that is not representative of letters in the
English alphabet.OR• The student does not provide a written response.
54 PRACTICE TEST
GRADE 2
Rubric for Writing—Dictated Sentence, Number 5
WRITING—Rubrics
Score Descriptors
2
• The student writes the entire dictated sentence in the correct sequence.• Any style of letters (for example, capital, lowercase, cursive) is acceptable.• For grade one, the letter may be reversed, backwards, or upside down (for
example, b ↔ d, q ↔ p, b ↔ p).• For grade one, phonetic spelling is acceptable. • For grade two, sight words are spelled correctly and non-sight words are
spelled phonetically.
1
• The student attempts to write the dictated sentence, but it may not be complete.• Any style of letters (for example, capital, lowercase, cursive) is acceptable.• For grade one, some words may be represented by a single initial letter only,
or there may be limitations in phonetic spelling.• For grade two, words may be spelled incorrectly or phonetically.
0
• The student writes letters that are not representative of the words in the dictated sentence.
OR• The response is not related to the prompt.OR• The student does not provide a written response.
55PRACTICE TEST
GRADE 2
Rubric for Writing—Independent Sentence, Numbers 4, 6, and 7
WRITING—Rubrics
Score Descriptors
3
• The student writes an original sentence(s). The response is appropriate and relevant to the task.
• The words in the sentence are recognizable. For grade one, the words in the sentence are recognizable without the test examiner’s transcription (if present).
• The student uses effective grade-appropriate grammar and word choice. • Errors in spelling and punctuation may be present, but they do not interfere
with meaning.• For grade one, letters may be reversed, backwards, or upside down (for
example, b ↔ d, q ↔ p, b ↔ p). The words in the sentence may or may not be appropriately spaced.
2
• The student writes an original sentence(s). The response partly addresses the task but may not be complete.
• A few words may not be recognizable. For grade one, some words are recognizable only with the test examiner’s transcription (if present).
• Limitations in phonetic spelling, grammar, and/or word choice may impede meaning.
• Some words in the sentence may include only a single correct letter or a single correct letter and additional letters that are incorrect.
1
• The student attempts to address the task. The response conveys little relevant information. The student may write a phrase or single word.
• Many words may not be recognizable. For grade one, words may only be recognizable with the test examiner’s transcription (if present).
• Severe limitations in phonetic spelling, grammar, and/or word choice impede meaning.
• The response may include some individual or unrelated letters.
0
• The student writes letters that are not representative of words in English.OR• The student copies all or part of the printed sentence that is provided in the
Answer Book without adding original language.OR• The response is not related to the prompt.
OR• The student does not provide a written response.
56
Name:
Grade:
Student ID:
LISTENING Practice Test—Grade 2Listen to a Short Exchange 2 A B C NR
3 A B C NRListen to a Classroom Conversation 4 A B C NR 5 A B C NRListen to a Story 6 A B C NR
7 A B C NR
8 A B C NR
9 A B C NR
10 A B C NR
11 A B C NR 12 A B C NR 13 A B C NR 14 A B C NR 15 A B C NRListen to an Oral Presentation 15 A B C NR
16 A B C NR 17 A B C NR 18 A B C NR 19 A B C NR
20 A B C NR 21 A B C NR 22 A B C NR
LISTENING Total:
SPEAKING Practice Test—Grade 2Talk About a Scene
2 0 1 3 0 1 4 0 1 2 5 0 1 2
Speech Functions 6 0 1 2 7 0 1 2 8 0 1 2
Support an Opinion9 0 1 2 10 0 1 2
Retell a Narrative 11 0 1 2 3 4
Summarize an Academic Presentation 12 0 1 2 3 4 13 0 1 2 3 4
SPEAKING Total:
57
READING Practice Test—Grade 2Read and Choose a Sentence 2 A B C NR 3 A B C NR 4 A B C NR 5 A B C NR
Read a Short Informational Passage 6 A B C NR 5 A B C NR 6 A B C NR 7 A B C NR 8 A B C NR 9 A B C NR 10 A B C NR 11 A B C NRRead a Literary Passage 12 A B C NR 13 A B C NR 14 A B C NR 15 A B C NR 16 A B C NR 17 A B C NR 18 A B C NR 19 A B C NRRead an Informational Passage 20 A B C NR 21 A B C NR 22 A B C NR 23 A B C NR 24 A B C NR 25 A B C NR 26 A B C NR 27 A B C NR
READING Total:
WRITING Practice Test—Grade 2Write a Story Together with ScaffoldingNumber 1 [0–1]Number 2 [0–1]
Write an Informational Text TogetherNumber 3 [0–3]Number 4 [0–3]
Write and Describe a PictureNumber 5 [0–3]
Write About an ExperienceNumber 6 [0–3]
WRITING Total: