Listening, Speaking, Reading and Writing: Directions for Administration Practice Test Kindergarten

ELPAC

English Language Prociency

Assessments for California

Listening, Speaking, Reading

and Writing:

Directions for Administration

Practice Test

Kindergarten

PRACTICE TEST

ELPAC Administration Notes

FOR QUESTIONS REGARDING THE ELPAC OR FOR ADDITIONAL ASSISTANCE:

• Test examiners and other school personnel should contact their site ELPAC

coordinator.

• LEA ELPAC coordinators should contact the California Technical Assistance Center

(CalTAC) by phone at 800-955-2954, or by email at [email protected]. CalTAC is open

from 7 a.m. to 5 p.m. Monday through Friday.

iii

PRACTICE TEST

Table of Contents

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

Introduction .............................................................. 1

Using the DFA ..................................................................2

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

Administering the Test ...................................................... 2

Before Testing ..................................................................2

During Testing ..................................................................3

When to Stop the Test ............................................................4

Coaching and Guessing ..........................................................4

Additional Directions ....................................................... 5

Ways of Accessing the DFA ........................................................5

Recommended Seating Arrangement ................................................5

Logon and Audio/Sound Check Instructions ..................................... 6

How to Start a Test Session as a Guest ...............................................6

How to Start a Practice Test Session Using the Same Procedures

as the Operational Tests .........................................................10

Listening—Test Administration Directions ...................................16

Special Directions for Listening .............................................. 16

Prompting Guidelines for All Listening Task Types ............................... 16

Beginning the Listening Test ................................................ 16

Listening Scoring Keys ..................................................... 18

Speaking—Test Administration Directions ...................................20

Special Directions for Speaking ............................................. 20

Prompting and Scoring Guidelines for the Speaking Domain ....................... 21

Audio Capture for the Speaking Domain ...................................... 21

Ending the Test and Review Screen ........................................... 23

Review Screen ................................................................23

Speaking Test Questions ................................................... 24

Speaking—Talk About a Scene ....................................................24

Speaking—Support an Opinion ...................................................26

Speaking—Retell a Narrative .....................................................30

Speaking—Summarize an Academic Presentation .....................................34

PRACTICE TEST

Reading—Test Administration Directions ....................................38

Special Directions for Reading .............................................. 38

Beginning the Reading Test ................................................. 39

Reading Test Questions .................................................... 40

Reading—Read-Along Word with Scaffolding ........................................40

Reading—Read-Along Story with Scaffolding ........................................42

Reading—Read-Along Information ................................................43

Reading Scoring Keys ..................................................... 44

Writing—Test Administration Directions ....................................46

Special Directions for Writing ............................................... 46

Beginning the Writing Test ................................................. 46

Writing Test Questions ..................................................... 47

Writing—Label a Picture—Word, with Scaffolding ....................................47

Writing—Write a Story Together with Scaffolding .....................................48

Writing Practice Test Answer Book ........................................... 49

Writing Rubrics .......................................................... 51

Student Score Sheets ...................................................52

Table of Contents (cont.)

PRACTICE TEST

Directions for Administration

Introduction

This manual contains directions and the speciﬁc scripts you will need to administer the

Practice Test for the English Language Proﬁciency Assessments for California (ELPAC). It

is a companion document to the online Practice Test.

The purpose of the ELPAC Practice Test is to familiarize students and test examiners*

with the testing interface, item types, and accessibility resources as well as to provide

students with the opportunity to practice a full-length test. The Practice Test provides

a sample of the question types and grade-level content and contains the same number

of questions that appear on the Summative ELPAC. There is an ELPAC Practice Test

available for each grade level/span.

Please note that the Practice Test does not produce scores. The Practice Test is available

all year and may be used at any time in preparation for the operational ELPAC tests.

The Practice Test can be administered in one of two ways:

• Using the same procedures as the operational tests, with the Test Administrator

Interface, secure browser, and individual student logon information; or

• Using a standard supported web browser to access the Practice Test directly,

without use of the Test Administrator Interface or secure browser.

For more information on all aspects of the ELPAC, including test security, item types,

and guidelines, refer to the ELPAC Test Administration Manual on the Manuals,

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

*A test examiner does not need to be present to use the ELPAC Practice Test; however,

the term “test examiner” is used in this document to show what a test examiner will

do to administer the test.

PRACTICE TEST

Directions for Administration (cont.)

Using the DFA

This DFA document should be used to administer the Listening, Speaking, Reading,

and Writing domains.

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.

Test Materials

Before testing begins, the test examiner should assemble the following materials:

• Printed or electronic copy of this DFA

• A copy of the Writing Practice Test Answer Book

• Electronic device for the student to access the test

• If applicable, electronic device for the test examiner to use the Test Administrator

Interface

•

Headset and splitter for the test examiner and student (if preferred)

• Pencils and eraser for test examiner and student

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

this DFA

PRACTICE TEST

Directions for Administration (cont.)

Administering the Test

Before Testing

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

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

• Prepare testing devices and materials for students and examiners.

• Check the volume on the student’s device prior to logon. After logon, the maximum

volume cannot be increased.

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

noises, windows, etc.).

• Read through the instructions that are speciﬁc to each domain (Listening,

Speaking, Reading, and Writing).

• If you are administering the Practice Test using the same procedures as the

operational tests, conﬁrm that the student has been assigned the correct test

settings (designated supports and accommodations) in the Test Operations

Management System (TOMS).

• If you are administering the Practice Test using a standard supported web browser

without the use of the Test Administrator Interface or secure browser, apply the

appropriate test settings (designated supports and accommodations) for the

student in the Student Testing Interface for the Practice and Training Tests directly.

During Testing

• Greet the student and read the information from the administration script for

that domain (i.e., Listening, Speaking, Reading, or Writing).

• The student may not use books, cellular phones, or other reference materials

during testing. Students’ desks should be clear of all items except for the test

materials provided by the test examiner.

• If headsets are desired, use a splitter to plug in one pair of student headphones

and one pair of test examiner headphones so that the student and test examiner

can listen to the test together.

• All directions may be repeated or replayed.

• The universal tools (e.g., zoom, line reader, etc.) introduced during test examiner

training and described in California Assessment Accessibility Resources Matrix

are available in the test delivery system for students who need them. The test

examiner should use the universal tools on the student’s behalf. For example, the

zoom is a tool that can make the graphics and text larger on the screen.

• To minimize the risk of unforeseen usability issues, adjust sound and display

settings using the resources in the test delivery system rather than those built into

the student’s device (e.g., zoom using the test delivery system, not the device’s

track pad or touch screen).

PRACTICE TEST

Directions for Administration (cont.)

• Read the directions, questions, and answer choices in a neutral voice. Read the

test content (e.g., the story or presentation) in a grade appropriate manner. The

student may interpret variations in tone as a clue that the emphasized word

or phrase could be the correct answer to a question. Pronunciation guides are

provided for technical terms and frequently mispronounced words.

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

When to Stop the Test

There are stopping markers in each domain as indicated by the . If there have been

no responses or no correct responses to the stopping marker, the test examiner may

stop administering each domain. For domains that are computer-based, select the

[End Test] button at the top of the Student Interface screen to submit the test. After

the stopping marker, the test examiner should use their best judgment to determine

whether a student should proceed.

Coaching and Guessing

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

about a test question (“Is this right?” or “How do you spell _______?”), give a

neutral response, such as “You choose the one you think is right and go on,” or

“Just spell it the best you know how.”

• Do not coach the student. The test examiner should not provide assistance that

will inadvertently indicate an answer.

• Encourage the student to do his or her best on all sections of the assessment.

PRACTICE TEST

Directions for Administration (cont.)

Additional Directions

Ways of Accessing the DFA

Printing Instructions:

If possible, choose the following settings when printing the DFA:

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

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

• Turn the document horizontally when viewing the Speaking test questions.

Instructions for Viewing Online:

• Open the PDF ﬁle in Adobe Acrobat.

• When you get to the Speaking test questions, rotate the view by going to: View

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

Recommended Seating Arrangement

The following shows two options for seating arrangements for the test examiner and

the student.

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.

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

PRACTICE 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 8.

If administering the Speaking test, go to the bottom of page 8.

Directions for Administration (cont.)

PRACTICE TEST

Logon Instructions: Listening and Reading ONLY

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.

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 16.

For the Reading test, turn to page 38.

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?

Directions for Administration (cont

Pause for student’s response. Select [I heard the sound].

PRACTICE 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.

Depending on the selected test settings, you may see additional screens to check

the functionality of certain test setting(s) on your device (e.g., text-to-speech check). If

your computer allows audio capture, please follow these steps, otherwise select [Skip

Recording Check].

Point to the microphone.

SAY

Before giving your answers, I’m going to press the microphone to record

your answer here. When it is time to record your answer, I will press the

microphone and you will see a white circle. Let’s practice.

SAY

Describe what you are wearing today.

Pause for student’s response. When student has nished speaking, press the square stop

button to stop recording. Acknowledge the student’s correct response, or model a correct

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

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

SAY

Do you have any questions?

Answer the student’s questions.

SAY

Remember to answer all of the questions in English. If you want me to

repeat a question, you can ask me to. Now we are going to begin.

Select the [Continue] at the bottom of the screen.

At the bottom of the next page, select [Begin Test Now].

Directions for Administration (cont

For the Speaking test, turn to page 20.

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.

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.)

PRACTICE TEST

STUDENT INTERFACE

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

the screen to go to the Practice and Training Test site or select the [Student Interface

Practice and Training Tests] link from the Practice and Training Tests tab on the

ELPAC website.

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

student on.

•

In the First Name eld, enter the student’s rst name as it appears in the California

Longitudinal Pupil Achievement Data System.

• In the SSID eld, enter the student’s 10-digit Statewide Student Identier.

•

In the Session ID eld, enter the Session ID generated from the Test

Administrator Interface.

10) Verify the student information is correct on the “Is This You?” screen. Select [Yes]

to continue. (Select [No] if the student information is not correct. Notify your ELPAC

coordinator if it is not.)

Directions for Administration (cont.)

PRACTICE TEST

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 13.

If administering the Speaking test, go to page 14.

PRACTICE 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.

15) 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).

16) 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 16.

For the Reading test, turn to page 38.

Directions for Administration (cont.)

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.

Depending on the selected test settings, you may see additional screens to check

the functionality of certain test setting(s) on your device (e.g., text-to-speech check). If

your computer allows audio capture, please follow these steps, otherwise select [Skip

Recording Check].

Point to the microphone.

SAY

Before giving your answers, I’m going to press the microphone to record

your answer here. When it is time to record your answer, I will press the

microphone and you will see a white circle. Let’s practice.

SAY

Describe what you are wearing today.

Pause for student’s response. When student has nished speaking, press the square stop

button to stop recording. Acknowledge the student’s correct response, or model a correct

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

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

PRACTICE TEST

SAY

Do you have any questions?

Answer the student’s questions.

SAY

Remember to answer all of the questions in English. If you want me to

repeat a question, you can ask me to. Now we are going to begin.

Select the [Continue] at the bottom of the screen.

At the bottom of the next page, select [Begin Test Now].

Directions for Administration (cont

For the Speaking test, turn to page 20.

PRACTICE TEST

Listening—Kindergarten

Special Directions for Listening

• Listening is administered one-on-one with the test examiner navigating the

student device. The test examiner should scroll at the appropriate times to ensure

that the student sees all answer choices.

• If there have been no responses or no correct responses to the stopping marker,

the test examiner may stop administering the Listening domain. Select [End Test].

• If headsets are desired, use a splitter to plug in one pair of student headphones

and one pair of test examiner headphones so that the student and test examiner

can listen to the test together. Point to questions and answer choices at the

appropriate time as the test audio plays, and input the answers indicated by the

student.

Prompting Guidelines for All Listening Task Types

• Play any Listening conversation, story, or information only once unless the student

has the designated support that allows replays.

• If the student does not answer or gives an answer that is not clear, you may replay

the question or say, “Tell/Show me again.”

• If the student still does not answer, select No Response (NR) and move to the next

question.

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 Student

Score Sheet, bubble the answers while administering the test, and then use the scoring

keys to check the answers. The Student 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.

PRACTICE TEST

Listening—Kindergarten (cont.)

When the Listening Test screen comes up,

SAY

Welcome to the Listening section of the ELPAC test.

In this part of the test, you will listen carefully. Then you will tell me your

answers to 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 any questions repeated, just ask. If

you are having trouble hearing the test, let me know.

You will now begin the Listening questions.

Select [Next] to advance to the next screen.

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.

After administering Number 8, if there have been no responses or no correct responses

you may stop testing in the Listening domain. Select [End Test].

Answer Key:

1. (A) 2. (C) 3. (A) 4. (B) 5. (A) 6. (A) 7. (C) 8. (B)

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.

PRACTICE TEST

Kindergarten

LISTENING—Scoring Keys

Listening Scoring Keys

Listen to a Short Exchange

Number Answer Key

1 A

2 C

3 A

4 B

5 A

Listen to a Story

Number Answer Key

6 A

7 C

8 B

9 C

10 A

11 B

12 A

13 C

14 B

Listen to an Oral Presentation

Number Answer Key

15 A

16 B

17 B

18 C

19 C

20 A

This page is intentionally left blank.

PRACTICE TEST

Speaking—Kindergarten

Special Directions for Speaking

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.

• When to stop the test: Refer to the stopping marker after Talk About a Scene.

• Practice and Modeling: A practice question is included as part of the Recording

Check so the test examiner may provide feedback to let the student know

they are responding correctly. The practice question in the Recording Check is

“Describe what you are wearing today.” For example, if the student responded

to the practice question saying, “A shirt and pants,” the test examiner lets the

student know the response was correct. If the student does not successfully

respond, the test examiner models a correct response for the student, saying,

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

• Prompting Guidelines: The prompting guidelines vary for each Speaking 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.

PRACTICE TEST

Speaking—Kindergarten (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: In two-part

questions in Talk About a Scene and Support an Opinion, 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 second part of the

question. If the student response does not address the question, the test examiner

should ask the question.

• Prompting—Repeating the Question: When a student asks or does not respond,

you may repeat the question once.

• Prompting—Encouraging Students: Throughout the test, if a student is reluctant

or asks for assistance that is not allowed, test examiners should give general

encouragement by saying words such as, “It’s OK, do your best,” or “You are

doing a good job.” etc.

• Scoring—Self-Correction: Since students respond to test questions fairly quickly,

they sometimes change what they say in the middle of a word or sentence.

Students who self-correct are not to be penalized; however, if a response is so

halting or choppy that meaning is impeded, it may affect the score.

Audio Capture for the Speaking Domain

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.

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.

• Activating the microphone: The microphone icon [

] appears at the beginning

of the SAY statement. It is OK to record the test examiner’s voice on the audio

recording. To ensure smooth interaction between the test examiner and the

student, the test examiner may start the microphone while asking the question

and stop the microphone after the student responds.

•

Rerecording: The test examiner may continue to the next question and does not

need to rerecord if:

◦ Test examiner forgets to record a response.

◦ Test examiner records a response to one question by using the audio recorder

for another question.

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

PRACTICE TEST

◦ The audio capture times out after two minutes and the student is still answering

the question. Allow the student to complete the response and score the

complete spoken response and not only what was recorded.

• Headsets: In order to enable interaction between the student and test examiner,

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

• Replay: It is not recommended that the test examiner use the audio capture

replay feature while administering the Speaking test. Also, it is not recommended

that the student hear their response and rerecord. The test examiner is to listen

and score the student’s ﬁrst response.

Once the test examiner has navigated to the next test question, the audio capture

recording will not be able to be replayed. The test examiner does not need to

replay the student response to conﬁrm the audio capture.

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

The following suggested routine provides test examiners with a sample protocol

for administering the Speaking section of the computer-based ELPAC:

◦ Select the microphone icon to turn the microphone on.

◦ Ask the student the question.

◦ The student responds to the question.

◦ Turn the microphone off.

◦ Score the student’s response on the Student Score Sheet (if using).

◦ Advance the screen.

Turn the

microphone on.

Ask the student the

question.

The student responds to

the question.

Score the student’s response on

the Student Score Sheet (if using).

Turn the

microphone off.

Advance the screen.

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

Speaking—Kindergarten (cont.)

PRACTICE TEST

Speaking—Kindergarten (cont.)

Ending the Test and Review Screen

When the test is complete,

SAY

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

work.

DIRECTIONS ON ENDING A TEST

•

Select the [End Test] button to continue to the review screen.

• Do not rerecord responses if you see a red triangle in the review box. Select the

[

Submit Test

]

button.

Review Screen

The review screen will indicate red triangles for every question where the audio capture

was not successfully recorded. The test examiner should not go back and record any

responses to remove the red triangles once the test is completed.

Kindergarten 24SPEAKING—Talk About a Scene Shapes / Questions 1–4

No. Item Score 0 Score 1

blank

cell

SAY

Look at the picture. I am

going to ask you some

questions about it.

• Incorrect response/not relevant/completely

unintelligible/no response/response contains

no English/“I don’t know.”

• Correct response.

Point to the teacher.

SAY

What is the teacher doing?

Anchor:

◦ I don’t know.

Anchor:

◦ Holding/showing shapes.

◦ Teaching/sitting/talking.

Point to the baskets on the table.

SAY

What are these?

Anchor:

◦ I forget.

Anchor:

◦ Baskets/boxes/buckets.

◦ Toys/shapes/blocks.

PRACTICE TEST

No. Item Score 0 Score 1 Score 2

blank

cell

For questions 3 and 4, if the student

gives a one-word response, say, “Tell me

more.”

• Response is not relevant.

• Response contains no

English.

• No response, “I don’t know,”

or is completely unintelligible.

• Response is limited or

partially relevant.

• Errors in grammar,

pronunciation, or intonation

impede meaning.

• Response is relevant.

• Errors in grammar,

pronunciation, or intonation

do not impede meaning.

SAY

What is this class learning

about?

Wait for the student’s response.

SAY

How do you know?

Anchor:

◦ Umm, learning.

[Examiner: How do you

know?]

I don’t know.

Anchor:

◦ Shapes.

[Examiner: How do you

know?]

I don’t know.

Anchor:

◦ Umm, shapes.

[Examiner: How do you

know?]

Because she’s making a

triangle.

Point to the objects on the table.

SAY

Tell me about what the

students can do with these.

Anchor:

◦ Umm, the shapes.

Anchor:

◦ Playing toys.

Anchor:

◦ They can put them in the

right baskets.

Prompting Guidelines: Talk About a Scene

If the student does not answer or requests that a question be repeated, you may repeat the question once.

If the student points, pantomimes, or points to people and things while saying words such as this/that/these/those, say, “Tell me in words.”

For questions 3 and 4, if the student gives a one-word response, say, “Tell me more.”

Kindergarten 26SPEAKING—Support an Opinion Crackers or Grapes / Question 5

Score 0 Score 1 Score 2

• An opinion is not expressed.

• Response contains no English.

• No response, “I don’t know,” or is completely

unintelligible.

• An opinion is expressed but not supported. A

reason is not provided or is not relevant.

• Errors in grammar, word choice, pronunciation,

or intonation impede meaning.

• An opinion is expressed and supported with a

relevant reason.

• Errors in grammar, word choice, pronunciation,

or intonation do not impede meaning.

Anchor:

(Pointing.)

[Examiner: Tell me in words. What do you

choose for your class to eat: crackers or

grapes?]

I don’t know.

Anchor:

Crackers.

[Examiner: Why do you think crackers are

better?]

(No response.)

Anchor A:

Crackers.

[Examiner: Why do you think crackers are

better?]

Mmm . . .

[Examiner: Why do you think crackers are

better?]

Because there are good.

Anchor B:

Grapes.

[Examiner: Why do you think grapes are

better?]

Because they taste like sour.

PRACTICE TEST

No. Picture Prompt

SAY

Now,

SAY

I am going to ask you for your opinion.

Point to each picture at the appropriate time while reading the

question.

SAY

Your class has a choice of two foods to eat for a

snack. What do you choose for your class to eat:

crackers or grapes?

Wait for initial choice.

SAY

Why do you think [crackers are/grapes are/your

choice is] better?

If there have been no responses or no correct responses to this

point, you may stop testing in the Speaking domain.

Select [End Test].

Prompting Guidelines: Support an Opinion

If the student does not answer or requests that a question be repeated, you may repeat the question once.

If the student points, pantomimes, or points while saying words such as this/that/these/those, say, “Tell me in words,” and repeat the question.

If the student states a choice but does not provide a reason, repeat the last part of the question once: “Why do you think [student’s choice] is better?”

If the student gives an original but relevant response to the question, or selects neither or both options, say, “Why do you think your choice is better?”

Kindergarten 28

SPEAKING—Support an Opinion Run or Draw / Question 6

Score 0 Score 1 Score 2

• An opinion is not expressed.

• Response contains no English.

• No response, “I don’t know,” or

is completely unintelligible.

• An opinion is expressed but not supported. A

reason is not provided or is not relevant.

• Errors in grammar, word choice, pronunciation, or

intonation impede meaning.

• An opinion is expressed and supported with a

relevant reason.

• Errors in grammar, word choice, pronunciation, or

intonation do not impede meaning.

Anchor:

I don’t know.

Anchor:

Running.

[Examiner: Why do you think running races

is better?]

Because running is better.

Anchor A:

Run races.

[Examiner: Why do you think running races

is better?]

Because that will make you healthy.

Anchor B:

Side . . . draw with sidewalk chalk.

[Examiner: Why do you think drawing with

sidewalk chalk is better?]

Because they’re learning about shapes.

PRACTICE TEST

No. Picture Prompt

SAY

I am going to ask you for your opinion.

Point to each picture at the appropriate time while reading the

question.

SAY

You and your friends can choose what to do

at recess. What do you choose to do with your

friends: run races or draw with sidewalk chalk?

Wait for initial choice.

SAY

Why do you think [running races/drawing with

sidewalk chalk/your choice] is better?

Prompting Guidelines: Support an Opinion

If the student does not answer or requests that a question be repeated, you may repeat the question once.

If the student points, pantomimes, or points while saying words such as this/that/these/those, say, “Tell me in words,” and repeat the question.

If the student states a choice but does not provide a reason, repeat the last part of the question once: “Why do you think [student’s choice] is better?”

If the student gives an original but relevant response to the question, or selects neither or both options, say, “Why do you think your choice is better?”

Kindergarten 30SPEAKING—Retell a Narrative Picking Flowers / Question 7

Score 0 Score 1 Score 2 Score 3 Score 4

• Response is not

relevant.

• Response contains no

English.

• No response, “I don’t

know

,” or is completely

unintelligible.

• Response attempts to retell

the narrative but conveys little

relevant information.

• Ideas are rarely cohesive and

connected.

• Grammar and word choice are

limited and impede meaning.

• Pronunciation and/or intonation

often impede meaning.

• Speech may consist of isolated

word(s) or phrase(s).

• Response retells the

narrative as supported by

the pictures but may be

incomplete and lack clarity

• Ideas are sometimes

cohesive and connected.

• Grammar and word choice

are simple and repetitive;

errors often impede

meaning.

• Pronunciation and/or

intonation often impede

meaning.

• Speech may be slow,

choppy, or halting.

• Response retells the

narrative as supported

by the pictures with basic

detail.

• Ideas are usually cohesive

and connected.

• Grammar and word choice

are adequate; errors

occasionally impede

meaning.

• Pronunciation and/or

intonation occasionally

impede meaning.

• Speech is fairly sustained,

though some choppiness or

halting may occur.

• Response provides a clear

and detailed retelling of the

narrative as supported by

the pictures.

• Ideas are cohesive and

connected.

• Grammar and word choice

are varied and effective;

errors do not impede

meaning.

• Pronunciation and

intonation do not impede

meaning.

• Speech is usually smooth

and sustained.

Anchor:

(No response.)

[Examiner: Now use

all the pictures to

tell the story back to

me.]

Is . . .

[Examiner: What else

can you tell me about

the story?]

Can’t.

Anchor:

The father tried to give

the, the mom a owers, the

father. . .

[Examiner: What else

can you tell me about the

story?]

Umm, the father, umm . . .

[Examiner: And then what

happened?]

Then the grandfather tried

to, to give it . . . put the

water . . . the owers to give

it to her, umm, grand, grand,

umm, umm, trying to give

her mom a owers to, to the

girl, to the, umm, umm . . .

Anchor:

The girl is and the boy

is trying to get owers

from the, the mom and

from, from the girl.

[Examiner: And then

what happened?]

And then he . . . and then

the girl give it to the

grandma.

Anchor:

They went outside and

they got owers and

then they went back and

then they put water and

then they give it to their

mom or grandp- . . . mom

or grandma. Mom. They

give it to the mom, the

owers.

Anchor:

Anna and his . . . and

her father wanted to

give some owers to her

grandmother. Anna went

outside and saw many

beautiful owers. They

went inside. Anna found

a jar, a glass jarred. She

. . . they put the owers

on it. It looked so

beautiful. They . . . Anna

gived her. . . the owers

to her grandmother.

PRACTICE TEST

SAY

Look at the pictures.

Pause. Point to each of the pictures.

SAY

I am going to tell you a story about the pictures. Listen carefully. You

will hear the story only once. When I am nished, you will use the

pictures to tell the story back to me.

Point to the rst picture.

SAY

Anna and her father decided to pick some owers for her grandmother. She took a basket and went outside. She

found many beautiful owers.

Point to the second picture.

SAY

When Anna and her father were done, they went in the house. Anna found a glass jar and put water in it. Then she

put the owers in the glass jar. They looked so pretty.

Point to the third picture.

SAY

Anna gave the jar of owers to her grandmother. Her grandmother was very happy.

SAY

Now use all the pictures to tell the story back to me.

Prompting Guidelines: Retell a Narrative

Read the story only once.

If the student does not answer or requests that the question be repeated, say, “Now use all the pictures to tell the story back to me.”

If the student points, pantomimes, or points to people and things while saying words such as this/that/these/those, say, “Tell me in words about the story.”

If the student is reluctant or stops speaking after saying a few sentences, prompt the student by saying one of the following,

“What else can you tell me about the story?” or “And then what happened?” Reprompt no more than twice.

If the student is struggling to remember a name, say, “The girl’s/boy’s name is [name]. You can also say ‘the girl/the boy.’”

When scoring, you should consider the responses given by the student as a whole, regardless of reprompting.

Kindergarten 32SPEAKING—Retell a Narrative Homework / Question 8

Score 0 Score 1 Score 2 Score 3 Score 4

• Response is not relevant.

• Response contains no

English.

• No response, “I don’t

know

,” or is completely

unintelligible.

• Response attempts to retell

the narrative but conveys

little relevant information.

• Ideas are rarely cohesive

and connected.

• Grammar and word choice

are limited and impede

meaning.

• Pronunciation and/or

intonation often impede

meaning.

• Speech may consist

of isolated word(s) or

phrase(s).

• Response retells the

narrative as supported by

the pictures but may be

incomplete and lack clarity

• Ideas are sometimes

cohesive and connected.

• Grammar and word choice

are simple and repetitive;

errors often impede

meaning.

• Pronunciation and/or

intonation often impede

meaning.

• Speech may be slow,

choppy

, or halting.

• Response retells the

narrative as supported

by the pictures with basic

detail.

• Ideas are usually cohesive

and connected.

• Grammar and word choice

are adequate; errors

occasionally impede

meaning.

• Pronunciation and/or

intonation occasionally

impede meaning.

• Speech is fairly sustained,

though some choppiness or

halting may occur.

• Response provides a clear

and detailed retelling of the

narrative as supported by

the pictures.

• Ideas are cohesive and

connected.

• Grammar and word choice

are varied and effective;

errors do not impede

meaning.

• Pronunciation and

intonation do not impede

meaning.

• Speech is usually smooth

and sustained.

Anchor:

(No response.)

Anchor:

He do the book

(unintelligible) the

backpacks and he was

putting it there.

[Examiner: What else

can you tell me about the

story?]

Because they were

putting (unintelligible)

her backpack her book.

Anchor:

Hmm, her mom get

her, her mom get h-,

get him, umm, a book.

(Unintelligible) then

when she was, umm,

when she was done,

then she put it in his

packpack.

[Examiner: What else

can you tell me about the

story?]

His dad let him to, let

him to a good place.

Anchor:

Carlos gets a book at the

libary. He went home and

readed it with his dad.

And when Carlos nished

he put it in his backpack.

Anchor:

Umm, so Carla, Carlos

got a book, school and

he can’t wait to read it

to his dad. When, when

he got, when Carlos got

home, he told his dad

all about the book. And

then when he was done

reading, he put the book

in his backpack to take

it back to school.

PRACTICE TEST

SAY

Look at the pictures.

Pause. Point to each of the pictures.

SAY

I am going to tell you a story about the pictures. Listen carefully. You

will hear the story only once. When I am nished, you will use the

pictures to tell the story back to me.

Point to the rst picture.

SAY

Carlos got a book to read at home today. He couldn’t wait to read the book with his dad.

Point to the second picture.

SAY

When Carlos got home, he told his dad about the book. His dad helped him nd a quiet space to read.

Point to the third picture.

SAY

When Carlos nished reading, he put the book in his backpack to take back to school.

SAY

Now use all the pictures to tell the story back to me.

Prompting Guidelines: Retell a Narrative

Read the story only once.

If the student does not answer or requests that the question be repeated, say, “Now use all the pictures to tell the story back to me.”

If the student points, pantomimes, or points to people and things while saying words such as this/that/these/those, say, “Tell me in words about the story.”

If the student is reluctant or stops speaking after saying a few sentences, prompt the student by saying one of the following,

“What else can you tell me about the story?” or “And then what happened?” Reprompt no more than twice.

If the student is struggling to remember a name, say, “The girl’s/boy’s name is [name]. You can also say ‘the girl/the boy.’”

When scoring, you should consider the responses given by the student as a whole, regardless of reprompting.

Kindergarten 34

SPEAKING—Summarize an Academic Presentation

Crayons / Question 9

Main Points

A full response includes at least three of the following Main Points:

• Crayons are made of w

ax.

• Workers melt the wax/heat the wax (until it melts).

• Workers add color to the wax.

• Wax is shaped into sticks (long/skinny).

• Workers mix the wax and color together.

• People use crayons to color (pictures).

PRACTICE TEST

SAY

In this part of the test, I will read some information to you.

SAY

I am going to tell you about crayons. Listen carefully. You will hear the information only once. When I am nished,

you will tell me about crayons.

Point to the picture of each object at the appropriate time while reading the information.

Point to the crayons.

SAY

These are crayons. Do you ever wonder how crayons are made? Crayons are made out of wax.

Point to the worker mixing the wax.

SAY

First, workers heat the wax until it melts. Then, workers add color to the wax. They mix the wax and the color together.

Point to the crayons.

SAY

Last, the wax gets shaped into long, skinny sticks. These sticks are crayons. People use crayons to color

pictures.

SAY

Now it is your turn. Tell me what you learned about crayons. Use the pictures to help you.

Pause to let the student summarize the presentation. While the student is responding, use the Main Points and rubric to score the

response. After the student responds,

SAY

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

DIRECTIONS ON ENDING A TEST

• Select the [End Test] button to continue to the review screen.

•

Do not rerecord responses if you see a red triangle in the review box. Select the

[

Submit Test

]

button.

Prompting Guidelines: Summarize an Academic Presentation

Read the information only once.

If the student does not answer or requests that a question be repeated, you may repeat the question once.

If the student points to the picture without speaking,

say, “Tell me in words.”

If the response includes one or some of the main points and/or partial details, say,

“What else can you tell me about what you hear

d/about what I told you?” Reprompt only once.

If the student is struggling to remember a word, you may say, “It’s OK, do your best.” Do not say the word to the student.

When scoring, you should consider the responses given by the student as a whole, regardless of reprompting.

Kindergarten 36

SPEAKING—Summarize an Academic Presentation

Crayons / Question 9

Main Points

A full response includes at least three of the following Main Points:

• Crayons are made of w

ax.

• Workers melt the wax/heat the wax (until it melts).

• Workers add color to the wax.

• Wax is shaped into sticks (long/skinny).

• Workers mix the wax and color together.

• People use crayons to color (pictures).

PRACTICE TEST

Score 0 Score 1 Score 2 Score 3 Score 4

• Response is not

relevant.

• Response contains no

English.

• No response, “I don’t

know

,” or is completely

unintelligible.

• Response includes an

attempt to reference the

presentation/picture but

conveys little relevant

information.

• Ideas are rarely cohesive

and connected.

• Grammar and word choice

are limited and impede

meaning.

• Pronunciation and/or

intonation often impede

meaning.

• Speech may consist of

isolated word(s) or phrase(s)

related to the picture.

• Response includes a partial

summary of at least one of the

main points of the presentation

and may lack an understanding

of the main points.

• Ideas are sometimes cohesive

and connected.

• Grammar and word choice are

simple and repetitive; errors

often impede meaning.

• Pronunciation and/or intonation

often impede meaning.

• Speech may be slow

, choppy, or

halting.

• Response includes a mostly

clear summary of some

of the main points of the

presentation with partial/basic

details.

• Ideas are usually cohesive

and connected.

• Grammar and word choice

are adequate; errors

occasionally impede meaning.

• Pronunciation and/or

intonation occasionally

impede meaning.

• Speech is fairly sustained,

though some choppiness or

halting may occur

• A full response includes

a clear summary of the

main points and details

of the presentation.

• Ideas are cohesive and

connected.

• Grammar and word

choice are varied and

effective; errors do not

impede meaning.

• Pronunciation and

intonation do not impede

meaning.

• Speech is usually

smooth and sustained.

Anchor:

How they . . .

Anchor:

Uhh, this one’s a hard

one.

[Examiner: It’s OK. Do

your best.]

I’m thinking, but I can’t.

Umm, I’m still learning.

[Examiner: What else can

you tell me about what I

told you?]

Uhh, crayons, umm, come

in a box. And they paint

them so they get dry.

And the shape look like a

pencil.

Anchor:

The crayons, umm, made.

And then they mix the wax.

And then they put the wax

on the crayons.

[Examiner: What else can

you tell me about what you

heard?]

And then they mix.

Anchor:

These are crayons. People

make crayons with wax.

First, if I can remember,

they use wax and then

they shape them like

crayons. That’s all I’m

gonna say.

[Examiner: What else can

you tell me about what I

told you?]

That’s all I know.

Anchor:

Crayons, umm, how

do you . . . how do you

make crayons? You

use them to . . . you

make them out of

wax. The, the worker

melts the wax and

then adds color to it.

Next, they, they turn

to long skinny, long

skinny crayons. Next,

they, they u- . . . they

use persons to color

with it.

Notes:

• Minor factual inaccuracies or omissions are acceptable as long as the student expresses a clear summary of the presentation.

• Don’t penalize for mispronunciation of any word that doesn’t interfere with meaning.

PRACTICE TEST

Reading—Kindergarten

Special Directions for Reading

• Reading is administered one-on-one with the test examiner navigating the

student device. The test examiner should scroll at the appropriate times to ensure

that the student sees all reading passages, and answer choices.

• If there have been no responses or no correct responses to the stopping marker,

the test examiner may stop administering the Reading domain. Select [End Test].

• For each question, 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 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, say, “Point to your answer,” after you have

read the question.

• 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.

• 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 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 looks for conﬁrmation from the test examiner while reading, say, “It’s

OK, do your best.”

PRACTICE TEST

Reading—Kindergarten (cont.)

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 Student

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 Student 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.

When the Reading Test screen 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 the next screen.

READING—Read-Along Word with Scaffolding

Administer the Reading questions using the scripts below.

PRACTICE TEST

Kindergarten

READING—Read-Along Word with Scaffolding

Reading—Read-Along Word with Scaffolding

Prompting Guidelines: Read-Along Word with Scaffolding

For the ﬁrst question, prompting guidelines are embedded in the scripts for questions in this document.

For the second question, repeat the question once if the student requests.

For all questions, 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.

SAY

We are going to read together.

Point to the rst letter in the word.

SAY

What is the rst letter of this word?

Mark rating of “Student names the rst 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 m?

Mark rating of “Student provides the sound of the rst letter” in the Student Testing

Interface.

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.

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.

Sweep your nger 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: “mat.”

Sweep your nger under the word while reading the word aloud.

Be sure you entered a rating of the student’s response for all ve parts of the question.

SAY

Point to the picture of the mat.

Scroll as needed so the student can see all the picture options.

PRACTICE TEST

Kindergarten

SAY

We are going to read together.

Point to the rst letter in the word.

SAY

What is the rst letter of this word?

Mark rating of “Student names the rst 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 rst letter” in the Student Testing

Interface.

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.

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.

Sweep your nger 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.”

Sweep your nger under the word while reading the word aloud.

Be sure you entered a rating of the student’s response for all ve parts of the question.

SAY

Point to the picture of the pig.

READING—Read-Along Word with Scaffolding

Scroll as needed so the student can see all the picture options.

PRACTICE TEST

Kindergarten

READING—Read-Along Story with Scaffolding

Reading—Read-Along Story with Scaffolding

Prompting Guidelines: Read-Along Story with Scaffolding

For 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, 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.

For 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 5

or the right-pointing arrow for numbers 6 through 8.

SAY

We are going to read together.

SAY

Point to where we should start reading.

Pause for the student to respond.

Mark rating of the “Student points to the rst word” in the Student Testing Interface.

If the student answered the previous question incorrectly,

SAY

We will start reading here. Put your nger here.

To all students,

SAY

Follow along with your nger 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.

6–8

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 rst

panel. Sweep your nger under the sentences as you read them.

For each question, sweep your nger 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.

PRACTICE TEST

Kindergarten

READING—Read-Along Information

If there have been no responses or no correct responses to this point, you may stop testing in

the Reading domain. Note that if the student has responded correctly to any part of Question

1, Question 3, or Question 5, you may continue testing. If you are ending the test, select [End

Test].

Answer Key:

1. (C,C,C,C,C) 2. (A) 3. (C,C,C,C,C) 4. (C) 5. (C,C)

6. (A) 7. (B) 8. (A)

Reading—Read-Along Information

Prompting Guidelines: Read-Along Information

Read 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.

9–11

SAY

Now we are going to read together. Listen while I read.

READ AND SAY

Sweep your nger under the sentences as you read and say them aloud.

For each question, sweep your nger 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.

12–14

SAY

Now we are going to read together. Listen while I read.

READ AND SAY

Sweep your nger under the sentences as you read and say them aloud.

For each question, sweep your nger 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.

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.

PRACTICE TEST

Kindergarten

READING—Scoring Keys

Reading Scoring Keys

Read-Along Word with Scaffolding

Number Answer Key

1 5 correct = 2 points,

1–4 correct = 1 point,

0 correct = 0 points

2 A

3 5 correct = 2 points,

1–4 correct = 1 point,

0 correct = 0 points

4 C

Read-Along Story with Scaffolding

Number Answer Key

5 2 correct = 2 points,

1 correct = 1 point,

0 correct = 0 points

6 A

7 B

8 A

Read-Along Information

Number Answer Key

9 B

10 C

11 C

12 B

14 A

This page is intentionally left blank.

PRACTICE TEST

Writing—Kindergarten

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.

• If there have been no responses or no correct responses to the stopping marker,

the test examiner may stop administering the Writing domain.

• 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 Student Score Sheet is located at the end of this document.

SAY

Today, you will take the ELPAC Writing test. If you are unsure of how to

respond to a question, just respond the best you can.

In this part of the test, you will write your answers to some questions on

paper

If you need any questions repeated, just ask.

You will now begin the Writing questions.

Administer the Writing questions using the scripts on the following page.

PRACTICE TEST

Kindergarten

Writing—Label a Picture—Word, with Scaffolding

SAY

Now we are going to write some letters and words together.

Point to the picture of the barn.

SAY

This is a barn. “Barn” starts with the letter b. Write the letter b.

Point to the rst letter-length write-on line in the Answer Book. If student does not write, re-

prompt.

Point to the picture of the goat.

SAY

This is a goat. “Goat” starts with the letter g. Write the letter g.

Point to the second letter-length write-on line in the Answer Book. If student does not write,

re-prompt.

Point to the picture of the hen.

SAY

This is a hen. Write the word “hen.”

Point to the rst word-length write-on line in the Answer Book. If student does not write, re-

prompt.

Point to the picture of the cow.

SAY

This is a cow. Write the word “cow.”

Point to the second word-length write-on line in the Answer Book. If student does not write,

re-prompt.

WRITING—Label a Picture—Word, with Scaffolding

If there have been no responses or no correct responses to this point, you may stop testing in

PRACTICE TEST

Kindergarten

the Writing domain.

Writing—Write a Story Together with Scaffolding

Position the Answer Book so Numbers 5 through 8 face the student.

SAY

We are going to write a story together. The title of the story is “We Read a Book.”

Sweep your nger under the title in the Answer Book as you read it aloud.

SAY

The rst letter is missing from the word “Read.” Say the word “Read.”

SAY

Now write the rst letter of the word “Read.”

Point to the write-on line in the Answer Book. If the student does not write, re-prompt.

SAY

The rst letter is missing from the word “Book.” Say the word “Book.”

SAY

Now write the rst letter of the word “Book.”

Point to the write-on line in the Answer Book. If the student does not write, re-prompt.

SAY

The rst sentence in the story is: I hold my bear on my lap.

Sweep your nger under the sentence in the Answer Book as you read it aloud.

SAY

The second sentence should say: I tell him a story.

Sweep your nger under the sentence in the Answer Book as you read it aloud.

SAY

The word “tell” is missing from the story. Say the word “tell.”

SAY

Now write the word “tell.”

Point to the write-on line in the Answer Book.

SAY

The next sentence should say: Then I give him a hug.

Sweep your nger under the sentence in the Answer Book as you read it aloud.

SAY

The word “hug” is missing from the story. Say the word “hug.”

SAY

Now write the word “hug.”

Point to the write-on line in the Answer Book.

After the student responds to the last question,

SAY

WRITING—Write a Story Together with Scaffolding

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

PRACTICE TEST

Kindergarten

WRITING—Practice Test Answer Book

PRACTICE TEST

Kindergarten

WRITING—Practice Test Answer Book

PRACTICE TEST

Kindergarten

Writing Rubrics

Rubric for Writing—Letter, Numbers 1, 2, 5, and 6

Score Descriptors

• 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).

• 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.

•

The student writes or draws content that is not representative of letters in the

English alphabet.

•

The student does not provide a written response.

Rubric for Writing—Word, Numbers 3, 4, 7, and 8

Score Descriptors

• The student writes at least two letters of the stated word correctly, including

the initial letter in the initial position and one additional letter (any position

in the word).

•

Any style of letters (for example, capital, lowercase, cursive) is acceptable.

• Phonetic spelling is acceptable.

• Letters may be reversed, backwards, or upside down (for example,

↔ d, q ↔ p, b ↔ p).

• The student writes one letter of the stated word correctly in the correct

position (i.e., the initial, middle, or ﬁnal position in the word), or the student

writes only one letter from the stated word (e.g., “u” from “hug”).

•

Any style of letters (for example, capital, lowercase, cursive) is acceptable.

• Phonetic spelling is acceptable.

• Letters may be reversed, backwards, or upside down (for example,

↔ d, q ↔ p, b ↔ p).

• The student writes letters that are not representative of letters in the stated word.

•

The student copies a word or words printed on the Answer Book page.

•

The student writes or draws content that is not representative of letters in the

English alphabet.

•

The student does not provide a written response.

WRITING—Rubrics

Student Score Sheets

Name:

Grade:

Student ID:

LISTENING Practice Test—Kindergarten

Listen to a Short Exchange

1 A BC

2 A BC

3 A BC

4 A BC

5 A BC

Listen to a Story

6 A BC

7 A BC

8 A BC

9 A BC

10 A BC

11 A BC

12 A BC

13 A BC

14 A BC

Listen to an Oral Presentation

15 A BC

16 A BC

17 A BC

18 A BC

19 A BC

20 A BC

LISTENING Total:

SPEAKING Practice Test—Kindergarten

Talk About a Scene

1 01 2 01 3 012

4 012

Support an Opinion

5 012 6 012

Retell a Narrative

7 01234 8 01234

Summarize an Academic Presentation

9 01234

SPEAKING Total:

READING Practice Test—Kindergarten

Read-Along Word with Scaffolding

1 Student names the rst letter. C

IC NR

Student provides the sound of the rst letter. C

IC NR

Student names the next letter. C

IC NR

Student names the last letter. C

IC NR

Student reads the word. C

IC NR

2 A BC

3 Student names the rst letter. C

IC NR

Student provides the sound of the rst letter. C

IC NR

Student names the next letter. C

IC NR

Student names the last letter. C

IC NR

Student reads the word. C

IC NR

4 A BC

Read-Along Story with Scaffolding

5 Student points to the rst word. C

IC NR

Student follows the text from left to right and top to bottom C

IC NR

6 A BC

7 A BC

8 A BC

Read-Along Information

9 A BC

10 A BC

11 A BC

12 A BC

13 A BC

14 A BC

READING Total:

WRITING Practice Test—Kindergarten

Label a Picture—Word, with Scaffolding

Number 1 [0–1]

Number 2 [0–1]

Number 3 [0–2]

Number 4 [0–2]

Write a Story T

ogether with Scaffolding

Number 5

[0–1]

Number 6 [0–1]

Number 7 [0–2]

Number 8 [0–2]

WRITING T

otal: