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Texas English Language
Prociency Assessment System
Speaking Scoring Guide
Grades 4–5
Spring 2020
TELPAS Speaking Scoring Guide Grades 4–5 Page 3
Spring 2020
General Information
This guide provides exemplar student responses for the Texas English Language Prociency
Assessment System (TELPAS) online speaking assessment. It is intended to be used alongside
the spring 2020 TELPAS listening and speaking released test. Each question is identied as
it appears on the released test (question is referred to as “item” in the rubric). Questions in
this guide are four-point questions only, as four-point questions provide the best model of
responses at various score points. The annotation that accompanies each response is written to
illustrate how the language of the rubric is applied to each response to determine a score.
A response earns a specic score point based on the speech characteristics (e.g., pronunciation,
vocabulary, grammar, etc.) of that particular response. The prociency level of the student is
determined by the accumulated score of the speaking responses submitted for the test. An
individual response does not necessarily reect a student’s prociency level but is one piece of
data that contributes to the determination of the student’s prociency level.
The exemplars in this guide are transcribed from actual student responses submitted online
during the testing window. In some cases, annotations note pronunciation issues or issues when
a student’s accent might have aected scoring. In addition, because capitalization is impossible
to determine in spoken responses, the transcriptions reect the appropriate capitalization.
Punctuation such as commas and periods are included in transcriptions to reect, as well as
possible, the way the student spoke. Appropriate punctuation is used when the student’s intent
is unclear. Transcriptions may include three dots inside a bracket […], which indicate a pause in
the student’s response.
This guide does not contain exemplars for responses that received a score point of one.
Responses that receive a score point of one may contain frequent, long pauses or pronunciation
that prevents understanding. Silent responses, unintelligible responses, and responses in
languages other than English also receive a score point of one. Students who receive this score
point may use memorized high-frequency words and phrases but do not demonstrate the ability
to craft an original message in English.
The TELPAS prociency level descriptors (PLDs) for speaking, from which the rubric was derived,
and the Four-Point Speaking Rubric are included on the following pages for additional reference.
ELPS-TELPAS Proficiency Level Descriptors
Grades K–12 Speaking
Beginning Intermediate Advanced Advanced High
Beginning English learners
(ELs) have little or no ability to
speak English in academic and
social settings.
Intermediate ELs have the ability
to speak in a simple manner
using English commonly heard
in routine academic and social
settings.
Advanced ELs have the ability to
speak using grade-appropriate
English, with second language
acquisition support, in academic
and social settings.
Advanced high ELs have the
ability to speak using grade-
appropriate English, with minimal
second language acquisition
support, in academic and social
settings.
These students:
• mainly speak using single words
and short phrases consisting of
recently practiced, memorized, or
highly familiar material to get
immediate needs met; may be
hesitant to speak and often give
up in their attempts to
communicate
• speak using a very limited bank of
high-frequency, high-need,
concrete vocabulary, including key
words and expressions needed for
basic communication in academic
and social contexts
• lack the knowledge of English
grammar necessary to connect
ideas and speak in sentences; can
sometimes produce sentences
using recently practiced,
memorized, or highly familiar
material
• exhibit second language
acquisition errors that may hinder
overall communication, particularly
when trying to convey information
beyond memorized, practiced, or
highly familiar material
• typically use pronunciation that
significantly inhibits
communication
These students:
• are able to express simple,
original messages, speak using
sentences, and participate in short
conversations and classroom
interactions; may hesitate
frequently and for long periods to
think about how to communicate
desired meaning
• speak simply using basic
vocabulary needed in everyday
social interactions and routine
academic contexts; rarely have
vocabulary to speak in detail
• exhibit an emerging awareness of
English grammar and speak using
mostly simple sentence structures
and simple tenses; are most
comfortable speaking in present
tense
• exhibit second language
acquisition errors that may hinder
overall communication when trying
to use complex or less familiar
English
• use pronunciation that can usually
be understood by people
accustomed to interacting with
ELs
These students:
• are able to participate comfortably
in most conversations and
academic discussions on familiar
topics, with some pauses to
restate, repeat, or search for
words and phrases to clarify
meaning
• discuss familiar academic topics
using content-based terms and
common abstract vocabulary; can
usually speak in some detail on
familiar topics
• have a grasp of basic grammar
features, including a basic ability
to narrate and describe in present,
past, and future tenses; have an
emerging ability to use complex
sentences and complex grammar
features
• make errors that interfere
somewhat with communication
when using complex grammar
structures, long sentences, and
less familiar words and
expressions
• may mispronounce words, but use
pronunciation that can usually be
understood by people not
accustomed to interacting with
ELs
These students:
• are able to participate in extended
discussions on a variety of social
and grade-appropriate academic
topics with only occasional
disruptions, hesitations, or pauses
• communicate effectively using
abstract and content-based
vocabulary during classroom
instructional tasks, with some
exceptions when low-frequency or
academically demanding
vocabulary is needed; use many
of the same idioms and
colloquialisms as their native
English-speaking peers
• can use English grammar
structures and complex sentences
to narrate and describe at a level
nearly comparable to native
English-speaking peers
• make few second language
acquisition errors that interfere
with overall communication
• may mispronounce words, but
rarely use pronunciation that
interferes with overall
communication
Four-Point Speaking Rubric
As part of the TELPAS listening and speaking assessment, rubrics were developed to determine the score points that should be ascribed to a student’s response based on
their performance on each speaking test item. The rubrics demonstrate the number of score points that a student can achieve based on their performance on each speaking
test item. Two different rubrics, a two-point rubric and a four-point rubric, are used to score different types of speaking items on the TELPAS listening and speaking
assessment. Both rubrics are derived from the TELPAS proficiency level descriptors (PLDs). The rubrics demonstrate how a student will be assessed for speaking; however,
the rubrics should not replace the Texas English Language Proficiency Standards (ELPS) or PLDs and should not be used in isolaon.
(1)
A response at score point 1 may
(2)
A response at score point 2 may
(3)
A response at score point 3 may
(4)
A response at score point 4 may
Completeness of Response • be silent and not aempt to
address the task
• aempt to address the task,
but may be limited to simple,
high-frequency words and
phrases
• address the task in a limited
way by communicang simple,
original ideas, using sentences
and occasional phrases
• address the task somewhat
successfully by generally
communicang comfortably on
common social and grade-
appropriate academic topics
• address the task completely by
communicang, with or
without elaboraon, on a
variety of social and grade-
appropriate academic topics
Syntax/Sentence Structure,
Grammar
• consist of single words, short
phrases and/or occasional
short sentences
• seem memorized, formulaic
and/or highly pracced
• include many grammar
features of another language
that inhibit communicaon
• contain mostly simple
sentences in the present tense
include simple English
language structures
• include grammar errors that
limit communicaon
• generally include the correct
verb tense for the task, but
have some errors, especially
when using irregular or
complex tenses
• demonstrate overall familiarity
using basic grammar features
and may include some complex
grammacal structures
• include grammar errors when
using less common language
structures, which interfere
somewhat with communicaon
• generally include complex
sentences and grammar
structures nearly comparable
to nave English-speaking
peers
• include grammar errors which
rarely interfere with
communicaon
Vocabulary/Word Choice • be repeve and not
demonstrate an ability to use
words to make an original
message
• rely mostly on high-frequency
or basic vocabulary, but sll
convey an original message
• include common abstract and
academic vocabulary words
• include some details on familiar
topics
• feature vocabulary at a level
nearly comparable to their
nave English-speaking peers
Updated February 23, 2018
(1)
A response at score point 1 may
(2)
A response at score point 2 may
(3)
A response at score point 3 may
(4)
A response at score point 4 may
• be mostly limited to simple,
high-frequency words and
phrases
• rarely include details because
of the student’s limited
vocabulary
• include idioms or colloquialisms
used by nave English-speaking
peers
• include abstract and academic
vocabulary with minor,
infrequent errors; word choice
may occcasionally sll be
awkward or imprecise
Pronunciation and Fluency • include frequent and long
pauses that may indicate
that the student is struggling
to communicate and/or has
given up
• include pronunciaon that is
extremely dicult to
understand
• include pauses to search for
words
• include some pronunciaon
errors that limit understanding
• include brief pauses when
searching for words or
aempng to restate or clarify
• include pronunciaon errors
but generally sll be
understandable
• include few brief pauses
• include few pronunciaon
errors; these errors rarely
interfere with understanding
Use of L1 • be enrely or mostly in
another language
• include some words in another
language
Updated February 23, 2018
TELPAS Speaking Scoring Guide Grades 4–5 Page 7
Spring 2020
Grades 4–5 Speaking Questions
and Scored Responses
Question 8
Score Point 2
Response 1
When it was scared a little bit, but then she take a step and then the other
one […] the other steps, were faster. Then he jumped. Then he, he was
feeling […] he was ying, and then he throw his self to the water.
The student addresses the task in a limited way. The response is characterized by grammar
errors that impede communication. For example, the student mainly uses the pronouns “it,”
“he,” and “his” instead of “she” and “her” to refer to the story’s female main character. The
student uses high-frequency, basic vocabulary to attempt to communicate an original message,
but at times, the message is not entirely clear (the other one […] the other steps). The response
contains two pauses as the student searches for words.
TELPAS Speaking Scoring Guide Grades 4–5 Page 8
Spring 2020
Score Point 2, continued
Response 2
She [...] she was holding the [...] uh [...] the yarn [...] of tree. She telled her
body to [...] uh [...] to jump o. [...] She letted go of it [...] to jump [...] and
[...]
The student addresses the task in a limited way and uses simple sentences to communicate a
message. There are several grammar errors (of tree, telled, letted). The response includes a pool
of basic vocabulary (holding, tree, body, jump), and the student pauses frequently to search for
words. The use of the word “yarn” (instead of “rope”) aects comprehension to some extent.
Score Point 3
Response 1
Janelle is scared of going to swim, jumping o the rope, so her mom
convinces her to do it. So at last she does it, and at last she says, “I want to
do it again.”
The student addresses the task somewhat successfully. The response consists of two complex
sentences and indicates that the student has some familiarity with basic grammar features. The
student includes a few instances of vocabulary that goes above the level of basic and
high-frequency (convinces her, at last) to add some details about the story. The student speaks
without pauses or pronunciation errors.
Response 2
Janelle was scared of swimming, swinging the rope in the water, and she
conquered her fear.
The student, in this brief response, addresses the task of retelling the story in a somewhat
successful way. The student answers in one long sentence that includes the correct verb tenses
for the task. Although there are minimal details in the response, the student uses
grade-appropriate vocabulary to summarize the story’s outcome (she conquered her fear).
TELPAS Speaking Scoring Guide Grades 4–5 Page 9
Spring 2020
Score Point 3, continued
Response 3
Um, there is this little boy, and he wants to run on the rope. And he’s in
there for a really long time, but he’s really still scared. So then, he stops and
think about how he’s good for and […] how he’s good at this, and then he
lets go of the rope. So, yeah.
The student addresses the task somewhat successfully. The response includes some details
related to the topic; however, the student mainly uses basic vocabulary (wants to run, scared,
good at, lets go). There is some slightly awkward usage, but the student pauses to correct an
error (how he’s good for and […] how he’s good at this). There is one error in verb agreement
(he stops and think), but this does not interfere with communication. Overall, the student
demonstrates an ability to communicate relatively comfortably on the topic.
Response 4
So Jareen was trying to go by the rope. So and then Aunt Maleen told her
swing, run, and then drop o. So then she went to go swing. Then she
remembered that her Aunt Maleen told her that she needed to let go. So
then she let go. Then she came back. Then she likeded it so she wanted to
go back in.
The student addresses the task of summarizing the story in a somewhat successful way.
The student uses a mix of correct verb tenses and forms to communicate the message (was
trying; told; swing, run, and then drop o) although there is one verb error (likeded). The student
demonstrates an overall familiarity with basic grammar features (Then she remembered that
her Aunt Maleen told her that she needed to let go). In addition, the response does not include
pronunciation errors that aect a listener’s understanding.
TELPAS Speaking Scoring Guide Grades 4–5 Page 10
Spring 2020
Score Point 3, continued
Response 5
The girl was scared to use the rope and jump on the water. She
remembered she was a good swimmer and that aunt was a lifeguard in the
past. Then she jump on the water, swinging in the rope, and she was not
scared anymore.
The student addresses the task somewhat successfully. The student demonstrates an overall
familiarity with basic grammar features and an ability to generally use the correct verb tense
(She remembered she was a good swimmer and that aunt was a lifeguard in the past). There is an
error in verb tense (she jump), as well as two instances of incorrect preposition usage (on the
water, in the rope). However, these do not signicantly hinder communication. The student
includes some details related to the topic (a good swimmer, aunt was a lifeguard, not scared
anymore), and utilizes repetition of more basic vocabulary (scared, rope, jump) in communicating
the message.
Score Point 4
Response 1
In this story Janelle really wants to swing on the rope and then jump o to
get in the pool, but she is too afraid to do so. Then her aunt encourages
Janelle to do it and says, “Once you get on the rope, run, [inaudible] jump
and let go.” Then Janelle said to herself that she can do this. She thinks
that when her cousins were doing this, and they had a lot of fun. Then she
realized that there is nothing to be afraid of. Then Janelle looked [...] then
Janelle took [...] then Janelle told her fears to go away and did what her
Aunt Janelle told her to do.
The student addresses the task completely and with some elaboration using complex sentences
and grammar structures at a level nearly comparable to native English-speaking peers (In this
story Janelle really wants to swing on the rope and then jump o to get in the pool, but she is too
afraid to do so). There is an occasional instance of awkward phrasing (She thinks that when her
cousins were doing this), but overall, the response contains vocabulary at a level comparable to
native English speakers, allowing the student to communicate details with precision (her aunt
encourages, she realized, nothing to be afraid of, told her fears to go away). The response includes
two brief pauses as the student searches for words, but in general, the speech is uent and
without pronunciation errors.
TELPAS Speaking Scoring Guide Grades 4–5 Page 11
Spring 2020
Score Point 4, continued
Response 2
Janelle doesn’t want to let go of the rope and splash into the water because
she is scared. All of the sudden, she got the courage and decided to do it.
She started running, held onto the rope, and she let go and splashed into
the water. She oated back up and started laughing and said she wanted to
do it again.
The student addresses the task completely using some complex sentences and grammar
structures with a level of accuracy comparable to native English-speaking peers. The student
uses grade-appropriate vocabulary (got the courage, oated back up) although there is one
instance of slightly awkward phrasing (All of the sudden). In addition, the student speaks without
pauses or pronunciation errors.
Response 3
Janelle was afraid to go on the rope swing. Her Aunt Maureen tells her
that she can do it. She is very scared to go on the rope swing, but then she
nally gets the courage to, she nally gets the courage to swing and let go
of the rope to fall under the water. Then, she stays under the water and
pops her head out and laughs, “I want to do it again!” And that’s [...] all.
The student addresses the task completely and generates a complex sentence and some
complex grammar structures, although overall the response contains mostly present-tense
verb forms. The student uses a range of vocabulary comparable to English-speaking peers (very
scared, but then, nally gets the courage, pops her head out). The response includes a brief pause
at the end, but this does not hinder comprehension.
TELPAS Speaking Scoring Guide Grades 4–5 Page 12
Spring 2020
Score Point 4, continued
Response 4
Janelle was afraid to go on the rope swing, but her Aunt Maureen told her
she could do it. She wanted to do it because she feeled like she could, but
then she felt very scared. Her body wouldn’t move. Then she remembered
that she could swim well, and her cousins were always laughing after they
went on it. After she told her fear to go away, she took enough courage
and took one more, and took one step. Then she went even faster, and
then when she got o, when she jumped, she was just soaring in the sky,
and then she remembered what her Aunt Maureen told her to do. So she
jumped, so she let go of the rope, and she went sailing into the water. After
that, she was laughing and having fun, and she told her Aunt Maureen she
wanted to go again.
The student addresses the task completely and with substantial elaboration. The response
does include one past-tense verb error (she feeled), which the student corrects later in the same
sentence (she felt). There are some instances of somewhat awkward phrasing (she took enough
courage and took one more), but overall, the student’s level of vocabulary allows the student
to communicate vividly and clearly about the topic (soaring in the sky, sailing into the water). In
addition, the response does not include any pauses or pronunciation errors that interfere with
understanding.
TELPAS Speaking Scoring Guide Grades 4–5 Page 13
Spring 2020
Score Point 4, continued
Response 5
She didn’t want to grab on the rope and swing around and land on the
water because her fear kept on holding her back and didn’t want to go, and
she didn’t care about how deep it was because she was a good swimmer.
She just was afraid. It was her feel, her fear that was holding her back.
So her aunt kept telling her to go and cheering her to go, so she grabbed
on the rope, and run, and ran and ran, and then um she went and she
suddenly felt her feet up the air, supported by the rope. So then um, the
aunt screamed at her, “Let go! Let go!” So she let go, and she landed on the
water, and when she came out, she came out with a smiling face and said
that she wanted to do it again.
The student addresses the task completely and with a great deal of elaboration. The student
demonstrates an ability to speak in long, complex sentences and uses complex grammar
structures at a level nearly comparable to native English-speaking peers. The student’s wealth
of grade-level vocabulary allows the student to relate details from the story with specicity and
clarity (her fear kept on holding her back; cheering her; suddenly felt her feet up the air, supported
by the rope; screamed; with a smiling face). There are occasional minor errors, which the student
corrects (It was her feel, her fear; and run, and ran). Overall, the student speaks at a natural pace,
without pauses, and the response does not include any pronunciation errors.
TELPAS Speaking Scoring Guide Grades 4–5 Page 14
Spring 2020
Question 26
Score Point 2
Response 1
The turtle go to the spider house for the [...] dinner [...] and the spider tell
him to wash his hands [...] and he wash his hands. He eat all the food [...]
and the [...] and the turtle tell the spider to go to his house for dinner and
he eat all the food.
The student addresses the task in a limited way and uses simple sentences and present-tense
verbs to communicate an original message on the topic. Repeated subject-verb agreement
errors interfere somewhat with communication (The turtle go, the spider tell, he wash, He eat), as
do the multiple long pauses throughout the response. The vocabulary is basic with repetition of
a few high-frequency words (go, tell, wash, hands, eat, food, house), restricting the student’s ability
to provide details.
Response 2
Spider trick Turtle to wash his hand twice. Then Turtle realize that he was
tricked so [...] he did the same thing.
The student addresses the task in a limited way. The response contains mostly simple sentences
and present-tense verb forms and includes some subject-verb agreement errors (Spider trick,
Turtle realize). The student communicates an original message but relies mainly on basic,
high-frequency vocabulary and provides few details. There is one signicant pause in the second
sentence as the student searches for words.
TELPAS Speaking Scoring Guide Grades 4–5 Page 15
Spring 2020
Score Point 3
Response 1
The spider told the turtle to wash his hands and eat all the food, but then
the turtle made a trick and told the spider to take o the jacket with rocks,
and the spider oat up to the surface and forgot about his plan.
The student addresses the task somewhat successfully and demonstrates some familiarity
with basic grammar structures. Overall, the student uses the correct verb tense for the task
(spider told, spider . . . forgot). However, there are occasional grammar errors (the spider oat)
as well as some awkward usage (the turtle made a trick), which interfere to some degree with
communication. The student is able to include a few details about the story’s events (eat all the
food, take o the jacket with rocks, oat up to the surface, his plan). The response does not include
pauses or pronunciation errors that hinder a listener’s comprehension.
Response 2
The spider’s trick is to tell Turtle that it is bad manners to come with dirty
hands, and Turtle’s trick is to tell him that it [...] that it is not polite to come
with a jacket.
The student addresses the task somewhat successfully. The response is very brief, but
nevertheless, the student demonstrates an overall ability to use basic grammar structures
with accuracy. The student includes some vocabulary beyond a basic, high-frequency level to
communicate details about the story (bad manners, dirty hands, not polite, come with a jacket). The
response contains one brief pause and no signicant pronunciation issues.
TELPAS Speaking Scoring Guide Grades 4–5 Page 16
Spring 2020
Score Point 3, continued
Response 3
The turtle knocks on the door, but his hands were dirty, so he went to the
river, and the spider steals all of the yams. Then the turtle invited him to
eat, but it was under a pond. When he went and [...] tried to get under, he
can’t, so he got some rocks. So when he got to the table, Turtle said to use
manners, so he tooked o his [...] his jacket. He went to the surface.
The student addresses the task in a somewhat successful manner and generates several
long complex sentences featuring some complex grammar features. The student employs a
combination of past and present tense in the response and, in general, uses the correct verb
tense and form for the task. However, there is an error with sequence of tenses (he can’t), as well
as an error in past-tense formation (he tooked). The student provides clear, specic details about
the story using grade-appropriate vocabulary (knocks on the door, steals all of the yams, tried to get
under). The response contains two brief pauses as the student searches for words, but overall,
the speech is relatively uent with no signicant pronunciation errors.
Response 4
Spider pranked [...] um [...] Turtle for washing his hands, then Spider ate all
of the cookies, and Turtle invited Spider to prank him because he saw the
plate empty. Then he went and saw that he put rocks in his jacket. So he
said that it’s not polite to wear jackets at the table, so he needed to wear it
o. Then he oated back up to the air.
The student addresses the task somewhat successfully. The student demonstrates a general
familiarity with basic grammar features and an ability to use the correct verb tense for the task.
Overall, the response is characterized by some instances of awkward or unclear usage (he saw
the plate empty, he needed to wear it o, oated back up to the air) that interfere somewhat with
the student’s ability to communicate clearly. The response contains two brief pauses but no
pronunciation errors that hinder understanding.
TELPAS Speaking Scoring Guide Grades 4–5 Page 17
Spring 2020
Score Point 3, continued
Response 5
The trick that um Spider played on Turtle is that the yams are maybe gonna
get hot, so the spider ate all of it. And the spider told him that, to go wash
his hands in the river. And then after that, the spider said, “You still not [...]
you didn’t wash your um hands yet.” And then after that, yeah, and then
so they um [...] and they [...] so and then after that they [...] the spider told
him go wash his hands two times, and then so he, the spider said when the
turtle come back, he said that the yams are going to get hot, better yet let
me eat them. So the next trick that Turtle plays on Spider is that not polite
to keep your jacket at the dinner table. And then after that, so the turtle
told him to take his jacket o and then whoosh, he, he, um [...] he went up
to the top, and then after that he, and he played that trick on Spider about
you can’t keep your jacket at the dinner table while you eating. So that’s the
trick they played on each other.
The student addresses the task somewhat successfully and demonstrates an overall familiarity
with basic grammar features. The student speaks at length but includes a number of errors
while attempting to generate complex sentences (You still not, when the turtle come back, is that
not polite, while you eating). The student uses basic vocabulary that is repeated throughout the
response (go wash his hands, you didn’t wash your um hands, go wash his hands, keep your jacket,
take his jacket o, keep your jacket). Numerous pauses to search for words and restate ideas (so
they um [...] and they [...] so and then after that they [...]) interfere somewhat with communication
and uency.
TELPAS Speaking Scoring Guide Grades 4–5 Page 18
Spring 2020
Score Point 4
Response 1
Spider is about to eat his yams, and then Turtle comes. He doesn’t want
Turtle to get his food, so he plays a trick on him. He tells Turtle to go to the
river and wash his hands, but whenever he comes up, back, his hands get
dirty because of the mud. Then, soon, Spider eats all the food, all the yams,
and then Turtle says he should invite Turtle so he can do it back to him. So
Turtle invites Spider, and Spider thinks he is going to have a delicious meal.
He is too light to be, to go to the bottom of the pond. So he puts rocks on
his jacket. Then Turtle brought the food, and then Turtle said, “It is rude to
eat food with your jacket.” So he takes it o, and he oats.
The student addresses the task completely and with some elaboration. The response contains
complex sentences, and overall, the student demonstrates an ability to use grammar structures
at a level nearly comparable to native English-speaking peers. Although there are occasional
minor usage errors (rocks on his jacket), the student’s higher-level vocabulary allows the student
to relate details about the story with clarity and specicity (about to eat his yams, whenever he
comes up, so he can do it back to him, thinks he is going to have a delicious meal, rude to eat food
with your jacket). The response includes some occasional slight hesitation and rephrasing, which
do not interfere with communication.
Response 2
The spider tricked the turtle by telling the turtle to wash his hands because
they were dirty, and every time the turtle went to wash his hands, the
spider ate the food. Then the turtle, [...] not the turtle, the spider, because
Spider had his jacket on, he put some heavy rocks so he could sink to the
bottom of the pond because he was really light. Then Turtle told him to take
o his jacket because it was rude to eat with one, and that’s when Spider
oated up, and Turtle ate all the food.
The student addresses the task completely. The student speaks in complex sentences and uses
complex grammar structures in a manner nearly comparable to native English-speaking peers
(Then Turtle told him to take o his jacket because it was rude to eat with one, and that’s when Spider
oated up, and Turtle ate all the food). The response features some higher-level vocabulary (so he
could sink to the bottom of the pond, he was really light, it was rude), demonstrating the student’s
ability to elaborate on the story’s events in some detail. The response includes a brief pause as
the student corrects and restates part of the reply (Then the turtle, [...] not the turtle, the spider),
but overall, the delivery is uent and there are no errors in pronunciation.
TELPAS Speaking Scoring Guide Grades 4–5 Page 19
Spring 2020
Score Point 4, continued
Response 3
So the greedy little spider, um he, he was eating his perfect little yams. Then
Turtle came by, and he came back from a trip. So um the spider told him
it’s bad manners to go eat with your hands dirty, so he sent him all the way
to the river. And then Spider just gobbled like some of them, and then he
came back, and then he sent him back to the river, and then he gobbled
some more. And then, Turtle wanted to take some revenge. So what
happened was that since he lived in the river, he sank completely. And then
Spider, he couldn’t go down because he was so light, so he tried putting um
some rocks in his jacket, so that when he went down, Turtle said, “It’s rude
to eat with your jacket on. Can you please take it o?” And when he took
it o, he went straight back to the water. So yeah, that’s what you get for
being greedy.
The student addresses the task completely and with substantial elaboration. The student
includes some complex sentences and grammar structures, speaking in a manner nearly
comparable to native English-speaking peers. Similarly, the range of vocabulary exhibited in the
response is at a level comparable to native English-speaking peers, including some idioms and
colloquialisms (greedy little spider, perfect little yams, all the way to the river, he gobbled some more,
take some revenge, sank completely, went straight back, that’s what you get). The student speaks
without hesitation or signicant pronunciation errors.
Response 4
Spider does not want share his food, so he tells the turtle to wash his
hands in the river before he eats. He tells him over and over again until he
is nished with the dinner. Next, Turtle lives in the pond, and Spider is not
heavy enough to get to the bottom of the pond, so he needs a little bit of
rock so he can be heavy enough so he can get down where the turtle is. So
the turtle tells the spider to take o his jacket, but he has the rocks, and the
spider doesn’t get to eat dinner.
The student addresses the task completely and with some degree of elaboration. The student
generates several long complex sentences, using complex grammar structures in a manner
comparable to native English-speaking peers. The student communicates specic details using
grade-appropriate vocabulary (tells him over and over again, not heavy enough to get to the bottom
of the pond) and speaks without any pauses or pronunciation errors.
TELPAS Speaking Scoring Guide Grades 4–5 Page 20
Spring 2020
Score Point 4, continued
Response 5
Okay, rst Spider put out some fresh yams, and then Turtle comes and
knocks on the door, and Spider invites him for dinner. Then Turtle was
about to reach the plate, but then Spider told him that his hands were
dirty and he had to clean them all o. He went down the river and cleaned
them o, but they were still dirty. In that time that Turtle was at the river,
Spider nished all the yams. And then Turtle invited Spider to dinner. Spider
couldn’t come down to the lagoon, but he had a jacket on, so he put rocks
and then he drowned all the way down. And then Turtle told him that it’s
not okay wearing a jacket at the dinner table, so when Spider takes it o
and he goes all the way back to the lagoon, Turtle nishes all the food. So
they both played tricks, and they both got tricked.
The student addresses the task completely and elaborates substantially on the topic. The
student speaks in complex sentences and uses complex grammar structures in a manner nearly
comparable to native English-speaking peers (In that time that Turtle was at the river, Spider
nished all the yams; So they both played tricks, and they both got tricked). The response contains
some minor errors (drowned all the way down), but overall, the student communicates clearly
about the story.
TELPAS Speaking Scoring Guide Grades 4–5 Page 21
Spring 2020
Question 34
Score Point 2
Response 1
John Hancock […] was in the American Revolution.
The student addresses the task in a very limited way. The response consists of one simple
sentence with a pause between the subject and verb. The student conveys an original message
but does so by relying entirely on basic vocabulary (was in the) and terms provided in the prompt
and video stimulus (John Hancock, American Revolution).
Response 2
He paid the soldiers. He helped with the Revolutionary War. […] Helped the
soldiers. Paid them.
The student addresses the task in a limited way and uses simple sentences and sentence
fragments to communicate the message. The response contains examples of correct use of
simple past tense (paid, helped). The vocabulary in the response is restricted to some basic
words (paid, helped, soldiers). The repetition of these few words and ideas across the response,
as a whole, indicates a reliance on a small pool of basic vocabulary.
TELPAS Speaking Scoring Guide Grades 4–5 Page 22
Spring 2020
Score Point 3
Response 1
He was one of the people to […] write on the Declaration of Independence.
He wrote it big so the British king could see it. And he also paid for the
soldiers. For their weapons and food.
The student demonstrates an ability to address the task somewhat successfully. Overall, the
response reects correct usage of verb tenses and basic grammar features, as well as some
complex grammar structures (He was one of the people, so the British king could see it, he also paid
for). The response does include some details (wrote it big, their weapons and food). Overall, the
response does not exhibit any pronunciation errors that interfere with understanding.
Response 2
John Hancock was important to American history because he signed the
Declaration of Independence for the U.S. freedom. But he also did more
than that. He helped the U.S. Army by getting weapons for them when they
needed it.
The student addresses the task relatively successfully. The response includes correct verb tenses
and some complex grammar structures, with occasional errors in less-common structures
(He helped the U.S. Army by getting weapons for them when they needed it). There is some slightly
awkward phrasing (for the U.S. freedom), which does not interfere with overall communication.
The student is able to provide some specic details (signed the Declaration, also did more than
that) using some abstract and academic vocabulary.
TELPAS Speaking Scoring Guide Grades 4–5 Page 23
Spring 2020
Score Point 3, continued
Response 3
The reasons why John Hancock is important is because he was the rst
one to write his name on the Declaration of Independence. And another
thing he did was during the Revolutionary War, he helped his men out with
buying new guns.
The student addresses the task in a generally successful manner and demonstrates an ability to
use the correct verb tense, as well as some basic and complex grammar structures (he was the
rst one to write his name on the Declaration of Independence, he helped his men out). Although the
response contains some occasional errors (The reasons why John Hancock is important is because),
the errors do not limit communication. The response includes some academic vocabulary, but
overall, the student relies on more common, basic vocabulary (men, buying, guns). The response
does not contain pauses, but the pronunciation of the words “write” and “during” interferes to
some degree with understanding.
Response 4
John Hancock is very important because Hancock supported the colonies
when the British were acting wrong. And helped the American soldiers by
paying o […] their weapons and taxes.
The student communicates somewhat successfully about a grade-appropriate academic topic.
The response generally includes the correct verb tenses for the task (supported the colonies,
helped the American soldiers). However, within this relatively brief response, there are two
instances of awkward phrasing (when the British were acting wrong, paying o […] their weapons
and taxes), as well as a brief pause in the last sentence as the student searches for words.
TELPAS Speaking Scoring Guide Grades 4–5 Page 24
Spring 2020
Score Point 3, continued
Response 5
John Hancock bought his American soldiers weapons to ght for
independence with his own money. John Hancock was the rst to write on
the Declaration of Independence. […] He made sure it was big enough for
the British to see without glasses.
The student addresses the task somewhat successfully and shows the ability to use the correct
verb tense for the task (bought, was the rst to write, made sure). Though the rst sentence
contains some slightly awkward syntax (to ght for independence with his own money), the
student includes some common abstract and academic vocabulary (ght for independence) and
is able to provide some specic details (big enough for the British to see without glasses). There
is a noticeable pronunciation error with the word “Declaration,” but overall, the response is
understandable.
Score Point 4
Response 1
He was really important because he had really good handwriting. And when
he signed the Declaration of Independence you could see his handwriting
was the biggest because he had the best handwriting. Another reason is
nowadays people ask, if you are doing a signature, can I have your John
Hancock.
The student addresses the task at a level nearly comparable to native English-speaking peers.
The student demonstrates an ability to generate complex sentences and use complex grammar
structures with accuracy. Additionally, the response includes some idiomatic and colloquial
speech (nowadays, can I have your John Hancock). The student speaks without pauses or
pronunciation errors that would interfere with communication.
TELPAS Speaking Scoring Guide Grades 4–5 Page 25
Spring 2020
Score Point 4, continued
Response 2
Two reasons why John Hancock is an important person in American history
is because, during the Revolutionary War, he paid for supplies and guns
that the American troops needed. They were known as militia because
they were not properly trained. And also he was important because he
supported the people that were mad at the British for giving them taxes.
In this response, the student addresses the task completely and demonstrates an ability to use a
variety of verb tenses and complex grammar structures appropriately and accurately (They were
known as militia because they were not properly trained). In addition, the student uses academic
and abstract vocabulary at a level nearly comparable to native English-speaking peers (supplies,
troops, militia, properly, supported) to provide details and elaboration. The response does not
contain any pauses or pronunciation errors that interfere with communication.
Response 3
John Hancock was really important and he was wealthy. On the Continental
Congress, he was the president for a small time. Because of his Revolution
activities they thought he was dangerous, so they wanted to capture him.
Paul travelled all the way to Washington, where John Hancock was […]
staying. And told him they wanted to capture him. Then he got to safety.
After that the Continental Congress wanted to be independent […] and he
signed a paper, but it wasn’t enough. So they had a war and he helped by
buying more supplies.
The student addresses the task completely and demonstrates the ability to generate complex
sentences and to use complex grammar structures with a high degree of accuracy (Because of his
Revolution activities they thought he was dangerous, so they wanted to capture him). The response
includes grade-appropriate vocabulary used to elaborate and add details (wealthy, activities,
capture, independent). There are a few instances of awkward phrasing (On the Continental
Congress, for a small time), as well as some brief pauses, but these do not interfere with the
listener’s understanding of the message.
TELPAS Speaking Scoring Guide Grades 4–5 Page 26
Spring 2020
Score Point 4, continued
Response 4
The reason that John Hancock was an important person to America is
because he bought weapons so the Americans can win the Revolution. And
another reason was because he became a governor to the United States
and he was a president once for the colonists. Some information about
the video was that Hancock was a very important man. He died in the late
1700s and he was in the Revolution. People said that he was dangerous and
they want him in jail.
In this response, the student addresses the task in a complete and extended manner. The
response does include some errors in verb tenses (he bought weapons so the Americans can win,
People said that he was dangerous and they want him in jail), as well as an occasional awkwardness
in word choice (governor to the United States). Overall, however, the response demonstrates the
student’s ability to speak using complex sentences and complex grammar structures, as well
as an ability to use grade-appropriate academic vocabulary with precision (weapons, governor,
colonists).
Response 5
John Hancock is an important gure in the American Revolution. Since
Hancock was wealthy, he used his money to buy weapons for the American
troops in the Battle of Lexington in 1775. He also was the rst to sign
the Declaration of Independence in July 4th, 1776, and was the biggest.
Hancock is an important gure in the American Revolution and in history.
The student addresses the task in a complete way. The response includes complex sentences,
complex grammar structures, and grade-appropriate academic vocabulary at a level
comparable to native English-speaking peers (Since Hancock was wealthy, he used his money to
buy weapons for the American troops in the Battle of Lexington in 1775). There is one example of
awkward, imprecise language in the sentence relating Hancock’s signing of the Declaration of
Independence (and was the biggest). The response does not contain any pauses or pronunciation
errors that interfere with communication.
TELPAS Speaking Scoring Guide Grades 4–5 Page 27
Spring 2020
Question 36
Score Point 2
Response 1
I laughed when my brother fell. It was on the store.
The student addresses the task in a limited way and relies on high-frequency, basic vocabulary
(brother, store) and simple sentence structures. There is a grammar error in the second sentence
that limits understanding (It was on the store).
Response 2
I was with my cousin and […] I was with my brother and he made me too.
He tickled me.
Addressing the task in a limited way, the student uses simple language structures and basic
vocabulary to communicate an original message. The response contains a signicant pause
where the student is searching for words from a limited pool of vocabulary.
TELPAS Speaking Scoring Guide Grades 4–5 Page 28
Spring 2020
Score Point 3
Response 1
The last time that I laughed a lot was with my mom. She made me laugh by
making funny faces. It felt like […] if I was getting tickled. I never stopped
laughing because it was so funny.
The student addresses the task somewhat successfully. The response includes generally correct
verb tenses and basic grammar features (She made me laugh by making funny faces). The student
includes details (with my mom, getting tickled) and some complex grammar structures (I never
stopped laughing because it was so funny). The response contains a brief pause that does not
interfere with communication. Overall, the student speaks comfortably on a familiar social topic.
Response 2
The last time I laughed was when I was with my best friend. He made me
laugh by telling me a funny […] joke. Then […] I could not stop laughing
because the joke was so funny.
The student communicates somewhat successfully on a familiar social topic, uses the correct
verb tense, and demonstrates an overall familiarity with basic grammar features. The response
does include some details (best friend, funny […] joke), but the student does not elaborate beyond
a few ideas. The student makes no pronunciation errors that impede understanding but briey
pauses twice while searching for words.
Response 3
I was with my brother and I laughed because he was doing a lot of funny
faces. I felt happy and good.
Overall, the student addresses the task somewhat successfully. The student displays a familiarity
with basic grammar features and includes some details (with my brother, funny faces) to craft
the message. Although there is some awkward phrasing (doing a lot of funny faces), the student
is generally able to communicate without pauses or pronunciation errors that interfere with
communication.
TELPAS Speaking Scoring Guide Grades 4–5 Page 29
Spring 2020
Score Point 3, continued
Response 4
In the cafeteria, my friends made me laugh a lot because they were making
jokes. They were so funny that they made me laugh. I felt so happy […]
because it was funny.
The student addresses the task somewhat successfully using complex sentences (In the cafeteria,
my friends made me laugh a lot because they were making jokes) and correct verb tenses. Although
the student provides some details, the vocabulary is generally restricted to basic words about
laughing (funny, happy), and repetition (made me laugh a lot, made me laugh, it was funny) shows
the more limited range of vocabulary. In addition, the response contains a brief pause where the
student searches for words.
Response 5
I was with my brother and we were on the couch watching a movie. He was
tickling me, so I was laughing a lot. I couldn’t really breathe, and it felt kind
of funny.
The student addresses the task in a generally successful way and demonstrates an overall
familiarity with some complex grammar features (He was tickling me, so I was laughing a lot).
The student communicates comfortably about being tickled and includes some details (on the
couch watching a movie, couldn’t really breathe). The student generally speaks without pauses or
pronunciation errors that interfere with the listener’s understanding.
TELPAS Speaking Scoring Guide Grades 4–5 Page 30
Spring 2020
Score Point 4
Response 1
One day I was in the car with my brother. It was so boring and there was
nothing to do until my brothers and I made jokes. I laughed long and hard. I
was even crying at that point. It was so funny we all laughed.
The student addresses the task completely. The response features grammatically correct
language at a level nearly comparable to native English speakers (It was so boring and there was
nothing to do until my brothers and I made jokes). The student comfortably addresses the task with
details and elaborates about joking with his brother (I laughed long and hard, I was even crying at
that point). In addition, there are no pauses or pronunciation errors that limit understanding.
Response 2
I laughed a lot with my sister because we were having a dance party on my
phone. When she danced […] she giggled like jelly. I laughed so much that I
had to go to the restroom.
The student communicates completely to address the task. The response includes vocabulary
and grammar structures nearly comparable to native English speakers (having a dance party on
my phone, giggled like jelly) along with an English-language colloquialism (giggled like jelly). The
student speaks without pronunciation errors, but there is a brief pause that does not interfere
with communication.
TELPAS Speaking Scoring Guide Grades 4–5 Page 31
Spring 2020
Score Point 4, continued
Response 3
Last time I laughed was because I was with my little sister and it made me
laugh because I pranked her. I was pranking her with balloons. One had
water and I put that last. So, I told her, “Can you help me with popping
these balloons?” And she was like sure. So, she was popping them. The
rst one. POP! Okay, nothing. The second one. POP! Nothing. But the third
one […] she popped it and she got soaked. All her clothes were soaked.
I laughed so hard. It made me laugh because she was soaked. And she
gasped. She was like, “Why did you do this?”
The student thoroughly addresses the task with a signicant amount of elaboration. The student
speaks comfortably using complex sentences (It made me laugh because she was soaked) and
vocabulary comparable to native English speakers (little sister, pranked, gasped). The student
thoroughly conveys information, giving the listener a clear picture of what took place. The
response contains only one brief pause and no pronunciation errors that would impede the
listener’s understanding.
Response 4
The last time I laughed so hard, I was with my friend Michael and his cousin.
We were playing Fortnite. What made me laugh were the jokes we made in
Spanish. I was laughing way too much. It made me laugh so much that my
stomach started hurting, and I started coughing a lot. Then I started crying.
The student completely and comfortably addresses the task with elaboration and specic details
(my friend Michael, playing Fortnite, jokes we made in Spanish). The student uses complex grammar
structures with varied tenses comparable to native English-speaking peers (It made me laugh so
much that my stomach started hurting, and I started coughing a lot). The response does not contain
any pauses or pronunciation errors that interfere with communication.
TELPAS Speaking Scoring Guide Grades 4–5 Page 32
Spring 2020
Score Point 4, continued
Response 5
I was with my friend, Olive. She has a hoverboard that I got on and I kept
spinning and spinning like a thousand times really fast. So nally, I didn’t
know where I was because I was spinning so fast. I fell o the hoverboard
because I was dizzy, and I almost got knocked out. After that when I wasn’t
dizzy anymore […] and Olive made sure I was okay. I laughed for thirty
minutes because it was really funny.
The student addresses the task completely, communicating with substantial elaboration. The
response features grammar structures and vocabulary nearly comparable to native
English-speaking peers (I fell o the hoverboard because I was dizzy, and I almost got knocked out).
Colloquial phrases (like a thousand times) and exaggeration (I didn’t know where I was because I
was spinning so fast) show the student’s command of language. There is a brief pause where the
student searches for words, but the pause does not impede understanding. Overall, the student
demonstrates the ability to communicate comfortably about riding a hoverboard.
TX1124617 1 2 3 4 5 A B C D E Printed in the USA ISD31788
