Study Guide
Field 184: Bilingual Education Assessment—Yiddish
Presentational Speaking: Yiddish Sample Assignments
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This study guide includes three sections for the Presentational Speaking section of the test:
- Directions, Performance Characteristics, and Score Scale for the Presentational Speaking Assignments
- Presentational Speaking: English Sample Assignments
- Presentational Speaking: Yiddish Sample Assignments
In this study guide, two sample assignments are provided to assist an examinee in preparing for the actual test. On the actual test, there will be one Presentational Speaking: Yiddish assignment to which the examinee will have to provide a response.
Competency 0008
Presentational Speaking: Yiddish
Presentational Speaking: Yiddish
Sample Assignment 1
[Note: All text will be presented in English; only the candidate response is in Yiddish.]
[The examinee will see on screen the following directions:]
You may take up to 5 minutes to review the assignment below and to prepare your response. Then, the screen will automatically advance and recording will automatically begin. The assignment will remain on the screen during recording. You may take up to 3 minutes to respond to the assignment. Begin reviewing the assignment and preparing your response now.
[The prompt will be presented on screen ONLY, such as the sample prompt below:]
In your opinion, should students be required to go to school during the summer?
Imagine that you are addressing an audience of educators, parents, and caregivers. Speaking in Yiddish, respond to the question above. In your response, you must:
- state and explain your opinion about the question; and
- support your opinion by providing at least two relevant ideas or examples.
Your response must be in your own words.
DO NOT click the Next button unless you are ready to record your response.
[If the examinee clicks "Next" before the preparation time has ended, the following warning appears in a pop-up: "You have chosen to begin speaking before your 5 minutes of preparation time has ended. If you click "Yes" below, the screen will automatically advance, and recording will automatically begin. Are you sure you want to begin speaking now?"]
[The prompt will be presented on screen ONLY, such as the sample prompt below:]
Begin to respond in Yiddish at the sound of the tone. You may take up to 3 minutes to complete your response.
In your opinion, should students be required to go to school during the summer?
Imagine that you are addressing an audience of educators, parents, and caregivers. Speaking in Yiddish, respond to the question above. In your response, you must:
- state and explain your opinion about the question; and
- support your opinion by providing at least two relevant ideas or examples.
Your response must be in your own words.
DO NOT click the Next button unless you have finished recording your response.
[After 3 minutes of recording, the recorder box will change to "Complete," and the examinee is automatically advanced to the next screen.]
Presentational Speaking: Yiddish
Sample Strong Response to Sample Assignment 1
Update Required To play the media you will need to either update your browser to a recent version or update your Flash plugin.Having trouble with the audio player? Right-click and download the .mp3 .
- Enter to expand or collapse transcript. Transcript expanded
[Note: In the transcript below, two dots indicate that the speaker paused. The three-dot ellipsis indicates that the speaker omitted text when quoting from the article. Errors in emphasis are indicated in brackets.]
איך גלויב נישט אַז עמעצער זאָל דאַרפֿן גײן אין שול אין זומער. דאָס איז אַ סעזאָן פֿאַר תלמידים אַדורכצומאַכן דעם לעבן אָן מוז-לימודים און זייער הײמאַרבעט אַחריות. תּלמידים פֿילן מער די שליטה איבער זײער צײַט און באַשלוסן אין זומער... און זײ קענען פֿאָרשן נײַע מעגלעכקײטן. איך געדענק די גדולה פֿון זומער!... איך האָב אַלע מאָל אַרויסגעקוקט אויף דער פֿרײַהײַט צו זײַן אין דער הײם און מיט מײַנע חבֿרים לענגערע צײַטן. עס איז געװען װוּנדערלעך זיך אויפֿצוּװעקן שפּעטער אין דער פֿרי און טראַכטן װי צו פֿאַרברענגען דעם טאָג. איך קען זיך ניט פֿאָרשטעלן אַ פֿולן לעבן אָן אַ זומער װאַקאַציע אַװעק פֿון שול... עס איז גוט באַקאַנט אַז... זומער װאַקאַציעס זײַנען אַ ריכטיקע צײַט ...זיך צו פֿאַרבינדן מיט מענטשן װעלכע מען האָט ליב... אַזוי װי געשװיסטער, עלטערן,... און אַנדערע קרובֿים. משפּחות האָבן אַ געלעגנהײַט צו זײַן צוזאַמען, פֿאַרברענגען אין אײנעם, און שפּילן אַ שפּיל צוזאַמען... אָן צו זאָרגן װעגן שול-אַחריות, מיט פֿאַרשטערקערן די באַציונגען, קינדער שאַפֿן זיכרונות װאָס זײ װעלן געדענקען אַ גאַנצן לעבן.
אַחוץ בויען באַציונגען מיט משפּחה און פֿרײַנט, זומער װאַקאַציעס אַװעק פֿון לערנביכער, פּראָיעקטן און עקזאַמענס... ערלויבן תּלמידים צו טאָן אַנדערע אַקטיװיטעטן װעלכע זײ װאָלטן נאָרמאַל נישט טאָן אין לימודים-יאָר. די געלעגענהײט אויסצוקלײַבן װאָס צו טאָן, װענדן זיך אין זײערע אינטערעס,ן העלפֿט זײ אויספֿאָרשן דעם זיך... װעלכער איז אַ װיכטיקער טײל פֿון אויסװאַקסן. איך בין אַ שטיצער פֿון זומער װאַקאַציעס פֿאַר יונגע לײַט!
Note: The sample strong response for the presentational speaking assignment is an example of a response that a candidate might record. While the sample response demonstrates effective presentational speaking skills, it could contain typical errors that candidates may produce when speaking in Yiddish. Please see the rationale below for more details.
Presentational Speaking: Yiddish
Rationale for Sample Strong Response to Sample Assignment 1
The response effectively communicates clear and logically sequenced ideas delivered with a consistent flow of speech, few pauses, intelligible pronunciation and appropriate intonation. Minor errors and pauses do not interfere with comprehensibility. Examples of such errors include some inconsistency in the flow of speech and a few pauses.
The candidate establishes a clear position on the issue presented in the question and effectively supports the established position with two of the candidate’s own relevant ideas and examples based on the benefits of summer vacations on the life of the students. For example, during the summer children bond with their relatives and friends and enjoy activities other than those related to school projects and tests.
The response effectively uses language, style and sociolinguistic conventions appropriate for the intended audience. The candidate effectively uses a range of appropriate grammatical constructions, time frames and sentence structures. Minor errors do not interfere with comprehensibility.
Presentational Speaking: Yiddish
Sample Assignment 2
[Note: All text will be presented in English; only the candidate response is in Yiddish.]
[The examinee will see on screen the following directions:]
You may take up to 5 minutes to review the assignment below and to prepare your response. Then, the screen will automatically advance and recording will automatically begin. The assignment will remain on the screen during recording. You may take up to 3 minutes to respond to the assignment. Begin reviewing the assignment and preparing your response now.
[The prompt will be presented on screen ONLY, such as the sample prompt below:]
In your opinion, can using contests in class promote student learning?
Imagine that you are addressing an audience of educators, parents, and caregivers. Speaking in Yiddish, respond to the question above. In your response, you must:
- state and explain your opinion about the question; and
- support your opinion by providing at least two relevant ideas or examples.
Your response must be in your own words.
DO NOT click the Next button unless you are ready to record your response.
[If the examinee clicks "Next" before the preparation time has ended, the following warning appears in a pop-up: "You have chosen to begin speaking before your 5 minutes of preparation time has ended. If you click "Yes" below, the screen will automatically advance, and recording will automatically begin. Are you sure you want to begin speaking now?"]
[The prompt will be presented on screen ONLY, such as the sample prompt below:]
Begin to respond in Yiddish at the sound of the tone. You may take up to 3 minutes to complete your response.
In your opinion, can using contests in class promote student learning?
Imagine that you are addressing an audience of educators, parents, and caregivers. Speaking in Yiddish, respond to the question above. In your response, you must:
- state and explain your opinion about the question; and
- support your opinion by providing at least two relevant ideas or examples.
Your response must be in your own words.
DO NOT click the Next button unless you have finished recording your response.
[After 3 minutes of recording, the recorder box will change to "Complete," and the examinee is automatically advanced to the next screen.]
Presentational Speaking: Yiddish
Sample Strong Response to Sample Assignment 2
Update Required To play the media you will need to either update your browser to a recent version or update your Flash plugin.Having trouble with the audio player? Right-click and download the .mp3 .
- Enter to expand or collapse transcript. Transcript expanded
[Note: In the transcript below, two dots indicate that the speaker paused. The three-dot ellipsis indicates that the speaker omitted text when quoting from the article. Errors in emphasis are indicated in brackets.]
לויט מײַן מײנונג... דאַרף מען ניט ניצן קאָנקורסן כדי צו אַװאַנסירן תלמידימס לערנען. קלאַסן מוזן שאַפֿן געפֿילן פֿון געהערן און אָננעמען... װוּ יעדער תלמיד פֿילט בעקװעם צו טאָן זײער בעסט. אײן סיבּה פֿאַרװאָס מען זאָל ניט ניצן קאָנקורסן איז װײַל עס... שאַפֿט ... אַלערלײ רעאַקציעס אין תּלמידים. אַ טײַל װעלן זיך פֿילן אין זיבעטן הימל װען אַ לערער אַנאָנסירט אַ קאָנקורס ... װײַל אפֿשר װעלן זײ האָבן ליב צו געװינען און צעקלאַפּן אַנדערע מענטשן אין קאָנקורענצן. אָבער עס װעלן זײַן אַנדערע תּלמידים װעלכע װעלן גײן אַהײם פֿילנדיק שלעכט... װיסנדיק אַז זײ זײַנען פֿאַרשפּילערס אין די קאָנקורסן. עס דאַכט זיך מיר אַז דאָס איז ניט אַ געהעריק לערן־סטראַטעגיע פֿאַר אַלע תלמידים.
דערצו נאָך... די זעלבע תלמידים אָפֿט געװינען! װײַט פֿון אַװאַנסירן לערנען און קאָאָפּעראַציע צװישן תלמידים... די נעגאַטיװקײט קען קאַליע מאַכן זײער פֿאַרבינדונג װי קלאַס־חברים.
נאָך אַ סיבּה ניט צו ניצן קאָנקורסן אין קלאַס איז אַ טײל תלמידים פֿילן נערװעז און ציטערדיק װען זײ נעמען אָנטײל אין קאָנקורסן. די תלמידים האָבן מורא צו אַנטוישן זײער קאָלעקטיװ װײַל זײ קענען טראַכטן אַז זײ װײסן ניט אַזוי פֿיל װי אַנדערע מענטשן. אָבער למעשׂה... עס קען זײַן אַז די תלמידים האָבן ניט ליב פֿאָרשטעלן פֿאַר אַנדערע אָדער... זײַן אין צענטער פֿאַר אַלע אין קלאַס. הויך־פּחד אַװאַנסירט ניט תלמידימס לערנען.
Note: The sample strong response for the presentational speaking assignment is an example of a response that a candidate might record. While the sample response demonstrates effective presentational speaking skills, it could contain typical errors that candidates may produce when speaking in Yiddish. Please see the rationale below for more details.
Presentational Speaking: Yiddish
Rationale for Sample Strong Response to Sample Assignment 2
The response effectively communicates clear and logically sequenced ideas delivered with a consistent flow of speech, few pauses, intelligible pronunciation and appropriate intonation. Minor errors and pauses do not interfere with comprehensibility. Examples of such errors include some inconsistency in the flow of speech and a few pauses.
The candidate establishes a clear position on the issue presented in the question and effectively supports the established position with two of the candidate’s own relevant ideas and examples. The response effectively considers the reasons why contests should not be used in class as they are not a good learning strategy for all students.
The response effectively uses language, style and sociolinguistic conventions appropriate for the intended audience. The candidate effectively uses a range of appropriate grammatical constructions, time frames and sentence structures. Minor errors do not interfere with comprehensibility.