Orientation (beg. of sentence, return sweep) /4 One-to-One Matching Sense of Letter vs. Word

Transcription

1 STEP Literacy Assessment Yellow Series Student s Name Achieved Date Did Not Achieve Pre Reading Where Is My Dog? Grade Room Assessed by Scoring Summary Name Assessment Phonemic Awareness: Rhyming Words [target: 4] [target: 6] Letter-Name Identification [target: 15 total] Concepts about Print [target: any 5] Orientation (beg. of sentence, return sweep) /4 One-to-One Matching /3 Sense of Letter vs. Word /5 Letter-Sound Identification [no target] Comments and Analysis Reading-Readiness Behaviors (e.g., turns pages; knows that text is read from left to right; knows return sweep; understands that print represents words) Book Conversation (e.g., responds to questions; talks about pictures; answers in sentences; shows interest in the book) STEP PRE-READING ACHIEVED: yes not achieved STEP Literacy Assessment 2001, 2006, 2011 by the University of Chicago Urban Education Institute, Chicago, IL. All rights reserved.

2 PRE-READING YELLOW SERIES PAGE 2 of 4 Name Assessment Ask the child to write her name on the lines below. If she writes only the first name, ask her to try to write her last name also. After the child finishes writing, ask her to show you the first and last letters in her name. For example, Mary, can you show me the m in your name? Can you show me the y in your name? Then ask her to show any one additional letter, e.g., Can you show me the a? Scoring Rubric 5 First and last names are spelled correctly Identifies three letters in first name (first, last, one additional) May include a mixture of upper- and lower-case letters Some letters may be reversed 4 First name is spelled correctly Identifies three letters in first name (first, last, one additional) May include a mixture of upper- and lower-case letters Last name is attempted and contains most letters Some letters may be reversed 3 Includes all or most letters in first name May not identify three letters in name (first, last, one additional) Most letters are formed correctly, but some may be slightly incorrect 2 Has one or two letters of first name May include additional letters not in first name 1 May include some letters that are not in first name May write shapes that resemble letters 0 Scribbles or makes no attempt

3 PRE-READING YELLOW SERIES PAGE 3 of 4 Uppercase Letter Identification Using the Uppercase Letter Identification page in the appendix of your STEP Manual, ask the student to point to and identify the uppercase letter names. Indicate correct responses with a ü. Indicate incorrect with a. If the child responds incorrectly, record which letter (or number, or word, etc.) he/she says in the box below. Letter Name A F K P W Z B H O J U C Y L Q M D N S X I E G R V T Total correct: of 26 names Lowercase Letter Identification and Letter-Sound Identification Using the Lowercase Letter Identification page in the appendix of your STEP Manual, ask the student to point to and identify the lowercase letters. If the child scores 15 or more, go through the list again and ask what sound each letter makes. Indicate correct responses with a ü. Indicate incorrect OR no response with a. If the child responds incorrectly, record which letter/sound (or number, or word, etc.) he/she says in the box below. Letter Name Letter Sound a f k p w z b h o j u a c y l q m d n s x i e g r v t g Total correct: of 28 names [Uppercase (26) = + Lowercase (28) ] TOTAL = Total correct: of 26 sounds Phonemic Awareness: Rhyming Words Tell the student, Today we re going to play a word game. I m going to say a word and I want you to find the picture of a word that rhymes, or sounds the same words like dog, log, frog. Do you hear how those words sound the same at the end? Dog, log, frog are called rhyming words. Let s practice. Turn to the Pictures for Rhyming Words Assessment in the appendix of your STEP Manual. There are two practice examples prior to the actual assessment. Tell the student, Let s practice. Then, point to the corresponding pictures as you say, King. Which word rhymes with king? Ring? Pig? Eye? Let the child practice one more time, using the word man. Put a checkmark or dot under each column below to show correct/incorrect responses. ü = correct = incorrect Circle the word the child selects in the box below, whether it is correct or incorrect. 1 pail 2 car 3 cat 4 house 5 moon 6 tree 7 clock 8 nose nail horse heart mouse gum pie sock flag tie star bird chair barn bee key dice glove tent hat coat spoon box ball hose Total Correct: 9 clap rope map fish 10 lake cake leaf ball

4 PRE-READING YELLOW SERIES PAGE 4 of 4 Concepts about Print Where Is My Dog? Indicate correct responses with a ü. Indicate incorrect or no answer with a. Page Cover Adult Teacher Says: Let s read this book together. The title is Where Is My Dog? Child 1 Ask, Where do we start reading? Ask, Which way do I go when I read? Ask, When I get to the end of this line, (point to where) where do I go? Next, read the page, pointing to each word as you say it. Read slowly, but with fluency. 2 Ask, Where do I start reading on this page? Next, read the page, pointing to each word as you say it. 3 Teacher Says: I m going to read this page and point to each word as I read. Then I ll read it again, and you can point to the words. (Read the page, pointing to each word.) Teacher Says: Now you point to the words while I read again. 4 Read the page, pointing to each word. Points to words on page Moves finger from left to right Points to has Points to Oh Matches one-to-one Teacher Says: Now you point to the words while I read again. Matches one-to-one 5 Teacher Says: Now you point to the words while I read. Return to pages 3 4 Ask, What is happening in the story? Teacher Says: Let s read these pages again. Read the pages, pointing to each word. Cover up the words except and his tail is long. Ask, How many words do you see? Cover up the words except ears are short. Teacher Says: How many words do you see? Teacher Says: Now we are going to look closely at the word short. (Isolate the word short using two fingers.) Ask, Can you point to the first letter in the word short? Ask, Can you point to the last letter in the word short? Ask, How many letters do you see? Matches one-to-one Response: Counts 5 words Counts 3 words Points to the letter s Points to the letter t Counts 5 letters Orientation One-to-one Matching Sense of Letter vs. Word Total Correct:

5 Achieved Did Not Achieve STEP Literacy Assessment STEP 1 Yellow Series Student s Name Date Grade Room Assessed by Scoring Summary Letter-Name Identification Concepts about Print [target: 10] [target: 35] Orientation (beg. of sentence, return sweep) /4 One-to-One Matching Rain Come On! /4 Letter-Sound Identification Sense of Letter vs. Word /5 [target: 8] Reading Record [target: 5] Phonemic Awareness: One-to-One Matching /2 Matching First Sounds Holds Pattern /2 [target: 6] Understanding /1 Developmental Spelling [target: any 5 sounds] $ First sound Short vowel sound Final sound Comments and Analysis Reading-Readiness Behaviors (e.g., turns pages; knows that text is read from left to right; knows return sweep; understands that print represents words) Book Conversation (e.g., responds to questions; talks about pictures; answers in sentences; shows interest in the books) STEP 1 ACHIEVED: yes not achieved

6 STEP 1 YELLOW SERIES PAGE 2 of 4 Uppercase Letter Identification Using the Uppercase Letter Identification page in the appendix of your STEP Manual, ask the student to point to and identify the uppercase letter names. Indicate correct responses with a ü. Indicate incorrect with a. If the child responds incorrectly, record which letter (or number, word, etc.) he/she says in the box below. Letter Name A F K P W Z B H O J U C Y L Q M D N S X I E G R V T Total correct: of 26 names Lowercase Letter Identification and Letter-Sound Identification Using the Lowercase Letter Identification page in the appendix of your STEP Manual, ask the student to point to and identify the lowercase letters. Then go through the list again, asking what sound each letter makes. Indicate correct responses with a ü. Indicate incorrect with a. If the child responds incorrectly, record which letter (or number, word, etc.) he/she says in the box below. Letter Name Letter Sound a f k p w z b h o j u a c y l q m d n s x i e g r v t g Total correct: of 28 names [Uppercase (26) = + Lowercase (28) ] TOTAL = Total correct: of 26 sounds Phonemic Awareness: Matching First Sounds Tell the student, Today we re going to play a word game. I m going to say a word and I want you to find a picture that starts with the same first sound. Words like door, dog, day. Do you hear how those words sound the same at the beginning? Repeat the words, emphasizing the first sound: door, dog, day all begin with the same sound. Turn to the Pictures for Matching First Sounds Assessment in the appendix of your STEP Manual. There are two practice examples prior to the actual assessment. Tell the student, Let s practice. Then, point to the corresponding pictures as you say, Bat. Which word starts with the same first sound as bat? Spoon? Bed? Top? Let the child practice one more time, using the word car. Put a checkmark or dot under each column below to show correct/incorrect responses. ü = correct = incorrect Circle the word the child selects in the box below, whether it is correct or incorrect 1 leg ball lamp harp 2 fire foot hook sun 3 toad fork tie watch 4 sick door purse sew 5 cake key grill plant 6 girl swing kite goat 7 mouth leaf mouse clock 8 duck cloud dog nut 9 nest fish lock nine 10 shell shoe pail owl Total Correct:

7 STEP 1 YELLOW SERIES PAGE 3 of 4 Concepts about Print Rain Indicate correct responses with a ü. Indicate incorrect or no answer with a. Page Adult Cover Teacher Says: Let s read this book together. The title is Rain. Child 1 Ask, Where do we start reading? Ask, Which way do I go when I read? Ask, When I get to the end of this line (point to rain!), where do I go? Read the page, pointing to each word as you say it. Read slowly, but with fluency. 2 Ask, Where do I start reading on this page? Next, read the page, pointing to each word as you say it. 3 Teacher Says: I m going to read this page and point to each word as I read. Then I ll read it again, and you can point to the words. Next, read the page, pointing to each word. Teacher Says: Now you point to the words while I read again. 4 Read the page, pointing to each word. Teacher Says: Now you point to the words while I read again. Points to words on page Moves finger from left to right Points to Go Points to Come Matches one-to-one Matches one-to-one 5 Teacher Says: Now you point to the words while I read. Matches one-to-one 6 Teacher Says: Now you point to the words while I read. Return to page 5 Ask, What is happening in the story? Teacher Says: Let s read this page again. Read the page, pointing to each word. Cover up the words except: Rain is on the tree. Ask, How many words do you see? Cover up the words except the green grass. Ask, How many words do you see? Teacher Says: Now we are going to look closely at the word green. Isolate the word green using two fingers. Ask, Can you point to the first letter in the word green? Ask, Can you point to the last letter in the word green? Ask, How many letters do you see? Matches one-to-one Response: Counts 5 words Counts 3 words Points to letter g Points to letter n Counts 5 letters Orientation One-to-one Matching Sense of Letter vs. Word Total Correct:

8 STEP 1 YELLOW SERIES PAGE 4 of 4 Reading Record Come On! Indicate correct responses with a ü. Indicate incorrect or no answer with a. Page Adult Cover Teacher Says: The title of this book is Come On! It s about children playing together at the beach who keep telling each other Come on! Let s read the book together. 1 2 Read aloud, pointing to each word. Read slowly, but with fluency 3 Read, We can swim. Teacher Says: Now you point to each word and read the rest of this page. 4 Read, We can dig. Teacher Says: Now you point to each word and read the rest of this page. 5 6 Read the last two pages, Come on! Come on! Lunch time! Child Repeats pattern correctly. Matches one-to-one. Repeats pattern correctly. Matches one-to-one. Response: Level A Ask, What is happening in the story? Shows understanding of the story Notes Total Correct: Developmental Spelling STEP 1 Administer this assessment individually or in pairs, following the guidelines in your STEP Manual. ü = correct = incorrect Correct Spelling Student s Writing First Sound Short- Vowel Sound Final Sound 1 lap 2 fed 3 sip 4 job 5 mug 6 van 7 jet 8 bit 9 pot 10 bud ü Correct Totals + + = $

9 Achieved Did Not Achieve STEP Literacy Assessment STEP 2 Yellow Series Student s Name Date Grade Room Assessed by Scoring Summary The Sock Is on the Floor On My Way to School Letter-Name Identification [target: 50] Comprehension Conversation /5 [target: 4 or more] Factual: /3 Inferential: /1 Other: /1 Letter-Sound Identification [target: 18] Phonemic Awareness: Segmentation [target: 4] Developmental Spelling [target: 12 sounds] First sound Short vowel sound Final sound Reading Record The Sock Is on the Floor [target: 3 or fewer errors] On My Way to School [target: 3 or fewer errors] Comments and Analysis Reading Behaviors (e.g., self-corrects; problem solves words by using pictures, first letters, etc.) Comprehension Conversation (e.g., responds to questions; answers in sentences; shows interest in the books) Sources of Student Misunderstanding (Total across all Comprehension Questions): PE (Over-relies on Personal Experience): F(Over-relies on Facts): L(Limited response): Q(Answers a different question than the one asked): C(Confusion): STEP 2 ACHIEVED: yes not achieved

10 STEP 2 YELLOW SERIES PAGE 2 of 5 Uppercase Letter Identification Using the Uppercase Letter Identification page in the appendix of your STEP Manual, ask the student to point to and identify the uppercase letter names. Indicate correct responses with a ü. Indicate no response with a. If the child responds incorrectly, record which letter (or number, or word, etc.) he/she says in the box below. Letter Name A F K P W Z B H O J U C Y L Q M D N S X I E G R V T Total correct: of 26 names Lowercase Letter Identification and Letter-Sound Identification Using the Lowercase Letter Identification page in the appendix of your STEP Manual, ask the student to point to and identify the lowercase letters. Then go through the list again, asking what sound each letter makes. Indicate correct responses with a ü. Indicate incorrect with a. If the child responds incorrectly, record which letter (or number, or word, etc.) he/she says in the box below. Letter Name Letter Sound a f k p w z b h o j u a c y l q m d n s x i e g r v t g Total correct: of 28 names [Uppercase (26) = + Lowercase (28) ] TOTAL = Total correct: of 26 sounds Phonemic Awareness: Segmentation Tell the student, Today we re going to play a word game. I m going to say a word and I want you to break the word apart. You are going to say the word slowly, and then tell me each sound in the word in order. For example, if I say old, you would say /o/-/l/-/d/. Let s practice. If I say ride, tell me each sound in the word ride. Be sure to say the sounds, not the letters, in the word. Let the child practice two more times, using the words go and man. Go through the list below, each time saying to the child: Tell me each sound in the word. = incorrect ü = correct Record all answers (correct & incorrect) on the line next to the check or dot, e.g., /t/-/op/; /t/-/o/-/p/; /she/, /sh/-/e/ 1. dot (3) 2. pay (2) 3. deep (3) 4. gain (3) 5. lid (3) 6. toe (2) 7. nut (3) 8. load (3) 9. list (4) 10. flat (4) Total Correct:

11 STEP 2 YELLOW SERIES PAGE 3 of 5 Reading Record The Sock Is on the Floor Page Cover Adult Teacher Says: This book is about a sock, a shirt, a shoe, a ball, and a book that are left on the floor. Let s read to find out what happens when someone keeps saying, Pick it up! 1 Read aloud, pointing to each word. The shirt is on the floor. Pick it up! 2 Read aloud, pointing to each word: The shoe is on the floor. Pick it up! 3 Teacher Says: Now it s your turn to read. Child E SC The ball is on the floor. Pick it up! 4 The book is on the floor. Pick it up! 5 The sock is on the floor. Pick it up! 6 Teacher Reads: CRASH! Now we start all over! Return to page 4 Teacher Says: Let s look back at this page. Can you read it again? Ask, Which word is floor? Ask, Which word is book? Ask, Which word is it? Points to floor. Points to book. Points to it. Ask, How did you figure that out? Response: Level A, 27 words Total Errors/SC: Notes

12 STEP 2 YELLOW SERIES PAGE 4 of 5 Reading Record On My Way to School Page Cover Adult Teacher Says: The name of this book is On My Way to School. It s about a child who sees babies, cars, houses, dogs, and kids on the way to school. Let s read to find out how the child feels about going to school. 1 Read aloud, pointing to each word: On my way to school, I see babies. 2 Read aloud, pointing to each word: On my way to school, I see cars. 3 Teacher Says: Now it s your turn to read. Child E SC On my way to school, 4 I see houses. On my way to school, 5 I see dogs. On my way to school, 6 Level B, 27 words Notes I see kids. I like school! Total Errors/SC: Comprehension Conversation The child may look back into the book to answer these questions. Indicate with if the child s answers reflect understanding. Record the student s complete response. = incorrect ü = correct Please use up to two (2) prompts per question to clarify student s understanding or misunderstanding. TMM WIS WI WTT RQ 1. What does the child see first on the way to school? Factual: babies 2. Where does the child see dogs? Inferential: in the park; in the grass

13 STEP 2 YELLOW SERIES PAGE 5 of 5 3. What else does the child see? Factual: cars, houses, or kids (other responses derived from the pictures are also acceptable) 4. How does the child feel about school? Factual: the child likes school 5. Did you like the book? Why? Any reasonable answer Analysis: Make sure to code each incorrect answer with a Source of Student Misunderstanding: PE, F, L, Q, C Capture totals in the Scoring Summary on the first page. Developmental Spelling STEP 2 Administer this assessment individually or in pairs, following the guidelines in your STEP Manual. ü = correct = incorrect Correct Spelling Student s Writing First Sound Short- Vowel Sound Final Sound 1 lap 2 fed 3 sip 4 job 5 mug 6 van 7 jet 8 bit 9 pot 10 bud ü Correct Totals + + = $

14 Achieved Did Not Achieve STEP Literacy Assessment STEP 3 Yellow Series Where s Felix? Student s Name Date Grade Room Assessed by Scoring Summary Letter-Sound Identification [target: 24] Comprehension Conversation /5 [target: 4 or more] Factual: /3 Inferential: /1 Critical Thinking: /1 Phonemic Awareness: Segmentation [target: 8] Developmental Spelling [target: combination of any 18 correct sounds across all three columns] $ First sound Correct short vowels (incl.attempts) [target:6] Final sound Reading Accuracy: Error Analysis % (0 1 errors) Total cues attempted/used: 95 97% (2 errors) Meaning: 90 94% (3 4 errors) Syntax: Below 90% (5+ errors) Visual: Comments and Analysis Reading Behaviors (e.g., problem solves words; self-monitors; self-corrects; reads with fluency; reads with expression) Comprehension Conversation (e.g., responds to questions; answers in sentences; shows interest in the book) Sources of Student Misunderstanding (Total across all Comprehension Questions): PE (Over-relies on Personal Experience): F(Over-relies on Facts): L(Limited response): Q(Answers a different question than the one asked): C(Confusion): STEP 3 ACHIEVED: yes not achieved

15 STEP 3 YELLOW SERIES PAGE 2 of 4 Letter-Sound Identification Using the Lowercase Letter Identification page in the appendix of your STEP Manual, ask the student what sound each letter makes. Indicate correct responses with a ü. Indicate incorrect with a. If the child responds incorrectly, record what he/she says below. Letter Sound a f k p w z b h o j u a c y l q m d n s x i e g r v t g Total correct: of 26 sounds Phonemic Awareness: Segmentation Tell the student, Today we re going to play a word game. I m going to say a word and I want you to break the word apart. You are going to say the word slowly, and then tell me each sound in the word in order. For example, if I say old, you would say /o/-/l/-/d/. Let s practice. If I say ride, tell me each sound in the word ride. Be sure to say the sounds, not the letters, in the word. Let the child practice two more times, using the words go and man. Go through the list below, each time saying to the child: Tell me each sound in the word. = incorrect ü = correct Record all answers (correct OR incorrect) on the line next to the check or dot, e.g., /t/-/op/; /t/-/o/-/p/; kee/p/; /she/, /sh/-/e/ 1. job (3) 2. hay (2) 3. need (3) 4. paid (3) 5. fit (3) 6. aim (2) 7. tug (3) 8. goal (3) 9. gift (4) 10. plus (4) Total Correct: Reading Record Where s Felix?

16 STEP 3 YELLOW SERIES PAGE 3 of 4 Take the child s reading record following the guidelines in your STEP Manual. Book Introduction The girl in this story can t find her friend Felix. She looks all over and sees some of her toys. But there s something different about Felix. Let s read and find out what that difference is. E SC MSV/Notes I can t find my friend Felix. Is he under the table? Is he at the door? Is he in the tub? Is he on the bed? Is he at the desk? Now I see Felix. He is ready to eat! Level C, 40 words Totals: M: S: V: Comprehension Conversation The child may look back into the book to answer these questions. Indicate with a ü if the child s answers reflect understanding. Record the student s complete response. = incorrect ü = correct Please use up to two prompts per question to clarify student s understanding or misunderstanding. TMM WIS WI WTT RQ 1. Where is the first place the girl looks for Felix? Factual: under the table 2. What toy is behind the door? Factual: the clown or doll 3. Where does the girl look after looking in the tub? Factual: on the bed

17 STEP 3 YELLOW SERIES PAGE 4 of 4 4. How is Felix different from the toys? Inferential: he is a real dog; not a stuffed animal 5. Why is the girl looking for Felix? Critical Thinking: because she might need to feed him; she thinks he is lost; she wants to play with him Analysis: Make sure to code each incorrect answer with a Source of Student Misunderstanding: PE, F, L, Q, C Capture totals in the Scoring Summary on the first page. Developmental Spelling STEP 3 Administer this assessment individually or in pairs, following the guidelines in your STEP Manual. ü = correct ü A = attempt = incorrect Correct Spelling Student s Writing First Sound Short- Vowel Sound ü A = attempt Final Sound 1 lap 2 fed 3 sip 4 job 5 mug 6 van 7 jet 8 bit 9 pot 10 bud ü Correct Totals (Including ü A Vowel Attempts) + + = $

18 Achieved Did Not Achieve STEP Literacy Assessment STEP 4 Yellow Series Upside Down Student s Name Date Grade Room Assessed by Scoring Summary Reading Accuracy: Developmental Spelling % (0 1 errors) [target: 8 vowels] $ 95 97% (2-4 errors) [8 blends/digraphs] 90 94% (5-7 errors) (Initial + Final) Below 90% (8+ errors) Reading Rate: Error Analysis Above: 1:33 or less (51+ w/m) Total cues attempted/used: Target: 1:34 2:34 (30 50 w/m) Meaning: Below: 2:35 or more (29- w/m) Syntax: Visual: Fluency 4 Reads in meaningful phrases; consistently pays attention to punctuation and syntax; reads most text with expression; may slow for problem solving, but quickly returns to fluent reading; excellent comprehension 3 Reads primarily in 3 4 word phrases; pays attention to punctuation and syntax most of the time; reads most text with little expression; may occasionally slow for problem solving; good comprehension Reads primarily in 2 3 word phrases; seldom pays attention to punctuation and syntax; slow problem solving fairly often; weaker comprehension 1 Reads primarily word-by-word (may read fast or slow, but rhythm is word-by-word); frequent & very slow problem solving; weaker comprehension Comprehension Conversation [target: 5 or more] /6 Factual: /3 Inferential: /2 Critical Thinking: /1 Comments and Analysis Reading Behaviors (e.g., problem solves words; self-monitors; self-corrects; reads with fluency; reads with expression) Comprehension Conversation (e.g., responds to questions; answers in sentences; shows interest in the book) Sources of Student Misunderstanding (Total across all Comprehension Questions): PE (Over-relies on Personal Experience): F(Over-relies on Facts): L(Limited response): Q(Answers a different question than the one asked): C(Confusion): STEP 4 ACHIEVED: yes not achieved

19 STEP 4 YELLOW SERIES PAGE 2 of 4 Reading Record Take a reading record, following the guidelines in your STEP Manual. Remember to time the student s reading. Reading Time Book Introduction The boy in this story is named Peter. He is looking at everything upside down. Everything looks funny, even his friend Jill. Let s read to find out what he sees. E SC MSV/Notes My name is Peter. I m upside down. Things look different upside down. Here is my name upside down. I see the living room upside down. Everything looks funny! I toss a ball. Does it fall up? Or down? Who is at the door? Wow! It s my friend, Jill! But her feet are up, not down. Will her hat fall off? Jill, do you want to play upside down with me? Being upside down is fun! Level E, 75 words Totals: M: S: V:

20 STEP 4 YELLOW SERIES PAGE 3 of 4 Comprehension Conversation The child may look back into the book to answer these questions. Indicate with a ü if the child s answers reflect understanding. Record the student s complete response. = incorrect ü = correct Please use up to two prompts per question to clarify student s understanding or misunderstanding. TMM WIS WI WTT RQ 1. Where is Peter playing upside down? Factual: in his house, on the couch; in the living room 2. What are some things Peter sees upside down? Factual: his name; the living room; a ball, etc. 3. Why is Peter looking at things upside down? Inferential: things look strange; everything looks different; it s fun to see the world in a topsy-turvy way 4. Who comes to visit Peter? Factual: his friend, Jill 5. Why does Peter say, Will her hat fall off? Inferential: because he s upside down and it looks like her hat will fall to the ceiling 6. Why does Peter ask Jill to play upside down with him? Critical Thinking: it s fun to do the same things together; he wants her to see things differently Analysis: Make sure to code each incorrect answer with a Source of Student Misunderstanding: PE, F, L, Q, C Capture totals in the Scoring Summary on the first page.

21 STEP 4 YELLOW SERIES PAGE 4 of 4 Developmental Spelling STEP 4 Administer this assessment individually or in pairs, following the guidelines in your STEP Manual. ü = CORRECT = INCORRECT Correct Spelling 1 pest 2 chip 3 sand 4 lump 5 shop 6 plum 7 club 8 wish 9 ramp 10 drip 11 smog 12 bath 13 rent 14 trot 15 shed Student s Writing Short-Vowel Sound Initial Blend/ Digraph Final Blend/ Digraph Totals $

22 Achieved Did Not Achieve STEP Literacy Assessment STEP 5 Yellow Series Saturday Shopping Student s Name Date Grade Room Assessed by Scoring Summary Reading Accuracy: errors Developmental Spelling % (0 6 errors) [target: 12 vowels] $ 95 97% (7 11 errors) [12 blends/digraphs] 90 94% (12 21 errors) (initial + final) Below 90% (22+ errors) Reading Rate: Error Analysis Above: 2:43 or less (76+ w/m) Total cues attempted/used: Target: 2:44 5:08 (40 75 w/m) Meaning: Below: 5:09 or more (39- w/m) Syntax: Visual: Fluency 4 Reads in meaningful phrases; consistently pays attention to punctuation and syntax; reads most text with expression; may slow for problem solving, but quickly returns to fluent reading; excellent comprehension 3 Reads primarily in 3 4 word phrases; pays attention to punctuation and syntax most of the time; reads most text with little expression; may occasionally slow for problem solving; good comprehension Reads primarily in 2 3 word phrases; seldom pays attention to punctuation and syntax; slow problem solving fairly often; weaker comprehension 1 Reads primarily word-by-word (may read fast or slow, but rhythm is word-by-word); frequent & very slow problem solving; weaker comprehension Comprehension Conversation [target: 5 or more] /6 Factual: /2 Inferential: /2 Critical Thinking: /2 Comments and Analysis Reading Behaviors (e.g., problem solves words; self-monitors; self-corrects; reads with fluency; reads with expression) Comprehension Conversation (e.g., responds to questions; answers in sentences; shows interest in the book) Sources of Student Misunderstanding (Total across all Comprehension Questions): PE (Over-relies on Personal Experience): F(Over-relies on Facts): L(Limited response): Q(Answers a different question than the one asked): C(Confusion): STEP 5 ACHIEVED: yes not achieved

23 STEP 5 YELLOW SERIES PAGE 2 of 4 Reading Record Take a reading record, following the guidelines in your STEP Manual. Remember to time the student s reading. Reading Time Book Introduction The boy in this story is going shopping on Saturday with his mom and his dog, Ruffy. Let s read to find out what happens while he is in the store. E SC MSV/Notes Every Saturday, Ruffy and I go shopping with my mom. Ruffy sits in the back and puts his nose out the window. When my mom stops, he barks. Ruffy likes to keep moving. Ruffy has to sit outside the store. Be good, Ruffy, I tell him. We won t take long. He stays by the door. He is very good. But his face says he would like to go with me. I follow my mom inside the store. My mom buys apples and milk. She is in line to pay. Then she says, Do you want ice cream? Yeah! I yell. I run to the back of the store. I look at all the flavors. Then I hear loud voices. Hey, what s going on? Who let HIM in here? Now I see Ruffy. He is running at full speed. He skids to a stop and sits in front of me. His face says, I m a good dog. I found you! Ruffy and I leave the store very fast. I think we are both in big trouble. The store manager comes outside. She is with my mom. Oh, no! I think. But the manager smiles and gives Ruffy a treat. She thinks Ruffy is a good dog, too. Level G, 206 words Totals: M: S: V:

24 STEP 5 YELLOW SERIES PAGE 3 of 4 Comprehension Conversation The child may look back into the book to answer these questions. Indicate with a ü if the child s answers reflect understanding. Record the student s complete response. = incorrect ü = correct Please use up to two prompts per question to clarify student s understanding or misunderstanding. TMM WIS WI WTT RQ 1. When does Ruffy bark in the car? Factual: when the car stops 2. What food does the boy in the story really want to buy? Factual: ice cream 3. Why does Ruffy run into the store? Inferential: he wants to be with the boy; he doesn t want to stay outside alone; he wants to find the boy 4. Why does the boy think that he and Ruffy are in big trouble? Inferential: he knows that dogs aren t supposed to go into stores 5. Why doesn t the store manager get mad? How do you know? Critical Thinking: she likes dogs; nothing was broken when the dog ran into the store. She doesn t say anything bad to the family; she gives the dog a treat 6. Why does the family think Ruffy is a good dog? Critical Thinking: he always wants to be with them; he likes to follow them; he wants to do everything they do Analysis: Make sure to code each incorrect answer with a Source of Student Misunderstanding: PE, F, L, Q, C Capture totals in the Scoring Summary on the first page.

25 STEP 5 YELLOW SERIES PAGE 4 of 4 Developmental Spelling STEP 5 Administer this assessment individually or in pairs, following the guidelines in your STEP Manual. ü = CORRECT = INCORRECT Correct Spelling 1 pest Student s Writing Short-Vowel Sound Initial Blend/ Digraph Final Blend/ Digraph 2 chip 3 sand 4 lump 5 shop 6 plum 7 club 8 wish 9 ramp 10 drip 11 smog 12 bath 13 rent 14 trot 15 shed Totals $

26 Achieved Did Not Achieve STEP Literacy Assessment STEP 6 Yellow Series Comedy Garage Student s Name Date Grade Room Assessed by Scoring Summary Reading Accuracy: errors % (0 4 errors) 95 97% (5 9 errors) 90 94% (10 18 errors) Below 90% (19+ errors) Reading Rate: Above: 2:22 or less (76+w/m) Target: 2:23 4:31 (40 75 w/m) Below: 4:32 or more (39- w/m) Fluency 4 Reads in meaningful phrases; consistently pays attention to punctuation and syntax; reads most text with expression; may slow for problem solving, but quickly returns to fluent reading; excellent comprehension 3 Reads primarily in 3 4 word phrases; pays attention to punctuation and syntax most of the time; reads most text with little expression; may occasionally slow for problem solving; good comprehension Reads primarily in 2 3 word phrases; seldom pays attention to punctuation and syntax; slow problem solving fairly often; weaker comprehension 1 Reads primarily word-by-word (may read fast or slow, but rhythm is word-by-word); frequent & very slow problem solving; weaker comprehension Comprehension Conversation Developmental Spelling Oral Comprehension Totals include Correct and Attempts [Target: 3 or more correct] /4 [Target: 4 long-vowels] TOTALS Factual: /2 (V-C-e & Long-vowel, incl. Attempts) Inferential: /2 [Target: 2 r-controlled] TOTALS $ (incl. Attempts) Silent Comprehension [Target: 3 or more correct] /4 Error Analysis Factual: /1 Total cues attempted/used: Inferential: /1 Meaning: Critical Thinking: /2 Syntax: Visual: Comments and Analysis Reading Behaviors (e.g., problem solves words; self-monitors; self-corrects; reads with expression) Comprehension Conversation (e.g., adds up clues to derive meaning; shows interest in the book) Sources of Student Misunderstanding (Total across all Comprehension Questions): PE (Over-relies on Personal Experience): F(Over-relies on Facts): L(Limited response): Q(Answers a different question than the one asked): C(Confusion): STEP 6 ACHIEVED: yes not achieved

27 STEP 6 YELLOW SERIES PAGE 2 of 4 Reading Record Take a reading record, following the guidelines in your STEP Manual. Remember to time the student s reading. Reading Time Book Introduction In this story, three children Zina, Linda, and Max are bored. They come up with an idea to have a comedy show in their garage. Let s read to find out what happens to their plan. E SC MSV/Notes I m bored, said Zina. I m bored, too, said Linda. I m bored three! said Max. You re funny, said Linda to Max. You re pretty funny yourself, Max replied. We re all funny, said Zina. Why don t we put on a comedy show? We can have it in the garage! Max, Linda, and Zina planned the show. They built a stage and hung up a big sheet. Then they brought in some chairs. But something had to be done about Mittens, the cat! They put her upstairs to keep her out of trouble. Lots of people came to the show. Big kids and little kids came. Even some parents came. Welcome to the Comedy Garage, Zina said. To start off, here are... MAX and LINDA! Hello, ladies and gentlemen, Max said. LETTUCE make you laugh! He held up a piece of LETTUCE. Everyone laughed. Now it was Linda s turn. Say, Max, she said. Do you know why ducks fly south in winter? No, I don t, said Max. Why? Because it s too far to walk! Linda shouted. Everyone laughed even more. Level I, 179 words Totals: M: S: V:

28 STEP 6 YELLOW SERIES PAGE 3 of 4 Comprehension Conversation The child may look back into the book to answer these questions. Indicate with a ü if the child s answers reflect understanding. Record the student s complete response. = incorrect ü = correct Please use up to two prompts per question to clarify student s understanding or misunderstanding. TMM WIS WI WTT RQ After the oral reading, ask: 1. What do the kids in the story have to do to get ready for the comedy show? Factual: set up a stage; tell jokes; put Mittens upstairs 2. Why do the children put Mittens upstairs? Inferential: she might ruin the show; she might get in the kids way 3. What do Max and Linda do at the show? Factual: tell jokes 4. Why do the people think the show is funny? Inferential: they think the jokes are funny; the jokes make them laugh After the silent reading, ask: 5. What does Zina do at the show? Factual: makes shadows that look like animals 6. Why is the audience surprised when the cat walks across the screen? Inferential: they thought Zina would make another shadow, but it was a real cat

29 STEP 6 YELLOW SERIES PAGE 4 of 4 7. Why do the children want to put on another show the next week? Critical Thinking: the first show was a success; they had fun; they might still be bored 8. Why do the children promise to let Mittens be in the next show? Critical Thinking: the audience laughed at what Mittens did; they think it s funny that Mittens almost messed up the show and think she will do something else funny next time Analysis: Make sure to code each incorrect answer with a Source of Student Misunderstanding: PE, F, L, Q, C Capture totals in the Scoring Summary on the first page. Developmental Spelling STEP 6 Administer this assessment individually or in pairs, following the guidelines in your STEP Manual. ü = correct ü A = Attempt = incorrect Correct Spelling Student s Writing Long-Vowel Pattern ü A = Attempt R-controlled Vowel ü A = Attempt 1 blame 2 bark 3 prune 4 born 5 train 6 smoke 7 slime 8 firm 9 boast 10 chase 11 road 12 hurt 13 feed 14 short 15 bean (Correct + Attempts) = Totals $

30 Achieved Did Not Achieve STEP Literacy Assessment STEP 7 Yellow Series My Friend Kendra Student s Name Date Grade Room Assessed by Scoring Summary Reading Accuracy: % (0 4 errors) 95 97% (5 9 errors) 90 94% (10 17 errors) Below 90% (18+ errors) Reading Rate: Above: 1:37 or less (101+w/m) Target: 1:38 3:16 ( w/m) Below: 3:17 or more (49- w/m) Fluency 4 Reads in meaningful phrases; consistently pays attention to punctuation and syntax; reads most text with expression; may slow for problem solving, but quickly returns to fluent reading; excellent comprehension 3 Reads primarily in 3 4 word phrases; pays attention to punctuation and syntax most of the time; reads most text with little expression; may occasionally slow for problem solving; good comprehension Reads primarily in 2 3 word phrases; seldom pays attention to punctuation and syntax; slow problem solving fairly often; weaker comprehension 1 Reads primarily word-by-word (may read fast or slow, but rhythm is word-by-word); frequent & very slow problem solving; weaker comprehension Comprehension Conversation Developmental Spelling NO Attempts Oral Comprehension target: 2-3 long-vowels] TOTALS [target: 3 or more correct] /4 (V-C-e + Long-vowel patterns) Factual: /2 [target: 2-3 r-controlled] TOTALS $ Inferential: /2 Silent Comprehension Error Analysis [target: 3 or more correct] /4 Total cues attempted/used: Factual: /1 Meaning: Inferential: /2 Syntax: Critical Thinking: /1 Visual: Comments and Analysis Reading Behaviors (e.g., problem solves words; self-monitors; self-corrects; reads with fluency; reads with expression) Comprehension Conversation (e.g., adds up clues to derive meaning; moves beyond literal understanding; shows interest in the book) Sources of Student Misunderstanding (Total across all Comprehension Questions): PE (Over-relies on Personal Experience): F(Over-relies on Facts): L(Limited response): Q(Answers a different question than the one asked): C(Confusion): STEP 7 ACHIEVED: yes not achieved

31 STEP 7 YELLOW SERIES PAGE 2 of 5 Reading Record Take a reading record, following the guidelines in your STEP Manual. Remember to time the student s reading. Book Introduction This is a story about a girl named Lisa who has a special friend named Kendra. But Lisa is the only person who can see Kendra. Let s read to find out why Lisa has a friend like Kendra. Reading Time E SC MSV/Notes Hi. My name is Lisa. I am almost eight years old. I m in second grade. When I was little, I had a stuffed rabbit. I took her everywhere with me. I talked to her about everything. I named her Kendra. Kendra was my best friend. On my first day of preschool, I lost Kendra. For a while I was really lonely. Then I got a new best friend. Her name is Kendra, too! But nobody can see her, except Max and me. Max is my dog. He gets really excited when Kendra is with me. He wags his tail. He runs and gets his ball. He jumps and barks. I tell Mama, Look how excited Max is to see Kendra! Mama smiles and pats me on the head. I don t think that Mama can see Kendra. Can you see Kendra? You can t? Well, let me tell you about her. Kendra s smart and she s fast. She s also silly. I m smart and fast and silly, too! Level K, 164 words Totals: M: S: V:

32 STEP 7 YELLOW SERIES PAGE 3 of 5 Comprehension Conversation The child may look back into the book to answer these questions. Indicate with a ü if the child s answers reflect understanding. Record the student s complete response. = incorrect ü = correct Please use up to two prompts per question to clarify student s understanding or misunderstanding. TMM WIS WI WTT RQ After the oral reading, ask 1. Who was the first Kendra? Factual: a toy; a stuffed rabbit 2. What happened to the first Kendra? Factual: Lisa lost her at school 3. Why does Lisa name her invisible friend Kendra? Inferential: it reminds her of her rabbit; she likes the name 4. Does Lisa s mother think that Kendra is a real girl? How do you know from the story? Inferential: No. She knows Lisa is pretending. She pats her on the head when she talks about Kendra. After the silent reading, ask 5. What kinds of things does Lisa pretend to do with Kendra? Factual: run races; jump rope; clean her room; etc.

33 STEP 7 YELLOW SERIES PAGE 4 of 5 6. Why do you think Lisa says that Kendra does bad things at school, like making faces? Inferential: because sometimes Lisa doesn t like to do her work and sometimes she does bad things like making faces 7. In what ways does pretending to have a friend like Kendra help Lisa? Inferential: it helps her decide what to do; it helps her clean her room when she doesn t like to; it helps her go to sleep 8. Why do you think Lisa pretends to have an invisible friend? Critical Thinking: so she doesn t have to feel lonely; it makes her feel like she always has someone to play with; sometimes it helps her do things she doesn t like Analysis: Make sure to code each incorrect answer with a Source of Student Misunderstanding: PE, F, L, Q, C Capture totals in the Scoring Summary on the first page.

34 STEP 7 YELLOW SERIES PAGE 5 of 5 Developmental Spelling STEP 7 Administer this assessment individually or in pairs, following the guidelines in your STEP Manual. ü = CORRECT = INCORRECT Correct Spelling 1 blame 2 bark 3 prune 4 born 5 train 6 smoke 7 slime 8 firm 9 boast 10 chase 11 road 12 hurt 13 feed 14 short 15 bean Student s Writing -V-C-e Long-Vowel Pattern R-controlled Vowel Totals $ WORDS CAN BE MISSPELLED BUT PATTERN MUST BE SPELLED CORRECTLY!

35 Achieved Did Not Achieve STEP Literacy Assessment STEP 8 Yellow Series The Frog Princess Student s Name Date Grade Room Assessed by Scoring Summary Reading Accuracy: errors Error Analysis % (0 4 errors) Total cues attempted/used: 95 97% (5 10 errors) Meaning: 90 94% (11 20 errors) Syntax: Below 90% (21+ errors) Visual: Reading Rate: Above: 1:57 or less (101+w/m) Target: 1:58 3:57 ( w/m) Below: 3:58 or more (49- w/m) Fluency 4 Reads in meaningful phrases; consistently pays attention to punctuation and syntax; reads most text with expression; may slow for problem solving, but quickly returns to fluent reading; excellent comprehension 3 Reads primarily in 3 4 word phrases; pays attention to punctuation and syntax most of the time; reads most text with little expression; may occasionally slow for problem solving; good comprehension Reads primarily in 2 3 word phrases; seldom pays attention to punctuation and syntax; slow problem solving fairly often; weaker comprehension 1 Reads primarily word-by-word (may read fast or slow, but rhythm is word-by-word); frequent & very slow problem solving; weaker comprehension Comprehension Conversation Retelling [target: 6 or more correct] /8 [target: 3 or higher] /4 Factual: /1 Inferential: /3 Developmental Spelling Critical Thinking: /4 [target: 2 3 correct per category] TOTALS // // // Comments and Analysis Reading Behaviors (e.g., problem solves words; self-monitors; self-corrects; reads with expression) Comprehension Conversation (e.g., adds up clues to derive meaning; shows interest in the book) Sources of Student Misunderstanding (Total across all Comprehension Questions): PE (Over-relies on Personal Experience): F(Over-relies on Facts): L(Limited response): Q(Answers a different question than the one asked): C(Confusion): STEP 8 ACHIEVED: yes not achieved

36 STEP 8 YELLOW SERIES PAGE 2 of 5 Reading Record Take a reading record, following the guidelines in your STEP Manual. Remember to time the student s reading. Book Introduction In this story a Frog Princess meets up with a young man. Let s read to find out why they both need each other. Reading Time E SC MSV/Notes Once upon a time there was a young Frog Princess. She lived on a large, comfortable lily pad in a quiet pond. The Princess was very beautiful for a frog. She was green and shiny and very athletic. She could leap long distances and swim all day without getting tired. She was also a bit spoiled. Because she was a princess, she always got everything that she wanted. One afternoon, the Frog Princess was sunning herself on a rock. When she got hot, she took a little dip in her pond. Suddenly, without warning, she found herself caught in a net. Help! cried the Frog Princess. A young man was walking nearby. I ll set you free, he said to her, if you promise to help me. You help me first, demanded the Frog Princess. All right, the young man agreed. He carefully untangled her from the net. The Frog Princess started to swim away without so much as a thank you. Wait! cried the young man. I helped you. Now you must help me! The Frog Princess frowned. What do you want? she asked impatiently. I want you to take me home with you, said the young man. Level L, 198 words Totals: M: S: V:

37 STEP 8 YELLOW SERIES PAGE 3 of 5 Story Retelling Ask the student, Can you tell me about the story? Let s pretend that I ve never read the book and you re going to tell me all about it. Rate the retelling using the rubric below. 4 Response shows exceptional understanding 2 Response shows partial understanding Includes all major events of plot in sequence Includes at least one major event Shows personal insight into characters Mentions main characters, but omits some details Uses important details to enrich retelling May focus on one part of the story Some facts stated are not in sequence 3 Response shows good understanding 1 Response does not indicate understanding Includes major events of plot in sequence Includes only a part of a major event Describes the main characters using some Mentions main characters in a limited way or facts from the story omits altogether Uses some details to support retelling Facts stated are not in sequence Capture the student s response below, or on a separate piece of paper, or on your laptop. Note any significant confusions and/or instances of interpreting the text. Comprehension Conversation Ask the student to discuss these questions. Record the student s complete response. = incorrect ü = correct Please use up to two (2) prompts per question to clarify student s understanding or misunderstanding. TMM WIS WI WTT RQ After the reading and retelling, ask: 1. What is the Frog Princess like at the beginning of the story? Inferential: rude; stuck-up; spoiled 2. How does the young man meet the Frog Princess? Factual: he saves her from the net 3. Why is it so important that the young man get the Frog Princess to kiss him? Inferential: he ll have to stay a man forever if she doesn t kiss him in the next three days

38 STEP 8 YELLOW SERIES PAGE 4 of 5 4. Who created the young man s problem? Inferential: the silly fairy who turned him into a human 5. Why doesn t the Frog Princess think the young man is handsome? Critical Thinking: she thinks only other frogs who look like her can be beautiful; humans look different than frogs so she can t think of him as handsome 6. Why does the Frog Princess let the young man stay with her by the pond? Critical Thinking: he had helped her from the net; she grew to like him even though she wouldn t kiss him; she made a promise and feels she must try to keep it 7. Why doesn t the young man look ugly to the Princess after she is turned into a young woman? Critical Thinking: when she is a young woman, she sees him differently; now he looks like her; she sees with the eyes of a human and thinks other humans can be handsome 8. Why do you think the Prince and Princess live happily ever after? Critical Thinking: they are both frogs and have a lot in common; they were able to help each other Analysis: Make sure to code each incorrect answer with a Source of Student Misunderstanding: PE, F, L, Q, C Capture totals in the Scoring Summary on the first page.

39 STEP 8 YELLOW SERIES PAGE 5 of 5 Developmental Spelling STEP 8 Administer this assessment individually or in pairs, following the guidelines in your STEP Manual. ü = CORRECT = INCORRECT Correct Spelling Student s Writing R-Controlled Vowel Long-Vowel Pattern Vowel Digraph/ Diphthong Complex Blend 1 skirt 2 charm 3 coach 4 barn 5 juice 6 first 7 saint 8 curl 9 sweet 10 steam 11 shout 12 roof 13 string 14 howl 15 badge 16 coin 17 catch 18 yawn 19 scratch 20 block Totals WORDS CAN BE MISSPELLED BUT PATTERN MUST BE SPELLED CORRECTLY!