Achieved Not Yet

STEP Literacy Assessment STEP 4

Purple Series Elizabeths Song

Students Name Date

Grade Room Assessed by

Scoring Summary
Reading Accuracy: ____ Developmental Spelling
98100% (01 errors) [target: 8 vowels]$________
9597% (24 errors) [8 blends/digraphs]_______
9094% (58 errors) (Initial + Final)
Below 90% (9+ errors)
Reading Rate: _____ Error Analysis
Above: 1:33 or less (51+ w/m) Total cues attempted/used
Target: 1:342:34 (3050 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 34 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
-----------------------------------------------------------------------------------------------------------------------------
2 Reads primarily in 23 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 (Personal experience): ____
F(Facts from the text): ____
L(Limited): ____
Q(Answers a different question): ____
C(Confusion): ____

STEP 4 ACHIEVED: yes not yet

STEP Literacy Assessment 2001, 2006, 2011, 2013 by the University of Chicago Urban Education Institute, Chicago, IL. All rights reserved.
STEP 4 PURPLE SERIES PAGE 2 of 4
Reading Record
Take a reading record, following the guidelines in your STEP Manual.
Remember to time the students reading. Reading Time

Book Introduction E SC MSV/Notes

This is a story about a girl named Elizabeth who likes to sing and
dance before bed. Her partner is named Fred. Lets read to see how
the song and dance go.

I am Elizabeth. And he is Fred.

We like to dance before its time for bed.

We go high. We go low.

We dance fast. We dance slow.

We run out the door and down the hall.

Its so much fun. We have a ball!

Now Mom comes in to turn off my light.

I give her a kiss. She hugs me tight.

The day is over. Were ready for bed.

Good night, Elizabeth. Good night, Fred.

Level E, 77 words Totals: M: S: V:

STEP Literacy Assessment 2001, 2006, 2011, 2013 by the University of Chicago Urban Education Institute, Chicago, IL. All rights reserved.
STEP 4 PURPLE SERIES PAGE 3 of 4
Comprehension Conversation
The child may look back into the book to answer these questions. Indicate with a if the childs answers reflect
understanding. Record the students complete response.
= incorrect = correct
Please use up to two prompts per question to clarify students understanding or misunderstanding.
TMM WIS WI WTT RQ

1. Who is Fred?
Factual: her toy; her stuffed rabbit

2. When do Elizabeth and Fred dance together?

Factual: before they go to bed; at night

3. What makes dancing with Fred fun?

Inferential: they get to run around the house; Elizabeth likes playing with her toys

4. What does Elizabeths mom do when she puts Elizabeth to bed?

Factual: turns off the light; gives her a kiss; hugs her

5. How does Elizabeth feel about Fred?

Inferential: she likes/loves him; she enjoys playing with him

6. Why does Elizabeth say, Were ready for bed, at the end of the story?
Critical Thinking: she is tired; her mom puts her to bed; she is sleepy now; she has done the fun things she wanted to
do

STEP Literacy Assessment 2001, 2006, 2011, 2013 by the University of Chicago Urban Education Institute, Chicago, IL. All rights reserved.
STEP 4 PURPLE SERIES PAGE 4 of 4
Developmental Spelling STEP 4
Administer this assessment individually or in pairs, following the guidelines in your STEP Manual.
= CORRECT = INCORRECT
Correct Students Writing Short-Vowel Initial Blend/ Final Blend/
Spelling Sound Digraph Digraph
1 nest

2 slim
3 band
4 much

5 spot

6 drum
7 plan
8 dish

9 bump

10 ship

11 chop

12 path
13 dent

14 frog

15 step
Totals $

STEP Literacy Assessment 2001, 2006, 2011, 2013 by the University of Chicago Urban Education Institute, Chicago, IL. All rights reserved.