Académique Documents
Professionnel Documents
Culture Documents
Name Assessment
Letter ID, Letter Sound ID
Phonemic Awareness (Rhyming)
Concepts about Print
STEPs 1-2
Letter ID, Letter Sound ID
Phonemic Awareness (First sounds/ Segmentation)
Concepts of Print
Oral Reading
Developmental Spelling
STEPs 3-8:
Introduce book (Be sure the child is listening carefully. The intro will provide important
language to support reading.)
Take running record (until end of book OR stopping point depending on STEP level)
Student reads remainder of book silently (only on STEP 6-8)
Retell (STEP 8-12 only) then comprehension questions
Spelling and Phonemic Awareness (Letter sound ID on 3)
STEPs 9-12:
Introduce book and give directions for written questions
Student reads ENTIRE BOOK silently and independently answers written questions
Students retells story (NO PROMPTING)
Teacher asks comprehension questions
Running record (Say, Now that weve discussed the book, would you read the first few pages
aloud for me?)
Spelling
STEP Norming Document KIPP MA
Rhyming (Pre-Reading)
Begin with practice pictures. Tell the student, Lets 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.
o If the child gives an incorrect response during the practice set then ask the child to
listen again. This time say the words in pairs. King, ring? King, pig? King, eye?
o If the child continues to have difficulty, help the student hear the rhyme by repeating
the two rhyming words before moving on to start the task, this ensures understanding of
the aim.
Precise language: Which word rhymes with King? (pause then point) Ring? Pig? Eye? If a
student independently repeats words after the teacher that is fine, but students should not be
prompted to repeat after test administrator.
Student responds by saying the rhyming word. While most students will simultaneously point to
the appropriate picture, this is not a picture identification/vocabulary test so pointing to the
correct response is not necessary.
If the child only points then prompt, Which word does that show?
If the student asks you to repeat the words, you may do so, once per row.
Put a checkmark or dot under each column below to show correct/incorrect responses.
Circle the word the child selects in the box below, whether it is correct or incorrect.
Precise language: Which word has the same first sound as bat? (pause then point) spoon?
bed? top? If a student independently repeats words after the teacher that is fine, but students
should not be prompted to repeat after test administrator.
Student responds by saying the word with the same first sound. While most students will
simultaneously point to the appropriate picture, this is not a picture identification/vocabulary
test so pointing to the correct response is not necessary.
If the student asks you to repeat the words, you may do so, once per row.
Put a checkmark or dot under each column below to show correct/incorrect responses.
Circle the word the child selects in the box below, whether it is correct or incorrect.
Scoring
Place a check mark for each correct response. Record the sounds of the incorrect answer on
the line. DO NOT give partial credit. Students must segment every sound /f/ /r/ /o/ /g/ to get
credit. /fr/ /og/ does not count.
STEP Norming Document KIPP MA
Introduce the task by saying, I am going to read some words and I want you to write them as
best you can. Dont worry if you dont know how to spell them. After I say the word, you can
say it slowly to yourself and write each sound that you hear.
Read the words one at a time. Be sure to say them as you would normally. You want to see
what sounds children hear independently.
Read each word and use it in a sentence. Then say the word again.
Allow sufficient time for children to respond.
Children at STEP 1 may struggle to record the letter for the sounds they hear. Take special care
to prompt children to say the word slowly to themselves and give them ample time to
demonstrate what they know.
STEPs 6-12:
Introduce the task by saying. I am going to read some words and I want you to write them as
best you can. Dont worry if you dont know how to spell them. When you are not sure how to
spell a word, you can do two things. First, say the word to yourself slowly and write the sounds
you hear. Then look at what you wrote to see if the word looks right to you.
Read each word and use it in a sentence. Then say the word again.
Allow sufficient time for children to respond.
What If.?
The child cannot complete the word? Move on by saying, Well leave that word. The next
word is
The child adds additional letters? Give credit for the correct letters. For example, if a child
writes foqg for the word fog, give credit for the letters f, o, g. If a child adds multiple letters ( i.e.
if a child writes fhrogg for frog, it may still be correct based on what the assessment is testing.
If that level of assessment is testing the short vowel and o is written, then the word is still correct.
If the spelling fhrogg was for a STEP level that tests for blends, then the fhr would be marked
wrong.)
The child substitutes the letter k for the letter c? Give students at STEPs 1-3 credit for the
substitution (we do not accept c for s or j for g, as this shows students lack understanding of
the basic letter/sound correspondence of these words)
The child reverses b and d or p and q? ( i.e. when writing JOD for JOB.) We do not count this,
as b/d reversals and p/q reversals create a new letter and indicate the child still has confusion
with these letter/sound correspondences.)
STEP 6 has different targets than the other STEPs. The targets for STEP 6 are attempting four
long-vowel markers and attempting two r-controlled patterns.
STEP Norming Document KIPP MA
Acceptable long-vowel attempts include adding silent e to the end of the word (like spelling
sheet as shete) or adding two vowels (rian instead of rain or mial instead of mile)
Acceptable r-controlled vowel attempts include using an incorrect vowel with the r (such as
writing nurd instead of nerd)
Unacceptable r-controlled vowel attempts include placing the r before the vowel (like writing
strom for storm)
STEPs 4-8:
Read the intro as it appears on form.
Start timing when the child begins and continue to the end of the reading record (STEPs 6+-
this will be only the first portion of the text)
Be inconspicuous! Dont encourage the child to rush!
STEPs 9-12:
Read the intro as it appears on form.
Ask the child to read independently and answer the written Qs.
After the retelling/ comp convo, ask the child to read the reading record text.
Start timing when the child begins and continue to the end of the reading record.
Be inconspicuous! Dont encourage the child to rush!
Scoring
STEP 4 30 wpm
STEPs 5-6 40 wpm
STEPs 7-9 50 wpm
STEPs 10-12 75 wpm
Scoring:
When scoring the comprehension conversation always seek a second/third opinion when a
student response is not immediately clear during scoring. This happens frequently on
inferential and critical thinking questions at all levels.
NEVER begin a test question conversation with a colleague with He/she just needs this one
right to pass what do you think? This creates bias.
Reference the STEP Questions Reliability document to see if a particular question has already
been explained and examples/non-examples have been given.
If the child gives an answer that makes sense but is not text-based (ie, personal experience or
opinion), do not give credit.
If the child doesnt answer the question but restates facts from the story, do not give credit.
Students should be drawing conclusions from factual events, not just recall them.
If the answer to a critical-thinking question is text-based and plausible, but not included with
possible answers get a second opinion.
When SCORING, use the four-point rubric provided. Place a CHECK by the descriptors the student
demonstrates. A retelling might have characteristics across two categories. If so, you will have to
choose the place on the rubric that best first the retelling. Always seek a second/third opinion in
instances you feel you need to make an interpretation.
STEP Norming Document KIPP MA
Following the intro, show the child the three written Qs on the last page of the assessment
form.
Ask the student to read the directions independently, and then review them, After you read
the story, write answers to these Qs. You can look back in the book to help you.
The child must write their answers independentlythis is NOT like the comprehension
conversation.
What if...
the student doesnt understand a Q? Encourage them to reread. If confusion continues
you may read the question aloud.
the student asks for spelling help? Remind them to do their best..
the student looks back in the text? Note it but do not penalize this!
the student answers inferential and critical thinking Qs by copying from the book? Remind
them to use their own words. Note whether the copied next is a substitute for an answer or
evidence to support the students ideas.
the student gives an answer that makes sense, but is not text-based? Double check then,
if no textual evidence is there, its wrong.
the child writes a correct answer but uses poor/ incorrect grammar? Note it but its correct.
an answer to a critical-thinking Q is text-based, but not included in the possible answers?
Get a second opinion.
Scoring
Use the sample responses to determine if the childs answers reflect understanding or
interpretation.
Combine the writing and comprehension conversation scores to determine an overall comp
score. The target is demonstrated understanding across all three types of Qs. The combined
numerical target is no more than two wrong answers!