Achieved

STEP Literacy Assessment

Purple Series

Not Yet

STEP 5
Mike, By Himself

Students Name

Date

Grade

Room

Assessed by

Reading Record
Take a reading record, following the guidelines in your STEP Manual.
Remember to time the students reading.

Reading Time
E

Book Introduction
This is a story about a boy named Mike who likes to be by himself. Lets
read to find out what happens when he meets a girl named Keesha.
My name is

ride

have

And

Mike. I ride my bike. Im by myself. Thats

alone, as

to

when

fast

stop

Im

as

can. Watch out

by

the

stair

done,

have

and

fill

my

snack.

for that

tire

Then

garbage

MSV/Notes

what I like.

up

off

SC

with

can!

air.

go . . . . Will

come back?

feel

to

the

wind up in

my face.

Then

someone

yells,

You want

race?

I stop and say, My name is Mike. Im by myself. Thats what I like.

But

she

starts

off.

whizzing

past.

Past the

swings.

Now

Past

the

move fast.

slides.

And

Who is

everything

this

kid?

You

want

goes

She

sure

can

ride!

My

name

climb

My

that

name

is

Keesha,

she

says to

me.

to go

and

tree?

is

Mike. I

Level G, 151 words

ride a

lot. I was alone,

but

now

Im

not!

Totals:

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

M:

S:

V:

STEP 5 PURPLE SERIES

PAGE 2 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. Why does Mike stop by the stair?

Factual: to fill his tire with air; pump up his tire

2. Mike tells Keesha that he likes to be by himself. Why does she race with him anyway?
Critical Thinking: she wants to become friends with him; she likes racing; she wants to play with him; its fun
to ride with someone else

3. What does Mike think about how Keesha rides her bike?
Inferential: he thinks shes really good; she can ride fast

4. What does Keesha want Mike to do after they race?

Factual: climb a tree

5. Why do Mike and Keesha become friends?

Critical Thinking: they like doing the same things; they were both lonely

6. How does Mike change in the story?

Inferential: he doesnt always like to be by himself anymore

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

STEP 5 PURPLE SERIES

PAGE 3 of 4

Developmental Spelling

STEP 5

Administer this assessment individually or in small groups, following the guidelines in your STEP Manual.

= CORRECT
Correct
Spelling
1

nest

slim

band

much

spot

drum

plan

dish

bump

10

ship

11

chop

12

path

13

dent

14

frog

15

step

= INCORRECT
Short-Vowel
Sound

Students Writing

Totals

Initial Blend/
Digraph

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

Final Blend/
Digraph

STEP 5 PURPLE SERIES

PAGE 4 of 4

Scoring Summary
Reading Accuracy: ____
98100% (03 errors)

Reading Rate: _____

Above: 1:56 or less (76+ w/m)

Developmental Spelling
[target: 12 vowels] $_______

9597% (48 errors)

9094% (915 errors)
Below 90% (16+ errors)

Target: 1:573:43 (4075 w/m)

Below: 3:44 or more (39- w/m)

[12 blends/digraphs]_____
(initial + final)

Error Analysis
Total in each category of cues/clues attempted/used:
Meaning: _____

Comprehension Conversation
Must have 5 or more correct
Factual:
/2

Syntax:

_____

Inferential:

Visual:

_____

Critical Thinking:

/6

/2
/2

Fluency
4 Reads in meaningful phrases; consistently pays attention to punctuation and syntax; reads some or most of
text with expression; may slow briefly for problem solving, but quickly returns to fluent reading
3

Reads primarily in 34 word phrases; pays attention to punctuation and syntax most of the time, but reads
with little expression; may occasionally slow for problem solving
----------------------------------------------------------------------------------------------------------------------------2 Reads primarily in 23 word phrases; seldom pays attention to punctuation and syntax; slow problem
solving fairly often
1

Reads primarily word-by-word (may read fast or slow, but rhythm is word-by-word); slow problem solving

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)
Student responses often indicate the following types of thinking:
PE (Personal experience): ____
F(Facts from the text): ____
L(Limited): ____
Q(Answers a different question): ____
C(Confusion): ____

STEP 5 ACHIEVED:

yes

not yet

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