Achieved

Not Yet

STEP Literacy Assessment

Purple Series

STEP 6
Margo Finds a Friend

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

Book Introduction

SC

MSV/Notes

The title of this book is Margo Finds a Friend. It is about a bossy girl named Margo
who plays with some children named Leroy, Ashley, and Jerome. Lets read to find
out how she and the other children get along and to see who ends up being
Margos friend.
Margo
The

liked

kids

their

own

You

have

to

be

in

charge.

were

so

surprised

Im

the

boss,

she

that

some

of

them

way,

yelled

Margo.

said.

Follow

did.

But

others

Your

way

cant

me.
had

ideas.
to

play

it

my

be

right.
How

come?

Ashley

did

Ashley
Margo

know

what

doesnt

know

anything,

pushed

loudly,

So

what

At

kept

last,

Jerome.
person
If

you

And

if

the

boss!

her?

kids

saw

was

hed

met.

do

what

you

of

She

answer
said

the

way.

walked

Follow

always

know

best,

said Margo.

back.
Margo.

Lets

She

laughed

ahead

me!

dont,

Level I, 187 words

asked

turned

walking

Margo
He

to

She

of

was

tell

when

everyone
so

everyone.

busy

someones

else,
that

singing
she

didnt

happening.

tell

the

out

untied.

was

we

when

Margo

Leroy

came

Im

Should

Ashley. Because

not

shoelaces

see

asked

the

straight
that
new

Leroy.

corner

ahead

she

Lets

by

was

to

on

the

say,

Ill

be

your

youll

be

sorry.

go

to

said

Ashley.

the

playground,

herself.

alone.

kid

not,

But

block.

just

Margo

friend,

then,
was

Margo

she
the

told

spotted

only

Jerome.

Totals:

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

M:

S:

V:

STEP 6 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
After the oral reading, ask
1. What does Margo order the other children to do?
Factual: follow her

2. What does Margo do while shes leading the children?

Factual: she sings; says she is the boss; she doesnt watch to see if they are following

3. Why doesnt Ashley know what to answer when Margo says, I always know best?
Critical Thinking: shes afraid of Margo; she knows Margo doesnt listen to other people; she is too surprised
to think of an answer

4. Why dont the children tell Margo that no one is following her anymore?
Critical Thinking: they dont want to play with her anymore; theyre mad at her; they dont like being bossed
around; she doesnt listen to them anyway

After the silent reading, ask

5. Why do you think Jerome lets Margo take his money?
Critical Thinking: he doesnt know what Margo is going to do with it; he is trying to make a new friend; Margo
is bossy

6. Why does Jerome cover his ears when Margo sings?

Inferential: he doesnt like her singing; shes too loud

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

STEP 6 PURPLE SERIES

PAGE 3 of 4
7. Do the children think Margo is a good friend? What makes you think that?
Inferential: No, because she is bossy and doesnt care; nobody wants to play with her; shes mean; she hurts
peoples feelings

8. Who is Margos new friend?

Factual: the dog

Developmental Spelling

STEP 6

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

= CORRECT
Correct
Spelling
1

place

dark

flute

nerd

nail

broke

slide

dirt

roast

10

mile

11

rain

12

burn

13

sheet

14

storm

15

peach

A = ATTEMPT

Students Writing

(Correct + Attempts) = Totals

= INCORRECT

Long-Vowel Pattern

R-controlled Vowel

A = Attempt

A = Attempt

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

STEP 6 PURPLE SERIES

PAGE 4 of 4

Scoring Summary
Reading Accuracy
98100% (04 errors)
9597% (510 errors)
9094% (1119 errors)
Below 90% (20+ errors)

Developmental Spelling

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

Reading Rate
Above: 2:28 or less (76+w/m)
Target: 2:234:40 (4075 w/m)
Below: 4:41 or more (39- w/m)

Totals include Correct and Attempts

(V-C-e & Long-vowel patterns & attempts, e.g., rayne or rane for rain)

$ _____
(incl. Attempts, e.g., writes drit or durt for dirt)

meets
does not meet

[Target: 4 long-vowels] TOTALS

____

[Target: 2 r-controlled] TOTALS

meets
does not meet

Comprehension Conversation
Oral Reading Comprehension Total: _____/4
[Target: Must have 3 or more correct]
Factual:
/2

Silent Reading Comprehension Total: _____/4

[Target: Must have 3 or more correct]
Factual:
/1

Critical Thinking:

Inferential:

/2

Critical Thinking:

/2
/1

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

Reads primarily in 23 word phrases; seldom pays attention to punctuation and syntax; slow problem solving
fairly often

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., adds up clues to derive meaning; moves beyond literal understanding;
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 6 ACHIEVED:

yes

not yet

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