STEP Norming Document KIPP MA

STEP Administration Summary Sheet (Pre-Reading - STEP 12)

STEP Pre

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
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Name Writing (Pre-Reading)

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?
Always indicate with a small vertical arrow the letters you had student identify. (Mark a check
for correct and a dot for incorrect under each arrow so there is evidence of this portion of the
name writing assessment on every students protocol.)
Score (1-5) according to rubric on testing protocol.

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.

First Sounds (STEP 1)

Begin with practice pictures. Tell the student, Lets practice. Then, point to the corresponding
pictures as you say, Bat. Which word has the same first sound as bat? Spoon? Bed? Top? Let
the child practice one more time, using the word car.
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. bat, spoon? bat, bed? bat,top?
o If the child continues to have difficulty, help the student hear the first sound by
repeating the two correct words before moving on to start the task.
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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.

Letter and Letter-Sound Identification (STEPs 1-3)

If the child gives the letter name during the sound identification round you may prompt once:
You told me the letter name, tell me the letter sound.
If the child pauses, allow 5 second before prompting, Give it a try.
If the child still doesnt answer encourage to move on.
If the child becomes upset you can reassure by saying, I know that you are still learning them.
Keep going.
If the child knows very few letters and the experience becomes painfully slow you might run
your finger under a row of letters at a time and prompt, Do you know any of the letters in this
row?
If the child gives the long vowel sound prompt, Do you know the other sound this makes?
(do not give credit for long vowel sound)
If the child gives the /j/ sound for G or the /s/ sound for C, then prompt, Is there another
sound? The hard sound is the more common sound and the only one we count as correct.
If the child gives the correct letter sound for one of the printed versions of the A or G (there are
two for each) then give credit. In other words, students do not necessarily need to get the /g/
sound when they see the g as long as they get the g.
If the child says /ba/ for /b/ or /fa/ for /f/ give credit for the sound but make a note that
isolating the individual sounds will need attention in future instruction.
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Segmentation (STEPs 2-3)

Introduce segmenting to the student as a word game in which students have to tap out the
sounds in the words. Make sure to use the model words provided.
During the modeling, make sure to have the student repeat the word after you prior to
segmentation to be sure they have heard the correct word.
After the practice set, pronounce each word clearly and ask the child to repeat the word and
then segment the individual sounds. Tell me each sound in the word
If a student pauses, give the student five seconds to think. You can prompt with a Give it a
try or What do you think?
If a student doesnt answer, segment the word for the child and move on, saying, Lets try the
next one!
If the student repeats the word and doesnt actually segment it, encourage the student to
segment the sounds. Say, Yes, the word is FROG. Can you tell me all the sounds you hear in
the word frog? If the student CONTINUES to restate the word, record the response and move
on.
If the student segments part of the word, like /t/ -/op/ record the response the student
provides (INCORRECT RESPONSE). Note that the student is chunking parts of the word for future
instructional implications.
If a child spells the word, explain that they spelled the word and repeat that you want the
sounds in the words. You spelled that word. Can you say all the sounds you hear in that
word? Let the student try again and record whatever response they provide.

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.
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Developmental Spelling (STEPS 1-12)

STEPs 1-5:

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 Spelling Norming:

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.
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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)

Reading Record (STEPs 1-12)

If the child becomes stuck on a word, wait 5 seconds before giving the prompt, Can you give
it a try? or What could you try? If a child is actively making attempts to solve the word you
may wait longer than 5 seconds but work on a single word should seldom take longer than 10-
15 seconds.
If a child still does not solve a word, tell the child to continue reading- Keep going. We
NEVER give TOLDS as this can impact the childs comprehension of the passage.
If the child makes numerous errors in the first part of the reading record and becomes
frustrated you can say, There are a lot of tricky words in this book. Lets stop for now.
If a student reads a proper noun incorrectly (ex. Josh for Jordan), tell them the name ONCE. If
they continue to get it wrong, count it as ONE ERROR TOTAL for the entire passage.
If the student skips a line then let them get to end of page. Tell them to go back and reread
the portion they missed. After testing check to see if line was critical to the meaning. If it was
it should count as 1 ERROR. If it is not, then it should not count as any error.
On STEPS 1 and 2 if a students is unable to repeat the pattern, DO NOT give the pattern again.
These levels assess a students ability to retain the pattern.
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Fluency and Reading Rate (STEPs 4-12)

If the child stops to ask questions, try to redirect and keep Qs to a minimum.
If the child becomes stuck on a word, give the child 5 seconds to work it out. After 5 seconds
we say- Give it a try. If they still do not get it we say move on.

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

Record the reading time on the assessment form.

Circle the time and reading rate in the scoring summary.
For a fluency score choose the area on the four-point summary rubric that best fits what the
child has done. Make sure to underline what applied in each number category THEN chose
the number 1-4 with the most underlined. This will help keep scoring in this section as objective
as possible.
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Comprehension Conversation (STEPs 1-12)

STEPs 1-12:

After the oral reading (STEPs 1-7) or retelling (8-12):

o Now I have some questions about this book that Id like us to talk about. Some of the
questions have more than one right answer so youll really need to think about what
happens in the storyand also why it happens. Lets begin by thinking about the
answer to this question.
You may prompt: You may look back in the book to help you. (one time only)
If the child doesnt understand a question, you can repeat it but never rephrase.
If the child gives a response that does NOT answer the question then record the incorrect
response and move on.

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.

Acceptable Prompts: (No more than two prompts per question.)

What in the story makes you think that? (WIS)

Tell me more about (TMM)
Why do you think that? (WTT)
Why is thats important? (WI)
Repeat Question (RQ)
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Retelling ( STEPs 8-12)

In STEP 8, the student should provide a retelling of the story, followed by the comprehension
conversation.
In STEPs 9-12, the retelling occurs AFTER the student has written answers to three questions.
Have the student read the entire book and independently answer written comprehension
questions. Then ask the student to retell. Can you tell me about the story? Lets pretend that
Ive never read the book and youre going to tell me about it. (let student retell, do not
prompt for more information or seek to clarify by asking questions)
If the student stops after retelling only part of the story then you can say, Is there anything
else?
Record entire student response on testing sheet or attach additional document (some
teachers like to type the student response as they can be long.)
Record major confusions or instances of interpretation on the recording sheet.
If the student looks back in the book DO NOT penalize the student as this is a great strategy.
Note their strategy and if it is used correctly.
If the student begins reading the book aloud remind the student that you want to hear the
story in their OWN words. You may say, Its okay to look back in the book, but I want to hear
the story in your own words. If they continue to read aloud after the prompt, DO NOT give
credit and note on scoring sheet.

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.
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Comprehension Writing (STEPs 9-12)

This component is given after the student finishes the entire book independently.

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!