STEP Refresher

Mandee Gordon, Erin Johnson,

& Laurie Basic
STEP Folder: Exterior

Record data in black/blue pen

Last name first, then, first name in

black/blue pen
Cycles

One: 9/21-10/8 (purple) wall updated by

10/11
Two: 1/11-1/29 (yellow) wall update by 2/1
Three: 5/9-5/27 (purple) wall updated by 6/1
Assessment Documentation
Use pencil
Last name first, then, first name (unfamiliar

names, consistency)
Complete date: month, day, year
Include grade level as a number
Last name of assessor
Scoring MUST be complete
X both top & bottom achieved/not achieved
Assessment Documentation
Complete the sources of misunderstandings
Use two prompts and document

(abbreviation) before each prompt

TMM, WIS, WI, WTT, RQ
Source of Student Misunderstanding needs
to be in circle and in left margin of each
incorrect answer
PE, F, L, Q, C
Assessment Documentation
Error analysis is still on hold
Add comments as you go to help drive

instruction
Include notes on the STEP wall
helps future teachers and gives talking points for
parents)
Follow the order of the assessment non-
negotiable
STEPS Pre-Reading-STEP 1

Students unable to write full name will still

be allowed to advance to the next STEP
level
Letter reversals and capital/lower

interchanges are allowed

Point to the words/pictures as you read
Use for incorrect answers (modification for

letter identification)
STEP 2-3

Use for incorrect answers (modification for

letter identification)
Do not give credit for partial segmentation
Teacher pointing ceases at STEP 2

achievement
STEPS 4-5

Read the book introduction to students

Reading Record
Comprehension Conversation
Spelling, anytime
MUST pass the spelling to advance to the next
STEP
can be administered in small groups
STEPS 6-7

Read the book introduction to students

Reading Record
Comprehension Conversation (1-4)
Students finish reading book independently
Comprehension Conversation (5-8)
Spelling, anytime
students may advance regardless of spelling
results & can be administered in small groups
STEP 8

Read the book introduction to students

Reading Record
Students finish reading book independently
Retell
Comprehension Conversation
Spelling, anytime
students may advance regardless of spelling
results & can be administered in small groups
STEPS 9-12

Read the book introduction to students

Student reads book independently and answers

written comprehension in complete sentences

Retell
avoid splitting independent reading and retell because students
should only read the text once prior to the retell
Comprehension Conversation
Reading Record

Spelling, anytime
students may advance regardless of spelling results & can be
administered in small groups
Reading Record

Record reading time on front of assessment

and Reading Record page
Retells

underline what students say or include

additional notes
circle retell score under Story Retelling and

include on front page of the assessment

Final Thoughts

ALL students MUST be assessed in spelling

at each level
Consider testing environment and

timeliness on a student-by-student basis

Questions