Checkpoint Assessments

Assessments

Assessments help the parent/teacher to evaluate if the material being taught was successfully taught. If the assessment shows that there are gaps in the learner’s knowledge, then the material can be retaught. This is a great tool for helping the learner to be successful in a program.

The Checkpoint Assessment is a tool specifically developed to work with the Reading Blocks: A Step By Step Method to Teach Reading program. There is a Checkpoint Assessment after every five blocks in the reading program (seven blocks for the last assessment). The learner should know approximately 90% of the assessment in order to move forward to the next five blocks. This will ensure that the learner is successfully learning the material needed to become a fluent reader.

There are several assessments on ReadingBlocks.com for evaluating the reading progress of the learner.

The Phonemic Awareness Assessment is Here

The Reading Wall Assessment is Here.

The Assessment for Dividing Words into Syllables is Here.

 

 

 

Checkpoint 1

Use After Blocks 1-5

First, ask the reader to read the following list of words and sentences out loud. Circle any words that are read incorrectly. Second, choose ten words and three sentences for the reader to write. The parent/teacher should say the word or sentence out loud, one at a time, while the reader writes the word or sentence on paper. Circle any words that are written incorrectly. Review or reteach the corresponding block if there are any errors in reading or writing.

at   hat   am   bam   ap   tap   ill   fill   will   it   lit   ab   tab

ock   rock   ink   pink   on   pon   ed   bed   est   best   ing

ring   ij   rij   egg   up   pup   ug   zug   ox   box   quill   yux

vat   so   he   too   two   into   are   log   also   come   become

was   saw   does   of   quick

 

I will sit too.

Sam also sat on the hot rock.

Can we go and see the wet cat?

Mick likes to dig in the mud.

 

 

Checkpoint 2

Use After Blocks 6-10

First, ask the reader to read the following list of words and sentences out loud. Circle any words that are read incorrectly. Second, choose ten words and three sentences for the reader to write. The parent/teacher should say the word or sentence out loud, one at a time, while the reader writes the word or sentence on paper. Circle any words that are written incorrectly. Review or reteach the corresponding block if there are any errors in reading or writing.

class   staff   smell   bluzz   snake   crete   dune   spride

scrute   slang   flask   lift   prime   skate   dwill   twine

snide   smote   swat   squint   troblem   clanet   often   full

off   tell   stop   block   hundred   scale   tube   create   spring

milk   ting   text   almost   want

 

 

Tell Nell to sell the red pack.

That sock will stink on the trip!

Take a spin on my bike to the lake.

I ate the squid and then I was sick.

The black colt can run fast on the sand.

 

 

 

Checkpoint 3

Use After Blocks 11-15

First, ask the reader to read the following list of words and sentences out loud. Circle any words that are read incorrectly. Second, choose ten words and three sentences for the reader to write. The parent/teacher should say the word or sentence out loud, one at a time, while the reader writes the word or sentence on paper. Circle any words that are written incorrectly. Review or reteach the corresponding block if there are any errors in reading or writing. You can also assess the skill of dividing words into syllables using this checkpoint if desired.

 

chicks   sheets   whoam   which   thin   theaming   theme

streamed   itch   lunch   Phil   scratched   treating   ghost

cashed   with   school   throws   shray   chroe   pain   tie   flue

dough   cry   happy   Lynn   bolted   they   there   what

children   patch   phrase   scratch   green   follow   s aid   known

maybe   cowboy   doesn’t   won’t   really   pretty   bity

lymphatic

 

 

Ralph and Beth have an itch from a plant on that path.

The three sheep at the base of the hill can crunch grass all the time.

Ask Moe to stow the yellow bag.

She doesn’t have a dishcloth to clean the dish.

The puppy will bite you if you yank her tail!

 

 

 

Checkpoint 4

Use After Blocks 16-20

First, ask the reader to read the following list of words and sentences out loud. Circle any words that are read incorrectly. Second, choose ten words and three sentences for the reader to write. The parent/teacher should say the word or sentence out loud, one at a time, while the reader writes the word or sentence on paper. Circle any words that are written incorrectly. Review or reteach the corresponding block if there are any errors in reading or writing. You can assess the skill of dividing words into syllables using this checkpoint if desired.

city   aced   page   lodge   dances   rays   reason   advise   story

farmer   steering   half   halves   stories   tears   turns   first

pennies   knife   knives   monies   party   parties   stage  office   giant

suggest   suppose   raise   clumsy   exile   mark   important   wear   pair

marked   parted   planned   dying   smiling   continued   beginning

themselves   parties   arms   cashes   churches

 

Stacy will pledge to run the race.

I can’t give you the exact red rose box that Sam chose. I fear that drink will stain the carpet.

The pals could’ve danced all day.

Ten tiny elves made those toys.

 

 

Checkpoint 5

Use After Blocks 21-25

First, ask the reader to read the following list of words and sentences out loud. Circle any words that are read incorrectly. Second, choose ten words and three sentences for the reader to write. The parent/teacher should say the word or sentence out loud, one at a time, while the reader writes the word or sentence on paper. Circle any words that are written incorrectly. Review or reteach the corresponding block if there are any errors in reading or writing. You can assess the skill of dividing words into syllables using this checkpoint if desired.

 

weakness   mission   questions   texture   especially   distrusting

unexplainable   distance   remarkable   admired   mistreated

imbecil   biweekly   quickest   interesting   deducted   admired

explained   slower   suffle   puddle   ruzzle   needle   gentle

gaggle   missle   fulfillment   squeamish   shoeless   enchanted

excitement   until   remember   decided   await   exhale   redo   whitest

quickly   happily   bossier   hottest   puddle   dazzle   workable   weakness

fulfillment   squeamish   equation   information   creature   actually

 

He deducted that the caveman expired here by examining the dwelling.

My family is happiest outside in the summer.

I had to chuckle at the puzzled looks from the students. Thank you for being so helpful and thoughtful!

The puppy was smallish and piggish looking.

 

 

 

Checkpoint 6

Use After Blocks 26-32

First, ask the reader to read the following list of words and sentences out loud. Circle any words that are read incorrectly. Second, choose ten words and three sentences for the reader to write. The parent/teacher should say the word or sentence out loud, one at a time, while the reader writes the word or sentence on paper. Circle any words that are written incorrectly. Review or reteach the corresponding block if there are any errors in reading or writing. You can assess the skill of dividing words into syllables using this checkpoint if desired.

 

also   ought   blew   though   through   song   haul   talk   plausible

vowel   poison   ploy   crouch   pool    truth   loose   fruit   cue   above

shoe   holiday   circus   nervous   need   write   sight    dough   thumb

plaid   instead   jeopardy   guess   foreign   encourage   neighbor   folk

ewe   awkward   song   Washington   although   boil   ground   shouted

mountains   group   choose   knew   stood   would   complete   developed

symmetry   decimal   various   enough   scent   whole   kneed   lamb

solemn   instead   death   language   traumatize   encourage   thyme

eulogy   beautiful

 

One of my relatives was traumatized by the trouble in her country.

I had to shout when I saw the rainbow trout!

The teacher assigned a foreign design project to each of us.

A long time ago, several famous men signed a great document for democracy.

The goose is loose and causing a frightful disturbance in the butcher’s backyard.

The thick weathered leather is not light like a feather.

There was a revolt in Europe because of the introduction of incremental tax increases.