Checkpoint Assessments
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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.
snide smote swat squint troblem clanet often full
off tell stop block hundred scale tube create spring
milk ting text almost want
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
lymphatic
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
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
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.
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.
