Progress Monitoring Checklists For Logic of English Lessons

Tools to help you track students' progress and provide appropriate review

These progress monitoring checklists, for the review assessments in LOE Foundations and Essentials lessons, are designed to help you keep track of which skills students in your class have mastered and which ones are still developing — as well as which skills need to be mastered before you move on.

They are designed particularly for those teaching in a classroom or group setting, but those teaching multiple students in a home school setting may find them helpful as well.

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About assessments and progress monitoring

Progress monitoring tools like the review/assessment lessons in Foundations and Essentials should not be thought of as scary or overwhelming assessments, but as a way to track students’ progress in order to make better informed decisions. The Logic of English builds on the skills of reading throughout the program; therefore, students are not expected to have every skill in every assessment mastered. The students are constantly adding phonograms, spelling rules, and other skills in order to build on their understanding as well as their confidence. These progress monitoring tools have been developed in order for you to understand where your student is at and what (if anything) they need to review before going forward in the program.


In Foundations, the review lessons include a short assessment and suggested activities you can use to practice skills that need additional review before students are ready to go on. A chart listed at the beginning of each review in the teacher’s manual notes the desired mastery level for each skill:

These target mastery levels for each activity in the assessments are provided to give you an idea of what skills students should have mastered by this point. For the skill to be considered “mastered,” the student must complete all aspects of the activity with 95-100% accuracy. Students should be able to get through these skills with no assistance and feel confident in their answers. When the target goal for a skill is mastery, it is because students will need to have this skill mastered in order to build on it in upcoming lessons.

For skills to be considered “developing,” students need to show that they are familiar with these concepts, but they do not have to be able to apply them with great accuracy at this point. These skills will be used and practiced more as the lessons progress.

Emerging skills, marked with a 3, are skills that may have just been introduced to the students or that are more advanced. While these skills have been introduced in the lessons, they do not need to be mastered before students can progress, and they are not measured in the asseessments.

Skill Level Key
+ mastered
✓ developing
- emerging

The Foundations progress checklists are designed to help you monitor these three levels of mastery for each objective in the assessments throughout the program. They include an indication of what the target level of mastery is for each skill, and then allow you to record each student’s level of mastery for that portion of the assessment.


The Essentials progress checklists are designed to monitor two levels of mastery:

Many skills will be listed as needing to be mastered. Essentials introduces the concepts to students at a faster rate than Foundations does, which is why a high level of mastery of the foundational skills is needed before moving on to the next unit, in many cases even by the end of the unit in which new concepts are introduced. It is important to provide additional practice with any of these skills if students need it; students should not be allowed to fall behind on these concepts. The assessments should be a collaborative effort between students and teacher to determine what areas should be practiced further or need clarification.

However, it is important to note that the areas in which mastery is required are different in Logic of English than in many other programs, because the focus is on learning the tools for spelling rather than coming away with a finite list of memorized words.

This is why you will notice that mastery of the unit's spelling words, which are assessed through dictation, is always listed as a target of developing. There are two reasons for this.

First, mastery is not required in the dictation portion because the requirements continually shift, becoming more challenging with each unit as students learn new concepts. So students should continue to find this section challenging as the level of difficulty increases. It is not expected that their "score" here will improve over time, since each unit introduces more challenging words.

Second, Essentials is not a spelling word memorization program; mastering the tools they are learing and applying them successfully in many words is a higher priority than memorizing individual words in this week's list. Memorizing which phonogram to use to spell a sound in a particular word when more than one is permitted by the rules often takes significant practice, and more time may be needed before all the words are fully mastered. This need not prevent the student from learning new concepts. A student who is applying the phonograms and rules accurately and spelling most of the words correctly is ready to progress to the next unit. Use students’ performance on the dictation assessment to assess their understanding of the phonograms and rules they are learning and to determine whether more spelling practice with the spelling words may be helpful to include in future lessons.

Using the Progress Monitoring Checklists

The goal of using the progress monitoring checklists is to decide if students need more review, games, or practice before moving on to future lessons. When making decisions about what to do next, it is always good to have at least a snapshot of how each student is progressing.

A completed checklist for an LOE assessment might look like this:

In this example, you can see that Student D seems to be progressing right on track and actually exceeded the target in the second column. On the other hand, Students A and B should be provided with extra help with several concepts before moving on, since they had some difficulty with skills that they need a higher level of familiarity with (developing mastery) before progressing to the next lesson. Students A and C also need extra practice sounding out the high-frequency words that should be mastered at this point.

It is important to make this extra practice fun and enjoyable and not to make a student feel bad about needing some extra time with a concept. We even encourage students to provide feedback on what concepts they need some help on before moving forward.

The Logic of English encourages the use of games for a lot of the practice and review of concepts in order to build on students’ self-esteem. You could use the comment section of the form to recommend an activity or game that you think the student would enjoy to review a concept or just as a summary field for reminding yourself of things to look for or to review later.

Download Progress Monitor Checklists (PDF)

Foundations A Checklists
Foundations B Checklists
Foundations C Checklists
Foundations D Checklists
Foundations checklists include a list of kindergarten and first grade Common Core standards fulfilled by the lessons. Foundations C and D also fulfill many second grade standards.

Essentials 1-15 Checklists
Essentials 16-30 Checklists
Essentials checklists include a list of third grade Common Core ELA standards fulfilled by the units. Essentials fulfills many fourth and fifth grade standards as well. Additional third, fourth, and fifth grade standards are fulfilled by The Essentials Reader.

About Logic of English

The phonograms and spelling rules that explain the spelling of 98% of English words are taught in Logic of English curriculum and in Uncovering the Logic of English: A Common-Sense Approach to Reading, Spelling, and Literacy.