2 pts = all 3 correct; 1 pt = 1 event in correct order; 0 pts = incorrect.

__ / 2

3. Vocabulary in Context: Peered means looked closely, searched, peeked, or stared intently behind bushes.

2 pts = accurate definition (looking closely/peeking); 1 pt = general looking; 0 pts = incorrect.

__ / 2

4. Making Inferences: Footprints in mud were much smaller than Sam's sneakers (child-sized shoe print).

2 pts = identifies footprint size comparison; 1 pt = mentions footprints without size clue.

__ / 2

5. Main Idea & Plot Action: Mystery: Who left the locked box / what treasure is inside. Next action: Follow red arrows on wooden fence.

2 pts = states treasure/box mystery AND fence action; 1 pt = mentions one element only.

__ / 2

Reading Flight Check • Teacher Protocol (Form A: Oral Reading) Page 1 of 3

Teacher Protocol Form B • Listening Comprehension (Teacher Reads Aloud)

Listening Comprehension Administration Guide

Student:

Date: | Grade: 4

Examiner Read-Aloud Protocol (Parallel Fiction • ~490L Lexile) Pacing: ~130–140 WPM

Say to Student: "Put your pencil down. I am going to read a story aloud to you called 'The Secret in the Old Barn.' Listen carefully to the characters, clues, and what happens in the story because when I finish reading, you will answer questions about what you heard."

• Read at a natural, expressive conversational pace with story prosody. • Pause 2s at each [pause] marker. • Do not display the printed text to the student.

Teacher Read-Aloud Script: "The Secret in the Old Barn" (Fiction) Beginning Grade 3 Level (~490L) • 157 Words Total

"Maya and her brother, Leo, walked across the grassy yard toward the old red barn. The afternoon sun was warm, but a gentle breeze rustled through the apple trees. Suddenly, Leo stopped. His eyes went wide, and he pointed to a wooden door. The heavy door stood halfway open. [pause]

Maya crept inside the quiet building. Dust floated in the sunlight, and the sweet smell of dry hay filled the air. On an old workbench, Maya noticed a shiny tin box tucked behind a rusty bucket. The box had three carved stars on the lid. 'What is that, Leo?' Maya whispered softly. She knelt down to get a closer look. [pause]

Inside the tin box lay a smooth brass key and a folded yellow card. On the card, someone had drawn a tiny map with a green circle around the big oak tree. Maya smiled, grabbed Leo’s hand, and hurried excitedly toward the garden. A new adventure had just begun."

Response Mode: Written on Page 3 Orally to examiner

Oral Retelling Score: __ / 4 (1: Minimal • 2: Partial • 3: Competent • 4: Comprehensive)

Form B Listening Comprehension Rubric & Exemplars Total: ___ / 10 pts (____%)

1. Literal Detail & Setting: Walking across yard toward old red barn. Leo stopped because he saw a wooden door standing halfway open.

2 pts = both location & open barn door; 1 pt = partial; 0 pts = inaccurate.

__ / 2

2. Sequence of Events: Order: 2 (found tin box), 1 (Leo pointed to door), 3 (saw key and map).

2 pts = all 3 correct; 1 pt = 1 event in correct order; 0 pts = incorrect.

__ / 2

3. Spoken Vocabulary: Crept means moved quietly, walked softly, tiptoed, or snuck in carefully.

2 pts = accurate definition (moving quietly/carefully); 1 pt = general walking; 0 pts = inaccurate.

__ / 2

4. Inferring Clues: Look for a hidden treasure box or lock by the big oak tree that can be opened with the brass key.

2 pts = connects key with oak tree / hidden treasure; 1 pt = mentions looking at the tree only.

__ / 2

5. Main Idea & Plot Action: Mystery: What the brass key opens / following the oak tree map. Next action: Running toward the garden to investigate.

2 pts = states key/map mystery AND garden action; 1 pt = mentions one element only.

__ / 2

Reading Flight Check • Teacher Protocol (Form B: Listening Comprehension) Page 2 of 3

Diagnostic Framework Controlled-Genre Discrepancy Analysis (Both Fiction • ~490L)

Reading vs. Listening Diagnostic Profile

Student:

Examiner:

Equated Assessment Comparison: Reading vs. Listening Both Narrative Fiction • Lexile ~490L (156 vs. 157 Words)

Diagnostic Classification Matrix (Check Applicable Profile)

Profile 1: Decoding Deficit

Pattern: Listening Comp > Reading Comp (Gap ≥ 20%). WCPM < 70.

Root Cause: Language comprehension is intact. Brain power is consumed by sounding out words; meaning is lost during reading.

Profile 2: Language Deficit

Pattern: Both Reading & Listening Comp are low (<60%). WCPM may be adequate.

Root Cause: Student can decode or read words, but struggles with narrative inferences, vocabulary meanings, or story syntax.

Profile 3: Mixed Difficulty

Pattern: Low accuracy/fluency AND low listening comprehension.

Root Cause: Weak word attack compounded by narrative reasoning gaps. Requires simultaneous decoding + language support.

Targeted Instructional Prescriptions for Grade 4

If Decoding Deficit (Listening > Reading):

• Explicit multisyllabic decoding (syllable division: closed, VCe, r-controlled).
• Repeated reading with prosody modeling to build automaticity and free cognitive load.
• Allow audiobooks or text-to-speech for grade-level content learning while remediating decoding.

If Language Comprehension Deficit (Both Low):

• Pre-teach Tier 2 narrative vocabulary with visual non-linguistic representations.
• Interactive read-alouds with structured think-alouds (modeling mental inferences).
• Explicit graphic organizers for story grammar (character motivation, problem/climax/resolution).

Next Action: Implement matched intervention for 4–6 weeks; re-evaluate using parallel narrative forms.

Review Date:

Reading Flight Check • Simple View of Reading Diagnostic Profile Page 3 of 3