Listening Links and Activities
(Outlined in greater detail at Sask.Learning)

Conversation | Discussion | Writing and Reading Conferences | Storytelling | Oral Reading | Oral Reports | Directions | Telephoning | Announcements | Interest Talk | Introducing and Thanking a Speaker | Choral Reading or Speaking | Puppetry | Role Play | Improvisational Drama and Pantomime | Drama in Context | Readers Theatre | Presenting a Play: Drama for an Audience | Audio and Video Recording Activities | Interviews | Informal Debate | Meetings | Co-operative Learning |

• Listen attentively and courteously
• Participate constructively in conversation, small group, and whole group discussion, showing an understanding of when to speak and when to listen (*)
• Listen to a range of texts (e.g., directions, demonstration, presentation, radio program, television program, video program) for a variety of purposes including to gather information , to follow directions, to participate in a discussion, to form an opinion, to understand information, and to enjoy and appreciate
• Value listening as a means of learning and enjoyment (*)

Students will extend their abilities by practising the behaviours of effective, active listeners

• Recognize that listening is an active, constructive process
• Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during, and after listening, including:
• Before
  • Prepare to listen (*)
  • Consider what they know and need to know about topic (*)
  • Formulate questions before listening
  • Set purpose(s) for each type of listening situation
• During
  • Show interest in what is said (*)
  • Anticipate and predict the speaker's message and meaning (*)
  • Associate what is being said with personal experience and make connections (i.e., relate text to self, text to other text, and text to world)
  • Follow the sequence of ideas expressed by identifying the speaker's key idea
  • Make jot notes to assist recall of the main idea(s) expressed by the speaker
  • Create visual images
  • Make inferences based on text and prior knowledge
  • Draw conclusions based on evidence in presentation (*)
  • Identify ideas expressed as true or false, real or imaginary (*)
  • Recognize speaker's use of language (formal, informal, slang) (*)
  • Determine the difference between fact and opinion in speaker's viewpoint
  • Use pragmatic (e.g., speaker's purpose), textual (e.g., speaker's sequence ), syntactic (e.g., the word order and emphasis on particular words), semantic (e.g., specific word meanings and choices), graphophonic (e.g., common prefixes), and other cues (e.g., the speaker's nonverbal cues) to construct and confirm meaning
• After
  • Recall and summarize main points and supporting detail
  • Relate what was heard to personal experience or needs (*)
  • Analyze and evaluate what was heard (*)
  • Draw conclusions about speaker's stance and values following a listening activity
  • Consider and respect ideas from speaker's point of view
  • Seek additional information from other sources as needed (*)

Students will extend their abilities to assess strengths in listening and set goals for future growth

• Reflect upon and assess their own listening strengths and needs using such methods as preparing checklists, making audio recordings, and participating in teacher conferences (*)
• Use information gathered during self-assessment and teacher assessment to set and maintain goals for improving listening abilities
• Consider which listening strategies work best for each task and situation (*)
• Assess own contributions to community of learners and set personal goals for enhancing work with others (*)

Learning Objectives for Grade 7
Listening Skills

Learning Objectives describe specific learning outcomes. Below are listed specific learning objectives related to the foundational objectives for listening

In addition, the following web sites are provided to assist teachers in reaching those objectives:

Web Resources | Lesson Plans | Home

• Listen attentively and courteously
• Participate constructively in conversation, small group, and whole group discussion, showing an understanding of when to speak and when to listen
• Listen for a variety of purposes including to gather information, to follow directions, to participate in a discussion, to form an opinion, to understand information, and to enjoy and appreciate
• Evaluate the effectiveness of a range of oral texts
• Value listening as a means of learning and enjoyment

Students will extend their abilities by practising the behaviours of effective, active listeners

• Recognize that listening is an active, constructive process that is important in school and in their daily lives (*)
• Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during, and after listening, including:
• Before
  • Prepare to listen
  • Consider what they know and need to know about topic
  • Formulate questions before listening
  • Set purpose(s) for listening in a variety of situations
• During
  • Concentrate on the message of the speaker and respond with interest
  • Anticipate and predict the speaker's message and meaning
  • Separate own ideas and opinions from speaker's ideas and opinions (*)
  • Make connections to prior knowledge and experiences (i.e., relate text to self, text to other text, and text to world)
  • Recognize the main ideas and supporting details (*)
  • Recognize the presenter's organizational structure and follow the sequence of ideas expressed (*)
  • Note how examples, illustrations, and visual aids support or take away key message (*)
  • Determine literal and implied meaning of message (*)
  • Make jot notes to assist recall of the main idea(s) expressed by the speaker
  • Create visual images as they listen
  • Makes inferences based on text and prior knowledge
  • Draw conclusions based on evidence in presentation
  • Recognizer speaker's use of language (formal, informal, slang)
  • Determine the difference between fact and opinion in speaker's viewpoint
  • Use pragmatic (e.g., speaker's purpose and point of view), textual (e.g., speaker's organization of ideas), semantic (e.g., specific word meanings by context and reason for particular word choices), graphophonic (e.g., common prefixes), and other cues (e.g., the speaker's nonverbal cues) to construct and confirm meaning (*)
• After
  • Recall and summarize main points and supporting detail
  • Relate what was heard to personal experience or needs
  • Analyze and evaluate what was heard
  • Draw conclusions based on evidence presented
  • Consider and respect ideas from speaker's point of view
  • Seek additional information from other sources as needed or desired

Students will extend their abilities to assess strengths in listening and set goals for future growth

• Reflect upon and assess their own listening strengths and needs using such methods as preparing checklists, making audio recordings, and participating in teacher conferences
• Use information gathered during self-assessment and teacher assessment to set and maintain goals for improving listening abilities
• Consider which listening strategies work best for each task and situation
• Assess own contributions to community of learners and set personal goals for enhancing work with others

Learning Objectives for Grade 8
Listening Skills

Learning Objectives describe specific learning outcomes. Below are listed specific learning objectives related to the foundational objectives for listening

In addition, the following web sites are provided to assist teachers in reaching those objectives:

Web Resources | Lesson Plans | Home

• Listen attentively and courteously
• Participate constructively in conversation, small group, and whole group discussion, showing an understanding of when to speak and when to listen
• Listen for a variety of purposes including to gather information, to follow directions, to participate in a discussion, to form an opinion, to understand information, and to enjoy and appreciate
• Evaluate the effectiveness of a range of oral texts
• Value listening as a means of learning and enjoyment

Students will extend their abilities by practising the behaviours of effective, active listeners

• Recognize that listening is an active, constructive process that is important in school and in their daily lives
• Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during, and after listening, including:
• Before
  • Prepare to listen
  • Draw on prior knowledge and experience by considering what they know and need to know about topic (*)
  • Formulate questions for listening
  • Identify purpose(s) for listening in a variety of situations
• During
  • Concentrate on the message of the speaker and respond with interest
  • Adapt listening and focus to purpose and situation (*)
  • Anticipate and predict the speaker's message and meaning
  • Keep an open mind and consider ideas that differ from own(*)
  • Make connections to prior knowledge and experiences (i.e., relate text to self, text to other text, and text to world)
  • Recognize the main ideas and supporting details
  • Recognize the presenter's organizational structure and follow the sequence of ideas expressed
  • Note how examples, illustrations, and visual aids support or take away key message
  • Determine literal and implied meaning of message
  • Determine the congruency between the speaker's verbal and nonverbal cues (*)
  • Make jot notes to assist recall of the main idea(s) expressed by the speaker
  • Create visual images
  • Makes inferences based on text and prior knowledge
  • Draw conclusions based on evidence in presentation
  • Recognize speaker's use of language (formal, informal, colloquial)
  • Determine the difference between fact and opinion in speaker's viewpoint and recognize generalizations (*)
  • Interact appropriately with speaker and seek clarification when meaning is not clear (*)
  • Use pragmatic (e.g., speaker's purpose and appeals), textual (e.g., speaker's plan), syntactic (e.g., use or the rhetorical question and emphasis on particular words in a sentence), semantic (e.g., specific word meanings and emotional appeals), graphophonic (e.g., common affixes and roots), and other cues (e.g., the speaker's nonverbal cues and visual aides) to construct and confirm meaning (*)
• After
  • Recall and summarize main points and supporting detail
  • Relate what was heard to personal experience or needs
  • Analyze and evaluate what was heard
  • Draw conclusions about speaker's stance and values following a listening activity
  • Consider and respect ideas from speaker's point of view
  • Compare own values with those identified in speaker's message (*)
  • Seek additional information from other sources as needed

Students will extend their abilities to assess strengths in listening and set goals for future growth

• Reflect upon and assess their own listening strengths and needs using such methods as designing and using checklists or other assessment instruments
• Use information gathered during self-assessment and teacher assessment to set and maintain goals for improving listening abilities
• Consider which listening strategies work best for each task and situation
• Assess own contributions to community of learners and set personal goals for enhancing work with others (*)

Learning Objectives for Grade 9
Listening Skills

Learning Objectives describe specific learning outcomes. Below are listed specific learning objectives related to the foundational objectives for listening

In addition, the following web sites are provided to assist teachers in reaching those objectives:

Web Resources | Lesson Plans | Home

• Listen attentively and courteously
• Participate constructively in conversation, small group, and whole group discussion, showing an understanding of when to speak and when to listen
• Listen for a variety of purposes including to gather information, to follow directions, to participate in a discussion, to form an opinion, to understand information, and to enjoy and appreciate
• Evaluate the effectiveness of a range of oral texts
• Value listening as a means of learning and enjoyment

Students will extend their abilities by practising the behaviours of effective, active listeners

• Recognize that listening is an active, constructive process that is important in school and in their daily lives
• Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during, and after listening, including:
• Before
  • Prepare to listen
  • Draw on prior knowledge and experience by considering what they know and need to know about topic
  • Formulate questions for listening
  • Identify purpose(s) for listening in a variety of situations
• During
  • Concentrate on the message of the speaker and respond with interest
  • Listen with clearly identified purpose in mind and adapt listening and focus to purpose and situation (*)
  • Anticipate and predict the speaker's message and meaning
  • Keep an open mind and consider ideas that differ from own
  • Make connections to prior knowledge and experiences (i.e., relate text to self, text to other text, and text to world)
  • Recognize the main ideas and supporting details
  • Recognize the presenter's organizational structure and identify the transitional words that assist in following the sequence of ideas expressed (*)
  • Note how examples, illustrations, and visual aids support or take away key message
  • Determine literal and implied meaning of message
  • Determine the congruency between the speaker's verbal and nonverbal cues
  • Make jot notes to assist recall of the main idea(s) expressed by the speaker (*)
  • Create visual images
  • Makes inferences based on text and prior knowledge
  • Draw conclusions based on evidence in presentation
  • Recognize speaker's use of language (formal, informal, colloquial)
  • Determine the difference between fact and opinion in speaker's viewpoint and recognize biases, stereotyping, and propaganda in speaker's message (*)
  • Interact appropriately with speaker and seek clarification when meaning is not clear (*)
  • Use pragmatic (e.g., speaker's purpose and appeals), textual (e.g., speaker's plan), syntactic (e.g., use or the rhetorical question and emphasis on particular words in a sentence), semantic (e.g., specific word meanings and emotional appeals), graphophonic (e.g., common affixes and roots), and other cues (e.g., the speaker's nonverbal cues and visual aides) to construct and confirm meaning (*)
• After
  • Recall and summarize main points and supporting detail
  • Relate what was heard to personal experience or needs
  • Analyze and evaluate what was heard and the techniques that were used (*)
  • Draw conclusions about speaker's values after listening
  • Consider and respect ideas from speaker's point of view
  • Compare own values with those identified in speaker's message (*)
  • Identify biases, stereotypes, and propaganda in the speaker's message (*)
  • Analyze speaker's viewpoint and arguments for validity and supporting evidence (*)
  • Seek additional information from other sources as needed or desired

Students will extend their abilities to assess strengths in listening and set goals for future growth

• Reflect upon and assess their own listening strengths and needs using such methods as designing and using checklists or other assessment instruments
• Use information gathered during self-assessment and teacher assessment to set and maintain goals for improving listening abilities
• Consider which listening strategies work best for each task and situation
• Assess own contributions to community of learners and set personal goals for enhancing work with others (*)

Home