1. Retell (kindergarten and grade 1)
Tell teacher the most important parts
2. Paraphrase (grade 2)
Tell teacher what you’ve just heard, and check to make sure it’s accurate.
3. Elaboration (grade 3)
Student asks for elaboration by asking the speaker specific questions.
Student can list key ideas.
4. Summarize (grade 4)
Student writes out the main ideas.
5. Summarize and Make Judgements (grade 5-8)
Student can infer, synthesize, and self-question in light of written summary.
Oral Communication: Listening to Understand—Comprehension Strategies from the Gr. 1-8 Ontario Elementary Language Curriculum
|Grade||Expectation 1.3||Examples||What changes|
|1||identify a few listening comprehension strategies and use them before, during,and after listening in order to understand and clarify the meaning of oral texts, initially with support and direction||–use background knowledge, familiar word order, and context to make predictions about content or vocabulary before listening to an oral text;–think about what known words might be related to the topic;–ask questions to check understanding during and after listening;
–create mental pictures while listening to a readaloud and draw or talk about what they visualized;
–retell the important information presented in a class discussion or a think-pair-share activity
|In kindergarten students are just beginning to use and interpret gestures,tone of voice, and other non-verbalmeans to communicate and respond. By grade 1, students have to be able to listen and retell important information from an oral text
|2||identify several listening comprehension strategies and use them before, during, and after listening in order to understand and clarify the meaning of oral texts||–listen for key words and phrases that signal important ideas;–retell an oral text to a partner after a presentation;–ask appropriate questions in order to make predictions about an oral text||–students have to identify and understand key words and phrases independently from the teacher and retell orally–students have to formulate questions and make predictions|
|3||Same as grade 2||—list the important ideas in a poem or story read in class; ask questions to monitor understandingof an oral text;
—visualize and sketch to clarify understanding of an oral text
|— students have to identify and understand key ideas independently from the teacher and LIST them–students have to formulate questions and check understanding–students have to be able to visualize and sketch the key ideas|
|4||Same as grade 2||–make notes to summarize what has been heard;–use graphic organizers, diagrams, or sketches to record information or ideas presented orally;–prepare for a visit to the theatre by activating prior knowledge of the structure of a play and discussing the subject of the play with peers||–summarize and make notes-use graphic organizers-activate prior knowledge through discussion with peers|
|5||Same as grade 2||–ask questions about facts, inferences, and value judgements to focus and clarify understanding of the themes in an oral text;–summarize and synthesize ideasto deepen understanding of an oral text;–use self-questioning and predict questions that might be asked to monitor understanding while listening||-infer-make judgements-synthesize ideas
-self-quesiton during reading of the text
|6||identify a variety of listening comprehension strategies and use them appropriately before, during, and after listening in order to understand and clarify the meaning of increasingly complex oral texts||–use self-questioning to monitor understanding; visualize different elements of an oral text;–use note-taking strategies to record important ideas, key words, questions, and predictions||–visualize different elements of an oral text–note-taking key ideas|
|7||identify a variety of listening comprehension strategies and use them appropriately before, during, and after listening in order to understand and clarify the meaning of increasingly complex or challenging oral texts||–use background knowledge about the structure of oral textssuch as debates, interviews, speeches, monologues, lectures, and plays to make predictions and identify important ideas while listening;–ask questions for clarification or further information;–visualize scenes suggested by evocative or descriptive language in a text; use notetaking strategies to keep track of or summarize important points made by a speaker||-infer using structure as a clue to meaning–questioning–visualize using descriptive language as clues
–use more than one note-taking strategy
|8||Same as 7||use background knowledge about the structure of oral texts such as debates, interviews, speeches, monologues, lectures, and plays to make predictions and identify important ideas while listening;
–ask questions for clarification or further information; use a range of note-taking strategies to keep track of or summarize important points; use self-questioning to monitor understanding of what is being said
|-use background knowledge about structure to infer important ideas–use a range of note-taking strategies–self-question (same as grade 5)|