Grade Two

Listening Objectives (Grade 2)

By the end of grade 2, most students listen carefully and respond appropriately to a range of oral communications. They determine the purpose or purposes of listening (e.g., to obtain information, to solve problems, to enjoy). Students paraphrase information that has been shared orally by others. They ask for clarification and explanation of oral stories and ideas. Most grade 2 students can follow three-step oral directions. Most students listen courteously to peers and work effectively in pairs and small groups to share ideas, obtain information, and solve problems. Students can recall several ideas about a topic.

Foundational Objective: Listen to a range of grade-level appropriate texts in a variety of situations for a variety of purposes.

listen attentively for pleasure and information to a range of texts including legends, videos, riddles, and fables
listen attentively to others' ideas and paraphrase information shared
follow three-step oral directions
respond appropriately to questions about what has been presented orally
recall several key ideas or events in the sequence that they occurred

Foundational Objective: Learn about and practise the skills and strategies of effective listeners.

Before Listening:

activate and build upon prior knowledge
set a purpose for listening
predict what text is about

During Listening:

demonstrate attentive listening behaviours such as asking relevant questions and considering others' ideas
make connections between own and others' ideas and experiences
connect situations portrayed in oral texts to prior knowledge and personal experiences
use the language cueing systems in oral text to construct meaning (e.g., pauses, repetition, questions)
demonstrate interest in the sounds of words and word combinations in pattern books, poems, songs, and oral presentations
identify information related to inquiry or research needs
listen for key facts and ideas
make inferences
recognize cause and effect relationships
form sensory images

After Listening:

respond to oral texts by discussing, asking and answering questions, storytelling, creating dramas, or contributing to shared writing
express interest in and understanding of a variety of oral texts
talk about similarities among stories from oral, print, and other media texts from various communities and cultures
recall main ideas or key events
restate information learned in own words
reflect on motives, behaviours, and actions of characters or individuals portrayed in oral texts

Foundational Objective: Assess personal strengths and set goals for future growth.

reflect on listening behaviours and strategies by asking questions such as "What did I do that helped me be a better listener?"

Assessment Techniques for Listening (Grade 2)

The purpose of assessment is to improve students' learning and the quality of instruction by diagnosing strengths and needs, assessing students' progress against defined objectives, and reviewing the effectiveness of teaching methods and approaches. Diagnostic techniques, such as the following, help teachers clarify each student's phase of language development and the needs of the students in their respective phases of language learning. The results of these assessments help the teacher choose appropriate activities. The page numbers following each technique refer to sample assessment forms provided in this curriculum guide.

Sample assessment techniques include:

developmental checklists and observation notes (p. 115-116)
anecdotal records
story retellings (p. 118-119)
informal listening inventories
information text retelling record (p. 120)
self-assessment (p. 121).

Instructional Suggestions for Listening (Grade 2)

It is important to choose instructional activities based upon students' needs and interests. The following list provides some initial ideas. Sample instructional activities include:

emphasize the importance of listening throughout the day in a variety of settings and for different purposes
read daily to students from a range of texts (e.g., poems, chants, songs, stories, informational books), choosing a wide variety of topics and genres
include several works by the same author or on the same topic (e.g., books, audio cassettes, videos) for discussion of common features, as well as works that broaden students' experiences and understanding of various cultures, historical periods, or community issues
invite Elders or traditional storytellers to the classroom/school
use quality recordings of children's literature
model and explicitly describe active listening skills and strategies
model ways to find and obtain information from an oral presentation
model critical listening (e.g., point out stereotypes)
provide opportunities for students to listen every day for a variety of purposes
have students participate in paired, small group, and large group listening situations
talk about the topics, language, and purposes of oral talks and presentations
model and discuss working co-operatively
provide opportunities for students to reflect upon their listening behaviours, skills, and strategies
support students in setting realistic goals to develop personal listening skills and strategies
use activities such as:
- sharing and talking circles
- LAPS
- listen-think-pair-share
- guided listening experiences (e.g., listening guides)
- directed listening-thinking
- listening centres
- listening games.