Grade Four

Listening Objectives (Grade 4)

By the end of grade 4, most students listen critically and respond appropriately to a range of oral communications. Students ask thoughtful questions and respond to questions with appropriate elaboration in oral settings. Most students summarize major ideas and supporting evidence presented in spoken messages and formal presentations. Students follow precise directions and instructions. They understand that language usage (e.g., sayings, expressions) reflects regions and individuals. Grade 4 students listen effectively and courteously in a variety of situations. Students respond sensitively and thoughtfully to others.

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

listen attentively to a range of texts from a variety of cultural traditions for pleasure and information (e.g., personal narratives, plays, adventure stories, mysteries)
connect new ideas, information, and experiences to construct meaning in different contexts
listen courteously and respond sensitively and thoughtfully to others
listen to and follow three and four-step oral directions
listen purposefully to determine the main ideas and important details
summarize in own words major ideas and supporting evidence presented

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

Before Listening:

activate and build upon prior knowledge and experiences
predict what a presentation might be about based on the title or other information
set purposes for listening (e.g., formulate questions to guide listening)

During:

demonstrate appropriate listening behaviours
connect and use prior knowledge to make sense of new ideas, information, and experiences
respond to others with respect and encouragement
determine and note main ideas and important details using a guide
confirm or change inferences, predictions, or conclusions based on information presented
check and confirm understanding by asking questions
use oral cues (e.g., pauses, emphasis, loudness) to construct and confirm meaning
recognize how words and word combinations influence or convey meaning (e.g., word play, repetition, rhyme)
identify ways in which exaggeration and other devices are used to convey humour
assess usefulness of information

After Listening:

respond to and discuss meanings, ideas, and effects
recall details
reflect on ideas and experiences and ask questions to clarify and extend understanding
explore connections between a variety of insights, ideas, and responses
explain preferences for particular forms of oral texts
distinguish similarities and differences among various forms of oral texts
explain connections between events and the roles of main characters in oral texts, and identify how these texts may influence people's understanding and behaviour
identify similarities and differences between personal experiences and experiences of people from various cultures portrayed in oral texts (including texts about Saskatchewan or by Saskatchewan writers, and about Canada or by Canadian writers)
identify mood evoked by oral texts
describe relationships between own and others' ideas and experiences

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

identify strengths and areas for improvement of own listening skills and strategies

Assessment Techniques for Listening (Grade 4)

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:

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

Instructional Suggestions for Listening (Grade 4)

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

plan lessons that require students to listen for a variety of purposes including to acquire information, to analyze information, to form opinions, to respond to ideas heard, and for enjoyment
model and discuss active listening behaviours and strategies
discuss how to frame relevant questions related to the topic
model and practise summarizing main ideas and supporting details
provide opportunities for students to practise listening skills on a regular basis
engage students in activities that cause them to draw upon or to form a range of listening skills and strategies
provide opportunities for students to reflect upon their listening behaviours, skills, and strategies
support students in setting goals to develop new listening behaviours, skills, and strategies
use activities such as:
- mini-lessons
- directed listening-thinking
- listen-think-pair-share
- listen and visualize
- listen and read along
- listen-sketch-draw
- listening guide
- paraphrasing
- question the author
- KWL and I-Search
- poetry pause
- partner retell.