Grade Five

Listening Objectives (Grade 5)

By the end of grade 5, most students evaluate the content of a variety of oral communications. They understand the purpose(s) for listening in a specific situation, are prepared to deal with distractions, and are ready and willing to be attentive. Most students anticipate/predict the content or message. They ask questions to seek information not already discussed. They interpret a speaker's verbal and non-verbal messages, purposes, and perspectives. They make inferences and draw conclusions. Most students suspend judgements and expectations that could interfere with their understanding of the message or content. They listen attentively and courteously in a variety of situations.

By the end of grade 5, most students will:

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

listen attentively, courteously, and purposefully to a range of texts from a variety of cultural traditions for pleasure and information (e.g., historical fiction, myths, biographies)
demonstrate active listening skills in discussions by building on the ideas of others, summarizing, evaluating, and applying ideas and information
listen to and follow three and four-step oral directions
answer inquiry or research questions using a variety of oral information sources (e.g., Elders, interviews, field trips)
transcribe sentences and passages dictated by others
suspend judgement until all key ideas or points have been presented

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

Before Listening:

activate and build upon prior knowledge and experiences
set purpose and predict what presentation might be about
formulate general and specific questions to identify information needs

During Listening:

connect prior knowledge and experience to make sense of new ideas, information, and experiences
gather and record information and ideas using a plan, organizer, or listening guide
try to determine speaker's point(s) and organizational pattern
make notes, webs, etc. to organize speaker's ideas, if appropriate
use the language cueing systems in oral text to construct meaning (e.g., phrasing, pitch, modulation)
use visual and auditory cues (e.g., graphics, voice overs, scene changes, body language, background music) to identify key ideas
listen for key words and phrases
make inferences
show respect for presenter's opinions and ideas through active listening and other appropriate behaviours (e.g., providing polite feedback, responding to the speaker's gestures, showing attentive body language)
appraise ideas for clarity and ask extending questions
use a variety of comprehension strategies including asking questions, inferring, and confirming or rejecting predictions
confirm understanding and self-correct when necessary
use textual cues (e.g., key ideas, sequence of major events) to construct and confirm meaning
identify key elements (e.g., plot, setting, characterization) and techniques (e.g., music, suspense, pauses) in oral texts
visualize

After Listening:

summarize main points
ask for clarification or additional information
recognize gaps in information gathered and locate additional information needed
acknowledge differing responses to common experiences
draw on information and evidence from oral texts, personal knowledge, and experiences to explain personal perspectives
compare individuals and situations portrayed in oral texts to those encountered in life
provide thoughtful feedback and responses
discuss key elements and techniques in oral texts and explore their impact
make judgements and draw conclusions

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

set goals to enhance the development of own listening skills and strategies

Assessment Techniques for Listening (Grade 5)

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
informational and story retellings (p. 118-120)
self-assessment (p. 121).

Instructional Suggestions for Listening (Grade 5)

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

provide opportunities for students to practise listening skills on a regular basis
model and discuss listening strategies and behaviours
prepare listening guides for a range of purposes (e.g., acquire information, follow a narrative, analyze the speaker's ideas and opinions)
model and discuss participating in conversations
model and discuss participating in a class meeting
model and discuss participating in current events discussions
model and discuss participating in literature circles and conversations
model and discuss acquiring, analyzing, and responding to information and opinions while listening in groups
engage students in activities to expand their repertoire of listening skills
use activities such as:
- mini-lessons
- reading aloud to students
- listening guides
- directed listening-thinking
- listen-think-pair-share
- poetry pause
- LAPS.