TEKS for Listening skills
Listening/speaking/purposes. The student listens attentively and engages
actively in a variety of oral language experiences. The student listens
actively and purposefully in a variety of settings. The student is expected to:
(A) determine the purpose(s) for listening such as to get information,
to solve problems, and to enjoy and appreciate (K-8);
(B) respond appropriately and courteously to directions and questions
(K-3);
(C) participate in rhymes, songs, conversations, and discussions (K3);
(D) listen critically to interpret and evaluate (K-3);
(E) listen responsively to stories and other texts read aloud, including
selections from classic and contemporary works (K-3); and
(F) identify the musical elements of literary language such as its
rhymes or repeated sounds (K-1).
or instances of onomatopoeia (2-3).
(G) eliminate barriers to effective listening (4-8); and
(H) understand the major ideas and supporting evidence in spoken
messages (4-8).
(I) listen to learn by taking notes, organizing, and summarizing
spoken ideas (6-8).
Listening/speaking/communication. The student communicates clearly by
putting thoughts and feelings into spoken words. The student is expected to:
(A) retell a spoken message by summarizing or clarifying (K-3).
(B) ask clear questions for a variety of purposes and respond
appropriately to the questions of others (English I-II); and
(C) make relevant contributions in conversations and discussions
(English I-II).
Listening/speaking/culture. The student listens and speaks both to gain and
share knowledge of his/her own culture, the culture of others, and the
common elements of cultures. The student is expected to:
(A) connect his/her own experiences, information, insights, and ideas
with those of others through speaking and listening (K-8);
(B) compare oral traditions across regions and cultures (K-8); and
(C) identify how language use such as labels and sayings reflects
regions and cultures (4-8).
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Listening/speaking/critical listening. The student listens critically to analyze
and evaluate a speaker's message(s). The student is expected to:
(A) interpret speakers' messages (both verbal and nonverbal),
purposes, and perspectives (4-8);
(B) identify and analyze a speaker's persuasive techniques such as:
promises, dares, and flattery (4-5),
selling, convincing, and using propaganda (6),
(C) distinguish between the speaker's opinion and verifiable fact (48);
(D) monitor his/her own understanding of the spoken message and
seek clarification as needed (4-English I);
(E) compare his/her own perception of a spoken message with the
perception of others (6-8);
(F) evaluate a spoken message in terms of its content, credibility, and
delivery (6-8).
(G) focus attention on the speaker's message; (English I);
(H) use knowledge of language and develop vocabulary to interpret
accurately the speaker's message (English I);
(I) formulate and provide effective verbal and nonverbal feedback
(English I).
(J) focus attention, interpret, respond, and evaluate speaker's
message(English II);
(K) engage in critical, empathic, appreciative, and reflective listening
(English II)
(L) demonstrate proficiency in each aspect of the listening process
such as focusing attention, interpreting, and responding (English IIIIV);
(M) use effective strategies for listening such as prepares for
listening, identifies the types of listening, and adopts appropriate
strategies (English III-IV);
(N) demonstrate proficiency in critical, empathic, appreciative, and
reflective listening (English III-IV);
(O) use effective strategies to evaluate his/her own listening such as
asking questions for clarification, comparing and contrasting
interpretations with others, and researching points of interest or
contention (English III-IV); and
(P) use effective listening to provide appropriate feedback in a variety
of situations such as conversations and discussions and informative,
persuasive, or artistic presentations (English III-IV).
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Listening/speaking/appreciation. The student listens, enjoys, and
appreciates spoken language. The student is expected to:
(A) listen to proficient, fluent models of oral reading, including
selections from classic and contemporary works (4-8);
(B) describe how the language of literature affects the listener (4-5);
(C) assess how language choice and delivery affect the tone of the
message (4-5).
(D) analyze oral interpretations of literature for effects on the listener
(6-8); and
(E) analyze the use of aesthetic language for its effects (6-8).
Listening/speaking/evaluation. The student listens to analyze, appreciate,
and evaluate oral performances and presentations. The student is expected
to:
(A) listen and respond appropriately to presentations and
performances of peers or published works such as original essays or
narratives, interpretations of poetry, or individual or group
performances of scripts (English I-II);
(B) identify and analyze the effect of artistic elements within literary
texts such as character development, rhyme, imagery, and
language(English I-II);
(C) evaluate informative and persuasive presentations of peers, public
figures, and media presentations(English I-II);
(D) evaluate artistic performances of peers, public presenters, and
media presentations(English I-II); and
(E) use audience feedback to evaluate his/her own effectiveness and
set goals for future presentations(English I-II).
(F) apply valid criteria to analyze, evaluate, and critique informative
and persuasive messages (English III-IV);
(G) apply valid criteria to analyze, evaluate, and critique literary
performances (English III-IV);
(H) use praise and suggestions of others to improve his/her own
communication (English III-IV); and
(D) identify and analyze the effect of aesthetic elements within
literary texts such as character development, rhyme, imagery, and
language (English III-IV).
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