LISTENING TO A GUEST SPEAKER
Performance Standard 4A.D
Listen to a guest speaker, take notes, and write follow-up questions and a summary of the presentation accordingly:
• Listening: Consistently assume appropriate listening position; consistently minimize/avoid behaviors that
interfere with listening; consistently attend to speaker.
• Notetaking: Take notes that identify all main ideas and supply several supportive details for each main idea;
consistently provide a meaningful record of information presented.
• Summarizing: Consistently reflect a brief, but accurate summary of all (3-4) of the main ideas presented.
• Raising questions: Ask at least 3 questions are based on one’s opinions, judgments or inferences rather than
those of the speaker; ask at least 2 questions based on the speaker’s facts in order to add new information about
the facts rather than just repeat facts already presented.
Procedures
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In order to listen effectively in formal and informal situations (4A), students should experience sufficient
learning opportunities to develop the following skills:
• Begin to assess the situation and determine, with limited direction from the teacher, the appropriate level of
focus.
• Demonstrate the ability to listen for different purposes (e.g., information gathering, entertainment, social
interaction).
• Record appropriate notes from content of a formal presentation.
• Paraphrase and summarize the content of both formal and informal presentations or messages (e.g.,
directions, announcements, conversations, speakers, media presentations).
• Distinguish between and formulate questions that are based on facts and those that are based on inferences
and opinions.
• Formulate relevant and focused questions and answers in a variety of settings (e.g., cooperative learning
groups, class discussions, guest speakers, debates, assemblies).
Have students review and discuss the task to be completed and how the rubric will be used to evaluate it.
Schedule a guest speaker and explain the activity to him/her. If necessary, help organize the speaker’s
presentation so that it has 3 or 4 main points with examples and details to explain and develop the main ideas.
Tell the students to take notes on the content of the presentation so that they will have enough information to
write a summary of the content and prepare 3 questions about information that was not presented, but would
clarify or enhance the presentation (based on opinion, inferences).
Allow the student to prepare 2 questions about facts that were presented by the speaker, but were not clear to
the student.
Collect students’ notes, summary and questions approximately 1 hour after the presentation.
If possible, invite guest speaker return a few days later to answer the students’ questions.
While observing the students taking notes and after collecting the students’ notes, summaries and questions,
evaluate each student's performance using the rubric. Add each student's scores to determine the performance
level.
Examples of Student Work follow
Time Requirements
• 10 minutes for speaker
• 60 minutes for follow-up assignment
ASSESSMENT 4A.D
Resources
• Guest speaker should be prepared to talk about
an age-appropriate, curriculum-related topic.
(Speaker should understand purposes for the
presentation and the students’ assignment.
Outline of presentation should be provided for
the teacher prior to activity).
• Note-taking materials
• Listening To A Guest Speaker Rubric
LISTENING TO A GUEST SPEAKER
NAME _____________________________________________________
Exceeds standard (must receive 15 - 16 points)
Meets standard (must receive 11 - 14 points)
DATE ___________________________________
Approaches standard (must receive7 - 10 points)
Begins standard or absent (must receive 4 - 6 points)
Listening Behaviors
• Student consistently
assumes appropriate
listening position.
• Student consistently
minimizes/avoids
behaviors that
interfere with his/her
listening.
• Student consistently
attends to speaker.
Note Taking
• Student’s notes consistently
demonstrate his/her ability to
identify all (3-4) main ideas.
• Student’s notes consistently
demonstrate his/her ability to
supply several supportive details
for each main idea.
• Student’s notes consistently
demonstrate his/her ability to
provide a meaningful record of
information presented.
Summary
• Summary
consistently reflects
a brief, but accurate
account of all (3-4)
of the main ideas
presented.
3
• Student usually
assumes appropriate
listening position.
• Student usually
minimizes/avoids
behaviors that
interfere with his/her
listening.
• Student usually
attends to speaker.
• Student’s notes demonstrate
his/her ability to identify most
of the main ideas.
• Student’s notes usually
demonstrate his/her ability to
supply several supportive details
for most of the main ideas.
• Student’s notes usually
demonstrate his/her ability to
provide a meaningful record of
information presented.
• Summary usually
reflects a brief, but
accurate account of
most (2-3) of the
main ideas
presented.
2
• Student
occasionally assumes
appropriate listening
position.
• Student
occasionally
minimizes/avoids
behaviors that
interfere with his/her
listening.
• Student
occasionally attends to
speaker.
• Student seldom or
never assumes
appropriate listening
position.
• Student seldom or
never
minimizes/avoids
behaviors that
interfere with his/her
listening.
• Student seldom or
never attends to
speaker.
• Student’s notes demonstrate
his/her ability to identify one
main idea.
• Student’s notes occasionally
demonstrate his/her ability to
supply some supportive details
for one main idea.
• Student’s notes occasionally
demonstrate his/her ability to
provide a meaningful record of
information presented.
• Summary
occasionally reflects
a brief, but accurate
account of 1 or 2 of
the main ideas
presented.
• Student’s notes seldom/never
demonstrate his/her ability to
identify main ideas.
• Student’s notes seldom/never
demonstrate his/her ability to
supply several supportive details
for main ideas.
• Student’s notes seldom/never
demonstrate his/her ability to
provide a meaningful record of
information presented.
• Summary
seldom/never
reflects the main
ideas presented.
4
1
Questions
• At least 3 questions are
based on opinions, judgments
or inferences made by the
student rather than upon
information explicitly
presented.
• Questions (2) based on
facts presented by speaker are
intended to add new
information about the facts
rather than just repeat facts
already presented.
• At least 2 questions are
based on opinions, judgments
or inferences made by the
student rather than upon
information explicitly
presented.
• Question (1) based on facts
presented by speaker is
intended to add new
information about the facts
rather than just repeat facts
already presented.
• At least 1 question is based
on opinions, judgments or
inferences made by the
student rather than upon
information explicitly
presented.
• Question(s) based on facts
presented by speaker repeat
facts already presented.
• No question is based on
opinions, judgments or
inferences made by the
student rather than upon
information explicitly
presented.
• Student is unable to ask
questions intended to repeat or
clarify facts because too much
information is missing or
because of inaccuracies in
his/her notes.
Score
ASSESSMENT 4A.D
"Meets" (page 1)
"Meets" (page 2)
"Meets" (page 3)
"Meets" (page 4)
"Exceeds" (page 1)
"Exceeds" (page 2)
"Exceeds" (page 3)
"Exceeds" (page 4)
"Exceeds" (page 5)