LISTENING TO LEARN
Chapter 7
4 Types of Listening
(Figure 7-1 – p. 214)
 Discriminative
 Distinguish
among sounds and develop a
sensitivity to nonverbal communication
 Aesthetic
 Listen for pleasure or enjoyment
 Efferent
 Listening
to learn and acquire information
 Critical
 Evaluate
messages to counteract
persuasion and propaganda
Aesthetic Listening

Interactive Read-Alouds
–

Choosing books
–

Step by Step – p. 216
Choose books you like and think will
appeal to students
Rereading
–
Children benefit from repeated readings
Benefits of Reading Aloud
Stimulates interest
 Broadens interests and taste for quality
literature
 Introduces students to sounds of
written language, genres, and elements
of text structure

Benefits of Reading Aloud
Expands vocabulary, sentence
patterns, and background knowledge
 Students listen to books that are above
their reading level
 Teachers model what good readers do
Students are more likely to become
lifelong readers

Responding to Stories

Five types of responses
–
–
–
–
–
Dramatizing – act out story
Talking back – to characters to give
advice, criticize, or compliment
Critiquing control – suggest alternative
plots, characters, or settings
Inserting – inserts self or friends in story
Taking over- take over text to manipulate it
in own way
Aesthetic Listening
 Listening
–
and Viewing
Students can
 make
comparisons between book and
video version
 examine conventions used in video
productions
Guidelines for Using Videos
1. Preview the video.
2. Plan how to use the video.
3. Set the purpose.
4. Use the pause function.
5. Re-view the video.
6. Vary the procedures used to show videos.
7. Compare the author’s and camera’s views.
8. Respond to the video.
Teaching Aesthetic Listening


Strategies
– Predicting – what will happen next
– Visualizing – create image or picture in
mind
– Connecting
 Text-to-text
 Text-to-self
 Text-to-world
Provide minilessons
Assessing Aesthetic Listening




Judge predictions students make
Listen to comments as students talk about
stories
Read entries in students’ reading logs
Check that students transfer use of listening
strategies to reading and viewing
Efferent Listening

Techniques to improve students’
listening
–
Activating background knowledge
 Anticipation
–
–
Setting purpose
Using manipulatives
 objects,
–
–
Guide – Step by Step – p. 225
pictures, photos, word cards, etc.
Creating graphic organizers
Students take notes
Reading Aloud Informational
Books






Choose high-quality books
Actively involve children in the reading
experience
Point out features of informational books
Teach efferent listening strategies
Use graphic organizers
Plan oral performances
Reading Aloud Informational
Books

After reading
–
–
–
–
Talk about the book
Complete graphic organizer
Write in reading log
Create projects – posters, oral reports,
found poems, informational quilts (like
story quilts)
Teaching Efferent Listening

Strategies
–
–
–
–
Organizing
 T-chart, Venn diagram, cluster diagram,
etc.
Summarizing
Getting clues from speaker
Monitoring
Assessing Efferent Listening
Objective tests
 Have students reflect on and talk about
the listening strategies they used

Critical Listening

Persuasion and Propaganda
–

Propaganda devices – Figure 7-7 – p. 235
Strategies
–
Ask
 what is speaker’s/author’s purpose
 is there intellectual, character, or emotional
appeal
 if propaganda devices are used
 if deceptive language or inflated language are
used
Teaching Critical Listening

Have students

View commercials
– Create commercials / advertisements - Step
by Step – p. 236
– Collect, display, and examine advertisements
– Listen to read-alouds of trade books
– Participate in minilessons
Assessing Critical Listening
–
Listening Process Step 1:
Receiving
 The
listener receives the aural
stimuli, or aural & visual stimuli
presented by the speaker.
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Listening Process Step 2:
Attending
 Listener
focuses on selected stimuli
while ignoring distracting stimuli.
 “Paying attention” component
 Not necessarily related to physical
behaviors
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Listening Process Step 3:
Assigning Meaning
 Listener
understands the speaker’s
message.
 Uses assimilation & accommodation
to fit the message into their existing
cognitive structures or to create new
structures.
20
Comprehensive Listening Strategies:
Forming pictures or mental images/ Imagery
Visualizing strategy
 Students
may form mental images
or pictures while listening to
messages which include visual
descriptions and/or details.
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Comprehensive Listening Strategies:
Monitoring

22
Students may ask themselves questions
to monitor their listening:
– "Why am I listening?"
– "What does this mean (in my own
words or thoughts)?"
– "Does this information make sense?"
– "How can I use this information?“
– "What will I have to do with this
information?”
Comprehensive Listening Strategies:
Asking Questions
 Students
may ask the speaker
questions to clarify meaning,
deepen their understanding,
and/or reduce/eliminate
confusion.
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Comprehensive Listening Strategies:
Discovering the Plan



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Ability to recognize the organizational plan of
the speaker, & to use the plan to understand &
remember the message.
Teach each organizational pattern separately
before requiring students both to identify the
correct pattern & to apply the pattern to their
listening.
Incorporating graphic organizers for each of the
organizational patterns allows an auditory
message to become more visual.
Comprehensive Listening Strategies:
Discovering the Plan


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Note-taking: Students may apply knowledge
of organizational plans & use graphic
organizers to assist with note-taking.
Organizational Patterns:
– Categorization
– Description
– Sequence
– Comparison & contrast
– Cause & effect
– Problem & solution
Children's Literature Related
to Listening
Balian, L. (1972). The aminal. New York:
Abingdon Press.
 Keats, E.J. (1962). The snowy day. New
York: Viking.
 Lester, H. (1995). Listen Buddy. New
York: Trumpet.
 Pfeffer, W. (1999). Sounds all around.
New York: Scholastic.
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Root, VSU
Children's Literature Related to
Listening (cont.)
Showers, P. (1990). Ears are for hearing.
New York: Thomas Y. Crowell Junior
Books.
 Showers, P. (1961). The listening walk.
New York: HarperCollins.
 Stanley, D. (1983). The conversation
club. New York: Macmillan.
 Wells, R. (1973). Noisy Nora. New York:
Dial Press.
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Root, VSU