Listening Assessment
Type of listening assessment: Extensive
Purpose: The students will demonstrate their ability to listen for the main ideas and supporting details of the story by seeking ideas and opinions of their peers in their think, pair, share groups. The students will demonstrate their communicative skills by discussing their interpretation of the story in their groups and applying the oral information into a new situation through written form. Student objectives:
I can listen for main ideas and supporting details by talking with my group about their ideas and opinions. I can listen to my group’s ideas and share with them my ideas about the solution to Arthur’s conflict. |
SOLs: 4.1 The student will use effective oral communication skills in a variety of settings. c) Seek ideas and opinions of others. f) Communicate new ideas to others. Listening WIDA level: 5 (bridging)
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Directions for Teachers:
1. The teacher will read the directions and tell the class to listen for the answer of these two questions:
a. What is the plot (main ideas) of the story?
b. What is the main conflict in the story?
2. The teacher will show Arthur’s Birthday.
3. The teacher will instruct the students to think, pair, and share.
4. The teacher will lead the class into a short discussion to ensure all students have identified the answers for the two questions.
5. The teacher will ask the students:
a. What would you do if you were Arthur in this conflict?
6. The teacher will instruct the students to think, pair, and share.
7. The teacher will lead the class into a short discussion and will model an example paragraph.
8. The teacher will then will hand out a worksheet for the students to write their response.
1. The teacher will read the directions and tell the class to listen for the answer of these two questions:
a. What is the plot (main ideas) of the story?
b. What is the main conflict in the story?
2. The teacher will show Arthur’s Birthday.
3. The teacher will instruct the students to think, pair, and share.
4. The teacher will lead the class into a short discussion to ensure all students have identified the answers for the two questions.
5. The teacher will ask the students:
a. What would you do if you were Arthur in this conflict?
6. The teacher will instruct the students to think, pair, and share.
7. The teacher will lead the class into a short discussion and will model an example paragraph.
8. The teacher will then will hand out a worksheet for the students to write their response.
Directions for Students:
You will watch and listen to Arthur’s Birthday. Listen for the plot of the story and the main conflict the characters face. Be prepared to share your thoughts with your classmates.
In Arthur’s Birthday, Arthur and his friend, Muffy, have their birthday parties on the same day. What would you do if you were Arthur in this conflict? Write what you would do in one paragraph (5-6 sentences).
Tip: Make sure that your first sentence tells me what the conflict is.
You will watch and listen to Arthur’s Birthday. Listen for the plot of the story and the main conflict the characters face. Be prepared to share your thoughts with your classmates.
In Arthur’s Birthday, Arthur and his friend, Muffy, have their birthday parties on the same day. What would you do if you were Arthur in this conflict? Write what you would do in one paragraph (5-6 sentences).
Tip: Make sure that your first sentence tells me what the conflict is.
What to look for in students' response:
This assessments is both informal and formal.
For the informal assessment, the teacher needs to be walking around the classroom and participating in different groups' conversation.
Listen carefully for the vocabulary words such as plot, main idea, and conflict.
Listen carefully to the answers the students provide. Did they understand what the main idea and main conflict in the story was?
When leading the short class discussion, make sure to as different students about their thoughts and answers to the questions.
For the formal assessment, look at the checklist below.
This assessments is both informal and formal.
For the informal assessment, the teacher needs to be walking around the classroom and participating in different groups' conversation.
Listen carefully for the vocabulary words such as plot, main idea, and conflict.
Listen carefully to the answers the students provide. Did they understand what the main idea and main conflict in the story was?
When leading the short class discussion, make sure to as different students about their thoughts and answers to the questions.
For the formal assessment, look at the checklist below.