1. LISTENING TO LEARN
Chapter 7

2. 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

3. Aesthetic Listening Interactive Read-Alouds Choosing books Rereading
Step by Step – p. 216
Choosing books
Choose books you like and think will appeal to students
Rereading
Children benefit from repeated readings

4. 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

5. 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

6. 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

7. Aesthetic Listening Listening and Viewing Students can
make comparisons between book and video version
examine conventions used in video productions

8. 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.

9. 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

10. 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

11. Efferent Listening Techniques to improve students’ listening
Activating background knowledge
Anticipation Guide – Step by Step – p. 225
Setting purpose
Using manipulatives
objects, pictures, photos, word cards, etc.
Creating graphic organizers
Students take notes

12. 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

13. 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)

14. Teaching Efferent Listening
Strategies
Organizing
T-chart, Venn diagram, cluster diagram, etc.
Summarizing
Getting clues from speaker
Monitoring

15. Assessing Efferent Listening
Objective tests
Have students reflect on and talk about the listening strategies they used

16. Critical Listening Persuasion and Propaganda Strategies
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

17. 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

18. Listening Process Step 1: Receiving
The listener receives the aural stimuli, or aural & visual stimuli presented by the speaker.

19. Listening Process Step 2: Attending
Listener focuses on selected stimuli while ignoring distracting stimuli.
“Paying attention” component
Not necessarily related to physical behaviors

20. 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.

21. 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.

22. Comprehensive Listening Strategies: Monitoring
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?”

23. Comprehensive Listening Strategies: Asking Questions
Students may ask the speaker questions to clarify meaning, deepen their understanding, and/or reduce/eliminate confusion.

24. Comprehensive Listening Strategies: Discovering the Plan
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.

25. Comprehensive Listening Strategies: Discovering the Plan
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

26. 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.
Root, VSU

27. 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.
Root, VSU