Summarize Active Listening With Digital Sources!

Learning Resource Type

Learning Activity

Subject Area

Digital Literacy and Computer Science
English Language Arts

Grade(s)

5

Overview

This online article and infographic from the Institute of Public Speaking explains the components involved in active listening, an important skill for students to develop when communicating and collaborating.

Use of this tool will serve as an aid in helping students to meet Alabama's Course of Study standards for locating, recalling, curating, and correctly summarizing information while also learning about the components of active listening.

This activity is a result of the ALEX Resource Development Summit.

Phase

Before/Engage
English Language Arts (2021) Grade(s): 5

ELA21.5.9

Express ideas clearly and effectively to diverse partners or groups.

UP:ELA21.5.9

Vocabulary

  • Express
  • Clearly
  • Effectively
  • Diverse

Knowledge

Students know:
  • Oral language and literacy skills.
  • Collaboration skills.

Skills

Students are able to:
  • Clearly and effectively share ideas with others through speaking.

Understanding

Students understand that:
  • They can communicate with a variety of people if they express themselves clearly.
English Language Arts (2021) Grade(s): 5

ELA21.5.29

Summarize in writing a variety of texts, stating their implied and/or explicit main ideas.

UP:ELA21.5.29

Vocabulary

  • Summarize
  • Implied main idea
  • Explicit main idea

Knowledge

Students know:
  • The main idea is the most important idea presented in the text.
  • Sometimes an author will clearly state the main idea, while other times an author will merely suggest the main idea.
  • A summary is a short statement explaining the main point or most important details of presented information.
  • Writing skills.

Skills

Students are able to:
  • Identify the implied or explicit main idea of a text.
  • Write a summary stating the implied and/or explicit main idea(s) of a text.

Understanding

Students understand that:
  • Most texts have a main idea, or most important message.
  • An author can choose to state the main idea in the text or provide clues through details in the text to imply the main idea.
  • They can demonstrate their comprehension of the text by writing a summary that explains the main idea(s).
English Language Arts (2021) Grade(s): 5

ELA21.5.40

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

UP:ELA21.5.40

Vocabulary

  • Demonstrate
  • Command
  • Conventions
  • Standard English capitalization
  • Standard English punctuation
  • Standard English spelling

Knowledge

Students know:
  • Standard English spelling conventions.
  • Punctuation marks and their appropriate usage.
  • Capitalization rules for standard English.

Skills

Students are able to:
  • Use correct capitalization in writing.
  • Use appropriate punctuation in writing.
  • Spell fifth-grade level words correctly.

Understanding

Students understand that:
  • When writing, they must use punctuation correctly, capitalize appropriate words, and spell fifth-grade level words correctly.
DLCS18.5.R5

Learning Objectives

The student(s) will be able to demonstrate background knowledge of active listening skills by studying a Web-based article and infographic and composing a grammatically correct, paragraph summary of the eight components involved. 

The student(s) will be able to demonstrate the ability to give proper credit to a source by listing the source name and providing a link to that source.  

Activity Details

The student(s) will read/study a Web-based article with infographic as a digital source to help build a knowledge base of active listening skills.

The student(s) will compose a grammatically correct paragraph to summarize each of the eight components of active listening as discussed in the article and infographic.

The student(s) will use Google Docs as a word processing tool and demonstrate the ability to give proper source credit by listing the title and source link prior to submitting their work for evaluation via the provided rubric.

Assessment Strategies

  • A digital, collaborative Q/A Wall can be copied via the link below. This will enable students to post their questions during the activity for the teacher to provide immediate feedback:

https://docs.google.com/document/d/1OwBYy76ijDgXNZLzgFwwezbd3E8mjJIZVxLv-NXtESc/copy?usp=sharing 

  • Use of Docs allows collaboration and immediate feedback via comments for formative assessment. To utilize this tool, do the following:
    • Highlight the text you wish to make a comment on.
    • Click "insert" in the horizontal toolbar for Google Docs.
    • Choose "comment" from the drop-down menu.
    • Type and post your comment.
  • A rubric can be utilized for summative assessment of the paragraph summarization and credited source if desired. Feel free to copy/paste the link below into your browser to make a copy of the Google Form Rubric:

https://docs.google.com/forms/d/1OhirQQnUrGkyF1zxRHtMDDaVMYwRFJBEwiXuMebE_vY/copy?usp=sharing

  • A general rubric can also be accessed via the link below for those who do not prefer to use the Google Form version:

https://docs.google.com/document/d/1_KNeDUDJplTSrqNoNQJo-QgEbx1OzCoUw9bHpRXMvJA/copy?usp=sharing

Acceleration

Students who desire an extra challenge might benefit from demonstrating active listening skills in front of the class as a skit or role-play situation.

Intervention

 

  • At the discretion of the teacher, the following may need to be considered for students with specific exceptionalities:
    • Extra Time
    • A "Study Buddy" as a Partner
    • A Handout List of Steps to Follow

    Variation Tips

    • This activity can be done with a handwritten paragraph if necessary or preferred.
    • This activity can be used with a different word processing tool, such as MS Word.

    While this learning activity can be a stand-alone activity, it is one of two activities designed to precede a more detailed Design Thinking lesson I created involving interviewing (listening skills) and designing a solution to a partner's problem (Design Thinking). A second "before" activity can be accessed by searching in ALEX for "Paraphrase Design Thinking With Thinglink and Google!" 

    Background / Preparation

    • Students should have access to and be knowledgeable about using Google Docs for multimedia tasks. 

    • Use of Google Classroom can allow each student to digitally submit their work for assessment purposes if desired. 

    • For classrooms with limited technology, the facilitator may wish to:

      • Have the article and infographic displayed in the front of the classroom on a projector for the whole class to view.

      • Allow time for students to rotate through tech stations to read the article and infographic.

      • Provide paper copies of the article and infographic for students to view and allow them to create a handwritten paper to summarize concepts if necessary.

    Institute of Public Speaking: Active Listening Article and Infographic
    https://www.instituteofpublicspeaking.com/emotional-intelligence/public-speakin…

    Approved Date

    Owner (Author)

    bmccawley
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