Listening and Speaking
Listening and Speaking are foundational for all learning. The strategies and skills of listening and speaking allow learners to contribute meaningfully to social environments. As learners receive, reflect on, and communicate ideas, they develop increasing proficiency in cognitive organization, critical thinking, and problem-solving.
Grade One Expectations for Listening and Speaking
- Listen to a range of music, rhymes, poetry, stories, information, conversation and environmental sounds for personal enjoyment
- Demonstrate interest, curiosity and engagement in sharing the experiences of others with oral stories and information sharing
- Respond with thought to artistic representations
Specific Curriculum Outcomes
By the end of Grade One, the learner will be expected to:
Inclusive Assessment Strategies
Assessment strategies that provide information about learning:
- Conversations: Anecdotal notes, class chats, learner interest inventory
- Observations: During lessons and playtime to gather information about comfort level with communication, friendships, language choices, and vocabulary use
- Products: Questioning after listening activities, phonological awareness checklist, quizzes
Sample Assessment Tools:
- Observation of Student Learning Journal
- Four-level rubrics for listening comprehension
- Single point rubrics for turn taking and responding
- Self-assessment of listening habits
Inclusive Learning Strategies
Additional Resources and Materials
For Teachers
- Phonological Awareness Guide for Kindergarten
- Reading Rockets literacy resources
- Mindfulness activities for classrooms
- Loose parts learning activities
- Sign language for classroom management
For Students
- Audio/video books for listening centers
- Storyline Online resources
- Puppets for oral language development
- Environmental sound recordings
- Cultural songs and rhymes
Teacher Content Knowledge
Phonological Awareness is an essential skill in early literacy development. While many resources are available online, choose resources that are developmentally appropriate and culturally relevant. Adapt examples to use words that are of interest to students and reflect the home language(s) used in the community.