Listening to Reading

A Component Of The Daily Five

Stage of Literacy Development:

Stage 1: Beginning Literacy
Stage 2: Consolidation / Fluency
Stage 3: Literacy for Growth

Ages:

4-12

Grade Range:

K 1st 2nd 3rd 4th 5th 6th

Food Groups:

Primary:
Reading Fluency & Expression, Reading Comprehension Strategies

Activity Description

Preparation:

Prepare Listening to Reading I-chart
1. Write the heading “Listening to Reading” on a piece of chart paper
2. In 2 columns write the headings “Students” and “Teacher”
Prepare listening center
1. You may wish to use a CD player or a computer with Internet access
2. Provide headphones for listening
Gather audio texts
1. Audio texts might be available from your school library
2. Online resources offer a variety of audio texts

Implementation:

Session 1:

Invite the students to brainstorm ideas for the Listening to Reading I-chart
1. Brainstorm and record student and teacher expectations during Listening to Reading
  - Student examples include: Stay in one spot the whole time, Start listening right away
  - Teacher example includes: Work with the students
Model the expectations for the listening center
1. Show students the proper use of the equipment
2. You may wish to display pictorial and written step-by-step instructions at the center
Have students practice Listening to Reading
1. You may wish to have all of the students listening to reading in the school’s computer lab
2. Spend 4-5 days building stamina
3. Increase the time spent on Listening to Reading each day

Session 2:

Select a reading strategy for your mini-lesson
1. For example: Making predictions
Model how to use the reading strategy before, during or after reading
Invite students to refer to the Listening to Reading I-chart
1. Review the student and teacher expectations
Invite students to select a Daily Five component
1. Students may wish to select Listening to Reading
2. You may wish to keep a sign-up sheet at the listening center
Help the students build their stamina by increasing the time spent in Daily Five each day
Provide students with positive feedback and next steps

Adaptations For

English Language Learners/ESL:

- Provide direct and one-on-one instruction for students who may require explicit modeling of the steps involved in accessing audio books

LD/Reading & Writing Difficulties:

- Provide access to a reading software program that highlights the text as it is read aloud
- Provide the students with visual cues and pictures representing the instructions and expectations

Cultural Appropriateness & Diversity:

- Provide access to audio books from a variety of cultures and communities

Differentiated Instruction:

- Provide access to a variety of genres including magazines, and non-fiction texts
- Allow students to select audio texts that are of interest to them

Related References

Source:
Boushey, G. & Moser, J. (2006). The Daily Five: Fostering Literacy Independence in the Elementary Grades. Portland: ME, Stenhouse Publishers.

Evidence:
Skouge, J., Rao, K. & Boisvert, P.C. (2007). Promoting early literacy for diverse learners using audio and video technology. Early Childhood Education, 35, 5-11.

Activity Objective

The goal of Listening to Reading: A Component Of The Daily Five is to use a method developed by Gail Boushey and Joan Moser to build students' reading fluency and comprehension skills by having students listen to a variety of audio texts on a regular basis.

What You Need

Prep Time:

10-20 minutes
- Prepare Listening to Reading I-chart
- Prepare listening centre
- Gather audio texts

Task Time:

2, 30 minutes sessions
Session 1:
- Teacher and students brainstorm ideas for the Listening to Reading I-chart
- Teacher and students model how to Listen to Reading
- Students work independently and practice Listening to Reading

Session 2:
- Teacher gives mini-lesson
- Teacher reviews activity
- Students select Listening to Reading as part of The Daily Five

Materials Required:

Teacher:
- Chart paper
- Markers
- Audio texts

Students:
- Headphones
- Computer access

What You Do

Teacher Role:

Direct instruction:
- while teacher and students brainstorm ideas for the Listening to Reading I-chart and teacher gives mini-lesson

Supporter:
- while teacher and students model how to Listen to Reading

Facilitator:
- while students work independently and begin Listening to Reading

Student Grouping:

Whole class:
- during brainstorming session, student modeling and mini-lesson

Individual:
- when students listen to reading

Assessment Ideas:

- Hold conferences with each student and record goals and next steps
      a. Make observations and take anecdotal notes while listening to each student read aloud a selected passage

- Make observations and record participation and appropriate behavior while students are at the listening centre
      a. Use this information to provide students with oral feedback

Quick Tips

Activity Extensions:

- Have students vote on their favorite audio book
      a. Share the audio book with the entire class

- Read All About It!: Encourage students to share their books with the class through oral presentations

- Create a "graffiti board" where students use a variety of writing materials to record the title, author and adjective describing the audio book for others to view

- Display a chart at the listening center for students to record the title and author of their books as well as a rating and the intended audience
      a. Encourage students to view this chart when selecting an audio book

- Take a field trip to your community library
      a. Encourage students to become involved in the activities offered at your community library

Additional Comments:

- Listening to Reading is a component of The Daily Five, an instructional framework for reading and writing. The Daily Five is a method developed by Gail Boushey and Joan Moser and provides students with a series of independent and guided literacy tasks.

- Listening to someone read aloud provides students with exemplary model of fluency and expression. Providing students with access to a variety of readers offers a range of examples and allows students to build their own skills in fluency and expression.

- Listening to reading provides opportunities for students to expand their vocabulary. Invite students to record new and interesting words they hear in a personal dictionary.

- Modeling appropriate behavior and use of equipment at the listening center will help students build their understanding of the expectations. Review the expectations on a regular basis.

- Offer students a variety of fiction and non-fiction texts on CDs or online. Community libraries often provide their members with access to a range of audio books. Contact your local library to discover your options.

- Tumblebook Library: http://www.tumblebooks.com

- Storyline Online: http://www.storylineonline.net

Other Adaptations/Modifications:

- Provide quiet work spaces for students disturbed by sound

- If audio books contain text provide access to large fonts for students who may have a visual impairment