Resource Type: Activity

No explicit instruction involved, students engaging in task, game, etc. that allows for practice of one or more component skills. Take & bake. Not designed to be used more than a few times.

Est. Prep Time
Clear Selection
Est. Delivery Time
Clear Selection
In this activity students listen to a read aloud and generate and organize vocabulary on a given topic from the text.
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In this activity students will practice forming complete sentences.
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Students explore the meaning of, and things associated with, different words.
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Students roll a dice and move game pieces on a gameboard that have questions for students to answer about an fiction or nonfiction text.
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Students generate alternatives for words that are often overused.
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In this activity students will examine the meaning of words and word-related information.
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In this activity students will identify cause and effect relationships throughout a read aloud. This activity can be modified so students are only engaging with oral text responding through discussion.
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In this activity students engage in a sorting game using vocabulary knowledge of different professions.
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Students identify features of an expository text.
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The Research aka
Knowledge Base

Advances in reading science since 2000 offer important contributions to our understanding of how children learn to read and how adults teach children to read. We now know that listening comprehension plays a crucial role in students’ listening comprehension.

The Knowledge Base offers a curated set of recent evidence-based research findings intended to help practitioners better understand listening comprehension and its connection to other literacy skills (such as word reading, reading fluency, background knowledge, and reading comprehension).

Listening Comprehension
Resources by Type

Search the directory for instructional resources such as activities, strategies, practices, student platforms, supplemental curricula, and interventions as well as assessments to target listening comprehension in the classroom. 

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