Listening Ears, Thinking Minds

We are learning to listen actively, so we can retell what someone said and ask a question that builds on it.

Before you startAbout 45 minutes · what success looks like · notes for the helper

About 45 minutes. It's fine to stop after the Quick Check and come back another day: the lesson opens where you left it, at the Quick Check.

You'll know you've got it when

I can retell what each person in a disagreement wanted, and why
I can hold on to what someone told me and use their words in my question
I can ask a follow-up question that asks for MORE about what they said

For the helperhow to sit beside this lesson, and what this step is for

This step: Spark

Start with the question at the top and chat about it. There is no wrong answer here: it gets your learner thinking about what they already know.

Getting ready: A quiet spot where you can sit facing each other, paper and pencils, and a short true story of your own to tell (a funny moment from this week is perfect). A picture book about two friends who disagree is a lovely extra if you have one, though the story in the lesson works on its own. For the choices: crayons for the drawing, or a soft ball or rolled-up socks for the passing game. About 45 minutes in all, which is more than one sitting for most seven-year-olds; many families stop after the check and do the choice task later or the next day.
What understanding sounds like: Listen for the child picking up a word from what you said and asking for more: 'What did the pelican do next?' A question that uses your words shows they were thinking about your story, not just waiting for a turn.
A likely mix-up, and something that helps: Many children think listening means being quiet until it's their turn, and then they share their own news. You might ask, 'What did I say that you could ask more about?' and point back to one detail in your story.
If it comes easily: Once building questions come quickly, one idea is to ask for a follow-up question that starts with 'why' or 'how', because those ask the speaker to explain more rather than just say yes or no.
If it's a struggle: If it is a struggle, one way is to pause after each sentence of your story and ask, 'What would you like to know about that bit?', so the child has one small piece to build on at a time. If your child doesn't feel like talking today, listening to your story and pointing to the part they'd like to hear more about is still active listening; the questions can come another day. A child learning English might ask their question in their home language first, then try it in English.

Step 1 of 6 · Spark

Lesson 1 of 5 · Talk, Listen, Take Turns

Are you listening... or just waiting?

For the helper

Start with the question at the top and chat about it. There is no wrong answer here: it gets your learner thinking about what they already know.

Your friend says, 'Guess what! A huge goanna walked right past our tent when we were camping!' You say, 'I've got new shoes.' Hmm. Were you listening? You were quiet while your friend talked. But your mind was somewhere else. Today you'll learn the kind of listening that makes people feel really heard.

Listening ears take the words in. A thinking mind does something with them.