5/12 Active Listening Scenario Breakouts by ELH

erinharden1 — 2025-05-08 17:31:13 UTC

In the fields below, Use the linked resource to decide the type of student response and choose a response strategy.

erinharden1 — 2025-05-08 17:31:17 UTC

In the fields below, Use the linked resource to decide the type of student response and choose a response strategy.e.

erinharden1 — 2025-05-08 17:31:25 UTC

In the fields below, Use the linked resource to decide the type of student response and choose a response strategy.e.

erinharden1 — 2025-05-08 18:09:01 UTC

You ask, “Why is it important to think about who is stating the claims in the video and why this person is stating these claims?”

A student responds: “Because… they probably know a lot.” - EL Curriculum, Grade 7, Module 4, Unit 1, Lesson 4

erinharden1 — 2025-05-08 18:09:44 UTC

You ask, “What is important about the central message of a story?”

A student responds: “The Bunnyyarl wasted their time playing.”- EL Curriculum, Grade 2, Module 4, Unit 1, Lesson 8

erinharden1 — 2025-05-08 18:10:36 UTC

You ask, “What is important about the central message of a story?”

A student responds: “The Bunnyyarl wasted their time playing.”- EL Curriculum, Grade 2, Module 4, Unit 1, Lesson 8

Incorrectly

tommymicah — 2025-05-12 19:01:11 UTC

Use a conversation cue or prompt from an Anchor Chart

2025-05-12 19:06:05 UTC

incorrectly I would offer additional time

Incompletely

2025-05-12 19:06:09 UTC

Get behind student thinking (e.g” can you say more about that)

aap3_28 — 2025-05-12 19:06:57 UTC

Offer additional think time (5 - 10 seconds) to think about the response
- “I’ll give you time/ a minute to think and write or sketch.”
- “I’ll give you time to discuss with a partner.”
Indicate incorrectness
Cue or clue the student as appropriate
Use a prompt
Redirect the question if the student doesn't respond correctly
Make sure the class hears the right answer
Hold the original student accountable for a correct response

2025-05-12 19:07:32 UTC

Tell me more, what exactly do they know a lot about and what evidence in the text tells us that?

ndelbourgo3 — 2025-05-12 19:08:29 UTC

Incomplete:

-rephrase the question

-"can you tell me more?"

-"what did the character learn from that?" (Cue)

Incomplete

2025-05-12 19:08:38 UTC

Ask follow up questions

room 24- Try using the graphic organizer and try again using the tools we have. You can also try discussing with a partner.

2025-05-12 19:08:49 UTC

2025-05-12 19:08:52 UTC

Good but how does that connect or relate to the message that author is trying to communicate to us as a central idea of the text

2025-05-12 19:09:00 UTC

aap3_28 — 2025-05-12 19:09:07 UTC

Offer additional think time (5 - 10 seconds) to think about the response
- “I’ll give you time/ a minute to think and write or sketch.”
- “I’ll give you time to discuss with a partner.”
Get behind student thinking (e.g. “can you say more about that?”)
Rephrase the question
Ask the student to restate the question
Cue or clue the student as appropriate
Use a prompt

2025-05-12 19:09:16 UTC

Ask the student to restate the question

Correctly

2025-05-12 19:09:35 UTC

Ask a facilitative question to take thinking deeper

Incomplete

2025-05-12 19:09:38 UTC

Prompt the student. "Can you say more about that?"

2025-05-12 19:09:42 UTC

2025-05-12 19:10:06 UTC

i would try and get behind the students thinking and get them to say moe about it

Prompt for more explanation from the student. I would ask follow up questions to see where the student's thought process is going

2025-05-12 19:10:37 UTC

Room 24- Try to answer the question using the words from the question, you can use the graphic organizer. Sentence starter: I know this is the central idea _ because __.

2025-05-12 19:11:04 UTC

2025-05-12 19:11:31 UTC

2025-05-12 19:11:34 UTC

Redirect students to go back to the text ( story)

Incorrect

2025-05-12 19:11:35 UTC

Cue or clue the student as appropriate

2025-05-12 19:11:37 UTC

Answer needs more clarification. Seems incomplete. Would ask the student: why do you think that and get them to tell more.

2025-05-12 19:12:06 UTC

Incorrectly: I'll give you time to discuss with a partner.

Encourage the student to add details to their answer, and explain why they choose that detail

2025-05-12 19:12:10 UTC

2025-05-12 19:12:14 UTC

Provide sentence stems and/or give time to practice with a partner

2025-05-12 19:12:17 UTC

Repeat or phrase the question
Ask students to talk to an elbow partner
Cue or clue the student as appropriate
Redirect the question to another student if the student continues with no response

ndelbourgo3 — 2025-05-12 19:12:27 UTC

incomplete: tell me more

2025-05-12 19:12:30 UTC

What is a central idea ? why is it important ? What is the question asking?

5

2025-05-12 19:13:10 UTC

Incorrect- Offer additional think time (5 - 10 seconds) to think about the response

Room #22: Offer additional clues and use of anchor charts

2025-05-12 19:13:17 UTC

Room 5

2025-05-12 19:13:50 UTC

Incomplete Get behind student thinking (e.g. “can you say more about that?”)

2025-05-12 19:13:51 UTC

You're on the right track. They know a lot. Let us go deeper- why does it matter who is making this claim? could this person's job, experience or point of view affect what they say or why they say it?

a lot of my students respond incorrectly

2025-05-12 19:14:13 UTC

2025-05-12 19:14:49 UTC

Room 5

2025-05-12 19:15:35 UTC

incomplete
Get behind student thinking (e.g. “can you say more about that?”)
Offer additional think time (5 - 10 seconds) to think about the response
- “I’ll give you time/ a minute to think and write or sketch.”
- “I’ll give you time to discuss with a partner.”

Scenario #1 Incompletely

2025-05-19 19:14:13 UTC

Ask students more about their thinking.

Incomplete

2025-05-19 19:14:21 UTC

Redirect students to say more about their thinking and to go back to the story

Incomplete: restate question and can you say more

2025-05-19 19:14:43 UTC

Incomplete

2025-05-19 19:15:29 UTC

I'll ask the student to extend or say more.

Incomplete: What is important about the central message of the story ?

2025-05-19 19:16:01 UTC

incorrectly

2025-05-19 19:16:24 UTC

I'll ask the question differently and give time for thinking

2025-05-19 19:17:28 UTC

Incomplete

2025-05-19 19:20:14 UTC

Room 1

Rephrase or Ask student to build on

incomplete

2025-05-19 19:20:51 UTC

can you elaborate and add more details

Incomplete/Not Sure

2025-05-19 19:21:58 UTC

Get behind the students thinking or Rephrase the question.

2025-05-19 19:25:04 UTC

2025-05-19 19:26:42 UTC

Room 1

Incomplete

Give them cues or clues to add on Who or How question

stop give student a minute to think

Room 1

2025-05-19 19:35:09 UTC

Not at all

Redirect or ask them to show me your work privately

5/12 Active Listening Scenario Breakouts by ELH

Incorrectly

Incompletely

Incomplete

room 24- Try using the graphic organizer and try again using the tools we have. You can also try discussing with a partner.

Correctly

Incomplete

Prompt for more explanation from the student. I would ask follow up questions to see where the student's thought process is going

Room 24- Try to answer the question using the words from the question, you can use the graphic organizer. Sentence starter: I know this is the central idea _______ because ________.

Incorrect

Encourage the student to add details to their answer, and explain why they choose that detail

5

Room #22: Offer additional clues and use of anchor charts

Room 5

a lot of my students respond incorrectly

Room 5

Scenario #1 Incompletely

Incomplete

Incomplete: restate question and can you say more

Incomplete

Incomplete: What is important about the central message of the story ?

incorrectly

Incomplete

incomplete

Incomplete/Not Sure

Room 1

Room 24- Try to answer the question using the words from the question, you can use the graphic organizer. Sentence starter: I know this is the central idea _ because __.