Super Listener Simon Says

Objective: Practice key listening behaviors (eyes on speaker, quiet body, ears listening) through a playful Simon Says variation.

Time: 5 minutes

Materials:

• Open floor space
• No props needed

Instructions:

1. Explain the Rules
   • Tell students that you’ll call out actions just like Simon Says, but they should only follow the action if you start with “Super Listener.”
   • If you say an action without “Super Listener,” they must stay still and listen.

2. Warm-Up Practice
   • Model one turn: say “Super Listener, touch your nose,” and do it with students.
   • Then say “Touch your head” without the cue; wait for students to stay still. Praise correct listening.

3. Play the Game
   • Call out a mix of “Super Listener, clap your hands” or “Stand on one foot,” etc.
   • Walk around to observe: Are students showing eyes on speaker (looking at you), quiet body (still until cue), and ears listening (pause and wait)?

4. Increase Challenge
   • Speed up commands or add two-step actions (“Super Listener, point to the sky, then stand tall”).

5. Debrief (1–2 minutes)
   • Gather students and ask: “How did you know when to move?” “Which listening behavior helped you most?”
   • Reinforce: Listening to the cue is a superpower because it helps us follow directions and stay safe.

Teacher Tips:

• Model each listening behavior visibly: point to your eyes, freeze your body, cup your ear.
  - Celebrate super listeners by naming students who show all three behaviors.

Differentiation:

• For students who over-move, provide a “freeze frame” spot marker on the carpet.
  - For early finishers, ask them to whisper one reason listening is a superpower while waiting quietly.
  - Show visuals (picture cards) of eyes on speaker, quiet body, ears listening for students who need reminders.

Follow-Up:
Use this game throughout the day as a quick “listening check” before transitions.

Scenario Response

Objective: Practice applying our super listening behaviors in real-life situations.

Time: 3 minutes

Materials:

• Listening Scenarios Cards

Instructions:

1. Draw a Scenario
   • Pass out or display one Listening Scenarios Card.
   • Read the scenario aloud (e.g., “Your friend is telling you about their new toy.”).

2. Identify Behaviors
   • Ask: “Which listening behaviors would you show?”
   • Students turn to a partner and point to or list: eyes on speaker, quiet body, ears listening.
   
   
   

3. Act It Out
   • Invite 2–3 volunteers to demonstrate the scenario, showing all three behaviors.
   • As each student acts, the class watches for eyes on speaker, quiet body, and ears listening.

4. Class Reflection
   • Ask: “How did using these behaviors help you understand and show respect?”
   • Quick thumbs up/down: “Did you notice a super listener today?”

Teacher Tips:

• Encourage students to use expressive faces when demonstrating “eyes on speaker.”
  - Praise clear examples: “I saw your body was so still—that’s awesome quiet body!”
  - Reinforce that listening is caring: showing respect to our friends.

Differentiation:

• For students who need support, provide picture prompts of each behavior to point to.
  - For advanced students, challenge them to create and share their own short scenario.
  - Partner stronger listeners with peers who need extra guidance.

Follow-Up:
Use Scenario Response weekly during circle time to reinforce listening as a superpower in all parts of the day.

Listening Behaviors Poster

Eyes on Speaker

Look at who is talking.
(Your eyes help you see who is speaking!)

Quiet Body

Keep your body still and quiet.
(Your body stays calm so you can focus.)

Ears Listening

Use your super listening ears!
(Your ears help you hear every important word.)

Listening Scenarios Cards

Cut along the dashed lines to create individual cards. Read each scenario and practice showing: eyes on speaker, quiet body, and ears listening.

Your friend is telling you about their new toy at recess.

The teacher is explaining how to do a coloring activity.

A classmate is sharing how they solved a puzzle.

The principal is making an announcement on the loudspeaker.

Someone is asking you to play a game at recess.

A guest is reading a story to the class.

Super Listening Signal

Objective: Quickly refocus students’ attention and practice our three listening behaviors at the very start of class.

Time: 1–2 minutes

Materials:

• A small bell, chime, or hand clap pattern (teacher’s choice)

Instructions:

1. Teach the Signal
   • Tell students that whenever they hear the bell (or teacher clap), it’s the “Super Listening Signal.”
   • On that signal, they must instantly show: eyes on speaker, quiet body, ears listening.

2. Model & Practice
   • Ring the bell (or clap your hands) once. Pause to let students freeze in listening posture.
   • Ask a volunteer: “What listening behaviors did you show?”
   • Praise: “Great eyes on speaker! Fantastic quiet body!”

3. Repeat & Routine
   • Ring/clap 2–3 more times, mixing intervals (short pause, long pause) so students learn to watch and listen for the signal.
   • Celebrate a few “super listeners” each time (“I see Sam’s super listening ears!”).

4. Transition Into Lesson
   • After the last signal, keep eyes on speaker and say: “Now that we’re all super listeners, let’s begin our lesson!”

Teacher Tips:

• Use the same signal every day to build routine.
• Vary speed and volume to challenge students’ attention.
• Call out specific behaviors you notice (“Wow, Maya’s body is so still!”).

Differentiation:

• For emerging listeners, show a simple visual icon (ear) as an extra cue.
• For advanced students, ask them to silently count to three before showing listening posture.

Follow-Up:
Use this quick signal before any new activity—circle time, story, transitions—to reinforce that listening is our classroom superpower.

Listening Reflection

Use these questions to think about your super listening today.

1. Which listening behavior did you do best? Circle one:

   • Eyes on Speaker
   • Quiet Body
   • Ears Listening

2. Which listening behavior was hardest? Circle one:

   • Eyes on Speaker
   • Quiet Body
   • Ears Listening

3. Why was this behavior easy or hard for you?
   
   
   
   
   
   
   

4. One goal I have to be an even better super listener tomorrow is:
   
   
   
   
   
   
   
   
   
   
   
   

Listening Lesson Script

Materials Needed

• Listening Superpower Slides (projected)
• Listening Behaviors Poster (displayed)
• Listening Scenarios Cards (stacked)
• Timer or stopwatch

1. Hook & Introduction (2 minutes)

Teacher: “Friends, come sit on the carpet—criss-cross applesauce and ready to learn! I’m going to show you something special.”
(Project Slide 1 of Listening Superpower Slides.)
Teacher: “This slide says ‘Listening Superpower!’ What do you think it means to have listening as a superpower?”
(Pause and wait 5 seconds. Call on 2–3 volunteers.)
Teacher: “Great ideas! When we listen well, we can learn new things, follow directions, and make our friends feel cared for. That’s why listening is a superpower—it helps us every day!”


## 2. Teach Key Behaviors (3 minutes)

Teacher: “Now I’m going to show you three super-listening behaviors. Watch the poster.”
(Reveal Listening Behaviors Poster.)

Behavior #1: Eyes on Speaker
Teacher: “First, put your eyes on the speaker. That means look with your eyes at who is talking.”
(Model by looking at an imaginary friend. Point to your eyes. Then ask for a volunteer:) “Maria, show us your best eyes-on-speaker!”
(Praise: “I love how you’re looking right at me!”)

Behavior #2: Quiet Body
Teacher: “Next, we keep a quiet body. That means we freeze like a statue—no wiggling.”
(Demonstrate sitting perfectly still. Cue all to freeze.)
Teacher: “Awesome statues! Let’s all try quiet bodies together—freeze!”
(Count to three silently, then relax.)

Behavior #3: Ears Listening
Teacher: “Finally, we use our super listening ears. Cup your hand by your ear, like this.”
(Model cupping ear.)
Teacher: “Let’s hear the sound of our super ears.”
(Invite class: “Everyone cup your ear!” Cheer their effort.)

Teacher: “Fantastic! Let’s put all three together: eyes on speaker, quiet body, ears listening.”
(Have students practice for two seconds.)
Teacher: “Super listening, everyone!”


## 3. Game 1: Super Listener Simon Says (5 minutes)

Teacher: “We’re going to play a game called Super Listener Simon Says. Listen carefully to the cue words!”
Teacher: “If I say Super Listener first, you do the action. If I don’t say Super Listener, you stay still and listen.”

1. Teacher models: “Super Listener, touch your nose!”
   (Do it with students.)
2. Teacher: “Touch your head.”
   (Pause—students should stay still.)
   Teacher: “Yes! You listened carefully.”

Teacher: “Ready? Let’s play!”
(Call out a mix of commands for 3–4 minutes:)

• “Super Listener, clap your hands!”
• “Stand on one foot.”
• “Super Listener, spin around!”
• “Jump in place.”
• “Super Listener, pat your knees twice!”

Teacher: “Time to stop—freeze and use your super listening posture!”
(Count to 3 to let them freeze.)

Debrief:
Teacher: “How did you know when to move? (Pause for answers.) Which listening behavior helped you most? (Pause.)”
Teacher: “Exactly—listening for ‘Super Listener’ and using our ears listening superpower!”


## 4. Game 2: Scenario Response (3 minutes)

Teacher: “Now we’ll practice in real situations. I have our Listening Scenarios Cards.”
(Hold up the cards.)
Teacher: “Here’s our first scenario: ‘Your friend is telling you about their new toy at recess.’ What three behaviors will you show?”
(Give think time: 5 seconds. Then:)
Teacher: “Talk to your partner and tell them.”
(30 seconds partner talk.)
Teacher: “Who can share?”
(Call on 2 volunteers.)

Teacher: “Let’s act it out! Sarah, pretend to tell us about your toy. Max, show us eyes on speaker, quiet body, and ears listening.”
(Students act. Class watches.)
Teacher: “Awesome demonstration—thank you!”


## 5. Reflection & Closure (2 minutes)

Teacher: “Time to think: Which listening behavior was the easiest for you today? Hold up a thumbs up for that behavior.”
(Pause and look.)
Teacher: “Which was the hardest? Show me a thumbs down.”
(Pause.)
Teacher: “Great job everyone. Remember, listening is our superpower because it helps us learn, follow directions, and show respect. All day long—at carpet time, in line, and during lessons—use your eyes on speaker, quiet body, and ears listening!”

Teacher: “Give yourselves a big super listening clap!”
(Lead class in one clap.)
Teacher: “Lesson complete—super listeners dismissed!”

Listening Reflection Answer Key

This answer key provides exemplar student responses and teacher guidance for grading the Listening Reflection exit ticket. Use these examples to recognize thoughtful reflection and to support students in setting next-step listening goals.

1. Which listening behavior did you do best? (Circle one)

Exemplar Responses:

• Eyes on Speaker
• Quiet Body
• Ears Listening

Teacher Notes:

• Accept any single choice.
• A valid response is simply one behavior circled.
• If no behavior is circled or more than one is circled, prompt the student to choose one.

2. Which listening behavior was hardest? (Circle one)

Exemplar Responses:

• Quiet Body
• Eyes on Speaker
• Ears Listening

Teacher Notes:

• Accept any single behavior that the student identifies as most challenging.
• If the same behavior is circled for questions 1 and 2, check Q3 for explanation: the student may feel they both did best and hardest for the same behavior (e.g., it was easy for a moment, then got wiggly).

3. Why was this behavior easy or hard for you?

Exemplar Responses:

• “I chose Eyes on Speaker because I like looking at the teacher, and it helps me know when you are talking.”
• “Quiet Body was hard because I get excited and want to wiggle when we sing a song.”
• “Ears Listening was easy since I love hearing new stories and don’t want to miss any words.”

Teacher Notes:

• Look for a clear link between the chosen behavior and the student’s personal experience.
• Accept responses that reference focus (e.g., paying attention), physical control (e.g., staying still), or emotional factors (e.g., excitement).
• If a student gives a generic answer (“It was easy.”), prompt them: “Can you tell me more? What made it easy?”

4. One goal I have to be an even better super listener tomorrow is:

Exemplar Responses:

• “I will keep my quiet body for one extra minute during carpet time.”
• “I will practice eyes on speaker when my friend is talking at recess.”
• “I will use my ears listening so I don’t have to ask you to repeat directions.”

Teacher Notes:

• Goals should be specific and related to a single behavior.
• Look for measurable targets (e.g., length of time, particular situation).
• If a goal is too vague (e.g., “I will listen better”), help student refine: “Can you pick one behavior and say when or how long?”

Overall Scoring Guidance

• Complete Reflection (4 points): Student circles one behavior in Q1 and Q2, gives a clear reason in Q3, and writes a specific, measurable goal in Q4.
• Partial Reflection (2–3 points): Student completes most sections but provides a vague explanation or goal.
• Minimal Reflection (0–1 point): Student leaves sections blank or gives non-specific answers in Q3/Q4.

Use this rubric informally to guide feedback conversations and to plan support for students who need extra prompting.