Sound Sequence Worksheet

Name: ____________________ Date: ____________________

Instructions

Listen carefully as your teacher plays a sequence of 4 distinct sounds. After each sound, write its name or a short description in the space below.

1. Sound #1: ___________________________________________
   
   
   
2. Sound #2: ___________________________________________
   
   
   
3. Sound #3: ___________________________________________
   
   
   
4. Sound #4: ___________________________________________
   
   
   

Once you’ve listened twice, review your answers and make any changes if needed.

Reflection Questions

1. Which sound was easiest for you to remember? Why?

1. Which sound was hardest for you to remember? Why?

1. What strategy did you use to help yourself remember the order of sounds?

Keep this worksheet handy during our discussion of strategies. Refer back to your reflections when we talk about how to improve your listening and memory skills!

Quick Draw Prompt Cards

Use these cards for the 5-minute warm-up. Read each prompt aloud and give students 30 seconds to draw what they hear.

Prompts:

1. A bell ringing
   
   
   
2. Raindrops falling
   
   
   
3. A dog barking
   
   
   
4. Hands clapping
   
   
   
5. A car honking
   
   
   
6. Footsteps walking on gravel
   
   
   
7. A bird singing
   
   
   
8. A clock ticking
   
   
   
9. Waves crashing on a beach
   
   
   
10. A phone ringing
    
    
    

After drawing, invite a few volunteers to share their sketches and explain which sound details they focused on and why.

Listening Memory Game Cards

Print, cut apart, and shuffle these 16 cards. Lay them face down in a grid. Students take turns flipping two cards to find matching pairs (sound name ↔ sound description).

Sound Name Cards (8 cards)

1. Bell

1. Hands Clapping

1. Whistle

1. Dog Barking

1. Raindrops Falling

1. Phone Ringing

1. Clock Ticking

1. Bird Singing

Sound Description Cards (8 cards)

1. A bell ringing

1. Hands clapping

1. A whistle blowing

1. A dog barking

1. Raindrops falling

1. A phone ringing

1. A clock ticking

1. A bird singing

Directions for printing:

• Print on cardstock for durability.
• Cut along the lines to create individual cards.
• Optionally, laminate for reuse.
• Mix all cards together and place them face down in a grid on a table or floor.

Game Play:

• Students take turns flipping over two cards.
• If the flipped cards match (e.g., “Bell” and “A bell ringing”), the student keeps the pair and explains why it matches.
• If they don’t match, flip them back over and the next student takes a turn.
• Continue until all pairs are found.
• Celebrate the student with the most pairs and highlight strong listening skills!

Partner Role-Play Activity Guide

Objective: Practice active listening by following spoken directions and giving and receiving feedback.
Time: 10 minutes
Materials: Script Prompt Cards (see below), paper & pencil, Active Listening Checklist printed or posted.

Setup (2 minutes)

1. Pair students and assign roles: Speaker and Listener.
2. Give each Speaker one Script Prompt Card (cut apart ahead of time).
3. Provide each Listener with paper/pencil and a copy of the Active Listening Checklist.

Steps (8 minutes)

1. Speaker Reads Aloud
   • The Speaker reads their Script Prompt aloud, following each step slowly.
   • The Listener listens without interrupting, using their checklist to stay focused.
2. Listener Records
   • As the Speaker reads, the Listener writes or sketches key steps they hear, leaving space to show sequence.
3. Clarifying Questions
   • After reading, the Listener asks up to two brief questions to clarify anything they missed (e.g., “Did you say the rope goes under or over?”).
   • The Speaker answers clearly, modeling active listening.
4. Peer Feedback
   • The Listener reviews their notes/sketch with the Speaker.
   • Using the Active Listening Checklist, the Speaker points out one thing the Listener did well (e.g., “You made eye contact the whole time”) and one suggestion (e.g., “Next time, ask me to repeat a step if you’re unsure”).
5. Role Swap
   • Students switch roles and repeat with a new Script Prompt Card.

Script Prompt Cards

(Cut these apart and hand one to each Speaker.)

1. How to Tie Your Shoes
   a. Hold a lace in each hand.
   b. Cross the right lace over the left; pull tight.
   c. Make a loop (“bunny ear”) with one lace.
   d. Wrap the second lace around the loop, pull through, and tighten.
2. How to Draw a Simple House
   a. Draw a large square for the house base.
   b. Add a triangle on top for the roof.
   c. Draw a rectangle for the door in the middle of the square.
   d. Add two small squares for windows and a chimney on the roof.
3. How to Pack Your Backpack for School
   a. Place your textbooks and notebooks flat against the back.
   b. Add your pencil case on top of the books.
   c. Zip up the main compartment.
   d. Adjust both straps so the backpack sits snugly on your shoulders.
4. How to Brush Your Teeth
   a. Apply toothpaste to your toothbrush.
   b. Hold the brush at a 45° angle to your gums.
   c. Brush gently in small circles all around your mouth for 2 minutes.
   d. Rinse your mouth and the brush when finished.

Feedback Prompts

Use these sentence starters when giving peer feedback:

• “I noticed you were listening when…”
• “I liked how you…”
• “Next time, you could…”
• “I felt confident you heard me because…”

Encourage positive, specific feedback based on the Active Listening Checklist:

• Eyes on speaker
• Body facing speaker
• No interruptions
• Nod or give cues
• Asked clarifying questions

Variation: If time allows, challenge pairs to write their own two-step instructions for a partner to follow in the next session.

Cool-Down Reflection Cards

Use these cards at the end of Session 1 to help students reflect on their listening skills and set goals for improvement.

1. My Listening Strength
   I listened well when…
   
   
   
   
   
   
   

2. My Goal for Next Time
   Next time, I want to…
   
   
   
   
   
   
   

3. Helpful Strategy
   One strategy I used today was…
   It helped me by…
   
   
   
   
   
   
   
   
   
   
   
   

4. Favorite Activity
   My favorite part of today’s lesson was…
   Because…
   
   
   
   
   
   <br/

5. Checklist Self-Score
   On a scale of 1–5, I used the Active Listening Checklist…
   (1 = not at all, 5 = all the time)
   Score: ___
   One thing I did well:
   
   
   
   
   
   
   

Collect these cards or share in a round-robin to encourage discussion and positive feedback.

Paraphrase Sentence Worksheet

Name: __________________________ Date: __________________________

Directions

Read each sentence below. In the space provided, write a paraphrase in your own words. Do not copy the original wording exactly.

1. The weather forecast said it would rain all afternoon.

Paraphrase: ________________________________________________

2. Our team scored three goals and won the championship game.

Paraphrase: ________________________________________________

3. The science project needs to be submitted by Friday morning.

Paraphrase: ________________________________________________

4. Her dog loves to run around the park every evening.

Paraphrase: ________________________________________________

5. He borrowed his brother’s skateboard and practiced tricks after school.

Paraphrase: ________________________________________________

Reflection Questions

1. Which sentence was easiest to paraphrase? Why?
   
   
   
   
   
   
   

2. Which sentence was hardest to paraphrase? Why?
   
   
   
   
   
   
   

3. What strategy did you use to help you restate the sentences in your own words?
   
   
   
   
   
   
   

4. What will you focus on next time to improve your paraphrasing skill?
   
   
   
   
   
   
   

Keep this worksheet handy during our discussion and refer back to your reflections when setting your paraphrasing goals in the cool-down activity (Session2 Cool-Down Reflection Cards).

Session2 Echo Chain Prompt Cards

Use these cards for the 5-minute Echo Chain warm-up. Read each sentence aloud; the next student echoes it exactly, then adds one new word before passing it on.

Prompt Sentences (5–7 words each):

1. The cat jumped onto the soft pillow
2. My friend baked a chocolate chip cookie
3. Birds sang songs in the tall trees
4. He painted a colorful picture of flowers
5. We explored the hidden cave by flashlight
6. The dog chased the bouncing red ball
7. Our teacher told a funny classroom story
8. The sun peeked through the dark clouds
9. They found a treasure map in attic
10. I carried a heavy school backpack home

Directions:

• Shuffle the cards and hold them face down.
• Draw one card, read the sentence aloud.
• Student 1 repeats it exactly, then adds one word.
• Continue around the circle, each echoing and adding.
• After a full round, discuss how the sentence changed and strategies to keep key details accurate.

Session2 Paraphrase Memory Game Cards

Print, cut apart, and shuffle these 10 cards. Lay them face down in a grid. Students take turns flipping two cards to find matching pairs (original sentence ↔ paraphrase).

Original Sentence Cards (5 cards)

1. The weather forecast said it would rain all afternoon.
   
   
   
2. Our team scored three goals and won the championship game.
   
   
   
3. The science project needs to be submitted by Friday morning.
   
   
   
4. Her dog loves to run around the park every evening.
   
   
   
5. He borrowed his brother’s skateboard and practiced tricks after school.
   
   
   

Paraphrase Cards (5 cards)

6. It’s supposed to rain all afternoon according to the forecast.
   
   
   
7. Our team won the final match by scoring three goals.
   
   
   
8. You must turn in the science project before Friday morning.
   
   
   
9. Every evening, her dog enjoys running through the park.
   
   
   
10. After school, he used his brother’s skateboard to practice tricks.
    
    
    

Directions for Printing and Setup:

• Print on sturdy paper or cardstock for durability.
• Cut along the lines to create individual cards.
• Optionally, laminate for reuse.
• Mix all cards together and place them face down in a grid on a table or floor.

Game Play:

1. Students take turns flipping over two cards.
2. If the flipped cards match (e.g., original sentence and its correct paraphrase), the student keeps the pair and explains why it matches using the Paraphrasing Checklist.
3. If they don’t match, flip them back over and the next student takes a turn.
4. Continue until all pairs are found.
5. Celebrate listening and paraphrasing accuracy—highlight good restatements and careful matching!

Session2 Partner Paraphrase Activity Guide

Objective: Practice paraphrasing as an active listening strategy by restating spoken sentences in your own words and checking for accuracy.
Time: 10 minutes
Materials:

• Paraphrase Sentence Worksheet or Script Prompt Cards below
• Paraphrasing Introduction Slide Deck checklist printed or displayed
• Paper & pencil
• Timer or watch

Setup (2 minutes)

1. Pair students and assign roles: Speaker and Listener.
2. Provide each pair with either the Paraphrase Sentence Worksheet or one Script Prompt Card below.
3. Give the Listener a copy of the Paraphrasing Checklist from the slide deck.

Steps (8 minutes)

1. Speaker Reads
   • The Speaker reads their assigned sentence aloud, at a natural pace.
   • The Listener listens carefully without interrupting.
2. Listener Paraphrases
   • The Listener writes the sentence in their own words on paper, aiming for clarity.
   • Allow up to 1 minute for writing.
3. Check & Clarify

   • The Listener reads their paraphrase aloud.

   • The Speaker compares it to the original and uses the Paraphrasing Checklist to give feedback:
     • Did the paraphrase capture the main idea?
     • Were any key details missing or changed?

   • If something is unclear, the Listener may ask one brief question (e.g., “Did I get the time right?”).

4. Peer Feedback
   • Using feedback prompts, the Speaker shares:
     • One thing the Listener did well (e.g., “You kept the main idea about the forecast.”)
     • One suggestion for improvement (e.g., “Next time, include the part about ‘Friday morning.’”).
5. Role Swap
   • Students switch roles and repeat with a new sentence or card.

Script Prompt Cards

(Cut apart or display one per Speaker.)

1. The weather forecast said it would rain all afternoon.
2. Our team scored three goals and won the championship game.
3. The science project needs to be submitted by Friday morning.
4. Her dog loves to run around the park every evening.
5. He borrowed his brother’s skateboard and practiced tricks after school.

Feedback Prompts

• “I noticed you captured the main idea when you…”
• “You used your own words well by…”
• “Next time, you could include…”
• “I knew you understood because you said…”

Encourage listeners to refer back to the Paraphrasing Checklist:

• Listen without interrupting
• Identify main idea & details
• Restate in own words
• Ask “Did I get that right?”

Variation: Challenge pairs to create and swap their own two-sentence prompts for extra practice in the next session.

Session2 Cool-Down Reflection Cards

Use these cards at the end of Session 2 to help students reflect on their paraphrasing skills and set goals for improvement.

1. My Paraphrasing Strength
   I paraphrased well when…
   
   
   
   
   
   
   

2. My Goal for Next Time
   Next time, I want to…
   
   
   
   
   
   
   

3. Helpful Strategy
   One paraphrasing strategy I used was…
   It helped me by…
   
   
   
   
   
   
   
   
   
   
   
   

4. Favorite Activity
   My favorite part of today’s lesson was…
   Because…
   
   
   
   
   
   
   

5. Checklist Self-Score
   On a scale of 1–5, I used the Paraphrasing Checklist…
   (1 = not at all, 5 = all the time)
   Score: ___
   One thing I did well:
   
   
   
   
   
   
   

Collect these cards or share in a round-robin to encourage discussion and positive feedback.

Tone Detection Worksheet

Name: __________________________ Date: ________________________

Instructions

Listen to each short sentence your teacher will play or read. For each item, write down the emotion or tone you hear and list at least two vocal cues (pitch, volume, pace, etc.) that helped you decide.

1. Sentence #1: _________________________________________________
   Emotion/Tone: ____________________________________________
   Clues I heard: ____________________________________________
   
   
   

2. Sentence #2: _________________________________________________
   Emotion/Tone: ____________________________________________
   Clues I heard: ____________________________________________
   
   
   

3. Sentence #3: _________________________________________________
   Emotion/Tone: ____________________________________________
   Clues I heard: ____________________________________________
   
   
   

4. Sentence #4: _________________________________________________
   Emotion/Tone: ____________________________________________
   Clues I heard: ____________________________________________
   
   
   

5. Sentence #5: _________________________________________________
   Emotion/Tone: ____________________________________________
   Clues I heard: ____________________________________________
   
   
   

Reflection Questions

1. Which tone was easiest for you to identify? Why?
   
   
   
   
   
   
   
2. Which tone was hardest for you to identify? Why?
   
   
   
   
   
   
   
3. What listening strategy will you use next time to catch subtle tone cues?
   
   
   
   
   
   
   

Refer back to your notes when we discuss how to improve tone detection skills!

Emotion Warm-Up Cards

Use these cards for the 5-minute warm-up. Shuffle and place them face down. For each turn:

1. Draw a card and read the sentence aloud, using an exaggerated tone (happy, sad, angry, etc.).
2. Students listen for vocal cues (pitch, volume, pace, facial expression) and hold up an emotion card (e.g., 😊 happy, 😢 sad, 😠 angry, 😱 scared, 😲 surprised).
3. After each guess, discuss what voice clues helped identify the emotion.

Sentence Prompts:

1. “I can’t wait for recess!”
2. “I lost my favorite toy.”
3. “Stop that noise right now!”
4. “This ice cream is delicious.”
5. “I’m really scared of the dark.”
6. “Wow, that’s unbelievable!”
7. “I’m so tired.”
8. “Let’s be quiet, please.”
9. “That was a terrible mistake.”
10. “Hooray, it’s my birthday!”

Debrief Questions:

• Which vocal cue (pitch, volume, pace) was clearest for each emotion?
• How did your face or posture change when you spoke each line?
• Why is noticing tone important when we listen to others?

Tone Matching Game Cards

Print, cut apart, and shuffle these 16 cards. Lay them face down in a grid. Students take turns flipping two cards: one Sentence Card and one Emotion Label Card. If they match, the student keeps the pair and explains which vocal cues (pitch, volume, pace) helped them decide. If not, flip back and the next student goes. Continue until all pairs are found.

Sentence Cards (8 cards)

1. “I can’t believe you did that!”
2. “This is the best day ever!”
3. “I’m so sad I can’t go.”
4. “Be careful walking on the ice.”
5. “What a surprise to see you here?”
6. “I’m really scared of the thunder.”
7. “We won the game by two goals!”
8. “I don’t know what to think.”

Emotion Label Cards (8 cards)

1. Angry
2. Excited
3. Sad
4. Worried
5. Surprised
6. Scared
7. Happy
8. Confused

Directions for Printing and Setup:

• Print on sturdy paper or cardstock.
• Cut along the lines to create individual cards.
• Optionally, laminate for durability.
• Mix all cards together and place them face down in a grid.

Game Play:

1. Students take turns flipping one Sentence Card and one Emotion Label Card.
2. If the emotion matches the tone of the sentence (e.g., “This is the best day ever!” → Excited), the student keeps the pair and describes two cues they heard (pitch, pace, volume).
3. If they don’t match, flip both cards back over and the next student takes a turn.
4. Continue until all pairs are matched.
5. Celebrate correct matches and discuss any tricky sentences.

Session3 Tone Role-Play Activity Guide

Objective: Practice identifying and responding to emotion and tone in speech by role-playing real-life scenarios and giving peer feedback.
Time: 10 minutes
Materials:

• Emotion Prompt Cards (cut apart)
• Tone Detection Checklist printed or displayed
• Paper & pencil
• Timer or watch

Setup (2 minutes)

1. Pair students and assign roles: Speaker and Listener.
2. Give each Speaker one Emotion Prompt Card.
3. Provide each Listener with a copy of the Tone Detection Checklist and paper.

Steps (8 minutes)

1. Speaker Delivers Prompt
   • The Speaker reads their prompt sentence aloud, using the tone indicated on the card (e.g., sad, excited, angry, worried).
   • Encourage expression through voice (pitch, volume, pace) and facial/body cues.
2. Listener Listens & Notes
   • The Listener listens carefully without interrupting.
   • On paper, the Listener writes:
     • The emotion or tone they heard
     • Two vocal/body cues that signaled the emotion
     • A brief written or sketched response they might give (e.g., comforting words for sadness).
3. Listener Responds
   • The Listener speaks their response to the Speaker, showing they both understood the content and matched the emotional tone (e.g., “I’m so sorry you lost your drawing. That must feel upsetting.”).
4. Peer Feedback
   • Using the Tone Detection Checklist and these prompts, the Speaker gives feedback:
     • “I noticed you picked up on my tone when you said…”
     • “You used my words well and showed empathy by…”
     • “Next time, you could also comment on my volume or pace.”
5. Role Swap
   • Switch roles and repeat with a new Emotion Prompt Card.

Emotion Prompt Cards

(Cut these apart; each card shows a sentence and the tone to use.)

1. “I got a huge surprise gift!” — Excited
2. “I lost my new drawing.” — Sad
3. “Watch out, the floor is slippery!” — Worried
4. “How dare you take my pencil!” — Angry
5. “That roller coaster was amazing!” — Excited
6. “I can’t believe I failed the test.” — Sad
7. “We might be late for the movie.” — Worried
8. “You made my day so much better.” — Happy

Feedback Prompts

• “I noticed you heard the emotion when…”
• “You responded by matching the tone because…”
• “I knew you understood my feeling because you said…”
• “Next time, you could also mention my body language.”

Encourage positive, specific feedback and refer back to the Tone Detection Checklist:

• Pitch (high/low)
• Volume (loud/soft)
• Pace (fast/slow)
• Facial expressions & body language

Variation: Add a third role as an observer who notes one strong cue and one suggestion for improvement based on the checklist.

Session3 Cool-Down Reflection Cards

Use these cards at the end of Session 3 to help students reflect on their emotion and tone detection skills and set goals for improvement.

1. My Emotion Detection Strength
   I recognized tone well when…
   
   
   
   
   
   
   

2. My Goal for Next Time
   Next time, I want to…
   
   
   
   
   
   
   

3. Helpful Strategy
   One strategy I used to notice tone was…
   It helped me by…
   
   
   
   
   
   
   
   
   
   
   
   

4. Favorite Activity
   My favorite part of today’s lesson was…
   Because…
   
   
   
   
   
   
   

5. Checklist Self-Score
   On a scale of 1–5, I used the Tone Detection Checklist…
   (1 = not at all, 5 = all the time)
   Score: ___
   One thing I did well:
   
   
   
   
   
   
   

Collect these cards or share in a round-robin to encourage discussion and positive feedback.

Multi-Step Directions Worksheet

Name: __________________________ Date: __________________________

Directions

Your teacher will read two sets of instructions aloud twice. After each set, write each step in the order you heard it. Use the space provided.

Set A (4 Steps)

Read the following instructions aloud twice:

1. Stand up
2. Turn to face the board
3. Clap your hands twice
4. Sit back down

Write the steps you heard in order:

Step 1: ____________________________________________

Step 2: ____________________________________________

Step 3: ____________________________________________

Step 4: ____________________________________________

Set B (3 Steps)

Read the following instructions aloud twice:

1. Open your notebook
2. Write today’s date at the top
3. Answer Question 1 on the page

Write the steps you heard in order:

Step 1: ____________________________________________

Step 2: ____________________________________________

Step 3: ____________________________________________

Reflection Questions

1. Which set (A or B) was easiest to follow? Why?
   
   
   
   
   
   
   

2. Which set was hardest? Why?
   
   
   
   
   
   
   

3. What strategy did you use to keep track of each step?
   
   
   
   
   
   
   

4. What will you do next time to improve how you follow multi-step directions?
   
   
   
   
   
   
   

Refer back to your answers when we discuss strategies in class!

Step Sequence Prompt Cards

Use these cards for the 5-minute Simon Says Sequence warm-up. Shuffle the cards and place them face down. For each turn:

1. Draw a card and read the three-step instruction aloud in order.
2. Students listen carefully and perform each step in the exact sequence.
3. After each round, briefly discuss what helped them remember the order (visualization, repetition, note-taking).

3-Step Instruction Prompts:

1. Touch your head → Clap your hands twice → Stand up
2. Snap your fingers → Turn around → Sit back down
3. Pat your knees → Stomp your feet → Jump in place
4. Wave your hands → Nod your head → Spin once
5. Point to the ceiling → Cross your arms → Take one step back
6. Touch your toes → Look to the left → Smile big
7. Place hands on hips → Hop three times → Crouch down
8. Rub your stomach → Say “Hello!” → Point to the floor
9. Blink your eyes twice → Raise your right hand → Take a bow
10. Tap your shoulders → Shake your head “no” → Stand on one foot

Debrief Questions:

• Which cues (words or phrases) helped you keep track of the order?
• Did you use a mental picture or repeat the steps silently?
• How might you remember longer sequences in the future?

Direction Matching Game Cards

Print, cut apart, and shuffle these 16 cards. Lay them face down in a grid. Students take turns flipping two cards: one Instruction Card and one Sequence Card. If they match, the student keeps the pair and explains how they know the order. Continue until all pairs are found.

Instruction Cards (8 cards)

1. Touch your head → Clap your hands twice → Stand up

2. Snap your fingers → Turn around → Sit back down

3. Pat your knees → Stomp your feet → Jump in place

4. Wave your hands → Nod your head → Spin once

5. Point to the ceiling → Cross your arms → Take one step back

6. Touch your toes → Look to the left → Smile big

7. Place hands on hips → Hop three times → Crouch down

8. Rub your stomach → Say “Hello!” → Point to the floor

Sequence Cards (8 cards)

(Match these numbered lists to the instructions above)

1. 1. Touch your head
   2. Clap your hands twice
   3. Stand up
2. 1. Snap your fingers
   2. Turn around
   3. Sit back down
3. 1. Pat your knees
   2. Stomp your feet
   3. Jump in place
4. 1. Wave your hands
   2. Nod your head
   3. Spin once
5. 1. Point to the ceiling
   2. Cross your arms
   3. Take one step back
6. 1. Touch your toes
   2. Look to the left
   3. Smile big
7. 1. Place hands on hips
   2. Hop three times
   3. Crouch down
8. 1. Rub your stomach
   2. Say “Hello!”
   3. Point to the floor

Directions for Printing and Setup:

• Print on cardstock for durability.
• Cut along the lines to create individual cards.
• Optionally laminate for reuse.
• Mix all cards and place them face down in a grid.

Game Play:

1. Students take turns flipping one Instruction Card and one Sequence Card.
2. If the steps match in order, the student keeps the pair and explains the sequence.
3. If they don’t match, flip them back over and the next student takes a turn.
4. Continue until all pairs are found.
5. Celebrate strong skills in following multi-step directions!

Partner Directions Activity Guide

Objective: Practice giving and following multi-step oral directions to build sequencing and listening accuracy.
Time: 5 minutes
Materials:

• Script Prompt Cards (cut apart below)
• Multi-Step Directions Intro Slide Deck checklist printed or displayed
• Paper & pencil or sticky notes
• (Optional) Printed step-cards for each script

Setup (1–2 minutes)

1. Pair students and assign roles: Director and Follower.
2. Give each Director one Script Prompt Card.
3. Provide each Follower with paper/pencil (or a small stack of sticky notes) and access to the Directions Checklist from the slide deck.

Steps (3–4 minutes)

1. Director Reads Directions
   • The Director reads each step aloud slowly and clearly, pausing after each one.
   • The Follower listens without interrupting, using the checklist to stay focused.
2. Follower Records & Sequences
   • The Follower writes or draws each step on paper or sticky notes (one step per note).
   • After all steps are read, the Follower arranges their notes in the order they heard.
3. Teach-Back & Check
   • The Follower reads the steps back to the Director in sequence.
   • The Director confirms accuracy or clarifies any missing/misordered steps.
4. Peer Feedback
   • Using the checklist, the Director gives one positive comment and one suggestion (e.g., “You remembered all steps—great! Next time, ask me to repeat step 3 if it’s unclear.”).
5. Role Swap
   • Students switch roles, pick a new Script Prompt Card, and repeat.

Script Prompt Cards

(Cut these apart; each card lists 4 ordered steps.)

1. How to Wash Your Hands

1. Turn on the water at the sink.
2. Wet your hands and apply soap.
3. Scrub all parts of your hands for 20 seconds.
4. Rinse off the soap and dry with a towel.

2. How to Make a Peanut Butter & Jelly Sandwich

1. Place two slices of bread on a plate.
2. Spread peanut butter on one slice.
3. Spread jelly on the other slice.
4. Press the slices together and cut in half.

3. How to Sharpen a Pencil

1. Insert the pencil into the sharpener.
2. Hold the sharpener and turn the pencil gently.
3. Check the tip; repeat until it’s sharp.
4. Remove the pencil and discard shavings.

4. How to Charge a Tablet

1. Plug the charger into an electrical outlet.
2. Connect the cable to the tablet’s port.
3. Verify the charging icon appears on the screen.
4. Leave the tablet to charge for at least one hour.

Feedback Prompts

• “I liked how you…”
• “You followed ___ steps in the right order.”
• “Next time, you could ask me to repeat…”
• “I knew you heard me because you said…”

Encourage students to refer to the Directions Checklist:

• Listen to all steps first
• Visualize or jot quick notes
• Sequence accurately
• Check back with the speaker
• Ask questions if unsure

Session4 Cool-Down Reflection Cards

Use these cards at the end of Session 4 to help students reflect on their multi-step directions skills and set goals for improvement.

1. My Sequencing Strength
   I followed directions well when…
   
   
   
   
   
   
   

2. My Goal for Next Time
   Next time, I want to…
   
   
   
   
   
   
   

3. Helpful Strategy
   One strategy I used was…
   It helped me by…
   
   
   
   
   
   
   
   
   
   
   
   

4. Favorite Activity
   My favorite part of today’s lesson was…
   Because…
   
   
   
   
   
   
   

5. Checklist Self-Score
   On a scale of 1–5, I used the Directions Checklist…
   (1 = not at all, 5 = all the time)
   Score: ___
   One thing I did well:
   
   
   
   
   
   
   

Collect these cards or share in a round-robin to encourage discussion and positive feedback.

Session5 Listening Challenge Worksheet

Name: __________________________ Date: __________________________

This worksheet is your guide to record responses at each Listening Challenge station. Use keywords, bullet points, or quick sketches.

Station 1: Active Listening Sound Memory

You heard a sequence of 4 sounds. Write each sound you remember in order:

2. ____________________________________________




3. ____________________________________________




4. ____________________________________________

Reflection: Which sound was your favorite and why?

Station 2: Paraphrase Practice

Your team will read a sentence and restate it in your own words.

Original Sentence: ____________________________________________

Paraphrase: ____________________________________________

Quick Tip: Use your own words and check the main idea.

Station 3: Tone Detection

Listen to a short phrase and identify the emotion or tone.

Phrase: ____________________________________________

Detected Tone/Emotion: ____________________________________________

Clues I Heard (pitch, volume, pace):

Station 4: Following Multi-Step Directions

Your team will hear 3–4 steps. Write them in the correct order.

Prompt (first words of direction): _______________________________

Steps in Order:

Final Reflection

1. My strongest listening skill today:

2. One area I will focus on improving:

3. A strategy I’ll use in the future:

Great work! Use these notes to set goals for your next listening challenge.

Session5 Telephone Challenge Warm-Up Cards

Use these cards for the 5-minute Telephone Challenge. Shuffle and place them face down. For each round:

1. Student 1 draws a card, reads the sentence silently, and whispers it to Student 2.
2. Each student whispers what they heard to the next person in the circle.
3. The last student says the sentence aloud. Compare with the original card.
4. Discuss any changes and strategies for clearer listening and repeating.

Sentences:

1. The blue bird flew over the garden.
   
   
   
2. My backpack has five pencils inside.
   
   
   
3. We ate popcorn at the movie theater.
   
   
   
4. Sara found a shiny coin on the ground.
   
   
   
5. The dog chased the red tennis ball.
   
   
   
6. I lost my notebook in the cafeteria.
   
   
   
7. The teacher wrote the date on the board.
   
   
   
8. Tom’s new shoes are very comfortable.
   
   
   
9. They planted flowers around the school entrance.
   
   
   
10. Our soccer team scored the winning goal.
    
    
    

Debrief Questions:

• Which words changed most from start to finish?
• What made it hard to remember the full sentence?
• How can you listen and repeat more clearly next time?

Session5 Listening Olympics Game Cards

Print, cut apart, and shuffle these 10 cards. Lay them face down. In teams, students draw a card, read the quiz question aloud, discuss for 30 seconds, then share their answer. A correct answer earns a point. Continue until time is up or cards are gone—tally points to find the Listening Olympics champion!

Quiz Questions (10 cards):

1. Active Listening: Name two items from the Active Listening Checklist.
2. Paraphrasing: Restate this sentence in your own words: “The library opens at 8:15 AM on weekdays.”
3. Tone Detection: If someone speaks softly and slowly with a low pitch, which emotion might they be showing?
4. Following Directions: List three strategies you can use to follow multi-step directions accurately.
5. Active Listening: What should you do with your eyes during active listening?
6. Paraphrasing: Why is it helpful to ask “Did I get that right?” after paraphrasing?
7. Tone Detection: Which vocal cue (pitch, volume, or pace) tends to be higher when someone is excited?
8. Following Directions: Why is it important to listen to all steps before you start acting?
9. Active Listening: Give one example of a feedback cue (verbal or nonverbal) you can use.
10. Paraphrasing: What is the main difference between copying words exactly and paraphrasing?

Directions for Printing:

• Print on cardstock or sturdy paper.
• Cut into individual cards.
• Shuffle and place face down for game play.

Session5 Listening Stations Activity Guide

Use this guide to set up four stations where students apply their listening skills. Cut apart each Station Card below and place one at each station. Provide students with the Listening Challenge Worksheet and set a timer for 3–4 minutes per station. Rotate groups clockwise when time’s up.

Station 1: Active Listening Sound Memory

Materials: Audio device with 4 distinct sound clips (e.g., bell, clap, whistle, click), speakers or headphones, Listening Challenge Worksheet

Instructions:

1. Play the sequence of 4 sounds twice, pausing 2–3 seconds between each.
2. Students write each sound in order under Station 1 on their worksheet.
3. Team discusses which sound they remembered best and why.
4. Check answers by replaying the sequence at the end if time allows.

Station 2: Paraphrase Practice

Materials: One Original Sentence Card (see below), pencils, Listening Challenge Worksheet

Instructions:

1. Read the original sentence aloud as a team.
2. In the Paraphrase space under Station 2, write the sentence in your own words.
3. Compare your paraphrase to the original—ensure the main idea is accurate.
4. One student volunteers to share the best paraphrase and explains how they kept the main idea.

Original Sentence Cards (choose one or rotate):

• The cafeteria closes at 2:30 PM every weekday.
• Our class will plant seeds in the garden tomorrow.
• She found three seashells on the sandy beach yesterday.

Station 3: Tone Detection

Materials: One Emotion Prompt Card (see below), a volunteer speaker, Listening Challenge Worksheet

Instructions:

1. A team member reads the prompt aloud using the indicated tone.
2. In the Station 3 section, write the emotion/tone you heard and list two clues (pitch, volume, pace) that pointed to it.
3. Discuss as a group how different clues signaled the same emotion.

Emotion Prompt Cards (cut apart):

• “I can’t wait for summer break!” — Excited
• “I’m worried about the test tomorrow.” — Worried
• “That news made me so happy.” — Happy
• “Oh no, I forgot my homework.” — Sad/Worried

Station 4: Following Multi-Step Directions

Materials: One Multi-Step Direction Card (see below), paper/pencils or sticky notes, Listening Challenge Worksheet

Instructions:

1. Read the multi-step directions slowly and clearly once.
2. In the Station 4 section, write each step in the order you heard.
3. Swap sheets with another group for peer check—confirm the sequence matches the card.
4. If steps differ, discuss which cues (first/last words, sequence markers) help track order.

Multi-Step Direction Cards (choose one):

• How to water a plant:

  1. Fill a watering can with water.
  2. Place the can next to the plant pot.
  3. Pour water slowly until soil is damp.
  4. Put the can back in its spot.

• How to pack a lunch bag:

  1. Lay out your lunchbox on the table.
  2. Put your sandwich in first.
  3. Add fruit on one side and a snack on the other.
  4. Zip the lunchbox closed and carry it.

Teacher Tips:

• Post the Station Rules from the Culmination Intro Slide Deck in view.
• Encourage quick debriefs after each station: “What helped you most?”
• Use the timer to keep rotations smooth and maintain energy.
• Collect worksheets at the end for review and feedback.

Good luck, Super Listeners! Your teamwork and focus will make these stations a success.

Session5 Cool-Down Reflection Cards

Use these cards at the end of Session 5 to help students reflect on their listening journey and set goals for the future.

1. My Strongest Listening Skill
   I was best at…
   
   
   
   
   

2. One Area for Growth
   Next time, I want to improve…
   
   
   
   
   

3. A Strategy I’ll Keep Using
   One strategy that helped me today was…
   It worked because…
   
   
   
   
   
   
   

4. My Favorite Station
   The station I enjoyed most was…
   Because…
   
   
   
   
   

5. Checklist Self-Score
   On a scale of 1–5, I used my listening checklists…
   (1 = not at all, 5 = all the time)
   Score: ___
   One thing I did well:
   
   
   
   
   
   
   

Collect these cards or share in a round-robin to celebrate progress and encourage positive feedback.