Skip to content
Log In
Sign Up
Knowledge Base
Learning Modules
Additional Practices
Materials Directory
Literacy Listens Podcast
About
About
FAQs
Support
Knowledge Base
Learning Modules
Additional Practices
Materials Directory
Literacy Listens Podcast
About
About
FAQs
Support
Home
•
Resource Directory
•
Comprehension Instructional Routines
Routine
Comprehension Instructional Routines
Cost
Free
Skills
Comprehension Monitoring
Inference
Perspective Taking
Text Structure
Grades
2-3
,
4-5
,
6-8
,
9-12
,
K-1
Standards
L.3
,
Language
,
NC ELA Anchor Standards
,
Reading for Information
,
Reading for Literature
,
RI.1
,
RI.10
,
RI.2
,
RI.3
,
RI.5
,
RI.6
,
RI.8
,
RI.9
,
RL.1
,
RL.10
,
RL.2
,
RL.3
,
RL.5
,
RL.6
,
RL.7
,
RL.8
,
RL.9
,
SL.1
,
SL.2
,
SL.3
,
SL.4
,
Speaking and Listening
What is it?
View the Resource
Est. Prep Time
N/A
Est. Delivery Time
N/A
Training
No
Modifications
A
,
A & B
,
B
Instructional Setting(s)
Ease of Use
Easy
Tier
Return to the Resource Directory
Something not working?
Click here to report a broken resource.
Similar Listening Comprehension Resources
Activity
Word Wrap
Grammar + Syntax
Vocabulary
Word Wrap
Students practice describing target words from a text, using them in sentences, and identifying their opposites.
Grade Level(s)
2-3
Cost
Free
Activity
Up with Words
Grammar + Syntax
Vocabulary
Up with Words
Students define and generate words for synonyms that are often overused.
Grade Level(s)
4-5
Cost
Free
Assessment
Qualitative Reading Inventory (Seventh Edition)
Comprehension Monitoring
Grammar + Syntax
Inference
Perspective Taking
Vocabulary
Qualitative Reading Inventory (Seventh Edition)
The Qualitative Reading Inventory (Seventh Edition) (QRI-7) assesses students’ literacy skills through graded word lists, leveled-passages, and explicit and implicit questions following oral and silent reading.
Grade Level(s)
2-3
,
4-5
,
6-8
,
9-12
,
K-1
,
PK
Cost
Free
No resources found
Back to the Resource Directory
Report a broken resource link
Name
Email Address
Broken Resource
Submit
This resource requires the following modifications to explicitly target listening comprehension:
shift the burden of decoding/encoding onto the educator (i.e., the educator should read/write instead of the student(s)).
shift the avenue of critical thinking from writing to discussion (i.e., instead of students writing they should discuss).