Skip to content
Search
Log In
Search
Knowledge Base
Explore Resources
Materials Directory
Literacy Listens Podcast
Additional Practices
FAQs
About
Support
Knowledge Base
Explore Resources
Materials Directory
Literacy Listens Podcast
Additional Practices
FAQs
About
Support
Home
•
Resource Directory
•
Text Structure Reflection
Activity
Text Structure Reflection
Cost
Free
Skills
Reasoning
Text Structure
Grades
4-5
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.7
,
RI.8
,
RI.9
,
RL.1
,
RL.10
,
RL.2
,
RL.3
,
RL.5
,
RL.6
,
RL.9
,
SL.1
,
SL.2
,
SL.4
,
Speaking and Listening
What is it?
Students identify text structure elements of an expository text.
View the Resource
Est. Delivery Time
30 min
Training
No
Modifications
A
,
A & B
,
B
Instructional Setting(s)
1:1
,
Small Group
,
Whole Group
Ease of Use
Easy
Tier
Tier 1
Return to the Resource Directory
Something not working?
Click here to report a broken resource.
Similar Listening Comprehension Resources
Activity
Text Feature Find
Text Structure
Text Feature Find
Students identify various text features from an expository text
Grade Level(s)
4-5
Cost
Free
Assessment
CUBED-3 Narrative Language Measures (NLM)- Listening Subtest
Comprehension Monitoring
Grammar + Syntax
Vocabulary
CUBED-3 Narrative Language Measures (NLM)- Listening Subtest
This assessment can serve as a universal screener or benchmark assessment, and a progress monitoring measure.
Grade Level(s)
2-3
,
K-1
,
PK
Cost
Free
Routine
Scaffolds for Syntax Development
Grammar + Syntax
Scaffolds for Syntax Development
In this routine teachers engage in play-based interactions with students to foster syntactic development
Grade Level(s)
2-3
,
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).