TESL 428 Listening Assessment

Extensive Listening
Grade Level: 1st Grade
WIDA Level: 4
WIDA Standards: Standard 5: The Language of Social Studies
SOL Standard: 1.6 The student will describe how the location of his/her community, climate, and
physical surroundings affect the way people live, including their food, clothing, shelter, transportation,
and recreation.
Purpose: To assess the student's ability to infer situations, participants, and goals using real world
knowledge and predict outcomes based on events and ideas they hear described
Objective: The students will infer situations and predict outcomes by answering questions about the
communities described.
Note: Students will listen to 1-2 minute radio news clips that I have created and recorded (typed out
below) about how different locations of communities, climates, and physical surroundings affect the
way people live, including their food, clothing, shelter, transportation, and recreation. (Communicative
Stimulus Response Task)
Directions: Carefully listen to two radio clip recordings about different communities and what its like
there. Make sure to pay attention to what you hear about the climate and how it affects the activities,
transportation, and food they have in the setting! After you listen to the short clip, you will circle the
best answer to the question. (Questions will be written on the response sheet but will also be read
aloud verbally, for students who are unable to read) (2 points each)
Assessment Items:
Radio News Clip #1: I am here in Virginia on a very cold and snowy morning. It is the first day of
February. People are dressed in warm clothes such as jackets, hats, and gloves. There are no bikes
or runners out today, so people must be using other types of transportation to get to places such as
work and school because of the cold weather. It is too cold for sports or games outside, so hopefully
there are games to play inside or I find winter clothes to bundle up in so I can ski, ice skate, or sled
later! If I do an activity like that, I will need something like hot chocolate to warm me up after!
Question 1: What season is it?

A.

B.

C.

D.

Question 2: Which type of transportation would you NOT want to use there?

A.

B.

C.

D.

Question 3: What kind of activities could people do if they were in this location outside?

A.

B.

C.

D.

Radio News Clip #2: We are here in Florida on a nice, sunny day. School is out of session for two
months and people are dressed for the season. Since the weather is so nice, people are using
outdoor ways of transportation to get to different places. We are five minutes away from the Atlantic
Ocean so itll be a great day to spend at the beach and play in the water with friends! I am also
excited to go fishing later today and catch fish to cook and eat with my family for dinner. Its going to
be a great day!
Question 1: What season is it?

A.

B.

C.

D.

Question 2: What kind of activities could people do there today?

A.

B.

C.

D.

Question 3: What kind of food or drinks would people eat there?

A.

B.

C.

D.

After students have listened to the 2 radio clips and answered the questions, ask the students which
community they would want to live in and to explain their reasoning behind their choice. They can
answer to the question verbally but this shows their ability to analyze situations and connect the
information to their real lives, which works on the development of macro skills. (3 points)

References
Brown, H. D., & Abeywickrama, P. (2010). Language assessment: Principles and classroom practices
(2nd ed.). White Plains, NY: Pearson Education.
World- Class Instructional Design and Assessment (WIDA), Performance Definitions (2012).
Performance definitions: Listening and reading grades K-12.Retrieved from
https://www.wida.us/standards/eld.aspx
Virginia Department of Education. (2008). History and social science ESS sample lesson plans.
Retrieved from
http://www.doe.virginia.gov/testing/sol/scope_sequence/history_socialscience_scope_sequenc
e/2008/scopeseq_histsoc1.pdf