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    Listening Rubric

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    api-251729227

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    © All Rights Reserved
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    Listening Rubric

    Uploaded by

    api-251729227
    447 views1 page

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    listening rubric

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    447 views1 page

    Listening Rubric

    Uploaded by

    api-251729227

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    © All Rights Reserved
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    Listening Rubric Division 1 Page 1/1

    Inclusive Education
    Planning Library
    Listening Rubric Division 1
    For each skill listed below, read the three statements and select the one that best describes this
    students current level of performance for listening. Use this information to determine a starting point
    for choosing strategies and supports the student will need to be successful.
    Listening
    Profcient Approaching profciency Limited
    Attends to speaker
    Follows established classroom
    courtesies; e.g., waits for speaker to
    fnish talking, looks at speaker.
    Acknowledges the speaker through
    appropriate eye contact and appropriate
    verbal responses when called upon.
    With prompts, is beginning to focus on
    the speaker.
    Demonstrates interest
    Demonstrates interest in what is being
    said by asking questions, making com-
    ments and responding to ideas.
    Demonstrates attention to what is being
    said through facial expressions and
    responses.
    Is beginning to demonstrate initial
    awareness of what is being said through
    facial expressions and gestures.
    Understands vocabulary
    Demonstrates understanding of a vari-
    ety of descriptive and subject-specifc
    vocabulary.
    Demonstrates understanding of a range
    of general and descriptive vocabulary.
    With visual supports, is beginning to
    demonstrate understanding of a small
    number of familiar words.
    Understands sentences
    Demonstrates understanding of the
    main idea in compound and complex
    sentences on both familiar and
    unfamiliar topics.
    Demonstrates understanding of the gist
    of simple sentences on familiar topics.
    Is beginning to demonstrate
    understanding of single, familiar words
    used in sentences.
    Follows directions
    Follows multistep oral directions related
    to both familiar and unfamiliar tasks.
    Follows two-step oral directions related
    to familiar tasks.
    With models and prompts, is beginning
    to follow one-step oral (or visual/signed)
    directions related to familiar tasks.
    Understands questions
    Demonstrates understanding of open-
    ended questions about familiar topics.
    Demonstrates understanding of basic
    questions (what, when, where, who, how
    many) related to familiar topics.
    With models and prompts, is beginning
    to demonstrate understanding of basic
    questions.
    Asks for clarifcation
    Clarifes understanding by asking spe-
    cifc questions.
    Requests more information using
    familiar phrases.
    Is beginning to use gestures or single
    words to request information, questions
    or statements to be repeated.

    Inclusive Education Library / 2012
    Making a
    Difference
    for all
    Students
    Student Name ___________________________ Date _____________________
    Profcient = universal strategies and supports
    Approaching profciency = targeted strategies and supports
    Limited = specialized strategies and supports

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