teaching resource

Listen, Comprehend and Colour Worksheets

  • Updated

    Updated:  10 Jun 2021

A listening comprehension exercise and art activity rolled into one.

  • Non-Editable

    Non-Editable:  PDF

  • Pages

    Pages:  11 Pages

  • Curriculum
  • Years

    Years:  2 - 4

Curriculum

  • VC2E1LY12

    Use comprehension strategies, such as visualising, predicting, connecting, summarising and questioning, and draw on learnt vocabulary and growing knowledge of context and text structures to build literal and inferred meanings <ul> <li>identifying information and details from spoken informative texts</li> <li>building topic knowledge and learning new vocabulary before and during reading</li> <li>making predictions from the cover, from illustrations and at points in the text before reading on, and confirming and adjusting understanding after reading</li> <li>drawing inferences and explaining inferences using clues from the text</li> <li>making connections with existing knowledge and personal experiences</li> </ul>

  • VC2E2LY10

    Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, and begin to analyse texts by drawing on a growing knowledge of context and text structures to build literal and inferred meanings <ul> <li>listening for specific information and providing key facts or points from an informative or persuasive text</li> <li>listening and responding to detailed instructions</li> <li>integrating information from print, images and prior knowledge to make supportable inferences</li> <li>identifying the main idea of a text • predicting vocabulary that is likely to be in a text, based on the topic and the purpose of the text; for example, predicting that ‘station’ and ‘arrive’ would be in a text recounting a train journey</li> <li>using prior knowledge to make and confirm predictions when reading a text</li> <li>using graphic organisers to represent the connections between characters, order of events or sequence of information</li> </ul>

  • VC2E3LY10

    Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to analyse texts by drawing on a growing knowledge of context, text structures and language features to build literal and inferred meanings <ul> <li>making predictions about a text, drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic</li> <li>identifying important ideas, events or details in texts</li> <li>learning new content from reading and listening, and asking questions to expand understanding</li> <li>comparing and contrasting how different texts present similar ideas or information</li> <li>drawing inferences, using evidence from the text and prior knowledge and experience; for example, making predictions about a character's likely actions or about the content of tabbed pages on a website</li> <li>determining the relevance of a text for a particular task</li> </ul>

  • VC2E4LY01

    Use interaction skills to gather information in order to carry out tasks, contribute to discussions, acknowledge another opinion, link a response to the text or topic, and share and extend ideas and information <ul> <li>making notes about a task, asking questions to clarify or follow up information, and seeking assistance if required</li> <li>developing speaking and listening behaviours, including acknowledging and extending others’ contributions, and presenting ideas and opinions clearly and coherently</li> </ul>

  • VC2E4LY09

    Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to expand topic knowledge and ideas, and begin to evaluate texts to build literal and inferred meanings <ul> <li>making connections between information in print, images and sound</li> <li>reading or listening for key topic-specific vocabulary words to build understanding</li> <li>reading or listening to interpret the main idea and supporting ideas</li> <li>identifying evidence and reasoning used by authors to support points or arguments</li> <li>applying self-monitoring strategies such as re-reading, pausing and questioning, and self-correction strategies such as confirming and cross-checking</li> <li>connecting the use of colours, images, symbols and patterns in texts by Aboriginal and Torres Strait Islander authors and illustrators</li> <li>evaluating an author’s use of evidence to support arguments</li> </ul>

  • Listen, Comprehend and Colour Worksheets teaching resource
  • Listen, Comprehend and Colour Worksheets teaching resource
  • Listen, Comprehend and Colour Worksheets teaching resource
  • Listen, Comprehend and Colour Worksheets teaching resource
teaching resource

Listen, Comprehend and Colour Worksheets

  • Updated

    Updated:  10 Jun 2021

A listening comprehension exercise and art activity rolled into one.

  • Non-Editable

    Non-Editable:  PDF

  • Pages

    Pages:  11 Pages

  • Curriculum
  • Years

    Years:  2 - 4

A listening comprehension exercise and art activity rolled into one.

Do you sometimes get frustrated with your students’ deficient listening skills? Maybe it’s time to find a resource that provides listening practice in a fun way! A task that only involves listening can be boring, but when we pair it with an art activity, it can become much more appealing.

This activity is not your average colouring sheet! The resource includes:

  • a choice of four pictures for students to colour and decorate
  • 4 short texts with related listening comprehension questions for the teacher to read
  • multiple choice answer sheets for students to use.

How Does This Listening Exercise Work?

  1. Give a multiple choice answer sheet to each student. (It does not matter if students have different answer sheets).
  2. Select a text to read to the class. Stress that this is a listening activity and forewarn students that you will be asking them comprehension questions after reading the text. At no point do the students see the text, the questions, or the multiple choice answers written as words.
  3. A sample pattern has been drawn beside each multiple choice option on the answer sheet. Students listen to the questions, then circle the correct answer on their answer sheet. It is important to note that no inferring is required, students need to focus solely on what they hear in each story. The correct answer to each question is written in bold on the teacher’s script.
  4. Mark the answer sheet together. The patterns that correspond to the correct answers are used in the next step of the activity.
  5. Give a colouring template to each student. (It does not matter if students have different templates).
  6. Students use the correct answers to determine which pattern they will place in each section of their colouring template.
  7. Students colour the rest of the template as they wish.

More detailed instructions are included in the resource.

Read more about Speaking and Listening activities on our blog 10 Activities for Developing the Skills of Speaking and Listening.

If you’re looking for other resources that foster listening comprehension, try:

Image of True or False? Active Listening Exercises

teaching resource

True or False? Active Listening Exercises

Improve listening skills in the classroom with an engaging True or False Active Listening Activity.

Teach Starter Publishing1 pageYears: F - 3

Curriculum

  • VC2E1LY12

    Use comprehension strategies, such as visualising, predicting, connecting, summarising and questioning, and draw on learnt vocabulary and growing knowledge of context and text structures to build literal and inferred meanings <ul> <li>identifying information and details from spoken informative texts</li> <li>building topic knowledge and learning new vocabulary before and during reading</li> <li>making predictions from the cover, from illustrations and at points in the text before reading on, and confirming and adjusting understanding after reading</li> <li>drawing inferences and explaining inferences using clues from the text</li> <li>making connections with existing knowledge and personal experiences</li> </ul>

  • VC2E2LY10

    Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, and begin to analyse texts by drawing on a growing knowledge of context and text structures to build literal and inferred meanings <ul> <li>listening for specific information and providing key facts or points from an informative or persuasive text</li> <li>listening and responding to detailed instructions</li> <li>integrating information from print, images and prior knowledge to make supportable inferences</li> <li>identifying the main idea of a text • predicting vocabulary that is likely to be in a text, based on the topic and the purpose of the text; for example, predicting that ‘station’ and ‘arrive’ would be in a text recounting a train journey</li> <li>using prior knowledge to make and confirm predictions when reading a text</li> <li>using graphic organisers to represent the connections between characters, order of events or sequence of information</li> </ul>

  • VC2E3LY10

    Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to analyse texts by drawing on a growing knowledge of context, text structures and language features to build literal and inferred meanings <ul> <li>making predictions about a text, drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic</li> <li>identifying important ideas, events or details in texts</li> <li>learning new content from reading and listening, and asking questions to expand understanding</li> <li>comparing and contrasting how different texts present similar ideas or information</li> <li>drawing inferences, using evidence from the text and prior knowledge and experience; for example, making predictions about a character's likely actions or about the content of tabbed pages on a website</li> <li>determining the relevance of a text for a particular task</li> </ul>

  • VC2E4LY01

    Use interaction skills to gather information in order to carry out tasks, contribute to discussions, acknowledge another opinion, link a response to the text or topic, and share and extend ideas and information <ul> <li>making notes about a task, asking questions to clarify or follow up information, and seeking assistance if required</li> <li>developing speaking and listening behaviours, including acknowledging and extending others’ contributions, and presenting ideas and opinions clearly and coherently</li> </ul>

  • VC2E4LY09

    Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to expand topic knowledge and ideas, and begin to evaluate texts to build literal and inferred meanings <ul> <li>making connections between information in print, images and sound</li> <li>reading or listening for key topic-specific vocabulary words to build understanding</li> <li>reading or listening to interpret the main idea and supporting ideas</li> <li>identifying evidence and reasoning used by authors to support points or arguments</li> <li>applying self-monitoring strategies such as re-reading, pausing and questioning, and self-correction strategies such as confirming and cross-checking</li> <li>connecting the use of colours, images, symbols and patterns in texts by Aboriginal and Torres Strait Islander authors and illustrators</li> <li>evaluating an author’s use of evidence to support arguments</li> </ul>

Teach Starter Publishing

Teach Starter Publishing

We create premium quality, downloadable teaching resources for primary/elementary school teachers that make classrooms buzz!

4 Comments

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  • maree binns
    ·

    I would love to use this resource but I can't locate the student text sheets. The text sheets with multi choice have the answer in bold. have i missed there location?

    • Brittany Collins
      ·

      Hi Maree! Thanks for reaching out! This activity is solely a listening comprehension exercise where the teacher reads the short text and answer choices. Students then mark the correct answer on their answer sheet and use the patterns to fill in the colouring sheet. Feel free to reference the directions page on the resource for further information. Hope this helps!

  • Sandra Murphy
    ·

    I can't actually work this activity out? I have asked 2 other teachers at school also

    • Holly (Teach Starter)
      ·

      Hi Sandra, the purpose of this resource is to test your students' listening skills. We have step-by-step instructions above, as well as a more detailed explanation of how to use this resource available in the resource download. Can I ask what part you are finding difficult to understand? That way we can help you understand that bit. Looking forward to hearing from you!

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