B. Foundations of Language · Listening, Speaking and Word PowerListening in Discussions: Showing Interest, Digging Deeper, Responding
B1.1 A1.1About 40 minutes
Learning goals- I can show interest in what a speaker says at the right times, without interrupting.
- I can ask follow-up questions that encourage a speaker to elaborate (say more and explain).
- I can respond to someone's idea by naming it, linking to it and adding my own thinking.
- I can help a group discussion stay on topic and give everyone a turn.
Words to know
elaborate
To say more about an idea: add details, reasons or examples.
follow-up question
A question that grows out of what the speaker just said, to dig deeper.
respond
To answer or react to what someone said.
evidence
Facts, examples or details that show why an idea is true.
on topic
Talking about the subject the group is discussing, not something else.
discussion
A conversation where people share and think about ideas together.
Remember from Grade 4
In Grade 4 you asked open questions (ones that can't be answered with yes or no), and you learned to build on, agree with, or politely disagree with other people's ideas. In Grade 5 you'll make your listening even stronger: you'll show interest at the right moments, ask follow-up questions that dig deeper, and give responses that connect clearly to what others said.
Let's start with a puzzle
Imagine two friends talking.
Sam: "We saw a beaver lodge at the provincial park!"
Friend A: "Cool. I got new hockey skates."
Friend B: "A real beaver lodge? What did it look like up close?"
Which friend was really listening? Friend B! Friend B showed interest ("A real beaver lodge?") and asked a question that helps Sam say more. Friend A changed the subject. Good listeners make speakers feel heard, and they help the whole conversation grow.
1. Show interest at the right times
A listener can show interest without stopping the speaker:
- Look toward the speaker and nod now and then.
- Use tiny sounds or words during a pause: "Mm-hmm." "Wow." "Really?"
- Keep your hands and body still, not fiddling with a pencil.
The key words are at the right times. Wait for a pause or the end of a sentence before you speak. If you have a question in the middle, hold it in your head (or jot one word) until the speaker finishes.
2. Ask follow-up questions that dig deeper
In Grade 4 you asked open questions. A follow-up question goes one step further: it grows out of exactly what the speaker just said.
| Kind of follow-up | It asks the speaker to... | Example |
|---|
| Reason | explain why | "What makes you think the field is better than the gym?" |
| Evidence | show how they know | "Where did you find that fact about polar bears?" |
| Example | give a picture of the idea | "Can you give us an example of a time that happened?" |
| Clarify | explain a word or part that was unclear | "When you said recycle more, what exactly would we do?" |
| Connect | link to something else | "How is that like what Jordan said earlier?" |
| Imagine | think ahead | "What might happen if we tried that in winter?" |
3. Respond so others can follow: name, link, add
In a group discussion, a strong response connects to the person before you. Try three steps:
For example: "Maya said the library should be open at recess. (name) I agree, (link) because on freezing-rain days there's nowhere quiet to read. (add)"
You can also disagree respectfully: "Maya said the library should be open at recess. I see it a bit differently, because the librarian has lunch then. Maybe it could open for half of recess?" You disagree with the idea, never the person.
4. Help the group
- Stay on topic. If the talk drifts, say: "Can we get back to the question about the field trip?"
- Share the airtime. If you've spoken a lot, let others go. Invite quiet people: "Ali, what do you think?"
- Notice the speaker's feelings. If someone shares something personal, respond kindly: "That sounds hard. Thanks for telling us."
Worked exampleLet's study a discussion
A Grade 5 group is talking about the question: Should our class plant a pollinator garden in the spring?
Leo: "I think we should, because bees need flowers."
Ana: "Mm-hmm." (nods)
Ana: "Leo, what makes you say bees need our garden? There are lots of flowers already."
Leo: "Our science book says many wild bees are losing places to feed, and our schoolyard is mostly grass."
Priya: "Leo said our yard is mostly grass. I agree, and I'd add that a garden would give our class a place to observe insects for science."
Max: "Hey, did anyone watch the game last night?"
Priya: "Let's save that for recess. Max, what do you think about the garden?"
- Showing interest: Ana says "Mm-hmm" and nods at a pause in Leo's talk, without interrupting.
- Follow-up question: Ana asks "what makes you say bees need our garden?" This asks for a reason, and it uses Leo's own idea.
- Elaborating: Leo answers with evidence from the science book.
- Responding: Priya names Leo's idea ("Leo said our yard is mostly grass"), links ("I agree") and adds a new reason (observing insects).
- Helping the group: Max goes off topic. Priya kindly brings the group back and invites Max in.
Ana, Leo and Priya used all the Grade 5 listening skills: showing interest, asking a follow-up question, elaborating with evidence, responding with name-link-add and keeping the group on topic.
Just for funWhy are owls such good listeners?
Because they give every speaker their full hoo-tention!
Hold that thought!
If you think of something while someone is talking, write one key word on a sticky note or scrap of paper. Then you can stop worrying about forgetting it and keep listening.
Hands-on activityDinner-table talk show
You need: a family meal or snack time, a small object to pass (like a wooden spoon or a mitten) and a sheet of paper.
- Pick a question everyone can answer, for example: What's the best season in Canada, and why? or If you could visit any province or territory, which one?
- Only the person holding the object talks. Everyone else shows interest with nods and eye contact.
- When the speaker finishes, the next person must first ask one follow-up question to the speaker, or respond with name, link, add.
- Keep a tally on the paper: one mark for each follow-up question and one for each name-link-add response.
- At the end, talk about it: Which question got the most interesting answer? Did anyone feel interrupted?
What to look for: your child waits for the speaker to finish, uses the speaker's words in the follow-up question, and gives a reason when responding.
Your turn
1Your friend says, "I went ice fishing with my aunt on the weekend." Write a follow-up question that asks them to elaborate.
Examples: "What was the hardest part of ice fishing?", "How did you keep warm out on the ice?", "What did you catch?" A good follow-up uses their words (ice fishing, aunt) and can't be answered with just yes or no.
2Name two ways to show interest without interrupting.
Any two: nod, look toward the speaker, say "mm-hmm" or "wow" during a pause, keep your body still and turned toward them.
3What are the three steps of a strong response?
Name the idea you heard, link to it (agree or disagree), then add your own thinking.
4Is this a follow-up asking for a reason, evidence or an example? "How do you know that maple trees need freezing nights to make sap run?"
Evidence. It asks how they know: where the fact came from.
5A classmate starts talking about a video game during a discussion about the class trip. What could you say?
Example: "That sounds fun. Can we get back to the trip question for now?" It's polite and brings the group back on topic.
6Rewrite this response to use name, link, add: "No. Winter is the best." (The last speaker, Jada, said summer is the best season.)
Example: "Jada said summer is the best season. I see it differently, because winter has skating, sledding and snow forts."
7Why should you wait for a pause before asking your question?
So you don't interrupt the speaker. They may be about to answer your question, and interrupting can make them lose their train of thought or feel you weren't really listening.
More practice: warm-up
1What does elaborate mean?
To say more: add details, reasons or examples.
2True or false: A good listener plans their own answer the whole time someone is talking.
False. A good listener focuses on what the speaker is saying, and jots a key word if needed.
3Turn this into an open question: "Did you like the movie?"
Example: "What part of the movie did you like best?"
4Give one polite way to start disagreeing.
Examples: "I see it a bit differently...", "I respect your idea, but...", "Another way to look at it is..."
5What could you say to invite a quiet person into a discussion?
Example: "Sophie, what do you think?" or "We haven't heard from Sophie yet."
More practice: on your own
1A classmate says, "Recycling is important." Write a follow-up that asks for an example.
Example: "Can you give an example of something our class could recycle?" It asks the speaker to make their idea concrete.
2Which response is better, and why? A: "Yeah, me too." B: "Omar said we need more benches. I agree, because older people at the park need a place to rest."
B. It names Omar's idea, links ("I agree") and adds a reason. A shows agreement but adds nothing new.
3Your friend is telling a sad story about losing her cat. What kind of response fits best?
A kind, caring response, for example "That sounds really hard. I'm sorry." When someone shares feelings, notice the feeling before asking questions.
4Which follow-up is a clarify question: A: "Why do you like it?" B: "What do you mean by 'eco-friendly'?"
B. It asks the speaker to explain a word that was unclear. A asks for a reason.
5Leo talked for five minutes and two group members haven't spoken yet. What should Leo do?
Share the airtime: stop and invite the others, for example "What do you two think?" Every voice helps the group think better.
Challenge
1Write two different follow-up questions to this statement, each asking for something different (say which kind): "I think every school should have a hockey rink."
Examples: Reason: "Why do you think a rink would help students?" Imagine: "What would happen to the rink in spring when it melts?" Other kinds also work, such as evidence ("Do any schools have one?"). Each question must use the speaker's idea and ask for a different kind of elaboration.
2In a discussion, Noor says, "We should have fewer tests." Write a respectful response that disagrees and then suggests a middle idea.
Example: "Noor said we should have fewer tests. I see it a little differently, because tests show the teacher what we need help with. Maybe we could have shorter quizzes instead of big tests?" It names the idea, disagrees with the idea (not the person), gives a reason and offers a compromise.
3Explain how listening skills help you in other subjects, such as science or math. Give one example.
Example: In math, when a classmate explains how they solved a problem, asking "How did you know to multiply?" helps me learn a new strategy. In science, asking a partner for evidence helps us check if our conclusion is right. Listening well helps us learn from each other in every subject.
Quiz
1. Which is a follow-up question that asks the speaker to elaborate?
2. When is the best time to ask your question?
3. Which response uses name, link, add?
5. The group is drifting off topic. What is a polite thing to say?
6. Which shows interest without interrupting?
Big idea (B1.1): In Grade 5, students show interest at appropriate times, ask questions that encourage a speaker to elaborate, and respond to others' contributions in group discussions. This lesson also connects to A1.1 (transferable skills such as communication and collaboration).
How to help at home:
- Model follow-up questions at meals: instead of "How was school?", ask "What was something you disagreed with today?" and then follow up on the answer.
- Practise name, link, add when your family makes a decision together (where to go on a weekend, what to cook).
- Praise specific listening behaviour: "You waited until I finished, and your question showed you were listening."
Common difficulties:
- Interrupting with a great idea. Offer a sticky note to jot one key word.
- Responses that only agree ("me too"). Ask "And what would you add?"
- Disagreeing with the person instead of the idea. Model: "I see it differently because..."
- Some children find eye contact uncomfortable, and expectations about eye contact vary between families and cultures. Facing the speaker and nodding also show interest.