ALEX Learning Activity


Summarize Active Listening With Digital Sources!

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

You may save this Learning Activity to your hard drive as an .html file by selecting “File”,then “Save As” from your browser’s pull down menu. The file name extension must be .html.
  This learning activity provided by:  
Author: Brigitte McCawley
System:Alexander City
School:Alexander City Board Of Education
  General Activity Information  
Activity ID: 2263
Summarize Active Listening With Digital Sources!
Digital Tool/Resource:
Institute of Public Speaking: Active Listening Article and Infographic
Web Address – URL:

This online article and infographic from the Institute of Public Speaking explains the components involved in active listening, an important skill for students to develop when communicating and collaborating.

Use of this tool will serve as an aid in helping students to meet Alabama's Course of Study standards for locating, recalling, curating, and correctly summarizing information while also learning about the components of active listening.

This activity is a result of the ALEX Resource Development Summit.

  Associated Standards and Objectives  
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 5
29 ) Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. [W.5.8]

English Language Arts
ELA2015 (2015)
Grade: 5
33 ) Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [SL.5.2]

Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.5.33- Identify the main ideas and details in a text read aloud or presented in other diverse forms of media.

English Language Arts
ELA2015 (2015)
Grade: 5
39 ) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.5.2]

a. Use punctuation to separate items in a series.* [L.5.2a]

b. Use a comma to separate an introductory element from the rest of the sentence. [L.5.2b]

c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it'), and to indicate direct address (e.g., Is that you, Steve'). [L.5.2c]

d. Use underlining, quotation marks, or italics to indicate titles of works. [L.5.2d]

e. Spell grade-appropriate words correctly, consulting references as needed. [L.5.2e]

Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.5.39- Demonstrate standard English grammar when communicating.
ELA.AAS.5.39a- Use commas correctly in a sentence that contains a series of items.
ELA.AAS.5.39d- Use quotation marks to identify titles of written works.

Digital Literacy and Computer Science
DLIT (2018)
Grade: 5
R5) Locate and curate information from digital sources to answer research questions.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • locate information from digital sources to answer research questions.
  • curate information to present or share with others.
Teacher Vocabulary:
  • curate
  • keyword
  • search engine
  • database
Students know:
  • information to research questions can be obtained from digital sources.
  • resources to organize information.
  • resources to present or share with others.
Students are able to:
  • create a list of keywords or phrases to enter into a search engine and/or database such as Alabama Virtual Library.
  • use advanced search techniques to search by file type, dates, and specific domains.
  • organize information.
  • share information by creating a digital resource.
Students understand that:
  • information can be located from a digital source to answer research questions.
  • information can be organzied and shared by creating a digital resource.
Learning Objectives:

The student(s) will be able to demonstrate background knowledge of active listening skills by studying a Web-based article and infographic and composing a grammatically correct, paragraph summary of the eight components involved. 

The student(s) will be able to demonstrate the ability to give proper credit to a source by listing the source name and providing a link to that source.  

  Strategies, Preparations and Variations  

The student(s) will read/study a Web-based article with infographic as a digital source to help build a knowledge base of active listening skills.

The student(s) will compose a grammatically correct paragraph to summarize each of the eight components of active listening as discussed in the article and infographic.

The student(s) will use Google Docs as a word processing tool and demonstrate the ability to give proper source credit by listing the title and source link prior to submitting their work for evaluation via the provided rubric.

Assessment Strategies:

  • A digital, collaborative Q/A Wall can be copied via the link below. This will enable students to post their questions during the activity for the teacher to provide immediate feedback: 

  • Use of Docs allows collaboration and immediate feedback via comments for formative assessment. To utilize this tool, do the following:
    • Highlight the text you wish to make a comment on.
    • Click "insert" in the horizontal toolbar for Google Docs.
    • Choose "comment" from the drop-down menu.
    • Type and post your comment.

  • A rubric can be utilized for summative assessment of the paragraph summarization and credited source if desired. Feel free to copy/paste the link below into your browser to make a copy of the Google Form Rubric:

  • A general rubric can also be accessed via the link below for those who do not prefer to use the Google Form version:

Advanced Preparation:

  • Students should have access to and be knowledgeable about using Google Docs for multimedia tasks. 

  • Use of Google Classroom can allow each student to digitally submit their work for assessment purposes if desired. 

  • For classrooms with limited technology, the facilitator may wish to:

    • Have the article and infographic displayed in the front of the classroom on a projector for the whole class to view.

    • Allow time for students to rotate through tech stations to read the article and infographic.

    • Provide paper copies of the article and infographic for students to view and allow them to create a handwritten paper to summarize concepts if necessary.

Variation Tips (optional):

  • At the discretion of the teacher, the following may need to be considered for students with specific exceptionalities:
    • Extra Time
    • A "Study Buddy" as a Partner
    • A Handout List of Steps to Follow

  • Students who desire an extra challenge might benefit from demonstrating active listening skills in front of the class as a skit or role-play situation.

  • This activity can be done with a handwritten paragraph if necessary or preferred.

  • This activity can be used with a different word processing tool, such as MS Word.
Notes or Recommendations (optional):

While this learning activity can be a stand-alone activity, it is one of two activities designed to precede a more detailed Design Thinking lesson I created involving interviewing (listening skills) and designing a solution to a partner's problem (Design Thinking). A second "before" activity can be accessed by searching in ALEX for "Paraphrase Design Thinking With Thinglink and Google!" 

  Keywords and Search Tags  
Keywords and Search Tags: Active Listening, Digital Sources, Google Docs, Relevant Information, Summarize