Listening is so hard for children to do. Some might say that it is difficult for many people, regardless of age, to do. And, some might say that it has become more of a problem since Covid-19 set us a few paces back on our stride. Because listening is so much more than just hearing, I really like this story - "The Other Way To Listen." It refers to practicing listening and talks about listening to things that most people never hear. It is a perfect accompaniment to a sillier listening story for younger students and well suited for students in Grade 3 and beyond. "The Other Way To Listen" is a perfect springboard for discussions about what listening looks like, sounds like, and feels like in your classroom. Try some of Byrd Baylor's other books too! She was a master at writing stories about her dessert and the natural world!
The Other Way to Listen |
Book Cover: 
| Author/Illustrator: Byrd Baylor Peter Parnal | Character Ed. Focus: -listening -quiet reflection -mindfulness |
Magic Story Treat: (rainstick craft activity) -toilet paper rolls -rice -paint -flowers and leaves
photos to come | Read Aloud Link: coming soon
Curious Seeds Read Aloud |
Science of Reading Possibilities: It is my practice to read the story more than once throughout the week. I like to focus on the language of the book first and then reread for meaning and comprehension.
As you are reading, have the children listen and look for words with blends. Record the words in the following chart. Brainstorm other words that the children know with the 3 focus blends (silent-letter blends). Look for patterns and post on your sound wall. <st> | <wr> | <mn> | listen castle whistle Christmas wrestle | wrap wring wreak wreath writer | hymn autumn solemn condemn |
talk about how these blends have silent letters and relate to other similar blends this is the perfect time to consider a walk through the school, community, or classroom to find blends it is also valuable for the children to follow up with some read-to-self and then count the number of blends in their story.
| Vocabulary: In late second grade, third grade and above, students need to build a more sophisticated vocabulary for their speaking, reading, and writing. listen | cactus | clang | burst | Pacific Ocean | boom | canyon | horned toad | drizzle | natural | sandy wash | crack | murmur | cotton- wood | buzz | blooming | ashamed | swish |
Often, I print a vocabulary card for each word (first 2 columns) and distribute the cards to students before I read the story. We discuss each word and the student with the card is responsible for listening and pointing out when the word occurs in the story. As much as possible, I try to pick some vocabulary that is thematic and some with our Science of Reading focus. |
Story Introduction: As always, I hang the Magic Story Bag on a hook somewhere out of reach of the students but in full view so that some excitement can build about the story. Around the circle we discuss our favourite sounds and why they are favourites We then brainstorm on a chart of what listening sounds like, looks like, and feels like. Encourage the children to think more about listening during the story.
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Comprehension Focus: |
Bloom's Taxonomy Comprehension: Choose questions according to the focus or scatter a question from a few areas. Ensure that you are moving beyond remembering and understanding. Remember: What was the first thing that the old man listened to? What was the first thing the young girl heard? What does the old man say it takes to get good at listening? Why does the old man say that sometimes the young girl needed to go alone instead of with others?
Understand: What does "natural" mean when the old man said, "It seemed like the most natural thing in the world."? Byrd Baylor comes from a dessert? How would the things we listen to be different from her experience? What other books have you read that have similarities to this book?
Apply: If you had the opportunity to interview the young girl yourself, what questions would you ask her? How might you take the lesson of listening and use it in your life? The young girl seemed to learn to listen without a whole lot of practice? Would you change that in the story? How?
Create: How would you adapt this story for an arctic landscape? How would you change the story if the young girl was sharing her listening with a friend? If we could make a musical backdrop to this story? What would it be?
Evaluate: Can we prove that the old man or the young girl could hear what they say they heard? Why? Would you recommend this kind of listening to someone? Who? Do you think that it is better to listen to trees or hills? Why?
Analyze: Teachers often read "Howard B. Wigglebottom Learns to Listen" to younger students. Is this appropriate for your age? Do you think younger students would like this story? Why? Why not? What did Byrd Baylor want us to understand about her story?
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Post Story Activity: Provide paint, glue, flowers, and leaves on tables so that the children can decorate the toilet paper rolls. Once the toilet paper rolls are dry, cover the bottom, add rice, and then close the top. Seal the top and bottom with tape.
| Grammar Focus: onomatopoeia words alliteration
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Writing Idea: |
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Student Rating:
| My Rating:
| Your Rating: Please comment or email (themagicbackyard@gmail.com) me to let me know how the story worked for you with your class. |
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