Leadership is behavior, so this book is built around a short task done in the room each
week. The page sets it up, the class does it almost always in pairs, and a partner checks off
what they saw. Where a third person joins, they only watch and check off boxes. The task is at most 10 minutes of class time a week, on top of the
two pages. That is a real cost, and it is the part a pilot would learn the most from.
Every check mark a partner makes names something that could be seen or heard. Nothing on any
checklist describes what kind of person a child is, and nothing is scored or compared
across students. The only comparison in the book is week 35 against the same student's
week 1.
Private weeks (1, 10, 13, 18, 29, 35). On these weeks a student
writes about their own feelings in a box marked Only you read this. Do not collect it,
read it or ask about it, and the room task never asks for it. A partner holds page 2 to
check it off, so students write in the private box only after the page comes back; run it
last. If a child volunteers
something serious, that is a conversation for you and the school counselor, not the
page or the group.
The Listening Log is a separate notebook or folder the school supplies. Students
copy into it; the workbook pages stay in the workbook. Private boxes never go in the
log, which students are asked to show a grown-up.
Eye contact is never required. The behavior is facing the person. Some children,
including many autistic children, find eye contact painful, and reading feelings from
faces hard; week 9 is built so that checking is the skill.
A student who finds a task hard does it with a smaller audience, not a pass. Each
week below says what the smaller version is.
The 3 answers in the tables below, and every room task's fit in its stated minutes,
are checked by verify.py, which runs on every build.
Hearing one person all the way: waiting for the real end, following up, paraphrasing, and hearing the reasons and the feeling. Week 1 records where each student starts, with no score.
Week 1Where I Start
Self · sits beside: SL.4.2Private week
The point
A starting point for every student as a listener, with no score. Week 35 repeats this exact task and checklist, and is compared only with the same student's week 1.
In the room
5 minutes · pairs · 1 minute a turn · 1 round
120 seconds of turns per group. With setup and changing speakers, plan on 4 of the 5 minutes the page allows.
Pairs, one round. Each turn is up to 45 seconds of talking and about 15 of saying back and one question. The speaker checks off the listener's page straight after.
What counts as seeing it
Used their own words means the say-back was not only the speaker's sentences repeated. Kept their own story out of it means no "that happened to me too."
Watch for
Partners checking boxes generously. Say before you start that an empty box is not a mark against anyone, and that a generous check mark now makes week 35 meaningless.
Challenge Zone
Any honest report of what they said back, and whether the person agreed it was what they meant.
Week 2Listen to the End
Voice · sits beside: SL.4.1b
The point
There is no "that is all" in real talk. The listener has to read the end: the voice drops, the speaker stops and waits.
In the room
6 minutes · pairs · 50 seconds a turn · 2 rounds
200 seconds of turns per group. With setup and changing speakers, plan on 5 of the 6 minutes the page allows.
Pairs, two rounds. Encourage speakers to pause for a breath mid-turn on purpose, so listeners have something to wait through.
What counts as seeing it
Waited through my breaths means no cutting in at a mid-turn pause. Paused before speaking after I finished means a visible gap after the real end.
Watch for
Listeners waiting so long it becomes awkward. One beat after the end is the target, not ten seconds.
Challenge Zone
Any count with an example. Counts that include grown-ups as well as classmates are fine.
Week 3What Pulls You Away
Presence · sits beside: no standard
The point
Attention wanders for everyone. The skill is noticing where it went and bringing it back, as often as it takes.
In the room
5 minutes · groups of 3 · 40 seconds a turn · 1 round
120 seconds of turns per group. With setup and changing speakers, plan on 4 of the 5 minutes the page allows.
Trios: speaker, listener, watcher. Rotate jobs each turn so everyone watches once and listens once.
What counts as seeing it
Turned their body back toward the speaker counts only if the watcher saw both: the turn away and the return.
If it is hard for a student
Do it as a pair, and the speaker checks off the boxes. The student still listens and says back the main point.
Watch for
Watchers treating any glance away as a failure. Looking away to think is fine; the check mark is about coming back.
Challenge Zone
A specific difference, such as finishing the say-back without asking for a repeat.
Week 4The Second Question
Voice · sits beside: SL.4.1c
The point
A follow-up question is built from the answer. It proves the listener heard it.
In the room
6 minutes · pairs · 1 minute a turn · 2 rounds
240 seconds of turns per group. With setup and changing speakers, plan on 6 of the 6 minutes the page allows.
Pairs, two rounds. A first question, an answer, then two follow-ups.
What counts as seeing it
Used my words means the follow-up contained a word or idea from the answer just given.
Watch for
Follow-ups prepared in advance. If the question would have been the same whatever the answer, it is not a follow-up.
Challenge Zone
What happened to the conversation. Going deep and then needing a new topic is a good finding.
Week 5Their Story, Not Yours
Self · sits beside: SL.4.1c
The point
Topping a story turns the talk to yourself. This week the listener keeps the story the speaker's.
In the room
6 minutes · pairs · 50 seconds a turn · 2 rounds
200 seconds of turns per group. With setup and changing speakers, plan on 5 of the 6 minutes the page allows.
Pairs, two rounds. "My turn still" is the speaker's tool for when the listener starts their own story.
What counts as seeing it
Went back to asking counts only if "My turn still" was needed. If it never was, leave that box empty and say so.
Watch for
Students who think topping is rude. It is usually friendly in intent; the point is what it does to the speaker's turn.
Challenge Zone
Any count of topping, made without comment to anyone at the table.
Week 6In Your Own Words
Voice · sits beside: SL.4.2
The point
A paraphrase keeps the meaning and changes the words. It is the evidence of understanding that repeating cannot give.
In the room
6 minutes · pairs · 45 seconds a turn · 2 rounds
180 seconds of turns per group. With setup and changing speakers, plan on 5 of the 6 minutes the page allows.
Pairs. Speakers explain a game rule in about 30 seconds; listeners paraphrase without the speaker's key words.
What counts as seeing it
Kept my meaning the same means the speaker agreed it was what they meant.
Answers
The paraphrase in new words
b
Watch for
Option c. It drops the reason, so it is shorter, not a paraphrase, and it still uses the speaker's words.
Challenge Zone
A paraphrase a friend agrees means the same thing. Disagreement here is useful: ask what changed.
Week 7Remember What They Said
Presence · sits beside: no standard
The point
Listening that lasts: bringing back something a person told you, days later.
In the room
6 minutes · pairs · 40 seconds a turn · 2 rounds
160 seconds of turns per group, plus about 1 minute for writing each line. With setup and changing speakers, plan on 6 of the 6 minutes the page allows.
Pairs. Each writes one line about the partner's coming week. Next week, give two minutes for the follow-up questions.
What counts as seeing it
Said it back correctly means who, what and when all matched.
Watch for
Partners who have nothing coming up. Anything counts, including a book they are reading or a game at recess.
Challenge Zone
The follow-up question asked next week, and the answer, written down.
Week 8Ask What They Meant
Voice · sits beside: SL.4.1c
The point
A clarifying question points at the exact part you did not understand.
In the room
6 minutes · pairs · 45 seconds a turn · 2 rounds
180 seconds of turns per group. With setup and changing speakers, plan on 5 of the 6 minutes the page allows.
Make cards with unclear instructions: "Put it over there later," "Bring the thing for the project," "Meet us after." Each pair gets two.
What counts as seeing it
Asked about one exact part means the question named the unclear word, not just "What?"
Watch for
Listeners who guess the meaning instead of asking. Guessing is the habit the week replaces.
Challenge Zone
Directions tested on a friend. A student who rewrites them after the test has done the most useful thing.
Week 9Hear the Feeling Too
Self · sits beside: SL.4.1d
The point
Hearing the feeling under the words, then checking rather than assuming.
In the room
6 minutes · pairs · 45 seconds a turn · 2 rounds
180 seconds of turns per group. With setup and changing speakers, plan on 5 of the 6 minutes the page allows.
Made-up situation cards only. Some that work: practiced all week and still missed it; best friend is moving away; lost a library book. Nothing that resembles a real event in the class.
What counts as seeing it
Checked with "Is that right?" is the most important check mark. Took my answer means no arguing about how the speaker really feels.
Watch for
Students insisting on their guess. Many autistic children read feelings differently and find it hard; the week is built so that checking is the skill, which every student can do.
Challenge Zone
Any feeling with the line it came from. A student who names two feelings for one line has noticed something real.
Week 10When You Want to Jump In
Self · sits beside: no standardPrivate week
The point
The urge to talk is normal. Noticing it and holding the thought is what lets you keep listening.
In the room
6 minutes · pairs · 50 seconds a turn · 2 rounds
200 seconds of turns per group. With setup and changing speakers, plan on 5 of the 6 minutes the page allows.
Pairs, two rounds. Ask students to pick one way of holding a thought before they start.
What counts as seeing it
Said back my main point first means before any of the listener's own news.
Watch for
This is a private week. Do not collect or read the private box, and do not ask about it.
Challenge Zone
A named method and an honest report of whether it worked.
Week 11Find Their Reasons
Voice · sits beside: SL.4.3
The point
Reasons are the part of an opinion you can talk about. Listen for because and since.
In the room
6 minutes · pairs · 50 seconds a turn · 2 rounds
200 seconds of turns per group. With setup and changing speakers, plan on 5 of the 6 minutes the page allows.
Pairs. Each speaker gives an opinion with two reasons in about 30 seconds.
What counts as seeing it
Kept my reasons apart from my opinion means the listener could say which was which.
Answers
The two reasons in the short talk
b and d
Watch for
Sentence c. A count is information, not a reason; it supports one. Students who pick it have noticed something true, and that is week 16.
Challenge Zone
An advertisement's claim and its reasons. Many ads give no reason at all, which is a good finding.
Week 12Hear Them
Review · sits beside: SL.4.1d
The point
The first trimester pulled together, and two skills chosen to keep.
In the room
6 minutes · pairs · 1 minute a turn · 2 rounds
240 seconds of turns per group. With setup and changing speakers, plan on 6 of the 6 minutes the page allows.
Pairs, two rounds. The listener uses three of the trimester's skills: wait for the end, paraphrase, follow up.
What counts as seeing it
Asked a follow-up that used my words is the same standard as week 4.
Watch for
Students choosing the skill they are already strongest at. Steer toward one that still feels hard.
Challenge Zone
Any skill with a real place it was seen.
Trimester 2 · Weeks 13 to 24
Meet them
Disagreeing with one person well: their side first, common ground, evidence, and cooling down and coming back. Then an apology, register, saying no, and giving credit.
Week 13It Is About the Idea
Self · sits beside: SL.4.1dPrivate week
The point
Being disagreed with is about an idea, not about you. The words "That is a different idea. Tell me why" make room for that.
In the room
6 minutes · pairs · 45 seconds a turn · 2 rounds
180 seconds of turns per group. With setup and changing speakers, plan on 5 of the 6 minutes the page allows.
Pairs, light opinions only, from the page or similar. Nothing about families, money, religion or anyone in the class.
What counts as seeing it
Said back my reason means the student repeated the partner's reason, not their own counterargument.
Watch for
This is a private week. A student who finds being disagreed with hard may write about it; do not ask what they wrote.
Challenge Zone
Either result is fine. The point is that each person said the other's reason back.
Week 14Say Their Side First
Voice · sits beside: SL.4.3
The point
Say their side first, fairly enough that they agree with how you said it. Only then give yours.
In the room
8 minutes · groups of 3 · 1 minute a turn · 1 round
180 seconds of turns per group. With setup and changing speakers, plan on 5 of the 8 minutes the page allows.
Trios: two who disagree and a watcher. Light questions. Rotate so everyone watches once.
What counts as seeing it
Asked "Is that right?" before going on means the check came before the student's own side.
If it is hard for a student
Do it as a pair, and the partner checks off the boxes. The student still says the other side first.
Watch for
A side said back unfairly, as a weaker version. If the other person would not sign it, it is not their side.
Challenge Zone
The other side written so well its holder would sign it. This is the hardest thing in the trimester.
Week 15Agree With Part
Voice · sits beside: SL.4.1d
The point
Find the part you agree with. Common ground gives two people somewhere to stand.
In the room
6 minutes · pairs · 45 seconds a turn · 2 rounds
180 seconds of turns per group. With setup and changing speakers, plan on 5 of the 6 minutes the page allows.
Pairs, two-part opinions. The page's three examples work, or students write their own.
What counts as seeing it
Said which part they agreed with, and which they did not, are two separate items.
Watch for
Students agreeing with both parts to avoid disagreeing. Ask for the reason either way.
Challenge Zone
Real common ground with a real person, written down.
Week 16How Do You Know?
Voice · sits beside: SL.4.3
The point
Evidence is something you can point to. Asking "How do you know?" is fair when it is asked with interest.
In the room
6 minutes · pairs · 50 seconds a turn · 2 rounds
200 seconds of turns per group. With setup and changing speakers, plan on 5 of the 6 minutes the page allows.
Pairs. Claims about school only, so evidence is something both have seen.
What counts as seeing it
Asked in an interested voice means the tone was a question, not a challenge.
Watch for
Second reasons offered as evidence. "Because everyone knows" is a reason, not evidence.
Challenge Zone
Many posters and signs give no evidence. Saying so is the right answer.
Week 17Write It, Then Say It
Voice · sits beside: W.4.1
The point
An opinion with reasons and information, written then said to one partner, who says the side back.
In the room
8 minutes · pairs · 90 seconds a turn · 1 round
180 seconds of turns per group, plus about 3 minutes for writing on page 2 first. With setup and changing speakers, plan on 8 of the 8 minutes the page allows.
Pairs. About three minutes of writing on page 2 first, then one turn each of up to 90 seconds: reading, then the partner's say-back.
What counts as seeing it
Gave information for each reason means a fact or an event, not another reason.
Watch for
Information that is invented to sound strong. It should be something the student saw or knows.
Challenge Zone
The other side argued well, with information. Students who find it hard have learned the most.
Week 18Cool Down, Come Back
Self · sits beside: no standardPrivate week
The point
Stopping a hot disagreement is fine. Coming back is the skill.
In the room
6 minutes · pairs · 1 minute a turn · 2 rounds
240 seconds of turns per group. With setup and changing speakers, plan on 6 of the 6 minutes the page allows.
Made-up disagreement cards, acted calmly. Some that work: who goes first on the slide; which game to play at indoor recess; one tall tower or two short ones. Nothing that resembles a real event in the class. Clap to signal the stop. Two slow breaths, then the come-back sentence.
What counts as seeing it
Came back with the words to start again is the check mark that matters most.
Watch for
This is a private week. If a child volunteers a serious conflict at home or school, that is a conversation for you and the counselor, not the page.
Challenge Zone
A scene where both characters stop and come back. The come-back line is what to look for.
Week 19Say Sorry Properly
Presence · sits beside: no standard
The point
A real apology has three parts: what I did, why it mattered to them, what I will do next. No "but."
In the room
6 minutes · pairs · 45 seconds a turn · 2 rounds
180 seconds of turns per group. With setup and changing speakers, plan on 5 of the 6 minutes the page allows.
Made-up situations only, such as knocking over a tower someone built. Nobody apologizes to a real classmate in the room.
What counts as seeing it
Why it mattered to the other person means it named their side, not the speaker's.
Watch for
Forcing a real apology. A forced apology teaches that sorry is a password. Keep it to practice.
Challenge Zone
Any character's missing apology with all three parts.
Week 20Formal or Friendly?
Presence · sits beside: SL.4.6
The point
Formal and everyday talk both have a place. The skill is choosing for the person in front of you.
In the room
6 minutes · pairs · 45 seconds a turn · 2 rounds
180 seconds of turns per group. With setup and changing speakers, plan on 5 of the 6 minutes the page allows.
Pairs. Each request said twice, to a friend and to the principal, played by the partner.
What counts as seeing it
Changed how they spoke between the two means a listener could hear the difference.
Answers
Formal situations
a, c and e
Watch for
Students who treat formal as better. Formal talk to a friend at lunch is odd, and that is part of the point.
Challenge Zone
A short formal note, given to someone at school.
Week 21Say No, Kindly
Presence · sits beside: no standard
The point
No can be clear and kind at once. The same words twice is usually enough.
In the room
6 minutes · pairs · 40 seconds a turn · 2 rounds
160 seconds of turns per group. With setup and changing speakers, plan on 5 of the 6 minutes the page allows.
Made-up peer request cards: copying homework, skipping the line, handing over a snack. Nothing involving adults.
What counts as seeing it
Said the same words the second time means the student did not invent a new excuse.
Watch for
Say plainly, before you start, that saying no to anything that feels wrong or unsafe, from anyone, is always allowed, and that a trusted adult should be told. The page says so too.
Challenge Zone
Three ways to decline, with the student's own choice among them.
Week 22Same and Different
Self · sits beside: SL.4.1d
The point
With someone you do not know well, common ground first. Then ask about a difference.
In the room
6 minutes · pairs · 90 seconds a turn · 1 round
180 seconds of turns per group, plus about 1 minute for writing the three things. With setup and changing speakers, plan on 6 of the 6 minutes the page allows.
Pair students who do not usually talk. Ninety seconds of asking, then each writes the three things.
What counts as seeing it
Asked about something different counts once a difference was found and asked about.
Watch for
Pairs who find three things in ten seconds and stop. The difference question is where the week is.
Challenge Zone
Common ground with an adult at school, written down.
Week 23Say Whose Idea It Was
Presence · sits beside: SL.4.1c
The point
Give credit by name. It costs nothing and links your comment to theirs.
In the room
6 minutes · pairs · 45 seconds a turn · 2 rounds
180 seconds of turns per group. With setup and changing speakers, plan on 5 of the 6 minutes the page allows.
Pairs. A light question; one partner offers an idea; the other says it back, says whose it was, and adds to it.
What counts as seeing it
Said the idea the way they meant it is checked by the person whose idea it was.
Watch for
Credit given and then the idea changed so much it is no longer theirs. The check mark about meaning catches it.
Challenge Zone
Any count, compared with what the student expected.
Week 24Meet Them
Review · sits beside: SL.4.1d
The point
The second trimester in one practice: their side, the check, common ground, then your side.
In the room
8 minutes · pairs · 90 seconds a turn · 2 rounds
360 seconds of turns per group. With setup and changing speakers, plan on 8 of the 8 minutes the page allows.
Pairs, two light questions. Each turn is up to 90 seconds.
What counts as seeing it
Kept it about the idea means no comment about the partner as a person.
Watch for
Skipping the check. It is the step that makes the rest work.
Challenge Zone
A real disagreement and the step that would have helped, named.
Trimester 3 · Weeks 25 to 36
Get it across
Explaining to one person: from what they know, showing as well as telling, checking they got it, and teaching. The year's talk is a story. Week 35 repeats week 1 exactly.
Week 25Start With What They Know
Voice · sits beside: SL.4.4
The point
Explaining starts with what the listener already knows.
In the room
7 minutes · pairs · 1 minute a turn · 2 rounds
240 seconds of turns per group, plus about 30 seconds for picking what to explain. With setup and changing speakers, plan on 7 of the 7 minutes the page allows.
Pairs. Each explainer asks one question first, then explains from the answer.
What counts as seeing it
Started from my answer means the explanation used what the listener said they knew.
Watch for
Asking "Do you know about this?" and explaining the same way regardless of the answer.
Challenge Zone
Two explanations of the same thing that differ because the listeners knew different amounts.
Week 26Show, Then Tell
Voice · sits beside: SL.4.4
The point
Show, then tell. A drawing or a pointed finger does what words alone cannot.
In the room
7 minutes · pairs · 75 seconds a turn · 2 rounds
300 seconds of turns per group. With setup and changing speakers, plan on 7 of the 7 minutes the page allows.
Pairs. A school route explained twice: words only, then with a quick map.
What counts as seeing it
Said each step out loud while showing means the drawing was not silent.
Watch for
Beautiful maps. A quick sketch is the goal; time spent drawing is time not explaining.
Challenge Zone
A drawing-only explanation someone could follow.
Week 27Check They Got It
Voice · sits beside: SL.4.2
The point
Do not ask "Got it?" Ask them to say it back.
In the room
6 minutes · pairs · 1 minute a turn · 2 rounds
240 seconds of turns per group. With setup and changing speakers, plan on 6 of the 6 minutes the page allows.
Pairs. Simple procedures, about 30 seconds each. The explainer may not use "Got it?"
What counts as seeing it
Explained a missed step again counts only if a step was missed.
Watch for
Explainers who accept a vague say-back. "Yeah, the steps" is not saying it back.
Challenge Zone
The step that had to be explained twice, named.
Week 28Teach One Thing
Presence · sits beside: SL.4.4
The point
Teaching from nothing is the full test of explaining: you are done when they can do it without you.
In the room
6 minutes · pairs · 2 minutes a turn · 1 round
240 seconds of turns per group. With setup and changing speakers, plan on 6 of the 6 minutes the page allows.
Pairs, up to two minutes each. Supply paper for folding. The learner does the skill alone at the end.
What counts as seeing it
Let me do it alone at the end means the teacher kept their hands off.
Watch for
Teachers who do it for the learner. The last check mark exists for that.
Challenge Zone
How far words alone got, and how much showing added.
Week 29When They Do Not Get It
Self · sits beside: no standardPrivate week
The point
When an explanation does not land, stop, ask which part, and try another way. Not louder and faster.
In the room
6 minutes · pairs · 1 minute a turn · 2 rounds
240 seconds of turns per group. With setup and changing speakers, plan on 6 of the 6 minutes the page allows.
Pairs. Each card carries a simple rule (how to play a hand game, how to line up for lunch) and, for the listener, which part to act confused about.
What counts as seeing it
Kept the same speed and voice means the explainer did not speed up or get louder.
Watch for
This is a private week. Do not collect or ask about the private box.
Challenge Zone
Three explanations of one idea: words, a picture, and an example.
Week 30Say It Another Way
Voice · sits beside: SL.4.4
The point
Keep a spare example. If one does not land, another often does.
In the room
6 minutes · pairs · 50 seconds a turn · 2 rounds
200 seconds of turns per group. With setup and changing speakers, plan on 5 of the 6 minutes the page allows.
Pairs. Ideas from recent class work are best.
What counts as seeing it
Kept the idea the same both times means the second example explained the same thing.
Watch for
A second example that changes the idea. That is a new explanation, not another way.
Challenge Zone
Three explanations of a science word.
Week 31A Promise to One Person
Presence · sits beside: no standard
The point
A promise made to one person, about something in class, checked by them for five days.
In the room
5 minutes · pairs · 45 seconds a turn · 1 round
90 seconds of turns per group, plus about 30 seconds for writing the promise in the table. With setup and changing speakers, plan on 4 of the 5 minutes the page allows.
Pairs. Promises must be in class and need nothing from home or any money. The partner keeps the five-day table on their own page 2.
What counts as seeing it
Did it on the days we agreed is checked off on Friday by the partner who kept the table.
Watch for
Promises that exclude others, such as saving a seat only for the partner. Steer toward something that leaves nobody out.
Challenge Zone
A small promise to an adult at school or at home, kept and checked.
Week 32Pass It On Exactly
Presence · sits beside: no standard
The point
Carry a message exactly, saying it back before passing it on.
In the room
6 minutes · groups of 4 · 20 seconds a turn · 2 rounds
160 seconds of turns per group. With setup and changing speakers, plan on 5 of the 6 minutes the page allows.
Lines of four. Whisper the message to the first person only, and read it out at the end. Round one: "Bring a pencil and your library book to the back table after lunch." Round two, from the other end: "The art room is closed today, so meet at the library at two."
What counts as seeing it
Said it back to the person who told them is the step that stops the message changing.
If it is hard for a student
Carry the message to one partner and back, saying it back each time.
Watch for
Lines that skip the say-back to go faster. Fast lines change the message most.
Challenge Zone
The word count where a message starts to change, found by trying.
Week 33Plan a Story Talk
Voice · sits beside: SL.4.4a
The point
Plan a one-minute story with SL.4.4a's three parts: a context, what happened, and why it was memorable.
In the room
10 minutes · pairs · 1 minute a turn · 2 rounds
240 seconds of turns per group, plus about 4 minutes for filling in the plan and fixing one part. With setup and changing speakers, plan on 10 of the 10 minutes the page allows.
About three minutes to fill in the plan, then pairs with a one-minute timer, two rounds: tell it, fix one part, tell it again.
What counts as seeing it
Said why it was memorable is the check mark that makes it a talk rather than an account.
Watch for
Stories that are about something upsetting. A student can pick any memorable experience, and a small one is fine; nobody has to share something hard.
Challenge Zone
The 30-second version usually keeps where and when, the big moment, and why it mattered.
Week 34Tell Your Story
Voice · sits beside: SL.4.4a
The point
The story told to a real listener, who says back why it was memorable.
In the room
8 minutes · groups of 3 · 90 seconds a turn · 1 round
270 seconds of turns per group. With setup and changing speakers, plan on 6 of the 8 minutes the page allows.
Trios: teller, listener, watcher. Each turn is about a minute and a half.
What counts as seeing it
Answered the follow-up question means a real answer, not "I do not know." If the teller does not know, "I do not know yet" counts.
If it is hard for a student
Tell it to one partner, who also checks off the boxes. If a student wants an adult to listen instead of a peer, that is also a smaller audience.
Watch for
Tellers reading their plan aloud. Encourage looking up, but a student who needs the plan in view keeps it face up.
Challenge Zone
Telling it to someone younger, with one change so they can picture it.
Week 35Look Back
Review · sits beside: SL.4.1dPrivate week
The point
The same task as week 1, with the same checklist, compared only with the student's own week 1.
In the room
5 minutes · pairs · 1 minute a turn · 1 round
120 seconds of turns per group. With setup and changing speakers, plan on 4 of the 5 minutes the page allows.
Pairs, exactly as in week 1. Use the same words when you start the turn.
What counts as seeing it
The check marks are identical to week 1's, and the week 1 notes apply.
Watch for
Students comparing pages with each other. Collect nothing and post nothing.
Challenge Zone
A summer plan for one empty box, small and checkable.
Week 36Listen First
Review · sits beside: SL.4.4
The point
Close the year on what the book is named for, and point at Grade 5: a small group.
In the room
5 minutes · pairs · 1 minute a turn · 1 round
120 seconds of turns per group. With setup and changing speakers, plan on 4 of the 5 minutes the page allows.
Pairs. Each talk is up to 45 seconds, then about 15 for the partner's paraphrase.
What counts as seeing it
Gave an example from the Listening Log means a real page, named.
Watch for
Talks that list everything. One thing, with one example, is the assignment.
Challenge Zone
A letter the student will actually open next year.
The strands
SelfWhat happens in you while you listen: the urge to jump in, being disagreed with, not being understood. Most of the private weeks are here.
VoiceListening and explaining between two people. The heaviest strand, because nearly every Grade 4 task is a conversation.
PresenceAttention, remembering, apologizing, register, saying no, credit, a promise to one person. Nine weeks, up from eight at Grade 3.
ReviewPulling a trimester together, and the bookend with week 1.
Notes for a school
Where this sits in the line. Grade 3 is about leading yourself. Grade 4 is one other
person, Grade 5 a small group, and Grade 6 a whole room. Teams, roles and group decisions do
not appear until Grade 5.
It does not need Grade 3 first. A few weeks mention last year, and each one still
works for a student who did not have it.
A Grade 4 student could be handed several books this year: mathematics, science,
entrepreneurship, financial literacy and this one. They are alternatives a school chooses
among, not a set.
The standards are ones the book sits beside, not ones it teaches in full. They are
California's Grade 4 Speaking and Listening standards, including the California addition
SL.4.4a, with W.4.1 for week 17. Several weeks sit beside no standard, and the page says so
rather than stretching one to fit.