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really know how to integrate listening. Me: Well what are you doing for speaking? Let’s start there and try to build off of that. Megan: Students are working individually to create commercials for one piece of material from the text set from the “Uglies” unit. Me: That sounds really interesting. Tell me more about it. Megan: Students use the writing process to create a script, which they work on during Writer’s Workshop. Then they practice their commercial for a small group of peers who do peer feedback. Students then get to video tape themselves and self-assess using the video. Me: You actually have a lot of listening activities already built into this performance assessment. You just need to unpack them and expand to emphasize listening. Megan: So where do you think I have listening activities built in? Me: Students practice their commercials for a small group. The peers are LISTENING to the presentation and then giving feedback. In order to give meaningful feedback they have to LISTEN to the presentation. Before this small group work, you could present a mini lesson on what active LISTENING skills look like. Megan: Ooh I like that. Any other suggestions? Me: As students watch the final commercials you can have them write about what they are LISTENING to. Listening is a process so as students learn this process they should be able to identify and summarize main points of the commercial, relate the ideas in the commercial to their own life, draw conclusions, and be able to paraphrase the commercial’s message. Any of these activities can be used as informal and formal assessments for LISTENING. Megan: Wow! You have some great ideas. Thanks.