Listening Well and Talking Clearly
Students learn active listening behaviors (eye contact, body position, waiting for a pause), how to speak in complete sentences using specific words, how to use an I-statement to share a need without blaming, how to read a classmate's tone and body language, how to give one specific positive about a peer's work or idea, and how to receive a correction and try the suggested change.
Lesson Overview
What students will be able to do after this lesson: Students will be able to show they are listening with their whole body, say what they mean in a full clear sentence, use an I-statement to share a feeling or need, read a classmate’s tone and body language to figure out what kind of response is needed, give specific positive feedback about a peer’s work or idea, and receive a correction without shutting down.
Skill segments at a glance:
| Segment | Segment name | Primary standards |
|---|---|---|
| 1 | Listening and Speaking Clearly | RS-COM-2-1 · RS-COM-2-2 |
| 2 | Reading the Room and Using I-Statements | RS-COM-2-3 · RS-COM-2-4 |
| 3 | Giving and Receiving Feedback | RS-COM-2-5 · RS-COM-2-6 |
Supporting standards reinforced:
| Code | Why it connects |
|---|---|
| SoA-EMP-2-1 | Reading body cues in others — the same observation skill applied in a communication context |
| RS-CFR-2-2 | I-statements are the core language tool in conflict resolution |
| SA-REF-2-4 | “Next time I will…” is the personal application of receiving feedback constructively |
Key Vocabulary
- Active listening — Using your eyes, body, and patience to give someone your full attention
- I-statement — A sentence that says how you feel and what caused it, without blaming anyone: “I feel ___ when ___.”
- Tone — The feeling behind someone’s words — the way they sound, not just what they say
- Feedback — Something someone tells you about your work or idea to help you do it even better
Materials
- Whiteboard or chart paper + marker
- Before the week begins: Post your unit anchor chart and I Can Statement where students can see them — you’ll reference both throughout the week.
How this lesson is structured: Each skill segment has an I Do (teacher models the skill) and a We Do (class practices together with your guidance). Independent practice lives in the practice resources that go alongside this lesson.
What Students Need Before This Lesson
- What’s inside
- What students should already be able to do
- Helpful to have in place
- 4 quick set-ups before the I DoListening is a whole-body action, not just ears · Saying what you mean vs. hinting at it · An I-statement is not an excuse — it’s a description · Reading cues means reading to respond — not just reading to know
- Rescue planIf students are significantly behind
This section opens when Grade 2 launches.
Introducing the Skill
- What’s inside
- Opening hook
- What we’re learning
- Why it matters
- Core sentence frameThe frame students use all week
This section opens when Grade 2 launches.
Listening and Speaking Clearly
- What’s inside
- I do: 4 teacher modelsWhat active listening looks like from the outside · Wrong version → fix: the body tells a different story · What speaking clearly looks like: specific nouns and verbs · Non-conflict scenario: speaking clearly in an ordinary moment
- We do: 5 guided scenariosWith sentence frames, pacing notes and what to watch for
- Coaching in the momentWhat to say when students get stuck
This section opens when Grade 2 launches.
Reading the Room and Using I-Statements
- What’s inside
- I do: 4 teacher modelsReading tone and body language: a classroom example · Wrong version → fix: blaming vs. I-statement · I-statement in a positive situation (not conflict) · Reading a cue and adjusting the response
- We do: 5 guided scenariosWith sentence frames, pacing notes and what to watch for
- Coaching in the momentWhat to say when students get stuck
This section opens when Grade 2 launches.
Giving and Receiving Feedback
- What’s inside
- I do: 4 teacher modelsWhat specific positive feedback sounds like · Wrong version → fix: generic vs. specific feedback · Receiving a correction without shutting down · The feedback exchange: both directions working well
- We do: 5 guided scenariosWith sentence frames, pacing notes and what to watch for
- Coaching in the momentWhat to say when students get stuck
This section opens when Grade 2 launches.
Closing the Week
- What’s inside
- 3 partner-share roundsOne for each segment, with the frame students say together
- Closing prompt
- Land the key idea
- Connect to daily life
- Optional — Quick check-in
This section opens when Grade 2 launches.
Practice for every skill segment
Each lesson comes with independent practice — the “you do” — for each of its 3 skill segments, in print and digital.
Printable practice
Ready-to-copy practice pages for each segment.
- View and print in your browser
- Answer keys for quick checking
Digital activities
Share one link — students open it on any device, and you see their answers.
- Works on Chromebooks, tablets and phones
- Students just type their name to start
While you wait: from the SEL Resource Library
Relationship Skills resources for Grade 2, ready to use today.
