Look at our & Essential Facts & regarding Family Mediation UK. School-based SLPs are often involved in transition planning to help mitigate the impact of social communication difficulties and to ease the transition to adulthood. The fourth stage, psychological depression, allows for resignation as the situation begins to seem hopeless. As Im interested in working with children when I graduate, I need to find some examples of Psychodrama games for kids as my course outlines information about adults, not children. During the 1960s, as a new focus on humanistic approaches over the more traditional psychoanalytic framework began to take shape, drama therapy offered adventurous psychologists a way to treat clients through theater that revolved around the actors experience instead of the audiences (Johnson, 1982). Parents can help fill in the gaps by helping children understand and interpret what they have not directly heard (Calderon & Greenberg, 2003). Next, the partners trade drawings and look over them, discussing the process and the outcome with one another. Long before they understand explicit language rules and conventions, children reproduce the language they hear, and use language to construct and to convey new meaning in unique ways. Since she has been seeing this Psychologist for nearly 2 years, our daughters relationships with our family parents and siblings have been going from bad to worse and now almost non existent. The conference will bring together approximately 600 ELT professionals to share best practices and current research specifically relevant to ELT and English as an international language capacity building in. I hope this helped. Most of us have an inherent desire to tell our story to others, whether through spoken word, written word, music, or art. The social withdrawal that Cumming and Henry recognized (1961), and its notion that elderly people need to find replacement roles for those they have lost, is addressed anew in activity theory. Three social theories within the functional perspective were developed to explain how older people might deal with later-life experiences. Chronic illnesses such asheart disease, arthritis, and diabetes also become increasingly common as people age, whether they are in prison or not. 13.3. Next, ask participants to engage in a mindful minute. Please see ASHAs resource on Cultural Competence Checklist: Personal Reflection [PDF] for further information. Studies reported results based on gender; however, there were no indications whether the data collected were based on sex assigned at birth, gender identity, or both. These many roles require a family therapist to undergo a great deal of training, formal education, and testing to ensure that the therapist is up to the task. Cole, Thomas R. 1993. This question aids both the client and the therapistthe client in envisioning a positive future in which their problems are addressed or mitigated, and the therapist in learning how they can best help their client in their sessions. The Clock is Ticking-Canadian Boomers are More than $400,000 Short of Their Ideal Retirement Nest Egg. BMO Financial Group. But I First introduced by Carol Ann Tomlinson and Jay McTighe in their 2006 text, Integrating Differentiated Instruction & Understanding by Design: Connecting Content and Kids, the concept, while not revolutionary, was described with new clarity and caught traction with readers. What are these words? Statistics Canada Catalogue 91-215-X. Any other craft materials participants might use to create their book. Harold and Maude. When their masks are complete, they could use them to further role-play their ideas about themselves and issues represented by the different masks they wear. Dramatic projection a technique that allows participants to project their inner feelings and work their issues out onto a role or object. The Canada and Quebec Pension Plans are government-run retirement programs funded primarily through payroll taxes. Grouchy old people? Men prone to balding start losing hair. Although it is difficult to have an open, public national dialogue about aging and sexuality, the reality is that our sexual selves do not disappear after age 65. CBC News. Just because adults have more experience with language than children doesnt necessarily mean they are any better at understanding their own emotions and telling others what theyre experiencing. She is no longer raising children or working. sons.html (1990). See ASHAs Practice Portal page on Augmentative and Alternative Communication for further information. In modern societies, a strong economy created new levels of prosperity for many people. Kind of ugly though when you realise they are not the people who present themselves as being good. For additional treatment options that address social communication skills in school-age children, see ASHAs Practice Portal pages on Autism Spectrum Disorder, Spoken Language Disorders, and Pediatric Traumatic Brain Injury. 2008. According to the guiding principle of critical sociology, the imbalance of power and access to resources between groups is an issue of social justice that needs to be addressed. A Lesbian Older Adult Managing Identity Disclosure: A Case Study. Journal of Gerontological Social Work 53:402420. It is often difficult to dig up these old experiences and the emotions that go along with them, but this technique is applied with the hope of discovering why you acted the way you did and why the negative outcome occurred, as well as learning how you can choose a different path in the future (Counselling Directory, n.d.). ), The Oxford handbook of deaf studies in learning and cognition (pp. 2008. Making Differentiated Instruction Manageable (Gr. I especially liked the history given here. Social communication assessment and intervention for children exposed to maltreatment. As students progress through the grades, they develop the ability to use exploratory language to achieve the other English language arts learning outcomes. Patterns of Aging. Pp. D. unity of command According to Henry Fayol "an employee should. 2006. People in the boomer generation do not want to grow old the way their grandparents did; the result is a wide range of products designed to ward off the effectsor the signsof aging. It is a technique that doesnt require any costumes or makeup, and it is a [], Chamber of Commerce (KvK) Registration Number: 64733564, 6229 HN Maastricht, 2022 PositivePsychology.com B.V. Role-playing provided participants with a short cut to learning about and practicing social skills. Alexandra Paredes Dec. 10, 2021. Theorists working the critical perspective view society as inherently unstable, based on power relationships that privilege the powerful wealthy few while marginalizing everyone else. Facilitate negotiation and conflict resolution through dialogue. GenoPro. Registration for the on-demand sessions will be available until June 21, 2022. ), Oxford handbook of deaf studies, language, and education (pp. What materials do they find comforting and nurturing? Video-based instruction (also called video modeling)an observational mode of teaching that uses video recordings to provide a model of a target behavior or skill. If youre willing to do the work, this online conference will be a GAME CHANGER for you and your. Deaf or hard of hearing children are at greater risk for developing social skills difficulties when they experience periods of linguistic/cognitive deprivation and sensory fatigue (Szarkowski et al., 2020; Yoshinaga-Itano et al., 2020). A survey found that 60.1 percent of caregivers reported verbal aggression as a style of conflict resolution. How prevalent is elder abuse? What is art therapy? Were two or more people in your family able to work well together? American Psychiatric Association. Social communication skills are crucial for adolescents as they explore peer relationships and learn about friendship, loyalty, and individual differences (Seltzer, 2009). When they have finished, instruct them to take this home and place it somewhere they look every day. As a result, an enormous amount of personal information and financial transactions become vulnerable to cybercriminals. While the individual therapist works with one client on solving or curing a problem, the family therapist views problems in the context of the system of the family. This book is a fantastic resource for those with little or no experience in family therapy. History of the Census of Canada. What role do they play in neighbourhoods and communities, in cities and in provinces? D. unity of command According to Henry Fayol "an employee should. In adulthood, SCD can arise secondary to TBI, right hemisphere damage, aphasia, and neurodegenerative disorders such as Alzheimers disease (Cummings, 2007, 2021). 17. Art therapy is a promising therapy for end-of-life caretakers, helping them feel competent, develop emotionally focused coping skills, and increase emotional awareness an essential skill to prevent burnout (Potash, Chan, Ho, Wang, & Cheng, 2015). What is the difference between counseling & psychotherapy? The facilitator instructs them to choose one of the suggestions to try out today, and share the suggestions they received and the one they chose with their partner. Behavior Modification, 10(1), 5571. Below are five activities for adults that can provide an opportunity to help them better understand themselves. Maybe its been a while, but what about the last time you doodled on your notebook during a meeting? Intervention and supports for adults with social communication needs may be available in various forms (e.g., social skills groups, conversation groups, life skills groups, and workshops) and from a variety of providers (e.g., SLPs, psychologists, college counselors, and vocational counselors). Ms. Ackerman, Atchley, R.C. How does it express its cares? The Redesigning Pedagogy International Conference (RPIC) is the National Institute of Education's (NIE), Singapore. Unlike the scripted role, participants acting out an improvisational role are given minimal guidance on the character and allowed to create their personality spontaneously. This list of resources is not exhaustive, and the inclusion of any specific resource does not imply endorsement from ASHA. The suggestion that old age was a distinct state in the life course, characterized by a distinct change in roles and activities, was groundbreaking when it was first introduced. Art as a therapy practice was only accepted more recently. Fredriksen-Goldsen, K.I., H.J. Participants act out their emotions by reacting to others. Incidents of both self-reported violence and police-reported violence against elders are much lower than for other age groups in the population (Brennan 2012). Is there anything about the way you did the activity that reminds you of how things work in your family at home? Johnson, D. R. (1982). Thus, the aim of this paper is to explore selected ESL teachers' practices of differentiated instructions in their online. An emerging field of study looks at how lesbian, gay, bisexual, and transgendered (LGBT) people experience the aging process and how their experience differs from that of other groups or the dominant group. Equally revealing is that as people grow older they define old age in terms of greater years than their current age (Logan 1992). In some ways, old age may be a time to enjoy sex more, not less. Tell how you each felt as you were creating your gift. Exploratory writing also helps students clarify their thinking. 2002. B| 4. Explore how you can benefit from NCTE membership. Drama therapy is a type of therapy that uses theatrical techniques and concepts to bring about meaningful change. That barrier can be breached with methods of expression they understand a little better, like drawing and coloring. Child and adolescent behavioral problems; Substance abuse (All Psychology Schools, 2017). As Kbler-Ross witnessed peoples transition toward death, she found some common threads in their experiences. When all family members have responded to these prompts, initiate a discussion based on the answers provided by the family. Since the first national census in 1871, the Canadian government has been tracking age in the population every 10 years (Statistics Canada 2013a). She defines ways to perform art therapy yourself and how to interpret the results. Completing evening classes in nursing at the local technical school, she became a registered nurse after four years. Aside from these exercises and activities, there are also other interventions utilized in drama therapy to bring about healing and positive change, such as: The right exercises and techniques will depend on each participants unique issues and needs, but those listed above are some of the ones you are most likely to encounter in drama therapy sessions. Some older members of the workforce felt threatened by this trend and grew concerned that younger employees in higher-level positions would push them out of the job market. Differentiated instruction uses both qualitative and quantitative data to teach and assess early learners. Retrieved June 6, 2014, fromhttp://www.oci-bec.gc.ca/cnt/rpt/pdf/annrpt/annrpt20102011-eng.pdf. Nicole | Community Manager. See ASHAs Practice Portal pages on Bilingual Service Delivery and Collaborating With Interpreters, Transliterators, and Translators. We select and review products independently. You are no longer a child, you are in high school now! When you awake tomorrow, what would be some of the things you would notice that would tell you life had suddenly gotten better?, While the client may give an answer that is an impossibility in their waking life, their answer can still be useful. Wherever they decide this paragraph came from, they will write a brief description of the source. Sound and sign: Childhood deafness and mental health. Kbler-Rosss work is generally considered a major contribution to thanatology: the systematic study of death and dying. According to this scenario, the matrix organisational structure violates the principle of the _____. Use what they create as a discussion point to help them better understand the things that make their heart happy. Burkhead, J. Is it our social responsibility to care for elderly relatives up until their death? For example, they benefit from opportunities to engage in exploratory language to focus their research and determine the kind and amount of information needed to accomplish their various purposes, both artistic and functional. As a result, an enormous amount of personal information and financial transactions become vulnerable to cybercriminals. While therapists may have different methods and preferred treatment techniques, they must all have at least a minimum level of experience with the treatment of: In order to treat these and other family issues, therapists must: In order to gain the skills necessary to perform these functions, a family therapist usually obtains a bachelors degree in counseling, psychology, sociology, or social work, followed by a masters degree in counseling or marriage and family therapy. Population Pyramid Graph Custom Region Canada. International Data Base. The population of old-old women are the cohort with the greatest needs for care, but because many women did not work outside the household during their working years and those who did earned less on average than men, they receive the least retirement benefits. As students use English language arts in a variety of contexts with instruction, encouragement and support, they revise and edit to clarify meaning, achieve purposes and affect audiences. 13. As our society grows older, and as new medical technology can prolong life even further, the answers to these questions will develop and change. How were older men portrayed? As we noted above, not all Canadians age equally. He paid for his groceries and caught up with her. The National Conference on Differentiated Instruction includes 285 impactful workshops and interactive sessions from the countrys most respected experts on Differentiated Instruction. Each person experiences age-related changes based on many factors. In the 21st century, most people hope that at some point they will be able to stop working and enjoy the fruits of their labour. Spontaneity and creativity are emphasized as propellers of progress and development. The purpose of Graceful Aging is to both inform and entertain, with clips on topics such as sleep, driving, health, safety, and legal issues. A beach ball is a perfect ball for this activitybig enough to write several emotions on and easy to throw back and forth in a circle. The process of creating the comic strip slows the conversation down, allowing more time for an individual to understand the information being exchanged. The profile of pragmatic language impairments in children with ADHD: A systematic review. Schools around the country (and the world) are adding concepts and exercises from drama therapy to their curriculum, or hosting dedicated drama therapy programs as extracurricular activities. Analyze her situation as if you were a functionalist, a symbolic interactionist, and a conflict theorist. As already observed, many older adults remain highly self-sufficient. Butler, Martha, Marlisa Tiedemann, Julia Nicol and Dominique Valiquet. Social Stratification in Canada, Chapter20. Because of laws against age discrimination, the company executives were careful to prevent any records from suggesting age as the reason for the layoffs. Chart 2.3: Sex ratio by age group, 1983 and 2013, Canada. How will you work towards making changes/improvements? Comic strip conversations can be used for conflict resolution, problem solving, communicating feelings and perspectives, and reflecting on something that happened (Gray, 1994; Hutchins & Prelock, 2006). They learn to define the need for information, ask questions, and gather and evaluate information. Drama Therapy uses fictional and nonfictional drama techniques, performance as well as group-only process-oriented situations. Following a bumpy launch week that saw frequent server trouble and bloated player queues, Blizzard has announced that over 25 million Overwatch 2 players have logged on in its first 10 days. The three major sociological perspectives inform the theories of aging. Retrieved June 3, 2014, from https://www.policyalternatives.ca/sites/default/files/uploads/publications/National%20Office/2014/03/Risky_Business.pdf. Your email address will not be published. The Summit features access to 4 education conferences for the price of 1, including : Innovative Teaching Strategies Conference,. honda accord touring 2022 price. The simple process of telling your story can bring a surprising sense of catharsis and facilitate a new understanding of yourself and your experiences. Social communication skills are equally important beyond the high school yearsin postsecondary school, on the job, and in social settings. This study provides evidence that differentiated instruction has a positive effect on student engagement and motivation and improves students' understanding of difficult calculus concepts. There are several main points to the theory. What was your takeaway from the experience? June 29. Have you known any person who experienced prejudice or discrimination based on age? In this resonance exercise, the goals are to guide participants to examine an inner conflict from a new perspective, develop their listening skills, and learn and practice Playback Theatre techniques. 85-002-X. To give this exercise a try, gather a variety of art supplies and a gift bag. He created the word by combining two Greek words: geron (old man) and iatrikos (medical treatment). Drama therapy is an established and validated form of therapy that can be applied to a wide range of participants (as clients are generally called in this treatment modality) in an even broader range of issues, problems, and disorders. On the other hand, for surviving men, there was a greater sense of having lost something, as they were now deprived of a constant source of care as well as the focus on their emotional life. Retrieved June 2, 2014, from http://www.statcan.gc.ca/pub/91-215-x/2013002/ct008-eng.htm. Heres how to teach this activity: Humans are all tactile creatures, but children especially are touchers, explorers, and curious feelers. Therefore, myths and assumptions about the elderly and aging are common. It is also a product of the social norms and expectations that apply to each stage of life. 03300100179. Make a list of all the biases, generalizations, and stereotypes about elderly people that you have seen or heard. Schlesinger, H. S., & Meadow-Orlans, K. P. (1972). The interventions below specifically aim to improve social communication skills. In school settings, intervention often includes environmental arrangements, teacher-mediated interventions, and peer-mediated interventions (Timler, 2008). What may be surprising is how few studies were conducted on death and dying prior to the 1960s. The 2022 Church Weekday Education Conference, hosted by the South Carolina Baptist Convention, offers innovative instruction with a spiritual foundation.Join us this summer as preschool administrators, teachers, and staff are inspired and challenged to advance in excellence as they MOVE to engage the next generation!. A history of depression in the caregiver was also found to increase the likelihood of elder abuse. Dramatherapy sessions gave participants a safe place to explore their feelings. While psychodrama focuses on an individualthe protagonistdrama therapy can be applied to individuals or groups and can provide therapeutic opportunities for all participants in each session (HealthPRO, n.d.). 2013b. ), Treatment of language disorders in children. Retrieved January 28, 2012 (http://social.un.org/index/Ageing/Resources/PapersandPublications.aspx). i am currently working on art therapy project, though i am not an art therapist by profession. Encourage participants to reflect on their own experiences of this. It forces them to face other people and respond to their feelings, but makes it fun and exciting. We also learn how to love and how to interact with others from these first important relationships. He said Binance hopes to play a role in solving problems plaguing crypto Twitter, led by the proliferation of AI-driven bots that have completely debased the entire conversation, he said. https://doi.org/10.1177/01454455860101004. This program of studies may contain references to the previous Kindergarten to Grade 3 curriculum. The idea is to provide them with as much as possible so they can get creative. Theoretical Perspectives on Aging If a project like this is used in a group or therapy setting, practitioners could ask the participants about their word choices, chosen themes, or interpretations of the poems (Frank, 2014). Kind of ugly though when you realise they are not the people who present themselves as being good. Ignatz Nascher and the Birth of Geriatrics. Canadian Medical Association Journal 143(9):944945, 948. Distress from pent-up emotions and complex experiences that need articulation is an especially common experience for people in caring professions. Next, instruct them to connect the dots by drawing a light border around the edges of the paper, creating a square. Drama therapy is not only helpful for neurotypical students, its also applicable for those on the autism spectrum. and other media texts, to enhance understanding of ideas and information, identify and use, effectively and efficiently, structural features of textbooks, such as tables of contents and indices, to access ideas and nformation and to read with purpose, apply, flexibly, knowledge of phonics, sight vocabulary, structural analysis, language and context clues, depending on the purpose and rate of reading, skim and scan reference materials to confirm the spellings or locate the meanings of unfamiliar words, experience oral, print and other media texts from a variety of cultural traditions and genres, such as journals, nature programs, short stories, poetry, letters, CDROM programs, mysteries, historical fiction, drawings and prints, justify own point of view about oral, print and other media texts, using evidence from texts, organize interpretations of oral, print and other media texts around two or three key ideas, express interpretations of oral, print and other media texts in another form or genre, predict and discuss the consequences of events or characters' actions, based on information in oral, print and other media texts, compare the choices and behaviours of characters portrayed in oral, print and other media texts with those of self and others, analyze how plot develops; the connection between plot and subplot; and the interrelationship of plot, setting and characters, identify and explain conflict, and discuss how it develops and may be resolved, develop, clarify and defend own interpretation, based on evidence from the text with support from own experiences, discuss how techniques, such as colour, shape, composition, suspense, foreshadowing and flashback, are used to communicate meaning and enhance effects in oral, print and other media texts, identify and explain the usefulness, effectiveness and limitations of various forms of oral, print and other media texts, reflect on, revise and elaborate on initial impressions of oral, print and other media texts, through subsequent reading, listening and viewing activities, identify various forms and genres of oral, print and other media texts, and describe key characteristics of each, identify the characteristics of different types of media texts, discuss connections among plot and subplot, main and supporting characters, main idea and theme in a variety of oral, print and other media texts, identify the narrator's perspective, and explain how it affects the overall meaning of a text, identify and explain how narrative hooks, foreshadowing, flashback, suspense and surprise endings contribute to the effectiveness of plot development, explain how sound and image work together to create effects in media texts, explore surprising and playful uses of language and visuals in popular culture, such as cartoons, animated films and limericks; explain ways in which imagery and figurative language, such as simile, convey meaning, choose appropriate strategies for generating ideas and focusing topics for oral, print and other media texts, use suspense, exaggeration, foreshadowing, dialogue and description to show rising action and develop conflict, create oral, print and other media texts that are unified by point of view, carefully developed plot and endings consistent with previous events, create a variety of oral, print and other media texts to explore ideas related to particular topics or themes, consider audience, purpose, point of view and form when focusing topics for investigation, use note-taking, outlining or representing to summarize important ideas and information in oral, print and other media texts, discuss the types and sources of information appropriate for topic, audience, form, purpose and point of view, plan and organize data collection based on instructions, explanations and pre-established parameters, obtain information from a variety of sources, such as adults, peers, advertisements, magazines, lyrics, formal interviews, almanacs, broadcasts and videos, to explore research questions, use a variety of tools and text features, such as headings, subheadings, topic sentences, summaries, staging and pacing, and highlighting, to access information, distinguish between fact and opinion, and follow the development of argument and opinion, scan to locate specific information quickly; summarize and record information useful for research purposes, use pre-established criteria to evaluate the usefulness of a variety of information sources in terms of their structure and purpose, organize ideas and information by selecting or developing categories appropriate to a particular topic and purpose, produce oral, print and other media texts with well-developed and well-linked ideas and sections, make notes, using headings and subheadings or graphic organizers appropriate to a topic; reference sources, reflect on ideas and information to form own opinions with evidence to support them, compare, contrast and combine ideas and information from several sources, assess if the amount and quality of gathered information is appropriate to purpose and audience; address information gaps, connect new information with prior knowledge to build new understanding, communicate ideas and information in a variety of oral, print and other media texts, such as reports, autobiographies, brochures and video presentations, use appropriate visual, print and/or other media effectively to inform and engage the audience, identify strengths and areas for improvement in personal research skills, identify particular content features that enhance the effectiveness of published oral, print and other media texts, incorporate particular content features of effective texts into own oral, print and other media texts, revise introductions, conclusions and the order of ideas and information to add coherence and clarify meaning, revise to eliminate unnecessary repetition of words and ideas, use paragraphs, appropriately, to organize narrative and expository texts, choose and use printing, cursive writing or word processing, depending on the task, audience and purpose, identify how the format of documents enhances the presentation of content, identify differences between standard English and slang, colloquialism or jargon, and explain how these differences affect meaning, identify and explain figurative and metaphorical use of language in context, experiment with figurative language, illustrations and video effects to create visual images, provide emphasis or express emotion, use a variety of subordinate clauses correctly and appropriately in own writing, use correct subject-verb agreement in sentences with compound subjects, distinguish between formal and informal conventions of oral and written language, and use each appropriately, depending on the context, audience and purpose, identify and use common subjective and objective forms of pronouns, appropriately and correctly in own writing, use reference materials to confirm spellings and to solve spelling problems when editing and proofreading, extend spelling vocabulary to include words frequently used in literature, but infrequently used in oral and other media texts, apply specific and effective strategies for learning and remembering the correct spelling of words in own writing, use periods and commas with quotation marks that indicate direct speech in own writing, use commas to separate phrases and clauses in own writing, use quotation marks to identify information taken from secondary sources in own writing, present ideas and opinions confidently, but without dominating the discussion, during small group activities and short, whole class sessions, clarify and support ideas or opinions with details, visuals or media techniques, identify and use explicit techniques to arouse and maintain interest and to convince the audience, listen and view attentively to organize and classify information and to carry out multistep instructions, ask questions or make comments that elicit additional information; probe different aspects of ideas, and clarify understanding, discuss how ideas, people, experiences and cultural traditions are portrayed in various oral, print and other media texts, explain how differing perspectives and unique reactions expand understanding, identify and discuss recurring themes in oral, print and other media texts from diverse cultures and communities, select and use appropriate form and tone for specific audiences to celebrate special events and accomplishments, demonstrate respect for diverse ideas, cultures and traditions portrayed in oral, print and other media texts, contribute collaboratively in group situations, by asking questions and building on the ideas of others, take responsibility for assuming a variety of roles in a group, depending on changing contexts and needs, contribute ideas, knowledge and questions to establish an information base for research or investigations, assist in setting and achieving group goals by inviting others to speak, suggesting alternatives, assigning tasks, sharing resources, following up on others' ideas and listening to a variety of points of view, evaluate group process and personal contributions according to pre-established criteria to determine strengths and areas for improvement, revise understanding and expression of ideas by connecting new and prior knowledge and experiences, review, reread, discuss and reflect on oral, print and other media texts to explore, confirm or revise understanding, seek out and consider diverse ideas, opinions and experiences to develop and extend own ideas, opinions and experiences, discuss and respond to ways that forms of oral, print and other media texts enhance or constrain the development and communication of ideas, information and experiences, pursue personal interest in specific genres by particular writers, artists, storytellers and filmmakers, examine and reflect on own growth in effective use of language to revise and extend personal goals, acknowledge the value of the ideas and opinions of others in exploring and extending personal interpretations and perspectives, exchange ideas and opinions to clarify understanding and to broaden personal perspectives, reconsider and revise initial understandings and responses in light of new ideas, information and feedback from others, use strategies to supplement and extend prior knowledge and experiences when interpreting new ideas and information, use knowledge of authors, forms and genres, developed during previous reading, to direct and extend reading experiences, enhance understanding by paraphrasing main ideas and supporting details, and by rereading and discussing relevant passages, monitor understanding; skim, scan or read slowly and carefully, as appropriate, to enhance comprehension, take notes, make outlines and use such strategies as read, recite, review to comprehend and remember ideas and information, identify and use visual and textual cues in reference materials, such as catalogues, databases, web sites, thesauri and writers' handbooks, to access information effectively and efficiently, identify and use structural features of a variety of oral, print and other media texts, such as newspapers, magazines, instruction booklets, advertisements and schedules, encountered in everyday life to access ideas and information and to read with purpose, choose and use strategies for word identification, vocabulary development and spelling that either build on specific strengths or address areas for improvement, use a thesaurus to extend vocabulary and locate appropriate words that express particular aspects of meaning, experience oral, print and other media texts from a variety of cultural traditions and genres, such as magazine articles, diaries, drama, poetry, Internet passages, fantasy, nonfiction, advertisements and photographs, write and represent narratives from other points of view, expect that there is more than one interpretation for oral, print and other media texts, and discuss other points of view, explain connections between own interpretation and information in texts, and infer how texts will influence others, make connections between biographical information about authors, illustrators, storytellers and filmmakers and their texts, interpret the choices and motives of characters portrayed in oral, print and other media texts, and examine how they relate to self and others, identify and describe characters' attributes and motivations, using evidence from the text and personal experiences, discuss various ways characters are developed and the reasons for and plausibility of character change, compare two similar oral, print or other media texts by considering the characters, plot, conflicts and main ideas, discuss how techniques, such as word choice, balance, camera angles, line and framing, communicate meaning and enhance effects in oral, print and other media texts, identify ways that characters can be developed, and discuss how character, plot and setting are interconnected and mutually supportive, identify and discuss how word choice and order, figurative language, plot, setting and character work together to create mood and tone, discuss how the choice of form or genre of oral, print and other media texts is appropriate to purpose and audience, compare the usefulness of different types of media texts, distinguish theme from topic or main idea in oral, print and other media texts, identify and explain characters' qualities and motivations, by considering their words and actions, their interactions with other characters and the author's or narrator's perspective, compare and contrast the different perspectives provided by first and third person narration, summarize the content of media texts, and discuss the choices made in planning and producing them, identify creative uses of language and visuals in popular culture, such as commercials, rock videos and magazines; explain how imagery and figurative language, such as hyperbole, create tone and mood, create oral, print and other media texts related to issues encountered in texts and in own life, retell oral, print and other media texts from different points of view, create oral, print and other media texts with both main and minor characters, choose forms or genres of oral, print or other media texts for the particular affects they will have on audiences and purposes, experiment with several ways to focus a topic, and select a form appropriate to audience and purpose, identify and trace the development of arguments, opinions or points of view in oral, print and other media texts, select the most appropriate information sources for topic, audience, purpose and form, choose a plan to access, gather and record information, according to self-selected parameters, obtain information from a variety of sources, such as artifacts, debates, forums, biographies, autobiographies, surveys, documentaries, films, CDROMs, charts and tables, when conducting research, expand and use a variety of tools and text features, such as subtitles, margin notes, key words, electronic searches, previews, reviews, visual effects and sound effects, to access information, record key ideas and information from oral, print and other media texts, avoiding overuse of direct quotations, adjust rate of reading or viewing to suit purpose and density of information in print or other media texts, develop and use criteria for evaluating the usefulness, currency and reliability of information for a particular research project, organize ideas and information creatively, as well as logically, to develop a comparison or chronology, or to show a cause-effect relationship, organize ideas and information to establish an overall impression or point of view in oral, print and other media texts, make notes in point form, summarizing major ideas and supporting details; reference sources, discard information that is irrelevant for audience, purpose, form or point of view, use a consistent and approved format to give credit for quoted and paraphrased ideas and information, evaluate the relevance and importance of gathered information; address information gaps, incorporate new information with prior knowledge and experiences to develop new understanding, communicate ideas and information in a variety of oral, print and other media texts, such as interviews, minilessons and documentaries, integrate appropriate visual, print and/or other media to inform and engage the audience, assess the research process, and consider alternative ways of achieving research goals, share draft oral, print and other media texts in a way that will elicit useful feedback, evaluate how particular content features contribute to, or detract from, the overall effectiveness of own and others' oral, print and other media texts; make and suggest revisions, revise by adding words and phrases that emphasize important ideas or create dominant impressions, revise to enhance sentence variety, word choice and appropriate tone, enhance the coherence and impact of documents, using electronic editing functions, use paragraph structures to demonstrate unity and coherence, vary handwriting style and pace, depending on the context, audience and purpose, choose an effective format for documents, depending on the content, audience and purpose, explore and explain ways that new words, phrases and manners of expression enter the language as a result of factors, such as popular culture, technology, other languages, infer the literal and figurative meaning of words in context, using idioms, analogies, metaphors and similes, experiment with figurative language, voice, sentence patterns, camera angle and music to create an impression or mood, use words and phrases to modify, clarify and enhance ideas and descriptions in own writing, use a variety of simple, compound and complex sentence structures to communicate effectively, and to make writing interesting, use correct pronoun-antecedent agreement in ownwriting, use verb tenses consistently throughout a piece of writing, develop a systematic and effective approach to studying and remembering the correct spelling of key words encountered in a variety of print and other media texts, use knowledge of spelling generalizations and how words are formed to spell technical terms and unfamiliar words in own writing, identify the use of spelling variants in print and other media texts, and discuss the effectiveness depending on audience and purpose, use hyphens to break words at the end of lines, and to make a new word from two related words in own writing, identify semicolons, dashes and hyphens when reading, and use them to assist comprehension, use parentheses appropriately in own writing, use appropriate capitalization and punctuation for referencing oral, print and other media texts, plan and facilitate small group and short, whole class presentations to share information, present information to achieve a particular purpose and to appeal to interest and background knowledge of reader or audience, plan and shape presentations to achieve particular purposes or effects, and use feedback from rehearsals to make modifications, anticipate the organizational pattern of presentations, and identify important ideas and supporting details, use appropriate verbal and nonverbal feedback to respond respectfully, compare own with others' understanding of people, cultural traditions and values portrayed in oral, print and other media texts, clarify and broaden perspectives and opinions, by examining the ideas of others, compare ways in which oral, print and other media texts reflect specific elements of cultures or periods in history, participate in organizing and celebrating special events, recognizing the appropriateness and significance of language arts, use inclusive language and actions that demonstrate respect for people of different races, cultures, genders, ages and abilities, propose ideas or advocate points of view that recognize the ideas of others and advance the thinking of the group, use opportunities as a group member to contribute to group goals and extend own learning, contribute ideas, knowledge and strategies to identify group information needs and sources, organize and complete tasks cooperatively by defining roles and responsibilities, negotiating to find the basis for agreement, setting objectives and time frames, and reviewing progress, evaluate the quality of own contributions to group process, and offer constructive feedback to others; propose suggestions for improvement, talk with others and experience a variety of oral, print and other media texts to explore, develop and justify own opinions and points of view, explore and explain how interactions with others and with oral, print and other media texts affect personal understandings, extend understanding by taking different points of view when rereading and reflecting on oral, print and other media texts, develop and extend understanding by expressing and responding to ideas on the same topic, in a variety of forms of oral, print and other media texts, explain preferences for texts and genres by particular writers, artists, storytellers and filmmakers, reflect on own growth in language learning and use, by considering progress over time and the attainment of personal goals, integrate own perspectives and interpretations with new understandings developed through discussing and through experiencing a variety of oral, print and other media texts, examine and re-examine ideas, information and experiences from different points of view to find patterns and see relationships, assess whether new information extends understanding by considering diverse opinions and exploring ambiguities, discuss how interpretations of the same text might vary, according to the prior knowledge and experiences of various readers, use previous reading experiences, personal experiences and prior knowledge as a basis for reflecting on and interpreting ideas encountered in texts, identify explicit and implicit ideas and information in texts; listen and respond to various interpretations of the same text, select appropriate reading rate and strategies for comprehending texts less closely connected to prior knowledge and personal experiences, preview complex texts as to their intent, content and structure, and use this information to set a purpose and select strategies for reading, use knowledge of visual and textual cues and structural features when skimming and scanning various print and other media texts to locate relevant information effectively and efficiently, analyze and discuss how the structural features of informational materials, such as textbooks, bibliographies, databases, catalogues, web sites, commercials and newscasts, enhance the effectiveness and efficiency of communication, apply and explain effective procedures for identifying and comprehending words in context; adjust procedures according to the purpose for reading and the complexity of the texts, use reference materials, including a writer's handbook, to verify correct usage, address uncertainties and solve problems that arise, experience oral, print and other media texts from a variety of cultural traditions and genres, such as essays, broadcast advertisements, novels, poetry, documentaries, films, electronic magazines and realistic fiction, identify and discuss how timeless themes are developed in a variety of oral, print and other media texts, consider historical context when developing own points of view or interpretations of oral, print and other media texts, compare and contrast own life situation with themes of oral, print and other media texts, express the themes of oral, print or other media texts in different forms or genres, consider peers' interpretations of oral, print and other media texts, referring to the texts for supporting or contradicting evidence, analyze how the choices and motives of characters portrayed in oral, print and other media texts provide insight into those of self and others, identify and discuss theme and point of view in oral, print and other media texts, discuss and explain various interpretations of the same oral, print or other media text, relate the themes, emotions and experiences portrayed in oral, print and other media texts to issues of personal interest or significance, discuss how techniques, such as irony, symbolism, perspective and proportion, communicate meaning and enhance effect in oral, print and other media texts, discuss character development in terms of consistency of behaviour and plausibility of change, describe how theme, dominant impression and mood are developed and sustained through choices in language use and the interrelationship of plot, setting and character, identify features that define particular oral, print and other media texts; discuss differences in style and their effects on content and audience impression, explain the relationships between purposes and characteristics of various forms and genres of oral, print and other media texts, evaluate the effectiveness of different types of media texts for presenting ideas and information, compare the development of character, plot and theme in two oral, print or other media texts, evaluate the effectiveness of oral, print and other media texts, considering the believability of plot and setting, the credibility of characters, and the development and resolution of conflict, compare a main character in one text to the main character in another text from a different era, genre or medium, identify ways that a change in narrator might affect the overall meaning of oral, print and other media texts, summarize the content of media texts, and suggest alternative treatments, analyze creative uses of language and visuals in popular culture, such as advertisements, electronic magazines and the Internet; recognize how imagery and figurative language, such as metaphor, create a dominant impression, mood and tone, generalize from own experience to create oral, print and other media texts on a theme, create oral, print and other media texts on common literary themes, create oral, print and other media texts that interrelate plot, setting and character, and reveal the significance of the action, create oral, print and other media texts that include main and minor characters, and show how the main character develops and changes as a result of the action and events, synthesize ideas and information from a variety of sources to develop own opinions, points of view and general impressions, assess adequacy, accuracy, detail and appropriateness of oral, print and other media texts to support or further develop arguments, opinions or points of view, select types and sources of information to achieve an effective balance between researched information and own ideas, select information sources that will provide effective support, convincing argument or unique perspectives, obtain information reflecting multiple perspectives from a variety of sources, such as expository essays, graphs, diagrams, online catalogues, periodical indices, film libraries, electronic databases and the Internet, when conducting research, expand and use a variety of tools and text features, such as organizational patterns of texts, page layouts, font styles and sizes, colour and voice-overs, to access information, distinguish between primary and secondary sources, and determine the usefulness of each for research purposes, follow up on cited references to locate additional information, evaluate sources for currency, reliability and possible bias of information for a particular research project, organize ideas and information by developing and selecting appropriate categories and organizational structures, balance all sections of oral, print and other media texts and ensure sentences, paragraphs and key ideas are linked throughout, develop coherence by relating all key ideas to the overall purpose of the oral, print or other media text, use own words to summarize and record information in a variety of forms; paraphrase and/or quote relevant facts and opinions; reference sources, select and record ideas and information that will support an opinion or point of view, appeal to the audience, and suit the tone and length of the chosen form of oral, print or other media text, choose specific vocabulary, and use conventions accurately and effectively to enhance credibility, evaluate usefulness, relevance and completeness of gathered information; address information gaps, reflect on new understanding and its value to self and others, communicate ideas and information in a variety of oral, print and other media texts, such as media scripts, multimedia presentations, panel discussions and articles, integrate appropriate visual, print and/or other media to reinforce overall impression or point of view and engage the audience, reflect on the research process, identifying areas of strength and ways to improve further research activities, share sample treatments of a topic with peers, and ask for feedback on the relative effectiveness of each, work collaboratively to make appropriate revisions based on feedback provided by peers, revise to ensure effective introductions, consistent points of view, effective transitions between ideas and appropriate conclusions, revise to enhance effective transitions between ideas and maintain a consistent organizational pattern, revise to combine narration, description and exposition effectively, develop personal handwriting styles appropriate for a variety of purposes, identify and experiment with some principles of design that enhance the presentation of texts, distinguish between the denotative and connotative meaning of words, and discuss effectiveness for achieving purpose and affecting audience, explore the derivation and use of words, phrases and jargon, including variations in language, accent and dialect in Canadian communities and regions, experiment with the language and components of particular forms to communicate themes or represent the perspectives of a variety of people or characters, identify and use parallel structure in own writing, identify and use coordination, subordination and apposition to enhance communication, use a variety of strategies to make effective transitions between sentences and paragraphs in own writing, demonstrate the deliberate, conscientious and independent application of a variety of editing and proofreading strategies to confirm spellings in own writing, identify situations in which careful attention to correct spelling is especially important, identify and use variant spellings for particular effects, depending on audience, purpose, content and context, use quotation marks to distinguish words being discussed in own writing, use dashes to show sentence breaks or interrupted speech, where appropriate in own writing, know that rules for punctuation can vary, and adjust punctuation use for effect in own writing, select, organize and present information to appeal to the interests and background knowledge of various readers or audiences, choose appropriate types of evidence and strategies to clarify ideas and information, and to convince various readers and audiences, integrate a variety of media and display techniques, as appropriate, to enhance the appeal, accuracy and persuasiveness of presentations, follow the train of thought, and evaluate the credibility of the presenter and the evidence provided, provide feedback that encourages the presenter and audience to consider other ideas and additional information, examine how personal experiences, cultural traditions and Canadian perspectives are presented in oral, print and other media texts, take responsibility for developing and sharing oral, print and other media texts and for responding respectfully to the texts of others, analyze how oral, print and other media texts reflect the traditions, beliefs and technologies of different cultures, communities or periods in history, explore and experiment with various ways in which language arts are used across cultures, age groups and genders to honour and celebrate people and events, create or use oral, print and other media texts in ways that are respectful of people, opinions, communities and cultures, contribute to group efforts to reach consensus or conclusions, by engaging in dialogue to understand the ideas and viewpoints of others, discuss and choose ways to coordinate the abilities and interests of individual group members to achieve group goals, generate and access ideas in a group, and use a variety of methods to focus and clarify topics for research or investigations, share responsibility for the completion of team projects by establishing clear purpose and procedures for solving problems, monitoring progress and making modifications to meet stated objectives, establish and use criteria to evaluate group process and personal contributions; set goals and make plans for improvement. 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