When complete in the expression, the facilitator picks a person in the group, comes face to face with them and teaches them to mimic this activity. The idea is to provide them with as much as possible so they can get creative. Social communication assessment and intervention for children exposed to maltreatment. The feminization of the aging poor, evident in peripheral nations, is directly due to the number of elderly women in those countries who are single, illiterate, and not a part of the labour force (Mujahid 2006). She published her findings in a 1969 book called On Death and Dying. Drama therapy can help students gain social skills, connect with others, and develop empathy and improved emotional management skillsall useful skills and abilities to have. The authors describe it as a left brain/right brain resource for conjoining pictures and words. These 11 intervention overviews and sample lesson plans illustrate instruction provided to struggling readers in elementary school ( grades 1-5) as part of our 2006-2016 early intervention research. 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. Speech-language pathologists (SLPs) play a central role in the screening, assessment, diagnosis, and treatment of social communication disorder (SCD) in children and adults. 1978. Today, with most households confined to the nuclear family, attitudes toward the elderly have changed. 14. Explain that touch is an important sensory experience, and we can use it to create things that bring us comfort and a sense of calm. Her fast-paced job required her to travel around the country, setting up meetings and conferences. The review phase encourages the child to reflect on the social encounter they completed and how their activities and those of others contributed to the outcomes (Fujiki & Brinton, 2017). The median age of women is higher than men, 41.1 compared to 39.4, due to the persistent higher life expectancy of women (although the gap between genders has been diminishing). Virtual Annual Conference, April 20-22, 2022, All virtual conference sessions are available on-demand through July 20. It also provides a premier interdisciplinary platform. Trends in Global Population Growth. Research Starters Sociology: Academic Topic Overview. View. This list of resources is not exhaustive, and the inclusion of any specific resource does not imply endorsement from ASHA. Try to recall the experience and analyze your own response to loss. Did you find engaging in family therapy helpful? I was a woman in a workplace that did expect women to be dancing dogs in dresses. It was considered completely normal accepted behavior for men in the workplace to openly scream at others and be verbally abusive, but if a woman even used stern voice or wrong tone, it was viewed as hostile. Working with young people, I know how important it is to encourage their creativity at any possible moment, and I regularly utilize collage as an expressive form to help my students tap into their ideas. Positive Workplace (38) Relationships (31) Resilience & Coping (33) Self Awareness (22) Self Esteem (38) Software & Apps (23) Strengths & Virtues (28) Any advice you could give us would be a good start to improve our family. This is an excellent read for any non-professionals who wish to learn more about what family therapy can do for couples. That barrier can be breached with methods of expression they understand a little better, like drawing and coloring. Once participants feel ready, invite them to begin selecting images, words, phrases, or colors from the magazines and newspapers. Try to go deeper to uncover what these shapes represent. A| 8. Positive learning experiences enable students to leave school with a desire to continue to extend their knowledge, skills and interests. Social skills groups can be used across a wide range of ages, including school-age children and adults. The following questions can facilitate discussion: Given the high sugar content in this exercise, you can see that this is a great game to play with young children! Erik H. Erikson (19021994), in his view of socialization, broke the typical life span into eight phases. Zentangle was created with the promise that anyone can do it, even if they dont think they can draw well enough to create something beautiful. Scope of practice in speech-language-pathology [Scope of practice]. Closing closing out the session offers an opportunity to discuss how the session went for each participant and reinforce any lessons learned or objectives achieved (Counselling Directory, n.d.). (2016). Augmentative and alternative communicationan area of clinical practice that supplements or compensates for impairments in speech-language production and/or comprehension, including spoken and written modes of communication. 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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