workplace conflict resolution role play scripts for adults

Groups typically consist of two to eight individuals with SCD and a teacher or an adult facilitator. In family therapy, the focus is on providing all family members with the tools they need to facilitate healing (Teen Treatment Center, 2014). This collection of papers touches on many topics relating to therapy, art, society, and clinical practice. In most countries, elderly women ______ than elderly men. They must act out recognizing and greeting one another, then move on to talking about what theyre doing now and about the drama therapy group they were once in. To be an accredited art therapist, you will have to seek acceptance into the appropriate association for your region. Kohn, Robert and Wendy Verhoek-Oftedahl. Pathways to gaining accreditation can vary, so research what this might look like for yourself. Canadian boomers anticipated they needed savings of $658,000 to feel financially secure in retirement but had only saved an average of $228,000. Is the character I played connected with my life? Viewing enables students to acquire information and to appreciate the ideas and experiences of others. Language is the basis of all communication and the primary instrument of thought. Dowd, James J. With respect to end-of-life care, the average Canadian now receives approximately one and a half times more health care services than the average Canadian did in 1975 (Lee 2007). Jan 30 - Feb 6, 2022 Online Key Metrics Attendees - Exhibitors - Register $410-$495 Why Attend The Nation's Premier K-8 Literacy Conference LitCon: National K-8 Literacy & Reading Recovery Conference is the largest and best K-8 literacy conference in North America. 2013. In addition, it helps them establish and maintain relationships. 2010. When these requirements are met, the therapist will also likely need to pass a state-sanctioned exam, as well as complete annual continuing education courses. Together thepension plans, OAS, and Guaranteed Income Supplements are credited with successfully reducing old age poverty. If used in a full therapy session, participants could also use the figures to conduct a role-play, which can then be discussed with the therapist to uncover deeper thoughts and ideas about their family relationships (Malchiodi, 2010). According to the 2011 Canadian Community Health Survey, fewer people over 65 assessed their health as excellent or very good (46 percent) compared to the average of all Canadians aged 12 and older (60 percent) (Statistics Canada 2013). A free and fair election depends on impartial poll workers. Drama therapy is not only helping adults with issues like depression, addiction, and personality disorders; its also being applied in two disparate places, but with similarly encouraging results: schools and prisons. Family therapy or family counseling is a form of treatment that is designed to address specific issues affecting the health and functioning of a family. 82-229-X. The risk of abuse also increases in people with health issues such as dementia (Kohn and Verhoek-Oftedahl 2011). transformed into a timeless hard-copy edition. I hope after reading this article, youve found a deeper appreciation for art therapy as a practice and the range of resources available to you as an individual or practitioner that can be easily implemented with a variety of clients. A | 19. Statistics Canada Catalogue no. Naumburg wrote several influential books on the topic of art therapy, believing that when creative pursuits are seen as another form of expression, they can be used in conjunction with traditional communication to unearth repressed and unconscious memories and emotions. Social skills groupsan intervention that uses instruction, role play, and feedback to teach ways of interacting appropriately with peers. Participants should consider this new, backward word and think about what language it might beit can be a real language or a made-up language, it doesnt matter which. Drama therapy helps children with ASD in several ways. (2014). Springer. The bulge in the pyramid clearly becomes more rounded in the future, indicating that the proportion of senior cohorts will continue to increase with respect to the younger cohorts in the population. Retrieved June 2, 2014, from http://www.statcan.gc.ca/dailyquotidien/131125/dq131125a-eng.pdf, Statistics Canada. What facts are your assumptions based on? Students use a variety of strategies and cueing systems as they interact with oral, print and other media texts. It also allows the family members to become more in tune with one another and can be applied with siblings, a parent, a child, or even couples in marriage counseling. Learn more by logging onto its website: http://openstaxcollege.org/l/new_dynamics_aging. Social communication intervention for school-age children: Rationale and description. Treatment strategies for SCD focus on increasing active engagement and building independence in natural communication environments. As with screening, competency-based tools, self-report questionnaires, norm-referenced direct assessments, and report measures (e.g., parent, teacher, employer, and significant other) are frequently used. They are also less likely to have a support system that might provide elder care: a partner and supportive children (Fredriksen-Goldsen et al. Some people see this as a part of art therapy, but it is very distinct from accredited art therapy practice. Although this is more of a constant theme and focus of encouragement from the therapist, its worth mentioning as a technique on its own. The World Health Organization has no standard, other than noting that 65 years old is the commonly accepted definition in most core nations, but it suggests a cut-off somewhere between 50 and 55 years old for semi-peripheral nations, such as those in Africa (World Health Organization 2012). Regional Dimensions of the Ageing Situation. The United Nations. Forever Functional: Sexual Fitness and the Aging Male Body. Body and Society 8:4370. With more than 25,000 members, we're a leading partner to and professional home for teachers of English and language arts at all levels. Perceived health, 2011. Statistics Canada Catalogue no. To develop drugs to address significant unmet medical needs.. Coca Cola. 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 process of creating the comic strip slows the conversation down, allowing more time for an individual to understand the information being exchanged. Please select the version of the site you would like to display: 2.3 Understand forms, elements and techniques, 5.1 Respect others and strengthen community, compare new ideas, information and experiences to prior knowledge and experiences, ask questions, paraphrase and discuss to explore ideas and understand new concepts, share personal responses to explore and develop understanding of oral, print and other media texts, discuss and compare the ways similar topics are developed in different forms of oral, print and other media texts, select preferred forms from a variety of oral, print and other media texts, identify areas of personal accomplishment and areas for enhancement in language learning and use, identify other perspectives by exploring a variety of ideas, opinions, responses and oral, print and other media texts, use talk, notes, personal writing and representing to record and reflect on ideas, information and experiences, explore ways to find additional ideas and information to extend understanding, use ideas and concepts, developed through personal interests, experiences and discussion, to understand new ideas and information, explain how the organizational structure of oral, print and other media texts can assist in constructing and confirming meaning, preview sections of print texts to identify the general nature of the information and to set appropriate purpose and reading rate, comprehend new ideas and information by responding personally and discussing ideas with others, extend sight vocabulary to include words frequently used in other subject areas, monitor understanding by confirming or revising inferences and predictions based on information in text, use text features, such as headings, subheadings and margin organizers, to enhance understanding of ideas and information, distinguish differences in the structural elements of texts, such as letters and storybooks, to access and comprehend ideas and information, identify and know the meaning of some frequently used prefixes and suffixes, apply knowledge of root words, compound words, syllabication, contractions and complex word families to read unfamiliar words in context, integrate knowledge of phonics and sight vocabulary with knowledge of language and context clues to read unfamiliar words in context, use alphabetical order by first and second letter to locate information in reference materials, use junior dictionaries, spell-check functions and electronic dictionaries to confirm the spellings or locate the meanings of unfamiliar words in oral, print and other media texts, experience oral, print and other media texts from a variety of cultural traditions and genres, such as personal narratives, plays, novels, video programs, adventure stories, folk tales, informational texts, mysteries, poetry and CDROM programs, identify and discuss favourite authors, topics and kinds of oral, print and other media texts, discuss a variety of oral, print or other media texts by the same author, illustrator, storyteller or filmmaker, retell events of stories in another form or medium, make general evaluative statements about oral, print and other media texts, connect the thoughts and actions of characters portrayed in oral, print and other media texts to personal and classroom experiences, identify the main events in oral, print and other media texts; explain their causes, and describe how they influence subsequent events, compare similar oral, print and other media texts and express preferences, using evidence from personal experiences and the texts, develop own opinions based on ideas encountered in oral, print and other media texts, explain how onomatopoeia and alliteration are used to create mental images, explain how language and visuals work together to communicate meaning and enhance effect, describe and compare the main characteristics of a variety of oral, print and other media texts, identify various ways that information can be recorded and presented visually, identify and explain connections among events, setting and main characters in oral, print and other media texts, identify the speaker or narrator of oral, print or other media texts, identify how specific techniques are used to affect viewer perceptions in media texts, recognize how words and word combinations, such as word play, repetition and rhyme, influence or convey meaning, use a variety of strategies for generating and organizing ideas and experiences in oral, print and other media texts, select and use visuals that enhance meaning of oral, print and other media texts, produce oral, print and other media texts that follow a logical sequence, and demonstrate clear relationships between character and plot, produce narratives that describe experiences and reflect personal responses, use organizational patterns of expository texts to understand ideas and information, focus topics appropriately for particular audiences, ask relevant questions, and respond to questions related to particular topics, develop and follow a class plan for accessing and gathering ideas and information, locate information to answer research questions, using a variety of sources, such as maps, atlases, charts, dictionaries, school libraries, video programs, elders in the community and field trips, use a variety of tools, such as indices, legends, charts, glossaries, typographical features and dictionary guide words, to access information, identify information sources that inform, persuade or entertain, and use such sources appropriately, recall important points, and make and revise predictions regarding upcoming information, organize ideas and information, using appropriate categories, chronological order, cause and effect, or posing and answering questions, record ideas and information that are on topic, organize oral, print and other media texts into sections that relate to and develop the topic, make notes of key words, phrases and images by subtopics; cite titles and authors of sources alphabetically, paraphrase information from oral, print and other media sources, examine gathered information to identify if more information is required; review new understanding, communicate ideas and information in a variety of oral, print and other media texts, such as short reports, talks and posters, select visuals, print and/or other media to add interest and to engage the audience, identify strengths and areas for improvement in research process, identify the general impression and main idea communicated by own and peers' oral, print and other media texts, use pre-established criteria to provide support and feedback to peers on their oral, print and other media texts, revise to ensure an understandable progression of ideas and information, identify and reduce fragments and run-on sentences, write legibly, using a style that demonstrates awareness of alignment, shape and slant, use special features of software when composing, formatting and revising texts, use an increasing variety of words to express and extend understanding of concepts related to personal interests and topics of study, recognize English words and expressions that come from other cultures or languages, experiment with combining detail, voice-over, music and dialogue with sequence of events, identify simple and compound sentence structures, and use in own writing, identify correct noun-pronoun agreement, and use in own writing, use phonic knowledge and skills and visual memory, systematically, to spell multisyllable words in own writing, identify and apply common spelling generalizations in own writing, apply strategies for identifying and learning to spell problem words in own writing, use capitalization to designate organizations and to indicate the beginning of quotations in own writing, use commas after introductory words in sentences and when citing addresses in own writing, identify quotation marks in passages of dialogue, and use them to assist comprehension, present to peers ideas and information on a topic of interest, in a well-organized form, add interest to presentations through the use of props, such as pictures, overheads and artifacts, adjust volume, tone of voice and gestures appropriately, to suit a variety of social and classroom activities, connect own ideas, opinions and experiences to those communicated in oral and visual presentations, give constructive feedback, ask relevant questions, and express related opinions in response to oral and visual presentations, describe similarities and differences between personal experiences and the experiences of people or characters from various cultures portrayed in oral, print and other media texts, appreciate that responses to some oral, print or other media texts may be different, identify and discuss main characters, plots, settings and illustrations in oral, print and other media texts from diverse cultures and communities, use appropriate language to acknowledge special events and to honour accomplishments in and beyond the classroom, identify and discuss differences in language use in a variety of school and community contexts, take responsibility for collaborating with others to achieve group goals, ask for and provide information and assistance, as appropriate, for completing individual and group tasks, share personal knowledge of a topic to develop purposes for research or investigations and possible categories of questions, use brainstorming, summarizing and reporting to organize and carry out group projects, assess group process, using established criteria, and determine areas for improvement, use appropriate prior knowledge and experiences to make sense of new ideas and information, read, write, represent and talk to explore personal understandings of new ideas and information, use own experiences as a basis for exploring and expressing opinions and understanding, select from provided forms of oral, print and other media texts those that best organize ideas and information and develop understanding of topics, select and explain preferences for particular forms of oral, print and other media texts, reflect on areas of personal accomplishment, and set personal goals to improve language learning and use, seek the viewpoints of others to build on personal responses and understanding, use talk, notes, personal writing and representing to explore relationships among own ideas and experiences, those of others and those encountered in oral, print and other media texts, search for further ideas and information from others and from oral, print and other media texts to extend understanding, describe ways that personal experiences and prior knowledge contribute to understanding new ideas and information, use knowledge of organizational structures, such as tables of contents, indices, topic sentences and headings, to locate information and to construct and confirm meaning, preview sections of print texts, and apply reading rate and strategies appropriate for the purpose, content and format of the texts, comprehend new ideas and information by responding personally, taking notes and discussing ideas with others, use the meanings of familiar words to predict the meanings of unfamiliar words in context, monitor understanding by comparing personal knowledge and experiences with information on the same topic from a variety of sources, use text features, such as maps, diagrams, special fonts and graphics, that highlight important concepts to enhance understanding of ideas and information, identify and use the structural elements of texts, such as letters, brochures, glossaries and encyclopedias, to access and comprehend ideas and information, identify and know by sight the meaning of high frequency prefixes and suffixes to read unfamiliar, multisyllable words in context, integrate knowledge of phonics, sight vocabulary and structural analysis with knowledge of language and context clues to read unfamiliar words in context, find words in dictionaries and glossaries to confirm the spellings or locate the meanings, by using knowledge of phonics and structural analysis, alphabetical order and guide words, experience oral, print and other media texts from a variety of cultural traditions and genres, such as historical fiction, myths, biographies, poetry, news reports and guest speakers, express points of view about oral, print and other media texts, make connections between fictional texts and historical events, describe and discuss new places, times, characters and events encountered in oral, print and other media texts, write or represent the meaning of texts in different forms, compare characters and situations portrayed in oral, print and other media texts to those encountered in the classroom and community, describe characters' qualities based on what they say and do and how they are described in oral, print and other media texts, describe and discuss the influence of setting on the characters and events, support own interpretations of oral, print and other media texts, using evidence from personal experiences and the texts, retell or represent stories from the points of view of different characters, explain how simile and hyperbole are used to create mood and mental images, alter sentences and word choices to enhance meaning and to create mood and special effects, identify and discuss similarities and differences among a variety of forms of oral, print and other media texts, identify the main characteristics of familiar media and media texts, identify the main problem or conflict in oral, print and other media texts, and explain how it is resolved, identify and discuss the main character's point of view and motivation, identify examples of apt word choice and imagery that create particular effects, identify sections or elements in print or other media texts, such as shots in films or sections in magazines, experiment with words and sentence patterns to create word pictures; identify how imagery and figurative language, such as simile and exaggeration, convey meaning, use texts from listening, reading and viewing experiences as models for producing own oral, print and other media texts, experiment with modeled forms of oral, print and other media texts to suit particular audiences and purposes, use structures encountered in texts to organize and present ideas in own oral, print and other media texts, use own experience as a starting point and source of information for fictional oral, print and other media texts, summarize important ideas in oral, print and other media texts and express opinions about them, combine personal knowledge of topics with understanding of audience needs to focus topics for investigation, identify categories of information related to particular topics, and ask questions related to each category, develop and follow own plan for gathering and recording ideas and information, locate information to answer research questions, using a variety of sources, such as newspapers, encyclopedias, CDROMs, a series by the same writer, scripts, diaries, autobiographies, interviews and oral traditions, use a variety of tools, such as chapter headings, glossaries and encyclopedia guide words, to access information, skim, scan and listen for key words and phrases, determine the usefulness and relevance of information for research purpose and focus, using pre-established criteria, use clear organizational structures, such as chronological order, and cause and effect, to link ideas and information and to assist audience understanding, organize ideas and information to emphasize key points for the audience, add, delete or combine ideas to communicate more effectively, record information in own words; cite titles and authors alphabetically, and provide publication dates of sources, combine ideas and information from several sources, record ideas and information in relevant categories, according to a research plan, connect gathered information to prior knowledge to reach new conclusions, communicate ideas and information in a variety of oral, print and other media texts, such as illustrated reports, charts, graphic displays and travelogues, select visuals, print and/or other media to inform and engage the audience, assess personal research skills, using pre-established criteria, develop criteria for evaluating the effectiveness of oral, print and other media texts, use developed criteria to provide feedback to others and to revise own work, revise to add and organize details that support and clarify intended meaning, edit for appropriate use of statements, questions and exclamations, write legibly, using a style that is consistent in alignment, shape and slant, apply word processing skills, and use publishing programs to organize information, extend word choice through knowledge of synonyms, antonyms and homonyms and the use of a thesaurus, distinguish different meanings for the same word, depending on the context in which it is used, experiment with words, phrases, sentences and multimedia effects to enhance meaning and emphasis, use words and phrases to modify and clarify ideas in own writing, use connecting words to link ideas in sentences and paragraphs, identify irregular verbs, and use in own writing, identify past, present and future verb tenses, and use in sentences, use phonic knowledge and skills, visual memory, the meaning and function of words in context, and spelling generalizations to spell with accuracy in own writing, study and use the correct spelling of commonly misspelled words in own writing, know and consistently apply spelling conventions when editing and proofreading own writing, use capital letters, appropriately, in titles, headings and subheadings in own writing, use quotation marks and separate paragraphs to indicate passages of dialogue in own writing, recognize various uses of apostrophes, and use them appropriately in own writing, organize ideas and information in presentations to maintain a clear focus and engage the audience, use effective openings and closings that attract and sustain reader or audience interest, adjust volume, tone of voice and gestures to engage the audience; arrange presentation space to focus audience attention, identify and interpret the purpose of verbal and nonverbal messages and the perspectives of the presenter, show respect for the presenter's opinions by listening politely and providing thoughtful feedback, discuss personal understanding of the lives of people or characters in various communities, cultural traditions, places and times portrayed in oral, print and other media texts, compare own and others' responses to ideas and experiences related to oral, print and other media texts, identify and discuss how qualities, such as courage, ambition and loyalty, are portrayed in oral, print and other media texts from diverse cultures and communities, select and use language appropriate in tone and form to recognize and honour people and events, determine and use language appropriate to the context of specific situations, accept and take responsibility for fulfilling own role as a group member, discuss and decide whether to work individually or collaboratively to achieve specific goals, formulate questions to guide research or investigations, with attention to specific audiences and purposes, contribute ideas to help solve problems, and listen and respond constructively, show appreciation for the contributions of others, and offer constructive feedback to group members, use prior experiences with oral, print and other media texts to choose new texts that meet learning needs and interests, read, write, represent and talk to explore and explain connections between prior knowledge and new information in oral, print and other media texts, engage in exploratory communication to share personal responses and develop own interpretations, experiment with a variety of forms of oral, print and other media texts to discover those best suited for exploring, organizing and sharing ideas, information and experiences, assess a variety of oral, print and other media texts, and discuss preferences for particular forms, assess personal language use, and revise personal goals to enhance language learning and use, select from the ideas and observations of others to expand personal understanding, use talk, notes, personal writing and representing, together with texts and the ideas of others, to clarify and shape understanding, evaluate the usefulness of new ideas, techniques and texts in terms of present understanding, combine personal experiences and the knowledge and skills gained through previous experiences with oral, print and other media texts to understand new ideas and information, apply knowledge of organizational structures of oral, print and other media texts to assist with constructing and confirming meaning, identify, and explain in own words, the interrelationship of the main ideas and supporting details, preview the content and structure of subject area texts, and use this information to set a purpose, rate and strategy for reading, use definitions provided in context to identify the meanings of unfamiliar words, monitor understanding by evaluating new ideas and information in relation to known ideas and information, use text features, such as charts, graphs and dictionaries, to enhance understanding of ideas and information, identify and use the structural elements of texts, such as magazines, newspapers, newscasts and news features, to access and comprehend ideas and information, use the meanings of prefixes and suffixes to predict the meanings of unfamiliar words in context, integrate and apply knowledge of phonics, sight vocabulary, language and context clues, and structural analysis to read unfamiliar words in texts of increasing length and complexity, choose the most appropriate reference to confirm the spellings or locate the meanings of unfamiliar words in oral, print and other media texts, experience oral, print and other media texts from a variety of cultural traditions and genres, such as autobiographies, travelogues, comics, short films, myths, legends and dramatic performances, explain own point of view about oral, print and other media texts, make connections between own life and characters and ideas in oral, print and other media texts, discuss common topics or themes in a variety of oral, print and other media texts, observe and discuss aspects of human nature revealed in oral, print and other media texts, and relate them to those encountered in the community, summarize oral, print or other media texts, indicating the connections among events, characters and settings, identify or infer reasons for a character's actions or feelings, make judgements and inferences related to events, characters, setting and main ideas of oral, print and other media texts, comment on the credibility of characters and events in oral, print and other media texts, using evidence from personal experiences and the text, explain how metaphor, personification and synecdoche are used to create mood and mental images, experiment with sentence patterns, imagery and exaggeration to create mood and mental images, discuss how detail is used to enhance character, setting, action and mood in oral, print and other media texts, identify key characteristics of a variety of forms or genres of oral, print and other media texts, discuss the differences between print and other media versions of the same text, discuss the connections among plot, setting and characters in oral, print and other media texts, identify first and third person narration, and discuss preferences with reference to familiar texts, explore techniques, such as visual imagery, sound, flashback and voice inflection, in oral, print and other media texts, identify strategies that presenters use in media texts to influence audiences, alter words, forms and sentence patterns to create new versions of texts for a variety of purposes; explain how imagery and figurative language, such as personification and alliteration, clarify and enhance meaning, choose life themes encountered in reading, listening and viewing activities, and in own experiences, for creating oral, print and other media texts, use literary devices, such as imagery and figurative language, to create particular effects, determine purpose and audience needs to choose forms, and organize ideas and details in oral, print and other media texts, express the same ideas in different forms and genres; compare and explain the effectiveness of each for audience and purpose, distinguish among facts, supported inferences and opinions, use note-taking or representing to assist with understanding ideas and information, and focusing topics for investigation, decide on and select the information needed to support a point of view, develop and follow own plan for accessing and gathering ideas and information, considering guidelines for time and length of investigation and presentation, locate information to answer research questions, using a variety of sources, such as printed texts, bulletin boards, biographies, art, music, community resource people, CDROMs and the Internet, use a variety of tools, such as bibliographies, thesauri, electronic searches and technology, to access information, skim, scan and read closely to gather information, evaluate the congruency between gathered information and research purpose and focus, using pre-established criteria, organize ideas and information using a variety of strategies and techniques, such as comparing and contrasting, and classifying and sorting according to subtopics and sequence, organize and develop ideas and information into oral, print or other media texts with introductions that interest audiences and state the topic, sections that develop the topic and conclusions, make notes on a topic, combining information from more than one source; use reference sources appropriately, use outlines, thought webs and summaries to show the relationships among ideas and information and to clarify meaning, quote information from oral, print and other media sources, evaluate the appropriateness of information for a particular audience and purpose, recognize gaps in gathered information, and suggest additional information needed for a particular audience and purpose, communicate ideas and information in a variety of oral, print and other media texts, such as multiparagraph reports, question and answer formats and graphs, select appropriate visuals, print and/or other media to inform and engage the audience, establish goals for enhancing research skills, work collaboratively to revise and enhance oral, print and other media texts, ask for and evaluate the usefulness of feedback and assistance from peers, revise to provide focus, expand relevant ideas and eliminate unnecessary information, edit for appropriate verb tense and for correct pronoun references, use paragraph structures in expository and narrative texts, write legibly and at a pace appropriate to context and purpose, experiment with a variety of software design elements, such as spacing, graphics, titles and headings, and font sizes and styles, to enhance the presentation of texts, show the relationships among key words associated with topics of study, using a variety of strategies such as thought webs, outlines and lists, choose words that capture a particular aspect of meaning and that are appropriate for context, audience and purpose, experiment with several options, such as sentence structures, figurative language and multimedia effects, to choose the most appropriate way of communicating ideas or information, identify the use of coordinate and subordinate conjunctions to express ideas, use complex sentence structures and a variety of sentence types in own writing, identify comparative and superlative forms of adjectives, and use in own writing, identify past, present and future verb tenses, and use throughout a piece of writing, use a variety of resources and strategies to determine and learn the correct spelling of common exceptions to conventional spelling patterns, explain the importance of correct spellings for effective communication, edit for and correct commonly misspelled words in own writing, using spelling generalizations and the meaning and function of words in context, use colons before lists, to separate hours and minutes, and after formal salutations in own writing, identify parentheses and colons when reading, and use them to assist comprehension, identify ellipses that show words are omitted or sentences are incomplete when reading, and use them to assist comprehension, use various styles and forms of presentations, depending on content, audience and purpose, emphasize key ideas and information to enhance audience understanding and enjoyment, demonstrate control of voice, pacing, gestures and facial expressions; arrange props and presentation space to enhance communication, identify the tone, mood and emotion conveyed in oral and visual presentations, respond to the emotional aspects of presentations by providing nonverbal encouragement and appreciative comments, compare personal challenges and situations encountered in daily life with those experienced by people or characters in other times, places and cultures portrayed in oral, print and other media texts, share and discuss ideas and experiences that contribute to different responses to oral, print and other media texts, identify ways in which oral, print and other media texts from diverse cultures and communities explore similar ideas, use appropriate language to participate in public events, occasions or traditions, demonstrate respect by choosing appropriate language and tone in oral, print and other media texts, assume a variety of roles, and share responsibilities as a group member, identify and participate in situations and projects in which group work enhances learning and results, contribute to group knowledge of topics to identify and focus information needs, sources and purposes for research or investigations, address specific problems in a group by specifying goals, devising alternative solutions and choosing the best alternative, assess own contributions to group process, and set personal goals for working effectively with others, extend understanding of ideas and information by finding and exploring oral, print and other media texts on related topics and themes, express personal understandings of ideas and information based on prior knowledge, experiences with others and a variety of oral, print and other media texts, reflect on own observations and experiences to understand and develop oral, print and other media texts, discuss and respond to ways that content and forms of oral, print and other media texts interact to influence understanding, explore and assess oral, print and other media texts recommended by others, use appropriate terminology to discuss developing abilities in personal language learning and use, listen and respond constructively to alternative ideas or opinions, use talk, writing and representing to examine, clarify and assess understanding of ideas, information and experiences, talk with others to elaborate ideas, and ask specific questions to seek helpful feedback, select and focus relevant ideas from personal experiences and prior knowledge to understand new ideas and information, use expectations and preferences developed during previous reading experiences to select and read new texts with purpose, identify, connect, and summarize in own words, the main ideas from two or more sources on the same topic, use concept mapping and mental rehearsal to remember main ideas and relevant details, adjust reading rate and strategies to account for changes in structural features of texts and complexity of content, identify and use visual and textual cues, such as numbers, bullets and words; for example, first/then/next, before/after, on the one hand/on the other hand and if/then, that signal organizational patterns in print

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