Students attend to the ideas being presented, make and confirm predictions and inferences, and monitor their understanding. A newer method of raising equity in smaller amounts is through real estate crowdfunding which can pool accredited and/or non-accredited investors together in a special purpose vehicle for all or part of the equity capital needed for the acquisition. Rawezh Ibrahim. We want you to use Poll Everywhere to facilitate important conversations around racial equity. Exploratory language is often oral. This article offers a 5-step framework for identifying reading difficulties and determining if a student is eligible for special education services under IDEA including the role of RTI, cognitive processing tests, and other statewide assessments and curriculum-based Examples of comprehension skills that can be taught and applied to all reading situations include: Summarizing; Sequencing; Inferencing; Comparing and contrasting Drawing conclusions; Self-questioning Use these classic books and fun activities to encourage your students to lift one another up and to let their natural creativity run wild! On the contrary, simply reading to your child twenty minutes a day is one of the most important literacy building activities you can do to prepare him to learn to read and succeed in school. Later, language learning occurs in specific contexts for specific purposes, such as learning about a specific subject, participating in the community, and pursuing work and leisure activities. - Definition, Theories & Examples, Insight Learning - Wolfgang Kohler: Theory, Definition & Examples, Cognitivism: Overview & Practical Teaching Examples, Improving Retrieval of Memories: Mnemonic Devices, Types of Problems & Problem Solving Strategies, Cognitive Learning Activities for the Classroom, Constructivist Learning Theory in the Classroom, Humanistic Learning Theory in the Classroom, Instructional Strategies for Teachers: Help & Review, Sociology for Teachers: Professional Development, Abnormal Psychology for Teachers: Professional Development, Psychology of Adulthood & Aging for Teachers: Professional Development, Criminal Justice for Teachers: Professional Development, Human & Cultural Geography for Teachers: Professional Development, 6th Grade Life Science: Enrichment Program, NYSTCE Health Education (073): Practice and Study Guide, Guide to Becoming a Substance Abuse Counselor, Praxis Special Education: Core Knowledge and Applications (5354) Prep, Common Core History & Social Studies Grades 11-12: Literacy Standards, What Is a Primary Care Physician? They use language to examine new experiences and knowledge in relation to their prior knowledge, experiences and beliefs. After dealing with their anxiety for a long time, students can become averse to math and try to avoid it as much as possible, which may result in lower grades in math courses. 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. ReadWriteThink is a teaching and learning community for English Language Arts teachers from K-12th grade with resources providing more than 12 million educators, students, parents, and afterschool professionals free access to the highest quality standards-based practices, lesson plans, videos, activities, and apps for students to improve their reading and writing skills. Region 10 Education Service Center Second Location 400 E. Spring Valley Rd. The general outcomes are interrelated and interdependent; each is to be achieved through a variety of listening, speaking, reading, writing, viewing and representing experiences. Benchmark Passages and Benchmark Books (Levels aa-J) have multiple-choice Comprehension Quick Check Quizzes and master keys. If the property requires substantial repair, traditional lenders like banks will often not lend on a property and the investor may be required to borrow from a private lender utilizing a short term bridge loan like a hard money loan from a Hard money lender. | {{course.flashcardSetCount}} Download Free PDF View PDF. The amount of the purchase price financed by debt is referred to as leverage. Based on these findings, Dybuster Calcularis was extended by adaptation algorithms and game forms allowing manipulation by the learners. (2005). flashcard set{{course.flashcardSetCoun > 1 ? Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences. Listen to students' recordings from reading aloud a book or passage. When the same research group used tDCS in a training study with two dyscalculic individuals, the reverse setup (left anodal, right cathodal) demonstrated improvement of numerical abilities. As international real estate investment became increasingly common in the early 21st century, the availability and quality of information regarding international real estate markets increased. [68][70], A study used transcranial direct current stimulation (TDCS) to the parietal lobe during numerical learning and demonstrated selective improvement of numerical abilities that was still present six months later in typically developing individuals. [23] If a dyscalculic is asked to choose the greater of two numbers, with the lesser number in a larger font than the greater number, they may take the question literally and pick the number with the bigger font. After comprehending the situation and subject of their conversation, the students can attempt any activity. Students enhance their comprehension of and response to oral, print and other media texts through learning experiences in all the general outcomes. To ensure our writers are competent, they pass through a strict screening and multiple testing. They learn to define the need for information, ask questions, and gather and evaluate information. All cognitive learning activities are geared towards pushing students to work through different problems and stimuli. To celebrate their own use of language, students display their work, share with others, and delight both in their own and others' use of the language arts. Retelling Rubrics provide details that identify strengths and weaknesses students might have comprehending fiction or nonfiction texts; including analysis of text structures. A real estate agent or broker is a person who represents sellers or buyers of real estate or real property.While a broker may work independently, an agent usually works under a licensed broker to represent clients. Students communicate ideas and information more effectively when they select forms and conventions appropriate to specific purposes, content and audiences. Through personal response, students explore and form values and beliefs. We want you to use Poll Everywhere to facilitate important conversations around racial equity. They are relevant for all students in a variety of learning environments and are cumulative across the grades. Representing enables students to communicate information and ideas through a variety of media, such as video presentations, posters, diagrams, charts, symbols, visual art, drama, mime and models. This is the process that focuses on buying properties or leveraging other peoples properties by sub-leasing and then renting them out on websites such as AirBNB. Bloom's taxonomy is a set of three hierarchical models used for classification of educational learning objectives into levels of complexity and specificity. Read on to learn about a few cognitive learning activities you can use in the classroom. [15] Common symptoms of dyscalculia are having difficulty with mental math, trouble analyzing time and reading an analog clock, struggle with motor sequencing that involves numbers, and often counting on fingers when adding numbers.[16]. Cognitive learning essentially relies on five principles: remembering, understanding, applying, evaluating, and creating. Brokers and agents are licensed by the state to negotiate sales agreements and manage the documentation required for closing real estate transactions. Developing speaking skills in the y ls classroom ppt Universidad Santo Toms 1 of 18 Ad. ;h+kA8>1WEvdw. They use oral language to learn, solve problems and reach goals. For example, subject area teachers teach the specialized language and forms of each subject. - Definition & Shortage, What Is Medicare? An effective evaluation helps parents and teachers see which specific skills are weak and where reading and spelling instruction should begin. (n.d.). Learning ways to think and resolve issues and complex problems will help students with different facets of life. includes many different processes, such as arithmetic, algebra, word problems, geometry, etc.) Sometimes students discover what they think at the point of utterance. Mistaken recollection of names, poor name/face retrieval; may substitute names beginning with same letter. It is also an area of research that seeks to understand how humans use verbal and nonverbal cues to accomplish a number of personal and relational goals.. Interpersonal communication research addresses at least six categories of inquiry: 1) how humans adjust and adapt their verbal However, children with dyscalculia can subitize fewer objects and even when correct take longer to identify the number than their age-matched peers. Visual-spatial input, auditory input, and touch input will be affected due to these processing errors. The term is often used to refer specifically to the inability to perform arithmetic operations, but is also defined by some educational professionals and cognitive psychologists such as Stanislas Dehaene[76] and Brian Butterworth[10] as a more fundamental inability to conceptualize numbers as abstract concepts of comparative quantities (a deficit in "number sense"), which these researchers consider to be a foundational skill upon which other mathematics abilities build. Responsibility for language learning is shared by students, parents, teachers and the community. This article offers a 5-step framework for identifying reading difficulties and determining if a student is eligible for special education services under IDEA including the role of RTI, cognitive processing tests, and other statewide assessments and curriculum-based Comprehending the biological base of feeding behavior is essential for determining how extra-biological stimuli are Prop 30 is supported by a coalition including CalFire Firefighters, the American Lung Association, environmental organizations, electrical workers and businesses that want to improve Californias air quality by fighting and preventing wildfires and reducing air pollution from vehicles. Combinations of oral, print or visual texts include videos, films, cartoons, drama and drum dancing. Higher education is tertiary education leading to award of an academic degree.Higher education, also called post-secondary education, third-level or tertiary education, is an optional final stage of formal learning that occurs after completion of secondary education.It represents levels 6, 7 and 8 of the 2011 version of the International Standard Classification of Education A newer method of raising equity in smaller amounts is through real estate crowdfunding which can pool accredited and/or non-accredited investors together in a special purpose vehicle for all or part of the equity capital needed for the acquisition. Rawezh Ibrahim. Improve your students reading comprehension with ReadWorks. Running Records are one part of a three-part process to place students in instructionally appropriate level texts and determine whether or not students are ready to move up a level. These can be sold to others for a cash return or other benefits. Kosc defined dyscalculia as "a structural disorder of mathematical abilities." Access thousands of high-quality, free K-12 articles, and create online assignments with them for your students. 5 chapters | Creating and communicating with language enhance collaboration and build community (General Outcome 5). To ensure our writers are competent, they pass through a strict screening and multiple testing. When intelligence quotient (IQ) tests are initially standardized using a sample of test-takers, by convention the average of the test results is set to 100 and their standard deviation is set to 15 It is unclear whether this was the result of misdiagnosed children improving in mathematics and spatial awareness as they progressed as normal, or that the subjects who showed improvement were accurately diagnosed, but exhibited signs of a non-persistent learning disability. English as a second or foreign language is the use of English by speakers with different native languages.Language education for people learning English may be known as English as a second language (ESL), English as a foreign language (EFL), English as an additional language (EAL), English as a New Language (ENL), or English for speakers of other languages (ESOL). Listening and speaking enable students to explore ideas and concepts, as well as to understand and organize their experiences and knowledge. They also found that the right intraparietal sulcus in children with developmental dyscalculia was not modulated to the same extent in response to non-symbolic numerical processing as in typically developing children. Exploratory talk and writing, for example, strengthen student understanding and evaluation of texts. [5] A common method of valuing real estate is by dividing its net operating income by its capitalization rate, or CAP rate. Each Benchmark Passage, Benchmark Book (Levels aa-J), and Spanish Benchmark Passage comes with a customized Running Record. A couple of activities might be: Understanding activities directly engage students to see how they interpret information. [75] Cognitive disabilities specific to mathematics were originally identified in case studies with patients who experienced specific arithmetic disabilities as a result of damage to specific regions of the brain. In terms of law, real is in relation to land property and is different from personal property while estate means For 1st-4th grade level, many adults will know what to do for the math problem, but they will often get them wrong because of "careless errors", although they are not careless when it comes to the problem. Visual texts include pictures, diagrams, tableaux, mime and nonverbal communication. Let's talk. Special Education Teacher New Jersey "Finding the right content to meet all these standards parameters and building quality instruction around it is challenging and massively time consuming. Slow, word-by-word readers; great difficulty with words in lists, nonsense words and words not in their listening vocabulary, Very poor spellersmiscode sounds, leave out sounds, add or leave out letters or whole syllables, Non-fluent writersslow, poor quality and quantity of the product, When speaking, may have a tendency to mispronounce common words (floormat for format); difficulty using or comprehending more complex grammatical structures, Listening comprehension is usually superior to performance on timed measures of reading comprehension (may be equivalent when reading comprehension measures are untimed). A few activities for your students can include: Cognitive learning is centered on adapting to new stimuli and constructing methods to solve problems or address needs. Use effective oral and visual communication, Demonstrate attentive listening and viewing, Language Learning: A Shared Responsibility, 2.3 Understand Forms, Elements and Techniques, 5.1 Respect Others and Strengthen Community. Throughout Kindergarten to Grade 9, students use language to celebrate significant community and national events. An effective evaluation helps parents and teachers see which specific skills are weak and where reading and spelling instruction should begin. m. Rawezh Ibrahim. More importantly, several behavioral studies[32][33] have found that children with developmental dyscalculia show an attenuated distance/ratio effect than typically developing children. The purchase of a property for which the majority of the projected cash flows are expected from capital appreciation (prices going up) rather than other sources is considered speculation rather than investment. Students will weigh information based on criteria previously learned. Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication. Students must be prepared to meet new literacy demands in Canada and the international community. tests of working memory, executive function, inhibition, intelligence, etc.) It is intended that students engage in purposeful language arts activities that respect individual differences and emphasize the interrelated and mutually supportive nature of the general and specific outcomes. Language is the basis of all communication and the primary instrument of thought. Reading provides students with a means of accessing the ideas, views and experiences of others. Real estate assets are typically expensive, and investors will generally not pay the entire amount of the purchase price of a property in cash. Interpersonal communication is an exchange of information between two or more people. For example, Gavin R. Price and colleagues[34] found that children with developmental dyscalculia showed no differential distance effect on reaction time relative to typically developing children, but they did show a greater effect of distance on response accuracy. In every classroom, students develop a sense of community. This might be a great review for the beginning of class to see if students are comprehending previous lessons. 1 0 obj<> endobj 2 0 obj<>/Font<>/XObject<>/ProcSet[/PDF/Text/ImageC]/ExtGState<>>> endobj 3 0 obj<>stream Comprehending the biological base of feeding behavior is essential for determining how extra-biological stimuli are In this way, students share perspectives and ideas, develop understanding and respect diversity. They enable students to extend their knowledge and use of language, increase their understanding of themselves and others, and experience enjoyment and personal satisfaction. Infants start without knowing a language, yet by 10 months, babies can distinguish speech sounds and engage in babbling.Some research has shown that the earliest learning begins in utero when the fetus starts to recognize the sounds and speech patterns of its mother's voice and differentiate them from Reading is the process of taking in the sense or meaning of letters, symbols, etc., especially by sight or touch.. For educators and researchers, reading is a multifaceted process involving such areas as word recognition, orthography (spelling), alphabetics, phonics, phonemic awareness, vocabulary, comprehension, fluency, and motivation.. Other types of reading and writing, such Students learn that language is important for celebrating events of personal, social, community and national significance. It is sometimes colloquially referred to "math dyslexia", though this analogy can be misleading as they are distinct syndromes. More commonly, dyscalculia occurs developmentally as a genetically linked learning disability which affects a person's ability to understand, remember, or manipulate numbers or number facts (e.g., the multiplication tables). [citation needed], There are very few studies of adults with dyscalculia who have had a history of it growing up, but such studies have shown that it can persist into adulthood. Problem-solving skills are one of the chief aspects of a strong education. Once a property is sold at the foreclosure auction or as an REO, the lender may keep the proceeds to satisfy their mortgage and any legal costs that they incurred minus the costs of the sale and any outstanding tax obligations. Customer: Thank you, goodbye. Belong to an organization that serves racially marginalized communities, provides anti-racist education, or actively works to fight racism in other ways? Subscribe In doing so, they apply the conventions of grammar, language usage, spelling, punctuation and capitalization. Thus dyscalculia can be diagnosed using different criteria, and frequently is; this variety in diagnostic criteria leads to variability in identified samples, and thus variability in research findings regarding dyscalculia. Continue Reading. [71] Improvement were achieved by applying anodal current to the right parietal lobe and cathodal current to the left parietal lobe and contrasting it with the reverse setup. The three lists cover the learning objectives in cognitive, affective and psychomotor domains. [30] The numerical ratio effect is observed when individuals are less accurate and slower in comparing pairs of numbers that have a larger ratio (e.g., 8 and 9, ratio = 8/9) than a smaller ratio (2 and 3; ratio = 2/3). As they interact with texts, students respond by reflecting, creating, analyzing, synthesizing and evaluating. English language arts teachers; however, have a special role because of their focus on language, its forms and functions. Confucianism, also known as Ruism or Ru classicism, is a system of thought and behavior originating in ancient China.Variously described as tradition, a philosophy, a religion, a humanistic or rationalistic religion, a way of governing, or a way of life, Confucianism developed from what was later called the Hundred Schools of Thought from the teachings of the Chinese Students enhance their language abilities by using what they know in new and more complex contexts and with increasing sophistication. Education is what remains after one has forgotten what one has learned in school. Our writers have great grammar skills. General outcomes are broad statements identifying the knowledge, skills and attitudes that students are expected to demonstrate with increasing competence and confidence from Kindergarten to Grade 12. You have to find properties in high destination areas to ensure that you will have enough bookings to cover the recurring costs and initial investment. Clear student learning outcomes and high learning standards in the program of studies are designed to prepare students for present and future language requirements. For this reason, the economic and social situation in an area is often a major factor in determining the value of its real estate. Special Education Teacher New Jersey "Finding the right content to meet all these standards parameters and building quality instruction around it is challenging and massively time consuming. What Should I Do if My Child Has It? This typically includes gathering documents and information about the property, inspecting the physical property, and comparing it to the market value of similar properties. Oral, print and other media texts provide vicarious experiences and new perspectives that students use for speaking, writing and representing (General Outcome 2). The prefix "dys-" comes from Greek and means "badly". After comprehending the situation and subject of their conversation, the students can attempt any activity. Real estate investors typically use a variety of real estate appraisal techniques to determine the value of properties prior to purchase. Students need knowledge, skills and strategies in all six language arts to compose, comprehend and respond to such texts. [citation needed], Other than using achievement tests as diagnostic criteria, researchers often rely on domain-specific tests (i.e. [63][64][24] While computer adaptive training programs are modeled after one-to-one type interventions, they provide several advantages. part of the wider knowledge,skills and understanding which children need to become skilled readers and writers,capable of comprehending and composing text.For beginner readers,learning the core principles of phonic work in discrete daily sessions reduces the risk,attendant with the so-called searchlights' model,of paying too little One source of investment returns is AirBNB rental arbitrage. The specific outcomes state the knowledge, skills and attitudes that students are expected to demonstrate by the end of each grade. Download Free PDF View PDF. Bloom's taxonomy is a set of three hierarchical models used for classification of educational learning objectives into levels of complexity and specificity. Rsnen and colleagues have found that games such as The Number Race and Graphogame-math can improve performance on number comparison tasks in children with generalized math learning difficulties. - Definition & Process, Parliamentary Sovereignty: Features & Example, Proletarian Internationalism: Definition & Principle, Largest Revenue Sources for the Federal Government, What is Senatorial Courtesy? Usually, a large portion of the purchase price will be financed using some sort of financial instrument or debt, such as a mortgage loan collateralized by the property itself. Belong to an organization that serves racially marginalized communities, provides anti-racist education, or actively works to fight racism in other ways? Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts. This is a great way to begin formulating your own cognitive learning activities. Benchmark Passages and Benchmark Books (Levels aa-J) have multiple-choice Comprehension Quick Check Quizzes and master keys. To become discerning, lifelong learners, students at all grades need to develop fluency and confidence in their oral language abilities. On the contrary, simply reading to your child twenty minutes a day is one of the most important literacy building activities you can do to prepare him to learn to read and succeed in school. Dyscalculia (/ d s k l k ju l i /) is a disability resulting in difficulty learning or comprehending arithmetic, such as difficulty in understanding numbers, learning how to manipulate numbers, performing mathematical calculations, and learning facts in mathematics.It is sometimes colloquially referred to "math dyslexia", though this analogy can be misleading as Industrial real estate With residential real estate, the perceived safety of a neighbourhood and the number of services or amenities nearby can increase the value of a property. Dyscalculia is characterized by difficulties with common arithmetic tasks. During the 1980s, real estate investment funds became increasingly involved in international real estate developed. How to Create a Culture of Kindness in Your Classroom Using The Dot and Ish. There are few known symptoms because little research has been done on the topic. Learning ways to think and resolve issues and complex problems will help students with different facets of life. When students can see their ideas, thoughts, feelings and experiences in writing, they can reconsider, revise and elaborate on them in thoughtful ways. [citation needed], Software intended to remediate dyscalculia has been developed. Schools and teachers play an essential role in identifying students with reading difficulties, including dyslexia. Benchmark Passages and Benchmark Books (Levels aa-J) have multiple-choice Comprehension Quick Check Quizzes and master keys. Improve your students reading comprehension with ReadWorks. m. Rawezh Ibrahim. Bloom's taxonomy is a set of three hierarchical models used for classification of educational learning objectives into levels of complexity and specificity. Viewing and representing take on new importance in managing ideas and information; through these language arts, students learn to enhance the clarity and effectiveness of communication. In the outcomes of the program of studies, the six language arts are integrated. They reflect on and use prior knowledge to extend and enhance their language and understanding. Download Free PDF View PDF. Lenders and other financial institutions usually have minimum equity requirements for real estate investments they are being asked to finance, typically on the order of 20% of appraised value. Students use exploratory language when analyzing, evaluating and responding to texts, and when deciding how to use language more effectively. Viewing is an active process of attending to and comprehending such visual media as television, advertising images, films, diagrams, symbols, photographs, videos, drama, drawings, sculpture and paintings. Oral language is the foundation of literacy. [41] However, due to the cost and time limitations associated with brain and neural research, these methods will likely not be incorporated into diagnostic criteria despite their effectiveness. [1] [20] For instance, in a study done by Mazzocco and Myers (2003), researchers evaluated children on a slew of measures and selected their most consistent measure as their best diagnostic criterion: a stringent 10th-percentile cut-off on the TEMA-2. What time to leave if needing to be somewhere at 'X' time), Difficulty with choreographed dance steps, Having particular difficulty mentally estimating the measurement of an object or distance (e.g., whether something is 3 or 6 meters (10 or 20 feet) away), Inability to grasp and remember mathematical concepts, rules, formulae, and sequences, Inability to concentrate on mentally intensive tasks. Understanding Dyscalculia. The earliest appearance of dyscalculia is typically a deficit in subitizing, the ability to know, from a brief glance and without counting, how many objects there are in a small group. Researchers now sometimes use the terms "math dyslexia" or "math learning disability" when they mention the condition. A real estate agent or broker is a person who represents sellers or buyers of real estate or real property.While a broker may work independently, an agent usually works under a licensed broker to represent clients. Oral language carries a community's stories, values, beliefs and traditions. Writing enables students to explore, shape and clarify their thoughts, and to communicate them to others. [29] Typically developing individuals are less accurate and slower in comparing pairs of numbers closer together (e.g., 7 and 8) than further apart (e.g., 2 and 9). [40] Mathematics is a specific domain that is complex (i.e. Numerical magnitude processing in first graders with mathematical difficulties", "Diagnosing Developmental Dyscalculia on the Basis of Reliable Single Case FMRI Methods: Promises and Limitations", "Functional connectivity of the angular gyrus in normal reading and dyslexia", "Developmental dyscalculia is related to visuo-spatial memory and inhibition impairment", "Brain Activity during a Visuospatial Working Memory Task Predicts Arithmetical Performance 2 Years Later", "Remediating computational deficits at third grade: A randomized field trial", "Effects of first-grade number knowledge tutoring with contrasting forms of practice", "Effects of fact retrieval tutoring on third-grade students with math difficulties with and without reading difficulties", "An open trial assessment of "The Number Race", an adaptive computer game for remediation of dyscalculia", "Apps to Help Students With Dyscalculia and Math Difficulties", "Design and evaluation of the computer-based training program Calcularis for enhancing numerical cognition", "Evaluation of a Computer-Based Training Program for Enhancing Arithmetic Skills and Spatial Number Representation in Primary School Children", "Modelling and Optimizing Mathematics Learning in Children", "Modulating neuronal activity produces specific and long-lasting changes in numerical competence", "Preliminary evidence for performance enhancement following parietal lobe stimulation in Developmental Dyscalculia", "11 Facts About the Math Disorder Dyscalculia", "Five- to 7-year-olds' finger gnosia and calculation abilities", Mixed receptive-expressive language disorder, https://en.wikipedia.org/w/index.php?title=Dyscalculia&oldid=1115769214, Short description is different from Wikidata, Articles needing cleanup from August 2022, Articles with unsourced statements from October 2022, Articles with unsourced statements from April 2021, Articles with unsourced statements from July 2021, Creative Commons Attribution-ShareAlike License 3.0, Difficulty stating which of two numbers is larger, Inability to comprehend financial planning or budgeting, sometimes even at a basic level; for example, estimating the cost of the items in a shopping basket or balancing a checkbook, Visualizing numbers as meaningless or nonsensical symbols, rather than perceiving them as characters indicating a numerical value (hence the. Applying Learning Theories in the Classroom. Individual properties are unique to themselves and not directly interchangeable, which makes evaluating investments less certain. Inconsistent results in addition, subtraction, multiplication and division, When writing, reading and recalling numbers, mistakes may occur in the areas such as: number additions, substitutions, transpositions, omissions, and reversals, Poor memory (retention and retrieval) of math concepts; may be able to perform math operations one day, but draw a blank the next; may be able to do book work but then fails tests, Ability to grasp math on a conceptual level, but an inability to put those concepts into practice, Difficulty recalling the names of numbers, or thinking that certain different numbers "feel" the same (e.g. 48 lessons, {{courseNav.course.topics.length}} chapters | Language enables students to play an active role in various communities of learners within and beyond the classroom. It tends to become more apparent as children get older; however, symptoms can appear as early as preschool. Activities that rely on remembering ask for the student to recall previously learned information to complete the task at hand. Dyscalculia comes from Greek and Latin and means "counting badly". ", "Directional Confusion May Be a Sign of Dyslexia", "Complexities in identifying and defining mathematics learning disability in the primary school-age years", "Number sense across the lifespan as revealed by a massive Internet-based sample", "Impaired parietal magnitude processing in developmental dyscalculia", "Defective number module or impaired access? All rights reserved. the processes build on each other such that mastery of an advanced skill requires mastery of many basic skills). For example, subject area teachers teach the specialized language and forms of each subject. Developing speaking skills in the y ls classroom ppt Universidad Santo Toms 1 of 18 Ad. In addition, language facilitates student development of metacognitive awareness; that is, it enables them to reflect on and control their own thinking and learning processes. The goal is to get them thinking and applying problem-solving strategies without the use of preparation or steps that lead to an answer. Continue Reading. As well, they come to know how language preserves and enriches culture. Investment properties are often purchased from a variety of sources, including market listings, real estate agents or brokers, banks, government entities such as Fannie Mae, public auctions, sales by owners, and real estate investment trusts. For example, oral communication and visual media are becoming increasingly important. With these new subject-specific products, Newsela just made this attainable for all and in a reasonable amount of time!" Language development in humans is a process starting early in life. For example, subject area teachers teach the specialized language and forms of each subject. Let's talk. Skill in managing ideas and exchanging information helps students encourage, support and work with others. Problem-solving skills are one of the chief aspects of a strong education. Our writers have great grammar skills. Research Methods in Education Fifth edition. In today's technological society, people access information and find enjoyment in print, as well as other language forms. The Flynn effect is the substantial and long-sustained increase in both fluid and crystallized intelligence test scores that were measured in many parts of the world over the 20th century. {{courseNav.course.mDynamicIntFields.lessonCount}} lessons Dyscalculia (/dsklkjuli/)[1][2][3][4] is a disability resulting in difficulty learning or comprehending arithmetic, such as difficulty in understanding numbers, learning how to manipulate numbers, performing mathematical calculations, and learning facts in mathematics. They develop an understanding of how language works and use the specialized vocabulary of English language arts. Unlike other investments, real estate is fixed in a specific location and derives much of its value from that location. Language development in humans is a process starting early in life. Some individuals and companies focus their investment strategy on purchasing properties that are in some stage of foreclosure. Therefore, texts refer not only to print but also to oral and visual forms that can be discussed, studied and analyzed. They preview, ask questions and set purposes. Rawezh Ibrahim. 's' : ''}}. For the new Kindergarten to Grade 3 curriculum, please visit new.LearnAlberta.ca. They use artistic language to create, to express who they are and what they feel, and to share their experiences with others in a variety of oral, print and other media texts. Hove, UK: Psychology Press. Each attempts to target basic processes that are associated with maths difficulties. There are pros and cons to this investment type. [38] However, support for the access deficit hypothesis is not consistent across research studies. Education is what remains after one has forgotten what one has learned in school. Their appreciation of literary texts provides students with a range of topics and encourages them to experiment with a variety of forms in their own communication. A newer method of raising equity in smaller amounts is through real estate crowdfunding which can pool accredited and/or non-accredited investors together in a special purpose vehicle for all or part of the equity capital needed for the acquisition. Someone who actively or passively invests in real estate is called a real estate entrepreneur or a real estate investor. In terms of law, real is in relation to land property and is different from personal property while estate means This article offers a 5-step framework for identifying reading difficulties and determining if a student is eligible for special education services under IDEA including the role of RTI, cognitive processing tests, and other statewide assessments and curriculum-based The most common comorbidity in individuals with dyscalculia is dyslexia. Dyscalculics can have problems determining differences in different coins and their size or giving the correct amount of change and if numbers are grouped together, it is possible that they cannot determine which has less or more. [10] Properties at this phase are called Real Estate Owned, or REOs. They help students develop and apply strategies for comprehending, composing and responding in a variety of situations. You can also check out the Authentic Learning Activities lesson for some ideas on developing classroom activities that will keep your students eager to learn and engaged! Latest Sex and Relationship Advice - Find latest articles and advice about sex and relationships, sex education, sexual issues, sex and relationship tips and more at Hindustan Times. Strategies for Developing Speaking Skills In communicative output, the learners' m ain purpose is to complete a task, such as obtaining information, developing a travel plan, or creating a video. PDF | Active Listening; Verbal and Non-verbal Messages; Attending; Responding; Paraphrasing; Summarizing; Ask Questions; Probing. 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; 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