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THE ACT GAME ACT: ASSERTIVE COMMUNICATION …

9 THE ACT GAMEACT: ASSERTIVE COMMUNICATION TRAININGA Social Skills Training Program for Children Grades 3 - 6 MODULE 1: ASSERTIVENESSOBJECTIVES1. Familiarize students with the operation of the ACT Increase discriminations among passive, ASSERTIVE , and aggressive Increase ASSERTIVE requesting Increase ASSERTIVE refusing Increase awareness of problem - solving Increase goal competence involves cognitive, behavioral, and emotional factors. This firstmodule in the social competence curriculum contains cognitive and behavioral factors.

Step 7: Explain the steps in problem-solving. Problem definition, goal clarification, alternative setting, evaluation of alternatives, implementation, and feedback are the problem-solving goals. Example: What do you do when you try to solve a problem? In good problem-solving, there are some steps that you take. I will write them on the board.

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THE ACT GAME ACT: ASSERTIVE COMMUNICATION …

chipts.ucla.edu

teacher/trainer can model giving compliments by selecting students to compliment on their effective compliments and by giving tokens. “Arturo, you looked right at Stephanie when you said she was friendly. Looking at the person lets them know you really mean what you say.”) THE GAME Step 6: Explain the ACT Game.

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know and do mathematics by solving a range of problems and engaging in key mathematical practices. The development of the standards was informed by international benchmarking and began with research on what is known about how students’ mathematical knowledge, skills, and understanding develop over time. The progression from kindergarten

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problem-solving. For example, sentence starters such as, “Can you explain how you…” and, “I wonder why you…” help students engage with their peers and extend their mathematics dialogue. When students use sentence starters and frames such as, “Can you tell me how you knew…?” and, “What does the _____ in your drawing represent

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The models and instructional strategies you use during this supplement set will lead nicely into the work stu - dents do with multiplying and dividing fractions in Grades 6 and 7. Math educators Suzanne Chapin and Art Johnson caution us, however, that some of the division situations students will encounter in sixth and seventh

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www.state.nj.us

competencies are so important for K-3 children; gives you grade-by-grade examples of how children demonstrate these competencies; and lists many examples of ways that you can support children’s EPPIC skills: engagement in learning, their planning and problem-solving, and their initiative and creativity.

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collegereadiness.collegeboard.org

1. The . SAT. Suite . of Assessments. The SAT® Suite of Assessments is an integrated system of . tests that includes the SAT (for students in grades 11 and 12), the PSAT/NMSQT® and the PSAT™ 10 (for grades 10 and 11), and the PSAT™ 8/9 (for grades 8 and 9). The tests measure the same skills and knowledge in grade-appropriate ways.

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Can Do Descriptors - WIDA

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Aug 01, 2016 · Organization of the WIDA Can Do Descriptors, Key Uses Edition, Grades K–12 The WIDA Can Do Descriptors, Key Uses Edition is organized by grade-level bands (K, 1, 2–3, 4–5, 6–8, and 9–12) that correspond to those in ACCESS for ELLs 2.0. Within each grade-level band, the descriptors are organized by Key Use (Recount, Explain, Argue and Discuss) and …

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