Effective Warnings

/in /by

Effective Warnings

According to Quarantelli (1990), O’Brien (2003) and the National Science and the Technology Council Committee on Environment and Natural Resources.(2000), what are the keys to effective warning messages to the public?  (Focus on explaining two and cite the source for each)

**Keep questions and references Separate** 500 words each APA format.

Hurricane Floyd Evacuation

Read the articles “Ideas & Trends: The Perfect Traffic Jam; Hurricane Floyd: Lessons in the Evacuation” and “Hurricane Floyd – A Night To Remember, A Day Of Evacuation Frustration To Forget”.  Describe the unanticipated consequences of evacuation orders issued in advance of Hurricane Floyd in 1999.  What assumptions do emergency officials make about citizen behavior?  What are the lessons learned?

Vocabulary Strategies

/in /by

This activity builds upon the Proficiency Level Analysis assignment from Topic 3. You will use the groups that you created in that topic for this assignment.

Select a passage appropriate for seventh grade students to utilize within this assignment. Create a 5-8 slide PowerPoint that could be used to demonstrate vocabulary strategies to your colleagues. Your PowerPoint should include the following:

  1. Key vocabulary that you would pre-teach the students in Ms. Jensen’s class;
  2. One strategy you would use to pre-teach this vocabulary to this group of students; and
  3. One strategy to practice this vocabulary later in the lesson.

In addition, include a reference slide with 3-5 references

Running head: PROFICIENCY LEVEL ANALYSIS 1

 

PROFICIENCY LEVEL ANALYSIS 4

 

 

 

 

 

Proficiency level Analysis

Vanessa Gonzalez

ESL-433

 

 

 

 

 

 

 

 

 

 

 

 

In Ms Jensen’s 7th grade class, students can be placed into different groups depending on their proficiency levels. Considering her class, there are 5 levels of the proficiency which when placed from highest to lowest level are Pre-Emergent, Emergent, Basic, Intermediate and lastly Proficient level. When I look at the AZELLA scores, the method that I would use would be placing students with highest proficient levels with those who have the lower levels (ELL) so that those who better understand how to listen, read, speak and write can teach those are not well versed with these English art activities.

Considering the score sheet, student such as Rebecca with Basic and Emergent would be classified with the student such as Aryanna with Proficient and Intermediate where Aryanna would teach, train and help Rebecca to write, speak, listen and write English Language art activities. This process of grouping student is what is commonly referred to as Cross-ability where students with different level of the proficiency level are paired together (Van Steendam et al…, 2014). This means students in higher levels are paired with students in the lower levels so that they can help them and support them to master English art activities.

In the roster, there are 15 students and using this number and how they are spread depending on their proficiency levels, I would create 5 groups where each group have 3 students. Group 1 would contain Aryanna, Hailey and Desiree; group 2 would contain Roman, Carlos and Gabriel; Group 3 would contain Jacob, Noah and Suzanne, Group 4 would contain Jude, Petie and Rebecca and Group 5 would contain Corynn, Jerry and Michael. In each of the five groups, it would contain students with higher levels (Proficient, Intermediate) and lower levels (Pre-Emergent, Emergent, Basic). This kind of pairing is very important because students with higher levels would offer necessary support to the students with lower levels (ELL) and also act as their role models. Similarly, smaller groups of 3s are manageable and teacher can easily identify areas that need assistance and ultimately ensure students in lower levels get adequate knowledge and understanding.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References

Van Steendam, E., Rijlaarsdam, G. C. W., Van den Bergh, H. H., & Sercu, L. (2014). The mediating effect of instruction on pair composition in L2 revision and writing. Instructional Science, 42(6), 905-927.

Classroom Management Strategies For The Inclusive Classroom

/in /by

Student behavioral and academic outcomes are improved by teachers having a clear understanding of what they are teaching and how they are going to teach it. Creating clear goals and objectives for a lesson with aligned, engaging activities and opportunities for well‐defined social interaction can reduce the occurrence of challenging behaviors and improve student performance.

Create a 12‐15 slide digital presentation to be shown to general classroom teachers, of a grade level of your choosing, in a professional development setting, focusing on inclusion and strategies for classroom management.

The presentation should address the following:

  • Identifying realistic expectations for the personal and social behavior of students with disabilities in various settings.
  • Designing learning environments that encourage active participation in individual and group activities for individuals with and without disabilities.
  • Promoting social skills that students with disabilities need for educational and other settings.
  • Preparing students with disabilities to live harmoniously and productively in a culturally diverse world.
  • Using collaborative learning groups and project‐based activities to help students practice self‐determination and self‐advocacy skills.
  • One recommended classroom management strategy for each of the identified behaviors  to motivate students: incomplete work, lack of participation, talking out of turn or disrespectful language, and refusal to work with others.

Include a title slide, reference slide, and presenter’s notes.

Support your presentation with 2‐3 scholarly resources.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in‐text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

Community Resources Brochure

/in /by

Create a brochure for immigrant families in your community that contains at least three community resources that support English acquisition.

For each resource include:

  1. The name of the resource or organization.
  2. The URL of their website or relevant contact information (if applicable).
  3. A brief explanation of how each resource or organization supports English acquisition.

Include a 250-500 word statement regarding culture and learning. Your statement should include:

  1. Examples of how culture affects learning.
  2. Examples of sociocultural influences on ELLs.
  3. A discussion regarding bilingualism and home language use in ELL classroom learning.

Support this statement with at least three scholarly resources.

While APA style is not required for this assignment, solid academic writing is expected, and in-text citations and references should be presented using the documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a grading rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite.