Answer:
once upon a time, in an enchanted forest there lie a rabbit. this rabbit was small and frail. He had a name but no one cared for it. He was alone. He didn't think anyone want to hear his opinion or thoughts. He was to scared to go and make friends so he was alone. one day he was filled with thoughts, dreams, and ideas; but he had no one to tell them to. so he walked to a big cave and found some coal. he had an idea. he wrote, and wrote, and wrote until he had filled up the entire cave. he left and went home. when he came back there was a small note in the only blank space on the rock. "i like your ideas. do you have anymore?". The bunny was ecstatic <em>i </em><em>have </em><em>a </em><em>friend!</em><em> </em>he thought. So with this new inspiration he wrote a story. his story. As he drifted off to sleep that night. he didn't feel the nauseating normality of sadness instead he felt excited. excited for tomorrow to read his new friends response.
Answer:
Explanation:
Nymphs are the minor deities that care for nature. The most mentioned 'varieties' are dryads (tree nymphs) and naiads (water nymphs). They are Greek/roman deities, but only minor ones, usually dedicated to a specific tree/body of water. They often mated or served with higher gods or mated with mortals to produce demi-god offspring, e.g. Achilles was the son of a sea nymph, Thetis, and a mortal King.
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B: will have no heirs to the throne
helping students read for understanding is the central goal of reading instruction. Comprehension is a complex process involving the text, the reader, the situation, and the purpose for reading.
must instruct students to decode well
need to read and reread easy texts often so that decoding becomes rapid, easy, and accurate.
The teacher understands the importance of reading for understanding, knows the components and processes of reading comprehension, and teaches students strategies for improving their comprehension, including using a variety of texts and contexts
through strategic scaffolding, teachers can guide students to practice and apply specific reading strategies in their independent reading.
In guided practice, teachers provide support and resources. Scaffolding learners with guided support means working within their zone of proximal development or what the students can do with the help of a peer or adult.
In independent practice, students have opportunities to apply the skills and strategies they learned during modeling and guided practice. In independent practice, students practice reading skills with text that is at their instructional and independent reading level.
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