Answer:
When the character gets to engrossed in trying to focus on what they want in life, they forget that they have that undeniable right to do whatever they want. They don’t have to stress about meeting a certain standard because they can live a free life.
Explanation:
i believe its place since she moved from the first place (normal house) to the second place(The green house)
Answer:
A draft of wind blew past and ran through her hair. The air was crisp and the ocean smelled fresh and there was a thick coat of fog swirling around in the atmosphere. Passing crows flew through the air gracefully, their loud, croaky barks filling the air in a crescendo of volume. Sarah stared off into the distance as the cold and salty water lapped up onto the shore, and the sky was like a curtain of silk with puffy clouds of creamy white, that reminded her of the inside of her favorite dessert, a light and flaky pâte à choux pastry. She stared at the waves crashing upon the shore longingly. The beautiful sound of the waves soothed her like a lullaby her mother used to sing her when she was little. She dug her toes into the grainy, damp sand. She ran. Clumps of seaweed that had washed up on the beach made her stumble, but she kept going. The horizon was a line of nickel-silver. The sunset, a splash of red, yellow, and orange seemed to be seducing her and causing her to run even faster. Sarah jumped. The waves fell down upon her, wrapping her like a huge blanket. The salty water felt good. She grinned contently, vivacious, obviously pleased with her incredible accomplishment.
Explanation:
I can add advanced SAT words in the paragraph if you want, but it'll take some time. Tell me if you want that. :)
The text (or excerpt) is short.
The text is complex. (It contains challenging vocabulary, has some long and complex sentence structures, requires that students draw from background knowledge and/or experiences for understanding, uses a new or different text structure).
The text is central to or supports the unit of study - it is contextualized in the unit and, therefore, meaningful for student learning.
Each student has his/her own copy of the text. (In primary grades, the experience may be designed around a read aloud.)
(Optional) The length of the text may be differentiated for different groups of students, based on language proficiency or reading levels.
A subset of reading standards has been selected. (For ELL’s, specific language standards may also apply.)
The selected standards include Reading Standard 1 (text evidence) and Reading Standard 4 (meaning of words and phrases), which force students to stay “close” to the text.
The purpose (and the specific skills and strategies) are directly linked to the selected standards.
The purpose of the close reading experience is clearly stated for students. It explains the specific skills and strategies that students will practice.
•The first reading of the text is done independently. (In primary grades, within a
read aloud or shared reading.)
The student is asked to re-read to deepen understanding.
•The teacher reads portions of the text aloud, after an independent read (if needed)
There are specific, text-specific questions to guide reading, discussion and writing. The questions are directly related to the focus and identified standards.
Some questions target literal understanding and others require students to make inferences, analyze or make connections (depending on selected standards).
Some questions require students to cite textual evidence. RL 1 / RI 1 ANNOTATION (In primary grades, students may not be asked to annotate.)
Students annotate the text (using taught strategies) in order to prepare for discussions and writing.
The annotation strategy matches the purpose for reading and the standards selected.
Students have an opportunity to discuss specific questions in partnerships or in small groups (to ensure that every student can engage with the questions) before whole class discussion.
Discussion is embedded in every day of the close reading experience (if there are multiple days).
Protocols for discussion may be used as students are learning to engage effectively with each other.
Students have opportunities to consolidate their thoughts by drawing and/or writing. (Writing tasks vary in length, from short responses to longer pieces. They may be summaries, reactions, or responses to specific questions. They can be completed in class or at home.)
