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vichka [17]
3 years ago
11

‘Why not take these cheeses, get them stowed, come back, throw open all the pens, and make a run for it? We'll drive the kids an

d lambs aboard. We say put out again on good salt water!' Ah, how sound that was! Yet I refused. I wished to see the caveman, what he had to offer— no pretty sight, it turned out, for my friends.
What theme is supported by the excerpt?
A) It is wise to follow the counsel of trusted friends
B) People should trust their instincts.
English
2 answers:
alexira [117]3 years ago
5 0
The answer would be a) it is wise to follow the counsel of trusted friends

Phantasy [73]3 years ago
3 0
I think the answer is a
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what ways do you think unequal resources can be addressed so that all students have safe and effective access to learning?
sdas [7]

Answer: Build relationships  

Relationships and the importance of them in the classroom never goes away. As the education pendulum flies back and forth, one thing that you can always count on still being at the forefront of making a difference in the classroom is the idea of relationships. If you don’t have a relationship with your students the work you do on a daily basis will be flat and not nearly as effective as what it could be. Take the time to build connections with each and every one of your students. What makes them tick? What are their interests? What are their hopes and desires? These are all things that you continue to build and cultivate as the year progresses—community and relationship building does not just stop after the first two weeks. Regardless of class size or other circumstances that have an impact on the classroom, this is number one for a reason!

Be intentional with your lesson planning

As you sit down and plan out the upcoming week, really give some thought to how you are going to reach all your students. What are the various entry points students are going to need to access the curriculum and reach your lesson target? Or perhaps, how can you help engage students at the start so they are ready to learn? Would a morning meeting or quick team building activity in table groups help get the kids primed for learning? Have a warm-up to settle and set a tone. Review the learning targets for the lesson to inform the students and tune them in.

Use a balanced data approach  

Using data to drive your instruction and decisions is vital. However, it needs to be done in a balanced approach to where you are taking into consideration your students and the direct knowledge you have about them. As educators, we are lucky that we know more about our students than what can be represented on a test. Use this information to help drive your instruction and decisions. How can you leverage this knowledge to help improve outcomes for kids? Are there additional ways that you can help support your students? Apply formative practices that not only will inform you of the “Are they getting it?” factor, but also use them to inform your students about their own progress.

Have high and consistent expectations

Most of us believe we have high expectations for kids, which is good. However, don’t let your high expectations limit your students with what they can accomplish. Your students will reach and often surpass your high expectations and when they do, don’t hold them back. Often our perception of what they can accomplish limits them, even when they are set at high levels.  Push the students and they will surprise you…and you might surprise yourself. Also, those expectations need to be held consistent throughout the building. Expectations are the constitution of the school and need to be known and upheld in all areas at all times. Students from trauma or adverse backgrounds have significant difficulties adapting to differing systems or environments.

Scaffold instruction to grade level standards

Kids need access to grade level curriculum and grade level expectations. Yes, some students are not ready for it but if we keep playing catch-up by working on math facts when they are in middle school, they are never going to get exposed to higher level thinking. Educators need to find ways to expose all students to grade level curriculum and standards while scaffolding their learning or finding ways to provide intervention to them outside of the core instruction.

Teach vocabulary explicitly

Vocabulary, vocabulary, and more vocabulary. You’ve read the research: students coming from a poverty background have been exposed to an incredible shortage of words compared to their peers brought up in a middle class home. What does this mean to you as an educator? You have to go double time to expose kids to vocabulary that is varied, challenging, and new to them. Students need a rich vocabulary environment to catch-up and this doesn’t mean that you teach the same themed words that come with the various seasons. You have to be intentional about this and constantly on the lookout for opportunities to build this. Focus not only on the Tier 3 words which are content-specific but provide ample exposure to the Tier 2 words that provide meaning and comprehension.

Get your students engaged and excited

If you aren’t engaged and excited, your students won’t be engaged or excited, it’s as simple as that. You have to look for ways to connect the learning and content standards back to your students. How can you capture their attention? Show your excitement and get passionate! Use relevant practices and put the students in charge of their own learning. Groups, pairs, share outs, questions, and reflections encourage deeper thinking and provide meaning.

Explanation:

5 0
3 years ago
Read 2 more answers
As a peer reviewer which quality helps you to offer helpful comments rather than hurtful ones?
tia_tia [17]

I believe that the answer would be A.) Empathy.

4 0
3 years ago
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Write a compare-and-contrast analysis to compare the way two different texts present similar ideas.
Kazeer [188]

Answer:

write a letter to your district chief executive telling him about your favourite teacher in your school

7 0
3 years ago
TESTIMONIAL 9.How does the appearance of the old blind woman at the mother's prison cell affect the narrator?
Zigmanuir [339]

Answer:

                  TESTIMONIAL BY EDWIDGE DANTICAT 1994

What effect does the story's timeline have on the text's overall meaning?

• The story's timeframe influences the overall meaning because the story's location and timeline make sense. In the past, there were many cult-like groups and superstitions, and their actions were frequently met with harsh consequences. The story's date and setting feel more realistic to the culture of the time.

How does the appearance of the old blind woman at the mother's prison cell affect the narrator?

• The elderly blind woman's arrival at the mother's jail call affects the narrator by recalling happy memories of her mother. But the narrator wanted to go, but she kept failing because the elderly blind lady continued questioning her anytime, she tried to step back or leave.

3 0
2 years ago
Passage 1
Genrish500 [490]
The correct answer is A. The second passage does not imply any indication to save people, so it is not c.

The first passage is not only about turtles, so the answer is not b.

Neither passage is talking of public libraries or beaches, so it is certainly not d.
Therefore the only logical answer is a. One is talking about efforts being made to save a wildlife habitat, while the other speaks of a bustling city and its prospects.

Hope this helps!
8 0
3 years ago
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