Which of the following statements is NOT true about stage 3 of the birthing process.
A. The placenta and umbilical cord are delivered.
B. It lasts approximately 5 to 10 minutes.
<u>C. Intense contractions occur.</u>
D. The placenta remains intact.
* I just took the test and this is the correct answer.
<span>The supernatural event that happened in Morte D’Arthur was when the character Arthur was able to draw the sword called Excalibur from the stone while he’s still a boy. Excalibur is the legendary sword of King Arthur. Excalibur is also called Caliburn. This sword has magical powers.</span>
Answer:
The author uses cause and effect to show that the tailor's repair causes the bean to have a black line is your answer.
<u>Explanation:</u>
- The association of the two events of the bursting of a happy bean and the tailor traveling on the same path the bean has burst on leads the narration to automatically figure out that the tailor is going to help the bean somehow.
- The compassionate nature of the tailor has been put an emphasis on so as to convey that it was because the tailor was compassionate, the life of the bean was saved.
Answer:
acts as a summary of the paper.
i got it correct on edg 2020
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.)
