Poems and crafts

Yes, I went to the city, And there I did bitterly cry...

Answer explanation

Poem I Went to the City by Kenneth Patchen

It's time . Old Captain, lift anchor, sink!

Answer explanation

Poem title: "The Voyage" (1857) by Charles Baudelaire

Leading authors in the career exploration field recommend starting with a _______ assessment to zero in on your unique career possibilities profile.

• Enneagram

• Horoscope

• Strengths Finder

• Myers Briggs personality

n. rule; control; expert skill or knowledge after much practice

• legible

• mastery

• grammatical

• refrain

Which of the following is NOT an example of a “wish” in phase 2:

• I want to be an architect and own my own firm by the age of 45

• I want to be an animator and work exclusively for Pixar films

• I want to become a nurse at Scripps Hospital and work on the labor and delivery floor

• I want to make $100,000 a year

To promote students' comprehension of a passage about comets and meteoroids, a middle school teacher shows the students how to use facts from the text to complete the following Venn diagram. This comprehension strategy is most effective in facilitating students' ability to:

• use inferential comprehension skills to identify cause-and-effect relationships

• draw on their prior knowledge to clarify understanding

• organize textual information according to similarities and differences

• apply their vocabulary knowledge in new contexts

Use the information below to answer the two questions that follow. A fourth-grade class is beginning a unit on deserts. The teacher starts the unit by having the students form small groups and list everything they know about deserts. Then the whole class meets to share their lists, and the teacher helps the students arrange their ideas into a web. The class's partially completed web is shown below. Creating such a web is likely to promote students' ability to retain and use information they read about a topic by:

• encouraging students to attend to new information on the topic rather than to familiar information

• providing students with the vocabulary they need to make sense of their reading

•  prompting students to assess the accuracy of their prior knowledge of the topic

• helping students learn to use categories to organize their thinking about the topic