A second-grade teacher is reading aloud a literary text to the class. Which of the following post reading activities would be most likely to promote the students’ comprehension of the story by enhancing their literary analysis skills?

Un día me casaré con alguien que me (querer) de verdad. No es que (ser: ellos) perezosos, sino que no (tener) experiencia. Para que (ver) Ud. su error; le voy a dar otra oportunidad. Ellos desean (asistir) a la reunión, pero es probable que (tener) otro compromiso. Dudaban que el presidente (resolver) la crisis pronto. Acaban de ver una película que (burlarse) del tema. Mis padres no querían que (salir: yo) por la noche con mis amigos. Puede ser que (estar) enfermo, pero no me lo creo. Es posible (traer) vino, ¿no? Me molestaba que (tener: nosotros) exámenes todas las semanas. Cuando(tener: yo) mucho dinero, visitaré el Macchu Pichu. Es obvio que si (recibir: yo) la beca (grant), lo celebraremos. Es probable que si yo (estudiar: yo) más, habría aprobado el examen. Es imposible que Antonio (decir) eso. Ojalá que el viaje (ir) bien. Espero que Ud. (mejorarse). Me parece horrible que (tener: nosotros) que hacer un examen sobre el subjuntivo. ¡Como si no (tener: nosotros) otras cosas más importantes que hacer!

Early in the school year, a teacher analyzes the results of a developmental spelling survey to identify students’ strengths and needs as spellers. Using this information, the teacher plans whole-group instruction for spelling elements and patterns the majority of students need to learn. However, some students have not yet mastered earlier spelling elements or patterns, while other students are ready to learn elements that are beyond the scope of the fifth-grade spelling curriculum. Which of the following approaches to spelling instruction would best address this diversity of skills?

(01.03 HC)Read the excerpt from The Enchanted April by Elizabeth Von Arnim. Respond to the prompt that follows. About Mrs. Arbuthnot there was nothing bright and brisk, though much in her way with the Sunday School children that was automatic; but when Mrs. Wilkins, turning from the window, caught sight of her in the club she was not being automatic at all, but was looking fixedly at one portion of the first page of The Times, holding the paper quite still, her eyes not moving. She was just staring; and her face, as usual, was the face of a patient and disappointed Madonna. Mrs. Wilkins watched her a minute, trying to screw up courage to speak to her. She wanted to ask her if she had seen the advertisement. She did not know why she wanted to ask her this, but she wanted to. How stupid not to be able to speak to her. She looked so kind. She looked so unhappy. Why couldn’t two unhappy people refresh each other on their way through this dusty business of life by a little talk—real, natural talk, about what they felt, what they would have liked, what they still tried to hope? And she could not help thinking that Mrs. Arbuthnot, too, was reading that very same advertisement. Her eyes were on the very part of the paper. Was she, too, picturing what it would be like—the color, the fragrance, the light, the soft lapping of the sea among little hot rocks?In a paragraph of 5-7 sentences, accomplish the following: identify the tone of the passage explain how the author’s diction, including connotation and figurative language devices, helped to communicate the tone (2 quotes, properly embedded) Use proper grammar/conventions. 

Escoge el pronombre relativo que mejor corresponda:  Inventaron un aparato electrónico con _______es posible guiar los rayos láser.

Please identify the names of three of the authors of literary works featured on this exam.

The American Crisis begins with which of the following lilnes: 

Thomas Jefferson wrote the Declaration of Independence. 

If the seller allows the buyer to move in prior to the closing of the sale, the seller is

(01.03 HC)Read the excerpt from The Adventures of Sherlock Homes by Arthur Conan Doyle. Respond to the question that follows. Sherlock Holmes was transformed when he was hot upon such a scent as this. Men who had only known the quiet thinker and logician of Baker Street would have failed to recognize him. His face flushed and darkened. His brows were drawn into two hard black lines, while his eyes shone out from beneath them with a steely glitter. His face was bent downward, his shoulders bowed, his lips compressed, and the veins stood out like ropes in his long, sinewy neck. His nostrils seemed to dilate with a purely animal lust for the chase, and his mind was so absolutely concentrated upon the matter before him that a question or remark fell unheeded upon his ears, or, at the most, only provoked a quick, impatient snarl in reply. Swiftly and silently he made his way along the track which ran through the meadows, and so by way of the woods to the Boscombe Pool. It was damp, marshy ground, as is all that district, and there were marks of many feet, both upon the path and amid the short grass which bounded it on either side. Sometimes Holmes would hurry on, sometimes stop dead, and once he made quite a little detour into the meadow. Lestrade and I walked behind him, the detective indifferent and contemptuous, while I watched my friend with the interest which sprang from the conviction that every one of his actions was directed towards a definite end.In a paragraph of 3-5 sentences, accomplish the following: identify the bolded figurative language device identify the mood of the passage explain how the figurative language devices helps to develop the mood of the passage for the reader Use proper grammar/conventions.