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bevestigen (bevestigde, heeft bevestigd)

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Questions 88-90 refer to the information below.A fifth-grade class is reading the narrative nonfiction story Can't You Make Them Behave, King George? by Jean Fritz. The story details the life of George IIIthe third who was king of England when the American Revolution was fought. Read the excerpt below and answer the questions that follow.(1) Firm, firm, firm. (2) From now on he would be firm. (3) After the Battle of Lexington and the Battle of Bunker Hill, King George said he felt strong as a lion. (4) People would soon see, he said, that Americans would back down, meek as lambs.(5) Instead, on July 4, 1776, Americans declared their independence. (6) Naturally King George was annoyed. (7) But he wasn't worried. (8) How could children, however rebellious, succeed against a firm father? (9) How could a few colonies hold out against a powerful empire? (10) He'd just send a few more regiments over and then watch the A

At the beginning of the school year, second-grade teachers meet to collaborate on a comprehensive instructional plan to teach students the five-step writing process. The teachers set a goal of creating a systematic writing program that will result in students requiring less direct guidance and support while moving toward independence over the course of the year.In which of the following teaching models are students engaged in the writing process at the most independent level?a. A teacher and students talk and think aloud as they share in the task of creating a writing piece.b. A teacher observes as students apply their writing skills to produce a draft during the creation of a writing piece.c. A teacher thinks aloud while composing a writing piece and explaining the strategies that are being used.d. Students contribute ideas for a writing piece as the teacher transforms the thoughts into writing.

Which of the following instructional techniques is most effective in teaching students the phonemic awareness skill of segmentation?a. Having students identify the odd sound in a sequence of three or four spoken wordsb. Saying a sequence of individual sounds and asking students to combine them to form a wordc. Asking students to recognize the common sound in a set of three one-syllable wordsd. Pronouncing a word and having students position plastic counters in a row to represent each sound

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