Read the following context and choose the correct option to answer the question. Context: Creating a self portrait is not your typical selfie! When I taught in the traditional classroom, creating self portraits was something I had students do whether they were four or nine. In fact, I'd have them draw one on the first day of school and one toward the end of the year and to see the change over time was always so interesting. At least once during the year, likely toward the beginning, I would center a lesson around self portraits. In younger classes, there would be more than one. Creating a self portrait teaches students to be aware of themselves. Where is her head in relation to her body? Where are her feet in relation to her legs? It also teaches children spatial awareness. Where should he beginwith his feet or with his head? Where on the paper should his head be placed? How far down should his arms go? How can his whole body fit on a single piece of paper? A Lesson on Creating Self Portraits Whether you are in a classroom, or teaching a child at home, here is a simple lesson on creating self portraits geared toward young children, anywhere from age 2 through age 6. Keep in mind that their final product will show various levels of writing development, depending on what stage of writing they are in. (Basically, a two-year-old's drawing should look very different than that of a five-year-old.) The teacher will need to model how to draw a self portrait. Gather the children around an easel or board and clip a paper to it. Narrate the process as you walk through the steps. "I am going to draw a picture of myself. I am going to start with my head." Use your hands to show your actual head on yourself so students are aware of what you talking about. The visuals also help English Language Learners (if you're teaching in an English speaking classroom.) and build vocabulary for all students. Question: Who is the audience that the author is writing to? Options: A. other authors B. teachers C. children D. not enough information
B

Read the following context and choose the correct option to answer the question. Context: It was not entirely true that Patch knew there was food in the mountains. He had never been to the mountains. No squirrel in all the Center Kingdom, as far as he knew, had ever been to the mountains. For between the kingdom and the mountains, surrounding it on all sides like a moat around a castle, there lay a blasted concrete wasteland, as wide as fifty squirrels laid nose to tail, and horrific death machines roared up and down this wasteland at terrifying speeds, all day and night. What's more, humans and dogs often crossed between the mountains and the kingdoms. And sometimes the dogs were not leashed. A squirrel would have to be very desperate indeed to dare the wastelands. It was Toro who had told Patch about the food in the mountains. Toro was Patch's friend. And that itself was extraordinary. Patch had always talked to birds. The drey he had grown up in -- Silver's old drey, before she became leader of the Seeker clan -- had been only a few branches away from a nest of robins. Once, in early spring when he was still a baby, Patch had crawled out of Silver's drey and into the robin's nest, and had spent a whole day among the chicks before Silver returned home and retrieved him. The robin mother had been unamused by Silver's profound apologies, and even less amused when Patch had returned to her nest the very next day. Eventually Silver taught Patch to leave the robins alone, but not before he had learned how to speak Bird. Most squirrels of the Center Kingdom could say and understand a few simple things in Bird, but Patch could actually hold conversations. And so, one autumn day when a bluejay swooped past and stole an acorn out of Patch's paws, Patch shouted angrily at the thief in Bird to bring it back; and the thief, intrigued, wheeled around in midair, perched on a branch above Patch, and looked curiously down at the irate squirrel. "Thieving feather-brained no-nose hawkbait!" Patch shouted up. "Stupid blind furry groundworm!" the bluejay retorted, and began to peck at the acorn. Question: Patch's body is: Options: A. scaly B. furry C. slimy D. not enough information
B

(Q).
Read the following context and choose the correct option to answer the question. Context: It was a dream, then a place, then a memory. My father built it near the Suwannee River. I like to think it was in the heart of Florida, because it was, and is, in my heart. Its name was Dogland. Some people say you can know others if you know the central incidents that shaped their lives. But an incident is an island in time, and to know the effect of the island on those who land there, you must know something about the river they have traveled. And I must warn you before we begin, I don't know that river well. I visit that time and place like a ghost with poor vision and little memory. I look up the river and see fog rolling in. I look down the river, and the brightness of the approaching day blinds me. I see shapes moving behind me and beyond me, but who they are and what they do, I cannot say. I will tell what I know is true, and I will invent what I believe is true, and that, I think, is all you can ask any storyteller to do. I learned the Nix family history from the stories Pa told. Even at the age of four, I suspected that Pa's stories might not be perfectly true. When Pa said we Nixes came to North America as indentured servants working our way out of debtor's prison, Grandma Bette would make a face and say he couldn't know that. When he said we Nixes had Lakota and Ojibwe blood in our veins, Grandma Bette would say she wasn't prejudiced, but it simply wasn't so: she and Pa and his brothers and sisters were dark because her people were Black Dutch, from a part of Holland where everyone had black hair and black eyes. And then Grandma Bette wouldn't say a word for half an hour or more, a very long time for Grandma Bette to be quiet. Question: What was always a mystery to the writer of the story? Options: A. Pa B. not enough information C. The Susanne River D. Black Dutch
(A).
B