We gave Tiger swimming lessons in our plastic wading pool. I taught the kitten the way Pa taught me: I threw him into water where he could not stand, and I watched, ready to grab him if he went under. Tiger did not thrash desperately like me. He merely paddled urgently for the edge of the plastic pool with his head high and his thin legs churning. Little Bit said, "Dog paddle," and we all laughed. "Tiger paddle," I said, and we all laughed some more, even Jordy. That was probably when Ma noticed the kitten swimming lessons and stopped them. Our swimming lessons happened in two places. When Pa took us, we went to Hawkins Springs behind Mrs. DeLyons' Fountain of Youth Motor Hotel. When Ma took us, we drove to Mermaid Springs State Park, where we would sometimes meet Mr. Drake. I liked Mermaid Springs better because I felt safe there. Ma could not swim, so she never made me jump off a dock into deep water, and she always insisted that I wear an orange styrofoam cylinder on my back like a skindiver or spaceman. Ma usually sat on a towel on the grass near the beach, reading a magazine or a book while tanning her legs. Every now and then she would call to us not to go too far or not to splash each other. When she wore her one-piece red swimming suit, she would come in up to her waist, then lower herself to her shoulders, being careful not to get her hair wet. On the rarest occasions, she would wear a swimming cap and float on her back in the shallow water. Often she stayed in her shorts and shirt, adding sunglasses and removing shoes as her concession to summer and the beach. Where did they get Tiger? A. a friends barn B. at a Hawkins Springs shelter C. not enough information D. they found him
C

(Question)
I really struggle to feel bad for people who actively choose to be miserable and manipulative. I'm dorky and like to use little proverbs all the time. One of my favorites is this: "you can lead a horse to water, but you can't make him drink." At the end of the day, if someone has a problem, they can never resolve it if they don't truly wish to. You can give someone all the resources in the world, but you can't force them to utilize them. When I was 16, I dated a horrible guy. He was abusive verbally, emotionally, and sexually. He was an incredibly troubled young man and refused to seek help for his severe mental health issues. I eventually came to understand that he reveled in his misery. It was his identity. He acted like he wanted a cure and I'd set him up with resources, but he refused every single one. He may have struggled with serious mental illnesses, but being miserable perversely made him happy and he loved to use his struggles to justify his inexcusable behavior. He wanted to drag as many people into his fiery pit of anguish as possible. I later suffered from severe depression myself, and I never once used it as an excuse to hurt other people. My ex wasn't struggling with his mental health in terms of deliberating and carefully harming others. He was simply exhibiting a personality trait, one he chose to cultivate and it wasn't my problem. I ended up cutting him off completely in spite of all the threats. I will never feel bad for the awful plight he refuses to help himself out of. I have no patience for that type of person. Know what we call them? Toxic. Poison. A waste of time. What did she love most about her abusive boyfriend A. His shoes B. not enough information C. His glasses D. His smile
(Answer)
B

Ques: 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. After this story is over the author probably: A. Will continue to do self portraits in the classes they teach. B. Will teach more English Language Learners C. Will stop showing student how to and just let them figure it out. D. not enough information
Ans: A

Ques:ROLAND HELD HIS BODY STIFF AS HE FACED THE CATHAR FORTRESS and watched the tall wooden doors swing open. He saw now that the fire of that final night's battle, now fifteen days past, had left no structure standing but the stone keep. Inside the limestone walls stood forlorn, crude shelters made of tent cloths spread over blackened beams. Cries of farewell and loud wailing came from the battlements above and from the open gateway, as the condemned emerged from the fortress, a long line of men and women in black. Roland's heartbeat broke its rhythm. During the fifteen days of grace granted under the terms of surrender, he had waited in camp with the other crusaders. Now that Diane and Perrin were safely off on the road to Paris, he felt impelled to be with the Cathars in their final moments, to bear witness. He had volunteered, despite his dread, to help escort the prisoners to their execution. Those Cathars who joined the Catholic religion would now be allowed to leave in peace, though they would be forced to give everything they owned to the Church and wear the yellow crosses for the rest of their lives. But those who clung to their faith would die. As the Cathars emerged, a man-at-arms directed each to stop at a table beside the doorway, where two Dominican friars sat with parchment scrolls. The friars recorded the name of each person about to die. This meticulous record-keeping, Roland thought, was one source of the Inquisition's power. At the head of the procession was the Cathar bishop. Bertran d'en Marti's head glowed with the red-gold rays of the low afternoon sun striking his white hair, as if it were already enveloped in flames. "Form around them," called the leader of Roland's party. Roland reluctantly stepped forward with the other crusaders. His longsword and dagger swung heavy at his waist. He wore them only because, as a knight, he was expected to. He had left his helmet and mail shirt back in his tent. What did the friars record on their parchment scrolls? A. terms of surrender B. names of prizoners to die C. not enough information D. something religious.

Ans:
B