Read the dictionary entry.
gibe (V): to make taunting, heckling, or jeering remarks
In which sentence is the word gibe used as defined in the dictionary entry?
Critics of the mayor often gibe about his less-than-perfect articulation of ideas.
The unfair gibe was cruel to all those who worked so hard on the project.
His thoughtless gibe did not create an atmosphere that encouraged discussion.
We were taught that a gibe can cause someone to be deeply hurt

Answer:

Explanation:

Answer:

chali chali is the most dangerous

Answer:

hitman

gunner

gunperson

murderer

Explanation:

Answer:

career is the term that reffing the wish or wanting to do something in terms of living

Answer:

Transfers quantitative literacy and mathematics to the demands of tertiary coursework.

Explanation:

The NBTs were designed to measure a writers ability to transfer understanding of academic literacy.

is this the question?

Q.V. Fill in the box with the suitable word.

Deal,give,live,work,play

3. The child who was not______

so hard soon became a nervous

wreck.

So the answer is.

work

hope it helps you

please mark me as brainlist

Answer:

star

Explanation:

Answer:

Star is the correct spelling

Explanation:

1. I believe I heard thunder.

2. Winter weather makes my skin dry.

3. I forgot to bring some money.

4. Eve likes toast sprinkled with cinnamon

5. We're spoiled; When we turn on the faucet we have water.

6. Helen is working on her self control.

7. Bananas contain potassium.

8. I like clothes that are 100% cotton.

9. I find that sunshine gives me energy.

10. My mother values knowledge above everything else.

Answer:

is there an image associated with this because if not then this makes no sconce

Explanation:

Sample Response:  

Fictional accounts of the yellow fever epidemic help draw readers into historical facts of the events. The fictional account helps readers see the event through the eyes of people experiencing the event. For example, the reader sees what it feels like to worry about getting sick and also what it feels like to learn that someone you love is sick. Fictional accounts like Fever 1793 give readers the facts while also making the events feel real.

Answer:

It is an incomplete thought

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Answer: Build relationships  

Relationships and the importance of them in the classroom never goes away. As the education pendulum flies back and forth, one thing that you can always count on still being at the forefront of making a difference in the classroom is the idea of relationships. If you don’t have a relationship with your students the work you do on a daily basis will be flat and not nearly as effective as what it could be. Take the time to build connections with each and every one of your students. What makes them tick? What are their interests? What are their hopes and desires? These are all things that you continue to build and cultivate as the year progresses—community and relationship building does not just stop after the first two weeks. Regardless of class size or other circumstances that have an impact on the classroom, this is number one for a reason!

Be intentional with your lesson planning

As you sit down and plan out the upcoming week, really give some thought to how you are going to reach all your students. What are the various entry points students are going to need to access the curriculum and reach your lesson target? Or perhaps, how can you help engage students at the start so they are ready to learn? Would a morning meeting or quick team building activity in table groups help get the kids primed for learning? Have a warm-up to settle and set a tone. Review the learning targets for the lesson to inform the students and tune them in.

Use a balanced data approach  

Using data to drive your instruction and decisions is vital. However, it needs to be done in a balanced approach to where you are taking into consideration your students and the direct knowledge you have about them. As educators, we are lucky that we know more about our students than what can be represented on a test. Use this information to help drive your instruction and decisions. How can you leverage this knowledge to help improve outcomes for kids? Are there additional ways that you can help support your students? Apply formative practices that not only will inform you of the “Are they getting it?” factor, but also use them to inform your students about their own progress.

Have high and consistent expectations

Most of us believe we have high expectations for kids, which is good. However, don’t let your high expectations limit your students with what they can accomplish. Your students will reach and often surpass your high expectations and when they do, don’t hold them back. Often our perception of what they can accomplish limits them, even when they are set at high levels.  Push the students and they will surprise you…and you might surprise yourself. Also, those expectations need to be held consistent throughout the building. Expectations are the constitution of the school and need to be known and upheld in all areas at all times. Students from trauma or adverse backgrounds have significant difficulties adapting to differing systems or environments.

Scaffold instruction to grade level standards

Kids need access to grade level curriculum and grade level expectations. Yes, some students are not ready for it but if we keep playing catch-up by working on math facts when they are in middle school, they are never going to get exposed to higher level thinking. Educators need to find ways to expose all students to grade level curriculum and standards while scaffolding their learning or finding ways to provide intervention to them outside of the core instruction.

Teach vocabulary explicitly

Vocabulary, vocabulary, and more vocabulary. You’ve read the research: students coming from a poverty background have been exposed to an incredible shortage of words compared to their peers brought up in a middle class home. What does this mean to you as an educator? You have to go double time to expose kids to vocabulary that is varied, challenging, and new to them. Students need a rich vocabulary environment to catch-up and this doesn’t mean that you teach the same themed words that come with the various seasons. You have to be intentional about this and constantly on the lookout for opportunities to build this. Focus not only on the Tier 3 words which are content-specific but provide ample exposure to the Tier 2 words that provide meaning and comprehension.

Get your students engaged and excited

If you aren’t engaged and excited, your students won’t be engaged or excited, it’s as simple as that. You have to look for ways to connect the learning and content standards back to your students. How can you capture their attention? Show your excitement and get passionate! Use relevant practices and put the students in charge of their own learning. Groups, pairs, share outs, questions, and reflections encourage deeper thinking and provide meaning.

Explanation:

Answer:

I think it's the first one but I'm not sure??

Answer:

sad

Explanation:

because he doesnt like how it is

Answer:  He feels helpless, condemned, isolated, and hopeless for rescue when he looks at the sea because of its seemingly endless expanse of space and water that separates him from rescue.

Answer: When Jeanie's mallet hit the ball, some of its energy was transferred to the ball, since the ball moved. The loud noise means that some of the energy was changed into sound. Some of the energy stayed in the mallet, because the mallet did not stop moving when it hit the ball.

Answer:

I think it is The author thinks children who see stereotypes in the media can become confused about their own ethnic identity.  Explanation: none of the other answers make sense but I will check after the test is graded

Answer:The author thinks children who see stereotypes in the media can become confused about their own ethnic identity.

Explanation:i took the test

Answer:

A or B

Explanation:

Answer:

The answer would be A. To convey background information

Explanation:

The reason why I would say that's it's A is because first of all, I'm personally doing a summary of a book at the moment and they've said that it's for background information without really telling exactly what happens in the story. Second, I've actually done research on this exact question and this is what I've found a few days ago: "You might use summary to provide background, set the stage, or illustrate supporting evidence, but keep it very brief: a few sentences should do the trick. Most of your paper should focus on your argument."

Hope this helps

Answer:

a deep cut in the surface

Explanation:

Answer:

C i think

Explanation:

Gl!

Answer: Talked

5_5 0_o 0_0 0-0

Answer:

talking

Explanation:

The sentence that is written most precisely and accurately is:

"Mia bought her daughter a new bicycle." (Option D)

A precise sentence is a sentence that is void of unnecessary words and which remains accurate in interpretation and meaning.

In the other options, certain words were added that created a form of noise and distraction from the real objective of the sentence. An example is option B which states that the bicycle was still in a box.

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Answer:

D - Mia bought her daughter a new bicycle

Explanation:

All the other options are wrongly written or have unnecessary information about the same things.

Option A clearly is wrongly written. You won't hear this often.

Option B has unnecessary information about the bike being new.

Option C also has extra information that we don't need.

So, option D would be your best choice.

Answer: A

Explanation:

In series/books such as “A Tale of Magic,” “Land of Stories,” “A Wrinkle in Time,” “Heroes of Olympus,” and even “Wings of Fire,” tweens or young teenagers often go on adventures, quests, or journeys to save a loved one or to change the world. However, in series like “Land of Stories,” by Chris Colfer, the characters grow because of these experiences.

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A group of teenage girls were able to use social media to promote the role of black women in protesting. Thus, option D is correct.

Zed Thomas, 15, stayed up late the night before Tennessee's June 4 demonstrations against racism and police brutality to be ready for the event, which would be the region's biggest such protest to date. Thomas had been motivated by the Minneapolis demonstrations that occurred following George Floyd's passing. Jade Fuller and Nya Collins, two other adolescent women from Nashville, responded to the post and introduced Thomas to their friends. Six girls, ranging in age from 14 to 16, formed Teens4Equality and contacted the Nashville Black Lives Matter chapter. Social media played a major part in this process.

Thomas's mother "trusted" her and said, "Let me handle it." The march was scheduled to take place after one week and several thousand followers from Social media. Protests have continued around the nation for a second straight week with larger crowds and fewer conflicts with law enforcement. In light of Floyd's killing and other recent instances of police violence, thousands are calling for increased police accountability.

Therefore, option D is the correct option.

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The question is incomplete, the complete question is:

The night before Tennessee’s June 4 protests against racism and police violence, 15-year-old Zed Thomas couldn’t sleep. Thomas stayed up until 3 a.m., tossing and turning and setting multiple alarms. The demonstration would be the largest such protest in the region to date, with more than 10,000 people in attendance, but there was no way for Thomas to know that yet. All she knew was that a tweet she’d written on her personal account on May 27 had led to this moment. It read, "If my mom says yes, I’m leading a Nashville protest." Thomas had been inspired by the protests in Minneapolis, which erupted after George Floyd's death. "GeorgeFloydProtestNashville053020" by Nick Shockey is licenced under CC BY-SA 4.0. A 46-year-old black man died in police custody after a white police officer pinned his neck to the pavement. Thomas, who gets most of her news on social media platforms like Twi-tt-er and In-sta-gram, was struck by the visible anger and frustration of

Minneapolis protesters. "I wanted the people in Nashville to know that we could feel that anger sooner or later if we didn’t do something to stop police brutality," she says. Two other teenage girls in Nashville, Jade Fuller, and Nya Collins replied to the post and said they wanted to help. Then they introduced Thomas to other friends — Emma Rose Smith, Kennedy Green, and Mikayla Smith. Teens4Equality was born, and the six girls, ages 14 to 16, got to the six They reached out to the Nashv ille chapter of Black Lives Matter, which posted about Teens 4Equality on their social media channels and provided advice to the girls.

Thomas says her mom "trusted" her and "let me take care of it." A week and several thousand In- sta- gram followers later, the march was set to happen. And most of the girls haven't even met in person yet.

All across the country, protests have stretched into their second sustained week, with stronger numbers and generally fewer clashes with police. Thousands are demanding greater police accountability in light of Floyd’s death and other recent incidents of police violence, including the death of Breonna Taylor, a 26-year-old emergency room technician who was shot and killed by Louisville police officers in her home on March 13.

Answer:

Explanation:

     I think that an example of a hero is Martin Luther King, because took part in a very large turning point for our country, and helped make America a better place.  Although he was not exactly planning on being assassinated, I feel like him dying to something like that after doing what he did must of made somewhat of a positive impact in order to upset large hate groups.

The thesis expressing which about the people that I identified as heroes and their heroic qualities is, Martin Luther King, Jr.

The thesis is referred to as the line of argument that needs to be proved.

Because, in my opinion, Martin Luther King, Jr. is an example of a hero since he played a significant role in a major turning point for our nation and worked to improve it. Although he had no intention of being killed, I believe that his passing after accomplishing what he did must have had some sort of good effect in order to enrage sizable hate organizations. Thus, the thesis expressing the people that I identified as heroes and their heroic qualities is Martin Luther King, Jr.

Hence the correct answer is, The thesis expressing which about the people that I identified as heroes and their heroic qualities is, Martin Luther King, Jr.

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Answer:

Mrs. Watson acts calm but guarded in what she says in front of her Mother. In Flint, Mrs. Watson is free to be herself.

Explanation:

Answer:

true

Explanation:

Answer:

,

Explanation:

Forgot the comma.