Teacher Test | Mid-Book Test - Medium

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This test consists of 5 multiple choice questions, 5 short answer questions, and 10 short essay questions.

Multiple Choice Questions

1. Where did the smaller children sometimes go during the shared reading period?
(a) Outside for games.
(b) To another room for science.
(c) To the math room.
(d) To another room for history.

2. How long did the reading period last?
(a) 15 minutes.
(b) 45 minutes.
(c) 25 minutes.
(d) 30 minutes.

3. To what artist did Ashton-Warner refer to in "Workbook"?
(a) Da Vinci.
(b) Raphael.
(c) Botticelli.
(d) Titian.

4. What was the most powerful word under the "sex" category?
(a) Love.
(b) Dance.
(c) Kiss.
(d) Darling.

5. What color crayon did Ashton-Warner use for the key vocabulary?
(a) Green.
(b) Black.
(c) Red.
(d) Blue.

Short Answer Questions

1. To what natural phenomenon does the term "Golden Section" refer?

2. How did Ashton-Warner describe the vocabulary in most set early readers?

3. What emotion/activity was NOT listed under the "Daily Rhythm" section of Ashton-Warner's daily schedule?

4. According to Erich Fromm, what is the outcome of the unlived life?

5. How long were most of the "stories" written by the students at the beginning of school?

Short Essay Questions

1. Why were "key words" so essential to learning to read?

2. What was the connection Ashton-Warner drew between the infant room and war and peace?

3. Why did Ashton-Warner throw out words that students did not recognize the second time?

4. How did the students perform when they did expressive dancing versus when they learned specific moves?

5. What did Ashton-Warner mean when she referred to a workbook as a "middleman"?

6. Why did Ashton-Warner believe that standardized reading texts were damaging to children?

7. What is wrong with the cadence in many published first readers?

8. Why was teaching the class so back-breaking, according to Ashton-Warner?

9. In "Workbook," what did Ashton-Warner mean when she said that one cannot plot life?

10. Why did Ashton-Warner describe children's minds as volcanoes and how did that affect her teaching?

(see the answer keys)

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