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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. Who is the true school master, according to the quote from Caldwell Cook?
(a) The artist.
(b) The parent.
(c) The professor.
(d) The student.

2. In what season was the story of the Little Red Hen told?
(a) Winter.
(b) Summer.
(c) Fall.
(d) Spring.

3. How did Ashton-Warner "grade" the stories?
(a) She corrected the spelling only.
(b) She made suggestions for changes in the stories.
(c) She never put any marks on the students' writings.
(d) She corrected the spelling and grammar.

4. How long did the spelling period last?
(a) 10 minutes.
(b) 15 minutes.
(c) 20 minutes.
(d) 30 minutes.

5. What was the condition of the student-made books after several reading sessions?
(a) They were lost.
(b) They were in tatters.
(c) They were in fair condition.
(d) They were in pristine condition.

Short Answer Questions

1. What did Ashton-Warner do with the key vocabulary words that were forgotten the next day?

2. Where did the smaller children sometimes go during the shared reading period?

3. What educational thinker was quoted at the beginning of "Organic Writing"?

4. To what children's classic did Ashton-Warner refer when writing about books not read in her classroom?

5. What was Ashton-Warner's response to the problems with the set early readers?

Short Essay Questions

1. How did modern life in New Zealand make it difficult for people to use their inner resources?

2. Why did Ashton-Warner say that the discussions of the children's stories were the "most significant" feature of the class?

3. What was the importance of the "inner illustration" in the children's self-written stories?

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

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 did Ashton-Warner mean by "tone" in the classroom?

8. How did the Maori early readers provide a bridge to eventual reading of European material?

9. How can a teacher tell when a book is valuable to her students, according to Ashton-Warner?

10. How did the children's writings differ from the standard readers offered in most schools?

(see the answer keys)

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