Ms. Cahill's students are working on informational posters that will be displayed in the hallway. Ms. Cahill has made lots of decorative materials available to students and once their poster's content has been approved, they are encouraged to decorate their poster using markers, glitter, sequins, magazine photos, and yarn. Ellie, who is working with the art materials, sprinkles glitter into Cash's hair. In addition to asking Ellie to clean up and apologize to Cash, a logical consequence in this case would be to
a. tear Ellie's poster up to make a point.
b. tell Ellie that she has lost the privilege of decorating her poster and send her back to her seat.
c. let Cash put glitter into Ellie's hair, then make her write a letter of apology.
d. send both students to the office.
Ques. 2Based on the following scores, which student seems to have the most potential for growth in reading?
Instructional Level Frustration Level
a. Student A 2 3
b. Student B 3 4
c. Student C 5 8
d. Student D 6 7
Ques. 3Miss Sheldon teaches a lesson and then gives instructions for what students are to do next. As students are working individually and she is circulating and assisting, she realizes that most students don't understand the content well enough to do the activity. She decides to stop the activity and move on to something else. What step should Miss Sheldon have taken to keep this issue from occurring?
a. She should have chosen a less difficult lesson.
b. She should have checked for comprehension before sending them off to work independently.
c. She should have let the students work in groups.
d. She should have done the assignment in front of the class, showing them how to do each item on the list.
Ques. 4Which of the following is designed to function as a group reading inventory?
a. TerraNova
b. Gates-MacGinitie Reading Tests
c. Degrees of Reading Power
d. Stanford Achievement Tests
Ques. 5Mrs. Ray comes to your room, frustrated. She says, The year started off so wellmy students were obedient and complied with my expectations for their behavior. But somehow, things have devolved over time, and now, even when I try to get everyone's attention, some of them ignore me and keep on talking. And then, when I call on them specifically, some of them talk back to me Even Alex Barton replied rudely to me today The nerve This issue is an example of a/an
a. nonproblem.
b. minor problem.
c. major problem but limited in scope and effects.
d. escalating or spreading problem.
Ques. 6The instructional level is the highest level at which the student has
a. 99 word recognition and 90 comprehension.
b. 99 word recognition and 75 comprehension.
c. 95 word recognition and 75 comprehension.
d. 90 word recognition and 75 comprehension.
Ques. 7Karen is a talker. You've taken steps to seat her around other students who have more self-control, but she still babbles incessantly. The other students don't talk with her, but they DO complain actively about her talking. One day, as Karen is blathering on, you hear Janelle and Lena's raised voices as they tell Karen she's driving them crazy and that she really needs to shut up. This situation can be classified as a/an
a. nonproblem.
b. minor problem.
c. major problem but limited in scope and effects.
d. escalating or spreading problem.
Ques. 8The independent reading level is the highest level at which the student has
a. 99 word recognition and 75 comprehension.
b. 98 word recognition and 90 comprehension.
c. 95 word recognition and 90 comprehension.
d. 99 word recognition and 90 comprehension.
Ques. 9Ms. Taylor's students are often restless and hard to keep on task, especially during activities at the end of the morning. Ms. Taylor chooses to ignore individual off-task behaviors as long as they are brief. An advantage of this strategy is that
a. it avoids interrupting the activity.
b. there is no risk of escalation or spread.
c. it uses a natural consequence for the off-task behaviors.
d. it reduces the need to use group attention or other group focus techniques.
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