I was about 14 and lived near a large tract of undeveloped land where people would go and park to fool around. There was a dirt road through the tract, but further down, it crossed two huge concrete pipes. The dirt was washed out between them, and the deep gulch made it impossible to cross in a car. Sometimes, eight or ten of us would go looking for parked cars. If we found one or more, we would go move this incredibly heavy stump onto the road and lay a telephone pole across it. It took all of us and it was incredibly heavy. It was impossible to drive around it because of the ditches and there was no way two or three people could move it. We'd go back to the car and set off a big string of fire crackers or shake the cat and slap on it and run like crazy. We'd watch from the woods as they drove like heck and come to a screeching stop at our roadblock. The guy would get out and try to lift the pole. Never happen. Then the car would drive the other way. That wouldn't happen because of the pipes. We'd go home leaving them in there. This was before cell phones, and it was miles to a pay phone. We'd go back the next day and find the stump and pole moved. We thought it was real funny until one night we set it up and beat on the trunk of a car. A couple was inside, getting it on. We hadn't noticed a guy sitting on the hood with a bottle of booze and a pistol. As we ran, he was shooting and we could hear bullets going through the underbrush. No one was hit, thank goodness. That was the end of that stunt. Question: How did the man in the car feel after they knocked on his trunk? === The answer to the above question is
OPTIONS:
- not enough information
- Startled
- Livid
- Excited

Answer: Livid

Question: 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. Question: Who is the audience that the author is writing to? === The answer to the above question is
OPTIONS:
- other authors
- teachers
- children
- not enough information
Answer: teachers

Question: In my early 20s, I was a one-on-one aide for a couple of teenagers with cerebral palsy. With the first one, I was hired by and worked for the family. I picked the teen up from school every day and took care of him until he was in bed for the night. When he passed away, I took a job with the local school district. My client at the school had spastic quadriplegia. He could talk and was actually very smart, but he had no control over his arms or legs. He couldn't walk. He was never going to walk. The law requires that special education students be put in the least restrictive classroom environment possible. Since this kid was smart and could communicate well, and wasn't a discipline problem, he had all regular classes. His only accommodation was a one-on-one aide (me), and he was allowed to be late to classes without consequence because we sometimes had to stop in a special room, get him out of his chair, and stretch his legs a little. Basically ten minutes of physical therapy, two or three times per day. Anyway, since this kid was legally required to take all the classes a normal student his age would take, he had to take Physical Education (gym). And, legally, his aide (me) had to accommodate his participation in every class as much as possible, including gym. Most gym classes began with the students doing laps around the track, then participating in a team sport. He couldn't do the team sport, but, according to the lawyers involved, he should participate in the "laps around the track" part of gym. So I had to push this kid in a wheelchair around the track for about 15 minutes each day, until the other kids were all done and off doing the next activity. Then he and I were able to leave gym class and go do some physical therapy in his own little room just for that. Because, you know lawyers and rules. Question: What led the author to seek employment with the local school district? === The answer to the above question is
OPTIONS:
- He found a client with spastic quadriplegia
- The teenager with cerebral palsy had a discipline problem
- not enough information
- The teenager he was looking after passed away
Answer:
The teenager he was looking after passed away