1) Leah was supposed to bring her homework to school. She left it on the kitchen table. When her teacher asked for it, Leah froze. She felt embarrassed and mad at herself. But instead of saying what really happened, she yelled, “You never remind us! That’s why I forgot!” The teacher looked surprised. “Let’s talk about this calmly,” she said. At recess, Leah talked to the school counselor. “Why are you mad at your teacher?” the counselor asked.Leah shrugged. “Because… I forgot and it made me feel dumb.” The counselor smiled. “It’s okay to feel that way. But blaming your teacher won’t help. What could you do instead?” Leah thought for a second. “I could say I forgot… and maybe make a checklist for next time.” “Exactly! That’s taking responsibility.” The next day, Leah brought her homework with a smile—and her checklist. a) I read the short story b) I did not read the story 2) 1/5. Why was Leah upset? a) She forgot her homework b) She didn’t like the subject c) The teacher yelled at her 3) 2/5. Who did Leah blame? a) Herself b) Her teacher c) Her classmate 4) 3/5. What is it called when you’re mad at yourself but take it out on someone else? a) Responsibility b) Projection c) Sharing 5) 4/5. What did Leah do to fix the problem? a) Ignored it b) Yelled more c) Made a checklist and admitted her mistake 6) 5/5. What is the lesson? a) A. Always blame someone b) B. Taking responsibility helps fix mistakes c) C. Teachers should always remind you 7) Eli loved using the classroom computer. He used it for learning games, math, and sometimes just to calm down. One morning, Eli started playing a game during a time when computers weren’t allowed. His teacher walked over and gently said, “Eli, it’s not computer time right now. I’m going to put it away.” Eli’s face turned red. He clenched his fists and shouted, “But I’m not done! That’s not fair!” He felt like throwing the mouse. But then—he remembered the poster on the wall: “Feel it, then deal with it.” Eli took 3 deep breaths. He whispered to himself, “I’m frustrated, but I can stay in control.” Instead of yelling more, Eli asked, “Can I earn more computer time later?” The teacher nodded. “Yes, if you stay calm and finish your work, we can try again later.” Eli sat down, picked up his pencil, and started working. Later that afternoon, he got 10 more minutes of computer time—because he used self-control. a) I read the story b) I did not read the story 8) 1/5. Why did Eli get upset? a) A. Someone took his lunch b) B. He had to go outside c) C. The teacher took the computer away 9) 2/5. What did Eli want to do when he got mad? a) A. Throw the mouse b) B. Ask for help c) C. Say thank you 10) 3/5. What helped Eli calm down? a) A. Walking out of the room b) B. Counting and taking deep breaths c) C. Telling the teacher to leave 11) 4/5. What good choice did Eli make? a) A. He yelled louder b) B. He asked calmly if he could earn more time c) C. He hid under the desk 12) 5/5. What happened because Eli used self-control? a) A. He lost all his computer time b) B. He got a time-out c) C. He earned more computer time later 13) Stacey is trying her best to have a good day. She has been doing her work in class. Then, Mr. Pete hands out a creative writing assignment. Writing is challenging for Stacey and she doesn't know what to write. The rest of her class has started working on their assignments. Stacey has not started because she feels frustrated and doesn't know what to write. How should Stacey solve her problem? a) Stacey feels frustrated so she should play a game on her computer instead of doing work because it is more fun than her assignment. b) Stacey should refuse to do the assignment because it is too challenging and stresses her out. c) She should raise her hand and share how she feels with Mr. Pete. If she asks for help, she will be better prepared to accomplish a challenging task. d) Stacey feels frustrated so she should let her whole class know how she feels by acting aggressively and blaming Mr. Pete and her classmates because the assignment is making her feel frustrated.

Self-Control Reading and Comprehension

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