Module 1: Activity 2

       
Complete Exercise #5 on p. 39 by reading the passage and answering questions a-g that follow it. How is it that you are able to answer such questions? What does this experience suggest about the kinds of comprehension questions found in workbooks and on standardized tests?

A.      What is corandic?

            A croandic is an emruient grof with many fribs.

B.      What does corandic grank from?

 

Corandic granks from corite, an olg which cargs like lange.

 

C.      How do garkers excarp the tarances from the corite?

Garkers excarp by glarcking the corite and starping it in tranker-clarped storbs.

D.     What does the slorp finally frast?

The slorp frasts a pragety, blickant crankle:coranda.

E.      What is coranda?

Coranda is a cargurt, grinkling corandic and borigen.

F.      How is the corandic nacerated from the borigen?

 

The corandic is nacerated from the borigen by means of loracity.

 

G.      What do the garkers finally thrap?

 

The garkers finally thrap a glick, bracht, glupous grapant, corandic, which granks in many starps.

       When I first read the “corandic” passage I was at a loss. I had no idea what I had just read. After reading the questions and a little thought I realized I was able to go back and use key words I had read to find the correct answers.  I was able to answer the questions because I had read the passage and recognized words in the questions that were in the reading. This enabled me to read the question, then go back and find the key words in the passage to find the answer. This activity shows the importance of schema and how prior knowledge can make something so confusing understandable.
        This activity suggests that comprehension questions found in workbooks and on standardized tests must be read prior to the reading. By reading the questions first, the reader has a prior knowledge or schema that is needed to find the correct answers to the questions about the reading. This lets us know that standardized tests are not necessarily what you comprehend from the reading, but how you use the information in front of you to find the answers. This is very bothersome to me because we should not be teaching our students to use tactics or cues to find answers to pass a test or understanding what they read in a book, passage, story, etc. We should be teaching our students how to comprehend as they read. We should be building up their schema and teaching them how to use it to fully understand what they are reading so they fill more confident as a student and as a reader.

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