Module 1: Activity 2

Exercise #5:

a.       Corandic is an emurient grof with many fribs.  Corandic is a medicine with many uses.

b.      Corandic granks from corite.  Corandic comes from corite.

c.       Garkers excarp the tarances from the corite by glarking the corite and starping it in tranker-clarped storbs. Scientists extract the substances from the corite by purifying/refining the corite and sealing them in air-tight containers.

d.      The slorp finally frast a pragety, blickant crankle called coranda.  The intermediate finally yields a (words that describe the substance), called coranda.

e.       Coranda is a cargurt, grinking corandic and borgien.  Coranda is an mixture that contains corandic and borgien.

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

g.      The garkers finally thrap a glick, bracht, glupous grapant, corandic.  The scientists finally get a (words that describe the substance), corandic.

I am able to answers questions about the passage because I am using my schema and context clues to get a general meaning.  I do not have to understand what corandic actually is or how it is obtained to answer the questions.

This experience suggests that the kinds of comprehension questions found in workbooks and on standardized tests are not actually gauging comprehension, but how well a student can take a test.  If these questions also happen to be multiple choice where the right answer is present, then are the students really learning how to read?  Or are they becoming really good test takers?