a. What is corandic?
Corandic is an emurient grof with many fribs.
b. What does corandic grank from?
Corandic granks from corite.
c. How do garkers excarp the tarances from the corite?
Garkers excarp it 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.
e. What is coranda?
Coranda is a cargurt, grinkling corandic and borigen.
f. How is the corandic nacerated from the borigen?
It does done by means of loracity.
g. What do the garkers finally thrap?
They finally thrap a glick, bracht, glupous grapant, corandic, which granks in many starps.
In order to answer the questions presented, I used the textbooks advice on what clues to follow. I used syntactic cues like function words, word endings, and word order. I relied heavily on words like other, several, is, which, with, and so on. These words were necessary in being able to decipher the order of the passage. Although I was able to answer each question, I did not comprehend any of the text. I simply used the syntactic clues and wrote verbatim. The questions were also given in the exact order in which they were written in the text. This made it very simple to look past the difficult words and answer the questions with ease.
Oftentimes, the workbooks and standardized tests our students are using ask comprehension questions like the ones above. Students are able to find the answer to the questions directly in the passage and write it word for word. Students are not required to infer or think critically. The student may be clueless about the plot of the story, but still perform well on an assessment. This gives the teacher very little data on whether or not the student actually understood what they read. This activity makes me rethink the way assessments are given. Are we really challenging our students or are we giving comprehension questions that don't require any comprehension at all?
No comments:
Post a Comment