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? Post your thoughts to your blog. Be sure to answer the preceeding questions fully - However, please limit your response to between 200 -300 words. Name this blog entry "Module 1: Activity 2."


a. What is corandic?
"emurient grof with many fribs"


b. What does corandic grank from?
"corite"


C. How do garkers excarp the tarances from the corite?
"by glarcking the corite and starping it in tranker-clarped storbs"


d. What does the slorp finally frast?
"a pragety, blickant crankle: coranda"


e. What is coranda?


"cargurt, grinkling corandic and borigen"


f. how is the corandic nacerated from the borigen?
"by means of loracity"


g. what do the garkers finally thrap?
"a glick, bracht, glupous grapant, corandic, which means granks in many starps."


Weaver, C.  (2002).  Reading Process & Practice (3^rd ed.).  Portsmouth, NH: Heinemann. 


Upon first reading the passage, I read it numerous times. I was completely confused and was easily frustrated. I had to step away and come back to the readings. Then I decided to work backwards. I looked at the questions first, then was able to successfully find the answers. My strategies proved to be helpful. I sought out key words within the text. With my knowledge of using context clues, word endings and function words, I was really able to make meaning of the passage. Although, I was able to make meaning and comprehend the passage I am not able to translate it into my own words. This activity really opened my eyes and allowed me to be placed in my student's shoes. I can easily see how without his or her own schema reading is difficult. I had no idea what a "corandic" was. This is why having many schemas and reading strategies are so important while teaching reading.


I have not taking a standardized test in many years, nor to I teach the CRCT in the first grade. I am going to make assumptions of comprehension questions within testing booklets for children based on what I do remember. Assuming that teachers are teaching to the test, I feel confident that children will have successful comprehension skills. I felt confident in my answers just by using what I found within the passage. Looking back on the tests I took, if I didn't know for sure, I would go back and reread the passage looking for the correct answer. I understand now that anyone can do that, and it was not a true way to show what I know.
 If the comprehension questions within testing are basic recall application level, such as those from the passage I read, does that really suggest the reader understands the text? I would say no. Basic recall is not the tier we want students to answer at while in guided reading groups, we want them to rise above and beyond. We want our students to make their own life connections, and use more application. After completing this exercise I am even more aware of the levels of application utilize while teaching. Anyone can read and "find" answers. It takes an avid learner to reach out and apply the skills they have been taught.