An emurient grof with many fribs
b. What does corandic grank from?
Corite, an olg ehich cargs lange
c. How do garkers excarp the tarances from the corite?
Starping it in tranker-clarped storbs
d. What does slorp finally frast?
A pragety, blickant crankle
e. What is coranda?
A 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 granks in many starps
How is it that you are able to answer such questions?
This assignment was difficult to me because I was
trying to make sense of the words and the passage. I had to reread it in order
to determine that the passage was a nonsense word passage. This made me aware
of how some students may feel sometimes when they are asked to read a passage
in class without having prior knowledge or understanding the words or their
meanings. I finally was able to answer the questions in the passage by looking
for context clues, and syntactic clues. In the passage, there were commas and
semicolons which led me to figure out the answer to the questions. I teach my
students that if they do not know a meaning of a word, then they should look at
the clues around the word.
What
does this experience suggest about the kinds of “comprehension” questions often
found on standardized tests?
As I stated earlier, this assignment was difficult
to me because I didn’t realize at first that the passage was compiled of
nonsense words. If these types of questions are on standardized tests, then
they are not rigorous. The questions that were listed for this assignment were
basic recall questions. The depth of knowledge was not high for these questions
because they didn’t ask why something happened, what will happen next, etc.
Even though this passage was difficult because of the nonsense words, the
questions were basic comprehension questions. The questions that I have seen on
standardized test were not on this level of comprehension.
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