Module 1: Activity 2

Pg. 39-40

a.     What is corandic?

According to the passage, “corandic is an emurient grof with many fribs”.

b.     What does corandic grank from?

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

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?

Coranda is a cargurt, grinkling corandic and borigen.

f.      How is the corandic nacerated from the borigan?

By means of loracity.

g.     What do the garkers finally thrap?

A glick, bracht, glupous grapant, corandic, which granks in many starps.

Whew! Talk about foreign language. As I typed my answers in a Word document, I found it hard to reread, not only because I have no clue what I just wrote, but also because my page is filled with underlined, red words thanks to autocorrect. The only reason I was able to answer those questions was by looking in the passage for the words listed in the questions. A big way to help me understand what to write to answer these questions is the simple sight words all students learn. For example,  “What does corandic grank from?” From is a key word in that question, because I looked for the “corandic grank”, then located from, and wrote what followed.

            I can’t imagine trying to answer questions about this passage on a standardized test. The words are impossible to understand, and the vocabulary is very challenging. This is probably how many of our struggling students feel while reading passages that are too difficult for them. There is no way for me to comprehend what this passage is saying, and I am sure that is what happens with many students who struggle to comprehend material.