Corandic Activity

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Read the following passage and answer the comprehension questions below:

Corandic is an emurient grof with many fribs; it granks from corite, an olg which cargs like lange.  Corite grinkles several other tarances, which garkers excarp by glarcking the corite and starping it in tranker-clarped storbs.  The tarances starp a chark which is exparged with worters, branking a slorp.  This slorp is graped through several other corusces, finally frasting a pragety, blickant crankle: coranda.  Coranda is a cargurt, grinkling corandic and borigen.  The corandic is nacerated from the borigen by means of loracity.  Thus, grakers finally thrap a glick, bracht, glupous grapant, corandic, which granks in many starps.


-What is corandic? Corandic is an emurient grof with many fribs.

-What does corandic grank from? Corandic granks from corite.

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

-What does the slorp finally frast? A slorop finally frasts coranda.

-What is coranda? Coranda is a cargurt, grinkling corandic and borigen.

-How is the corandic nacerated from the borigen? Corandic is nacerated from the borigen by means of loracity.

-What do the garkers finally thrap? Garkers finally thrap a glick, bracht, glupous grapant, corandic.

Reflection:

It was not difficult to answer the comprehension questions. Granted, what I wrote down made absolutely no sense to me. But I bet I got all the questions right! :) Since understanding the passage from background knowledge on the content is not possible, the only choice would be to look at sentence structure. From looking at sentence parts, conjunctions, articles, and prepositions were left intact. This made "comprehension" easier. The only words that were obscured were content words- nouns, verbs, adjectives. In fact, even adverbs of frequency (ex: finally) were used in their regular form. Even though the verbs were nonsense words, they still had normal inflections (-ed, -s, -ing). This also allowed me to answer the questions.

If students have a basic understanding of grammar, they can use that knowledge to know that "corandic" is a noun. It doesn't help if the students do not understand the word itself. The same goes for verbs like "granks" in the passage. A student with an understanding of grammar would know that "grank" is some sort of action. While the students have no idea what type of action, they know there is an action.

Grammar and meaning must coincide. Without grammar, "comprehension" wouldn't be possible. Without vocabulary content understanding, "comprehension" again is not possible. Both elements are necessary for comprehension.

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2 Comments

I agree that vocabulary and grammar go hand in hand when it comes to comprehension. Even though I was able to answer the questions and gather some understanding of what was happening in the passage, without vocabulary my comprehension was minimal.

Eileen,
I agree with the above comment! One of the things I mentioned was that I could see and know all the words, but if they were put together wrong, the entire meaning would be lost. Likewise for this passage. I understand very few of the words, but the grammar is correct and allows me to parrot phrases to answer the questions. Understanding comes from a symbiotic relationship between meaning and structure.

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