T2+Explanation+Writing+Sample

= =

=**Explanation Writing Sample Term 2 2010**=

To use a varitey of sentences, compound , complex and normal sentences. To use technical language and not slang words. Sequence my explanation logically. ** || 2. What Happens when you have dyslexia? 3. Affects of dyslexia? 4. What can't you do when you have dyslexia? 5. How common is dyslexia?
 * ** My writing is called Dyslexia **
 * It is an Explanation **
 * My learning goal is
 * **My Questions** |||| **My Research** ||
 * ** 1. What is dyslexia?

**• Learning Disability

• Spell and write differently

• It isn't just a learning disability

• Many effects on speech writing spelling reading

• Think dyslexia is spelling seeing words backwards

• Affects and symptoms

• Delays in speech

• Learns new words slowly

• Affects and symptoms

• Delays in speech

• Learns new words slowly

• Has difficulty rhyming words, as in nursery rhymes

• Low letter knowledge

• Letter reversal, ex: e b f p (normal) ) • Go through a process of sounding out words
 * • Letter reversal, ex: e b f p (normal

• Might spell differently

• See words different to us

• Relate a picture to a word they know

* Appears bright, highly intelligent, and articulate but unable to read, write, or spell at grade level. ** |||| **• 38 common**
 * Labelled lazy, dumb, careless, immature, "not trying hard enough," or "behavior problem."
 * Isn't "behind enough" or "bad enough" to be helped in the school setting.
 * High in IQ, yet may not test well academically; tests well orally, but not written.

**• Has difficulty rhyming words, as in nursery rhymes**

**• Low letter knowledge**
 * • Problems starting primary

• Alphabet learning it

• Reading books

• Spelling easy words

• rhyming words

Older Children • Words out loud

• Words in different Order

• Poor spelling

• Poor spelling bigger words**
 * • May not be smart

• Could be artistick

• good at drawing making things

• are smart don't act it** 
 * • Harder to read spell

• Write long stories/ words

• Spell a lot different to people

• Teacher might not know

• Tell teacher (dyslexic

• Teacher might get angry

• kids tease you

• Bad okay cases

• Corses to take

• Tests to take

• See if your dyslexic

• Take corse to get better at spelling reading.

• 37 Sympthomns of dyslexia** * ||
 * **Planning my Writing** ||
 * L.I. To write a explanation using correct structure and language features

S.C. 1. I can see and point out my title statment or question 2. I can identify good use of actions verbs, technical terms present tense and adverbial phrases 3. My writing follows a logical sequence to explain how/why 4. I have used correct spelling punctaution and grammar in my explanation || **Purpose/Audience People with dyslexia and people without.

Content & Ideas I am writing about dyslexia / and what dyslexia what it is All of my writing has to link to what dyslexia is and what it means I can elebrate on what to do if you have dyslexia**

Structure/Organisation Statment Question 1. What dyslexia is 2. What happens when you have dyslexia 3. What can't you do when you have dyslexia 4. Affects of dyslexia 5. How common is dyslexia Language Features
 * Explanation Sequence

Grammar

Punctuation

Spelling** ||
 * Title **Dyslexia**


 * What is dyslexia? What happens when you have dyslexia?**

Dyslexia is a learning disability where you have all the right letters in a word but you have spelt in wrong e.g elepahnt its got all the right letters but not spelt write the. The right way to spell this word is Elephant. It also is not just a learning disability it can have many affects you can hear wrong spell wrong do maths wrong also speak wrong. Lots of people think dyslexia is seeing and spelling words back to front but its **NOT.** Some people might seethe same word twice and have to go through a process of sounding it out. People might see the word elephant and sound it out and then think the word might be telephone or ephelant. Some people when they see a word have to try and a picture that they know which relates to the word.  order. You will also have inabilitys to sound words out and also get rhyming words. People won't be able to sound out rhyming words. Older school children ( intermediate, Collage ) have problems reading out loud words and also reads the words in the wrong order. **They have very poor spelling ability to spell large words.
 * When you are just starting primary school and have dyslexia you might have problems learning the alphabet or saying it in

Some of the affects of dyslexia is that you get teased a lot about not being able to spell and readproperly and they spell words a lot differently to other people. Some effects on dyslexia people if there teacher does not know they are dyslexic and then the teacher starts getting angry at him / her. The best thing to do if you have dyslexia is that get your parents to tell your teacher before you start your year, also the best thing to do before you teacher starts hassling you about not being able to spell and read like the other kids.

When you have dyslexia you can have tests done on how much you have dyslexia and how bad you have it. Some people have bad cases of dyslexia so every now and then they have to go to a place to get tested and see if it is gone. There is a corse in New Zealand where kids can get tested if they have dyslexia and they also can take a corse to try and get better at reading and spelling.

Dyslexia has 37 common symptoms. Some of the symptoms are they appear highly intelligent but they have trouble reading and writing, they are also named lazy, dumb, careless, immature, not trying hard enough, or "behavior problem which its not its a learning disability. They might have high IQ but not test well in tests like writing, maths and reading tests. Some times the might not be behind in work so they don't get any help from teachers to students in there class. Most dyslexic's are good at artist things like music, drama and drawing things.
 * Conclusion

A lot of kids suffer from dyslexia and getting teased a lot for being dumb. My opinion of this is that dyslexia is a hard thing to have and more and more kids are wanting to drop out of school because of this. ** ||^  || Because I didn't use slang words and i also used the right langauge. I have also used proper sentences and have structured them well and i haven't used stupid sentences. ** ||  **
 * ** I achieved my goal because
 * Teacher Comment

=
Thanks Rhys, well written explanation you have done some good research and included relevant information in your writing. It is sequenced logically and is easy for the reader to follow. If you are ever unsure of something always ask :+) an explanation does not have to have a conclusion, if you do want to include one it does not have any new information in it just a short wrap about your topic (no opinions). ======

Student Comment I think I did okay in my explanation i think i got more into a infomation report near the end. I didn't really do well in my conclusion cause i didn't really know what to do in one because i haven't really learn't how to do a conclusion.


 * Self & Peer Evaluation**
 * CATEGORY || **Level 1** || **Level 2** || **Level 3** || **Level 4** ||
 * **Purpose & Audience** || I write for myself. I have tried to explain a simple idea. || I know I am writing for an audience. I have explained a simple idea well. || I know I am writing for a an audience and I have made some good choices with my content, language and writing style. || I know I am writing for a an audience and I have made a number of good choices with my content, language and writing style. ||
 * **Structure** || I have some good sentences, most of my facts are written in the order that I learnt them. || I have used simple factual statements about my topic. || I have tried to sequence my explanation it is mostly in a logical order (introduction, body, conclusion). I have used some sectioning or paragraphing and link main ideas together. || I have sequenced my explanation logically (introduction, body, conclusion). I use sectioning or paragraphing and link main ideas together. ||
 * **Ideas & Content** || I have written about my personal experience about what happened or how something works. I have included some statements that are unrelated e.g. I like rocks. || I have identified what happened or how something works using simple language. I have included some statements that are unrelated e.g. I like rocks. || I have clearly identified what happened or how something works. Most of my writing is relevant to my topic. My writing is a straightforward sequence of why/how things happen or work || I have clearly identified what happened or how something works. All of my writing is relevant to my topic. My writing elaborates on ideas and/or includes reasons for why/how things happen or work. ||
 * **Language Features** || I have used some language related to my topic and lots of high frequency words I know. I have used simple, factual and some descriptive language. I have used mostly simple sentences. || I have used some language related to my topic. I have used language to tell how it is or happens but have used present tense. I have used mostly simple and compound sentences with some changes in my sentence beginnings. || I have used language related to my topic. I have used language to tell how it is or happens but have mostly used present tense. I have used a variety of sentence structures, beginnings and lengths for effect. || I have used technical language. I have consistently used precise, descriptive, factual language and correct timeless tense. I have used a variety of sentence structures, beginnings and lengths for effect. ||
 * **Grammar** || I have used mostly simple sentences and some compound sentences. Sometimes it is tricky to read what I have written. || I have mostly used correct grammar with writing simple and compound sentences. || I have used most grammatical conventions correctly when writing simple, compound and some complex sentences. || I have used most grammatical conventions accurately when writing simple, compound and complex sentences. ||
 * **Spelling** || I have attempted to spell words using sounds and patterns, it is hard read some of the words. || I have attempted to spell words using sounds and patterns. || I have spelt most key content words and high frequency words correctly. || I have spelt most key content words and high frequency words correctly. ||
 * **Punctuation** || I do not have very much punctuation and need lots of support/reminding from a buddy or teacher. || I have used some punctuation like capitals and full stops but I need support/reminding from a buddy or teachers. || I have punctuated most of my work by myself using capitals, full stops & commas. || I have used capitals, full stops and commas with consistency. ||