EKS Posted February 19, 2011 Share Posted February 19, 2011 This was in response to the prompt: Tell me about going to the Science Center. we went a long wae and thin we went on the fast thing and thin we wint in sid. and we plab with the ecsunatr and thin we trid too pla with the tic tac toe mushen and thin we wint too the bag thing and thin we wint too the binusho thing and thin we wint too the ecsuvatr and thin we left Translation: We went a long way and then we went on the fast thing (monorail) and then we went inside. And we played with the excavator and ten we tried to play with the tic tac toe machine and then we went to the bug thing and then we went to the [something] show thing and then we went to the excavator and then we left. Quote Link to comment Share on other sites More sharing options...
Kendall Posted February 19, 2011 Share Posted February 19, 2011 I am really excited about this subforum and want to help make it successful. I don't know much about writing, though and I don't have any experience with dsylexia. That said, my first thoughts are to encourage him to say more about each thing rather than just listing them. Maybe write about fewer "stations" and say more about each one. Or only write about one. If I were his mom I might try the following things(unless I got better advice somewhere else). Write a simple paragraph about the same(or maybe a similar) topic as a model. Have him copy it. Later have him write about the topic again. If you could fix it so that the topic changed a little so that he could follow the model with his own content that might be good. My goal here would be to internalize the organization and development of a paragraph. If I wasn't already doing copywork/dictation/narration I might add those. I would probably try having him tell me his responseto the question and I would write it down. Then discuss, or maybe it is better to discuss and guide along the way and then have him copy the result. I feel that my 5th grader is way behind in writing, at least compared to my older kids. I have been choosing sentences from a short chapter book(sllightly about Easy Reader level). I diagram the sentence, we identify the parts of the sentence. Then she is to imitate it. Example: Mouse twirled her tail. (from a Mouse and Mole book by Yee) She wrote: Dad drove his car. I rode my horse. The whittled thier wood. She did not capitalize or punctuate and she spelled 2 words wrong. I pointed those things out (for days) and now she capitalizes and punctuates. So we are making small progress. What good this is going to do in the bigger picture, I don't know yet! But she is writing 3-5 sentence a day and we are talking about grammar everyday(in addition to her English book). I also one day a week give her an outline and she writes a short paragraph from it. I am working toward her doing the outline. Maybe I should have started with her writing the outline, but I wanted her to write. Just a few thoughts, Kendall Quote Link to comment Share on other sites More sharing options...
siloam Posted February 19, 2011 Share Posted February 19, 2011 This was in response to the prompt: Tell me about going to the Science Center. we went a long wae and thin we went on the fast thing and thin we wint in sid. and we plab with the ecsunatr and thin we trid too pla with the tic tac toe mushen and thin we wint too the bag thing and thin we wint too the binusho thing and thin we wint too the ecsuvatr and thin we left Translation: We went a long way and then we went on the fast thing (monorail) and then we went inside. And we played with the excavator and ten we tried to play with the tic tac toe machine and then we went to the bug thing and then we went to the [something] show thing and then we went to the excavator and then we left. For an original composition for an 8yo dyslexic that is great! His mis-spelling is pretty consistent, so that tells me he just isn't hearing the difference between long i and e, not that he was struggling with how to spell them. You can see him struggle with recall of proper names, not unusual. He can see it in his mind, but can't name it. I would encourage him to ask for the name next time. Do you do dictation or copywork on a regular basis? My girls all learned to see capital and end punctuation mistakes over time, closer to 3rd or 4th grade through. They did daily dictation from K (ish) to the present. I don't point out their mistakes right off, but tell them, "You have x (fill in the blank) things that need corrected" and have them try to find it themselves. This trained them so they could eventually see it. I do also step in quickly if they don't see it and give it to them. It is a long term battle not a quick one. But I honestly don't do original compositions because of spelling, recall and punctuation problems. I focus on dictation, summaries, outlines and rewriting content till they are older. My oldest sill be starting essays this summer, that much older. :D If you want to have him rewrite it, I would have him add the proper names (supplied by you on a separate piece of paper) and ask him to visualize it again and add details. What did it feel like being on the monorail? What one thing was outstanding about the excavator? Who won the game? ;) What was the most interesting bug? What was the show about? Was it a movie or a play? Heather Quote Link to comment Share on other sites More sharing options...
EKS Posted February 20, 2011 Author Share Posted February 20, 2011 Thank you both for your suggestions--but I should have mentioned that this child is now 14! He has come a long way since he was 8, thank goodness. Quote Link to comment Share on other sites More sharing options...
Just Robyn Posted February 22, 2011 Share Posted February 22, 2011 Thank you both for your suggestions--but I should have mentioned that this child is now 14! He has come a long way since he was 8, thank goodness. So you're posting this just to benefit us by giving us something for comparison - thank you! I think these will serve double duty. They will not only give people with dyslexic children a point of comparison, but they will help people determine how likely it is that their child is possibly dyslexic - something I think many of us wonder at times. Quote Link to comment Share on other sites More sharing options...
Catherine Posted February 22, 2011 Share Posted February 22, 2011 Hmmm, even though our evaluator insisted my son isn't dyslexic, there are some pretty striking similarities. Quote Link to comment Share on other sites More sharing options...
simka2 Posted February 22, 2011 Share Posted February 22, 2011 For an original composition for an 8yo dyslexic that is great! His mis-spelling is pretty consistent, so that tells me he just isn't hearing the difference between long i and e, not that he was struggling with how to spell them. You can see him struggle with recall of proper names, not unusual. He can see it in his mind, but can't name it. I would encourage him to ask for the name next time. Do you do dictation or copywork on a regular basis? My girls all learned to see capital and end punctuation mistakes over time, closer to 3rd or 4th grade through. They did daily dictation from K (ish) to the present. I don't point out their mistakes right off, but tell them, "You have x (fill in the blank) things that need corrected" and have them try to find it themselves. This trained them so they could eventually see it. I do also step in quickly if they don't see it and give it to them. It is a long term battle not a quick one. But I honestly don't do original compositions because of spelling, recall and punctuation problems. I focus on dictation, summaries, outlines and rewriting content till they are older. My oldest sill be starting essays this summer, that much older. :D If you want to have him rewrite it, I would have him add the proper names (supplied by you on a separate piece of paper) and ask him to visualize it again and add details. What did it feel like being on the monorail? What one thing was outstanding about the excavator? Who won the game? ;) What was the most interesting bug? What was the show about? Was it a movie or a play? Heather Thank you both for your suggestions--but I should have mentioned that this child is now 14! He has come a long way since he was 8, thank goodness. Thank you both! My 8yr old is dyslexic and I find this very encouraging ;) Quote Link to comment Share on other sites More sharing options...
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