I have a large vocabulary that is connected to my own knowledge about the world.

Year 9/10: I have a large vocabulary that is connected to my own knowledge about the world.

Name of Text: Underground Explorers

Definitions

Void: an empty space or vacuum. Fluorescent: able to give off visible light after being exposed to a source of heat, light, or other form of energy Vulnerable: able to be hurt or injured Interconnected: to connect or cause to be connected one to the other or others. Seldom: not often; rarely.

Example/Non Example	Is a void messy? Why or why not?	A void is not messy because it is an empty space  completely blank meaning that it is is impossible to mess up only if you deliberately made it messy making it not a void
	Which color is the most fluorescent at night? Why?	Neon because it sticks out in the dark of the night and helps at night on signs so people can see
	Why are elderly people more vulnerable than children? Why?	Because of old age they are less stable and balance is shaky and on the other hand kids are full of energy and life because they have much to look forwards and can move more freely
	Which is more interconnected; a vine or a dandelion? Why?	A vine because it is connected to the ground pull a dandelion easily pull out
	Which is more seldom; the Olympics or an election in NZ? Why?	The olympic because it happens every four year well a election is every three years

Word Associations	The plants in the garden are die during a frost	Vulnerable
	There were lots of different paths that joined each other	Interconnected
	I made a shot from halfway while facing backwards.	Seldom
	We are still exploring  outer space.	Void
	I can find my key ring easily in the dark.	Fluorescent

Word Relationships How might each pair of words be connected?	Vulnerable/Fluorescent	They are similar because  the use of Fluorescent is sometimes to prevent injures so people will see the the stop signs (in brightly colored sign) and stop.
	Void/interconnected	They are similar because in a blank space there is always a connection to the void connecting to something else.

Extended Writing	Think of a time when you felt as though you were in a void or when you saw something that happens seldom. Write a paragraph about this.
	One time at night I looked through a telescope and there was no stars and all I could see was the dark of the night (void) and it just black not the thee moon or a star to be seen.

Level 5 Author's Purpose

L5 Author’s Purpose follow up	I can describe the author's purpose in relation to structure and language choices in a text and give relevant evidence (eg vocabulary used)	I can compare and contrast differences in the author's purpose in relation to structure and language choices between different texts.
Text: Graffiti	The author’s purpose is persuade The specific language/ structure choices that the author has made to support their purpose are.. Language - 1. they use different words to make their text different from others eg: simmering,pathetic 2.  he shows his anger by saying it and “pathetic and considers ‘dreadful 3.the author ask questions like who pays for graffiti? is graffiti acceptable? Structure- 1.they structure it like a letter making it seem like there talking to you and telling you personally what there opinion is 2. they have two different choices of letters making you torn between the choices 3.there is no obvious parking  since it's a letter there is no spacing mainly because its shows the whole point across the letter and no other topics	Specific language choices in the 3 texts:	Structure of the 3 texts:
		Similarities They all used difficult or scientific language. They were well edited with no mistakes so all the information was correct and reliable They used strong reliable facts to make their point. They all ask rhetorical questions	Similarities They added pictures, graphs or charts to prove their points further. They were organised in some way be it in paragraphs or groups of words separated my pictures. They organised the texts so the reader could read and access the information easily.
Text: Can Spider-Man exist in real life?	The author’s purpose is inform The specific language/ structure choices that the author has made to support their purpose are.. Language 1. the tile draws you making people think could he really exist in real life ? making them interested to read more 2.  they seem to be battling between he does exist and her dosen’t. having different researchers saying we’d be to heavy or we’d be perfect because for size 3.they use more casual language and not a s complicated eg:skitter Structure- 1.they show picture,videos and graphs relating to the text 2. they have opposing paragraphs about the different researchers  saying about how they agree but in the next they disagree 3. They structured it similar to a blogpost so that it was easy to read and making it more accessible.
Text: The real Life King Kong?	The author’s purpose is inform The specific language/ structure choices that the author has made to support their purpose are. Language 1. There choice is using specific words and having references so there know what they mean eg: figment ,glen,meager 2.  there words are obviously well  researched but are friendly enough so kids would know them 3.they used rhetorical question  like do you believe this?What if this was real? Structure- 1.their structure seems to mini preshaping but are all content in some way 2. they have photos of teeth and photos of the king kong to prove it really happen and real life sightings and shows graphs 3.they structured it in people points then in information	Differences They are all have a different style of writing and formatting expressing their point quite differently The second and last text addressed the viewers as fans and the middle one addresses them as ‘personas’. The last text shows graphs and charts but the other texts only include pictures.	Differences One of them was written like a letter another like a news report and the other like a blog post. The first text has emotive text but the others only include scientific and technical language.

I was in the year 9/10 reading group and had to make a sheet and chose a text to read and had to choose which of the PIE it was in then make three reasons for each of the structure and language and display them in the sheet

W.A.L.T: I can evaluate

Lauren & Austin Evaluating Information Chart

Today we had to read up on different peoples option on the flag then typing it up on a doc which is shown above for the doc we had to write down each peoples opinions from each opposing sides writing from each side.
Finding key points to put in then choosing which category to put it out of :

Common Knowledge

Personal Opinion

Statistics

Expert Opinion
Then highlighting it to show what you thought.
Overall it went pretty well I we got it done in good time and I learnt alot about what people thought of the flag.

Student led conference 2015

This is my student led conference for 2015

Reading goal-Term 2

WALT-analyse similarity/ difference of language /discourse within between texts

My next step is to focus more on being able to explain without hesitating.  
This is what I need to do:
Find a Analyse,Metaphor and connotative language.First of all I find this then I write what the text 

would be like if this was missing. Then I write the part function. This is easy and I know how to do it. My solo level is teacher directed. 
Here are the solo level.  

Here is my sheet.