Ning TP#2

After the tutoring session with Ooki, I met with the children for a ttutoring session. I spoke to Mrs. Kim about how well these children seem to have a grasp on the language, and she suggested to me to help them with vocabulary.

In terms of speaking, it seems that these children are very capable. However, it seems that they did lack vocabulary words. Since Sally and Rayna were both in 6th grade, I looked online for FCAT 6th grade reading vocabulary lists. Though it did not pertain to only FCAT, I used the list from
http://www.flocabulary.com/6th-grade-vocabulary-word-list/ .
Since I have never tutored children from a foreign country, I assumed that within an hour, we could knock out 10 words easily. With this in mind, I gave all three children a pencil and sheet of paper. For Jason, I asked him to write me a paragraph''s worth prompt titled "Why Do I Like Soccer." For Sally and Rayna, I asked them to get ready for a 10 word spelling test, and to write down what they thought or knew the definitions of the words were.

Abandon
abundant
access
accommodate
accumulate
adapt
adhere
agony
allegiance
ambition

After reading each word 3 times, I gave 2-3 examples of each word in the sentence. Some of the sentences were rough hits, like "abandon." After my sentences, Rayna said that she knew what the word was in Korean, but did not know how to define it in English. At that moment, Jason yelled out the definition to be "trashed."

Other words, such as "accumulate," was a bit difficult. My example sentences were:
"While walking on the beach, sand was accumulating in my shoe." 
"Since I love books, I buy one every week. I am accumulating books."

Going over each word, we were only able to go through 7 of these ten words. At the end, I asked both Sally and Rayna to go home and write down 1 sentence and the definition for each word for me to look at for the next tutoring session. For Jason, I looked at his paper real quick, and it seems that as opposed to being worried about a structured prompt, he is able to think continuously in English. What I mean by this is that in his paper, he wrote in a stream of conscious manner. Since I ran out of time, I was not able to look at his prompt as closely as I wanted to. Since I knew that Tom was meeting with Jason and the girls on Sunday, I asked them to give Tom the paper so Tom would be able to look at a quick glance of Jason's writing skills; if that was not a good representation of it, he would be able to see the grammatical errors Jason uses when he thinks.