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While some students have thrived in this regard, most students struggle to pause and write about what it is that they are reading. When they do this, they often just write notes "within the text" and tell what happened. Most students need support to dive deeper and think beyond the text.

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In the few instances where we have implemented our book clubs, students have been engaged and able to sit and read for longer periods of time because they have a more concrete task in front of them.

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Book clubs! It has allowed them to think together about the book and different interpretations of the stories. It also brought a fun element to reading workshop.

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Short different texts were shared with students. After a dynamic read out loud moment, there was time to reflect about the different possible interpretations of the text. One thing that I believe worked well, was the unpacking activities that Cris, suggested. Having already some questions and possible ways of answering prepared in the slides, helped students to focus more.

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Among all students, stamina has improved compared to the beginning of the year.

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The book clubs have engaged students in discussing the books they have been reading . It has been an opportunity for them to develop more vocabulary and practice what they learned in Bend 1.

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Having a clear writing progression where they can see where they are in their writing and decide on specific and concrete goals for improvement. Also having strong examples of what a strong personal narrative looks like.

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Acho que a parte do Bookshop em Português não funcionou bem. Eu achei que no momento de bookshop em Inglês eles também estivessem fazendo em Português, mas recentemente descobri que não. Por conta disso, nos dias de RW em Port, muitos alunos saem para escolher livros e acabam  tendo pouco tempo de leitura em sala. Precisamos repensar a quantidade de aulas de Port. ou efetivamente ter momentos de leitura em Português mesmo sem eu estar na sala com les.

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Acho que a parte do Bookshop em Português não funcionou bem. Eu achei que no momento de bookshop em Inglês eles também estivessem fazendo em Português, mas recentemente descobri que não. Por conta disso, nos dias de RW em Port, muitos alunos saem para escolher livros e acabam  tendo pouco tempo de leitura em sala. Precisamos repensar a quantidade de aulas de Port. ou efetivamente ter momentos de leitura em Português mesmo sem eu estar na sala com les.

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I don't feel like I have been able to do a full circulation of conferring with students or working in guided groups because we are just now getting our workshop to feel like a routine.

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Writing. Students have a more clear picture of the ways their writing must improve to be at 5th grade level and they are working on different areas, like the structure (use of paragraphs) and the elaboration (making stronger beginnings, middles and endings).

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From what I could observe, it seems that it's clear for students that texts can be interpreted in different ways. That is a result of our different backgrounds and experiences. I believe they understand and value that diversity of interpretations.

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As text complexity increases, they struggle with understanding why one book might be too hard or too easy for them. Some don't feel motivated to read beyond graphic novels for example.

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Tied in with Writing Workshop, the students now need to work on identifying the intention of authors and the craft moves that they use. If there is any nuance or double meaning in a passage, the students take it at face value. They are having trouble interpreting the characters' motives because they don't recognize the nuances and small hints to these things that the authors include.

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Students are breaking words in order to get to their meaning, in both languages.

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Interpreting books. While the reading workshop is focused on interpreting books and the author's choices when using a specific vocabulary or structure, or finding the big theme of the book, it is hard for students to apply the strategies discussed when they are reading K level books, for example.

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There is a small group of students that is still working on the foundations of decoding and comprehension. For some of them, it shows in their reading level, but some others seem to have gotten by until now with a lot of sight word knowledge but no decoding skills or strategies.

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O alinhamento com as unidades do Inglês favoreceram o trabalho e da forma como organizamos, sem intercalar unidades, foi possível fazer sem rigidez.

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Os WW funcionaram bem. Os alunos escreveram semanalmente, tiverem tempo para revisitar e rever sua escrita em outra aula, puderam ler e e compartilhar seus textos com os colegas, receber feedback e trabalhar em cima das suas  necessidades específicas. Além disso foi possível trabalhar aspectos da gramática a partir dos textos  dos alunos. Notei progressos significativos nos textos de alguns alunos.

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By working in small groups, students have shown more focus when tackling the books chosen for them in our Consolidate sessions. We're right at the threshold of moving away from books which are below benchmark, so we're curious to see how they can improve their skills.