I brought a loto game and Pedro was engaged and showed great understading of the language. He is confident and eager to learn new things. I was very impressed by his fluency and ability to express himself in English.

We made a poster to register some of the information about Pedro and he showed great enthusiasm and organization skills.

My first impressions after this first session were that, Pedro loves to speak English and show’s great understanding of the language. He is eager and confident to start learning how to read and write.

First he had to make a puppet using a pease of wood and permanent markers.

He was very successful and used the materials in an organized and efficient form.

After that, I used WH question cards to practice vocabulary. He picked a card and had to ask me a question using that specific word.

First I modeled how to use each word by asking him questions. Then, it was his turn to use them correctly. At first he didn’t know how to use all of them and needed more explanation and examples. After a few rounds he started to understand the difference between each word and asked me great questions. He always tries to answer with complete sentences and rich details.

I spread the alphabet on the floor and told Pedro I was going to sound out a letter and he had to say the sound with me and bring me the letter. Most of the sounds he could recognize and match the letter. Some were new to him and he needed more examples and practice.

Pedro rolled the die to find out what sound it was, then he had to find pictures that started with that specific sound. He had a great laugh whenever he fed the monster and a funny noise would come out of his mouth.

Nessa atividade trabalhamos com alguns vocabulários de vestimenta. Pedro fez uma lista e organizou os itens que pretende levar para New York!

Pedro conseguiu resolver esse problema e usou de várias estratégias de leitura.

Desculpa eu esqueci de fazer um registro para essa atividade.

Pedro já está trabalhando esse conteúdo na escola e isso reflete quando trabalhamos em inglês. Ele não teve dificuldade para entender o que estava sendo pedido mas, na hora de separar as sílabas ele precisou de ajuda.

Retomamos os “action verbs” com cartas ilustrativas, e por fim Pedro representou as ações para um projeto de escrita.

To be continued…

We wrapped up playing the game with the CVC words.

Essa próxima etapa Pedro escrevia palavras CVC que temos trabalhado nas aulas. O desafio era escrever as palavras através dos sons que eu produzia. Ele está cada dia mais independente em atividades de escrita e leitura.

Começamos planejando uma mini cidade que iria se tornar um jogo de tabuleiro. Pedro logo ficou entusiasmado e começou a sugerir os objetos que iria usar nessa atividade.

Desculpa não tenho o registro dessa atividade.

Jogo de mímica com palavras sorteadas. Essa foi uma estratégia para trabalharmos a oralidade de forma criativa e divertida. Usamos o corpo para montar frases usando as palavras sorteadas.

Today we began our lesson talking about a few friends we have in common;

Tota, Guga, Dudu and miss Davida!

We spoke about feelings and he told me he often feels grumpy ha!

Then we entered the cvc world.

Started off with letter "a" bingo and go fish.

Connecting the pictures to the name.

Today we began our lesson talking about a few friends we have in common;

Tota, Guga, Dudu and miss Davida!

We spoke about feelings and he told me he often feels grumpy ha!

Then we entered the cvc world.

Started off with letter "a" bingo and go fish.

Connecting the pictures to the name.

He learned soccer vocab, as I no nothing about this subject in Portuguese, he explained what each one's duty is.

Esqueci de fazer o registro. Desculpa

Jogamos um jogo em que Pedro precisava identificar qual era o dígrafo vocal de cada imagem. As vezes ele confunde o sh com o ch e precisa de ajuda para diferencia-los. Ele tem avançado muito em sua leitura e autonomia.

Fizemos uma atividade em forma de jogo. Foi bem desafiador para o Pedro ler tantas palavras. O objetivo era jogar um dado e de acordo com o numero ele precisava achar uma palavra com o mesmo final.

Nesse momento o Pedro escrevia de forma espontânea, o foco não era a ortografia das palavras.

He was able to put them in the correct order and even pronounced them all correctly!

We also played an online game where he had to organize CVCC and CCVC words as well, to reinforce how to write them.

I noticed that Pedro is having difficulties pronouncing the digraphs and the letter W, so I'll bring, for the next sessions, activities that relate to these themes as well!

Using these words, Pedro wrote some sentences, and I noticed that he already knows the difference between are and is, which is a big step! He still needs to build more vocabulary to help him spell words correctly, such as BOAT and MILK.

He had a bit of trouble reading the word FIND, but quickly corrected himself.

Pedro can already say some power words, and with more practice, he’ll be able to recognize even more 🤗!!

After that, Pedro did an “I Spy with My Little Eye” activity, where he had to find the image that corresponded to the word using the CH, TH, and SH digraphs.

Pedro gets confused with words that have TH, CH and SH. For example, the word is SHELL, but he circled the word CHELL.

I noticed that Pedro gets confused between the letters I and L, so I’ll expose him to more words like these!

OBS: He's speaking way more English than usual 💪🏻!

I noticed that he is having difficulties reading FIND.

Pedro made sentences using them.

I observed that he got confused with the I pronunciation, but, with more practice, he'll get use to it!

Ele conseguiu construir-las direitinho, só percebi que ele não sabia como usar direito o THERE IS/ARE. Jogamos duas vezes e ele ganhou as duas partidas 🤣.

Percebi que o Pedro ainda confundi bastante o B e o D.

Ele escreveu frases com elas e vou estimular ainda mais a sua escrita e ganho de vocabulário para que ele consiga lembrar da escrita das palavras.

Após isso, eu escondi 13 decodable sentences no quarto dele para que ele achasse e que pudesse lê-las depois!

Pedro conseguiu lê-las muito bem!

Percebi que ele está tendo dificuldade de escrever CVC words, como SUN, e CVCC words, como GIRL. E também está tendo dificuldade de lembrar da escrita dos dígrafos.

Então, revisaremos esses apontamentos nas próximas sessões!

E ele fez 5 frases usando CVCe words. O Pedro precisa prestar mais atenção nos sons das letras, pois ele sabe o som e acaba escrevendo outro.

Pedro fez 3 frases usando ela!

Ele conseguiu lembrar da escrita de algumas Power words, como HAVE!

Mas, ele está indo muito bem e se esforçando cada dia mais ❤️✨!!

Além disso, Pedro aprendeu uma nova Power words, a palavra HE, e conseguiu curar duas frases a usando!

Pedro also read some pages of the CAT IN THE HAT BOOK! I noticed that he doesn't want to sound each sound letter, so he's "guessing" the words!

I told him that it's very important to sound out the words, because, with it, he can say the words properly!

He needs to focus on the letter sounds to be able to write the words properly.

With more practice, Pe will know these prepositions by heart! He just needs more practice!

Depois desse breve papo, ele começou a aprender sobre os opostos em inglês, como HOT e COLD, por meio de uma atividade de associação e um jogo de dominó. Pedro aprendeu tudo muito rápido!

Percebi que o inglês do Pedro está muito mais fluente — ele consegue formar frases com mais naturalidade, provavelmente por causa da viagem, já que praticou o idioma todos os dias 🤗.

Notei também que ele ainda tem algumas dificuldades com HE/SHE e DON’T/DOESN’T, o que é totalmente normal para a idade dele. Vamos trabalhar essas diferenças com mais atenção na quarta-feira!

I noticed that he's being able to write complex words and that he totally understood the differences among AM/IS/ARE.

I noticed that Pedro is not reading letter by letter, so he's guessing the words.

It's important for him to read letter by letter, so then he gets used to the letter sounds, reviews the word rules and memorize the words.

Pedro is forgetting the sounds of CVC words, so we'll be reviewing them and practice the reading letter by letter!

Pedro keeps writing without paying attention to the sounds, so we'll keep practicing it!

I noticed that he's having difficulties writing words that end with E and words that end with Y.

Ele conseguiu jogar, porém quase usou IS em todas as frases.

I noticed that Pedro is guessing the words, not even paying attention to the letter sounds.

Next week, I'll be reinforcing the importance of this attention with exercises.

He just needed to pay attention to the vowel sounds!

I noticed that he's not putting effort on his activities.

He knows how to write the words, but he's not paying attention to the letter sounds, so he's writing most of them wrong.

Com essa atividade, Pedro pôde revisar alguns sons, como os dos dígrafos, e trabalhar sua compreensão textual, identificando se as frases eram coerentes.

Fizemos 5 exercícios sobre a compreensão do texto e Pedro acertou todos.

Pe read the sentences and chose if they were true or false.

He didn't remember the difference between A/AN, so we remembered it.

He got almost the whole worksheet right.

At the end, we finished the book HOP ON POP, where we reviewed digraphs, CVCe, CVC e power words.

Além disso, ele quis me mostrar os carros que comprou lá, eu amei só não sei a diferença de Ferrari para Corvette 🤣

I noticed that he is not paying attention to the letter sounds, so he writes some words wrong, just because he didn't put the right letter.

We also reviewed days of the week by completing some charts about them and, now, Pedro knows by heart the sequence.

Pedro needs to pay attention while reading!

Pedro had to write sentences with these words and he's being able to write more complex sentences!

Pedro had to write sentences using them!

I noticed that Pedro could pay more attention to what he's writing, because he wrote some words, like THE, correctly which he was writing wrong!

We also saw 4 new power words and I noticed that Pedro is remembering how to write the words, without asking him how we write them properly!

We played a memory and a GO FISH game with OA, OE and OW words and we had so much fun!

We read a story about foods and we played a reading comprehension board game!

Pedro got confused with starting with THE or A, so we're going to talk about this difference tomorrow!

This time, he said that he wasn't find them, but the more he found words, more confidence he gained and finished it!! Proud of him!

Eu notei que o Pe está prestando mais atenção no que ele está escrevendo e está se sentindo mais confiante para escrever frases mais longas!

I noticed that he forgot the HAVE/HAS difference and didn't pay close attention to the words' sounds while writing them!

Pedro forgot that BREAD is written with a vowel team, as it has been a long time since we saw it.

At the beginning, it was a bit challenging for him to remember, but he's getting better!

It's a bit confusing for him, so we'll be practicing it!

I told him that he needs to give space between the words, o otherwise he doesn't understand some words that he writes!

Durante a leitura, fomos pausando em cada frase para conversar sobre o que estava sendo dito e garantir que ele compreendesse o significado das informações apresentadas. Dessa forma, trabalhamos não apenas a leitura e a ortografia, mas também a interpretação e a compreensão textual.

O Pedro participou muito bem da atividade e se mostrou bastante empenhado durante todo o processo!