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ERASMUS+ KA2 THINK AND CREATE YOUR OWN HOBBIES 2021-2022 SECOND TERM READING CLUB NTRA. SRA. DE LA VICTORIA - SPAIN – Hello again Erasmus+ Friends! I am super happy we were able to start with the mobilities in the previous term, and so is my whole school! My students came back to Spain so cheerful! They also keep in touch with some of the students from the other countries and they are planning to do some exchanges during the summer. This is mini me during our mobility in Portugal!

This term we started a new club: READING CLUB, and as in the previous clubs, the whole school is participating in it. For example, our super special students from the SARGON CLASSROOM prepared a poem about winter that is adapted with pictograms. One of the students from this special classroom recited it and you can hear it through the link below.

Every year the school has a main topic to work on using various activities, such as cultural week, carnival, etc. This year we are focusing on the topic of ENVIRONMENT AND NATURE. The infants groups also worked on the Reading club. They are usually working around different typical stories according to the projects they are working on in the Spanish language, as well as the general topic we have in the school. So, the three-year-old students worked on the story of “Brown bear, brown bear, what do you see?” in order to learn vocabulary related to animals and colours.

The three years old students, who are the youngest in the school, enjoyed the tale “De nuevo en marcha” (Again in motion), which is about the project of the circus. After this, they completed a puzzle using the last image of the tale.

Also, with the English teacher, they carried out an animated reading of “The Very Hungry Caterpillar” using the interactive board. Afterwards, they drew the caterpillar on the interactive board.

In the same line, keeping in theme with the main topic for the school year, the four-year-old students worked on “Monkey Puzzle”, where they learned about different animals. After the story telling, they created a finger puppet of the main character from the story, the Monkey.

Also, the four-year-old students were told the story of “Little Red Riding Hood” and “The Three Little Pigs” in Spanish. The tutor, Almudena, used an apron and puppets to dramatise these two tales.

The first graders read the story of “Romulus and the Lonely Wolf”, which is one of the stories required to be read at this level. The book contains pictograms and images to facilitate the reading. With this story, they learned about loneliness. After the reading, they worked on an interactive activity with our assistant Muira in order to strengthen concepts as well as do comprehensive reading.

Our students know they can borrow books form the school library, but we also want them to know there is another public library in the Village, as some of our harmed students do not know it exists. That is why our Second graders also worked on Reading by visiting the Village library, learning how it works and how they can borrow books from there. During the visit, the librarian showed them the different sections they can find there. They could listen to a story telling by one of our teachers as well as have the opportunity to read some of the books they were able to find there.

Second graders also read the well-known traditional tale, Little Red Riding Hood in English. Most of the students already knew about the tale, but it was new for some of them.

The third graders did different activities related to reading. Some of them are: -

A reading done by a volunteer student selected from all the books in the school library.


An individual reading using the school library books. This is a silent and individual reading of tales and comics freely selected by the students.


A display of the Matilda story. After the reading of this Roald Dahl story, students prepared this mural using quotes and drawings from the book.

The fourth graders are continuously reading books they borrow from the classroom library. Afterwards, they draw a picture and add a short description of what they have read. All these after-reading activities are displayed in a mural they have in the corridor close to their classroom.

Also, this grade’s students have read many online stories as a group from the webpage . One of the books they have read online is “Here comes the trouble”.

The fifth graders read one of the books that is required to be read during this school year: “Prince Jake”. They read it in different formats: digitally and on paper. Every Friday, they work on group reading during one English session. This helps our students to develop reading comprehension as well as strengthen the English language in a more dynamic and active way.

The sixth graders have written some stories with cultural details about their own origins and family backgrounds. The special needs students participated too. They also recorded their voices to share them with the lower graders. The activity will be followed by a writing activity in which other partners will correct their friends' mistakes.

The fifth graders have developed a project of Reading Sponsorship with the five-year old students. During this project, older students accompanied younger ones in a ludic and dynamic way by reading different tales and following activities with the infant students. These carried out activities became really motivating for not only the younger students, but for the oldest ones as well. This project consists of the reading of a tale or excerpt from it, a story, a poem, etc. by the fifth graders to the infant ones. The oldest students also prepared activities such as drawing, colouring, matching, describing, gap-filling, sticking, etc.

Last year, teacher Maricarmen started being the school library coordinator. She is reorganising the books as well as renovating some of the older ones. She has started a new inventory which is still in progress. In order to involve our students in this important and hard work, she asked some of them to volunteer and help her to organise the library. Books are now organised by level of difficulty and genre. We have both English and Spanish books.

The sixth graders collaborated in the classification and stamping of the books donated by the families.

Also, she has designed many reading activities. Some of them take place in the school library, and others outside, all which are carried out every Friday. Some of the examples are the following: -

Sessions for masks designing for the lower levels, that the first and second grade completed with a relaxation activity at the end.


Collaborative poster designing between students from third to sixth

grade about the book “¿Qué haces despierta, Rigoberta?” (Why are you awake Rigoberta?)


Revision, inventory and renewal of some reading titles for infants in

the main school library as well as in the classroom libraries, from infants to all of the levels in the Primary Stage. -

Collection from the family’s association of the school to buy new

readers for infant levels. -

Designing of future reading activities for infants during the breaks

or other free sessions in the library.

Another activity proposed by the library project at our school was storytelling for all of the levels. Teacher Maricarmen takes students to the library, following a schedule, and tells the students different stories. Then she gives them free time to observe, read and familiarize with the books.

Last 31st of March, we had a Reading encouragement Workshop by the Santillana editorial for the Infant stage. In this workshop, two tales were dramatised, “Los calzoncillos del oso blanco” (the polar bear’s underpants) and “Tío lobo” (Uncle wolf). The children enjoyed it a lot, and they laughed so much. The entertainer captivated their attention during the entire activity.

Last 23rd of March, we also had a Reading Encouragement Workshop. This time, it was done by SM editorial for the Primary Education stage children. The stories told were aimed to work on different values. The students took turns going to the Theatre and creativity room by levels, where the entertainer waited for them. The stories were dramatised, which was really motivating for the students.

During our Cultural Week, the week just before the Easter break, we did many activities related to reading and books. For example, teacher María told the youngest students a story, engaging them to take care of the environment. This story was “La Tortuga Tomasa” (Tomasa the turtle), which taught us the importance of recycling in order to take care our planet.

For the second year in a row, we have celebrated our Literary Competition, which coincides with Book Day. All the students from the school participated in the competition. The infant students prepared drawings about the book they were read. The primary students prepared poems and tales about the topic of the Environment. The board of examiners (Head, Head of the Studies and Secretary) selected the best three from each class, and the winners received recognition and a present. All the participants also received a diploma.

Taking advantage of this club dissemination, we also wanted to show you our new Erasmus corner in the school, where we include all the gifts we have received from you dear partners. Bye for now friends! Kisses and hugs!