FINAL_KS2_READING RECORD

READING RECORD KS2 2026/27 Name: Class:

Guiding Statements

LEARNING

Encouraging students to become curious, creative, lifelong learners.

TOGETHER

Fostering a stimulating environment which celebrates the uniqueness of each student and where everyone feels they belong.

TO SHAPE

Enabling students to construct meaning for themselves and to be active in creating a better society.

A BRIGHTER FUTURE

Learning is the guiding light that enables students to be global citizens, driving change towards a more peaceful, inclusive and sustainable world.

The Shaper 6Cs: Profile OUR

Compassionate The student is compassionate, empathetic and respectful: seeks to understand themselves, and others, be kind and have a positive impact on the world.

Communicator The student is a communicator: an active listener to other perspectives, with a unique voice who has the confidence to express and challenge ideas.

The Student is a compassionate, curious, collaborative communicator who above all has the courage to be an active global citizen to make a difference in the world.

Curious The student is a curious and creative thinker: thirsty to learn, interested in other perspectives, open to view the world in different ways and propose innovative solutions.

Courage The student has courage: willing to take the lead, be independent, take risks and demonstrate resilience to overcome challenges and to be an agent of positive change.

Collaborative The student is a collaborator: able to work as part of a team to achieve a greater outcome and strive for a brighter future.

Global Citizenship The student is a global citizen: acts to make a positive difference in the lives of others and in the world around us.

ENGAGING IN THE ACTIVITY

ENGAGING WITH PEERS

DISRUPTING

Playing around with others instead of working

Trying to distract others

DISENGAGEMENT

Off-task talking with others

Looking for reasons to leave the room or move around the room

Being unprepared

PARTICIPATING

Working with others when directed to do so

Responding to questions

Paying attention

Being on task

Doing the work

4

Adapted from Disrupting to Driving: A continuum of student engagement (Berry 2016)

Sitting with a group if directed but not interacting

Putting in low effort

Being distracted

Physically separating from others

WITHDRAWING

Being off-task

3 Trying not to be noticed

AVOIDING

PASSIVE

Looking for ways to avoid work

2

Arguing with peers

Arguing with the teacher

Refusing to participate

Disrupting the learning environment

1

ACTIVE

Curious – Collaborative – Courage – Communicator – Compassionate – Citizenship

INVESTING

ENGAGEMENT

Following shared interests

Sharing ideas and thinking with peers

Enjoying learning

Showing interest or curiosity in what we are learning

Understanding why our learning matters

Asking questions about what we are learning

5

DRIVING

Challenging each other to drive improvement

Collaborating with others towards a shared goal

Monitoring and evaluating my progress

Showing the courage to take risks in my learning

Seeking feedback to help me improve

Setting goals for my learning

6

ACTIVE

LEARNING TOGETHER TO SHAPE A BRIGHTER FUTURE

Engagement Scale

School Timings The West Gate is open between 7.45am to 5pm and is manned

by Security throughout the day.

Shape of the day - Years 3 to 5 and 2º to 4º Ano Monday to Thursday

Friday

Registration

8.20 - 8.40

Registration

8.20 - 8.40

1

8.40 - 9.40

1

8.40 - 9.40

2

9.40 - 10.40

2

9.40 - 10.40

Break

10.40 - 11.00

Break

10.40 - 11.00

3

11.00 - 12.00

3

11.00 - 12.00

Lunch

12.00 - 1.00

Lunch

12.00 - 1.00

4

1.00 - 2.00

4

1.00 - 2.00

5

2.00 - 3.00

6

3.00 - 3.30

Shape of the day - Year 6 and 2º Ciclo Monday to Thursday

Friday

Registration

8.20 - 8.40

Registration

1

8.40 - 9.40

1

8.40 - 9.40

2

9.40 - 10.40

2

9.40 - 10.40

Break

10.40 - 11.00

Break

10.40 - 11.00

3

11.00 - 12.00

3

11.00 - 12.00

4

12.00 - 1.00

Lunch

12.00 - 1.00

Lunch

1.00 - 2.00

4

1.00 - 2.00

5

2.00 - 3.00

6

3.00 - 4.00

8.20 - 8.40

Contacts Class Teacher: Phase Leader: Head of Prep School Miss Louise Banthorpe lbanthorpe@stjulians.com

Deputy Head of Prep School Mr Tom Mullins tmullins@stjulians.com

If you are going to be absent, make sure to ask your Parent or Guardian to contact your Class Teacher and the Primary Secretary either by email or phone. If the absence is planned, kindly inform your Class Teacher and the Secretary as early as possible.

Primary Secretary primary@stjulians.com

+351 21 458 5361

Reading Journal Children are expected to read every day. Reading may include fiction, non-fiction, poetry, newspapers, articles and plays.

After reading, children should record their reading in this journal.

Your child’s class teacher or teaching assistant will sign, stamp or comment in the reading journal once a week.

The use of mobile phones by students during the school day is

In school, we focus on developing reading fluency and a range of comprehension skills. The following pages explain these skills in more Where a student brings a mobile phone to school, the phone must be: detail and provide example questions you can use when reading and discussing a text with your child. We recommend focusing on 1–2 reading skills at a time, rather than all of them.

Victor Vocabulary Victor helps us to: understand unfamiliar or ambitious words; use context to work out meaning; recognise prefixes and suffixes; suggest synonyms; and explain figurative language.

Example questions: • What does this word mean in this context?

• Which word creates the strongest effect? Why? Rex the Retriever

.

Rex helps us to: locate key facts and details; find information quickly; answer literal questions accurately; and select evidence to support answers.

Example questions: • What happened after…?

• Who said…?

• Find evidence that shows…

Summarising Sheba Sheba helps us to: identify main ideas; summarise a paragraph or chapter; identify key events; and explain the main theme.

Example questions: •What is this section mostly about?

•Can you summarise this chapter in one sentence?

Inference Iggy Iggy helps us to: read between the lines; explain how characters feel; justify answers using evidence; and suggest reasons for actions or events.

Example questions: • How is the character feeling? How do you know?

• What does this suggest?

Encourage responses such as: “I think… because in the text it says…”

Cassie the Commentator (Compare & Connect) Cassie helps us to: connect and compare ideas; compare characters or events; explain how different parts of a text link together; and compare different texts.

Example questions: • How is this similar to…?

• How has the character changed?

• How does this section link to earlier events?

Predicting Pip Pip helps us to: make thoughtful predictions; use clues to predict what might happen next; and explain their reasoning clearly.

Example questions: •What might happen next?

• What clues support your idea?

Arlo the Author Arlo helps us to: understand how authors craft texts; explain the effect of the author’s word choices; comment on imagery and figurative language; identify how structure creates impact; and discuss tone and atmosphere.

Example questions: •Why did the author choose this description?

• What effect does this sentence create?

• Why did the author begin the chapter this way?

Used with the kind permission of Twinkl Educational Publishing. © Twinkl Ltd. All Rights Reserved.

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Av. Jorge V

+351 214 585 300