READING RECORD KS1 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 1 & 2 and 1º 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 - 10.20
Break
10.20 - 10.40
3
Lunch
40 minutes
10.40 - 11.30
Year 1
10.40 - 11.40
Year 2/1º Ano
11.30 - 1.00
Year 1
11.40 - 1.00
Year 2/1º Ano
4
1.00 - 2.00
5
2.00 - 3.15
2
9.40 - 10.20
Break
10.20 - 10.40
3
Lunch 4
10.40 - 11.30 10.40 - 11.40 11.30 - 1.00 11.40 - 1.00 1.00 - 1.40
40 minutes
Year 1 Year 2 Year 1
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 with your child at home. It is important that children read each book more than once. This allows them to decode new and difficult words on the first read-through and begin to read more fluently the second time. Parents, please sign and make a comment in this reading record each time you The use of students du mobile phon read with your child.
by ring the school day is
On the following pages are some helpful tips and hints to use when reading at home. Teachers will sign, Where a student b rings a mobile phone t stamp or comment in the reading o school, the phone must be: record once a week to ackowledge the reading that is happening at home. Thank you!
Tip 1: Make time to share books
Find a special place to read, somewhere comfortable and quiet. Turn the television, radio, computer or iPad off to help your child focus. Keep the time short, 10 to 15 minutes each day. Always start a new book by looking through it together and talking about what it might be about – look at the cover, the contents page and the pictures. As you do this, use words from the book that you think may be difficult for you child to read, and point them out. You might for example say: ‘Oh, I wonder what Winnie the Witch might be doing with this pumpkin?’ ‘I wonder why it’s amazing?’ This kind of chat helps the child by giving them a sense of what is in the book before they start to read it, and preparing them for some of the words they will meet. This means you are setting them up for success right from the start. Tip 2: Sound it out
If your child gets stuck on a word, try phonics first. Get your child to say the letter sounds and say them together to try to hear the word; this is called ‘blending’. For example the word cat has 3 sounds c-a- t, the word shops has 4 sounds sh-o-p-s.
Tip 3: Sight words
There are some common words that need be taught before all sounds have been introduced. In our phonics scheme, Anima Phonics Letters and Sounds Updated, these are known as Rainbow Words. Children will bring lists of these words to help them with this. Look for these words when you read with your child. They have been taught to identify the parts of the words they can sound out and the parts that do not follow the rules they know. As children’s knowledge of the alphabetic code increases, many of these words will become fully decodable. If your child is still stuck, tell them the word and move on.
Tip 4: Try chunking
As children become more fluent they may increasingly be able to work out new words by looking at chunks or syllables within words, for example camp-ing or butt-er-fly. You can help them to do this.
Your child’s expression might sometimes sound unnatural on the first read of a sentence or a page. This is because they are focusing on making sounds into words. To keep your child hooked into the story, read it again with expression. It’s good to get your child to re-read a sentence or even a page if it has been tricky to work out. This helps with meaning, flow and confidence – and we all still have to do this sometimes!
Always be positive. Notice what your child has done well and tell them – often. You might say things like: ‘You sounded that word out brilliantly, didn’t you?’ ‘I really liked the way you read that bit in capital letters with a BIG voice.’ ‘You noticed that word didn’t make sense so you had another go. Well done!’ It may sound odd, but it is also important to react positively when your child is struggling or gets things wrong. You can make clear that mistakes are how we learn; they are essential. So when your child is stuck, say things like: ‘You’ve got a bit stuck – that’s OK. What helped you last time this happenned?’ ‘That’s a hard one – good try. Let’s say it together so you’ll remember it next time.’ Tip 7: Developing comprehension
Always discuss the books you share. Make sure your child understands the meaning of new words. Ask lots of questions about the book to help them with their understanding of the story or information.
Finally: READ, READ, READ!
It’s really important to read as much as possible with your child, both in English and in your child’s first language. Read the books that come home from school, borrow library books, buy books and magazines.Read signs and notices, and find interesting websites to read. And keep reading together at bedtime too!
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Av. Jorge V
+351 214 585 300