Drop Everything and Read
VIPERS Whole Class Reading
P - Prediction
E - Explain
R - Retrieve
S - Sequence/Summarise
Vipers cover the key comprehension skills in line with the 'new' content domains.
The main differences being in the S - sequence in KS1 and Summarise in KS2 also in the Explain section.
In KS1 'Explain' is not one of the content domains, rather it asks children to explain why they have come to a certain conclusion or to explain their preferences, thoughts and opinions about a text.
In KS2 the Explain section covers the additional content domains of 2F, 2G and 2H which are not present in KS1.
Our reading lessons across school from years 1-6 follow the VIPERS strategy. Each class teacher shares the term 'VIPERS' with the children and VIPERS is displayed in every KS1 and KS2 classroom. Reading lessons are taught three/four times a week and the children work in their reading journals to record the lesson. Each lesson will focus solely on one strand of VIPERS e.g. LO: To make inferences about characters.
All children access the same text. It is crucial that all children receive the same text because the text has been chosen to challenge thought through themes and issues explored in the text and will provide opportunities for book talk. This is because the texts chosen open up new worlds of interest and issues for our children to explore, beyond what they would choose to read themselves or are able to read independently using the school reading scheme for home reading but in a supportive environment. Built into these sessions are times when the teacher reads aloud sections of the text to the children as an expert model of fluency, intonation and expression. Then children may read independently (depending upon the age of the children) or may paired read with a carefully chosen partner - at this point teachers listen carefully to pairs to ensure fluency, accurate intonation and expression.
Children will have one vocabulary lesson a week where they will explore the vocabulary in the text/extract. In KS2, children will learn 5 new words a week. In KS1, children will learn up to three new words a week and in reception, children will be focusing on one word a week.
Below are some useful documents to help structure your questioning when reading to your child.
Useful website for inference with pictures
At Adel we encourage proof-reading and editing a piece of work before showing a teacher.
We have introduced COGS and ARMS as proof-reading and editing strategies.
COGS is for proof-reading. It stands for:
Capital letters/Full stops
Children check against these 4 areas after a piece of work.
ARMS is for editing. It stands for:
Children are encouraged to use these prompts to edit their writing.
Once children have proof-read and edited their writing, the teacher will finally mark it.
To achieve 'greater depth' by the end of Year 2, children must 'use the diagonal and horizontal strokes needed to join some letters'.
To achieve 'expected' by year 6, children must 'maintain legibility in joined handwriting when writing at speed'.
For these reasons, as a school, we teach cursive writing from years 1 to 6. We feel it is important that children are secure with their cursive handwriting by the time they get to Year 6.
As a school, we are subscribed to the Letter Join programme for handwriting to ensure that all children have regular teaching of handwriting and the opportunity to practice their skills.
In every year group/key stage there are a list of common exception words/statutory word lists that children in those year groups must be able to read and spell. The word lists are attached below.
In school, we follow the no nonsense spelling scheme (years 2-6). The lessons take part daily in year 2 and twice weekly in years 3-6.
Below are some strategies taken from the scheme that you can use with your child to help them learn their spellings.