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Reading Vipers

20/3/2017

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I have been thinking about and researching how to improve comprehension skills using a range of high quality texts, images, picture books and of course film. 
After a number of sessions with children in schools using the new content domains, which can be found on the gov.uk website, I found that all of the key comprehension skills were being covered through the domains. As some of you who follow this blog will know, I like a mnemonic.  So I set about thinking about a mnemonic that could be used by teachers, other adults who read with children and also the children themselves.  My first attempt - MR SIP TEA was not the catchiest so we have come up with Reading Vipers.  Vipers cover the key comprehension skills in line with the 'new' content domains. 
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The same mnemonic can be used by both KS1 and KS2 with a little adaptation. 

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. 

(See Table below.)
 
We have created a useful set of question stems for each of the VIPERS which teachers will soon be able to download.
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At Literacy Shed the minions are now busy making a whole host of resources that will link to Reading Vipers.  There are now 30+ Film VIPERS on www.literacyshedplus.com

We are also creating a range of comprehension materials based on extracts from classic texts such as Black Beauty, The Time Machine, Robinson Crusoe and many more which will soon be available here. www.literacyshedplus.com   Until then you can download The Time Machine sample (as seen below) by clicking here. =
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Visual Vipers

The same key viper skills can be rehearsed effectively using single images or picture books.

Take a look at this example using the picture book 'Return' by Aaron Becker. 
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V - Can you think of one word that will best describe how the girl's Father is feeling?
I - How is the girl feeling at this point?  Use evidence from previous pages to explain why she may be feeling like this. 
P - What do you think will happen now her Father has arrived? 
E - Explain the difference between her Father in this scene and when we see him in the first two pages of the book. 
R - Where are the characters when the girl's father finds them?
S - The Father will want to know what has been happening.  Imagine you are the girl, summarise the events in the story so far to tell to her Father.

FILM VIPERS

There are over 30 sets of VIPERS questions for the Literacy Shed films now on www.literacyshedplus.com
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The question stem documents can be downloaded by click on the relevant image below. 
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As always comments are welcome! 
Click the text below for further reading. 

Further Reading:  Applying VIPERS

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Literacy Skills Killed in Isolation

7/7/2014

4 Comments

 
I recently saw a copy of a school timetable and it had guided reading for 30 minutes every morning after the register.  Following this each day was an hour of Literacy (except on Fridays when this slot was called Big Writing) Wednesday after lunch had a slot called spellings and Thursday afternoon had a block labelled SPAG.  

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It made me think - if reading was taught in the Guided Reading slot, spellings were taught in the spelling slot and grammar taught for an hour in the grammar slot.  Then what was taught in the other 4 hours of 'Literacy?'
Sadly, I think in some schools this is spent preparing children to write on a Friday in their extended writing session.  Perhaps this is done by giving children short writing opportunities after a discussion of a stimulus, perhaps an extract of text.  we need to ensure that this text analysed using the same reading skills that have been practised in Guided Reading? Do we encourage children to use inference and deduction skills during these sessions, perhaps more importantly do we sign post these for the children so they can see how the skills are linked?

I am sure we give children opportunities to read and write.  Opportunities to read and write do not always lead to improvement.   We need to show students how to be successful, in my opinion writing and reading skills should be modelled before we ask the students to do it.   

We really need to be taking all of the strands of literacy and weaving them together for children in the literacy sessions.   It is no good leaving our grammar to a one hour 'spag' session after lunch on a Thursday, it needs to be taught in context, children need to be fed a never ending stream of this, drip fed, force fed if necessary. 

 It doesn't even need to be in literacy, it can happen in foundation subjects too! How many times have you stopped a science lesson to identify a verb or adverb that a child has used?  Have you ever asked your children what synonym for run you could use in PE? It doesn't have to stop the lesson for a long time, it can be done in a matter of seconds.  Once again though the skills need to be modelled and taught before we can expect our students to complete the tasks adequately.  

I have had a number of discussions with teachers who lament at the fact their foundation subject work is not as well written as the work that happens in the Literacy lessons.  Often I find that the children were asked to write a diary or a news report, scaffolded only by some meagre success criteria.  When we ask children to write a newspaper story in the literacy sessions we use a range of techniques that could take more than a week to get a piece of high quality writing, in foundation subjects some of us expect the same high quality to occur in less than an hour.  

Drip, drip, drip - that is what we need to be doing with literacy skills, and if those skills are poor then that drip needs to be a torrent and the skills need to be practised continuously, relentlessly and in context
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    Rob from Literacy Shed

    Just writing down what I think about school and education. 

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