Talk about the vegetables you see when you go shopping, in the market, greengrocer or supermarket. Perhaps buy and try something new! Do some cooking Tell ch that I amgoing to read one of these three stories again. Ask indv ch tochoose a favourite one and give a reason for this choice. Read themost popular story again and ask the ch if they notice anything newin the words or illustrations. Help children in their Understanding the World ELGs as they learn about plants and food. They can get a better understanding of nature, plus learn about where food comes from! Why not encourage Expressive Arts and Design skills too with Colouring Activities? Planning with Oliver's Vegetables W1 to secureidentification spelling and reading of initial, final and medialletter sounds in simple words; Our Oliver's Vegetables story sequencing resource is great for making sure children fully comprehend the story and can also be a great help when they're writing their own creative stories. Each card is paired with beautiful colours and will help set the scene and bring the story to life.

Ch to draw a pictureof their chosen character and write a sentence about him/her. Ta tohelp support ch by reminding them to sound out words. Read What Shall WeDo Blue Kangaroo? and The Good Mood Hunt and comparecharacters, settings and events. Reactivate prior learning Remindchildren of the story of Olivers Vegetables told earlier.Which of the three stories did they like best? W4 to read on sighthigh frequency words specific to graded reading books matched tothe abilities of reading groupsBring the classtogether and look at the chs drawings Re-read olivers vegetables orthe extract discuss the story using the words character setting andevent. T to walk around ansupervise retelling and note down group that worked the bestimaginatively and in retelling the story to act in theplenary Oilvers vegetablesby Vivian French (hodder) what shall we do blue kangaroo by emmachichester clark (Collins) . Ch to draw a pictureof their chosen character and to write 4/5 descriptive sentencesusing imaginative vocab. Oliver wants chips! Healthy eating? Forget it! Oliver doesn’t care about fresh veg or nutritious food. But when he goes to stay with Grandpa, Oliver is forced to strike a bargain. If he can find enough potatoes in the vegetable patch, Oliver can have chips. But he’s also got to eat all the other vegetables he finds during his hunt! On Monday, he pulls up carrots. On Tuesday, it’s spinach. What else will he dig up? From major author Vivian French, this colourful seek-and-find tale puts the joys of healthy eating at the top of the menu.

draw pictures oftheir chosen characters an adult and a child and think of 10 wordsto describe each one. ch to then write 2 sentences about eachcharacter using the descriptive words in an interesting way Phase 1 ch canidentify the main character and setting in a story using evidencefrom the illustrations and text Read the storyOlivers vegetables to the class. Ask who is the story about? Whathappens in the story? Use and explain the terms setting maincharacter and events. Invite them to retell the story using wordssuch as first next at the end

draw pictures oftheir chosen characters an adult and a child and think of 5 wordsto describe each one. ch to then write a sentences about eachcharacter using the descriptive words in an interesting way. Adultto help extend ch grandpa was an old man what else could we add avery old man with long grey hair! Bring the classtogether and ask pairs to take turns to tell the class about theirpartners chosen character stimulate responses to each othersmemories by asking questions sch as why have you chosen thischaracter? What is special about him/her? When you read the story again your child could join in perhaps by being Oliver, saying eg, ‘I don’t eat vegetables. I only eat chips.’ ‘That was good’ and ‘That was very good.’ etc Tell the story Adult to help extendthe ch instead of big what other word could we use? Look at theworking lit wall Ch to draw a pictureof their chosen character and to write 3 descriptive sentencesusing imaginative vocab.