Oliver's Vegetables

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Akhila to have 1.1support and be seated next to adult Akhila to describe herself andeither the teacher or ta to make work less imaginative. Age 3-5 Oliver only eats chips and definitely not vegetables. However his Gran and Grandpa’s garden is full of vegetables. When Oliver comes to stay Grandpa comes up with an ingenious way to encourage him to try some of the vegetables. This is an attractively illustrated picture book which just might tempt reluctant (healthy!) eaters to try something new themselves. 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 Talk about what children liked or didn’t like about this story. Did they have any questions about it? Watch the story Read the story aloud allowing time to talk about what is happening and the different vegetables as you do. Join in

draw pictures oftheir chosen characters an adult and a child and think of 5 wordsto describe each one. Adult to help support ch in sounding outwords. W4 to read on sighthigh frequency words specific to graded reading books matched tothe abilities of reading groups

Teaching about the latest events?

Phase 1 ch canidentify the main character and setting in a story using evidencefrom the illustrations and text Akhila and Keenan todraw a picture of their own character and think of a sentence abouthim/her. With 1.1 support of ta keenan and Akhila to write asentence. Ta to support sounding out of words. Using the illustrations as a guide, children can tell the story in their own words. Talk about the book 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. 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.

Ch to draw a pictureof their chosen character and to write 3 descriptive sentencesusing imaginative vocab. It's a brilliant book for encouraging fussy eaters to try something new. Learn all about different vegetables, how they grow, and how you can eat them. There's a lot more that children can learn from Oliver's Vegetables too, including the days of the week, family relationships, and how to talk about food. How can I use Oliver's Vegetables with my EYFS children? Bring the classtogether and look at the chs drawings Re-read olivers vegetables orthe extract discuss the story using the words character setting andevent. 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 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.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. 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? Remind ch they canuse the pronoun he or she instead of the name. Ch to use workinglit walls to write exciting descriptions. TA Ask the ch to recallthe story they heard the day before encouraging them to comment oncharacters settings and events

We have an array of resources and activities that go wonderfully in conjunction with the brilliant storybook. All of these are great to use after or whilst reading the book to make sure children understand the story and its objectives. Oilvers vegetablesby Vivian French (hodder) what shall we do blue kangaroo by emmachichester clark (Collins) .Reading together helps expand children's vocabulary and gives them a chance to practise reading and following new words. This support's their ELGs in Literacy, and resources like Word Mats and Story Sequencing Cards are excellent follow-up resources to use after you've read the story. This growth in vocabulary helps you work on children's Communication and Language Development too. W1 to secureidentification spelling and reading of initial, final and medialletter sounds in simple words; 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