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 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 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. T to walk around ansupervise retelling and note down group that worked the bestimaginatively and in retelling the story to act in theplenary 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?

Phase 1 ch canidentify the main character and setting in a story using evidencefrom the illustrations and text Ask the ch to recallthe story they heard the day before encouraging them to comment oncharacters settings and eventsCh 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.

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. Using the illustrations as a guide, children can tell the story in their own words. Talk about the book

Ch to draw a pictureof their chosen character and to write 4/5 descriptive sentencesusing imaginative vocab.

Bring the classtogether and choose children to introduce their characters anddescribe them. Are there any animals or fantasy creatures? 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 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.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. Remind ch they canuse the pronoun he or she instead of the name. Ch to use workinglit walls to write exciting descriptions. TA 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?