Oliver’s Vegetable Labels

Overview

This 30-minute lesson engages Reception children in literacy, expressive arts, and phonics through the story “Oliver’s Vegetables.” Children will create simple phoneme-based labels using letters from the phonics set (s, a, t, p, i, n, d, g) to stick next to pictures of vegetables, enhancing their writing, sound recognition, and fine motor skills.

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National Curriculum Links

Literacy - Writing:

• Reception Early Learning Goal (ELG):
  Children use their phonic knowledge to write words in ways which match their spoken sounds (NC: ELG Writing).
• Development matters:
  Children segment the sounds in simple words and blend them together (Literacy – Writing).

Expressive Arts and Design:

• Reception ELG:
  Use a range of small tools, including scissors and glue, safely and with good control.
  Explore, use and refine a variety of artistic effects to express their ideas and feelings.

Communication and Language:

• Reception ELG:
  Develop their phonological awareness to hear and say the initial sound in words.

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Learning Objectives

By the end of the lesson, children will:

1. Recognise and write simple CVC words containing phonemes: s, a, t, p, i, n, d, g.
2. Segment and blend phonemes orally to read and write vegetable names.
3. Use scissors and glue safely and with control to create a display.
4. Develop vocabulary related to vegetables and engage in discussion to express ideas.

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Resources

• Storybook or video reading of “Oliver’s Vegetables”
• Pictures of vegetables (drawn, printed, or cut from magazines)
• Pre-cut letters or letter cards for s, a, t, p, i, n, d, g
• Glue sticks
• Scissors (child-safe)
• Large display board or wall space
• Whiteboards and dry wipe markers (optional; for practice)

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Lesson Structure

1. Introduction (5 minutes)

• Gather children together; briefly retell/read “Oliver’s Vegetables.” Focus on naming familiar vegetables (e.g. pea, pot, tin can).
• Introduce today’s activity: labelling vegetable pictures with simple words. Reinforce that we are practising our phonics sounds to write these words by sounding them out together.

2. Phoneme Review and Oral Blending (5 minutes)

• Show individual phoneme cards (s, a, t, p, i, n, d, g) with clear pronunciation. Ask children to repeat each sound clearly.
• Sound out simple vegetable-related words together (e.g. “s-a-t” or “p-e-a” if using pea). Break them into individual phonemes and blend them together aloud.
• Use magnetic letters or cards on a board for visual support if possible.

3. Label Making Activity (15 minutes)

• Children receive vegetable pictures (drawing or magazine cut-outs). Each child chooses 1-2 vegetables to label.
• Children use pre-cut letters or letter cards to form simple CVC words based on the phonemes taught. They can place them on their table first like a puzzle to build confidence.
• Encourage children to sound each letter out as they place it forming the word. Provide support to segment (say the word slowly) and blend (say the word smoothly).
• Children stick their completed labels beneath or beside the vegetable pictures on the display board using glue sticks.
• Encourage them to double-check their phonemes with an adult or partner.

4. Sharing and Review (5 minutes)

• Gather children to share their labelled vegetables on the display.
• Choose a few volunteers to sound out their labels aloud, emphasising phoneme segmentation and blending.
• Praise effort and highlight correct phoneme use and neat gluing.
• Discuss briefly how writing helps us communicate ideas—even about vegetables!

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Differentiation

• Support: Provide additional adult help for children struggling with holding scissors or manipulating letters. Use picture and letter matching mats.
• Extension: Challenge confident children to label two or three vegetables or write a short sentence (e.g. “I see a pot.”).

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Assessment

• Formative assessment through observation of children’s ability to segment and blend phonemes orally during the session.
• Monitor children’s correct placement of letters to form words and their fine motor control when cutting and gluing.
• Use a simple checklist noting phoneme recognition, blending, and application in writing.

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WOW Factor Idea

Add a mystery “Veggie Label Detective” twist: Children become detectives who need to label “missing” vegetables to complete Oliver’s garden display. Use magnifying glasses and detective hats for fun role-play, boosting engagement, and linking expressive arts with literacy.

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Reflection and Next Steps

Steer future sessions towards writing sentences about vegetables or exploring rhyming words from the story. Incorporate vegetable-themed sensory trays or cooking activities to link vocabulary and expressive arts further.

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This plan maximises the cross-curricular potential of Oliver’s Vegetables, embedding phonics skills in a creative, hands-on context perfectly aligned with the Reception Early Learning Goals and the National Curriculum for England.