1 On the list
ADULT-LED
Prepare a shopping list for making vegetable soup before a trip to the shops to buy the ingredients.
Key learning intentions
To attempt writing for different purposes, using the features of different forms such as list
To hear and say initial and final sounds in words and short vowel sounds within words
Adult:child ratio 1:6
Resources
Cookery book with recipe for vegetable soup; vegetables; format for drawing up a shopping list, assorted markers and pencils
Preparation
* Create a simple format for writing a shopping list, with the words 'shopping list', pictures of shopping and bullet points or lines to indicate where to write (see resources, page 18).
Activity content
* Discuss the recipe with the children and talk about what else they think they would like to add to vegetable soup.
* Introduce the shopping list format and encourage the children to draw up their list using words and pictures. Where appropriate, support the children as they sound out initial and final sounds in words.
Things to do and say
* Model the use of key vocabulary - shopping list, ingredients, recipe, vegetables, soup, potato, carrot, swede, turnip, tomato, pumpkin, peas, beans, butternut squash.
* What do you think we could add to the soup to make it tastier? What is your favourite vegetable? Why?
* Can you remember when you ate soup at home? What is your favourite soup?
* What are you going to write first on your shopping list? What are you going to add to your list next?
* Where do you think we could buy the vegetables? Which shop would be the best one to go to?
Stepping stones
* Children with little experience will often experiment with mark-making without distinguishing between drawing and writing. These children will begin to distinguish between sounds in the environment and to identify some correctly.
* Children with some experience will know the difference between writing and drawing. They will often draw and make writing-like marks and ascribe meaning to the marks. They will begin to notice familiar letters, particularly those in their name, and may know the sounds that these represent, particularly at the beginning of words.
* Children with more experience will be able to contribute ideas, thoughts and feelings and feel confident to express their views within the group.
They will attempt to draw up the list on the given format, writing one word under another. They will link sounds to letters, hear and say the initial sound in words and know which letters represent some of the sounds.
Extension ideas
* Provide the formats for drawing up shopping lists in the writing/graphics area and home corner for the children to use independently. Add commercially produced shopping lists as role-play props.
* Create a composite shopping list, including ingredients for vegetable soup, and go to the shops with a pair or small group of children to buy the items. Record the shopping trip with a digital camera. Make a book about the visit.
* Make vegetable soup and record the recipe with the children, using words, pictures and digital photos.
* Introduce the traditional story of 'Stone Soup', in which a wolf tricks his woodland neighbours into giving him vegetables to add to his soup, which begins with just a stone in the pot. You could use Tony Ross's version (Picture Lions, 4.50). Discuss a shopping list the wolf might write.
* Develop role-play areas as a supermarket indoors or market stalls outdoors.
* If children cannot visit a greengrocer's, show them DVD footage of one (see resources, page 18).
2 At the shops
CHILD-INITIATED
Provide space and resources to create a rich environment in which the children can role play 'at the shops'.
Resources
Multiples of assorted empty food boxes and packets of the same and different sizes; real vegetables such as potatoes, carrots, swedes, turnips and parsnips; play food; real money; shopping bags and baskets; shopping lists; 'store cards'; price labels; special offer signs; till, balance, scanner, till receipts
Play possibilities
* Acting in role as a sales assistant, customer or stall holder.
* Sorting the vegetables, packets and boxes by size or type.
* Buying and selling food.
* Filling and emptying bags and baskets.
* Exploring coins.
Things to do and say
* Encourage the children to recall their earlier experiences of shopping to inform their play.
* Act in role as a helpful sales assistant or angry customer.
* Observe the children's play and extend where appropriate.
* Ask questions about what the children are doing and why.
Possible learning outcomes
Takes turns and shares
Asks and answers questions
Makes comparisons
Handles objects with increasing control
Uses imagination in play
3 Out of the box
CHILD-INITIATED
Provide boxes for the children to sort and use in a variety of ways to extend their experience of shopping.
Resources
Multiple sets of assorted food packaging and boxes; masking tape, glue sticks, Sellotape
Play possibilities
* Sorting the boxes by colour or size.
* Ordering the boxes by size.
* Talking about boxes that they recognise.
* Fitting the boxes inside each other.
* Piling up the boxes on top of each other and knocking them down.
* Making models using the boxes.
Things to do and say
* Model the use of the language of size.
* Encourage the children to sort the boxes and explain the criteria they have used.
* Support the children as they make models.
* Encourage the children to explain what they are doing and why.
Possible learning outcomes
Displays high levels of involvement in activities
Interacts with others, taking turns in conversation
Uses own criteria to sort objects
Constructs with a purpose in mind, using a variety of resources
Manipulates objects with increasing control
4 Bags and baskets
CHILD-INITIATED
Provide bags and baskets for the children to sort and incorporate into their role play.
Resources
Assorted shopping bags and baskets (try to include some wicker ones); small, medium and large, shiny and sparkly gift bags; salt dough biscuits and cakes (see 'In the mix', page 15); real vegetables, such as potatoes, swedes, carrots, turnips and parsnips Play possibilities
* Sorting the bags using own criteria.
* Using the bags and baskets to support their own imaginative and role play.
* Talking about the differences and similarities between the bags and baskets.
* Putting the 'food' into the bags and baskets.
Things to do and say
* Talk to the children about what they are doing and why.
* Model the use of the language of size - Which bag is biggest? Will the swede fit into the small bag? Does it need a bigger bag? Which is the best bag for six potatoes?
* Encourage the children to sort the bags or food and explain the criteria that they have used.
Possible learning outcomes
Begins to use more complex sentences
Uses developing mathematical ideas to solve practical problems
Uses the language of size
Notices similarities and differences
Uses a range of small equipment with increasing control
