• After reading the book together, explore the repetition and rhyme in it using simple GPCs.


• Read the text aloud and ask the children to touch their heads every time they hear a word that rhymes with one they have already heard. Each time ask them what the rhyming words were and write them down in groups or pairs so they can see them – e.g. Sam, am, ham; there, anywhere; house, mouse; box, fox; are, car; tree, be, see; rain, train; goat, boat; may, say.


• Review the words when you reach the end, then play some games to reinforce the blending and segmenting of the simple words. For these you will need pairs of rhyming words on cards.


• Work in pairs with a bag of all the words cards and ask them to sort them into rhyming words. • Give each child a card, and ask them to find their rhyming partner and stand together. • Mix up and turn all the cards over and get the children to play a matching game. • Ask them to think of more words that rhyme with the ones on the cards.


Writing – Composition


ENGLAND Write sentences by composing a sentence orally before writing it, sequencing sentences to form short narratives. Discuss what they have written with the teacher or other pupils.


SCOTLAND Explore interesting materials for writing and different ways of recording... ideas and information.


WALES Organise and present imaginative and factual writing in different ways... helpful to the purpose, task and reader, using ICT as appropriate, and incorporating some of the different characteristics of forms that are used.


NORTHERN IRELAND Organise, structure and present ideas and information using traditional and digital means.


• If you have not done so already, share the text of the recipe card with the children. • Talk about the ingredients, equipment and method to ensure good understanding.


• Either as preparation for or consolidation of the cooking of the Yummy Muffin Pizzas, use the picture sequencing cards with the children to reinforce the importance of order in instructional texts like this.


• Model how to sort the pictures and then how to write a sentence for each. • Follow up with group work to allow the children to do this on their own or in pairs.


• Use what they have learned about Yummy Muffin Pizzas to design and make posters to advertise them in a pretend café or role-play area. The poster should include the following: • a heading – maybe a tempting name for the pizza • a colourful picture (a photograph of the pizza would be ideal) • persuasive language about the ingredients, including adjectives – e.g. juicy tomatoes, toasted muffin • the price – e.g. Only 99p! • other options available – e.g. different toppings and bases.


• Share and talk about the posters together. Which ones are most persuasive? Why? Writing – Vocabulary, Grammar and Punctuation


ENGLAND Pupils should be taught to develop their understanding of joining words and joining sentences using ‘and’.


SCOTLAND Explore and play with the patterns and sounds of language, and use what they learn.


WALES Use appropriate language in spontaneous and structured play activities and when conveying meaning.


NORTHERN IRELAND Present ideas and information with some structure and sequence.


• Play a game to practise the use of ‘and’. The children sit in a circle and take turns to repeat and add one more ingredient to a sentence. They need not be restricted to reality; e.g.:


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