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`Fabulous Fibre’ is a humorous cautionary tale for Primary aged children which can be used to meet both English and Maths learning objectives.  This text has been used in various classrooms from Reception to Year 3 with great success both with regards specific objectives and children’s interest and enthusiasm. 

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Brief summary:

`Fabulous Fibre’ is an entertaining, educational, short text which uses age related humour and language to tackle the issues of healthy eating and digestion.  The use of rhyme encourages memorisation and joining in.  The illustrations and content encourage children to discuss and request constant re-reads. 

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Synopsis:

I hate peas

I hate sprouts

I won’t put them in

Hear me shout!

 

But what would happen

Dare I enquire?

If we only ate

What we desire?

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Have you ever wondered why Grown-ups are so desperate for you to eat your `greens'?  Well, wonder no more!  `Fabulous Fibre' tells you the gross truth behind the constant nagging and helps you to look at your Teacher in a whole new light.

 

Inspiration:

The idea for the book arose following conversations with parents and teachers (fussy eaters / the EYFS and National Curriculum use of poetry in Reception/Year 1 and cautionary tales in year 2 & 3).  Fabulous Fibre was however created specifically when working in Year 3.  My job share and I found it hard to find a variety of examples (authors) of cautionary tales.  As such, and due to the specific needs of a few children in my class, I wrote this.  It was received with hilarity and enjoyment and spontaneously used as a basis for children’s own tales.

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Key selling points:

•   Draws on children’s humour to tackle a serious (boring) topic i.e. It simplifies the importance of a good diet and uses comical examples – from the child’s viewpoint  - to explain why adults can be so `annoying’, forcing children to eat their fruit and vegetables.

• The content and strong use of humour allows for it to be used cross the Primary school, not limited to a set age.

• Uses rhyme to support repetition and `joining in’

•   It can be used both at home and in the classroom (Reception to Year 3)

This book is available in ebook format too so that Teachers can use it on the interactive whiteboard.

 

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Sample activities:

Example Early Years for this book are as follows:

Reception (Working Towards ELG):

• Hear the rhyming words – tap your head / raise your hand

• Make / continue rhyming strings inspired by book

• Make `my favourite food’ plate

• Link to Harvest

• Try foods from the book or seasonal vegetables / fruit (extends by linking to a festival such as apples and honey at Rosh Hashanah, root vegetables for Autumn etc.)

• Create class block chart showing which is their favourite and children use full sentences (oral or written) to explain their choice

• Fine motor activities using lentils, hard peas, pasta etc to thread

• Pick up with tweezers and match to a number pot

• Create healthy witch potions using `more’ `less’, `heavy’ `light’ etc

• Collage using items from book

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Year 1:

English Comprehension:

Listen to and discuss a wide range of poems… at a level beyond that at which they can read independently

Learn to appreciate rhymes and poems, and to recite some by heart

• Learn to recite the poem for use in a class assembly alongside other healthy eating work to be showcased

Be encouraged to link what they read or hear to their own experiences

• Share own favourite foods.  Sort into healthy or unhealthy (hoops, split page etc).  What could they eat instead?

• Can children make up a (group / class) set of rules to `help’ parents get their child to eat healthily?

Discuss word meanings, linking new meanings to those already known

• Read once for enjoyment then reread with children raising hand at `new’ or unknown words.  Children create class `new words’ board to be added to throughout the topic

Discuss the significance of the title and events

• Create class rhyme / poem and explore possible titles and their effectiveness or relevance

Make inferences on the basis of what is being said and done

• Discuss author’s reasons for writing.  Role play scenarios.

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Various shared composition objectives –

• Create a class / group cautionary tale

• Cut and stick to create lines from verses focusing on the rhyme and `does it make sense’?

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Year 3:

Science:

Identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat

• Explore the food wheel, focusing on carbohydrates - Make bread and link to English, using time connectives to write up the recipe / method

• Use ipads and books to explore origins of these items i.e. where in the world

• Go to / have a visitor from a supermarket for children to have question and answer session focusing on how / if supermarkets meet the need for healthy eating (debate possibilities)

• Research effects of malnutrition.  Link to charity?

• Write to local MP requesting free healthy snacks / milk in all schools

 

English Comprehension:

Listen to and discussing a wide range of fiction, poetry

Recognise some different forms of poetry

• Compare with other forms of poetry.  How same? Different? What makes it effective? Fun? How/ why?  Common morals?

Prepare poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action

• Practice and perform in pairs.  Rest of class as audience, provide positive criticism.  Record on ipads

Discuss words and phrases that capture the reader’s interest and imagination

• Create adverts for TV, posters or magazines to `sell’ a new healthy snack

English Composition:

Discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar

Discuss and recording ideas

• Children create own cautionary tales, drawing on those read (use Fabulous Fibre alongside other examples such as Hilaire Belloc etc)

Assess the effectiveness of their own and others’ writing and suggesting improvements

• Peer assessment / constructive criticism