He Kohikohinga 50
Contents
He Kohikohinga 50He kupu whakataki
He kupu whakataki
He takoha nā Te Irikouka
Tōku oranga
Māmā, he aha ngā pūkahukahu?
Tāmati, te mokopuna pirihongi a kuia Hana
Hau, hau, hauora e!
Te Pōuritanga
Rārangi tohutoro (References)

He kupu whakataki
Why do we read?  To satisfy curiosity? To develop deeper understandings?  To gain specific information – or simply for enjoyment and entertainment?  These teachers’ notes are intended to help you to encourage your students to use He Kohikohinga for all of these purposes. They provide detailed suggestions for using the He Kohikohinga books in the class reading programme.
The teachers’ notes should be used in close conjunction with The Learner as a Reader and Te Reo Māori i roto i te Marautanga o Aotearoa.

Te whakaako pānui
A balanced reading programme uses a variety of approaches, including reading to students, reading with students, and reading by students.
Cooperative Learning is consistent with Māori preferred pedagogy.  It also increases student engagement and student to student interaction. The following cooperative learning structures provide a means for implementing cooperative learning into the classroom programme:
Think, Pair, Share: Set a task.  The task may be an open ended question or any topical issue.  Ask the students to think around the question or issue. Ask the students to get into pairs and discuss their ideas and ask clarifying questions.  Ask pairs to share so that there are groups of four discussing the question or issue.  In this way students are able to share their partner’s ideas as well as their own.
These notes include ideas for using He Kohikohinga 50 material for all these approaches, with particular emphasis on guided reading.  Within the book Effective Literacy Practice in Years 1 to 4, there are sections on instructional strategies and engaging learners with text that also provides support and structure.
For information on deciding which approach to use with a particular He Kohikohinga item for particular students, see The Learner as a Reader, Chapter 5.

Te kaupapa matua o He Kohikohinga 50
The theme of He Kohikohinga 50 is Hauora.  All of the students texts are based around this theme. The activities of this edition of Mā Te Pouako align with Te Marautanga o Aotearoa, He tauira hei kōrerorero.  In particular, the focus is the Hauora strand of Te Marautanga o Aotearoa.

He takoha nā Te Irikouka

nā Mere Kepa

This story describes the relationship between Te Irikouka and her mokopuna.

Ngā hononga ki te marautanga
Te Marautanga o Aotearoa, He tauira hei kōrerorero, Hauora.
Taumata 1
Kia kōtuituia ēnei āhuatanga ki ngā whenu katoa:	Te wairua	
	Ngā tikanga	
	Te reo	
	Ngā uara me ngā waiaro	
Waiora	Koiri	Taiao	Tangata	
Tupuranga
1. Ka whakawhiti kōrero, ka whakaputa kare ā-roto hoki e pā ana ki tōna tupu, pērā i te kai, te tiaki i a ia anō me te whai haere i ngā tikanga o te kāinga.
Haumarutanga
2. Ka whakaahua mai i ngā tikanga māmā o te noho haumaru me ngā pūnaha haumaru.	Akoranga koiri
1. Ka whakawhanake i ngā nekehanga huhua.
Whakamahinga pūkenga koiri
2. Ka whai wāhi atu ki ngā momo tākaro me ngā momo nekehanga, me te tautohu he aha i pārekareka ai ki a ia.	Hononga ki a Ranginui rāua ko Papatūānuku
1. Ka tautohu, ka whakaahua i ētahi whakapapa o te taiao me ngā hononga o te tangata ki te taiao, hei oranga mōna.
Hononga ki ētahi atu taiao
2. Ka whakawhiti kōrero e pā ana ki ngā taiao e taunga ana ia.	Whanaungatanga
1. Ka whakaahua i tana whai wāhi atu ki te whānau me ētahi atu horopaki.
Huatau o te whanaungatanga
2. Ka whakatinana i te aroha, i te manaaki me te awhi i te tangata, kia pūmau ai ngā taiao hei wāhi pārekareka mō te katoa.	

Hei mahi
1.	Ask the students to create actions to portray this story in pairs using a Think, Pair, and Share technique. Instruct each group to perform for another pair.

2.	Ask the students to explore the emotion in the last line of the story in pairs.  Get each pair to share their thoughts with another pair.

3.	Divide the class into groups of three.  Ask each group to create a similar story that illustrates one aspect of atua Māori.  Get each group to share their new story with the class.

4.	Photocopy the text.  Cut each sentence into two pieces.  For example:

Instruct the students to work in pairs to match up corresponding pieces of text to complete each sentence.

Tōku oranga

nā Jordan Waiti

Te Reo Māori i roto i te Marautanga o Aotearoa (wh. 76)

Whenu	Pānui (Tuhituhi)
Kōeke	2	
Whāinga paetae	Ka mārama te ākonga ki te huhua noa o ngā tuhinga poto kua tīpakona hei whakangahau, hei whakamōhio rānei i a ia.
Pūkenga	Ko te whakamahi, ko te whakauru i te tikanga o te kupu, ngā ture e pā ana ki te whakatakoto i te kupu, te tangi o te kupu me te whakamahi whakaahua e puta ai te kupu.
Rauemi	He papakupu – Kei te pouako te tikanga ko ēhea papakupu hei whakamahi mā ngā ākonga.
Aromatawai	Ka whakaaturia tana tohungatanga ki te tāutu i ngā tino mōhio mai i ngā tuhinga e taunga ana a ia.

Hei mahi

1.	Ask the students to identify key issues, subject areas pertaining to the story in pairs. Get each pair to share their thoughts with another pair.
2.	In the same pairs get the students to identify keywords within the story and then put those keywords into a sentence.  A chart has been provided both for the teacher and students to use.
3.	Divide the class into groups of three, ask each group to create a similar story that reflects and illustrates the same aspects as Taimarie’s story, ask the students to incorporate the usage of whakataukī and then to present their story to the class.  Examples of whakataukī have been provided for reference purposes.
•	Whāia te iti kahurangi, ki te tuohu koe, me he maunga teitei.
•	Ahakoa ngā uaua, kia manawanui.
•	E kore au e ngaro, he kākano i ruia mai i Rangiātea.

Activity 2
Student word chart
Keyword	Keyword from the story	Example of sentence	
1.	Kāore	Kīhai	Kīhai ahau i tino mōhio ki a ia.	
2.	Nō te taenga atu			
3.	Māhau			
4.	Te hanga nei			
5.	Ka whakatuwherahia			
6. 	Te hunga whakaeke			
7.	Ka titiro pū atu			
8. 	Ka whakanikotia			
9. 	Tumeke katoa			
10. 	Nōku i Whangapē			
11. 	I mārire ai au			
12. 	Te kōhine māia			

Activity 2
Teachers answer chart
Keyword	Keyword from the story	Example of sentence	
1.	Kāore	Kīhai	Kīhai ahau i tino mōhio ki a ia.	
2.	Nō te taenga atu	Tae atu ana		
3.	Māhau	Māu		
4.	Te hanga nei	Te āhua nei		
5.	Ka whakatuwherahia	Ka huakina		
6. 	Te hunga whakaeke	Te ope manuhiri		
7.	Ka titiro pū atu	Ka huri atu		
8. 	Ka whakanikotia	Ka rākaitia		
9. 	Tumeke katoa	Ohorere katoa		
10. 	Nōku i Whangapē	I a au i Whangapē		
11. 	I mārire ai au	I mauri tau ai au		
12. 	Te kōhine māia	Te kōtiro toa		

Māmā, he aha ngā pūkahukahu?

nā Kararaina Rangihau

Wiremu’s mother has just had a baby.  He is waiting for the baby to come home.  Wiremu learns about lungs and what they do.

Ngā hononga ki te marautanga
Te Marautanga o Aotearoa, He tauira hei kōrerorero, Hauora.
Taumata 2
Kia kōtuituia ēnei āhuatanga ki ngā whenu katoa:	Te wairua	
	Ngā tikanga	
	Te reo	
	Ngā uara me ngā waiaro	
Waiora	Koiri	Taiao	Tangata	
Kai
1. Ka whakaputa whakaaro mō ngā momo kai, me te pānga o aua kai ki tōna tupu.
Tupuranga
2. Ka tautohu me te whakapuaki i ōna whakaaro, i ōna hiahia e pā ana ki tōna tupu.
Haumarutanga
3. Ka whakaatu i ngā tikanga o te noho haumaru me ngā pūnaha haumaru i roto i ngā horopaki huhua.	Akoranga koiri
1. Ka whakapakari i tana mōhio ki te tūhono i ētahi pūkenga koiri e tutuki pai ai ētahi raupapa koiri.
Whakamahinga pūkenga koiri
2. Ka whai tonu i ngā momo tākaro me ngā momo koiri e pārekareka ana ki a ia, me te whakaahua i ngā hua oranga.
3. Ka whakawhanake i ngā whakaaro, i ngā tikanga me ngā ture tōtika o āna mahi tākaro.	Hononga ki a Ranginui rāua ko Papatūānuku
1. Ka whakawhiti kōrero e pā ana ki te hirangatanga o Papatūānuku rāua ko Ranginui ki te oranga tangata.
Hononga ki ētahi atu taiao
2. Ka tautohu, ka whakaputa whakaaro mō ngā āhuatanga pārekareka o ngā taiao e taunga ana ia.	Whanaungatanga
1. Ka whakaatu i ngā huarahi hei whai, hei whakaū, hei whakakaha ake i ngā hononga i waenganui i te tokorua, i te rōpū, i ngā horopaki huhua hoki.
Huatau o te whanaungatanga
2. Ka torotoro atu ki ngā uara, ngā waiaro me ngā haepapa a te tangata hei whakapiki i te oranga o te whānau, te hapū me te iwi.	

Hei mahi
1.	Set up a number of work stations, each with a question.  For example, How do the lungs work? Where are the lungs found?  What is a collapsed lung?  How are the lungs affected by smoking? How do you keep your lungs healthy?  Divide the students into groups to research and answer one question.  When they are finished, ask each group to share their learning with the rest of the class.
2.	Put the students into pairs and ask them to record how many breaths they take in one minute when they are sitting still.  Put them into pairs again and ask them to count their number of breaths again over a minute.  Get them to compare their different respiration rates and revisit their predictions.

3.	Ask the students to investigate different activities and how each affects respiration.  For example: Walking across the room, swimming across the pool, running around the field, singing a song, reading a book and so on.  After each activity get the students to record their respiration rates.  Get them to report which activities increase respiration the most and the least and to draw conclusions about activities that keep lungs healthy.

4.	Ask the students about Koro’s photo in the story and how it changes, what is significant about it? (Koro’s expressions change through the story, it represents him observing Hine Te Waiora as her breathing and lungs develop)

Tāmati, te mokopuna pirihongi a kuia Hana

nā Kinney Kepa

This narrative describes the power of aroha between a mokopuna and his kuia.

Ngā hononga ki te marautanga
Te Marautanga o Aotearoa, He tauira hei kōrerorero, Hauora.
Taumata 1
Kia kōtuituia ēnei āhuatanga ki ngā whenu katoa:	Te wairua	
	Ngā tikanga	
	Te reo	
	Ngā uara me ngā waiaro	
Waiora	Koiri	Taiao	Tangata	
Tupuranga
1. Ka whakawhiti kōrero, ka whakaputa kare ā-roto hoki e pā ana ki tōna tupu, pērā i te kai, te tiaki i a ia anō me te whai haere i ngā tikanga o te kāinga.
Haumarutanga
2. Ka whakaahua mai i ngā tikanga māmā o te noho haumaru me ngā pūnaha haumaru.	Akoranga koiri
1. Ka whakawhanake i ngā nekehanga huhua.
Whakamahinga pūkenga koiri
2. Ka whai wāhi atu ki ngā momo tākaro me ngā momo nekehanga, me te tautohu he aha i pārekareka ai ki a ia.	Hononga ki a Ranginui rāua ko Papatūānuku
1. Ka tautohu, ka whakaahua i ētahi whakapapa o te taiao me ngā hononga o te tangata ki te taiao, hei oranga mōna.
Hononga ki ētahi atu taiao
2. Ka whakawhiti kōrero e pā ana ki ngā taiao e taunga ana ia.	Whanaungatanga
1. Ka whakaahua i tana whai wāhi atu ki te whānau me ētahi atu horopaki.
Huatau o te whanaungatanga
2. Ka whakatinana i te aroha, i te manaaki me te awhi i te tangata, kia pūmau ai ngā taiao hei wāhi pārekareka mō te katoa.	

Hei mahi
1.	Get the students to read this story and explore the responsibilities assumed by Tāmati.  Put them into pairs and ask them to describe a close relationship that they have with a parent, sibling, kuia, or koroua and how it makes them feel to do things for these people.

2.	Put the students into pairs and ask them to create a role-play for this story.  Tell them that their task is to display the emotions contained in the story.  When they are ready get them to perform for another pair. Ask the audience (the other pair) to identify where there is a match between the story being told and the body language and facial expressions of the performers.

3.	Guide the class to describe “Being a caring friend” on the whiteboard.  Give them some examples such as: sharpening your friend’s pencil for them, inviting your friend to play with you, offering to help your friend when they are unsure, sharing your ruler with your friend, fetching your friends schoolbag for them at lunchtime, and so on.  Put all the students names into a kete and ask each student to take a name out of the kete (if they get their own name they put it back and pick another one out).  Tell them that, for one day, they will be a caring friend for that person.  At the end ot the day, get the students to discuss two things:
•	How did it feel to have a caring friend?
•	How did it feel to care for another person?

4.	Have a kaumātua day at kura.  Ask the students to invite their koro and/or kuia to visit kura with them. Tell the students that their task is to care for these special people.

Hau, hau, hauora e!

nā Jordan Waiti

The whānau is having a holiday with Koro and Kui.  Over a cup of tea Koro and Kui explain the importance of hauora.  They describe activities from their youth.  Tamahae and Māreikura learn that healthy living requires more than eating healthy foods and exercising.

Ngā hononga ki te marautanga
Te Marautanga o Aotearoa, He tauira hei kōrerorero, Hauora.
Taumata 2
Kia kōtuituia ēnei āhuatanga ki ngā whenu katoa:	Te wairua	
	Ngā tikanga	
	Te reo	
	Ngā uara me ngā waiaro	
Waiora	Koiri	Taiao	Tangata	
Kai
1. Ka whakaputa whakaaro mō ngā momo kai, me te pānga o aua kai ki tōna tupu.
Tupuranga
2. Ka tautohu me te whakapuaki i ōna whakaaro, i ōna hiahia e pā ana ki tōna tupu.
Haumarutanga
3. Ka whakaatu i ngā tikanga o te noho haumaru me ngā pūnaha haumaru i roto i ngā horopaki huhua.	Akoranga koiri
1. Ka whakapakari i tana mōhio ki te tūhono i ētahi pūkenga koiri e tutuki pai ai ētahi raupapa koiri.
Whakamahinga pūkenga koiri
2. Ka whai tonu i ngā momo tākaro me ngā momo koiri e pārekareka ana ki a ia, me te whakaahua i ngā hua oranga.
3. Ka whakawhanake i ngā whakaaro, i ngā tikanga me ngā ture tōtika o āna mahi tākaro.	Hononga ki a Ranginui rāua ko Papatūānuku
1. Ka whakawhiti kōrero e pā ana ki te hirangatanga o Papatūānuku rāua ko Ranginui ki te oranga tangata.
Hononga ki ētahi atu taiao
2. Ka tautohu, ka whakaputa whakaaro mō ngā āhuatanga pārekareka o ngā taiao e taunga ana ia.	Whanaungatanga
1. Ka whakaatu i ngā huarahi hei whai, hei whakaū, hei whakakaha ake i ngā hononga i waenganui i te tokorua, i te rōpū, i ngā horopaki huhua hoki.
Huatau o te whanaungatanga
2. Ka torotoro atu ki ngā uara, ngā waiaro me ngā haepapa a te tangata hei whakapiki i te oranga o te whānau, te hapū me te iwi.	

Hei mahi
1.	Guide an instructional group to read the story.  Ask the students to list the activities from Koro and Kui’s youth.  Ask them to make a second list of their own activities.  Using a Think, Pair and Share technique, get them to compare and contrast the activities of Koro and Kui in their youth with their own.  Tell them that their task is to decide whose lifestyle is the healthiest.
2.	Organise the students into groups of three.  Pair up the groups and get them to debate the following statement from the text: “Mēnā e pai ana tō ora, tō wairua hoki, ka taea e koe ngā mahi katoa, ahakoa he aha.”

3.	Get the students to describe their current lifestyle.  Tell them to set a goal for a desired lifestyle and to describe what they will need to do to achieve their goal and how they will know when they have achieved it.

4.	Instruct the students to create a chart at home describing what their whānau eats and what they do on one day during the weekend.  Tell them that they then have to construct a plan that will create increased health benefits for their whānau.

Te Pōuritanga 

nā Kinny Kepa

Te Pōuritanga’s mokopuna describes a popular industrious kuia.  Her family is preparing to celebrate her 94th birthday.  Sadly she passes away the week prior to her birthday.

Ngā hononga ki te marautanga
Te Marautanga o Aotearoa, He tauira hei kōrerorero, Hauora.
Taumata 2
Kia kōtuituia ēnei āhuatanga ki ngā whenu katoa:	Te wairua	
	Ngā tikanga	
	Te reo	
	Ngā uara me ngā waiaro	
Waiora	Koiri	Taiao	Tangata	
Kai
1. Ka whakaputa whakaaro mō ngā momo kai, me te pānga o aua kai ki tōna tupu.
Tupuranga
2. Ka tautohu me te whakapuaki i ōna whakaaro, i ōna hiahia e pā ana ki tōna tipu.
Haumarutanga
3. Ka whakaatu i ngā tikanga o te noho haumaru me ngā pūnaha haumaru i roto i ngā horopaki huhua.	Akoranga koiri
1. Ka whakapakari i tana mōhio ki te tūhono i ētahi pūkenga koiri e tutuki pai ai ētahi raupapa koiri.
Whakamahinga pūkenga koiri
2. Ka whai tonu i ngā momo tākaro me ngā momo koiri e pārekareka ana ki a ia, me te whakaahua i ngā hua oranga.
3. Ka whakawhanake i ngā whakaaro, i ngā tikanga me ngā ture tōtika o āna mahi tākaro.	Hononga ki a Ranginui rāua ko Papatūānuku
1. Ka whakawhiti kōrero e pā ana ki te hirangatanga o Papatūānuku rāua ko Ranginui ki te oranga tangata.
Hononga ki ētahi atu taiao
2. Ka tautohu, ka whakaputa whakaaro mō ngā āhuatanga pārekareka o ngā taiao e taunga ana ia.	Whanaungatanga
1. Ka whakaatu i ngā huarahi hei whai, hei whakaū, hei whakakaha ake i ngā hononga i waenganui i te tokorua, i te rōpū, i ngā horopaki huhua hoki.
Huatau o te whanaungatanga
2. Ka torotoro atu ki ngā uara, ngā waiaro me ngā haepapa a te tangata hei whakapiki i te oranga o te whānau, te hapū me te iwi.	

Hei mahi
1.	Read this story to the class.  Put the students into pairs and get them to share how they celebrate birthdays for their koro or kuia.

2.	Get the students to ask their whānau for a poke parāoa recipe or a recipe for bottling fruit.  As a class activity, use one of the recipes to either bottle fruit or make parāoa.

3.	Rehearse a waiata.  Organise a class trip to a whare tiaki kaumātua to entertain the kaumātua.

4.	Instruct the students to make life plans for themselves so that they can live long lives.  Get the students to share their plans in pairs.

Rārangi tohutoro (References)

Brown, D. and Thomson, C. (2000).  Cooperative Learning in New Zealand Schools.  Dunedin: Dunmore Press. 
Ministry of Education. (2007).  Te Marautanga o Aotearoa: He tauira hei kōrerorero.  Wellington: Learning Media. 
Thomson, L. M. (2002).  Guided Reading: Years 1–4.  Wellington: Learning Media.