He Kohikohinga 39
He mihi
He mihi tēnei ki te kaituhi o ēnei kōrero o Mā te Pouako, i tuhi.
Mana pupuri i ngā pikitia © Te Karauna 2004
- Nā Dylan Coburn te pikitia i runga i te uhi me ngā pikitia i runga i te whārangi 15
- Nā Andy Belcher ngā whakaahua i runga i ngā whārangi 4–5
- Nā Jenny Scown ngā whakaahua i runga i ngā whārangi 6–7
- Nā Justine Hall ngā whakaahua i runga i ngā whārangi 8–9
- Nā Ross Payne ngā pikitia i runga i ngā whārangi 10–11
- Nā Ian Trafford ngā whakaahua i runga i ngā whārangi 12–13.
I whakaputaina tēnei pukapuka i te tau 2004 mō Te Tāhuhu o te Mātauranga e Te
Pou Taki Kōrero Whāiti, Pouaka 3293, Te Whanganui-a-Tara, Aotearoa.
www.learningmedia.co.nz
Pūmau te mana.
Ngā tono ki te kaiwhakaputa pukapuka.
ISSN 1170 2370
Nama take 10744
He kupu whakamārama
He whakarāpopoto provides a brief overview of the text.
Ngā āhuatanga i roto i te tuhinga identifies language features within the text.
- He whatu tūkanga identifies and expands on the cultural context.
- He whatu tamariki identifies links and possible motivations for students.
He whatu pānui identifies reading support items provided in the text.
- Hei tautoko i te kaipānui identifies aspects of the text that may assist readability.
- Kia mataara! identifies possible challenges for students.
- He kete reo presents further ideas for working with and in te reo.
- He kete kupu identifies words that students may find challenging and/or that will enhance students' further understanding of concepts.
- Hei wānanga i te reo provides a focus for further language development.
Hei whakaihiihi:
- provides ideas for motivating students
- highlights selected features of the text
- discusses the title
- sets a purpose for the reading.
Hei whakatā:
- supports students during the reading
- suggests ideas for focusing attention on detail.
Hei wānanga:
- provides ideas for getting students to respond to the text
- provides a bank of ideas for further development and for developing inferential skills.
He whakapuaki māramatanga requires the students to recall information from the text (in the first three questions) and to use the reading strategy of inference (in the last two questions). These questions may be used to assess students' comprehension.
Hei mahi presents an activity for teachers to use in relation to the text.
Ētahi atu mahi presents other ideas for teachers to use when working with the text.
Ngā hononga ki te marautanga presents a table of skills and learning outcomes.
Please note:
To gain full benefit from He Kohikohinga 39 it is advisable that teachers attempt to work with some of the language features and ideas contained within these. The more students work with words both in reading, writing, and talking the greater their retention and later use of these features. The authors cannot emphasise enough the importance of providing a language rich environment by which students can experiment with, and practise freely newly acquired skills and ideas. Another important feature of a good reading programme is the planning and preparing for linking both reading and writing.
