Whaiata te wheke
nā Ethel Macpherson
This narrative/report describes the life of a wheke, including its appearance, actions, and habitat.
Ngā hononga ki te marautanga
Te Reo Māori i roto i te Marautanga o Aotearoa (wh 59, 67, 76, 85, 94, me 102)
| Whenu | Whakarongo (Kōrero) |
| Kōeke | 2 |
| Whāinga paetae | Ka taea e te ākonga te āta whakarongo, te whakautu ngā kōrero e kōrerotia whānuitia ana ahakoa kei hea, kei hea. |
| Pūkenga | Ko te tāutu, ko te tipako i ngā ariā matua o tētahi pānui whakamārama, whakamōhio rānei. |
| Whenu | Kōrero (Whakarongo) |
| Kōeke | 2 |
| Whāinga paetae | Ka taea e te ākonga te whakapuaki whakaaro ki ōna hoa, ki ngā pakeke e mōhiotia ana, i ngā horopaki e taunga ana te ākonga. |
| Pūkenga | Ko te whakamahi i ngā kupu me ngā kīanga kua mau i a ia, hei whakaara kaupapa, hei whakawhiti whakaaro. |
| 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. |
| Whenu | Tuhituhi (Pānui) |
| Kōeke | 2 |
| Whāinga paetae | Ka taea e te ākonga te tuhituhi mō tētahi wā ia rā hei whanake i te reo kua mau i a ia, hei kawe hoki i ōna wheako. |
| Pūkenga | Ko te tuhi kōrero māmā e pā ana ki tāna i kite ai. |
| Whenu | Mātakitaki (Whakaatu) |
| Kōeke | 2 |
| Whāinga paetae | Ka mārama te ākonga ki te hononga o te reo ataata ki te reo ā-waha, mehemea ka puta ake i ngā horopaki e taunga ana ia. |
| Pūkenga | Ko te āhukahuka i ngā āhuatanga o te reo ataata e rite tonu ana te kitea. |
| Whenu | Whakaatu (Mātakitaki) |
| Kōeke | 2 |
| Whāinga paetae | Ka taea e te ākonga te whakaputa reo ā-waha, reo ataata hoki e pā ana ki ngā kaupapa e taunga ana ia. |
| Pūkenga | Ko te tāutu i te pūtake o te reo ataata. |
Hei mahi
- Read the title aloud. Using Timed Talking (refer to p 12 for definition), have the students talk about the title in pairs and picture sharing what they know about wheke. Tell them that today, they will learn about wheke. “Kei te whārangi tuatahi e whakaatu mai ana ētahi āhuatanga o te wheke. Pānuitia tēnei whārangi, ka kimi i aua āhuatanga o te wheke.” Tell them, “On the first page are some things that wheke do. Read this page and try to find them.” The students can then tell and the teacher can list. Set the same task for consequent pages. Complete guided reading by revisiting the learning intention.
- Have the students create a star chart. Ask them to draw a wheke in the centre of the page and then list the things that wheke do.
- Have the students research the food chain in groups of three. They can either:
- draw a diagram or
- write an explanation of the food chain. Each group can present this work to another group or to the class.
- Photocopy the story. Cut the text and illustrations so that each page of text is on one page and each illustration is on a separate page, in pairs the students can read and match each chunk of text to its corresponding illustration.
- Photocopy the story. Cut it up into sentences. Give one sentence to each student. Ask them to sequence themselves so that the story reads correctly. This can be done as a whole class or in small groups.
- Have the students write about a day in the life of a wheke.
Aromatawai
The students can share their knowledge about wheke.
The students can explain the food chain.
The students can complete sentences correctly.
