Kūmara reka
nā Tipene Watson
This narrative describes the process of growing kūmara and preparing it for a meal.
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 kōrero whānuitia ana ahakoa kei hea, kei hea. |
| Pūkenga | Ko te whakarite whakautu e hāngai ana ki te kaupapa o te pātai. |
| 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 ia. |
| Pūkenga | Ko te whakawhitiwhiti mōhio pono e māmā ana te āhua. |
| 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 rapu mōhio motuhake mai i ngā tuhinga poto. |
| 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 whai wāhi atu ki ngā whakaaturanga. |
Hei mahi
- Read the title to an instructional group. Using Timed Talking, students discuss the illustration and share their experiences of and knowledge about kūmara. Show the students a list of words that they may be unfamiliar with. Tick words that they understand. Then say: 'I tēnei rā ka pānui tātou i tēnei kōrero ki te kimi māramatanga mō ngā kupu e rārangi nei.' 'Today we are going to read this story and see if we can figure out what these words mean. Students read (to themselves) a page of text; then any listed words that appear on that page are discussed. Encourage the students to use the context to generate discussion. Have a dictionary handy, but use context as a first means of developing understanding. As students learn each word, tick it on the list.
- Students use the list of new words to write a summary of the story.
- Each student shares their summary with two friends.
- Students research how to grow kūmara.
- Students use the information from their research to grow kūmara.
- Students make puppets to retell the story.
Aromatawai
The students use context to comprehend vocabulary.
The students use new vocabulary to summarise the story.
The students grow kūmara.
The students use puppets to retell the story.
