I Muri i te Pānui Pukapuka
After Reading
Ka taea te whakamahi ēnei ngohe hei aromatawai, hei whakawhānui hoki i ngā pūkenga o ngā ākonga.
| Possible assessment and extension activities.
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Mā ngā ākonga e matapaki ngā pātai e whai ake nei:
- He aha ngā akoranga matua ka mau i a tātou mai i tēnei pukapuka?
- He aha ngā pātai i tuhia e koe i mua i tō pānui i te pukapuka nei? Kua whakautua ō pātai?
Ki te kore, rapua he whakautu mā tētahi atu huarahi, arā te whare pukapuka, te Ipurangi, ō whanaunga rānei.
| Get students to discuss the following question:
- What are the main ideas we have learnt from reading this book?
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What were the questions you wrote before you read the book? Have your questions been answered?
If not, try and find some answers in another way, try the library, the Internet, or perhaps ask family.
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- Me tautohu ngā tauira o te reo whakaahua i roto i te pukapuka, ka whakamārama atu ki ngā ākonga me pēhea tēnei reo e āwhina ai i te kaipānui ki te whai atu i te whakaaro o te kaituhi. Hei tāpiri atu, me whakamārama atu ki a rātou mā te whakamahi i ētahi atu tauira o te reo whakaahua ka pārekareka ai te kōrero.
| Identify the descriptive text in the book and talk to the students about how they help the reader identify with the feelings of the writer. You could also talk about how the use of descriptive language makes writing more interesting.
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He hokinga whakamuri hei kōkiringa whakamua
Ideas for reflecting in learning and planning next learning steps
- Whakaarohia te āhua o te mahi tahi a ngā ākonga ki te whakatutuki i tētahi whāinga ā-rōpū, ka whakarite ki te whakapakari i tēnei āhuatanga. Mēnā e kaha ana, ka whakarite pea ki te kawe i tētahi kaupapa a te hapori whānui.
- Reflect on how students interacted with each other to gauge whether or not they are able to work co-operatively to achieve a shared purpose. Plan to either strengthen this aspect if necessary, or, to capitalise on their strength to achieve a greater goal to benefit a school or community initiative.
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Ki runga ^
