He Kohikohinga 53

Contents
He Kohikohinga 53
He Kupu Whakataki
He Rākau Ahau – He rotarota
Ruru
Taringa Hōkeke
Tāne me te Whānau Mārama

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 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.
The teachers’ notes include ideas for using He Kohikohinga material in all these approaches, with particular emphasis on guided reading. The book Effective Literacy Practice in Years 1 to 4, includes sections on instructional strategies and engaging learners with text, which also provide support and structure.
For information on deciding which approach to use for individual students, see chapter 5 of The Learner as a Reader.
Te Kaupapa Matua o He Kohikohinga 53 
The theme of He Kohikohinga 53 is Tāne. All of the student texts are based around this theme. The activities of this edition of He Kohikohinga Teacher’s Notes align with Te Marautanga o Aotearoa.

He Rākau Ahau – He rotarota 
Nā Hariata Green
Tā te Māori aro atu ki tōna ao / Tirohanga Ao Māori 	Māori World View 	
•	Ka aro ake te ākonga ki te taiao.
•	Ka aro ake te ākonga ki ‘Te Atua Māori’.
•	Ka whai whakaaro te ākonga mō te āhua hurihuri o te ao. Arā ko ngā wāhanga te tau me te mea nei he kaupapa nui ake tō te taiao e huri ana, e huri ana.	•	Students are focused on the taiao.
•	Students are focused on Atua Māori.
•	Students gain or re-enforce and further develop an understanding of the cyclic nature of life, of seasons and of bigger things happening in the cycles of our world.	
Ngohe 1 (Activity One)
This activity expands on pūmahi (verbs) and pūingoa used in the rotarota.
Students are given the opportunity to:
1. Build on their vocabulary knowledge, in particular pūmahi and pūingoa.
2. Talk and listen to each other to construct sentences using pūmahi and pūingoa.
Hei Mahi 1: Teacher to start recording a list of pūmahi from the rotarota. As students are able they identify others both from the rotarota and any that are not – encourage this. Explain any that are new to the children.
Hei Mahi 2: Repeat same activity for pūingoa.
Hei Mahi 3: Record pūmahi as flash cards (1 word per card – all one colour). Do the same with pūingoa using a different colour.
Distribute cards to students so that they have a card (or selection of cards all of one type). Students talk to each other to find someone with whom they can construct a logical sentence using both of their cards.
Allow time for sharing.
Display and or record in some way, the sentences for students to refer back to.
Ngohe 2 (Activity Two)
This activity provides opportunities for students to:
- match text to appropriate illustrations 
- explore the idea of seasons and cycles
- use kupu āhua to describe the appearance of Tāwhirimātea at different times of the year.
Teacher to provide students with text from each kōwai of the rotarota.
Teacher will also need to provide a time spiral (illustration where Tamanui-te-Rā is at the centre). Seasons spiral outwards from the centre with raumati being closest to Tamanui-te-Rā.

Hei Mahi 1: Students could either be provided with illustrations or asked to illustrate themselves, Ngā wāhanga o te Tau (seasons) around the spiral.
Hei Mahi 2: Get students to match the text from the rotarota to the appropriate illustration / place in the cycle. 
Hei Mahi 3: Expand the concept of seasons of the year by using work produced from above tasks, to build a list of kupu āhua (adjectives) to describe how Tāwhirimātea would manifest himself for each of the seasons.
Hei Mahi 4: Use the adjectives from task 3 to reconstruct the verse on page 5. e.g. (Kia harikoa a Tāwhirimātea, ka pakari ōku peka, ka pīata ōku rau ka ora katoa tōku āhua.)
Ngā Hononga ki te Marautanga
Ngā Āhuatanga o te Ākonga
Kua māia ki te kōrero ki ngā tāngata katoa, ki ngā kaiako, ngā hoa, ngā mātua. Ka whakamahi i te reo kia hāngai ki te hunga whakarongo me te kaupapa. Ka whakamahi i te reo hei whakahoki whakaaro. Kua waia haere ki ngā momo tuhinga. Kua mōhio hoki he hua ka puta ki a ia i te tuhituhi.	
Āheinga Reo: Ka tutuki te whānuitanga o ngā āheinga reo i roto i te wairua ngahau me te hiahia ki te whakawhitiwhiti whakaaro. 	
ā-Waha 	ā-Tā 	ā-Tinana 	
1. Ka mārama ki ētahi kōrero āhua roa tonu.
2. Ka whakapuaki kōrero hei whakaputa māramatanga, tautohetohe rānei kia puta ai te reo whakakapi, te reo patapatai me te reo whakatau.	1. Ka tautohu, ka tā i ngā tino āhuatanga o ngā momo reo tuhi, reo tā maha.
2. Ka pakari te tuhi me te tā i ngā momo reo tuhi me ngā reo ataata e taunga ana ia.	1. Ka mārama ki te reo ā-tinana, ahakoa he ōpaki, he ōkawa rānei te horopaki. 	
Puna Reo: Ka tipu haere tonu te puna kupu me ōna āhuatanga katoa. 	
3. Ka whakanikoniko i āna kōrero, tuhinga rānei ki ngā kupu taurite, kupu āhua nā te whānui haere o tana puna kupu. 	3. Ka tika te tātaki kupu hou ahakoa te horopaki.
4. Ka mārama ki ētahi kupu ake o tētahi kaupapa motuhake.	  	
Rautaki Reo: Ka whakamahi rautaki reo, ā, ka taea te whakamārama ngā huarahi kua whāia hei whakatutuki i tāna i whakaputa ai, i rongo ai. 	
4. Ka mārama ki te anga o ngā momo kōrero Māori ake nei. 	5. Ka pānui wahangū, ā-waha rānei hei whakatutuki i ōna hiahia.
6. Ka whakamahi rautaki whānui ki te āta whakapūmau i te māramatanga o ngā tuhinga me ngā reo ataata maha.
7. Ka whakamahi i ētahi rautaki rangahau.
8. Ka whakamahi mahere hei whakatakoto, hei whakaraupapa i ngā whakaaro.
9. Ka whakatika i āna hapa tuhi me te āhua o te whakatakoto whakaaro kia mārama ake ai te tuhinga.
10. Ka whaihua ake āna tuhinga i te noho raupapa mai o ngā whakaaro i roto i ngā kōwae me te whakamahi tohu tuhituhi.	2. Ka hāngai te reo ā-waha, ā-tinana ki te kaupapa o te kōrero. 	

Ruru
He Kōrero Paki 
Nā Peti Nohotima
Tā te Māori aro atu ki tōna ao / Tirohanga Ao Māori	Māori World View	
· Ka aro ake te ākonga ki tētahi o ngā uri o Tāne, arā te ruru.
· Ka whai whakaaro te ākonga mō te ‘tohu’. He tohu pai, he tohu kino rānei, ā, tērā pea ka tupu te whakaaro mō te āhua o te aronui tohu. 	· Students are focused on one of Tāne’s descendents, the ruru.
· Students are introduced to ‘tohu’, some are considered good tohu and others not. Some students may begin to think about/ discuss ‘recognising’ tohu.	
Ngohe 1 (Activity 1)
This activity requires students to skim read for particular information. It is presented here as an oral activity but could also be prepared as a written exercise. The teacher makes statements that direct the student to locate specific phrases or words from the story. The students will need to know the difference between i) a word, ii) a sentence, iii) a verse.
Hei Mahi 1 
Kimihia, kātahi ka …
1.	Whakahua mai te tangi a te ruru. (Ruu, ruu, koukou! Ruu, ruu, koukou!)
2.	Whakahua mai te rerenga e whakaatu nei ko te wā o te pō tēnei. (Kua tō nei te rā, te rā.)
3.	Whakahua mai te kupu, e whakaatu nei, he oreoretanga āta haere, tōo te ruru. (ngaoko)
4.	Whakahua mai te kupu, e whakaatu nei, pēehea ai te rere o te ruru. (topa)
5.	E kiia nei te pūurākau “He tino uaua ki te kite i te ruru”. Whakahua mai tētahi rerenga, e whakaatu mai, he aha i pēnāa ai. (I te awatea noho puku ai te ruru i waenga i ngā rau rākau OR Ki reira te ruru whakamokeke ai.)
6.	Whakahua mai te whiti, e whakaatu nei, e whai oranga anō e te rākau. (Kia tae mai anō he wā ka tipu peka hou ahau, ka tipu ake he rau, ka āataahua anō ahau.)
Ngohe 2 (Activity 2)
For these comprehension questions insist that students provide full answers that follow the structure of the question posed.
1. He aha ngā kai a te ruru? (He ngāngara, he kiore, ā, i ētahi wā, he manu ririki ngā kai a te ruru.) 
2. I aha te ruru i te awatea?(I te awatea noho puku ai te ruru i waenga i ngā rau rākau.)
3. Inā whakaohoreretia te ruru, ka aha ia? (Inā whakaohoreretia te ruru, kua topa ki tētahi nohonga atu.)
4. E ai ki ngā tūpuna he aha ngā āhuatanga o te ruru e whakamataku ana i te tangata? (E ai ki ngā tūpuna ko te titiro mākutu, ko te haere pō, ko tana tangi apakura ētahi tohu whakamataku i te tangata.)
5. Nā te aha e kiia ai he manu waimarie te ruru? (Nā te mea ka taea e te ruru te noho i roto i te uru paina, i ngā rākau i roto i ngā taone, i ngā māra hua rākau hoki, te take e kiia ai he manu waimarie te ruru.)
Ngohe 3 (Activity 3)
Hei Mahi Rangahau
Use the text on page 10 to discuss how different aspects or events of nature are perceived as signs of upcoming events. Teachers must be mindful of the different iwi perspectives.
Each student researches at least one ‘tohu’ they know of in their area and explains what that tohu means. Allow students the option of working on this individually or in pairs.
- Teacher to provide a simple format as a guideline for students to prepare their findings as a short kauwhau (oral presentation) to be delivered to a small group of others. If done as a pair then both to take part in oral delivery.
Ngā Hononga ki te Marautanga
Ngā Āhuatanga o te Ākonga
Kua māia ki te kōrero ki ngā tāngata katoa, ki ngā kaiako, ngā hoa, ngā mātua. Ka whakamahi i te reo kia hāngai ki te hunga whakarongo me te kaupapa. Ka whakamahi i te reo hei whakahoki whakaaro. Kua waia haere ki ngā momo tuhinga. Kua mōhio hoki he hua ka puta ki a ia i te tuhituhi.	
Āheinga Reo: Ka tutuki te whānuitanga o ngā āheinga reo i roto i te wairua ngahau me te hiahia ki te whakawhitiwhiti whakaaro. 	
ā-Waha 	ā-Tā 	ā-Tinana 	
1. Ka mārama ki ētahi kōrero āhua roa tonu.
2. Ka whakapuaki kōrero hei whakaputa māramatanga, tautohetohe rānei kia puta ai te reo whakakapi, te reo patapatai me te reo whakatau.	1. Ka tautohu, ka tā i ngā tino āhuatanga o ngā momo reo tuhi, reo tā maha.
2. Ka pakari te tuhi me te tā i ngā momo reo tuhi me ngā reo ataata e taunga ana ia.	1. Ka mārama ki te reo ā-tinana, ahakoa he ōpaki, he ōkawa rānei te horopaki. 	
Puna Reo: Ka tipu haere tonu te puna kupu me ōna āhuatanga katoa. 	
3. Ka whakanikoniko i āna kōrero, tuhinga rānei ki ngā kupu taurite, kupu āhua nā te whānui haere o tana puna kupu. 	3. Ka tika te tātaki kupu hou ahakoa te horopaki.
4. Ka mārama ki ētahi kupu ake o tētahi kaupapa motuhake.	  	
Rautaki Reo: Ka whakamahi rautaki reo, ā, ka taea te whakamārama ngā huarahi kua whāia hei whakatutuki i tāna i whakaputa ai, i rongo ai. 	
4. Ka mārama ki te anga o ngā momo kōrero Māori ake nei. 	5. Ka pānui wahangū, ā-waha rānei hei whakatutuki i ōna hiahia.
6. Ka whakamahi rautaki whānui ki te āta whakapūmau i te māramatanga o ngā tuhinga me ngā reo ataata maha.
7. Ka whakamahi i ētahi rautaki rangahau.
8. Ka whakamahi mahere hei whakatakoto, hei whakaraupapa i ngā whakaaro.
9. Ka whakatika i āna hapa tuhi me te āhua o te whakatakoto whakaaro kia mārama ake ai te tuhinga.
10. Ka whaihua ake āna tuhinga i te noho raupapa mai o ngā whakaaro i roto i ngā kōwae me te whakamahi tohu tuhituhi.	2. Ka hāngai te reo ā-waha, ā-tinana ki te kaupapa o te kōrero. 	

Taringa Hōkeke
He Kōrero Paki 
Nā Kene Martin
Tā te Māori aro atu ki tōna ao / Tirohanga Ao Māori	Māori World View	
· Ka aro ake te ākonga ki ngā kōrero mō Tāne me ngā āhuatanga o te ngahere.
· Ka aro ake te ākonga ki ‘Ngā Atua Māori’ me te mea nei he utu kei te haere ina whakatakariri ai te tangata i ngā atua.	· Students are focused on Tāne and aspects of the ngahere.
· Students are focused on Atua Māori and the idea that consequences follow if we deliberately ‘anger’ atua. Students may discuss why this is so and what it is to ‘anger’ atua.	
Ngohe 1 (Activity 1)
This activity presents an opportunity to explore the use of kupu tāruarua (words where part of the word is repeated to give added emphasis e.g. tangi becomes tangitangi).
Hei Mahi 1: In pairs or groups of three, students locate and record kupu tāruarua from the story.
Hei Mahi 2: Students select at least one of the following activities to complete for each kupu tāruarua they have identified. Present their choice(s) for each word as an enlarged piece of work (up to A4) suitable for displaying on the wall. Use computers if possible.
•	Write the kupu tāruarua, find it in a dictionary and record the explanation given.
•	Write the kupu tāruarua and then write it in a sentence.
•	Write the kupu tāruarua and another that means the same.
•	Write the kupu tāruarua and illustrate with pictures that depict its meaning (own pictures or cut outs).
•	Write other kupu tāruarua not in the story and do any of the above.
Hei Mahi 3: In small groups use as many kupu tāruarua as possible to compose at least one of the following to present to an audience
•	takawiri ārero (tongue twister). 
•	rotarota.
•	waiata.
•	a bracket of body actions with no spoken or written kupu – audience to guess the kupu tāruarua being mimed.
Ngohe 2 (Activity Two)
This activity requires students to consider the different perspectives of characters in the story and to recreate the story accordingly.
Hei Mahi 1: Through discussion establish that there are several problems presented in this story. The problems will vary for each of the characters. Do a group brainstorm to identify and record what they are for each character.
Example:
Character 	Problem 	Consequence 	
Hōkeke	Big ears sensitive to any sound.
Gets headaches from sound.	Kill all insects and birds. 	
Ngā ngārara & ngā manu 	Can’t move or make sounds.
Always under threat from Hōkeke.	They hide in fear of being caught and killed. 	
Tāne 	Puzzled as to why his offspring are not making sounds. 	Reprimands Hōkeke & banishes him to the rotting logs & damp areas where his ears remain as fungus when he dies.
Chinese people arrive and make soup from Hōkeke’s ears.	
Hei Mahi 2: In pairs or small groups students assume the role of a character to recreate the story using ideas such as the following as a starting point.
· A different problem e.g. Tane finds his offspring having an unruly party.
Hōkeke has big feet.
Everyone in the forest have big ears.
· A happier consequence e.g. There is peace and harmony in the forest.
· The same characters in a different setting e.g. They are all at the beach
· Students could provide their own ideas similar to these for each other to add to
Ngā Hononga ki te Marautanga
Ngā Āhuatanga o te Ākonga
Kua māia ki te kōrero ki ngā tāngata katoa, ki ngā kaiako, ngā hoa, ngā mātua. Ka whakamahi i te reo kia hāngai ki te hunga whakarongo me te kaupapa. Ka whakamahi i te reo hei whakahoki whakaaro. Kua waia haere ki ngā momo tuhinga. Kua mōhio hoki he hua ka puta ki a ia i te tuhituhi.	
Āheinga Reo Ka tutuki te whānuitanga o ngā āheinga reo i roto i te wairua ngahau me te hiahia ki te whakawhitiwhiti whakaaro. 	
ā-Waha 	ā-Tā 	ā-Tinana 	
1. Ka mārama ki ētahi kōrero āhua roa tonu.
2. Ka whakapuaki kōrero hei whakaputa māramatanga, tautohetohe rānei kia puta ai te reo whakakapi, te reo patapatai me te reo whakatau.	1. Ka tautohu, ka tā i ngā tino āhuatanga o ngā momo reo tuhi, reo tā maha.
2. Ka pakari te tuhi me te tā i ngā momo reo tuhi me ngā reo ataata e taunga ana ia.	1. Ka mārama ki te reo ā-tinana, ahakoa he ōpaki, he ōkawa rānei te horopaki. 	
Puna Reo Ka tipu haere tonu te puna kupu me ōna āhuatanga katoa. 	
3. Ka whakanikoniko i āna kōrero, tuhinga rānei ki ngā kupu taurite, kupu āhua nā te whānui haere o tana puna kupu. 	3. Ka tika te tātaki kupu hou ahakoa te horopaki.
4. Ka mārama ki ētahi kupu ake o tētahi kaupapa motuhake.	  	
Rautaki Reo Ka whakamahi rautaki reo, ā, ka taea te whakamārama ngā huarahi kua whāia hei whakatutuki i tāna i whakaputa ai, i rongo ai. 	
4. Ka mārama ki te anga o ngā momo kōrero Māori ake nei. 	5. Ka pānui wahangū, ā-waha rānei hei whakatutuki i ōna hiahia.
6. Ka whakamahi rautaki whānui ki te āta whakapūmau i te māramatanga o ngā tuhinga me ngā reo ataata maha.
7. Ka whakamahi i ētahi rautaki rangahau.
8. Ka whakamahi mahere hei whakatakoto, hei whakaraupapa i ngā whakaaro.
9. Ka whakatika i āna hapa tuhi me te āhua o te whakatakoto whakaaro kia mārama ake ai te tuhinga.
10. Ka whaihua ake āna tuhinga i te noho raupapa mai o ngā whakaaro i roto i ngā kōwae me te whakamahi tohu tuhituhi.	2. Ka hāngai te reo ā-waha, ā-tinana ki te kaupapa o te kōrero. 	

Tāne me te Whānau Mārama 
He Whakaari
Nā Moira Wairama
Tā te Māori aro atu ki tōna ao / Tirohanga Ao Māori	Māori World View	
· Ka aro ake te ākonga ki ngā kōrero mō Ranginui, mō Tāne, mō ngā whetū, Te Marama, me Te Rā.
· Ka aro ake te ākonga ki ngā āhuatanga o te whakapapa.
· Ka aro ake te ākonga ki ngā āhuatanga o tā te Māori whāngai tamariki. 	· Students are focused on kōrero pertaining to Ranginui, Tāne, the stars, the moon and the sun.
· Students are exposed to aspects of whakapapa.
· Students are exposed to Māori concept of whāngai.	
Ngohe 1 (Activity 1)
This activity provides an opportunity to explore the use of kupu including kupu āhua and phrases that describe emotions and behaviour.
Hei Mahi 1
In pairs or groups of three, get the students to find evidence in the text that support the following statements.
Kei te riri a Tangotango. 
Possible Answers:me tana reo riri, panaia, pāwerawera, maka
He tamaiti manaaki a Hīnātore. 
Possible answers: Ka whai haere a Hīnātore i a Tāne. Ka pātai a Hīnātore ki a Ngā Whetū e pēhea ana ō rāua mātua. Ka whakawai ia ki te kimi i a Te Rā e takahurihuri haere ana i wāhi kē.
Kei te mokemoke a Te Rā.
Possible Answers: Ka mea a Te Rā, “Ko tōku manako, ko au tērā e noho ana ki te uma o Ranginui, kaua ki tōna tuarā kia taea e au te kōrero ki a tuākana mā, ki a tēina mā.”
Kei te mīharo a Wainui.
Possible Answers: Ka mea a Wainui, “Tangotango, titiro. Te ātaahua hoki o ā tāua tamariki.” 
Ngohe 2 (Activity 2)
This activity requires the students to search for specific information in the text.
Hei Mahi 1
As a group create a mural of the night sky as it is at the beginning of the whakaari. Ko Ranginui kei runga. Ko Papatūānuku kei raro. Kāore kau he whetū etc. 
Hei Mahi 2
As a guided activity or in pairs or groups of three, get students to establish the following about each of Tangotango and Wainui’s children.
•	Tokohia rātou?
•	Tonoa ai rātou ki hea?
•	He aha tō rātou āhua?
Hei Mahi 3
Get students to make stars, moon and sun and place them in the appropriate place on the mural based on the information gathered in Hei Mahi 2.
Alternatively students could make masks to use in acting out the play.
Ngā Hononga ki te Marautanga
Ngā Āhuatanga o te Ākonga
Kua māia ki te kōrero ki ngā tāngata katoa, ki ngā kaiako, ngā hoa, ngā mātua. Ka whakamahi i te reo kia hāngai ki te hunga whakarongo me te kaupapa. Ka whakamahi i te reo hei whakahoki whakaaro. Kua waia haere ki ngā momo tuhinga. Kua mōhio hoki he hua ka puta ki a ia i te tuhituhi.	
Āheinga Reo Ka tutuki te whānuitanga o ngā āheinga reo i roto i te wairua ngahau me te hiahia ki te whakawhitiwhiti whakaaro. 	
ā-Waha 	ā-Tā 	ā-Tinana 	
1. Ka mārama ki ētahi kōrero āhua roa tonu.
2. Ka whakapuaki kōrero hei whakaputa māramatanga, tautohetohe rānei kia puta ai te reo whakakapi, te reo patapatai me te reo whakatau.	1. Ka tautohu, ka tā i ngā tino āhuatanga o ngā momo reo tuhi, reo tā maha.
2. Ka pakari te tuhi me te tā i ngā momo reo tuhi me ngā reo ataata e taunga ana ia.	1. Ka mārama ki te reo ā-tinana, ahakoa he ōpaki, he ōkawa rānei te horopaki. 	
Puna Reo Ka tipu haere tonu te puna kupu me ōna āhuatanga katoa. 	
3. Ka whakanikoniko i āna kōrero, tuhinga rānei ki ngā kupu taurite, kupu āhua nā te whānui haere o tana puna kupu. 	3. Ka tika te tātaki kupu hou ahakoa te horopaki.
4. Ka mārama ki ētahi kupu ake o tētahi kaupapa motuhake.	  	
Rautaki Reo Ka whakamahi rautaki reo, ā, ka taea te whakamārama ngā huarahi kua whāia hei whakatutuki i tāna i whakaputa ai, i rongo ai. 	
4. Ka mārama ki te anga o ngā momo kōrero Māori ake nei. 	5. Ka pānui wahangū, ā-waha rānei hei whakatutuki i ōna hiahia.
6. Ka whakamahi rautaki whānui ki te āta whakapūmau i te māramatanga o ngā tuhinga me ngā reo ataata maha.
7. Ka whakamahi i ētahi rautaki rangahau.
8. Ka whakamahi mahere hei whakatakoto, hei whakaraupapa i ngā whakaaro.
9. Ka whakatika i āna hapa tuhi me te āhua o te whakatakoto whakaaro kia mārama ake ai te tuhinga.
10. Ka whaihua ake āna tuhinga i te noho raupapa mai o ngā whakaaro i roto i ngā kōwae me te whakamahi tohu tuhituhi.	2. Ka hāngai te reo ā-waha, ā-tinana ki te kaupapa o te kōrero.