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He Kohikohinga 41

Accessed from: Mā te pouako Teachers’ Notes

Accessed from: http://matepouako.tki.org.nz/He-Kohikohinga/He-Kohikohinga-41

© New Zealand Ministry of Education 2009.

Teachers in New Zealand may copy and adapt these notes for non-commercial educational purposes

ContentsHe Kohikohinga 41...........................................................................................................1

He whakaakoranga pānui................................................................................................3

Ngā hononga ki te marautanga........................................................................................3

Kupe – He tipuna hāereere..............................................................................................3

Paku.................................................................................................................................3

Tō mātou hapori...............................................................................................................3

Parakitihi..........................................................................................................................3





He whakaakoranga pānuiA balanced reading programme uses a variety of approaches, including:

reading to students reading with students reading by students.

These notes include ideas for using He Kohikohinga material for all these approaches, with particular emphasis on guided reading.

For information on deciding which approach to use with a particular He Kohikohinga item for particular students, see The Learner as a Reader, Chapter 5.

He pānui arahangaGuided reading is at the heart of the instructional reading programme. In this approach, teachers work with a small group of students to guide them purposefully through a text.

Guided reading involves:

selecting a purpose for reading introducing the text read and responding to the text extending students' word strategies discussion and where appropriate, follow-up activities.





Ngā hononga ki te marautangaIngoa kōrero Ngā pūkenga Learning outcomes

Students will be able to:Kupe – He tipuna hāereere

Te reo: Pānui, kōeke 3Ko te whakahiato kōrero e puta mai ana i ngā tuhinga.

Te reo: Tuhituhi, kōeke 3Ko te āta whakaraupapa i ngā whakaaro, i ngā whakamārama me ngā tohutohu.

identify the main features of a recount.

Paku Te reo: Pānui, kōeke 2Ko te rapu mōhio motuhake mai i ngā tuhinga poto.

Te reo: Tuhituhi, kōeke 2Ko te tuhi pūrongo poto.

identify the main features of a report.

Tō mātou hapori Te reo: Pānui, kōeke 1Ko te rapu mōhio mai i te pukapuka.

Te reo: Tuhituhi, kōeke 1Ko te tuhi i ngā whakapuaki māmā.

write a report for a missing person.

Parakitihi Te reo: Pānui, kōeke 1Ko te rapu mōhio mai i te pukapuka.

Te reo: Tuhituhi, kōeke 1Ko te tuhi i ngā whakapuaki māmā.

share personal experiences.





Kupe – He tipuna hāereereHe whakarāpopotoThis article recounts the discovery of Aotearoa by Kupe in a chant like form. The first karanga is uttered by his first wife. He leaves behind his children Matiu and Makaro who become islands.

Ngā āhuatanga i roto i te tuhingaHe whatu tūkanga

The article recounts some of the events that take place during Kupe's journey. Kupe's whānau are identified and the text records their contributions to the

naming of landmarks. Kupe's wife, Kuramarotini, is known as Hine Te Aparangi in some regions.

He whatu tamariki

The text encourages students to identify with Kupe who succeeded in overcoming major problems.

The text provides students with a description of the journey of a famous explorer. The student will be able to identify place names and their meanings.

He whatu pānuiHei tautoko i te kaipānui

Written in a chant like form, the text recounts events as they unfold. The text follows the sequence of events from the time Kupe leaves Hawaiki until

his return. The illustrations support the text.

Kia mataara!

What impact did Kupe's journey have in your own area? What was happening in Hawaiki before Kupe left?





He kete reo

This story is a recount. Use the text to identify the characteristics of a recount.

Hei wānanga i te reo

Āpitihanga 1 – Ngā āheinga reo

pōhiri/tono karanga

Āpitihanga 2 – Ngā ariā o te reo

wāhi ngā pūanga: mai hara mai, waiho maingā hononga te kūmua pūtake: whaka whakarite, whakamau

Āpitihanga 4 – Ngā rārangi kupu

Kōeke 1–3 a Waiho mai a Matiuhara mai hara mai Kupehuri Huri noa i ...iho Hoki iho ...reira I reira ...takutai ki te takutai o ...tohu Hei tohu o ...toroa Toroa ngā ...wehe Ka wehe ko ...waiho Waiho mai a ..


In this article there are instructional phrases with passive endings – toroa, whāia, terea. Compare with toro mai, whai mai, tere mai. When do you use passive endings?





Hei whakaihiihi Look at the title. What does 'hāereere' mean? How did Aotearoa get its name? Look at a map of Aotearoa. Focus on Te Whanganui a Tara, Raukawa Moana,

and Totaranui. The place names commemorate the battle between an enormous octopus and Kupe. What happened in these places?

Read each page in a similar fashion as a karanga.

Hei wānanga Divide the students into groups with one particular way to express the text on the

page – chant, rhythm, karanga, or haka. Dramatise the text using mime. Make up some actions for each page. Explore terminology for 'distance'. Identify the characters and what they did. Identify the place names on a map. Te Wheke a Muturangi is the name of the octopus. Why is this octopus famous? Collect 10 facts about octopuses. Create a fact sheet. Why is the karanga important? Research Kupe's journey and the influence it had on the naming of these areas:

Te Hokianga, Te Whanganui a Tara, and Totaranui.

Hei mahi kē atu Find out what the students know by using a MPA (KWL) chart. This stands for

what I know – kei te mōhio au; what I want to know – kei te pīrangi au ki te mōhio; and what I have learnt – i ako au.

Kupe – He tipuna hāereere

Kei te mōhio au Kei te pirangi au ki te mōhio I ako au

Use a cause-effect diagram. The children will read the text and draw pictures and/or write sentences to show the sequence of events during Kupe's journey. Accept and encourage individual variation.





Draw a Y chart. Select a character from the text. Imagine you are that character and fill out the chart accordingly:

Complete this recount – tuhinga taki

Kupe – He tipuna hāereere

Te whakatakotoranga:

Āhea te mahi? Kei hea te mahi? Ki a wai? He aha ai?

Te haerenga:

He aha te mahi i te tuatahi? Tētahi atu mahi? Te mutunga?

He whakapuaki māramatanga1. He roa te haerenga o Kupe mai i Hawaiki ki Aotearoa. He aha ngā wero i tūpono

mai i a rātou?2. Ka whāia e rātou tētahi wheke. He aha ai?





3. He aha te tohu whenua i kitea e Kuramarotini?





PakuHe whakarāpopotoDuring a walk up a mountain a family discovers an orphaned baby kea. It would not survive by itself. They decide to take the kea with them and contact Te Papa Atawhai for help.


This story shows students what they can do if they come across an injured native bird.

The story identifies the weasel as a threat to native birds.

Kia mataara!

The story encourages the students in taking on a caring role in preserving our living taonga. The kea would have died. Should the family have intervened?

He kete kupu

Ensure that your students are familiar with the words in this 'He kete kupu' and are able to use them confidently.

whakarērea abandoned wetekina untie poipoi embrace, protect, hold tapaina give a name hakinohi nosy parker tūkino damage


Āpitihanga 1 – Ngā āheinga reoAccessed from: Mā te pouako Teachers’ Notes




Aroha Ka pupū ake te aroha i a au Pōuri He āhua pōuri i roto i ...


Ngā hongonga Te weu ki ka hoki ki te 1w Te pūriro tō I tō mātau 3w

Āpitihanga 3 – Te wetewete i te reo

Kōeke 1 Te kūmua whaka- whakarērea, whakamārama Ngā kupu whakahono Nā reira Ngā pūmahi Ka, kua, i Ngā kupu āhua pōuri Kōeke 2 Ngā pūriro Tō mātou


Kōeke 1–3

āhua he āhua pōuri aroha Ka aroha. hari Me hari tātou ... herea ... i herea i tōna hope kōhimuhimu ... i kōhimuhimu mai ... maunga ... i runga i te maunga ... mutu ka mutu, ka ... nāna Nāna mātou i ... ohorere ... ka ohorere au... paku Nā te paku o tōna ...

Hei whakaihihiAccessed from: Mā te pouako Teachers’ Notes




In groups get the students to list all the names of the birds they know. Divide the list into native and introduced birds.

What is an orphan – pani? Have you ever come across an orphaned animal? What did you do?

What is the best way to help a sparrow flying in a classroom? List introduced pests. What does a kea look like? Draw one. A kea is a type of parrot. What are the characteristics of a parrot?

After reading the story:

What is the role of Te Papa Atawhai?Invite a kaimahi from Te Papa Atawhai to talk to the class.

Hei whakatā Read an extract from the story. The students check if any tohutō are missing as

you read. They highlight the ones you have missed. Make a list of synonyms for 'paku'. In pairs the students ask each other questions about the story.

Hei wānanga Divide the class into two groups. Conduct a debate on the topic, 'When you come

across an orphaned wild animal should you leave it or try to save it?' In pairs students write down ideas on how to eradicate pests such as weasels.

Each pair can then present their ideas for discussion.

Hei mahi kē atu The students write a report for Te Papa Atawhai about the kea.

Te pūrongo mō Te Papa Atawhai Momo manu: Whakarōpūtia:

Kei te aha?

Whakaaturanga:





He aha te āhuatanga? (te rahi, āhua, ngā tae) Nō hea?

Ngā mea pai:

He whakapuaki māramatanga1. I hea te whānau i te wā i kite ai rātou i te kea?2. Ki te whakarērea te pīpī kea, ka aha?3. Ko 'Paku' te ingoa o te kea. He aha i tapaina pērā ai?4. Nā wai a Paku i tiaki?5. Ka haere a Paku ki te whare kararehe. Kōrerotia ētahi huapai me ētahi huakino o

ngā whare karaehe.





Tō mātou haporiHe whakarāpopotoThis story describes the people that live and work in the writer's neighbourhood.


Pictures support the text. Descriptive language encourages vocabulary development. Names for different jobs are introduced.

He kete kupu

hapori community, neighbourhood kaipoke parāoa baker rōia lawyer kōti whenua land court


Āpitihanga 1 – Ngā āheinga reo

Kōeke 1 Whakaaro rangatira Kia ora


Wāhi Ngā pūmau tēnei 1w Ngā pūanga atu 1w Ngā hononga Ngā pūriro tō mātou, a mātou 1t Accessed from: Mā te pouako Teachers’ Notes




Āpitihanga 3 – Te wetewete i te reo

Kōeke tuatahi Ngā pūmau tēnei


Ngā kōeke 1–3 ai Haere atu ai mātou ... atu Haere atu ai mātou ... ētahi Nō Īnia ētahi, ... hoki Te tini hoki o ngā rare ... kāinga tō mātou papa kāinga. karakia i ngā karakia ... makawe Kāore ōna makawe. mihi Ka mihi ngā tāngata ... nō nō Ahitereiria ētahi ... tino ngā kakara tino reka ...

Hei whakaihiihi Go for a walk and identify the shops and businesses in your neighbourhood. Make a bar graph comparing the ethnicities of the doctors that the families see. Make a picture graph that shows the ethnicities of the students in your class.

Hei whakatā The students make a map of their shopping centre. Discuss the role of each of the characters in the story. Find out how many students attend church and what denomination they are.

Hei wānanga The students write their ideas about the tasks involved in each of the jobs in the

story: tākuta, kaihoko, pirihimana, minita, kaipoke parāoa, pouako, rōia.





Create a road map and use blocks to represent the businesses. The students draw and cut out the characters. They place them on the map as the text is being read.

Hei mahi kē atu Get the students to find out what jobs people in their neighbourhoods have. Make a picture graph of the types of jobs/careers that the students in your class

would like to pursue.

He whakapuaki māramatanga1. Ko wai ngā tāngata i roto i te hapori i te kōrero nei?2. Ka pēhea te mihi o ngā tāngata ki a Nana Nora?3. I puta mai ai te kakara tino reka i hea?4. He aha te mahi a te māmā o te kaituhi?5. Tirohia tētahi mahere whenua o te ao. Kei hea a Īnia? Kei hea a Ahitereiria?

Hei mahiPānuitia ngā kōrero kei raro nei. Ka pā ēnei kōrero ki tēhea tangata i roto i te kōrero?

Menemene mai ai a ia i ngā wā katoa. Puta mai ai ngā kakara tino reka i tōna toa ia rā. Te tini hoki o ngā rare i roto i tōna toa! Kāore ōna makawe. Whakahaere ai a ia i ngā karakia.

Kei te ngaro tētahi tangata i roto i te hapori. Whakakīia te pūrongo nei. Kaua tana ingoa e tuhi! Hoatu tō pūrongo ki tētahi atu ākonga ki te kimi ko wai kei te ngaro.

Tangata kei te ngaro Wahine/tāne Whakaaturanga Tōna āhua: (Te rahi, te āhua, ngā tae o ana kākahu) Nō whea? Tana mahi





ParakitihiHe whakarāpopotoA chant/poem that encourages a class of children to practice their waiata and actions for a concert.


A short repetitive text that could be used as a hand or skipping rhyme.

Kia mataara!

Parakitihi is a transliteration of the word 'practice'.



Ngā kōeke 1–3 hine E hine ... kanikani (-tia) Ka tū te tamaiti ki te kanikani, hei ngāhau noa iho. konohete I tū te konohete hei mahi moni mā te kura. waiata (-tia) Waiatatia mai te waiata a Ngoi.

Hei whakaihiihi Share experiences about the different types of concerts the students have been

to or performed in. Copy the photographs on the last page. Select some of photographs and get the

students to put them in the order in which the activities would occur. Look at the kapa haka uniform of your school. How was the design decided on?

Hei whakatā





Use different pitches and voice tones to read the rhyme. Clap along to the rhyme keeping a steady rhythm. Look at the piko (comma). Try taking a breath at each piko. Get the students to use the text as a skipping rhyme.

Hei wānanga Select some photographs from the back page and ask the students write their

own captions for each one.

Hei mahi kē atu Look at albums of past concerts. Look for the older brothers or sisters of students

in your class. Write captions for some of the photographs. Use this chant to prepare the students for a specific task. For example, fitness,

reading time, or singing time.

He whakapuaki māramatanga1. Kei te aha ngā tamariki i roto i tēnei kōrero?2. Kei hea ngā tamariki e parakitihi ana?3. He aha te tikanga o te piko?4. He aha te tikanga o te tohuoho?





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