Ngā Kaimahi

Assessment / Aromatawai

The learning intentions and success criteria below will help determine students’ progress.
The format of the rubrics is similar to that in He Reo Tupu, He Reo Ora, allowing for student self-assessment, as well as assessment by:

• other students (tuākana and tēina)
• teachers
• whānau (as a way of engaging families and promoting a partnership between home and school).

The three tohu/symbols in the rubrics indicate different steps of learning, as depicted in this poutama pattern.

Proverb / Whakataukī

Kai ana ngā kākā; noho ana ngā kererū.
The kākā eat while the wood pigeons sit quietly.
In contrast to the noisy and busy kākā, the pigeons calmly take their time, but they nevertheless get the work done. 

Cultural knowledge / Tikanga

It is people that matter most, not what we do for work, as expressed in the following saying:
He aha te mea nui o te ao? He tangata. He tangata. He tangata.
What’s the greatest thing in the world? It’s people. It’s people. It’s people. 

Pre-reading / I mua atu

Before reading the story, talk with students to discover:

• their previous experiences in relation to the picture on the front cover, as well as their knowledge of different occupations
• their prior knowledge of relevant vocabulary, language structures, and Māori concepts.

Flashcards / Whakaahua

You could create flashcards to show images of the following content words:
kaipeita – painter
kaihanga whare – builder
kaiwhakaahua – photographer
kaitākaro poiwhana – soccer player
kaikuki – chef
kaiako – teacher
In Unit 1 (Ko Au) of He Reo Tupu He Reo Ora, related flashcards include:

• different family members (see resource sheet 1.1)
• different jobs (see resource sheet 1.3).

Other words / Ētahi atu kupu

Other words in the text include: 
ia – s/he
pakeke – adult
mahi – activity, work, deed

Grammar / Wetereo

This story includes the following language structures:

• The prefix kai (person/people who)
• The question he aha (what)
• The singular possessives tō (your) and taku (my)

Note: There are other words for the singular possessives, but these are the easiest ones.

• The use of the directional mai, e.g., towards the speaker – Kōrero mai. (Tell me/us.)

Follow-up / I muri mai 

Once students are familiar with the text, you can facilitate some of the second language tasks/activities below – working to your students’ strengths and interests. The aim is to extend their proficiency and use of te reo in meaningful contexts. 
While facilitating these tasks/activities, remember that you don’t have to be the expert. As conveyed in the Māori concept of ako, you may be in the position of being a learner alongside your students. In fact, some students may want to take the lead. Ka pai tēnā. Nō reira, kia kaha.
For general information on common task types, see He Reo Tupu, He Reo Ora. Choose ‘Using tasks and activities’.

Matching (listening or reading)

Students match selected pieces of oral or written text from the story to associated pictures showing different occupations that are randomly sorted.

True/false/make it right (listening or reading)

Students make a judgement on whether a spoken or written statement about a picture from the book is true or false (kei te tika/ kei te hē). 
For example, for the picture of the photographer, the teacher might say or write: He kaiwaiata ia. 
If false (as above), the students must ‘make it right’, by providing the correct statement that corresponds with the picture. (He kaiwhakaahua ia.)

Multi-choice (listening or reading)

Give descriptions of a picture from the text and students decide which description best applies. 
For example (to describe the picture of the builder): 
He kaitākaro poiwhana ia.
He kaiwhakaahua ia.
He kaitui ia.
He kaihanga whare ia. 

Cloze (with or without picture clues)

Create gaps in the story for students to complete. A cloze is a good way to help students notice the grammar of te reo Māori, as well as improve their prediction skills and encourage them to make intelligent guesses from context and picture clues. For example:

• Ko Hone taku _____. Ko Wiremu _____ tuakana. He _____ ia.
• Ko Wiremu _____ ingoa. Ko Hone taku _____. He kaiako _____.

This task can be extended to incorporate aural and oral modes, where the teacher reads a piece of text and stops each time a word is missing, so students can orally suggest an appropriate word to fill the gap.
The gaps in a cloze can represent a consistent part of speech such as nouns or pronouns. Alternatively, words can be deleted at random, for example, every third word. 
Teachers can make a cloze exercise easier for students by:

•  telling them how many letters are in the missing word 
•  providing the first letter 
• giving them a list of words to choose from. 

A cloze task can be extended to incorporate listening and speaking, where you read a piece of text and stop at each missing word, so students can suggest an appropriate word to fill the gap.

Flashcards

Students use Resource sheet 1.3 in He Reo Tupu He Reo Ora to become familiar with the Māori names for different jobs. 

Viewing

Students watch the animation He aha tana mahi? in Unit 1 of He Reo Tupu He Reo. Focus on the following basic sentence pattern:
He kai- … ia, e.g., He kairakuraku ia. (She is a guitarist.) 
The animations in He Reo Tupu He Reo Ora are supported with useful information, including storyline, grammar, Māori transcript, and English translation. Before you show the animations, familiarise yourself with this information. 

Reversioning (written or oral)

Students use the language structures in this story as a framework to create their own text about relations, friends, or classmates doing particular jobs or activities. They could include photos or drawings. For example:
Ko tēnei taku māmā. He kaihoko ia. (This is my mum. She is a salesperson.)

YouTube

Students watch the clip of I te 10 o Kape Tāwai (Number 10 Tāwai Crescent) in te reo Māori.
This story shows Māori whānau members proudly engaged in different activities associated with tikanga Māori.
For example:
kaikarakia, kaiwhakairo, kaiwaiata, kaihaka, kaituhi, kaiwhakatangikōauau, kaikōrero, kairaranga, kaiporotitipoi
(minister, carver, singer, haka performer, writer, flautist, orator, weaver, poi performer)
It uses the following sentence structure: 
Ka VERB a SUBJECT
For example:
Ka waiata a Wena.
(Wena sings.)
Ka VERB a SUBJECT, ka VERB a SUBJECT
For example:
Ka haka a Heke, ka tuhi pakiwaitara a Piripi.
(When Heke does the haka, Piripi writes a story.)

Reading

Students read He Kāmura Au, by Tipene Watson, about a dad and his son using their carpentry tools.

Mini book

Print the mini-book template (with instructions) so every child in your class can take home a mini version of this story to read with whānau. 

Songs / Waiata

The waiata Hutia, composed by Tā Hēmi Henare, Ngāpuhi/Taitokerau, will support the kaupapa of this reader. It highlights the importance of people, i.e., the tikanga focus. 
Hutia te rito,
Hutia te rito o te harakeke
Kei hea te kōmako e kō?
Kī mai ki ahau
He aha te mea nui?
He aha te mea nui o te ao?
Māku e kī atu - he tangata, he tangata, he tangata Hi!
Pluck out the young shoot – of the flax
Where is the bellbird’s call?
It speaks to me.
What is really important?
What in the world is the most important thing?
I say to you it is
PEOPLE, PEOPLE, PEOPLE
 

Using the books in early childhood

In English-medium ECE settings, where Māori language is a natural part of the programme (as recommended in the Mana reo strand of Te Whāriki), the big books for Reo Tupu stories can be used for shared reading with tamariki. 
These stories will allow teachers to weave Māori language and culture into their everyday activities, demonstrating the value they place on te reo and tikanga Māori. This is especially important for enhancing identity, sense of belonging, and well-being. The audio component of the e-books will support teachers and tamariki to pronounce te reo Māori correctly.

Stories / Pakiwaitara

The following stories are relevant to the kaupapa of this reader:
Johnson, H. (2002). Number 10 Tāwai Crescent / I te 10 o Kape Tāwai. Ready to Read book (about different people’s roles and activities in the whānau – to support their tikanga Māori).
Watson, T. (2011). He Kāmura Au. Wellington: Ministry of Education (about the job of a carpenter).

Acknowledgements / He mihi

The author would like to acknowledge the teachers she has worked with over the years, inspiring her to create these books. Ināianei kua mātātupu. Ka tuku mihi hoki ki te whānau Laison nō Taranaki me te whānau Takotohiwi nō Ngāti Awa, who nurtured her in te ao Māori; ko te tino koha tēnā.
She also acknowledges with fondness her Māori tutors during decades of learning, particularly Hirini Mead, Tamati Kruger, Wiremu Parker, Keri Kaa, and Ruka Broughton. Also her two non-Māori mentors and role models, Mary Boyce and Fran Hunia. All these people have added to her kete. Kua whetūrangitia ētahi engari kāore e warewaretia ō rātou mahi maha ki te akiaki i a ia. Hei whakamutunga, ka tuku mihi ki āna mokopuna me āna tama – te pū o ēnei pukapuka.
TE TINO KAIĀWHINA | THE BEST HELPER TEACHER SUPPORT MATERIALS PDF
PDF Link: A0801_The-best-helper_Teacher-resource_005.pdf