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‘I Roto i te ‘Are Pū‘ākapa - teacher support material

by Tuaine Robati

This story supports Unit 7 (Te pi‘a ‘āpi‘i The classroom).

Schools, ECE centres and education providers can order this storybook from  Down the back of the chair. Enter item number MOE33625 into the search box.

Text features

The language features of this story include:

  • written dialogue
  • terms for household items and camping equipment – moenga, pūte-moe, ūrunga-moe, mōri-pata
  • the word pi‘a used to mean “box” rather than the familiar meaning, “room”
  • the use of a and o forms – tōku pūte-moe, tāku terepōni
  • a variety of possessive adjectives – tōku, tō‘ou, tā kōrua, tō tātou, tā‘au, tāku, tā tātou
  • repeated use of the question structure Tei ‘ea te …? and the response structure Tei roto ‘i …
  • a word from the Cook Islands Māori Bible – pū‘ākapa.

The cultural features of this story include:

  • the way that the group of boys works together to set up their tent for the night (Cook Islands people often work together in groups, for example, dance groups and village councils)
  • the illustrations showing that Teāriki has long hair – this relates to the information about the haircutting ceremony in Unit 13, lesson C of I-E-KO-KO!
  • the use of the Cook Islands Māori unisex name Hauā – other such names include Teremoana and Tuaine (the name of the author of the story)
  • the word pū‘ākapa (from the Cook Islands Māori Bible), which means tent, camp, or temporary dwelling.

Supports and challenges

Students who have completed up to Unit 7 of I-E-KO-KO! may find it easy to:

  • understand the repeated question-and-answer structure
  • recognise the names of colours that they learned in Unit 5
  • recognise the instructions ‘aere mai and ‘aere atu
  • understand the situation of someone who is talking on their cellphone and not contributing fully to the group activity.

These students may find it challenging to:

  • read unfamiliar nouns
  • read the phrases indicating that someone is speaking, for example, ‘i nā ‘Āporo āi
  • understand when to use category o and category a for possessive adjectives, for example, tō‘ou ūrunga-moe but tā‘au mōri-pata, tōku pūte-moe but tāku terepōni.

Planning: Teaching as inquiry

Consider your students’ interests and their ability to read in Cook Islands Māori at this level and choose activities that provide appropriate content and support. Assess and reflect on the effectiveness of your teaching and the students’ learning, and then plan next steps.

Curriculum links and links to I-E-KO-KO! An Introduction to Cook Islands Māori

The New Zealand Curriculum: Learning Languages

  • Students will produce and respond to questions and requests. (levels 1–2)

Cook Islands Māori in the New Zealand Curriculum

Students should be able to:

  • use basic expressions for shapes, sizes, weights, and colours (level 1)
  • identify people, places, and things (level 2).

I-E-KO-KO! An Introduction to Cook Islands Māori

Unit 4: Students will be able to name some household furnishings and say where they are.

Unit 7: Students will be able to ask and say where an object is.

A possible teaching goal

Students will be able to read a simple story, using the pictures and the glossary to identify unknown words for camping equipment and other items. They will write their own short texts including some of this new vocabulary.

Click here to go to Activities.


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