This story looks at the weather over the course of a week, and how it affects a family’s activities. The text uses a range of weather descriptors.
Traditional Māori had many words and stories associated with the weather because of its influence on everyday life, especially on growing food and fishing. Tāwhirimātea is the kaitiaki (guardian) of the weather. He was one of the children of Ranginui (the sky father) and Papatūānuku (the earth mother). He didn’t agree with their separation, so he vented his anger by sending out:
The other children of Ranginui and Papatūānuku were:
Before reading the story, talk with students to discover:
Second language tasks/activities
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 – Students match pieces of text from the story to associated pictures of the different weather conditions.
Sequencing – Students read and sequence the days of the school week (spread out randomly).
True/False (Kei te tika/Kei te hē) – Students make a judgement on whether a statement about a particular picture in the book is true or false (kei te tika / kei te hē).
For example, for the picture of the wind blowing, the oral or written statement might be:
Ka puta ngā kapua.
If false (as above), encourage the students to ‘make it right’, by providing the correct text that corresponds with that picture, that is:
Ka pupuhi te hau.
Multi-choice – Students decide which of several descriptions best applies to a picture from the text. For example, for the picture of the clouds:
Ka whiti te rā.
Ka puta ngā kapua.
Ka pupuhi te hau.
Ka heke te ua.
Listen/read and draw – Each student uses te reo Māori to communicate orally or in writing to a buddy about what weather condition from the story to depict visually, which can then draw.
Cloze (with or without picture clues) – Create gaps in the written text 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 cues. For example:
Ka ______ mātou ki tātahi.
This task can be extended to incorporate listening and speaking, where you read a piece of text and pause so students can suggest an appropriate word to fill the gap. The gaps can represent a consistent part of speech, for example, nouns or pronouns. Alternatively, words can be deleted at random, such as every third word.
Teachers can make a cloze exercise easier for students by:
Animation – Ngā tohu huarere mō āpōpō in He Reo Tupu, He Reo Ora. Students watch the animation to:
The animations in He Reo Tupu, He Reo Ora are supported with useful information, including storyline, grammar, Māori transcript, and English translation. Before showing the animations, make sure you are familiar with this information.
Designing weather flashcards – Students create five flashcards to depict five weather conditions, (labelled on the back in Māori), and use these to test each other.
Information transfer – Read out five statements that forecast the weather for the following school week (not in chronological order). Students have to visually depict that information on a grid (see below) that shows the days of the week in order.
Text reversioning – Students use the framework of this story to create a new story that forecasts different weather conditions from Monday to Friday and ends with a different weekend activity.
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.
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.
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.