Text: The Treaty of Waitangi

Date: Term 1 Week 1

Text Level: Teacher Written

Achievement Objective:

�WALT:

To set, and be clear about the expectations and routines for reading time. Practice and learn these now as the focus for the whole lesson.

​

“know what the expectations and routines are for reading time.”

Curriculum Level: 3

Resources needed:

Copy of the text for each learner

Introduction of text:

​

Start with expectations for how we come to the table

• Chromebooks closed
• Arms folded"

What do we know about the Treaty of Waitangi?

Discuss that it means more than just a public holiday

Talk about how to find key information from the text as we read"

Discussion - prompts and questions:

Expectations for reading:

• When your reading group is called you will need to come to the teacher table without your chromebooks unless asked to bring it with you. If you are asked to bring a chromebook make sure that you leave it closed on the table.
• We will be reading the journal as a group.
• You don’t have to raise your hand to ask answer a questions talk about conversation turn taking.
• Discuss how reading could go:
• You could be asked to all read aloud at the same time.
• One person could be reading aloud but I could ask you to stop at any time and then ask the next person to read. This mean that you will need to read along so that you know where we are up to and what is going on.
• You could be asked to read a section silently while sitting at the table. "

"Talk about where the information has been sourced from and why it is important to add this rather than just take the information from the text.

​

Key questions to talk about while reading:

1. Who was the Treaty of Waitangi signed between?

2. What is the treaty named after?

3. What are the principles of the treaty?

4. What was the date that the Treaty of Waitangi was signed?

5. Who was the first Māori chief to sig Te Tiriti o Waitangi?

6. Who was the first British representative to sign the Treaty of Waitangi?

7. What are the names of the two different versions of treaties?

​

Key Vocabulary:

representatives, Māori Iwi, British Crown, treaty, translated, settlements, participation, protection, partnership, recognise, acknowledge

"

​

Text: Kurī (Level 2 October 2015)

Date: Term 1, Week 2

Text Level: Year 4

Achievement Objective:

�WALT:

To set, and be clear about the expectations and routines for reading time. Practice and learn these now as the focus for the whole lesson.

​

“know what the expectations and routines are for reading time.”

Curriculum Level: 2

Resources needed:

One journal for each student

Introduction of text:

​

Start with expectations for how we come to the table

• Chromebooks closed
• Arms folded"

Looking at the title what do we know about breakdowns? Could this story have something to do with a car being broken down? Or something being broken down? How can we tell that making connections with the word.

Discussion - prompts and questions:

Expectations for reading:

• When your reading group is called you will need to come to the teacher table without your chromebooks unless asked to bring it with you. If you are asked to bring a chromebook make sure that you leave it closed on the table.
• We will be reading the journal as a group.
• You don’t have to raise your hand to ask answer a questions talk about conversation turn taking.

​

Discuss how reading could go:

• You could be asked to all read aloud at the same time.
• One person could be reading aloud but I could ask you to stop at any time and then ask the next person to read. This mean that you will need to read along so that you know where we are up to and what is going on.
• You could be asked to read a section silently while sitting at the table. "

For today’s session we will practice how a reading group will work and keep on top of the expectations. Will talk through how one person will read at a time but the others need to be focused on what is being read as they could be the next one to read. This is to give me an idea of reading level and the focus for each of my learners.

​

Page 2:

• Where is Polynesia? Discuss where Polynesians come from. Why do you think they were looking for new land?

Page 3:

• Discuss all of the places that they travelled to and show this on a map if clarity is needed. Use the graphic in the book too.

Page 21:

• Lake Rotoiti, Rotorua, Whakatāne, Ōtarahīoi, Tābeatua, Ruatoki valley, Whakataka discuss all of these places using the map at the bottom of the page for the students to make connections to where in the north island of NZ these places are and how they relate to the story.

​

Have the students finish reading the book reading in their head then discuss the key points of the story at the end.

Text: The Sons of Ma'afu (Level 2 October 2015)

Date: Term 1, Week 7

Text Level: Year 4

Achievement Objective:

�WALT:

Starts to make connections by thinking about underlying ideas in and between texts

Recognises and understands the connections between oral, written, and visual language.

“make connections to what I am reading”

Curriculum Level: 2

Resources needed:

One journal for each learner

Introduction of text:

​

This story is a traditional story from Tonga that has been retold by someone. What do we think this might mean? Discuss how these stories have travelled down generations and that is how we have our stories of history not only in NZ but also from the islands too. Look at the title and discuss what the story might be about. Talk about author's purpose.

Discussion - prompts and questions:

Page 11:

• What do you think they mean by always getting in trouble? Make connections to getting into trouble and what happens then you are in trouble at home/school.
• What is a fale?
• Why do you think the people were angry with the boys behaviour? Connect to how they would feel if they grew up around these boys. Connect how it feels when other people get away with things that they cannot get away with.

Page 12:

• Do you think the boys had no respect? Why/why not? Connecting to what we have already read.
• Why did the father not want to send the boys to Ātavahea? Discuss what is there and why the Dad is worried about sending his boys there, what might happen if they go.

Page 13:

• Umu: discuss what this is. Make connections to the Māori hangi that we see in NZ. Discuss that this is a common cultural practice with Māori and Pasific Island nations.
• Why do you think the villagers were not happy with the boys? Why did they want to send them somewhere else?

Page 14:

• How to the boys not look sorry? Discuss how they came back with the duck and boasted about it and didn’t show that they were sorry.
• Connect to the decisions that they might make and how easy it would have been for the boys to just get the water from the surface.
• Why are the villagers now scared of the boys?

Page 16:

• Why do you think that the boys moved to the sky? Make the connection to being far away but also being able to look over their father.

Page 17:

• Talk about how this myth and legend and how we see the stars in the sky.

Text:

Date:

Text Level:

Achievement Objective:

�WALT:

​

Curriculum Level:

Resources needed:

​

Introduction of text:

​

​

​

Discussion - prompts and questions:

​

​