From Ground, Sky and Water

Overview

In this seventh lesson of Matariki Reading and Writing, ākonga build oral vocabulary and comprehension by classifying kai according to where it comes from: the ground, sky, freshwater or salt water. They then use labels and the sentence pattern “___ comes from ___” to write an informative sentence.

Learning intentions

• WALT classify kai from the ground, sky, freshwater and salt water.
• WALT use oral and written vocabulary to explain where kai comes from.
• WALT read labels and use them to organise information.
• WALT write a clear informative sentence using “comes from”.
• WALT use language, symbols and texts, and think carefully about categories.

Success criteria

• I can sort kai into four groups.
• I can label each group.
• I can explain my choice using “comes from”.
• I can write one sentence using “comes from”.

Curriculum links

• English — comprehension: reading and understanding simple sentences and labels.
• English — composition: using simple sentences with a capital letter and end punctuation.
• English — oral language: building and using vocabulary to describe and classify kai.
• Key competencies — using language, symbols and texts; thinking.

Lesson structure (60 minutes)

1. 0–10 min · Vocabulary warm-up. Teacher displays a striking image of kai gathered for a Matariki celebration and opens the kai hook and vocabulary slides. Introduce and pronounce ground, sky, freshwater, salt water, kai, comes from, grows and lives; briefly clarify that freshwater includes rivers and lakes, while salt water includes the sea. Students repeat the words, use actions for each source, and turn-and-talk: “What kai do you know that comes from…?”

2. 10–25 min · Shared text reading. Teacher reads a short, picture-supported text from the shared reading text twice, first for meaning and then with ākonga joining in. Model tracking from a capital letter to the end punctuation, and think aloud: “The word river helps me decide that tuna comes from freshwater.” Students listen, join in with repeated sentences, identify kai names and source words, and answer: “Where does this kai come from? What clue helped you?”

Suggested shared text: “Some kai comes from the ground. Kūmara grows in the ground. Some kai comes from the sky. Birds fly in the sky. Tuna lives in freshwater. Kaimoana comes from salt water.”

3. 25–45 min · Group classification. Teacher places four labelled sorting mats—GROUND, SKY, FRESHWATER and SALT WATER—on tables and gives each group a set of kai images. Demonstrate one example, such as “Kūmara comes from the ground,” then show the sorting instructions on the classification instructions and discussion prompts. Students work in groups of four to read or listen to each label, place images on the correct mat, and explain their decisions using “___ comes from ___.” Encourage respectful discussion when a group disagrees. Rotate roles: card holder, reader, sorter and checker. Confer with groups and note accurate vocabulary, reasoning and any misconceptions.

4. 45–55 min · Shared writing. Teacher revisits the four groups and jointly constructs one sentence, for example, “Kūmara comes from the ground.” Model saying the sentence, leaving spaces, using a capital letter and adding a full stop. Display the shared writing and sentence frame and provide the kai classification and sentence-writing sheet for individual recording. Students help choose a kai and source, rehearse the sentence orally, then write and illustrate one sentence: “_____ comes from _____.” Support students to check that the sentence makes sense, begins with a capital letter and ends with punctuation.

5. 55–60 min · Self-assessment and closing kōrero. Teacher rereads the success criteria on the self-assessment and closing slide and asks two or three students to share a sentence. Students show a thumb signal for each criterion, circle “I can” or “I am still learning” on the worksheet, and tell a partner one kai and where it comes from. Collect sheets for review.

Resources

• the complete From Ground, Sky and Water slide deck
• the kai classification and sentence-writing sheet
• Kai image cards showing examples from all four sources
• Four sorting mats labelled ground, sky, freshwater and salt water
• Shared reading text displayed or printed
• Whiteboard and markers
• Pencils and crayons
• Group role cards, if needed

Assessment

• During the warm-up and shared reading, listen for accurate use of source vocabulary and check that students can identify clues in a sentence.
• During classification, record whether each student sorts accurately and explains a choice using “comes from”.
• Check the worksheet sentence for a meaningful idea, correct source, capital letter and end punctuation. Use the self-assessment to identify students needing further practice.

Differentiation

• Support: model one image at a time; use picture-supported word banks; keep the four source labels visible; rehearse sentences orally before writing; scribe or allow dictation for students developing fine-motor or writing skills.
• EAL learners: pair each source word with a photograph, gesture and repeated sentence frame. Accept oral responses first and invite students to share equivalent words from home languages.
• Students needing additional support can work with a teacher-led group using a smaller set of highly familiar images and two choices before progressing to four.
• Extension: students write a second sentence comparing two sources using “and” or “but”, for example, “Kūmara comes from the ground, but tuna comes from freshwater.”