Kai in the Story

Overview

In this sixth lesson of the Matariki Reading and Writing unit, ākonga reread familiar pages and connect the Matariki stars Tupuānuku, Tupuārangi, Waitī and Waitā with kai and food sources. They use talk, sorting and simple sentence practice to build comprehension and vocabulary before recording one connection.

Learning intentions

• WALT identify kai connected with Matariki stars.
• WALT use information from a story to discuss meaning.
• WALT say a clear simple sentence about a connection.
• WALT listen and respond respectfully to others.

Success criteria

• I can sort examples of kai.
• I can connect Tupuānuku, Tupuārangi, Waitī and Waitā with their food sources.
• I can explain one connection using a simple sentence.
• I can begin and end my sentence correctly when I write or dictate it.

Curriculum links

• English — Working with texts: using a text read as a model for writing and responding to what has been read.
• English — Comprehension: reading and comprehending simple sentences, including recognising a sentence from a capital letter to end punctuation.
• English — Composition: using simple sentences with capital letters and end punctuation.
• English — vocabulary and discussion, connected with hauora and mātauranga Māori.
• Key competencies: Thinking; relating to others.

Lesson structure (60 minutes)

1. 0–10 min · Reread and recall. Open with the hook and story-recall slides and reread the relevant pages of The Little Kiwi’s Matariki, pausing to ask, “What kai can we see or remember?” Students turn and talk, then share a word or picture from the text. Revisit the meaning of kai as food and explain that today’s learning honours relationships between people, whenua, wai and the night sky.

2. 10–25 min · Introduce the stars and kai. Use the Matariki star meaning slides to introduce four connections: Tupuānuku with food grown in or gathered from the whenua; Tupuārangi with food from above, including birds and berries; Waitī with freshwater kai; and Waitā with food from the sea. Use respectful, age-appropriate language and clarify that examples may vary across iwi and rohe. Students repeat the star names, match each name to a picture on the screen and show a thumbs-up when they hear a food source that fits.

3. 25–45 min · Kai sorting investigation. Place mixed kai picture cards and matching word cards at four stations or on four floor mats labelled with the star names. Model one example aloud: “A tuna lives in fresh water, so I connect tuna with Waitī.” In groups of five, students sort the cards, discuss disagreements and revise their choices. Circulate and ask, “What makes you think that?” and “Which part of the story or our learning helped you?” Students use the cards and the sorting instructions and star reminder slide to make and explain connections.

4. 45–55 min · Oral sentence practice. Display the sentence frame on the oral language and sentence-frame slide: “I connect ___ with ___ because ___.” Model saying it clearly, then jointly construct one example. Partners choose one sorted card and practise the sentence, pointing to the relevant star label. Invite several students to share. Classmates listen for the capital letter at the beginning and full stop at the end, even though the sentence is spoken.

5. 55–60 min · Exit drawing and reflection. Distribute the Kai and Matariki exit sheet. Students draw one kai, circle or copy the matching star name, and complete or dictate: “I connect ___ with ___.” Students share their drawing with a partner before handing it in. Close by asking, “How does learning about kai help us care for our people, whenua and wai?”

Resources

• The Little Kiwi’s Matariki
• the Matariki reading, teaching and discussion deck
• Teacher-prepared star circle showing Tupuānuku, Tupuārangi, Waitī and Waitā
• Kai picture cards
• Kai word cards
• Four labelled sorting mats or table signs
• the Kai and Matariki exit sheet
• Blu Tack or magnets
• Pencils, crayons and whiteboard

Assessment

• During rereading, listen for students recalling kai and locating information from the text or illustrations.
• During sorting, record whether each student can make an accurate connection and explain their reasoning using vocabulary such as whenua, fresh water, sea or above.
• Use the exit sheet to check whether students can identify one kai–star connection and produce or communicate a simple sentence.

Differentiation

• Support learners with real objects or clear photographs, repeated oral rehearsal, gestures, bilingual labels where appropriate, and a reduced choice of two cards at a time.
• Provide sentence frames: “___ is kai from ___,” “I connect ___ with ___,” and “I know because ___.” Accept pointing, drawing, home-language responses, oral recording or dictated sentences before expecting independent writing.
• Pair EAL learners with supportive peers and explicitly pronounce and revisit the star names and key words. Avoid requiring students to share personal or iwi knowledge unless they choose to.
• For learners needing additional support, work with a small teacher-led group using one star at a time. Extend advanced learners by asking them to compare two stars and explain how two different food sources depend on their environment.

Extension

• Write three sentences linking kai to two different stars.
• Add a new kai example to one sorting group and explain why it belongs there.
• Create a labelled drawing showing the relationship between a star, its environment and its kai.