The Nine Stars

Overview

In this second lesson of the Matariki Reading and Writing unit, students revisit the shared story and learn to recognise, say and locate the names of the nine Matariki stars. Through visual matching, echo-reading and syllable-clapping, they build vocabulary, phonological awareness and confidence with macrons and pronunciation.

Learning intentions

• WALT recognise and say the names of the nine Matariki stars.
• WALT listen for and clap the syllables in Matariki star names.
• WALT use pictures, letter patterns and repeated reading to locate star names.
• WALT use language, symbols and texts respectfully when learning about Matariki.

Success criteria

• I can match star names to the correct pictures.
• I can attempt the macrons and say the names carefully after a model.
• I can read or locate at least five star names.
• I can tell someone two names I learned today.

Curriculum links

• English — phonological awareness, vocabulary development, visual language and early decoding.
• English — reading and comprehending simple sentences and extended simple or compound sentences.
• English — composition foundations: using capital letters and punctuation to make writing clear.
• Key competencies — using language, symbols and texts; managing self.
• Te Mātaiaho supports learning that affirms identity, language and culture through meaningful local contexts.

Lesson structure (60 minutes)

1. 0–10 min · Revisit the story. Teacher rereads the relevant pages of This Is Matariki, using the opening story-revisit slides to show the cover or page images, and asks, “What do you remember about Matariki?” and “What might the stars help us think about?” Students turn and talk, then share one remembered idea or word. Revisit respectful pronunciation and explain that names may be spoken slightly differently across iwi and rohe; today we will carefully follow the class model.

2. 10–25 min · Introduce the nine-star circle. Teacher displays the uploaded nine-star circle slides and points to each star, saying its name clearly while students track the matching picture. Introduce the names one at a time: Matariki, Tupuānuku, Tupuārangi, Waitī, Waitā, Waipunarangi, Ururangi, Pōhutukawa and Hiwa-i-te-rangi. Point out that macrons show a long vowel sound and that the hyphens in Hiwa-i-te-rangi help us see the parts of the name. Students repeat each name, identify its first sound or letter, and notice which names look or sound alike.

3. 25–40 min · Echo-read and syllable-clap. Teacher uses the echo-reading and syllable-clapping slides and models one name at a time, with a steady pace and natural pronunciation; students echo-read, then clap the syllables. For example: Ma-ta-ri-ki, Tu-pu-ā-nu-ku, Wai-tī and Pō-hu-ta-ka-wa. Avoid turning pronunciation into a competition: students are practising careful listening and respectful attempts. Ask, “How many parts did you hear?” and invite students to trace under each word as they say it. Repeat names as needed, especially those with macrons.

4. 40–55 min · Match and record. Teacher forms ten pairs and gives each pair a set of name cards and star images from the uploaded resources. Students work together to match each name to the correct star picture, using the displayed circle as a reference. After checking, distribute the nine-star matching and recording sheet. Students choose or copy at least five star names beside the matching pictures, then practise reading them to a partner. Circulate and assess whether students use visual clues, track print from left to right and attempt the macrons.

5. 55–60 min · Exit ticket and share. Teacher reveals the closing review and exit-ticket prompt and asks students to name two stars they remember. Students complete the final boxes on the two-star exit ticket by writing, copying or selecting two names, then tell a partner one name aloud. Invite two or three students to share; celebrate careful listening, effort and respectful use of the names.

Resources

• Uploaded This Is Matariki page or shared story
• Uploaded nine-star circle
• Uploaded star images
• Uploaded nine-star name cards
• the complete Matariki star learning deck
• the matching and exit-ticket worksheet
• Whiteboard and marker
• Optional teacher-approved audio pronunciation model

Assessment

• During echo-reading, listen for students’ ability to attend to macrons, repeat syllables and attempt the names respectfully. Model again rather than correcting publicly.
• During the matching game, note whether students can connect at least five written names with the correct star pictures and use visual or letter clues.
• Check the exit ticket for two accurately located or copied names, and record which students need further support with recognition, pronunciation or tracking print.

Differentiation

• Support learners with colour-coded syllables, enlarged name cards, a reduced choice of three or four cards, repeated teacher modelling and partner rehearsal before sharing.
• Provide an audio model or allow students to point and echo rather than pronounce independently at first. Accept oral responses, tracing or copying where handwriting or decoding is still developing.
• For EAL learners, pair each name with its picture, gesture and repeated oral practice. Use short instructions, demonstrate every step and invite whānau pronunciation knowledge where appropriate.
• Extend confident readers by asking them to alphabetise the name cards or group the names by syllable count, then explain how they made their groups.

Extension

• Students independently arrange the nine names in alphabetical order and check their order with a partner.
• Students group the names by one, two, three or more syllables and illustrate one group.
• Students write a simple sentence using a star name, beginning with a capital letter and ending with a full stop.