Welcome to Matariki

Overview

This opening lesson launches the four-week unit Matariki Stories and Stars. Through kōrero, a picture walk, shared reading, and partner discussion, students build a beginning understanding that Matariki is a cluster of stars and practise listening, responding, and sharing ideas respectfully.

Learning intentions

• WALT understand and talk about what Matariki is.
• WALT listen and respond to a text.
• WALT use pictures and words to make meaning.
• WALT share one idea respectfully with a partner and the class.

Success criteria

• I can say that Matariki is a cluster of stars.
• I can listen to a story and respond to a question.
• I can share one idea respectfully.
• I can draw one thing I know or wonder about Matariki.

Curriculum links

• English — Oral Language: listening, responding, taking turns, and sharing ideas.
• English — Reading: listening to and discussing a text, using illustrations and words to make meaning.
• English — Viewing and Presenting: interpreting visual features and creating a drawing to communicate an idea.
• Te Mātaiaho English — Narrative: engaging with rich stories and texts that connect language, culture, and experience.
• Key competencies: thinking; using language, symbols, and texts; relating to others; participating and contributing.

Lesson structure (60 minutes)

1. 0–10 min · Mihi and prior-knowledge kōrero. Welcome students with a warm mihi and explain that the class is beginning a unit about Matariki. Show the opening image and question and invite students to quietly notice what they see before sharing with a partner. Display the nine-star image and ask, “What do you notice? What do you already know or wonder about Matariki?” Record children’s words and ideas, accepting home-language contributions and explaining that people and whānau may have different experiences and knowledge. Students listen, think, and contribute one idea or question when ready.

2. 10–25 min · Picture walk. Introduce The Little Kiwis’ Matariki and briefly explain that the class will first explore the pictures before reading the words. Use the picture-walk prompts and enlarged vocabulary cards for words such as Matariki, stars, cluster, sky, and whānau. Pause at selected illustrations and ask, “Who or what can you see?”, “What might be happening?”, and “What makes you think that?” Students turn and talk, then share observations using the pictures as evidence.

3. 25–45 min · Shared reading. Read The Little Kiwis’ Matariki aloud, showing the illustrations clearly and pausing at appropriate points to check understanding. Revisit the shared-reading prompts to ask simple prediction, connection, and response questions. Model respectful listening and explain unfamiliar words naturally. Invite students to join in with repeated language where appropriate, but do not require individual reading aloud. Students listen, look closely at the text and images, respond to questions, and connect the story to their own experiences.

4. 45–55 min · Partner talk. Model how to face a partner, take turns, listen without interrupting, and respond kindly. Display the partner-talk instructions and sentence frames: “I heard that…”, “I noticed…”, and “I wonder…”. Ask pairs to discuss: “What is Matariki?” and “What is one idea from the story or pictures that you remember?” Circulate, prompt complete responses, and note oral-language behaviours. Students take turns sharing one idea and listening to their partner’s idea.

5. 55–60 min · Exit drawing and share. Distribute the Matariki exit drawing page or invite students to use their journals. Read the prompt aloud: “Draw one thing you know or wonder about Matariki.” Students draw and may dictate or attempt a label or sentence. Invite two or three volunteers to share, then collect the drawings as a quick check of understanding.

Resources

• The Little Kiwis’ Matariki
• the Welcome to Matariki slide deck
• Nine-star Matariki image
• Enlarged vocabulary cards: Matariki, stars, cluster, sky, whānau
• Student journals or the Matariki exit drawing page
• Whiteboard and markers
• Pencils, crayons, or coloured pencils
• Teacher observation notes

Assessment

• During the opening kōrero, record students’ prior knowledge, questions, pronunciation needs, and confidence contributing to group discussion.
• During the picture walk, shared reading, and partner talk, listen for students who can identify Matariki as a cluster of stars, respond to the text or illustrations, take turns, and build on a partner’s idea.
• Review exit drawings for evidence of understanding. Note students who need further support before the next lesson.

Differentiation

• Use read-alouds, repeated oral language, reduced text, a clear sans-serif font, strong picture cues, and partner reading or echo reading for dyslexia-friendly access.
• Provide sentence frames, gestures, vocabulary cards, and repeated rehearsal before whole-class sharing. Accept oral responses, drawings, labels, or dictated words.
• Pair students thoughtfully and allow home-language discussion before sharing in English. Invite whānau knowledge and avoid treating one personal or iwi perspective as universal.
• Support students who need additional processing time by previewing the nine-star image and questions. Extend confident learners by inviting them to formulate and record a question about Matariki.

Extension

• Students who finish early draw or write a question they would like the class to investigate during the unit.
• Invite students to add a labelled picture of the night sky to their journal, using the vocabulary cards for support.