Te Ao Maori - Whakapapa

Anaru Morgan - Te Ao Maori - Whakapapa

Everyone shared their story of their ancestors - Where they came from, what is your first connection to New Zealand? (Maybe something to start the year with - turangawaewae)

Pepeha - Story of who you are
Mihi - Welcome

Ko Taupiri te maunga
Ko Waikato te awa
Ko Tainui te waka
Ko Ngati waiere te hapu
Ko Hukanui te marae
Ko Kirikiriroa ki te rawhiti te kura 

2019 - Tui Hub

Ko wai Matou

The importance of who we are.
Culture is important.
We are of Aotearoa collectively.
We have a Treaty and in the first instance need to get this right - still a work in progress.
Where do we fit? Pakeha? NZ European? Maori?

Ko wai koe?
- Wai - a ciritical word
- Water - sustains life
- Grows food

Deeper
Waters you connect to 

Deeper still
Waters in the placenta. Whose waters do you come from.
Placenta = whenua
Whenua - Papatuanuku
Whenua ki te whenua

"Without fluency in my whakapapa and identify my existence has no depth."

Whakapapa Celebration

Stories - Best told by an expert to start.
Mana whenua stories.
Treaty importance

The stone and the waka - how our tupuna came.
Plotting on maps, grounds
Further hui - who we are, looking at strengths of tamariki
confirming whakapapa
Co-constructed marau/curriculum based on who we are.
The stone and the waka - hoe our tupuna came
Revise the graduate profile

Try not to use myths or legends - this represents something that is not true.
Stories change, some have truths, stories of the past. (Korero tuku iho)

Have a day! Where do we come from? - Who are we?
Telling stories of the past and the present, helping children to start understanding the staring point. Their connection to Aotearoa.
Maori maps that give us our waka, iwi etc.

Class calls/attention grabbers
Whakarongo mai, whakarongo atu (Eyes on me, eyes on you)
Titiro mai, Titiro atu (Listening)

At the gate/ Kei te keti/ Kei te Waharoa - Need to get this right for Maori kids, a solid understanding of the treaty as it has gone away over time. Things Maori should become normalised, become a habit and normal in the classroom.

If I stand at the school gate and look in...
Where do I see myself?
Where do I hear myself?
Where do I feel myself?
Do they know me? Ko wai au?
Is this my place? Do I belong here?
Where do I come from?
What is special about me, my story?
Can I stand here?

The Classroom Paepae

 Classroom Paepae/Whakatau - Starting off the day (mat time) with a karakia, pepeha, 5 new words a day.
Mix it up, what does the child want to do? English, another language?.
All the elements build up to acknowledge Aotearoa, where the tamariki belong.

Karakia starts and you are late, wait outside. Teach about respect, what is right/wrong.

Change a little bit the way we welcome people into our classroom. Important for belonging for children and whanau. (Classroom procedure)

Guided Reading Observation

Reading Observation - Junior class and Guided reading lesson

Big Book activity at the beginning of a lesson
- Looking at picture (What clues does the picture give you so you (covers of books give you clues).
- Highlighting key punctuation (question mark, punctuation etc).

Independent activity - focusing on blends (cr) "can you think of a cr word?"
Have a follow up activity to be able to reinforce the focus.

Book bag with their books in there.
- Look at books they have read this week

Have a focus such as
Read together (Teacher and kids)
Fingers (two to find the blend) to find the word (sh sh shouted)
Point to boys (b) point across
What does the word start with (d) what does the word end with (d) = dad (something to work on with Alex to make sure he is reading the whole word)

Working with a whole group on different levels with different focuses get each kid to read the rest of their book while I work with someone else on their book and their focus.
ESOL together
turquoise quick read and send away
Amileah - own plan

* What I struggle with is connecting their individual needs to what they should be learning?? Also do you teach one strategy for what gold or whatever should be taught for that level.
Getting confused on how to do both???

GOLD

We have a goal to be able to summarise the book
What would that mean? (summarising)
Begin questioning on the first page etc (Was he a happy little donkey? why not?)
Read all together at the same time - story teller voice - listen to each independently.
Sometimes will choose their favourite part to read to me