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Grumpy Bear TEACHER GUIDELINES

Stage: Year 1 Genre: Fiction Approach: Shared Reading

Contents Interactive Whiteboards (IWB)

3

Classroom organisation

4

Interactive Shared Books

4

Suggested Approach for Using an Interactive Shared Book as Shared Reading

4

Processes and Strategies

6

Before Shared Reading

6

During Reading

6

After Reading

6

ENGLISH VERSION

MAORI VERSION Incorporating bilingual elements in your classroom

19

Instructional language

19

7

Other Possible Activities

20

Word features

7

Vocabulary

20

Structure

7

Pronunciation

21

Writing ideas

7

Processing information

8

Vocabulary

23


23

Grumpy Bear Manuscript

9

Language features

23

Verbs

24

Pea Pukunoke Manuscript

25

Exploring Language

7

Language features

7

High frequency words

7

Topic specific words

Interactive Features

12

Menu Screen

12

English Title Screen

12


28

Generic Features

13

Menu Screen

28

Specific Features

13

Te Reo Title Screen

28

Generic Features

29

Specific Features

29

Sails Shared Interactive 01

GRUMPY BEAR – TEACHER GUIDELINES

Interactive Whiteboards (IWB) Interactive whiteboards are appearing in an increasing number of classrooms. There is an emerging body of literature on their effective use in teaching and learning. Interactive Whiteboard (IWB) Key Benefits Teachers making texts for use in the classroom is an established aspect of pedagogic practice. The introduction of interactive whiteboards has, however, impacted on this practice in a number of ways. Interactive Whiteboards • Engage students to a greater extent than conventional whole-class teaching, increasing enjoyment and motivation for both students and teachers through more varied and dynamic use of resources; • Facilitate student participation and collaboration through the ability to interact with materials on the board, developing students’ key competencies; • Allow more opportunity for interaction, demonstration and discussion in the classroom, especially compared to other ICT (Information and Communication Technology) tools; • Enable teachers to save and print what is on the board, including any notes made during the lesson, reducing duplication of effort and facilitating revision and publishing; • Are easy to use and inspire teachers to change their pedagogy and use more ICT; • Increase the enjoyment and motivation of students; • Present complex concepts in formats that allow for ease of understanding and result in a clearer, more efficient and more dynamic presentation; • Are a colourful tool. Research indicates that students respond to displays where colour is employed; • Allow for different learning styles/language difficulties and facilitate learning a new language – Maori; • Increase access for students with disabilities; • Can interface well with other peripheral technologies e.g. speakers, video, cameras; • Enable seamless links to be made between the technology and the subject material. Projectors A projector can also achieve the same end result as an IWB. Projecting work motivates pupils and allows opportunities for demonstrations and discussion in the classroom. A projector can encourage student participation and collaboration, developing students’ key competencies. Projecting work allows for different learning styles/language difficulties and facilitates learning a new language – Maori. It can increase access for students with disabilities, including the vision impaired. A projector can interface well with other peripheral technologies; e.g. speakers, video, cameras.

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Classroom organisation Planning for an IWB or a projector is only as limited as your imagination. You can use both these technologies in a variety of ways: • Introducing a new concept to the whole class or small groups. • Demonstrating a new skill or concept to the children, leaving it available for pupils to refer to when working independently. • Setting up tasks for the children with layers and examples of what to do and the success criteria. • Highlighting and focussing whole class or individual children’s attention on a particular teaching point or focus for the lesson or week. • Drawing attention to key aspects of the text for further development or study. • Allowing opportunities for the class to work individually with the text or in small groups with the teacher. • Introducing new concepts to children with learning difficulties, allowing for frequent reinforcement.

Interactive Shared Books The resources for interactive shared books in the Sails Series are designed for whole class teaching, therefore they have been categorised according to interest level, e.g. Year 2, rather than developmental stages such as Early. Note: developmental stages of reading in the Sails Series are catered for in the books designed for guided reading.

Suggested Approach for Using an Interactive Shared Book as Shared Reading One book is used over a period of a week. Grouping:

Whole Class

Time Slot:

Introduction to the reading block before grouping for guided reading.

Duration:

Ten minutes per day Monday to Thursday, one hour or more Friday.

Monday Introduce the story. Focus the children’s attention on the title screen illustrations. Get the children to think critically about the story, e.g. ‘What do you think this story could be about?’ Use the following terminology: title, author, illustrator and illustrations. Look at the first screen. Focus the children’s attention on the illustrations and ask one or two critical-thinking questions, e.g. ‘How do you think…’; ‘Why do you think…’; ‘What do you think…’ Read the text on this screen. Continue working through the text and illustrations in a similar way. Note: It is important that the story retains its flow and that interruptions are not overdone. The main focus should be enjoyment.

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Tuesday Revisit the same text. Encourage the children to now join in with the repetitive chunk of language throughout the story. Refer to the ‘Exploring Language’ section in the individual guide notes. Explore the words, encouraging suggestions for other words that mean the same. Wednesday Revisit the same text. Now encourage the children to join in with the entire reading. Refer to the ‘Exploring Language’ section in the individual guide notes and focus the children’s attention on print conventions and visual information. These will include, for example, capital letters, full stops, quotation marks, commas, font changes, print changes. Deal with these naturally as they arise in the reading. Thursday Revisit the same text. The children should now be reading the entire text with enthusiasm and vitality. Refer to the ‘Exploring Language’ section in the individual guide notes, and focus the children’s attention on phonological patterns. These will include, for example, initial letter sounds or blends, phonemes in words, rhyming words, suffixes. Deal with these naturally as they arise in the text. Friday Encourage the children to think about the plot, the characters, the scene and the theme. Retell the story using drama or role-play. Refer to the ‘Processing Information’ section in the individual guide notes, and select a culminating activity. This will most likely involve responding to the text in a written or visual way, or both. Present the children’s responses, either by making a book or a wall display. At the end of the week, the shared book and the culminating activity become part of the independent reading resource.

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Grumpy Bear Processes and Strategies Before shared reading (Key competencies: participating in and contributing to discussions) Thinking critically, looking at the front cover: - What type of e-book is this? (key word: fiction) - Who is in the illustration on the title screen? - Who do you think this story is about? - How do you think he is feeling? - Where is the title? - What has the title got at the beginning of both words? (key word: capital letters) - What is the writing on the bottom of the title screen for? (key words: author, illustrator) - Where is the bear living? - What does the bear want to do? - Why do bears sleep? During reading (Key competencies: participating in and contributing to discussions) - What does Grumpy Bear show the birds? (his teeth) The mice? (his claws) - Why does he show the birds his teeth? - How does it make the birds feel? (frightened) - What does Grumpy Bear say to all the animals? (‘Stop that noise!’) - Why does Grumpy Bear say ‘Stop that noise!’ to all the animals? (So he can sleep) - What did the birds, mice and bees all say to Grumpy Bear? (‘We don’t care’) - What did Grumpy Bear show the bees? (Nothing, it was the bees who showed him their stings) - What does ‘shiver, shiver, shiver’ mean? (tremble, shake, quake) (Key competency: thinking) After reading (Key competencies: participating in and contributing to discussions) - Look at Grumpy Bear’s different expressions in the illustrations. When have you ever felt the same way as Grumpy Bear feels on: Screen 1 = angry Screen 2 = scared Screen 8 = uncomfortable Screen 9 = worried Screen 11 = content - Why did Grumpy Bear tell the bees he would sleep now? 6



ENGLISH VERSION Exploring Language Language features - Look at the words ‘Stop that noise!’. How do we know how we have to read this? Do we read it quietly, softly, loudly, shouting? Do we read it with a happy, sad, scared or angry voice? (Key competencies: using language, symbols and texts) - Look at the sounds the animals make: chirp, squeak, buzz. Why have those words been written differently to the others? How does the author want us to read these words? - Looking at screen 11, what do all these pictures mean? What is Grumpy Bear doing? High frequency words: we

was

in

his

he

said

the

and

away

they

went

I

that look

Topic specific words: sleep

cave

bear

birds mice bees care chirp

squeak buzz claws

teeth stings

Word features S blends

stop, sleep, shouted, shiver, squeak, slept

Contractions

don’t (do not)

Plurals

claws, birds, bees

Word families

bear/care

Verb endings

thumped, shouted, growled, buzzed

can’t (cannot) mice/mouse

tooth/teeth

Structure - Look at screen 12. Discuss the speech marks, exclamation marks, commas and full stops. (Key competencies: using language, symbols and texts) - Read the text on screen 18, hiding some keywords. Encourage the children to use contextual cues, language cues, and images to work out the missing words. (Key competencies: using language, symbols and texts) - Look at the book again but read from the back of the book to the front. Discuss issues with the story and how it does not make sense to read stories backwards. Writing ideas - Draw or find pictures of bears and label their key features – claws, teeth, eyes. - Draw or find pictures of bees and label their key features – wings, sting, legs, body. - Draw pictures and write captions about feeling scared, worried, happy, angry. - Write speech bubbles for the characters in the story. - Find animal pictures and write animal speech bubbles with their animal noises. - Using the high frequency words and topic specific words write some captions for other animal adventures: The Terrible Tiger, The Sneaky Snake - Create word family rhyming books: bear – hear – pear – dear – tear; mice – rice – nice – twice – slice 7



Processing information - Write a storyboard retelling the story. - Write a letter to Grumpy Bear from the mice or birds apologising for keeping him awake. - Draw the seasons and write sentences describing what happens in each season. Sequencing The complete text is provided for sequencing activities. Use text provided and cut it into segments. Listen to a page. Organise the text to match. Give blank frames for students to draw the sequence – generic for English and Te Reo. Hand out segments of text. Have students draw pictures to match text. Have other students match sentences to pictures. Put sentences and pictures in correct order.

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Grumpy Bear Manuscript Grumpy Bear Written by Jill Eggleton Illustrated by Richard Hoit SCREEN 1 Grumpy Bear was in his cave and he heard birds. Chirp, chirp, chirp. “Stop that noise!” growled Grumpy Bear. “I can’t sleep!”

SCREEN 2 But the birds said, “We don’t care, Grumpy Bear. We don’t care, care, care!”

SCREEN 3 Out thumped Grumpy Bear. “Look at my teeth!” he shouted. “Ooooh!” said the birds, and away they went shiver, shiver, shiver.

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SCREEN 4 Grumpy Bear went into his cave and he heard mice. Squeak, squeak, squeak. “Stop that noise!” growled Grumpy Bear. “I can’t sleep!”

SCREEN 5 But the mice said, “We don’t care, Grumpy Bear. We don’t care, care, care!”

SCREEN 6 Out thumped Grumpy Bear. “Look at my claws!” he shouted. “Ooooh!” said the mice, and away they went shiver, shiver, shiver.

SCREEN 7 Grumpy Bear went into his cave and he heard bees. Buzz, buzz, buzz. “Stop that noise!” growled Grumpy Bear. “I can’t sleep!” 10



SCREEN 8 But the bees buzzed, “We don’t care, Grumpy Bear. We don’t care, care, care!”

SCREEN 9 Out came Grumpy Bear. “Look at our stings!” buzzed the bees. “Oooohhhhh!” shouted Grumpy Bear, and away he went shiver, shiver, shiver.

SCREEN 10 The bees buzzed after Grumpy Bear. Buzz, buzz, buzz, buzz, buzz, buzz-zzz. “Stop! Stop! Stop!” shouted Grumpy Bear. “I will sleep now!”

SCREEN 11 And he did. He slept and slept!

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INTERACTIVE FEATURES Grumpy Bear MENU SCREEN • To choose which language is used, you can click on either the title screen or the language symbol: Grumpy Bear or English for English; Pea Pukunoke or Te Reo for Te Reo Maori. Click on Grumpy Bear or English. NB: You can alternate between the language versions screen by screen but when you click to move on to the next screen in the story, it will revert back to your original language choice.

ENGLISH TITLE SCREEN • Listen to the musical introduction. • Click on the blue speaker (top left corner) to hear the title, author and illustrator. Click on the blue speaker (top left corner) at any point to stop the reading. Click on the blue speaker (top left corner) again to restart the reading from the point where it was stopped. • Click on the red ‘Te Reo’ button (top left corner) to see the words in Te Reo Maori. Click on the blue speaker (top left corner) to hear, in Te Reo Maori, the title, author, illustrator and translator. Click on the green ‘English’ button (top left corner) to return to the words in English. The default at the turn of each screen will be English as selected from the menu screen. • Click on Grumpy Bear to hear and see him yawn. • Click on the forward arrow (bottom right corner) to go forward a screen. • Click on the back arrow (bottom right corner) to go back a screen. 12



Generic Features On each screen you can: • Click on the blue speaker (top left corner) to hear the title, author and illustrator. Click on the blue speaker (top left corner) at any point to stop the reading. Click on the blue speaker (top left corner) again to restart the reading from the point where it was stopped. • Click on the red ‘Te Reo’ button (top left corner) to see the words in Te Reo Maori. Click on the blue speaker (top left corner) to hear, in Te Reo Maori, the text. Click on the green ‘English’ button (top left corner) to return to the words in English. • Click on the forward arrow (bottom right corner) to go forward a screen. • Click on the back arrow (bottom right corner) to go back a screen.

Specific Features SCREEN 1 • Before you read the text, click on Grumpy Bear and watch him come out of his cave, wave his fist and growl. • At the beginning of the text, see Grumpy Bear in his cave. When the text reads ‘Chirp, chirp, chirp’, watch the birds move. When the text reads ‘Stop that noise!’, Grumpy Bear comes out of his cave and waves his fist. • Click on any of the blue birds to hear them chirp and see them move. Click on any of the red birds to hear them tweet and see them move. Click on Grumpy Bear or the cave to hear him growl and watch him wave his fist.

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SCREEN 2 • At the beginning of the text, see Grumpy Bear looking at the birds. When the text reads ‘We don’t care, care, care!’, watch the birds swooping around Grumpy Bear. Grumpy Bear holds his arms up to protect himself from the birds. • Click on any of the blue birds to hear them chirp and fly around Grumpy Bear. Click on any of the red birds to hear them tweet and fly around Grumpy Bear. Click on Grumpy Bear or the cave and watch him wave his fist and hear him swatting the birds away with his hands.

SCREEN 3 • Before you read the text, click on Grumpy Bear and watch him come out of his cave, show his teeth and growl. • At the beginning of the text, see Grumpy Bear in his cave showing his teeth to the birds. As the text reads ‘Out thumped Grumpy Bear’, hear Grumpy Bear thumping. When the text reads ‘Look at my teeth!’, watch Grumpy Bear come out of his cave and show the birds his teeth. As the text reads ‘shiver, shiver, shiver’, watch the birds fly away from Grumpy Bear. • Click on any of the blue birds to hear them chirp and fly away from Grumpy Bear. Click on any of the red birds to hear them tweet and fly away from Grumpy Bear. Click on Grumpy Bear or the cave to watch him show his teeth and hear him growl.

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SCREEN 4 • Before you read the text, click on Grumpy Bear and watch him come out of his cave and growl. • At the beginning of the text, see Grumpy Bear in his cave looking very grumpy. As the text reads ‘Squeak, squeak, squeak’, watch the mice run toward the cave. When the text reads ‘Stop that noise!’, watch Grumpy Bear come out of his cave and wave his fist at the mice. • Click on any of the mice to hear them squeak and scurry toward Grumpy Bear. Click on Grumpy Bear or the cave and watch him wave his fist and hear him growl.

SCREEN 5 • At the beginning of the text, see Grumpy Bear looking at the mice. When the text reads ‘We don’t care, care, care!’, watch the mice running around and onto Grumpy Bear. Grumpy Bear holds up his foot and looks unhappily at the mice. • Click on any of the mice to hear them squeak and watch three of the mice move. Click on the mice that are on Grumpy Bear, or on Grumpy Bear himself, or on the cave to hear Grumpy Bear quietly growl and watch him hop around.

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SCREEN 6 • Before you read the text, click on Grumpy Bear and watch him come out of his cave and growl, showing the mice his claws. • At the beginning of the text, see Grumpy Bear in his cave looking very grumpy. As the text reads ‘Out thumped Grumpy Bear’, hear thumping. When the text reads ‘Look at my claws!’, watch Grumpy Bear come out of his cave and show the mice his claws. As the text reads ‘shiver, shiver, shiver’, watch the mice scurry away from Grumpy Bear. • Click on any of the mice to hear them squeak and watch them scurry away from Grumpy Bear. Click on Grumpy Bear or the cave and watch him show his claws and hear him growl.

SCREEN 7 • Before you read the text, click on Grumpy Bear and watch him come out of his cave, wave his fist and growl. • At the beginning of the text, see Grumpy Bear in his cave looking at the bees. When the text reads ‘Buzz, buzz, buzz’, watch the bees move. Grumpy Bear comes out of his cave and waves his fist while he growls ‘Stop that noise!’. • Click on any of the bees to hear them buzz and see them move. Click on Grumpy Bear or the cave to hear him growl and watch him wave his fist.

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SCREEN 8 • At the beginning of the text, see Grumpy Bear looking at the bees. When the text reads ‘We don’t care, Grumpy Bear’, watch the bees milling around Grumpy Bear. When the text reads ‘We don’t care, care, care!’ Grumpy Bear cowers. • Click on any of the bees to hear them buzz and move. Click on Grumpy Bear or on the cave to hear Grumpy Bear whimper and watch him cower.

SCREEN 9 • At the beginning of the text, see Grumpy Bear beginning to run along the rocks away from the bees. As the text reads ‘shiver, shiver, shiver’, watch Grumpy Bear run away saying ‘shiver, shiver, shiver’ with the bees chasing him. • Click on any of the bees to watch them buzz around Grumpy Bear’s hind legs. Click on Grumpy Bear to watch him run across the screen with the bees buzzing around him and hear him growl.

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SCREEN 10 • Before you read the text, click on Grumpy Bear and watch him run into his cave whimpering. Click on the bees to hear them buzzing and watch them fly into the cave. • At the beginning of the text, see Grumpy Bear running away from the bees looking frightened. As the text reads ‘Buzz, buzz, buzz’, watch the bees buzz around Grumpy Bear. When the text reads ‘Stop! Stop! Stop!’, watch a frightened Grumpy Bear run into his cave with the bees chasing him and see him lie down. • Click on any of the bees or the tree or rock to see the bees swarm around the cave. Click on Grumpy Bear or the cave to hear him whimpering and watch him run into the cave and lie down.

SCREEN 11 • See Grumpy Bear lying on straw in the cave. When the text reads ‘… and slept’, watch the images go through the seasons he is asleep: autumn, winter and spring. • Click on the image and see all the seasons Grumpy Bear is asleep. Click on Grumpy Bear or on the cave to hear Grumpy Bear snoring and watch him sleep.

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MAORI VERSION Pea Pukunoke Incorporating bilingual elements in your classroom This teacher guide is not attempting to be a Mäori language course. Individual teachers will bring their own knowledge and experience to this resource. There are also a number of ways in which teachers, when necessary, can raise their own knowledge of te reo. Text and grammar books are readily available, as are language courses. One useful resource is Te Ata Hapara, a composite set of audio and print materials for teachers learning te reo Mäori that has been developed by the Ministry of Education. It is currently being revised and updated. Te Ata Hapara will be available for all teachers. Visit www.tki.org.nz for more information. We hope this teacher guide will help support the process of creating bilingual classrooms throughout New Zealand. Instructional language Instructional language can be extracted from these stories and become part of your everyday classroom language. Shared reading is a useful way of teaching and/or reinforcing instructional language. Make cards and posters for your classroom as reminders for everyone. The following instructional language is reinforced in the four stories on this CD. Teachers might find it useful to add their own instructional language to this list. Pea Pukunoke Turituri koutou Hei aha Hëki, Hëki, Hëki Mahia te mahi Tïkina Tangohia Tukuna Ka mau te wehi! Te Aihikirïmi a Te Kaita Awhina mai Kiore Toa Tirohia (titiro)

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Other Possible Activities Compare sentence structures between languages to find meaning. Sequencing activity: Use the text provided. Cut it into segments. Listen to a page. Organise the text to match. Give blank frames to students to draw the sequence – generic for English and Te Reo. Vocabulary Guess meaning by using the context clue then check in the dictionary – or online at http://www.maoridictionary.co.nz/. Find the dictionary meaning. Make a mini-dictionary book. Begin a picture dictionary for new vocabulary and high frequency words. Give the meaning of a word – students can search the text for the word. Dramatise and role-play parts of the story. Focus on repetitive text and dialogue. Pretend you are one of the characters. Make a puppet show. List the key words from the text and show the syllables.

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Pronunciation Pronunciation of Maori is very important. We cannot stress this enough. Here is a list of basic information you will need to understand. We recommend you practise making the sounds with your class. Vowels A is pronounced as in Cut – say aka E is pronounced as in Tent – say eke I is pronounced as in Key – say iti O is pronounced as in Four – say ono U is pronounced as in You – say utu Long vowels In some cases a macron will appear over a vowel. This indicates the vowel is lengthened. Ä is pronounced as in Car – say käkä Ë is pronounced as in Measure – say tëtë Ï is pronounced as in Heel – say kïkï Ö is pronounced as in Your – say hörö Ü is pronounced as in Roof – say pürü The macron is very important in Maori and may change the entire meaning of a word. Mata = raw Matä = obsidian Mätä = heap Diphthongs – two vowels together Diphthongs are considered one syllable so when pronounced they create a very distinct sound. Practise by saying aloud the following syllables. Use what you have learned from the vowels to make these distinct sounds: ae, ai, ao, au ea, ei, eo, eu ia, ie, io, iu oa, oe, oi, ou ua, ue, ui, uo.

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The consonants Consonants differ in their pronunciation from English. H is pronounced as ‘h’ and is said with a stronger breath – say haka K is pronounced as ‘k’ – say keke M is pronounced as ‘m’ – say mämä N is pronounced as ‘n’ – say nane NG is pronounced as the ‘ng’ in singer – say ngata P is pronounced as ‘p’ with less aspiration than in English – say päpä R is pronounced by rolling the ‘r’ as in ‘rrr’ – say rare T is pronounced by placing the tongue against the top front teeth as in ‘t’ – say tete W is pronounced as ‘w’ – say wawe WH is pronounced as ‘f’ – say whiwhi Practise combining vowels and consonants of the Maori language to form a Maori alphabet. A

E

I

O

U

ha

he

hi

ho

hu

ka

ke

ki

ko

ku

ma

me

mi

mo

mu

na

ne

ni

no

nu

nga

nge

ngi

ngo

ngu

pa

pe

pi

po

pu

ra

re

ri

ro

ru

ta

te

ti

to

tu

wa

we

wi

wo

wu

wha

whe

whi

who

whu

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Pea Pukunoke Vocabulary Body parts – Niho Matihao Wero Create a list of other body parts for the bear. Draw and label a bear, a bee, etc. Instructional language Turituri koutou – Be quiet Hei aha mä mätou – Never mind that! Language features Prepositions of place ‘I roto a Pea Pukunoke i tana ana’ (Grumpy Bear was in his cave) is in the past tense. For the sake of language explanation it is easier to teach the present tense for this construction. Kei whea a Pea Pukunoke? Where is Grumpy Bear? Kei roto a Pea Pukunoke i tana ana. Grumpy Bear is in his cave. Extension Insert other prepositions of place – roto, waho, runga, raro, waenganui (in, out, on top of, under, in between). Practise describing where things are in the story or where everyday things are in the classroom. Use your picture dictionary to develop further vocabulary. Use other stories from the CD to extend discussion. Kei whea te manu? Where is the bird? Kei runga te manu i te toka. The bird is on the rock Kei whea a Hoani? Where is Hoani? Kei roto a Hoani i te whare. Hoani is inside the house. Kei whea a Pea Pukunoke? Where is Grumpy Bear? Kei waho a Pea Pukunoke i te ana. Grumpy Bear is outside the cave.

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Verbs Identify verbs and make a wall chart. Use the following sentence structure to create new instructions: Titiro ki aku niho. Look at my teeth. Titiro ki te kuaha. Look at the door. Find other verbs and create new instructions. Extension Atu and mai with prepositions of place: Haere mai ki roto/waho Haere atu ki roto/waho Haere atu ki waho tamariki ma! Haere mai ki roto Hoani. Introduction to passives/imperative Tangohia Tukuna Mahia

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Pea Pukunoke Manuscript Pea Pukunoke Nä Jill Eggleton te pakiwaitara Nä Richard Hoit ngä pikitia Nä Katerina Te Heikökö Mataira ngä kupu Mäori

SCREEN 1 I roto a Pea Pukunoke i tana ana ka rongo manu a ia. Tui, tui, tui. “Turituri koutou!” te köwhete a Pea Pukunoke “Ka kore au e moe!”

SCREEN 2 Kïhai nga manu i aro atu “Hei aha mä mätau, Pea Pukunoke. Hei aha, hei aha, hei aha!”

SCREEN 3 Puta riri mai a Pea Pukunoke. “Titiro kï aku niho!” täna häparangi. “Auë!” te kï a ngä manu, ka wehe atu rätau wiriwiri, wiriwiri, wiriwiri.

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SCREEN 4 Ka kuhu a Pea Pukunoke i tana ana ka rongo kiore a ia. Kio, kio, kio. “Turituri koutou!” te köwhete a Pea Pukunoke “E kore au e moe!”

SCREEN 5 Kïhai nga kiore i aro atu, “Hei aha mä mätau, Pea Pukunoke. Hei aha, hei aha, hei aha!”

SCREEN 6 Puta riri mai a Pea Pukunoke “Titiro ki aku matihao!” täna häparangi. “Auë!” te kï a ngä kiore ka wehe atu rätau wiriwiri, wiriwiri, wiriwiri.

SCREEN 7 Ka kuhu a Pea Pukunoke i tana ana ka rongo pï a ia. Ngingi, ngingi, ngingi. “Turituri koutou!” te köwhete a Pea Pukunoke “E kore au e moe!” 26



SCREEN 8 Kïhai nga pï i aro atu, “Hei aha ma mätau Pea Pukunoke. Hei aha, hei aha, hei aha!”

SCREEN 9 Ka puta mai a Pea Pukunoke. “Titiro ki a mätau wero!” te ngingi a nga pï. “Auë!” te häparangi a Pea Pukunoke ka wehe atu ia wiriwiri, wiriwiri, wiriwiri.

SCREEN 10 Ka whai nga pï i a Pea Pukunoke. Ngingi, ngingi, ngingi, Ngingi, ngingi, ngingi. “Kati! Kati! Kati!” te häparangi a Pea Pukunoke. “Ka moe ahau inäianei!”

SCREEN 11 Ka moe ia. Ka moe, ka moe, ka moe!

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INTERACTIVE FEATURES Pea Pukunoke MENU SCREEN • To choose which language is used, you can click on either the title screen or the language symbol: Grumpy Bear or English for English; Pea Pukunoke or Te Reo for Te Reo Maori. Click on Pea Pukunoke or Te Reo. NB: You can alternate between the language versions screen by screen but when you click to move on the next screen in the story, it will revert back to your original language choice.

TE REO TITLE SCREEN • Click on the blue speaker (top left corner) to hear the title, author and illustrator. Click on the blue speaker (top left corner) at any point to stop the reading. Click on the blue speaker (top left corner) again to restart the reading from the point where it was stopped. • Click on the green ‘English’ button (top left corner) to see the words in English.

Click on the blue speaker (top left corner) to hear, in English, the title, author and illustrator.

Click on the red ‘Te Reo’ button (top left corner) to return to the words in Te Reo Maori. Please note the default at the turn of each screen will be Te Reo as selected from the menu screen. • Click on Grumpy Bear and he will yawn. • Click on the forward arrow (bottom right corner) to go forward a screen. • Click on the back arrow (bottom right corner) to go back a screen.

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Generic Features On each screen you can: • Click on the blue speaker (top left corner) to hear the title, author and illustrator. Click on the blue speaker (top left corner) at any point to stop the reading. Click on the blue speaker (top left corner) again to restart the reading from the point where it was stopped. • Click on the green ‘English’ button (top left corner) to see the words in English. Click on the blue speaker (top left corner) to hear, in English, the text. Click on the red ‘Te Reo’ button (top left corner) to return to the words in Te Reo Maori. • Click on the forward arrow (bottom right corner) to go forward a screen. • Click on the back arrow (bottom right corner) to go back a screen.

Specific Features SCREEN 1 • Before you read the text, click on Grumpy Bear and watch him come out of his cave, wave his fist and growl. • At the beginning of the text, see Grumpy Bear in his cave. When the text reads ‘Tui, tui, tui’, watch the birds move. When he growls ‘Turituri Koutou!’, Grumpy Bear comes out of his cave and waves his fist. • Click on any of the blue birds to hear them chirp and see them move. Click on any of the red birds to hear them tweet and see them move. Click on Grumpy Bear or the cave to hear him growl and watch him wave his fist.

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SCREEN 2 • At the beginning of the text, see Grumpy Bear looking at the birds. When the text reads ‘Hei aha, hei aha, hei aha’, watch the birds swooping around Grumpy Bear. Grumpy Bear holds his arms up to protect himself from the birds. • Click on any of the blue birds to hear them chirp and fly around Grumpy Bear. Click on any of the red birds to hear them tweet and fly around Grumpy Bear. Click on Grumpy Bear or the cave to watch him wave his fist and hear him swatting the birds away with his hands.

SCREEN 3 • Before you read the text, click on Grumpy Bear to watch him come out of his cave, show his teeth and growl. • At the beginning of the text, see Grumpy Bear in his cave showing his teeth to the birds. As the text reads ‘Puta riri mai a’, hear Grumpy Bear thump. When the text reads ‘Titiro ki aku niho!’, watch Grumpy Bear come out of his cave and show the birds his teeth. As the text reads ‘wiriwiri, wiriwiri, wiriwiri’, watch the birds fly away from Grumpy Bear. • Click on any of the blue birds to hear them chirp and fly away from Grumpy Bear. Click on any of the red birds to hear them tweet and fly away from Grumpy Bear. Click on Grumpy Bear or the cave to watch him show his teeth and hear him growl.

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SCREEN 4 • Before you read the text, click on Grumpy Bear and watch him come out of his cave and growl. • At the beginning of the text, see Grumpy Bear in his cave looking very grumpy. As the text reads ‘Kio, kio, kio’, watch the mice run towards the cave. When the text reads ‘Turituri koutou!’, watch Grumpy Bear come out of his cave and wave his fist at the mice. • Click on any of the mice to hear them squeak and scurry towards Grumpy Bear. Click on Grumpy Bear or the cave and watch him wave his fist and hear him growl.

SCREEN 5 • At the beginning of the text, see Grumpy Bear looking at the mice. When the text reads ‘Hei aha mä mätau’, watch the mice running around and onto Grumpy Bear. Grumpy Bear holds up his foot and looks unhappily at the mice. • Click on any of the mice to hear them squeak and see three of the mice move. Click on the mice that are on Grumpy Bear, or on Grumpy Bear himself, or on the cave, to hear Grumpy Bear quietly growl and watch him hop around.

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SCREEN 6 • Before you read the text, click on Grumpy Bear and watch him come out of his cave and growl, showing the mice his claws. • At the beginning of the text, see Grumpy Bear in his cave looking very grumpy. As the text reads ‘Puta riri mai a’, hear Grumpy Bear thump. When the text reads ‘Titiro ki aku matihao!’, watch Grumpy Bear come out of his cave and show the mice his claws. As the text reads ‘wiriwiri, wiriwiri, wiriwiri’, watch the mice scurry away from Grumpy Bear. • Click on any of the mice, listen to them squeak and watch them scurry away from Grumpy Bear. Click on Grumpy Bear or the cave to watch him show his claws and hear him growl.

SCREEN 7 • Before you read the text, click on Grumpy Bear and watch him come out of his cave, wave his fist and growl. • At the beginning of the text, see Grumpy Bear in his cave looking at the bees. When the text reads ‘Ngingi, ngingi, ngingi’, watch the bees move. Grumpy Bear comes out of his cave, waves his fist and growls ‘Turituri koutou!’. • Click on any of the bees to hear them buzz and see them move. Click on Grumpy Bear or the cave to hear him growl and watch him wave his fist.

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SCREEN 8 • At the beginning of the text, see Grumpy Bear looking at the bees. When the text reads ‘Kïhai ngä pï i aro atu’, hear the bees buzzing. When the text reads ‘Hei aha mä mätau’, watch the bees milling around Grumpy Bear. When the text reads ‘Hei aha, hei aha, hei aha’, Grumpy Bear cowers. • Click on any of the bees to hear them buzz and move. Click on Grumpy Bear or on the cave to hear Grumpy Bear whimper and watch him cower.

SCREEN 9 • At the beginning of the text, see Grumpy Bear beginning to run along the rocks away from the bees. As the text reads ‘wiriwiri, wiriwiri, wiriwiri’, watch Grumpy Bear run away saying ‘wiriwiri, wiriwiri, wiriwiri’, with the bees chasing him. • Click on any of the bees to watch them buzz around Grumpy Bear’s hind legs. Click on Grumpy Bear to watch him run across the screen with the bees buzzing around him and hear him growl.

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SCREEN 10 • Before you read the text, click on Grumpy Bear and watch him run into his cave whimpering. Click on the bees to hear them buzzing and watch them fly into the cave. • At the beginning of the text, see Grumpy Bear running away from the bees looking frightened. As the text reads ‘Ngingi, ngingi, ngingi’, watch the bees buzz around Grumpy Bear. When the text reads ‘Käti! Käti! Käti!’, watch a frightened Grumpy Bear run into his cave with the bees chasing him and see him lie down. • Click on any of the bees or the tree or rock to see the bees swarm around the cave. Click on Grumpy Bear or the cave to hear him whimpering and watch him run into the cave and lie down.

SCREEN 11 • See Grumpy Bear lying on straw in the cave. When the text reads ‘ka moe’, watch the images go through the seasons he is asleep: autumn, winter and spring. • Click on the image and see all the seasons Grumpy Bear is asleep. Click on Grumpy Bear or on the cave to hear Grumpy Bear snoring and watch him sleep.

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The Giant’s Ice Cream TEACHER GUIDELINES



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During Reading

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After Reading

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ENGLISH VERSION


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Word features

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Vocabulary

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Structure

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Writing ideas

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Pronunciation

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Vocabulary

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Language features

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The Giant’s Ice Cream Manuscript

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Te Aihikirïmi a Te Kaita Manuscript

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Menu Screen

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Menu Screen

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Te Reo Title Screen

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Generic Features

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Generic Features

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Specific Features

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Specific Features

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Exploring Language

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Language features

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THE GIANT’S ICE CREAM – TEACHER GUIDELINES


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Whole Class

Time Slot:


Duration:



4




5



The Giant’s Ice Cream Processes and Strategies Before shared reading (Key competencies: participating in and contributing to discussions) Thinking critically, looking at the title screen: - What type of e-book is this? (key word: fiction) - Who is in the illustration on the title screen? - Who do you think this story is about? - What is the cat doing? - Where is the title? - What has the title got at the beginning of the words? (key word: capital letters) - What is the writing on the bottom of the title screen for? (key words: author, illustrator) - Where does the giant live? - What is the giant doing? - What do you think he is carrying? - How does the giant feel about the cat?

During reading (Key competencies: participating in and contributing to discussions) - How does the ice cream make the giant feel? (tough) - When does he eat ice cream? (Breakfast, lunch, dinner) - Why can’t the cat eat ice cream? (He is just a cat and that is that!) - What different kinds of ice cream does the giant eat? - What happened to the giant and why? (Key competencies: thinking) - Did the cat help the giant straight away? Why not? (Key competencies: thinking) - How did the cat get the giant out of the doorway? - Why could the cat help the giant out? - The next time the cat wants some of the giant’s ice cream, what do you think the giant will do?

After reading (Key competencies: participating in and contributing to discussions) - What ice cream does the giant eat first? (Purple) Second? (Orange) Third? (Green) - Which ice cream is your favourite? (Key competencies: thinking, participating in and contributing to discussions) - How do you think the cat felt about not being allowed some ice cream?

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ENGLISH VERSION Exploring Language Language features - Look at the word ‘bigger!’ How do we know how we have to read this? Do we read it quietly, softly, loudly, shouting? Do we read it with a happy, sad, scared or angry voice? (Key competencies: using language, symbols and texts) - Look at the expression on the giant’s face – how do you think he is feeling on Screen 6? Screen 8? Screen 10? High frequency words: the he ate for and sang me makes I want some cat no Topic specific words: giant orange purple green

ice cream

Word features C blends

cat cream

Contractions

you’re (you are)

Word families

cat/that

Suffixes

big bigger biggest

breakfast lunch

said

dinner

that is

yummy meowed

Structure - Read the text on screen 2, hiding some key words. Encourage the children to use contextual cues, language cues, and images to work out the missing words. (Key competencies: using language, symbols and texts) - Read the text on screen 3. Focus the children’s attention on the word ‘bigger’. Make a list of words that could also be used to describe the giant. - Look at screen 4. Discuss the speech marks, exclamation marks, commas and full stops. (Key competencies: using language, symbols and texts) - Look at the book again but change all the rhyming words to words that don’t rhyme. Encourage the children to think of alternative words that could be used.

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Writing ideas - Draw or find pictures of other giants in stories. Compare the characteristics of the giants – make a list of similarities and differences. - Find and sort pictures of things that are green or orange or purple. Make colour books with captions describing the objects. - Draw pictures and write captions for things that are a particular favourite colour. - Write colour lists – lists of things that are the same colour. - Write invitations to a party. - Write recipes that include ice cream. - Write a menu for the giant and the cat. - Describe a favourite breakfast, lunch and dinner. - Using the high frequency words and topic specific words, write some captions for other Giant adventures: The Giant’s Pizzas, The Giant’s Hamburgers. - Create word family rhyming books: cat – bat – rat – pat; big – pig – wig – twig. Processing information – Write a storyboard retelling the story. – Write a letter to the cat from the giant apologising for not sharing his ice cream. – Draw a giant ice cream and label all the different flavours. Sequencing The complete text is provided for sequencing activities. Use text provided and cut it into segments. Listen to a page. Organise the text to match. Give blank frames for students to draw the sequence – generic for English and Te Reo. Hand out segments of text. Have students draw pictures to match text. Have other students match sentences to pictures. Put sentences and pictures in correct order.

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The Giant’s Ice Cream Manuscript The Giant’s Ice Cream Written by Jill Eggleton Illustrated by Kelvin Hawley SCREEN 1 The giant loved ice cream. He ate purple ice cream for breakfast. And he sang . . . “Ice cream, ice cream, yummy stuff. Ice cream, ice cream makes me tough.” SCREEN 2 “I want some,” meowed the cat. “No!” said the giant. “You’re a cat and that is that!”

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SCREEN 3 The giant ate orange ice cream for lunch. And he sang . . . “Ice cream, ice cream, yummy stuff. Ice cream, ice cream makes me tough.” SCREEN 4 “I want some,” meowed the cat. “No!” said the giant. “You’re a cat and that is that!” SCREEN 5 The giant ate green ice cream for dinner. And he sang . . . “Ice cream, ice cream, yummy stuff. Ice cream, ice cream makes me tough.” SCREEN 6 “I want some,” meowed the cat. “No!” said the giant. “You’re a cat and that is that!” 10



SCREEN 7 The giant ate so much ice cream that he got bigger and bigger and bigger. SCREEN 8 He grew so big that he got stuck in the doorway. SCREEN 9 “Help me!” shouted the giant. “I’m stuck!” “I can’t help,’ said the cat. “I’m a cat and that is that.” SCREEN 10 So the giant stayed stuck in the doorway and the cat had a party. An icecream party! SCREEN 11 Ice cream, ice cream, yummy stuff. Ice cream, ice cream makes me tough!

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INTERACTIVE FEATURES The Giant’s Ice Cream MENU SCREEN • To choose which language is used, you can click on either the title screen or the language symbol: The Giant’s Ice Cream or English for English; Te Aihikirïmi a Te Kaita or Te Reo for Te Reo Maori. Click on The Giant’s Ice Cream or English. NB: You can alternate between the language versions screen by screen but when you click to move on to the next screen in the story, it will revert back to your original language choice.

ENGLISH TITLE SCREEN •

Listen to the musical introduction.

• Click on the blue speaker (top left corner) to hear the title, author and illustrator. Click on the blue speaker (top left corner) at any point to stop the reading. Click on the blue speaker (top left corner) again to restart the reading from the point where it was stopped. • Click on the red ‘Te Reo’ button (top left corner) to see the words in Te Reo Maori. Click on the blue speaker (top left corner) to hear, in Te Reo Maori, the title, author, illustrator and translator. Click on the green ‘English’ button (top left corner) to return to the words in English. The default at the turn of each screen will be English as selected from the menu screen. • Click on the cat, hear him meow and watch him jump up and lick the ice cream boxes. • Click on the forward arrow (bottom right corner) to go forward a screen. • Click on the back arrow (bottom right corner) to go back a screen.

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Specific Features SCREEN 1 • At the beginning of the text, see the giant sitting at the table. When the giant says ‘Ice cream, ice cream,’ watch the giant’s eyes open and close as he eats his spoonful of ice cream, watch the cat twitch his tail and walk toward the ice cream and back, and watch the ice cream border pulse. • Click on the giant’s eyes and watch them open and close. Click on the giant’s arm, hear him slurp and watch the giant’s arm move up and down as he eats his spoonful of ice cream. Click on the cat to hear him meow and watch him twitch his tail and walk toward the ice cream and back. Click on the ice cream border, hear the fanfare and watch the ice creams pulse.

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SCREEN 2 • At the beginning of the text, see the giant sitting at the table and the cat on the floor next to the table. When the text reads ‘meowed the cat’, watch the cat jump up onto the table and lick the ice cream off the giant’s jersey. When the text reads ‘No!’, watch the ice cream pulse. When the text reads ‘you’re a cat’, watch the giant’s hand and spoon wave at the cat. • Click on the cat to watch the cat jump up onto the table and lick the ice cream off the giant’s jersey. Click on the giant’s right hand or spoon and watch the giant’s hand and spoon wave at the cat. Click on the ice cream border, hear the fanfare and watch the ice creams pulse.

SCREEN 3 • At the beginning of the text, see the giant standing at the table and the cat dangling from the table. As the text reads ‘Ice cream, ice cream,’ hear the cat meow, watch the giant’s eyes blink, the cat swing from the table and the ice cream border pulse. • Click on the giant’s eyes, hear the sound and watch them blink. Click on the cat to hear the cat meow, and watch the cat swing from the table. Click on the ice cream border, hear the fanfare and watch it pulse.

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SCREEN 4 • Before you read the text, click on the top of the giant’s ice cream and watch a drop of ice cream fall onto the giant’s head. Click on the cat on the floor, hear him meow and watch the cat jump up onto the table, twitch his tail and frown at the giant. • At the beginning of the text, see the giant pointing his finger at the cat.

The cat is looking up at the giant.

When the text reads ‘meowed the cat’, watch the cat jump up onto the table, twitch his tail and frown at the giant. When the text reads ‘No!’, watch the giant wag his finger at the cat. At the end of the text watch a drop of ice cream fall onto the giant’s head. • Click on the cat, hear him meow and watch the cat jump up onto the table, twitch his tail and frown at the giant. Click on the giant’s pointing finger or right arm, hear the swatting sound and watch the giant wag his finger at the cat. Click on the top of the giant’s head and watch a drop of ice cream fall onto it. Click on the ice cream border, hear the fanfare and watch it pulse.

SCREEN 5 • At the beginning of the text, see the giant sitting at the table and the cat sitting on the floor watching him. As the text reads ‘Ice cream, ice cream,’ watch the giant’s eyes get bigger and smaller, watch the cat nod his head and twitch his tail, and watch the ice cream border pulse. • Click on the giant’s eyes, watch them get bigger and smaller. Click on the cat, hear the cat meow, and watch the cat nod his head and twitch his tail. Click on the ice cream border and watch it pulse. 15



SCREEN 6 • At the beginning of the text, see the giant sitting at his table looking cross and the cat sitting on the floor looking at the giant. As the text reads ‘meowed the cat’, watch the cat nod his head and twitch his tail. As the text reads ‘No!’, watch the giant frown down at the cat and the ice cream border pulse. • Click on the cat, hear him meow and watch him nod his head and twitch his tail. Click on the giant’s eyes, hear the sound and watch him frown down at the cat. Click on the ice cream border, hear the fanfare and watch it pulse.

SCREEN 7 • At the beginning of the text, see the giant putting the ice cream into the freezer. As the text reads ‘that he got bigger’, watch the cat rub up and down the giant’s leg. At the end of the text, hear a stretching sound and watch the giant’s tummy get bigger and bigger. • Click on the cat, hear it purr and watch the cat rub up and down the giant’s leg. Click on the giant’s middle, hear a stretching sound and watch the giant’s tummy get bigger and bigger.

SCREEN 8 • At the beginning of the text, see the giant in the doorway and the cat looking on. As the text reads ‘that he got stuck’, see the giant’s mouth change shape as he gets stuck. At the end of the text, hear the cat meow and watch him lift his paw up and down. • Click on the giant’s mouth and see the giant’s mouth change shape. Click on the cat, hear him meow and watch him lift his paw up and down.

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SCREEN 9 • Before you read the text, click on the cat to hear him meow and watch him turn around and run away from the giant. • At the beginning of the text, see the giant stuck in the doorway and the cat looking at him. As the text reads ‘Help me!’, watch the giant wave his arms and legs trying to get out. At the end of the text, hear the cat meow and watch him turn around and run away from the giant. • Click on the giant and watch him wave his arms and legs trying to get out. Click on the cat, hear him meow and watch him run away from the giant.

SCREEN 10 • At the beginning of the text, see the giant stuck in the doorway and the cat at the table eating the ice cream. When the text reads ‘had a party’, watch the ice cream border pulse and the cat roll his eyes and twitch his tail. • Click on the ice cream border, hear the fanfare and watch the ice creams pulse. Click on the cat’s eyes and watch them spin around. Click on the cat’s tail, hear him purr and twitch his tail.

SCREEN 11 • See the giant stuck in the doorway and the cat with a pneumatic drill (jackhammer). As the text reads ‘yummy stuff, ice cream, ice cream’, watch the smoke coming up from the pneumatic drill. At the end of the text, hear a sound and watch the giant’s thumb pop up. • Click on the pneumatic drill, hear the sound effect and watch the smoke and bits of rubble coming up from it. Click on the giant’s left thumb, hear a sound and watch the giant’s thumb pop up. 17



MAORI VERSION Te Aihikirïmi a Te Kaita Incorporating bilingual elements in your classroom This teacher guide is not attempting to be a Mäori language course. Individual teachers will bring their own knowledge and experience to this resource. There are also a number of ways in which teachers, when necessary, can raise their own knowledge of te reo. Text and grammar books are readily available, as are language courses. One useful resource is Te Ata Hapara, a composite set of audio and print materials for teachers learning te reo Mäori that has been developed by the Ministry of Education. It is currently being revised and updated. Te Ata Hapara will be available for all teachers. Visit www.tki.org.nz for more information. We hope this teacher guide will help support the process of creating bilingual classrooms throughout New Zealand. Instructional language Instructional language can be extracted from these stories and become part of your everyday classroom language. Shared reading is a useful way of teaching and/or reinforcing instructional language. Make cards and posters for your classroom as reminders for everyone. The following instructional language is reinforced in the four stories on this CD. Teachers might find it useful to add their own instructional language to this list. Pea Pukunoke Turituri koutou Hei aha Hëki, Hëki, Hëki Mahia te mahi Tïkina Tangohia Tukuna Ka mau te wehi! Te Aihikirïmi a Te Kaita Awhina mai Kiore Toa Tirohia (titiro)

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Other Possible Activities Compare sentence structures between languages to find meaning. Sequencing activity: Use text provided and cut it into segments. Listen to a page. Organise the text to match. Give blank frames for students to draw the sequence – generic for English and Te Reo. Vocabulary Guess meaning by using the context clue then check in the dictionary – or online at http://www.maoridictionary.co.nz/. Find the dictionary meaning. Make a mini-dictionary book. Begin a picture dictionary for new vocabulary and high frequency words. Give the meaning of a word – students can search the text for the word. Dramatise and role-play parts of the story. Focus on repetitive text and dialogue. Pretend you are one of the characters. Make a puppet show. List the key words from the text and show the syllables.

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The consonants Consonants differ in their pronunciation from English. H is pronounced as ‘h’ and is said with a stronger breath – say haka K is pronounced as ‘k’ – say keke M is pronounced as ‘m’ – say mämä N is pronounced as ‘n’ – say nane NG is pronounced as the ‘ng’ in singer – say ngata P is pronounced as ‘p’ with less aspiration than in English – say päpä R is pronounced by rolling the ‘r’ as in ‘rrr’ – say rare T is pronounced by placing the tongue against the top front teeth as in ‘t’ – say tete W is pronounced as ‘w’ – say wawe WH is pronounced as ‘f’ – say whiwhi Practise combining vowels and consonants of the Maori language to form a Maori alphabet. A ha ka ma na nga pa ra ta wa wha

E he ke me ne nge pe re te we whe

I hi ki mi ni ngi pi ri ti wi whi

O ho ko mo no ngo po ro to wo who

U hu ku mu nu ngu pu ru tu wu whu

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Te Aihikirïmi a Te Kaita Vocabulary Colours: Waiporoporo – purple Karaka – orange Käkäriki – green Extension: ‘Te Köpere’ (Hirini Melbourne) is a song about the colours of the rainbow. Download a copy of the song (search under Te Kopere Hirini Melbourne) which is very useful for teaching colours. Another song that can be downloaded from www.tki.org.nz is ‘Ma is White’. It includes the teaching of other vocabulary as well (numbers etc). This is part of the ‘Ka Mau Te Wehi’ teaching resource. Time: Kai o te ata – breakfast Kai o te ränui – lunch Kai o te pö – dinner Have students guess the meaning and compare with the English text. Language features Homai koa he … mäku Homai koa he aihikirïmi mäku? This is the polite form of asking for something. Substitute other words and practise asking (and giving different things): Homai koa te pata mäku – Pass me the butter please. (Literally, ‘Pass please the butter to me’.) Kore rawa atu – no way/never. Ka + verb + subject Ka waiata ia Ka pakari au Ka + verb + personal pronoun (singular) Ka titiro au – I looked Ka titiro koe – You looked Ka titiro ia – She/he looked The structures and language in Te Aihikirïmi a Te Kaita make it the easiest of the four stories in Te Reo on this CD. Teachers could begin with this story if the focus is on simple Maori. It is easy to develop a script from this story and role-play in groups. The class can learn and sing the song.

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Te Aihikirïmi a Te Kaita Manuscript Te Aihikirïmi a Te Kaita Nä Jill Eggleton te pakiwaitara Nä Kelvin Hawley ngä pikitia Nä Katerina Te Heikökö Mataira ngä kupu Mäori

SCREEN 1 Reka kï a Kaitä te aihikirïmi He aihikirïmi wai poroporo tana kai o te ata. Ka waiata hoki ia … “Aihikirïmi, aihikirïmi, kötamutamu. Aihikirïmi, aihikirïmi ka pakari au.” SCREEN 2 Ka mïao te ngeru, “homai koa he aihikirïmi mäku.” “Kore rawa atu!” te kï a Kaitä. “He ngeru noiho koe!”

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SCREEN 3 Ka kai aihikirïmi karaka a Kaita, mö tana kai o te ränui. Ka waiata ia … “Aihikirïmi, aihikirïmi, kötamutamu. Aihikirïmi, aihikirïmi ka pakari au.” SCREEN 4 Ka mïao te ngeru, “homai koa he aihikirïmi mäku.” “Kore rawa atu!” te kï a Kaitä. “He ngeru noiho koe!”” SCREEN 5 Ka kai aihikirïmi käkäriki a Kaitä, mö tana kai o te pö. Ka waiata ia … “Aihikirïmi, aihikirïmi, kötamutamu. Aihikirïmi, aihikirïmi ka pakari au.” SCREEN 6 Ka mïao te ngeru, “homai koa he aihikirïmi mäku.” “Kore rawa atu!” te kï a Kaitä. “He ngeru noiho koe!”

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SCREEN 7 Nä te kaha kai aihikirïmi a Kaitä, ka mömona haere ia. Ka mömona kë atu, ka mömona kë atu, ka tino mömona rawa. SCREEN 8 Nä tana tino mömona ka mau ia i te küaha. SCREEN 9 “Awhina mai!” tana häparangi. “Käre e taea,” te kï a ngeru. “He ngeru noiho au.” SCREEN 10 Ka noho mau a Kaitä i te küaha. Ka häkari te ngeru. He häkari aihikirïmi! SCREEN 11 “Aihikirïmi, aihikirïmi, kötamutamu. Aihikirïmi, aihikirïmi ka pakari au!”

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INTERACTIVE FEATURES Te Aihikirïmi a Te Kaita MENU SCREEN • To choose which language is used, you can click on either the title screen or the language symbol: The Giant’s Ice Cream or English for English; Te Aihikirïmi a Te Kaita or Te Reo for Te Reo Maori. Click on Te Aihikirïmi a Te Kaita or Te Reo. NB: You can alternate between the language versions screen by screen but when you click to move on the next screen in the story, it will revert back to your original language choice.

TE REO TITLE SCREEN • Click on the blue speaker (top left corner) to hear the title, author and illustrator. Click on the blue speaker (top left corner) at any point to stop the reading. Click on the blue speaker (top left corner) again to restart the reading from the point where it was stopped. • Click on the green ‘English’ button (top left corner) to see the words in English. Click on the blue speaker (top left corner) to hear, in English, the title, author and illustrator. Click on the red ‘Te Reo’ button (top left corner) to return to the words in Te Reo Maori. Please note the default at the turn of each screen will be Te Reo as selected from the menu screen. • Click on the cat, hear him meow and watch him jump up and lick the ice cream boxes. • Click on the forward arrow (bottom right corner) to go forward a screen. • Click on the back arrow (bottom right corner) to go back a screen.

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Specific Features SCREEN 1 • At the beginning of the text, see the giant sitting at the table. When the giant says ‘Aihikirïmi, aihikirïmi’, watch the giant’s eyes open and close as he eats his spoonful of ice cream, watch the cat twitch his tail and walk toward the ice cream and back, and watch the ice cream border pulse. • Click on the giant’s eyes and watch them open and close. Click on the giant’s arm, hear him slurp and watch the giant’s arm move up and down as he eats his spoonful of ice cream. Click on the cat, hear him meow and watch him twitch his tail and walk toward the ice cream and back. Click on the ice cream border, hear the fanfare and watch the ice creams pulse.

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SCREEN 2 • At the beginning of the text, see the giant sitting at the table and the cat on the floor next to the table. When the text reads ‘homai koa he’, watch the cat jump up onto the table and lick the ice cream off the giant’s jersey. When the text reads ‘Kore rawa atu!’, watch the ice cream pulse. When the text reads ‘He ngeru noiho koe!’, watch the giant’s hand and spoon wave at the cat. • Click on the cat to watch the cat jump up onto the table and lick the ice cream off the giant’s jersey. Click on the giant’s right hand or the spoon and watch the giant’s hand and spoon wave at the cat. Click on the ice cream border, hear the fanfare and watch the ice creams pulse.

SCREEN 3 • At the beginning of the text, see the giant standing at the table and the cat dangling from the table. • As the text reads ‘Aihikirïmi, aihikirïmi’, hear the cat meow, and watch the giant’s eyes blink, the cat swing from the table and the ice cream border pulse. • Click on the giant’s eyes, hear the sound and watch them blink. Click on the cat, hear the cat meow, and watch the cat swing from the table. Click on the ice cream border, hear the fanfare and watch it pulse.

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SCREEN 4 • Before you read the text, click on the top of the giant’s ice cream and watch a drop of ice cream fall onto the giant’s head. Click on the cat on the floor, hear him meow and watch the cat jump up onto the table, twitch his tail and frown at the giant. • At the beginning of the text, see the giant pointing his finger at the cat. The cat is looking up at the giant. When the text reads ‘Ka mïao te ngeru’, watch the cat jump up onto the table, twitch his tail and frown at the giant. When the text reads ‘Kore rawa atu!’, watch the giant wag his finger at the cat. At the end of the text, watch a drop of ice cream fall onto the giant’s head. • Click on the cat, hear him meow and watch the cat jump up onto the table, twitch his tail and frown at the giant. • Click on the giant’s pointing finger or right arm, hear the swatting sound and watch the giant wag his finger at the cat. • Click on the top of the giant’s head and watch a drop of ice cream fall onto it. • Click on the ice cream border, hear the fanfare and watch it pulse.

SCREEN 5 • At the beginning of the text, see the giant sitting at the table and the cat sitting on the floor watching him. As the text reads ‘Aihikirïmi, aihikirïmi’, watch the giant’s eyes get bigger and smaller, watch the cat nod his head and twitch his tail, and watch the ice cream border pulse. • Click on the giant’s eyes, and watch them get bigger and smaller. Click on the cat, hear the cat meow, and watch the cat nod his head and twitch his tail. Click on the ice cream border and watch it pulse. 29



SCREEN 6 • At the beginning of the text, see the giant sitting at his table looking cross and the cat sitting on the floor looking at the giant. As the text reads ‘homai koa he’, watch the cat nod his head and twitch his tail. As the text reads ‘Kore rawa atu!’, watch the giant frown down at the cat and the ice cream border pulse. • Click on the cat, hear him meow and watch him nod his head and twitch his tail. Click on the giant’s eyes, hear the sound and watch him frown down at the cat. Click on the ice cream border, hear the fanfare and watch it pulse.

SCREEN 7 • At the beginning of the text, see the giant putting the ice cream into the freezer. As the text reads ‘ka mömona’, watch the cat rub up and down the giant’s leg. At the end of the text, hear a stretching sound and watch the giant’s tummy get bigger and bigger. • Click on the cat, hear it purr and watch the cat rub up and down the giant’s leg. Click on the giant’s middle, hear a stretching sound and watch the giant’s tummy get bigger and bigger.

SCREEN 8 • At the beginning of the text, see the giant in the doorway and the cat looking on. As the text reads ‘ka mau ia’, see the giant’s mouth change shape as he gets stuck. At the end of the text, hear the cat meow and watch him lift his paw up and down. • Click on the giant’s mouth and see the giant’s mouth change shape. Click on the cat, hear him meow and watch him lift his paw up and down. 30



SCREEN 9 • Before you read the text, click on the cat, hear him meow and watch him turn around and run away from the giant. • At the beginning of the text, see the giant stuck in the doorway and the cat looking at him. As the text reads ‘tana häparangi’, watch the giant wave his arms and legs trying to get out. At the end of the text, hear the cat meow and watch him turn around and run away from the giant. • Click on the giant and watch him wave his arms and legs trying to get out. Click on the cat, hear him meow and watch him run away from the giant. SCREEN 10 • At the beginning of the text, see the giant stuck in the doorway and the cat at the table eating the ice cream. When the text reads ‘te ngeru’, watch the ice cream border pulse and the cat roll his eyes and twitch his tail. • Click on the ice cream border, hear the fanfare and watch the ice creams pulse. Click on the cat’s eyes and watch them spin around. Click on the cat’s tail, hear him purr and twitch his tail. SCREEN 11 • See the giant stuck in the doorway and the cat with a pneumatic drill (jackhammer). As the text reads ‘Aihikirïmi, aihikirïmi,’ watch the smoke coming up from the pneumatic drill. At the end of the text, hear a sound and watch the giant’s thumb pop up. • Click on the pneumatic drill, hear the sound effect and watch the smoke and bits of rubble coming up from it. • Click on the giant’s left thumb, hear a sound and watch the giant’s thumb pop up.

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Brave Mouse TEACHER GUIDELINES



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During Reading

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After Reading

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ENGLISH VERSION


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Word features

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Vocabulary

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Structure

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Writing ideas

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Pronunciation

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Language features

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Brave Mouse Manuscript

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Kiore Toa Manuscript

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Menu Screen

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Exploring Language

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Language features

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Menu Screen

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Te Reo Title Screen

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Generic Features

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Generic Features

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Specific Features

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Specific Features

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BRAVE MOUSE – TEACHER GUIDELINES


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Whole Class

Time Slot:


Duration:



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5



Brave Mouse Processes and Strategies Before shared reading (Key competencies: participating in and contributing to discussions) Thinking critically, looking at the title screen: - What type of e-book is this? (key word: fiction) - Who is in the illustration on the title screen? - Who do you think this story is about? - What is the mouse doing? - Where is the title? - What has the title got at the beginning of the words? (key word: capital letters) - What is the writing on the bottom of the title screen for? (key words: author, illustrator) - Where does the mouse live? - What is the mouse doing? - Why do you think he is running about? - How do you think the mouse is brave? During reading (Key competencies: participating in and contributing to discussions) - Why does the king not want a mouse in his house? - Why does the mouse think he is brave? - When does the mouse feel brave? - Why can’t the king find the mouse? - Where does the mouse hide? - Is the mouse male or female? - What do you think the king would do if he found the mouse? (Key competencies: thinking) - Do you think the mouse was good or bad? Why? (Key competencies: thinking) - How did the servants feel about the king? Why? - Why was the mouse smarter than the king? - The next time the king hears a squeak, what do you think he will do? - What would you do to catch the mouse? - Do you think this story could be true? Why/Why not? After reading (Key competencies: participating in and contributing to discussions) - What makes the mouse brave? - When do you feel brave like the mouse? - How do you think the king felt about not being able to find the mouse? 6



ENGLISH VERSION Exploring Language Language features - Look at the song ‘I’m a brave mouse. I’m a brave, brave mouse’. How do we know how we have to read this? Do we read it quietly, softly, loudly, shouting? Do we read it with a happy, sad, scared or angry voice? (Key competencies: using language, symbols and texts) - Look at the expression on the king’s face – how do you think he is feeling on Screen 1? Screen 7? Screen 11? High frequency words: in the he said but they a was so when I’m with not and look you can’t went Topic specific words: King house squeak people mouse find asleep feet brave live afraid hungry bed smart Word features S blends

smart

Contractions

can’t (can not); couldn’t (could not); I’m (I am)

Word families

cat/fat/hat; house/mouse; king/thing; cook/look

Suffixes

smart, smarter;

squeak

sleep

shouted

said

brave, braver

Structure - Look at screen 1. Discuss the sentence, ‘There must be a mouse in this house!’ Focus the children’s attention on rhyming words (Key competencies: using language) - Read the text on screen 4. Read the mouse’s song again with the children. Look at the way the song has been written (bold, exclamation mark at the end, in speech marks). Discuss how we should read this text. (Key competencies: using language, symbols and texts) - Look at the book again, changing all the contextual words (feet = head, king’s chair = king’s car, hat = oven glove, etc.) Discuss with the children the importance of using the pictures to help us read the book.

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Writing ideas - Design a trap for catching the mouse. - Write instructions for the king, ‘How to Catch a Mouse’. - Make wanted posters for the king to help his people find the mouse, including descriptions of what the mouse likes to do. - Write a list of when the mouse was brave and compare it with a list of times you were brave. - Make a ‘lift the flap’ book called ‘Where is the Mouse?’ Give rhyming clues to help people find the mouse. - Write speech bubbles for the cat, cook, and king. - Make a house for the mouse to have to himself so he will leave the king’s house. - Using the high frequency words and topic specific words, write some captions for other adventures Brave Jo, Brave Dog, Brave Horse. - Create word family rhyming books: king – thing – wing – ring – sing; cook – look – took – book – nook. Processing information - Write a storyboard, retelling the story with a different ending. - Write a postcard to the king from the mouse, giving the king clues to where he is hiding. - Draw a castle and label all the different parts including Mouse’s hiding places. Sequencing The complete text is provided for sequencing activities. Use text provided and cut it into segments. Listen to a page. Organise the text to match. Give blank frames for students to draw the sequence – generic for English and Te Reo. Hand out segments of text. Have students draw pictures to match text. Have other students match sentences to pictures. Put sentences and pictures in correct order.

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Brave Mouse Manuscript Brave Mouse Written by Jill Eggleton Illustrated by Clive Taylor SCREEN 1 Mouse lived in the king’s house. The king heard squeaking. He said to his people, “My house squeaks. Look in cupboards and corners. There must be a mouse in this house!” So the people looked and looked, but they couldn’t find a mouse.

SCREEN 2 When the king was asleep, Mouse came out. He danced on the king’s feet and he squeaked . . . “I’m a brave mouse. I’m a brave, brave mouse. I live in a house with a king. I’m a brave mouse. I’m a brave, brave mouse. I’m not afraid of anything!”

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SCREEN 3 Fat Cat was asleep in the king’s chair, so Mouse danced on Fat Cat’s tail and he squeaked . . . “I’m a brave mouse. I’m a brave, brave mouse. I live in a house with a king. I’m a brave mouse. I’m a brave, brave mouse. I’m not afraid of anything!”

SCREEN 4 Cook was asleep in the king’s kitchen, so Mouse danced on Cook’s hat and he squeaked . . . “I’m a brave mouse. I’m a brave, brave mouse. I live in a house with a king. I’m a brave mouse. I’m a brave, brave mouse. I’m not afraid of anything!”

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SCREEN 5 A blueberry pie was in the king’s pantry, so Mouse danced on the blueberry pie and he squeaked . . . “I’m a hungry mouse. I’m a hungry, hungry mouse. I live in a house with a king. I’m a hungry mouse. I’m a hungry, hungry mouse. I could gobble up anything!” And that mouse ate the king’s blueberry pie!

SCREEN 6 The king heard squeaking and he woke up. “There is a mouse in my house!” he said. He woke up his people. “Look in cupboards and corners!” he shouted. “There must be a mouse in my house!”

SCREEN 7 So the people looked in cupboards and corners. But they couldn’t find a mouse. “I heard squeaking,” said the king. “Why can’t you find a mouse?”

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SCREEN 8 “Walls and windows squeak. Cupboards and doors squeak,” said the people. “There is no mouse in this house!” And they went back to bed.

SCREEN 9 So the king went back to bed, too. He put his head on his king’s pillow and he heard squeaking! “Oh well,” he said. “Beds squeak.” And he went to sleep.

SCREEN 10 When the king was asleep, Mouse came out from the king’s pillow. He danced on the king’s feet and he squeaked…

SCREEN 11 “I’m a smart mouse. I’m a smart, smart mouse. I sleep in a bed with a king. I’m a smart mouse. I’m a smart, smart mouse. I’m smarter than anything!

Especially a king!”

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INTERACTIVE FEATURES Brave Mouse MENU SCREEN • To choose which language is used, you can click on either the title screen or the language symbol: Brave Mouse or English for English; Kiore Toa or Te Reo for Te Reo Maori. Click on Brave Mouse or English. NB: You can alternate between the language versions screen by screen but when you click to move on to the next screen in the story, it will revert back to your original language choice.



• Click on the blue speaker (top left corner) to hear the title, author and illustrator. Click on the blue speaker (top left corner) at any point to stop the reading. Click on the blue speaker (top left corner) again to restart the reading from the point where it was stopped. • Click on the red ‘Te Reo’ button (top left corner) to see the words in Te Reo Maori. Click on the blue speaker (top left corner) to hear, in Te Reo Maori, the title, author, illustrator and translator. Click on the green ‘English’ button (top left corner) to return to the words in English. The default at the turn of each screen will be English as selected from the menu screen. • Click on the mouse to watch and hear him squeak across the screen. • Click on the forward arrow (bottom right corner) to go forward a screen. • Click on the back arrow (bottom right corner) to go back a screen.

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Specific Features SCREEN 1 • At the beginning of the text, see the king and the king’s people listening for the squeaking. When the text reads ‘…squeaking’ the mouse appears behind the green box on the shelf and dances to and fro. When the text reads ‘... in this house!’, the curtain rises revealing the king’s people looking for the mouse. At the end of the text the mouse squeaks across the screen still hiding from the king’s people. • Click on the green box on the shelf behind the king’s people to reveal the mouse dancing to and fro. Hear him squeaking as he dances. Click on the curtain to hear the curtain raise and reveal the king’s people looking for the mouse. Behind the curtain, click on the green box and Brave Mouse squeaks across, hiding from the people.

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SCREEN 2 • At the beginning of the text, see the mouse in the corner of the screen. When the text reads ‘... Mouse came out’ Mouse scurries across the screen. When the text reads ‘I’m a brave mouse’ the curtain rises and Mouse dances on the king’s toes. • Click on the mouse and he runs across the bottom of the screen from left to right. Click on the curtain to hear the noise of the curtain rising and watch the curtain rise. Click on the mouse and watch him dance on the king’s toes whilst he squeaks.

SCREEN 3 • At the beginning of the text, see the mouse lying on the cat which is sleeping on the chair. When the text reads ‘I’m a brave mouse’ the mouse dances on the cat’s tail. When the text reads ‘I’m not afraid of anything!’ the curtain rises. At the end of the text, the cat chases the mouse. • Click on the mouse to see him dance on the cat’s tail. Click on the curtain to hear the noise of the curtain raising and watch the curtain rise. Click on the cat or mouse and watch the cat chase the mouse.

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SCREEN 4 • At the beginning of the text, see the mouse on top of the cook’s hat while he is asleep on the chair. When the text reads ‘I’m a brave mouse’ the mouse dances on the cook’s hat. At the end of the text, the curtain rises and the mouse runs away from the cook. • Click on the mouse and he dances on the cook’s hat. Click on the curtain to see and hear the curtain rise. Behind the curtain, click on the mouse or the cook and the mouse runs away from the cook.

SCREEN 5 • At the beginning of the text, see the mouse jumping on a pie. • When the text reads, ‘I’m a brave mouse’ Mouse dances on a blueberry pie. At the end of the text, the curtain rises and the mouse squeaks and hiccups.

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SCREEN 6 • At the beginning of the text, see the king’s crown. When the text reads ‘The king heard squeaking’ Mouse jumps in the crown. When the text reads ‘he woke up his people’, the curtain rises. When the text reads ‘Look in cupboards’, Mouse dances next to the candle on the shelf. When the text reads ‘There must be a mouse’, Mouse dances in the crown. At the end of the text, Mouse dances next to the bed. • Click on the crown and Mouse jumps in the crown.

Click on the curtain and the curtain rises.

Click on the mouse and he dances next to the candle on the shelf. Click on the mouse and he dances in the crown. Click on the end of the bed and mouse dances next to the bed.

SCREEN 7 • At the beginning of the text, the king is looking worried and his people are busy looking for the mouse. When the text reads ‘find a mouse’, Mouse peeks from behind the text. When the text reads ‘I heard squeaking’ Mouse jumps up and jumps behind the bed board. At the end of the text Mouse runs out from behind the goblet, runs across the blanket box and knocks over the goblet. • Click on the mouse and he peeks from behind the text. Click on the end of the text box and Mouse jumps up and jumps behind the bed board. Click on the goblet and Mouse runs out from behind the goblet, runs across the blanket box and knocks over the goblet.

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SCREEN 8 • At the beginning of the text, the king is looking worried and his people are waiting to talk to him. When the text reads ‘Walls and windows squeak’ the king’s people move forward. When the text reads ‘doors squeak’ the king looks worried. When the text reads ‘in this house!’ the curtain rises. At the end of the text, Mouse skips across the king’s people’s bed. • Click on the end of the king’s people’s bed and Mouse skips across the bed. • Click on the king’s people and they move forward gasping. Click on the king and he looks and sounds worried.

Click on the curtain and it rises making a noise.

Click on the end of the king’s people’s bed and Mouse skips across the bed.

SCREEN 9 • At the beginning of the text, the king is fast asleep in bed and the cat is fast asleep at the end of the bed. When the text reads ‘he heard squeaking!’ the king snores and opens one eye. When the text reads ‘and he went to sleep’ the cat sleeps.

At the end of the text, the cat wakes up.

• Click on the cat and he purrs, moves up and down and wakes up. Click on the king and he snores and opens one eye.

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SCREEN 10 • When the text reads ‘When the king was asleep’ the king moves up and down sleeping. When the text reads, ‘He danced on the king’s feet’ the mouse comes out from behind the king’s pillow and dances. At the end of the text, the cat meows and wakes up. • Click on the king and he moves up and down sleeping and snoring. Click on the pillow and the mouse comes out from behind the king’s pillow and dances.

Click on the cat and he meows and wakes up.

SCREEN 11 • At the beginning of the text, the mouse is at the king’s head with a feather. When the text reads ‘I’m a smart mouse’ a feather falls from inside the pillow. When the text reads ‘I’m a smart, smart mouse’ the mouse fans the king with a feather. • Click on a feather and it falls to the ground from inside the pillow. Click on the mouse and he fans the king with a feather

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MAORI VERSION Kiore Toa Incorporating bilingual elements in your classroom This teacher guide is not attempting to be a Mäori language course. Individual teachers will bring their own knowledge and experience to this resource. There are also a number of ways in which teachers, when necessary, can raise their own knowledge of te reo. Text and grammar books are readily available, as are language courses. One useful resource is Te Ata Hapara, a composite set of audio and print materials for teachers learning te reo Mäori that has been developed by the Ministry of Education. It is currently being revised and updated. Te Ata Hapara will be available for all teachers. Visit www.tki.org.nz for more information. We hope this teacher guide will help support the process of creating bilingual classrooms throughout New Zealand. Instructional language Instructional language can be extracted from these stories and become part of your everyday classroom language. Shared reading is a useful way of teaching and/or reinforcing instructional language. Make cards and posters for your classroom as reminders for everyone. The following instructional language is reinforced in the four stories on this CD. Teachers might find it useful to add their own instructional language to this list. Pea Pukunoke Turituri koutou Hei aha Hëki, Hëki, Hëki Mahia te mahi Tïkina Tangohia Tukuna Ka mau te wehi! Te Aihikirïmi a Te Kaita Awhina mai Kiore Toa Tirohia (titiro)

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Kiore Toa Language features Ka + verb + personal pronoun (singular) (inclusive) Ka titiro au – I looked Ka titiro koe – You looked Ka titiro ia – She/he looked Ka + verb + personal pronoun (dual) Ka titiro maua – We looked

Ka titiro täua – We looked

Ka titiro körua – You looked Ka titiro räua – They looked Ka + verb + personal pronoun (plural 3+) Ka titiro tätou – We looked Ka titiro mätou – We looked Ka titiro kötou – You looked Ka titiro rätou – They looked Extension Substitute other verbs from your classroom dictionary. Ka körero ia ki tana iwi – He talked to his people. Instructional language Tirohia – look (imperative)

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Kiore Toa Manuscript Kiore Toa Nä Jill Eggleton te pakiwaitara Nä Clive Taylor ngä pikitia Nä Katerina Te Heikökö Mataira ngä kupu Mäori

SCREEN 1 Noho ai a Kiore i te whare o te kïngi. I rongo koekoe te kïngi. Ka körero ia ki tana iwi. “He koekoe kei taku whare. Tirohia ngä käpata me ngä kökonga. Käre e kore he kiore kei tënei whare!” Ka tirohia e te iwi ngä wähi katoa, engari käore i kitea he kiore.

SCREEN 2 Moe ana te kingi kua puta mai a Kiore. I kanikani ia i ngä waewae o te kïngi me tana koekoe … “He kiore toa ahau, He kiore toa ahau, Noho tahi au me te kïngi. He kiore toa ahau, He kiore toa ahau, Kore kore mataku e!”

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SCREEN 3 Moe ana a Ngeru Mömona i te türu o te kïngi. I kanikani a Kiore i te whiore o Ngeru Mömona me tana koekoe … “He kiore toa ahau. He kiore toa ahau. Noho tahi au me te kïngi. He kiore toa ahau. He kiore toa ahau. Kore kore mataku e!” SCREEN 4 Moe ana a Kuki i te hereumu a te kïngi, i kanikani a Kiore i te pötae o Kuki me tana koekoe … “He kiore toa ahau. He kiore toa ahau. Noho tahi au me te kïngi. He kiore toa ahau. He kiore toa ahau. Kore kore mataku e!”

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SCREEN 5 He pae purüpere i te pätaka a te kïngi, i kanikani a Kiore i te pae purüpere me tana koekoe … “Matekai ahau, Matekai ahau, Noho tahi au me te kïngi. Matekai ahau, Matekai ahau, Kai ana ngä mea katoa!” Ka kainga e Kiore te pae purüpere a te kïngi kia pau!

SCREEN 6 I rongo koekoe te kïngi me tana oho tonu atu. “He kiore kei taku whare!” tana kï. I whakaoho ia i tana iwi. “Tirohia ngä käpata me ngä kökonga!” tana häparangi. “Käre e kore, he kiore kei taku whare!”

SCREEN 7 Ka tirohia e te iwi ngä käpata me ngä kökonga. Kore tonu e kitea he kiore. “I rongo koekoe ahau,” tä te kïngi. “He aha te take e kore kitea he kiore?”

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SCREEN 8 “Mmm Koekoe ai ngä pätü me ngä matapihi. Koekoe ai ngä käpata me ngä tatau” tä te iwi. “Käre he kiore i tënei whare!” Ka hoki rätou ki te moe.

SCREEN 9 I hoki anö te kïngi ki tana moenga. Tau ana tana üpoko ki te urunga i rongo koekoe ia. “Hei aha,” tana kï. “Koekoe ai te moenga.” Ka moe ia.

SCREEN 10 Moe ana te kïngi, ka puta mai a Kiore. Ka kanikani ia i ngä waewae o te kïngi me tana koekoe …

SCREEN 11 “Ihumanea au, Ihumanea au, Moe tahi au me te kïngi. Ihumanea au, Ihumanea au, Ihumanea atu i te katoa

Ihumanea atu ite kïngi!”

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INTERACTIVE FEATURES Kiore Toa MENU SCREEN • To choose which language is used, you can click on either the title screen or the language symbol: Brave Mouse or English for English; Kiore Toa or Te Reo for Te Reo Maori. Click on Kiore Toa or Te Reo. NB: You can alternate between the language versions screen by screen but when you click to move on the next screen in the story, it will revert back to your original language choice.

TE REO TITLE SCREEN • Click on the blue speaker (top left corner) to hear the title, author and illustrator. Click on the blue speaker (top left corner) at any point to stop the reading. Click on the blue speaker (top left corner) again to restart the reading from the point where it was stopped. • Click on the green ‘English’ button (top left corner) to see the words in English. Click on the blue speaker (top left corner) to hear, in English, the title, author and illustrator. Click on the red ‘Te Reo’ button (top left corner) to return to the words in Te Reo Maori. Please note the default at the turn of each screen will be Te Reo as selected from the menu screen. • Click on the mouse to watch and hear him squeak across the screen. • Click on the forward arrow (bottom right corner) to go forward a screen. • Click on the back arrow (bottom right corner) to go back a screen.

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Specific Features SCREEN 1 • At the beginning of the text, see the king and the king’s people listening for the squeaking. When the text reads ‘… koekoe’ the mouse appears behind the green box on the shelf and dances to and fro. When the text reads ‘… kei tënei whare!’ the curtain rises revealing the king’s people looking for the mouse. At the end of the text the mouse squeaks across the screen hiding from the king’s people. • Click on the green box on the shelf behind the king’s people to reveal the mouse dancing to and fro. Hear him squeaking as he dances. Click on the curtain to hear the curtain raise and reveal the king’s people looking for the mouse. Behind the curtain, click on the green box and Brave Mouse squeaks across, hiding from the people.

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SCREEN 2 • At the beginning of the text, see the mouse in the corner of the screen. When the text reads ‘… kua puta mai a Kiore’ Mouse scurries across the screen. When the text reads ‘He kiore toa ahau’ the curtain rises and Mouse dances on the king’s toes. • Click on the mouse and he runs across the bottom of the screen from left to right. Click on the curtain to hear the noise of the curtain rising and watch the curtain rise. Click on the mouse and watch him dance on the king’s toes whilst he squeaks.

SCREEN 3 • At the beginning of the text, see the mouse lying on the cat which is sleeping on the chair. When the text reads, ‘He kiore toa ahau’ the mouse dances on the cat’s tail. When the text reads ‘Kore kore mataku e!’ the curtain rises. At the end of the text, the cat chases the mouse. • Click on the mouse to see him dance on the cat’s tail. Click on the curtain to hear the noise of the curtain rising and watch the curtain rise. Click on the cat or mouse and watch the cat chase the mouse.

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SCREEN 4 • At the beginning of the text, see the mouse on top of the cook’s hat while he is asleep on the chair. When the text reads ‘He kiore toa ahau’ the mouse dances on the cook’s hat. At the end of the text, the curtain rises and the mouse runs away from the cook. • Click on the mouse and he dances on the cook’s hat. Click on the curtain to see and hear the curtain rise. Behind the curtain, click on the mouse or the cook and the mouse runs away from the cook

SCREEN 5 • At the beginning of the text, see the mouse jumping on a pie. • When the text reads, ‘Matekai ahau.’ Mouse dances on a blueberry pie. At the end of the text, the curtain rises and the mouse squeaks and hiccups.

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SCREEN 6 • At the beginning of the text, see the king’s crown. When the text reads ‘I rongo koekoe te kïngi’ Mouse jumps in the crown. When the text reads ‘I whakaoho ia i tana iwi’ the curtain rises. When the text reads ‘Tirohia ngä käpata’ Mouse dances next to the candle on the shelf. When the text reads ‘tana häparangi’ Mouse dances in the crown. At the end of the text, Mouse dances next to the bed. • Click on the crown and Mouse jumps in the crown.

Click on the curtain and the curtain rises.

Click on the mouse and he dances next to the candle on the shelf. Click on the mouse and he dances in the crown. Click on the end of the bed and mouse dances next to the bed.

SCREEN 7 • At the beginning of the text, the king is looking worried and his people are busy looking for the mouse. When the text reads ‘ngä käpata’ Mouse peeks from behind the text. When the text reads ‘I rongo koekoe ahau’, Mouse jumps up and jumps behind the bed board. At the end of the text Mouse runs out from behind the goblet, runs across the blanket box and knocks over the goblet. • Click on the mouse and he peeks from behind the text. Click on the end of the text box and Mouse jumps up and jumps behind the bed board. Click on the goblet, and Mouse runs out from behind the goblet, runs across the blanket box and knocks over the goblet.

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SCREEN 8 • At the beginning of the text, the king is looking worried and his people are waiting to talk to him. When the text reads ‘koekoe ai’ the king’s people move forward. When the text reads ‘me ngä matapihi’ the king looks worried. When the text reads ‘i tënei whare!’ the curtain rises. At the end of the text, Mouse skips across the king’s people’s bed. • Click on the end of the king’s people’s bed and Mouse skips across the bed. • Click on the king’s people and they move forward gasping. Click on the king and he looks and sounds worried.

Click on the curtain and it rises making a noise.

Click on the end of the king’s people’s bed and Mouse skips across the bed.

SCREEN 9 • At the beginning of the text, the king is fast asleep in bed and the cat is fast asleep at the end of the bed. When the text reads ‘koekoe ia’ the king snores and opens one eye. When the text reads ‘ka moe ia’ the cat sleeps. At the end of the text, the cat wakes up. • Click on the cat and he purrs, moves up and down and wakes up. Click on the king and he snores and opens one eye.

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SCREEN 10 • When the text reads ‘Moe ana te kïngi’ the king moves up and down sleeping. When the text reads, ‘Ka kanikani ia’ the mouse comes out from behind the king’s pillow and dances. At the end of the text, the cat meows and wakes up. • Click on the king and he moves up and down sleeping and snoring. Click on the pillow and the mouse comes out from behind the king’s pillow and dances.

Click on the cat and he meows and wakes up.

SCREEN 11 • At the beginning of the text, the mouse is at the king’s head with a feather. When the text reads ‘Ihumanea au’ a feather falls from inside the pillow. When the text reads ‘Ihumanea au. Moe tahi au me’ the mouse fans the king with a feather. • Click on a feather and it falls to the ground from inside the pillow. • Click on the mouse and he fans the king with a feather.

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Eggs, Eggs, Eggs TEACHER GUIDELINES



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During Reading

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After Reading

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ENGLISH VERSION


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Word features

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Vocabulary

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Structure

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Writing ideas

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Pronunciation

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Language features

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Eggs, Eggs, Eggs Manuscript

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Hëki, Hëki, Hëki Manuscript

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Menu Screen

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Exploring Language

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Language features

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13

Menu Screen

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Te Reo Title Screen

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Generic Features

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Generic Features

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Specific Features

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Specific Features

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EGGS, EGGS, EGGS – TEACHER GUIDELINES


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Whole Class

Time Slot:


Duration:



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Eggs, Eggs, Eggs Processes and Strategies Before shared reading (Key competencies: participating in and contributing to discussions) Thinking critically, looking at the title screen: - What type of e-book is this? (key word: fiction) - Who is in the illustration on the title screen? - Who do you think this story is about? - What is the farmer doing? - Where is the title? - What has the title got at the beginning of the words? (key word: capital letters) - What do all three words have in common? - What is the writing on the bottom of the title screen for? (key words: author, illustrator) - Where is the farmer? - Where is the farmer going? - How is the farmer feeling? During reading (Key competencies: participating in and contributing to discussions) - How does Mr McQuire feel about the hens not laying eggs? - How do the hens feel about not producing any eggs for Mr McQuire? - What is the first reason why Mrs McQuire thinks the hens are not laying eggs? What is the second reason? What is the third reason? - What did Mr McQuire make for the hens? - How did Mr McQuire make socks? What did he use? - What colour pompom did the hats have? - How many hats did Mr McQuire make? How many socks? - How did all these pieces of clothing make the hens feel? After reading (Key competencies: participating in and contributing to discussions) - Why do you think the hens were not happy? - How would you feel if you had to live in a hen pen? (Key competencies: thinking, participating in and contributing to discussions) - How do we know the hens were happy when not in the pen? - What did Mr McQuire make for the eggs and why? - How did the hens make their nests? - Where did the hens lay all their eggs?

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ENGLISH VERSION Exploring Language Language features - Look at the words ‘Hens, hens, make your own nest! Please do what hens do best!’ How do we know how we have to read this? Do we read it quietly, softly, loudly, shouting? Do we read it with a happy, sad, scared or angry voice? (Key competencies: using language, symbols and texts) - Look at the expression on Mr McQuire’s face – how do you think he is feeling on screen 1? Screen 2? Screen 3? Screen 5? High frequency words: went to the no get looked get on your but some have said make they then will Topic specific words: eggs hen house nest Mr under their eyes just feet needles his got out click quick Word features C blends

cat cream

Contractions

won’t (will not)

Word families

hen/pen

Suffixes

laid lay lying

don’t (do not)

Structure - Look at screen 4. Discuss the speech marks, exclamation marks, commas and full stops. (Key competencies: using language, symbols and texts) - Read the text on screen 8, hiding some keywords. Encourage children to use contextual cues, language cues, and images to work out missing words. (Key competencies: using language, symbols and texts) - Look at the book again but read from the bottom of the screen up (reading the last screen first and reading back) and discuss issues with the story and how it does not make sense to read stories backwards.

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Writing ideas - Draw or find pictures of animals’ nests from other books. Compare with the hens’ nests – make a list of similarities and differences. - Find out which animals make nests and which animals don’t. Create a book about animals’ nests. - Find out about eggs and draw all the different types of eggs animals lay including colours and sizes. - Make a chart of the smallest egg an animal lays to the largest egg an animal can lay. - Draw and label a nest for a hen, including all the different materials needed. - Write recipes that use eggs. - Write a menu for meals using these fresh eggs. - Draw an egg protector to help keep the egg safe and warm. Label its parts. - Using the high frequency words and topic specific words, write some captions for other hen adventures. For example, The Far Away Nest, The Dangerous Nest, The Biggest Egg. - Create word family rhyming books: hen–pen–when–ten–wren–men; best–nest–west–pest. Processing information - Write a storyboard retelling the story. - Make a map of the story; include the pen, mud, garden, trees, grass, house, Mr McQuire’s chair. - Write instructions on how to look after hens. Sequencing The complete text is provided for sequencing activities. Use text provided and cut it into segments. Listen to a page. Organise the text to match. Give blank frames for students to draw the sequence – generic for English and Te Reo. Hand out segments of text. Have students draw pictures to match text. Have other students match sentences to pictures. Put sentences and pictures in correct order.

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Eggs, Eggs, Eggs Manuscript Eggs, Eggs, Eggs Written by Jill Eggleton Illustrated by Clive Taylor SCREEN 1 Mr McQuire went to the hen house to get eggs. He looked in the nests. No eggs! He looked under the hens. No eggs! He said to the hens, “Hens, hens, get on your nest! Please do what hens do best!” But the hens just blinked their eyes.

SCREEN 2 “Those hens have cold feet,” said Mrs McQuire. “Make them some socks and then they will lay eggs! So Mr McQuire got out his knitting needles. “Click, click, click, click, click. Socks for hens, quick, quick, quick!”

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SCREEN 3 Mr McQuire made amazing striped socks with purple patches. He put the socks on the hens. He said to the hens, “Hens, hens, get on your nest! Please do what hens do best!” But the hens just blinked their eyes.

SCREEN 4 “Those hens have cold heads,” said Mrs McQuire. “Make them some hats and then they will lay eggs!” So Mr McQuire got out his knitting needles. “Click, click, click, click, click. Hats for hens, quick, quick, quick!” SCREEN 5 Mr McQuire made amazing striped hats with purple pompoms. He put the hats on the hens. He said to the hens, “Hens, hens, get on your nest! Please do what hens do best!” But the hens just blinked their eyes.

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SCREEN 6 “Those hens have cold backs,” said Mrs McQuire. “Make them some coats and then they will lay eggs!” So Mr McQuire got out his knitting needles. “Click, click, click, click, click. Coats for hens, quick, quick, quick!”

SCREEN 7 Mr McQuire made amazing striped coats with purple pockets. He put the coats on the hens. He said to the hens, “Hens, hens, get on your nest! Please do what hens do best!” But the hens just blinked their eyes.

SCREEN 8 “It is no good,” said Mr McQuire. “I have made those hens socks. I have made those hens hats. I have made those hens coats. And they still won’t lay eggs!” “Those hens don’t like that pen,” said Mrs McQuire. “Let them out and then they will lay eggs!” 11



SCREEN 9 So Mr McQuire took the socks and the hats and the coats off the hens. He opened the hen house door. He said to the hens, “Hens, hens, make your own nest! Please do what hens do best!”

SCREEN 10 The hens laid… eggs in the mud, eggs in the grass, eggs in the garden, and eggs in the trees.

SCREEN 11 Those eggs will get cold,” said Mr McQuire. “I will make them some egg warmers!” “Click, click, click, click, click. Warmers for eggs, quick, quick, quick!” “Wow!” said Mrs McQuire. “What amazing egg warmers!”

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INTERACTIVE FEATURES Eggs, Eggs, Eggs MENU SCREEN • To choose which language is used, you can click on either the title screen or the language symbol: Eggs, Eggs, Eggs or English for English; Hëki, Hëki, Hëki or Te Reo for Te Reo Maori. Click on Eggs, Eggs, Eggs or English. NB: You can alternate between the language versions screen by screen but when you click to move on to the next screen in the story, it will revert back to your original language choice.



• Click on the blue speaker (top left corner) to hear the title, author and illustrator. Click on the blue speaker (top left corner) at any point to stop the reading. Click on the blue speaker (top left corner) again to restart the reading from the point where it was stopped. • Click on the red ‘Te Reo’ button (top left corner) to see the words in Te Reo Maori. Click on the blue speaker (top left corner) to hear, in Te Reo Maori, the title, author, illustrator and translator. Click on the green ‘English’ button (top left corner) to return to the words in English. The default at the turn of each screen will be English as selected from the menu screen. • Click on the birds, hear them tweet and watch them fly onto the farmer’s shoulder and jump along the sign. Click on the forward arrow (bottom right corner) to go forward a screen. Click on the back arrow (bottom right corner) to go back a screen.

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Specific Features SCREEN 1 • Before you read the text, click on Mr McQuire and watch him pick up a hen, put her down and stand up straight. Listen to the noise as he stands up. • At the beginning of the text, see Mr McQuire bending over looking for eggs. When the text reads ‘No eggs!’ Mr McQuire lifts up the hen and looks for the eggs. When the text reads ‘He said to the hens,’ the hens hop around.

At the end of the text, watch the hens blink.

• Click on the hens and watch them move around and hear them clucking.

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SCREEN 2 • Before reading, click on the hen, hear her cluck and put her foot into Mrs McQuire’s hand. • At the beginning of the text, see Mr and Mrs McQuire looking at the hen. As the text reads ‘Those hens have cold feet’ watch the hen put her foot into Mrs McQuire’s hand. As the text reads ‘Make them some socks’ Mr McQuire has a thought bubble appear whilst he pictures his hens in socks. As the text reads ‘Click, click, click’ watch Mr McQuire knitting his hens some socks and rocking in his chair. • Click on Mr McQuire and hear him clear his throat and see him think of the hens in socks. Click on Mr McQuire in his chair to watch and listen to him knit with his needles.

SCREEN 3 • Before reading, click on Mr McQuire or his hens and watch him put a sock on one of his hens, stand up and point to the nests. Watch a hen land on Mr McQuire and then jump onto his arm as he stands up. Watch and hear the hens clucking and moving around with socks on. • As the text reads ‘… on the hens’ watch Mr McQuire put a sock on one of his hens, stand up and point to the nests. Watch a hen land on Mr McQuire and then jump onto his arm as he stands up. At the end of the text, hear and watch the hens blink.

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SCREEN 4 • Before reading, click on Mrs McQuire to hear her gasp and move toward the hen. See the thought bubble appear as she imagines the hens with hats on. • As the text reads ‘Those hens…’ watch the hen hop toward Mrs McQuire. As the text reads ‘… have cold heads’ watch Mrs McQuire move toward the hen and see the thought bubble appear as she imagines the hens with hats on. As the text reads ‘Click, click, click’ watch Mr McQuire knitting his hens some hats. • Click on the hen and hear her cluck and hop toward Mrs McQuire. Click on Mr McQuire in his chair to watch and listen to him knit with his needles.

SCREEN 5 • Before reading, click on Mr McQuire or his hens and watch him put a hat on one of his hens, stand up and point to the nests. Watch a hen jump onto his arm as he stands up. Watch and hear the hens clucking and moving around with hats and socks on. • As the text reads ‘He put the hats on the hens’ watch Mr McQuire put a hat on a hen, stand up and point to the nests. Watch a hen jump onto his arm as he stands up. At the end of the text, hear and watch the hens blink.

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SCREEN 6 • Click on Mrs McQuire and watch her move forward holding a hen. Watch a thought bubble appear and hear the hen cluck. • When the text reads ‘… have cold backs,’ watch Mrs McQuire move forward holding a hen. Watch a thought bubble appear and see the hen on the ground dance. As the text reads ‘Click, click, click’ watch Mr McQuire knit his hens some coats and rock in his chair. • Click on Mr McQuire in his chair to watch and listen to him knit with his needles and rock in his chair. Click on the hen on the floor to watch her dance and hear her cluck.

SCREEN 7 • Before reading, click on Mr McQuire and watch him pick up a hen, hear the hen clucking and watch her jump out of his hands to go toward her nest. • As the text reads ‘…on the hens’ watch Mr McQuire put the coat onto a hen, stand up and watch the hen jump out of his hands. At the end of the text, hear and watch the hens blink. • Click on a hen and watch Mr McQuire pick up a hen, hear the hens clucking and watch her jump out of his hands to go toward her nest.

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SCREEN 8 • Before reading, click on Mr McQuire to hear him growl and watch him put his hands up in frustration. • As the text reads ‘I have made …’ watch Mr McQuire put his hands up in frustration. As the text reads ‘Those hens don’t like …’ watch Mrs McQuire become happy and her thought bubble appear with an image of the hens on the grass. • Click on the hens and watch them turn around clucking and look at Mr McQuire. Click on Mrs McQuire, hear her groan and watch her smile as she thinks of the hens out of the pen.

SCREEN 9 • Before reading, click on Mr and Mrs McQuire to hear the ‘happy noise’ and see them happily watching the hens. • As the text reads ‘Hens, hens’ see Mr and Mrs McQuire stop looking worried and anxious and look happily at the hens. At the end of the text, hear and watch the hens cluck around the garden. • Click on the hens, hear and watch them cluck around the garden and fly into the tree to make their nests.

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SCREEN 10 • Before reading, click on the different parts of the garden to hear and watch the hens’ eggs appear. • As the text reads ‘… in the mud’ hear and watch the eggs appear in the mud. As the text reads ‘… in the grass’ hear and watch the eggs appear in the grass. As the text reads ‘… in the garden’ hear and watch the eggs appear in the garden. As the text reads ‘… in the trees’ hear and watch the eggs appear in the trees.

SCREEN 11 • Click on Mr McQuire to hear and watch him knit the egg warmers. • As the text reads ‘Click, click, click’ watch Mr McQuire knitting his eggs some egg warmers. As the text reads ‘Wow!’ watch Mrs McQuire put the egg warmer onto an egg. At the end of the text, watch and hear the hens move around their nests. • Click on the hens to hear them clucking and see them moving around the nests. Click on Mrs McQuire to hear the noise and watch her move with excitement. Click on Mr McQuire in the garden and watch him put his hands in his pockets.

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MAORI VERSION Hëki, Hëki, Hëki Incorporating bilingual elements in your classroom This teacher guide is not attempting to be a Mäori language course. Individual teachers will bring their own knowledge and experience to this resource. There are also a number of ways in which teachers, when necessary, can raise their own knowledge of te reo. Text and grammar books are readily available, as are language courses. One useful resource is Te Ata Hapara, a composite set of audio and print materials for teachers learning te reo Mäori that has been developed by the Ministry of Education. It is currently being revised and updated. Te Ata Hapara will be available for all teachers. Visit www.tki.org.nz for more information. We hope this teacher guide will help support the process of creating bilingual classrooms throughout New Zealand. Instructional language Instructional language can be extracted from these stories and become part of your everyday classroom language. Shared reading is a useful way of teaching and/or reinforcing instructional language. Make cards and posters for your classroom as reminders for everyone. The following instructional language is reinforced in the four stories on this CD. Teachers might find it useful to add their own instructional language to this list. Pea Pukunoke Turituri koutou Hei aha Hëki, Hëki, Hëki Mahia te mahi Tïkina Tangohia Tukuna Ka mau te wehi! Te Aihikirïmi a Te Kaita Awhina mai Kiore Toa Tirohia (titiro)

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Hëki, Hëki, Hëki Language features Instructional language: Examples of instructional language from the story: Haere! – Go! Haere ki ö köhanga – Go to your nest. Mahia! – Do it! Work! Make. Mahia te mahi – Do your work. Mahia he potae – Make a hat. Tikina! – Get it/Pick it up. Ka mau te wehi! – Well done! Good job! Excellent! Ka + verb + subject Ka tikina e Pä McQuire ana ngira whatuwhatu Ka … ia Ka + verb + personal pronoun (singular) Ka titiro au – I looked Ka titiro koe – You looked Ka titiro ia – She/he looked Negative Kaore he … (heki) Ka + verb + prepositional phrase + ki (directional, towards) Ka haere ngä heihei ki öna köhanga – The hens went to their nests. Ka haere a Pä McQuire ki te tiki hëki – Pä McQuire went to fetch eggs. Ka oma ngä heihei ki ngä rakau – The hens ran to the trees. Ka titiro a Pä McQuire ki raro i ngä heihei – Pä McQuire looked under the hens. Ka titiro ngä heihei ki a ia – The hens looked at him. Ka titiro ia ki roto i ngä köhanga Ka titiro ia ki raro i ngä heihei Ka körero ia ki ngä heihei Ka + verb + prepositional phrase + i (locational, in) ~ i te paru ~ i ngä pätïtï ~ i te mara kai ~ i ngä räkau Ka whänau hëki ngä heihei i roto i te paru – The hens laid eggs in the mud. Ka moe te tama i roto i te moenga – The boy slept in the bed. Ka mahi a Hoani I te mära kai – Hoani worked in the garden. 24



Hëki, Hëki, Hëki Manuscript Hëki, Hëki, Hëki Nä Jill Eggleton te pakiwaitara Nä Trevor Pye ngä pikitia Nä Mihi Keita Ngata ngä kupu Mäori

SCREEN 1 I haere a Pä McQuire ki te whare heihei ki te tiki hëki. Ka titiro ia ki roto i ngä köhanga. Käore he hëki! Ka titiro ia ki raro i ngä heihei. Käore he hëki! Ka körero ia ki ngä heihei, “Heihei mä, haere ki ö köhanga! Mahia te mahi!” Engari, i kemokemo noa iho rätou ki a ia.

SCREEN 2 Ka kï a Mä McQuire, “Kei te mätao ngä waewae o ngä heihei. Mahia he tökena mö rätou. Mä tërä ka whänau hëki rätou!” Ka tïkina e Pä McQuire ana ngira whatuwhatu. “Whatuwhatu, whatuwhatu, kia oti pai ai, he tökena heihei kia kamakama mai!”

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SCREEN 3 I oti i a Pä McQuire he tökena köpure. Ka whakamaua e ia ngä tökena ki ngä waewae heihei. Ka körero ia ki ngä heihei, “Heihei mä, haere ki ö köhanga! mahia te mahi!” Engari, i kemokemo noa iho rätou ki a ia. SCREEN 4 Ka kï a Mä McQuire “Kei te mätao ngä pane o ngä heihei. Mahia he pötae mö rätou. Mä tërä ka whänau hëki rätou” Ka tïkina e Pä McQuire ana ngira whatuwhatu. “Whatuwhatu, whatuwhatu, kia oti pai ai, he pötae heihei kia kamakama mai!” SCREEN 5 I oti i a Pä McQuire he pötae tähei. Ka whakamaua e ia ngä pötae ki ngä pane heihei. Ka körero ia ki ngä heihei, “Heihei mä, haere ki ö köhanga! mahia te mahi!” Engari, i kemokemo noa iho rätou ki a ia.

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SCREEN 6 Ka kï a Mä Mcquire, “Kei te mätao ngä tuarä o ngä heihei. Mahia he koti mö rätou. Mä tërä ka whänau hëki rätou.” Ka tïkina e Pä McQuire ana ngira whatuwhatu. “Whatuwhatu, whatuwhatu, kia oti pai ai, he koti heihei kia kamakama mai!”

SCREEN 7 I oti i a Pä McQuire he koti tähei. Ka whakamaua e ia ngä koti ki ngä heihei. Ka körero ia ki ngä heihei, “Heihei mä, haere ki ö köhanga! mahia te mahi!” Engari, i kemokemo noa iho rätou ki a ia. SCREEN 8 Kua höhä a Pä McQuire, kua kï, “Kua oti i a au he tökena, kua oti i a au he pötae, kua oti i a au he koti mo aua heihei, engari käore tonu rätou e whänau hëki!” Ka kï a Mä McQuire, “Käre e pai ki ngä heihei tënä whare. Tukuna rätou ki waho. Mä tërä ka whänau hëki rätou!” 27



SCREEN 9 Ka tangohia e Pä McQuire ngä tökena, ngä pötae me ngä koti. Ka tukuna e ia ngä heihei ki waho, ka kï, “Heihei mä, mahia ö köhanga! mahia te mahi!”

SCREEN 10 Ka whänau hëki ngä heihei … i roto i te paru, i roto i ngä pätïtï, i roto i te mära kai, i roto i ngä räkau.

SCREEN 11 Ka ki a Pä McQuire, “Äkuanei, ka mätao ngä hëki. Mäku e mahi he paepae hei whakamahana i a rätou!” “Whatuwhatu, whatuwhatu, kia oti pai ai, he paepae whakamahana kia kamakama mai!” “Ka mau te wehi!” te kï a Mä McQuire. “mïharo rawa atu ënei paepae mahana!”

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INTERACTIVE FEATURES Hëki, Hëki, Hëki MENU SCREEN • To choose which language is used, you can click on either the title screen or the language symbol: Eggs, Eggs, Eggs or English for English; Hëki, Hëki, Hëki or Te Reo for Te Reo Maori. Click on Hëki, Hëki, Hëki or Te Reo. NB: You can alternate between the language versions screen by screen but when you click to move on the next screen in the story, it will revert back to your original language choice.

TE REO TITLE SCREEN • Click on the blue speaker (top left corner) to hear the title, author and illustrator. Click on the blue speaker (top left corner) at any point to stop the reading. Click on the blue speaker (top left corner) again to restart the reading from the point where it was stopped. • Click on the green ‘English’ button (top left corner) to see the words in English. Click on the blue speaker (top left corner) to hear, in English, the title, author and illustrator. Click on the red ‘Te Reo’ button (top left corner) to return to the words in Te Reo Maori. Please note the default at the turn of each screen will be Te Reo as selected from the menu screen. • Click on the birds, hear them tweet and watch them fly onto the farmer’s shoulder and jump along the sign. • Click on the forward arrow (bottom right corner) to go forward a screen. • Click on the back arrow (bottom right corner) to go back a screen.

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Specific Features SCREEN 1 • Before you read the text, click on Mr McQuire and watch him pick up a hen, put her down and stand up straight. Listen to the noise as he stands up. • At the beginning of the text, see Mr McQuire bending over looking for eggs. When the text reads ‘… he hëki!’ Mr McQuire lifts up the hen and looks for the eggs. When the text reads ‘Ka körero ia ki ngä heihei’ the hens hop around. At the end of the text, watch and hear the hens blink. • Click on the hens to watch them move around and hear them clucking.

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SCREEN 2 • Before reading, click on the hen to hear her cluck and see her put her foot into Mrs McQuire’s hand. • At the beginning of the text, see Mr and Mrs McQuire looking at the hen. As the text reads ‘Kei te mätao ngä waewae’ watch the hen put her foot into Mrs McQuire’s hand. As the text reads ‘Mahia he tökena mö rätou’ Mr McQuire has a thought bubble appear whilst he pictures his hens in socks. As the text reads ‘Whatuwhatu, whatuwahatu’ watch Mr McQuire knit his hens some socks and rock in his chair. • Click on Mr McQuire and hear him clear his throat and see him think of the hens in socks. • Click on Mr McQuire in his chair to watch and listen to him knit with his needles.

SCREEN 3 • Before reading, click on Mr McQuire or his hens to watch him put a sock on one of his hens, stand up and point to the nests. Watch a hen land on Mr McQuire and then jump onto his arm as he stands up. Watch and hear the hens clucking and moving around with socks on. • As the text reads ‘… waewae heihei’ watch Mr McQuire put a sock on one of his hens, stand up and point to the nests. Watch a hen land on Mr McQuire and then jump onto his arm as he stands up. At the end of the text, hear and watch the hens blink.

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SCREEN 4 • Before reading, click on Mrs McQuire and hear her gasp, move towards the hen and see the thought bubble appear as she imagines the hens with hats on. • As the text reads ‘Ka kï a …’ watch the hen hop toward Mrs McQuire. As the text reads ‘… Mä McQuire’ watch Mrs McQuire move towards the hen and see the thought bubble appear as she imagines the hens with hats on. As the text reads, ‘Whatuwhatu, whatuwhatu’ watch Mr McQuire knitting his hens some hats. • Click on the hen and hear her cluck and hop toward Mrs McQuire. Click on Mr McQuire in his chair and watch and listen to him knit with his needles.

SCREEN 5 • Before reading, click on Mr McQuire or his hens to watch him put a hat on one of his hens, stand up and point to the nests. Watch a hen jump onto his arm as he stands up. Watch and hear the hens clucking and moving around with hats and socks on. • As the text reads, ‘… ki ngä pane heihei’ watch Mr McQuire put a hat on a hen, stand up and point to the nests. Watch a hen jump onto his arm as he stands up.

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SCREEN 6 • Click on Mrs McQuire to watch her move forward holding a hen, watch a thought bubble appear and hear the hen cluck. • When the text reads ‘Ka kï a Mä McQuire’ watch Mrs McQuire move forward holding a hen, watch a thought bubble appear and see the hen on the ground dance. As the text reads ‘Whatuwhatu, whatuwhatu’ watch Mr McQuire knitting his hens some coats and rocking in his chair. • Click on Mr McQuire in his chair to watch and listen to him knit with his needles and rock in his chair. Click on the hen on the floor to watch her dance and hear her cluck.

SCREEN 7 • Before reading, click on Mr McQuire to watch him pick up a hen, hear the hen clucking and watch her jump out of his hands to go toward her nest. • As the text reads, ‘… ki ngä heihei’ watch Mr McQuire put the coat onto a hen, stand up and watch the hen jump out of his hands. At the end of the text, hear and watch the hens blink. • Click on a hen and watch Mr McQuire pick up a hen, hear the hens clucking and watch her jump out of his hands to go toward her nest.

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SCREEN 8 • Before reading, click on Mr McQuire to hear him growl and watch him throw his hands up in frustration. • As the text reads ‘Kua oti i a au …’ watch Mr McQuire throw his hands up in frustration. As the text reads ‘Ka kï a Mä McQuire …’ watch Mrs McQuire become happy and see a thought bubble appear with an image of the hens on the grass. • Click on the hens to watch them turn around clucking and look at Mr McQuire. Click on Mrs McQuire, hear her groan and watch her smile as she thinks of the hens out of the pen.

SCREEN 9 • Before reading, click on Mr and Mrs McQuire to hear the ‘happy noise’ and see them happily watching the hens. • As the text reads ‘Heihei mä’ see Mr and Mrs McQuire stop looking worried and anxious and look happily at the hens. At the end of the text, hear and watch the hens cluck around the garden. • Click on the hens, hear and watch them cluck around the garden and fly into the tree to make their nests.

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SCREEN 10 • Before reading, click on the different parts of the garden to hear and watch the hens’ eggs appear. • As the text reads ‘… i roto i te paru’ hear and watch the eggs appear in the mud. As the text reads ‘… i roto i ngä pätïtï’ hear and watch the eggs appear in the grass. As the text reads ‘… i roto i te mära kai’ hear and watch the eggs appear in the garden. As the text reads ‘… i roto i ngä räkau’ hear and watch the eggs appear in the trees.

SCREEN 11 • Click on Mr McQuire to hear and watch him knit the egg warmers. As the text reads, ‘Whatuwhatu, whatuwhatu’ watch Mr McQuire knitting his eggs some egg warmers. As the text reads ‘Ka mau te wehi!’ watch Mrs McQuire put the egg warmer onto an egg. At the end of the text, watch and hear the hens move around their nests. • Click on the hens to hear them clucking and move around the nests. Click on Mrs McQuire to hear the noise and watch her move with excitement. Click on Mr McQuire in the garden and watch him put his hands in his pockets.

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