Ko te Aha te Tino Wā o te Tau? | What's the Best Time of the Year?

Storyline / Kiko

This story show the activities a family does during the four seasons of the year. It poses the question: What’s the best time of the year for the family? Unsurprisingly, it’s summer – due to Christmas and spending time with whānau.

Achievement objectives / Whāinga paetae 

Students should be able to:

• 2.4 communicate about the seasons
• 3.1 communicate about habits and customs

Te Aho Arataki Marau mō te Ako i Te Reo

Learning context / Kaupapa 

This story relates to the topic of Te huarere/The weather (Unit 4) in He Reo Tupu He Reo Ora. 

Assessment / Aromatawai

The learning intentions and success criteria below will help determine students’ progress.

The format of the rubrics is similar to that in He Reo Tupu, He Reo Ora, allowing for student self-assessment, as well as assessment by:

• other students (tuākana and tēina)
• teachers
• whānau (as a way of engaging families and promoting a partnership between home and school).

The three tohu/symbols in the rubrics indicate different steps of learning, as depicted in this poutama pattern.

Proverb / Whakataukī

Kua tū te haka a Tānerore. 

The dancing of Tānerore has begun.

Tānerore is said to be the originator of dance. His parents were the sun, Tama-nui-te-rā, and summer, Hine-Raumati. This proverb is said to describe the shimmering heat in summer – analogous with the hand actions of Tānerore doing the haka.

Cultural knowledge / Tikanga

The word marama means both ‘moon’ and ‘month’ due to the fact that Māori operated on a lunar calendar (maramataka).

Summer/Raumati

Hine-Raumati was the summer maid whose child Tānerore reportedly created the haka – where the hand actions (wiri) quivered like the shimmering heat of summer (December – February in the traditional Māori calendar). 

However, attitudes to summer were not always positive in traditional times due to the heat exhaustion and loss of weight associated with that time of the year. For example, there were expressions such as: 

• Rehua whakaruhi tangata (Rehua the weakener), which highlighted the exhaustion caused by the heat of summer. (Rehua is the brightest star in the Scorpius constellation, and is associated with summer.)
• Rehua pona nui (Rehua of the big joints), which referred to people losing weight in summer, and its association with people’s joints looking bigger.
• Te rā o te waru (the days of the eighth month in the traditional lunar calendar), which referred to the height of summer in January, when kai could be scarce before the crops were harvested.

Autumn/Ngahuru

The word for autumn (ngahuru) originates from an associated but less common meaning, e.g., number 10. It refers to:

• the 10th month of the traditional Māori calendar (approximately March/Poutū-te-rangi)
• harvest time. 

Some Māori calendars recorded only 10 months because the two months after the harvest and before planting resumed were deemed unimportant.

There is a saying that emphasises the abundance of kai at harvest-time: 

Ngahuru – kura kai, kura tangata.

(Harvest time – wealth of food, the wealth of people.)

Winter/Takurua

Winter (June to August) was associated with the star Sirius or Takurua. A saying associated with this time of the year is: 

Takurua hūpē nui.

(Winter, when your nose runs.) 

NB: Other common words for winter are hōtoke and makariri.

Most schools and many New Zealanders celebrate the appearance of the cluster of stars referred to as Matariki. This constellation, which appears during winter, has commonly been known as the Seven Sisters – similar to other cultures, e.g., Subaru (Japanese) and Pleiades (Greek).

The appearance of the stars (early/mid-June) marks the beginning of the Māori New Year. This is a time to:

• look back at the past, remembering those who have departed
• appreciate loved ones
• be grateful for and celebrate the sufficiency of provisions (by singing, dancing, flying kites, playing games and eating)
• plan for the future, celebrating new life.

There are various stories about Matariki among Māori but it was generally accepted that this constellation comprised seven stars – with one being invisible to the naked eye. However, recently Dr Rangi Mātāmua, a Māori academic, has disputed this number, claiming that there are nine stars.

Spring/Kōanga

In the traditional Māori calendar, spring occurred between September and November. It was a time for digging the soil and planting, using an implement called a kō – hence the derivation of the Māori word for spring – kōanga. 

There is a saying (an insult) that alludes to people who do not help with the planting in spring, but benefit from the fruits of other people’s labour at harvest time in autumn: 

Takē kōanga, whakapiri ngahuru.

(Absent at planting time, close by at harvest.)

Pre-reading / I mua atu

Before reading the story, talk with students
to discover:

• their previous experiences in relation to the picture on the front cover and the storyline.
• their prior knowledge of relevant vocabulary, language structures, and Māori concepts.

Flashcards / Whakaahua

You could create flashcards to show images of the following content words:

kōura – crayfish

rau – leaves

rangi – sky

Matariki – Pleiades

hararei – holidays

ruku – to dive 

hīkoi – to walk/march

raumati – summer 

ngahuru – autumn 

takurua – winter 

kōanga – spring

Other words / Ētahi atu kupu

Other words in the text include: 

tau – year/s

wā – time

kohi – collect

titiro – look

nō te mea – because

whetū – stars

mō – for

Grammar / Wetereo

This story includes the following language structures:

• Verbal particle ka (which can be used in the present, past, or future)
  Ka hīkoi (walks/walked/will walk)
  Ka ruku (dives/dived/will dive)
• Intensifier tino (best/most special) 
  Ko te raumati te tino wā …
  Summer is the best time …
• Conjunctions nō te mea (because), ā (and)
• Particle ko used to specify 
  Ko te raumati. It’s summer. 
  Ko te Rāhina. It’s Monday.
  Ko te marama o Haratua. It’s the month of May.
  Ko te 25 o Hakihea. It’s the 25th of December.
  Ko te wā o Matariki. It’s the time of Matariki.

Follow-up / I muri mai 

Second language tasks/activities

Once students are familiar with the text, you can facilitate some of the second language tasks/activities below, working to your students’ strengths and interests. The aim is to extend their proficiency and use of te reo in meaningful contexts. 

While facilitating these tasks/activities, remember that you don’t have to be the expert. As conveyed in the Māori concept of ako, you may be in the position of being a learner alongside your students. In fact, some students may want to take the lead. Ka pai tēnā. Nō reira, kia kaha.

For general information on common task types, see He Reo Tupu, He Reo OraReo Tupu He Reo Ora. Choose ‘Using tasks and activities’.

Matching (listening or reading)

Students match pieces of text from the story to associated pictures of the different seasons to corresponding activities. 

Strip story (reading)

Students sequence pieces of text and matching pictures to match the cycle of the seasons in a year. 

True/false (Kei te tika/Kei te hē)

Students make a judgement on whether a spoken or written statement about a picture in the book is true or false (kei te tika/kei te hē).

For example, for the picture of the family star-gazing the teacher might say or write:

I te ngahuru, ka titiro ki te rangi.

If false, as above, the students must ‘make it right’ by providing the correct text that corresponds with the picture.

I te takurua, ka titiro ki te rangi.

Multi-choice (listening or reading)

Students decide which of the teacher’s multiple descriptors (2–4) best applies to a picture in the text.

For example, for a picture of the family diving for crayfish in summer:

I te raumati, ka titiro ki te rangi.

I te raumati, ka hīkoi.

I te raumati, ka kohi rau.

I te raumati, ka ruku kōura.

Cloze activity (with or without picture clues)

Create gaps in the written text for students to complete. A cloze is a good way to help students notice the grammar of te reo Māori, as well as improve their prediction skills and encourage them to make intelligent guesses from context and picture clues. For example:

I te kōanga, ka _____.

I te raumati, ka ruku _____.

I te _____, ka kohi rau.

I te takurua, ka _____ ki te rangi.

A cloze task can be extended to incorporate listening and speaking, where you read a piece of text and stop at each missing word, so students can suggest an appropriate word to fill the gap. The gaps can represent a consistent part of speech, for example, nouns or pronouns. Alternatively, words can be deleted at random, such as every third word.

Teachers can make a cloze exercise easier for students by:

• telling them how many letters are in the missing word
• providing the first letter
• giving them a list of words to choose from.

Designing flashcards

Students create eight flashcards (labelled on the back in te reo), to depict the four seasons and associated activities.

Survey

Students take a vote on the season they like best (and why) e.g., Ko te takurua te tino wā o te tau – nō te mea ko te wā o Matariki. The results can be represented in a graph, in order to integrate maths.

Text reversioning

Students use the framework of this story to create a new story that: 

• lists different activities associated with the four seasons
• focuses on the best time of the year for different animals such as hunting, hibernating.

Viewing

Students watch the animation Ngā Āhua o te Huarere in He Reo Tupu He Reo Ora about different kinds of weather conditions.

The animations in He Reo Tupu He Reo Ora are supported with useful information, including storyline, grammar, Māori transcript, and English translation. Before showing the animations, make sure you are familiar with this information.

Mini book

Print the mini-book template (with instructions) so every child in your class can take home a mini version of this story to read with whānau. 

Songs / Waiata

The following waiata will support the kaupapa of the reader: 

• Kei te haere mai a Hana Koko (Tune: We Wish You a Merry Christmas)

Kei te haere mai a Hana Koko (x3)

I runga te rei.

Kia hari, kia koa (x3) 

Mō Hana Koko.

Father Christmas is coming on the sleigh. 

Be joyful, be glad for Father Christmas

• Waiata ki te Rā (in Into Music 2, page 47)
• Tīhore mai te Rangi (in Into Music 1, page 13) 
• Whakarongo ki te Hau (in Into Music 1, page 53). 

Using the big books in early childhood

In English-medium ECE settings, where Māori language is a natural part of the programme (as recommended in the Mana reo strand of Te Whāriki), the big books for Reo Tupu stories can be used for shared reading with tamariki. 

These stories will allow teachers to weave Māori language and culture into their everyday activities, demonstrating the value they place on te reo and tikanga Māori. This is especially important for enhancing identity, sense of belonging, and well-being. The audio component of the e-books will support teachers and tamariki to pronounce te reo Māori correctly.

Stories / Pakiwaitara

The following stories are relevant to the kaupapa of this reader:

Hall, X. (2016). Together in love. A legend of Matariki. Miscellaneous publishers. (The story of Ranginui and Papatuānuku clinging to each other in the darkness, but separated by some of their children –  resulting in the creation of the constellation of stars known as Matariki.)

NZ Heart Foundation. (2017). Ngā Mahi Mātātoa a Hina rāua ko Māui. (A teaching kit comprising four books, focused on healthy eating and exercise. Each book reflects a season of the year – kōanga, raumati, ngahuru, takurua – and features two super heroes, Hina and Māui. There is also a waiata CD by Ruia Aperehama, called Hine rāua ko Māui).

Rau, C. (2002). Te Kōanga. Ngaruawahia: Kia Ata Mai Publications. (Ngā Kete Kōrero book about spring.) 

Rau, C. (2002). Te Makariri. Ngaruawahia: Kia Ata Mai Publications. (Ngā Kete Kōrero book about winter.) 

Rau, C. (2002). Te Ngahuru. Ngaruawahia: Kia Ata Mai Publications. (Ngā Kete Kōrero book about autumn.)

Rau, C. (2002). Te Raumati. Ngaruawahia: Kia Ata Mai Publications. (Ngā Kete Kōrero book about summer.)

Te Awa, M. Tama-nui-te-rā. Wellington: Learning Media. (A big book about the personification of the sun.)

Acknowledgements / He mihi

The author would like to acknowledge the teachers she has worked with over the years, inspiring her to create these books. Ināianei kua mātātupu. Ka tuku mihi hoki ki te whānau Laison nō Taranaki me te whānau Takotohiwi nō Ngāti Awa, who nurtured her in te ao Māori; ko te tino koha tēnā.

She also acknowledges with fondness her Māori tutors during decades of learning, particularly Hirini Mead, Tamati Kruger, Wiremu Parker, Keri Kaa, and Ruka Broughton. Also her two non-Māori mentors and role models, Mary Boyce and Fran Hunia. All these people have added to her kete. Kua whetūrangitia ētahi engari kāore e warewaretia ō rātou mahi maha ki te akiaki i a ia. Hei whakamutunga, ka tuku mihi ki āna mokopuna me āna tama – te pū o ēnei pukapuka.