These teacher support materials accompany the six storybooks developed especially to support the Learning Languages Series resource I-E-KO-KO! An Introduction to Cook
Islands Māori. Each story gives students opportunities to extend their language and cultural knowledge and to practise reading the target language of specific units in I-E-
KO-KO!
These teacher support materials suggest ways in which teachers can use the six storybooks to foster Cook Islands Māori language learning at levels 1 and 2, particularly in the context of the I-E-KO-KO! programme.
Teachers can use the teaching as inquiry cycle within this programme. You can find this cycle in the effective pedagogy section on page 35 of The New Zealand Curriculum or at: http://nzcurriculum.tki.org.nz/Curriculum-documents/The-New-Zealand-
Curriculum/Effective-pedagogy
I-E-KO-KO! is a resource in the Learning Languages Series. It provides a languageteaching programme that can be used by teachers, including teachers who do not speak
Cook Islands Māori or know how to teach languages. I-E-KO-KO! includes:
 twenty units, of three lessons each (two of the twenty are revision units)
 a range of language suitable for years 7–10 at levels 1 and 2 of the curriculum
 video and audio support to engage learners and demonstrate how fluent speakers use the language
 lesson plans that could be linked to opportunities for learners to enjoy reading
Cook Islands Māori texts.
You can link to I-E-KO-KO! at http://pasifika.tki.org.nz/Pasifika-languages/Cook-
Islands-Maori
The teacher’s role is to mediate the interactions between the student and the learning materials and enable the student to meet their learning intention.
Accessed from http://pasifika.tki.org.nz/Pasifika-languages/Cook-Islands-
Maori/Storybooks-content/Storybook-6
Copyright © New Zealand Ministry of Education 2010
Teacher Support Material for Stories to Support I-E-KO-KO! An Introduction to Cook Islands Māori

by ‘Ina Teke‘u
This story supports Unit 20 (‘Aere rā/Farewell).
The language features of this story include:
 a simple structure for asking and answering a question – Tei te ‘a‘a koe?, Tei te
‘akapapa i tōku kāka‘u
 poetic language used to encourage and/or to farewell – “Māmā, ‘ākono‘ia tā tāua ngā mokopuna”, “Kia āru tō mātou aro‘a iākoe, ‘e Pāpā!”, “Tiaki mēitaki iākoe,
‘e Pāpā!”
 expressions of sorrow – “Tē tangi nei au ‘i te ‘akaruke‘anga mai ia kōtou …”,
“Maromaroā tikāi au”.
 questions and statements about what someone would like (to take with them) – Ka
‘inangaro koe …? Ka ‘inangaro au …
 a short speech (the first paragraph on page 8).
The cultural features of this story include:
 content that relates to the Cook Islands concept of family – the common practice for extended families to live together and for grandparents to raise grandchildren
 the importance of having a Bible available in the home – the Cook Islands is a
Christian nation and every household is expected to have a Bible
 the setting in the Cook Islands in the 1960s. At that time, many families moved to
New Zealand for work and to gain a better education for their children. Fathers or grandfathers often went ahead of their wives and children to secure employment.
Families then followed and the children would go to school in New Zealand.
Students who have completed all 20 Units of I-E-KO-KO! may find it easy to:
 understand structures beginning Ka ‘inangaro
 understand that a ngutu‘are tangata may be grandparents and their grandchildren
 recognise some of the typical language and other features of a farewell.
 identify many words and phrases they have learned in earlier units of I-E-KO-KO!
These students may find it challenging to:
 interpret the detail of the speech on page 8 (a full translation of this is provided in the book’s glossary)
 understand the unfamiliar setting (the Cook Islands in the 1960s) and situation (a grandfather leaving his family to seek employment in a new country).
Consider your students’ interests and their ability to read in Cook Islands Māori at this level and choose activities that provide appropriate content and support. Assess and reflect on the effectiveness of your teaching and the students’ learning, then plan next steps.
Accessed from http://pasifika.tki.org.nz/Pasifika-languages/Cook-Islands-
Maori/Storybooks-content/Storybook-6
Copyright © New Zealand Ministry of Education 2010
Teacher Support Material for Stories to Support I-E-KO-KO! An Introduction to Cook Islands Māori

The New Zealand Curriculum: Learning Languages
 Students will recognise that the target culture is organised in particular ways.
(levels 1–2)
Cook Islands Māori in the New Zealand Curriculum
Students should be able to:
 understand and differentiate social roles and interrelationships, for example, those in their household family. (level 2)
I-E-KO-KO! An Introduction to Cook Islands Māori
Unit 20: Students will be able to:
 understand some of what happens at a Cook Islands farewell
 say some suitable things at a farewell.
Students will be able to identify some important features of a Cook Islands farewell and then write and perform plays in which they express feelings.
Prior knowledge
Revisit Unit 4 and talk about who may be included in a Cook Islands ngutu‘are tangata.
Revisit Unit 13 and revise the language for expressing feelings.
Ask the students questions about migrating or moving house, for example: “Who has a friend or a family member who was born in a different country than New Zealand? How did they come to live here?” Display a world map and ask students to indicate where some of these people came from.
Have the students share, in small groups, their experiences and ideas of how it would feel to go and live in a new land or place. Then ask them: “What differences do you think someone moving from the Cook Islands would find if they moved to New Zealand?
Today? Fifty years ago?”
Pronunciation of new language
Check the words in the glossary (on the inside back cover of the book). If possible, ask a native speaker of Cook Islands Māori to model the correct pronunciation of any unfamiliar words for you and the students. This person could read the story to you and the class as the first reading, or you could record them reading it and play it to the class.
Learners at levels 1 and 2 will need support with the speech on page 8.
Accessed from http://pasifika.tki.org.nz/Pasifika-languages/Cook-Islands-
Maori/Storybooks-content/Storybook-6
Copyright © New Zealand Ministry of Education 2010
Teacher Support Material for Stories to Support I-E-KO-KO! An Introduction to Cook Islands Māori

Introducing the book
Cover the front of the book with a sheet of paper that is the same size as the cover. Cut the paper into six pieces, so that it becomes like a jigsaw puzzle. Use an adhesive putty to stick the jigsaw puzzle pieces to the front cover of the book so that it is completely covered. Remove one piece at a time, each time asking the students what they think the illustration shows and what they predict the book will be about. Record their predictions on the whiteboard so that they can refer to them and add to them during the reading.
Learning Intentions
Share the learning intentions, or co-construct them with your students. Some examples of possible learning intentions for reading this story are given below.
After reading the text, I will be able to:
 say what items I might take on a journey, using the structure, Ka ‘inangaro
au …
 identify aspects of Cook Islands life in the 1960s
 express degrees of sadness and other emotions, for example, Maromaroā
au/Maromaroā tikāi au.
 identify some important features of a Cook Islands farewell
 write and perform plays in which they use appropriate language to express feelings.
Talk about how the students will know they have met the learning intentions, and decide on success criteria together.
Read the story aloud to the students, as the students follow the reading in their books.
At the end, ask them what they think the story is about and what happens. Compare this with their predictions before reading.
Read the story again, this time pausing on each page to discuss what is said and what is happening, giving evidence from the words and/or the pictures. Write key phrases on the whiteboard. On page 6, take the time to discuss what is said about the Bible (Buka
Tapu) and to explain that every Cook Islands home would be expected to have one. On pages 8–10, discuss why the room is full of people and talk about why all the ‘ei are given to Pāpā, the person who is leaving.
Invite students to read the story aloud in small groups, with one reading the narrator’s part and others reading for different family members. Their goal is to read with expression, conveying the speaker’s feelings.
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Teacher Support Material for Stories to Support I-E-KO-KO! An Introduction to Cook Islands Māori

Ask the students to share what they liked about the story, or about a group member’s reading.
Identify and record the features of a Cook Islands farewell that are illustrated in the book, for example, the attendance of extended family and friends, the placing of ‘ei on the person who is leaving, the speech, and the expressions of sadness and good wishes.
 Talk about the differences and similarities between this Cook Islands family in the
1960s and other families that the students know. Talk about the family relationships within the ngutu‘are tangata of Pāpā, Māmā, and the boys. Look for the differences that arise from the period (the 1960s). For example, at modern farewells in the Cook Islands, shell necklaces are given instead of flower ‘ei because travellers are no longer permitted to bring live plants into New Zealand.
Game: Going to New Zealand
Have the students take turns adding to a list of what they might take to New Zealand with them. The first speaker says “Āpōpō ka ‘oki au ki Nū Tirēni. Ka ‘inangaro au ‘i taku
___. The next repeats this and adds another item, and so on.
Creating a play
In groups of four, students could write short plays with questions and answers and words that express feelings (as learned in Unit 13). For example, they might choose to write about a family moving to another own or friends sharing how they feel.
Groups of students could innovate on the story to create a longer play, or video scenario about another person or people leaving home for another country, in the 1960s or today.
If the students plan to put on their play or produce their video, they could add cultural authenticity to their performance by:
 wearing some traditional Cook Islands clothes, referring to what they learned in lesson C of Unit 18
 making ‘ei, as they learned to in Unit 12, to be given to those who are leaving
 singing and improvising dance movements to the traditional farewell song ‘Īmene
Takakē (from p. 24 of ‘E Au ‘Īmene Kūki ‘Airani nō Tātou i Aotearoa nei Cook Islands
Songs, Ministry of Education, 2002). This song will be familiar from Units 9 and 20.
Have the students refer to their learning intentions and reflect individually about (or discuss in pairs) whether they have fulfilled the intentions. Ask the students questions such as:
 What helped you understand the story?
 What have you learned about living in the Cook Islands in the 1960s?
 What new things have you learned about Cook Islands farewells?
 What do you think are the next steps in your learning?
The students could record this information.
Accessed from http://pasifika.tki.org.nz/Pasifika-languages/Cook-Islands-
Maori/Storybooks-content/Storybook-6
Copyright © New Zealand Ministry of Education 2010
Teacher Support Material for Stories to Support I-E-KO-KO! An Introduction to Cook Islands Māori

[page 2]
“Kia orāna (hello) Pāpā,” says Vaka.
“Kia orāna to you also Vaka,” says Pāpā.
“What are you doing?” asks Vaka.
“Packing my clothes,” replies Pāpā.
[page 3]
“What time is your plane to New Zealand?” asks Vaka.
“Two o’clock today,” replies Pāpā.
“We will help you pack,” says Māmā.
[page 4]
“Would you like your black shoes?” asks Māmā.
“Yes,” replies Pāpā
“Here they are,” says Vaka.
[page 5]
“I would like my passport,” says Pāpā.
“Here it is,” says Vaka.
[page 6]
“Would you like your Bible?” asks Tau.
“No, Māmā Mereana in New Zealand has one,” replies Pāpā.
[page 7]
“Do you want anything else?” asks Māmā.
“Yes, I want you all to come with me, but never mind, we will meet again at the end of the year.”
[page 8]
“I’m feeling sad for leaving you all.
I’ll make sure that you will never be forgotten by me. The love of God,
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Teacher Support Material for Stories to Support I-E-KO-KO! An Introduction to Cook Islands Māori

remain with you as well as with me. Good luck until the time we meet again.”
“Māmā, take care of our grandchildren.
Tau and Vaka, listen to what Māmā tells you.”
[pages 10–11]
“Don’t forget us, Pāpā!”
“Our love goes with you, Pāpā!”
“Look after yourself, Pāpā!”
“Please give our love to Māmā Mereana!”
[page 12]
“I feel very sad,” says Vaka.
“I feel sad too,” says Tau.
“Māmā, can we please go (return) home?” asks Vaka.
Accessed from http://pasifika.tki.org.nz/Pasifika-languages/Cook-Islands-Maori/Storybookscontent/Storybook-6
Copyright © New Zealand Ministry of Education 2010
Teacher Support Material for Stories to Support I-E-KO-KO! An Introduction to Cook Islands Māori