Supporting Pasifika Teacher Aides in

English-Medium and Bilingual Classrooms

Written by Teacher Aides

Oamaru Cluster

September 2013

Oamaru Cluster 2013 - 3 Level Questioning 2

‘How Maui Slowed The Sun’

A story by Peter Gossage

Literal (On the Lines):

Why did Maui call on his brothers to help him? Ko e hā hono ʻuhinga ne ui tokoni ai ʻa Maui ki hono ongo taʼokete?

What happened to the people when the sun did not slow down? Ko e hā ʻa e meʼa naʼe hoko ki he kakai ´ ʻi he taimi ne ʻikai māmālie ai ʻalu ʻa e laʼa? Inferred (Between the Lines): Why did Maui encourage his brothers to have confidence in their strength? Ko e hā hono ʻuhinga ne fakalotolahiʼi ai ʻe Maui hono ongo taʼokete ke nau lototoʼa?

What might have happened if the sun did not appear in the morning? Ko e hā ha meʻa naʻe mei hoko kapau naʻe ʻikai ʻasi ʻae laa´ ʻi he pongipongi?

Applied (Beyond the Lines)

Do you think it is right for people to ask others to help them change the course of nature? ‘Oku ke pehe ʻoku ʻi ai ha totonu ʻa e kakai ke nau kole tokoni ki hano liliu ʻa e anga ʻo natula?

What does the story tell us about the course of time? Ko e hā e fekau ʻoku talamai ʻe he talanoa´ fekauʼaki mo e anga ʻo e feliuliuaki ʻo e taimi?

Questions Jan Plieger, Jill McCartie, Jocelyn Marsh - St Joseph's School; Api Fifita - Pembroke School

Oamaru Cluster 2013 - 3 Level Questioning 3

‘Dance Animoe!’

A story by Lino Nelisi

Literal (On the Lines):

What were the colours of Animoeʼs flowers? Ko e hā ʻa e ngaahi lanu ʻo e matalaʼiʼakau ʻa ʻAnimoe?

Who helped Animoe with her costume? Ko hai ne tokoni ki hono ngaohi ʻo e teunga ʻo ʻAnimoe? Inferred (Between the Lines): How do you think Animoe felt as she was dancing? Ko e hā hoʼo fakakaukau ki he ongo ne maʼu ʻe ʻAnimoe ʻi he taimi naʼe tauʼolunga ai?

Why did they make the costume the day before? Ko e hā hono ʻuhinga naʼe ngaohi ai ʻa e teunga ʻi he ʻaho ʻe taha ki muʼa? Applied (Beyond the Lines)

What dancing does your family enjoy? Ko e hā e faʼahinga faiva ʻoku manako ai ho famili?

How has your family helped you prepare for a performance? ‘Oku tokoniʼi fēfē koe ʻe ho fāmili´ ʻi haʼo teuteu ke ke faiva?

Oamaru Cluster 2013 - 3 Level Questioning 4

‘How Maui Slowed The Sun’

A story by Peter Gossage

Literal (On the Lines):

What were the rope made of? Ko e hā e meʻa naʻe ngāohi mei ai e maea?

Where did the brothers carry the ropes? Ko fē ʻa e feituʼu ne fua ki ai ʻe he ongo taʼokete ʻo Maui ʻa e maea? Inferred (Between the Lines): What would happen if Mauiʼs strength had failed? Ko e hā e meʼa naʼe mei hoko kapau naʼe ʻikai mālohi feʼunga ʻa Maui?

What would happen if the sun did not slow down? Ko e hā e meʻa naʻe mei hoko kapau naʻe ʻikai ke māmālie ʻe ʻalu ʻa e laʻa´? Applied (Beyond the Lines)

How does your family celebrate success? ‘Oku anga fēfē hono kātoangaʼi ho famili´ hā ikuna?

How does your family encourage confidence? ‘Oku anga fēfē hono fakaʼaiʼai koe ʻe ho fāmili ke ke lotolahi?

Questions Lavinia Tavake - Pembroke School; Elizabeth McKenzie, Rowan Stringer - Oamaru North School; Janet Brown - Duntroon School

Oamaru Cluster 2013 - 3 Level Questioning 5

‘Le Polo Pulu’

School Journal Part 2 Number 2 1999

A story by Jill MacGregor

Literal (On the Lines):

How did Mikaele stop the latex getting too thick? Naʼe anga f fēfē hono taʼofi ʻe Mikaele ʻ a e toiʼiʼakau mei heʼene tafe mālohi mo matolu?

What tree did the latex come from? Ko e hā ʻae fuʻu ʼakau naʻe tafe mei ai ʻae toiʼiʼakau?

Inferred (Between the Lines): Why did Mikaele paint the latex onto the corrugated iron? Ko e hā e ʻuhinga ne valiʼaki ai ʻe Mikaele ʻa e toiʼiʼakau e laʼikapa?

What are the benefits for Mikaeleʼs family from making cricket balls? Ko e hā ʻene ʻaonga kia Mikaele pea mo hono fāmili´ ʻa hono ngaohi ʻo e pulu kilikiti? Applied (Beyond the Lines)

What are the benefits to a community of a local market selling locally made goods? Ko e hā hono lelei ki he kolo´ ʻa hono fakatau atu ʻa e ngaahi koloa ngaohi fakalotofonua?

What do children need to think about when using dangerous tools? Ko e hā e meʼa ʻoku fiemaʼu ke fakatokangaʼi ʻe he fanau ʻi he taimi ʻoku nau ngāueʼaki ai ʻa e ngaahi meʼa ngāue ʻoku fakatuʻutāmaki?

Questions Carmen Sim - Oamaru Intermediate, Kathryn Sim - Duntroon School; Faiva Prescott - Fenwick School; Margie MacDonald - Pembroke School.