|
Te Kaupae Ako
|
He Tauira Whakawhitiwhiti Kōrero
|
|
He taonga ōrite (Objects the same)
|
As children are painting observe the shapes in their pictures. Focus their attention on the features of these shapes by encouraging them to paint others that are similar. For example:
I like that line. Can you paint another one like that? How are they the same?
He pai ki ahau te rārangi kua tuhia nā e koe. Peitatia tētahi anō. He aha ngā āhuatanga ōrite?
That’s a great shape. Can you make another one like that? What’s the same about those two shapes?
He rawe tēnā āhua kua peitatia e koe. Peiteatia tētahi anō e ōrite ana. He aha ngā āhuatanga ōrite o ēnā āhua e rua?
I like that part of your painting. Can you make another one? What makes them the same?
He rawe ki ahau tēnā wāhanga o tō mahi peita. Peitatia tēnā wāhanga anō e pēnā ana. He aha ngā āhuatanga e ōrite ana?
That’s a fantastic shape. Can you make one more like that? What makes them alike?
Te rawe hoki o tēnā āhua. Peitatia ētahi anō āhua pēnā i tēnā. He aha i ōrite ai?
As appropriate, encourage the children to look at the shapes others have used in their paintings and focus on the features of these.
Look at Aroha’s shape. Can you do one like that? Which parts are the same?
Titiro ki te āhua kua peitatia e Aroha. Māu (Mā koutou) e peita tētahi āhua e rite ana ki tā Aroha. He aha ngā āhuatanga ōrite?
Look at this red shape I’ve painted. Can you paint one like that? What makes these two shapes the same?
Titiro ki tēnei āhua whero nāku i peita. Māu (Mā koutou) e peita tētahi pēnei i tēnei. He aha ngā āhuatanga ōrite o ēnei āhua?
Sam’s painted an interesting line. Can you make one the same? How is it the same?
Te pai hoki o te rārangi i peitatia e Hāmi. Māu (Mā koutou) e peita tētahi e ōrite ana. Ha aha i ōrite ai?
Here’s a big shape. Can you do one like this? What is the same about our shapes?
He āhua nui tēnei. Māu (Mā koutou) e peita tētahi. He aha ngā āhuatanga ōrite o ēnei āhua?
|
|
He taonga ōrite, he taonga rerekē
(Objects the same and different)
|
Make some paintings with the children. Ask them whether they are happy for these paintings to be cut up and used. Assist them to cut up the paintings so there is one key painted feature or shape on each piece. Encourage children to sort the painting parts, focusing on the features shared by the painted shapes.
Can you make a pile of pieces that are alike? How are they the same?
Wehewehea ēnei wāhanga peita ki ētahi rōpū. He aha ngā āhuatanga ōrite o ngā rōpū? He aha ngā āhuatanga rerekē?
Can you sort these parts into groups? How shall we sort them?
Me whakarōpū ēnei wāhanga peita. He aha ngā rōpū? Me pēhea te whakarōpū?
Which pile/group should I put this shape in?
Ki tēhea rōpū hoatu ai i tēnei āhua?
Where does this object belong? How do you know?
Ko tēhea te rōpū e tika ana mō tēnei wāhanga? He aha i pēnā ai ō whakaaro?
Follow the sorting with questions that encourage children to describe their thinking with a focus on the attributes of the shapes in the painted pieces:
How is this piece the same as the ones in this pile?
He aha ngā āhuatanga ōrite o tēnei wāhanga peita me ngā wāhanga o tēnā rōpū?
How is this part different to those ones?
He aha ngā rerekētanga o tēnei me ērā?
What is the same about the shapes in this pile?
He aha ngā āhuatanga ōrite o ngā āhua o tēnei rōpū?
Why did you put these shapes together?
He aha koe i tuku ai i ēnā āhua ki te rōpū kotahi?
Why don’t these pieces belong with these ones?
He aha i kore ai i hoatu i ēnā wāhanga peita ki tērā rōpū?
Once children have finished painting and their work is dry, invite them to look at each other's paintings and talk about these. Encourage them to focus on the shapes in the paintings and the features these share.
Look at the line Shade has painted. Who else has a line in their painting? It is the same as Shade’s? How? Does anybody have a line that is different? What makes it different?
Titiro ki te rārangi nei nā Hiria i peita. Ko wai atu i peita i tētahi rārangi? He ōrite ki tā Hiria? He aha ai? Nā wai i peita tētahi rārangi he rerekē ki tā Hiria? He aha ngā āhuatanga rerekē?
That’s a great shape Sophie. Does anybody else have a shape like that in their painting? How is it the same as Sophie’s? Does anybody have a shape that is different to Sophie’s? What makes it different?
Ka rawe tēnā āhua kua peitatia e koe Hariata. E kitea ana tētahi āhua he ōrite ki tā Hariata i roto i ētahi atu o ngā mahi peita? He aha ngā āhuatanga ōrite o tēnā āhua ki tā Hariata? Nā wai i peita tētahi āhua rerekē ki tā Hariata? He aha ngā rerekētanga?
I can see a swirly shape on Andrew’s painting. Does anybody else have a swirly shape on their painting? How is it the same as Andrew’s?
E kite ana ahau i tētahi āhua e riporipo ana i te peita a Anaru. Nā wai hoki i peita tētahi āhua riporipo? He aha ngā āhuatanga ōrite ki tā Anaru?
Can you see the big shape in Jade’s painting? Who else has one like that? What makes it the same as Jade’s? Who has one that’s different? What makes it different?
E kite ana koutou i te āhua nui i te peita a Hekenui? Nā wai hoki i peita tētahi āhua nui pēnei i tā Hekenui? Nā wai i pēita tētahi āhua he rerekē ki tā Hekenui? He aha ngā rerekētanga?
|
|
Te whakarōpū taonga
(Classifying objects)
|
Provide a wide variety of objects and shapes at the painting table for children to use as stamps to make prints. As the children use the shapes focus their attention on the features of the stamps they are making and encourage them to group these. For example:
What is that shape like? Yes, it has 3 sides and is flat, isn't it. Can you find some more like this? What kind of stamps will they make? Let’s try. How are these stamps the same?
He ōrite tēnā ahua ki te aha? Āe, e toru ngā tapa, he papatahi hoki. Kimihia ētahi atu āhua e pēnei ana. He pēhea nei ēnei āhua hei moko pepa? Me whakamātau. He aha ngā āhuatanga ōrite o ēnei moko pepa?
That's a long object, let’s find all the long objects. What else is the same about these objects? Let’s make stamps with these. What is alike about these shapes?
He roa tēnā āhua. Kimihia ngā āhua roa katoa. He aha ētahi atu āhuatanga ōrite o ēnei āhua roa? Whakamahia ēnei āhua hei moko pepa. He aha ngā āhuatanga ōrite o ēnei āhua?
Sami’s shape has a curved side. Who else can find a shape with a curved side? Let’s see what kind of stamps these make. What’s the same about our stamps? What’s different?
He tapa kōpikopiko te āhua o Hāmi. Kimihia tētahi atu āhua tapa kōpikopiko. He pēhea ēnei āhua hei moko pepa? He aha ngā āhuatanga ōrite o ēnei moko pepa? He aha ngā rerekētanga?
Have a variety of objects and shapes available to children as they paint. Encourage them to use the shapes in their paintings, and draw their attention to some of the features shared by groups of shapes. For example:
This shape has 3 sides and is flat. Can you paint one like it? Which other shapes are like this?
E toru ngā tapa o tēnei āhua, he papatahi hoki. Māu e peita tētahi kia rite ki tēnei. He aha ētahi atu āhua e pēnei ana?
How many corners does that shape have? Can you paint a shape that has 4 corners?
E hia ngā kokonga o tēnā āhua? Māu e peita tētahi āhua e whā hoki ōna kokonga.
Are there any more like that we could paint? How are all our shapes the same?
He āhua atu anō e pēnā ana hei peita mā tātou? He aha i ōrite ai ēnei āhua?
Tu has a round shape. Who else can paint a round shape? Are all our round shapes the same? How are they different?
He porowhita te āhua i peitatia e Tū. Māu (Mā koutou) e peita tētahi āhua porowhita. He ōrite ēnei āhua porowhita katoa? He aha ngā āhuatanga ōrite? He aha ngā āhuatanga rerekē?
What’s that shape like? Let’s all paint a long straight one. How are our shapes alike? How are they different?
Whakamāramatia mai tēnā āhua. Mā tātou katoa e peita tētahi mea torotika. He aha ngā āhuatanga ōrite o ā tātou āhua? He aha ngā rerekētanga?
|