Sir Āpirana Ngata Reading Comprehension Passages and Questions


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Improve reading comprehension in your classroom with our differentiated Sir Āpirana Ngata Reading Comprehension resource. Learn about Sir Apirana Ngata, the prominent Maori leader who features on the New Zealand $50 banknote. This pack includes a Year Five and Six non-fiction passage, differentiated at two levels, with six pages of engaging text-dependent questions and higher-order thinking tasks. These activities are great for your guided reading program, or as homework tasks.
These link directly to the New Zealand Curriculum, Level Three, Listening, Reading and Viewing (see the Activity Information pages for more details on the exact skills found in each activity). This resource would also be suitable for Year Seven and Eight learners as the higher-order thinking activities will keep them challenged and engaged!
In this Sir Āpirana Ngata Reading Comprehension resource, you receive: 
1. One text – with an extended and scaffold version:
  • Sir Āpirana Ngata
2. SIX corresponding NO PREP Higher Order Thinking Activities based on Blooms Taxonomy and aligned with the NZ Curriculum
  • Remember
  • Understand
  • Apply
  • Analyse
  • Evaluate
  • Create
Reading Comprehension Strategies included:
  • Find Facts and Details
  • Make Inferences
  • Ask Questions
  • Vocabulary
  • Sequence
  • Summarise
  • Synthesise
3. Graphic Organiser and Activity Examples
  • Timeline
4. Teacher Answer Key for applicable questions
5. Two ‘Tips For Use’ pages with ways to use this resource in your classroom.
This resource features British English spelling e.g. colour, analyse.
Aotearoa New Zealand Histories Curriculum Links: 

Tino rangatiratanga me te kāwanatanga | Government and organisation
  • Year 5-6: Governments have selectively supported or excluded people through processes associated with voting rights, access to education, health, and welfare provision, reflecting prevailing public attitudes of the time. Often equitable treatment has been sought by people, including Māori, Chinese, women, children, and disabled people.
    • How, over time, have various New Zealand governments restricted voting rights? How have people advocated for their rights? How did the Government respond to the hardships of the Great Depression?
Whakapapa me te whanaungatanga | Culture and identity
  • Year 7-8: Mid-twentieth-century Māori migration to  New Zealand cities occurred at an unprecedented pace and scale, disrupting the whakapapa of te reo and tikanga and depopulating papa kāinga. New approaches to being Māori and retaining iwi values and practices were created and debated. Movements to reassert Māori language, culture, and identity arose throughout the country.
    • What were the challenges Māori faced after the Second World War? What do hapū and iwi say about their relocation to the cities and the reasons for it? What has this meant for their identity as Māori?
Tino rangatiratanga me te kāwanatanga | Government and organisation
  • Year 7-8: Mana was central to all political and economic relationships in traditional Māori society and has continued to shape internal and external interactions.
    • How was mana expressed in relationships between iwi and between iwi and Pākehā?
    • How did iwi co-opt new ideas and technologies in the pursuit of mana, and what were some of the impacts of that?
    • How did diseases brought by Europeans impact mana?
    • How is mana evident in Māori protest actions?


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