My Preschool: O La’u Ā’oga ‘Āmata
by Tolo Pereira
Illustrated beautifully using bright, simple images, this book tells the reader about daily life in a Samoan preschool. The text is given in both Samoan and English, and provides the reader with descriptions of different parts of the day. Special features of the Samoan character of the preschool include worship time and mat time, where the children learn about different aspects of Samoan culture. The book is designed as a discussion point for children, where they can talk about the pictures and what they tell about going to a Samoan preschool. Teachers notes are also provided.
This book was nominated for its large, glossy presentation and because it promotes the language of Samoa. It was also nominated because it presents Samoan culture in a very accessible way, as well as presenting ideas which children can easily relate to.
Please note that these activities are suggestions which have not yet been trialled. We welcome any feedback on how they play out in the classroom (see the feedback section).
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Activity: LANGUAGES OF THE PACIFIC (Learning Languages) |
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| Curriculum Level | 1 (and at preschool level)(see curriculum links at the end of the activity) | |
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NZC Key Competencies |
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Description |
The text in this story is written in both Samoan and English, so provides an excellent resource for use in supporting the learning of a new language. It could also be used very effectively with young bilingual learners. 1. Invite older children or adults from the community, who are able to read and speak in Samoan. You may have students in the class who are able to read and speak Samoan – and are willing to do so in front of the class. Ask them to come and read the story (in both English and Samoan) and talk about the ideas presented in it. Children should be encouraged to
2. Re-read the story, just in Samoan this time. As you (or the visitor) read, stop along the way and ask children if they can recognize any of the words being read. eg. “On this page, we are reading about meeting the teacher. Which word do you think might be ‘teacher’ in Samoan? Now as I read this next page, listen again for that word faia’oga/ teacher.”
3. Because interaction is an important aspect of language learning, involve students in an interaction task that allows them to practice reading and saying this new vocabulary. They could each make a label for different things in the classroom, featuring both English and Samoan language, as well as a picture. Labels can be displayed around the classroom. 4. Ask the visitor to choose a short passage from the story. Have the words of this passage so that they are visible to all students, and have them learn how to read this passage, using correct pronunciation. Children could go away and practice with a buddy, then “perform” the passage to the class and visitor. |
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| Curriculum Links | Learning Languages Proficiency Descriptor
Communication Selecting and using language, symbols and texts to communicate
Participating and contributing in communities
Language Knowledge
Cultural Knowledge
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Links to other books in the PPBC |
Watercress Tuna and the Children of Champion Street by Patricia GraceKa’akapera Tikai by Lino NelisiTane Steals the Show by Lino Nelisi
Sione’s Talo by Lino Nelisi My School Bag, When I go to Church by Tolo Pereira Upside-down Face by Lemalu Ros Afamasaga O Le Fa’aipoipoga by Emma Kruse Vaai The Woven Flax Kete by Angie Belcher O Le Aso S Pa’eoa’e by Saron Aiono-Iosefa – all of these books are available in dual or multi language versions, to support bilingual and new language learners. |
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Other ideas |
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