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Text-Based Questions - Narrative and Historical Recount

This document provides guidance for an activity to help students ask questions about narrative and historical recount texts based on their structure. It introduces two sets of comprehension guide questions - one focused on a problem-solution structure and one on a story grammar structure. The questions examine how the author constructed the text by having students read a simple narrative or recount text and answer questions about elements like the main character's problem, their attempts to solve it, and how each episode ends. Resources needed are a copy of the text for each student and a list of the relevant question set. Directions are provided for introducing the activity, having students read and discuss in groups.

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217 views

Text-Based Questions - Narrative and Historical Recount

This document provides guidance for an activity to help students ask questions about narrative and historical recount texts based on their structure. It introduces two sets of comprehension guide questions - one focused on a problem-solution structure and one on a story grammar structure. The questions examine how the author constructed the text by having students read a simple narrative or recount text and answer questions about elements like the main character's problem, their attempts to solve it, and how each episode ends. Resources needed are a copy of the text for each student and a list of the relevant question set. Directions are provided for introducing the activity, having students read and discuss in groups.

Uploaded by

api-420305110
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Text-Based Questions: Narrative and Historical Recount1

Te Whāinga
This activity helps students to ask questions about narrative and historical recount texts, based on their
structure.

Ngā Rautaki Whakaaro


Whakaahua, whakaraupapa, whakataurite, whakatau, whakatau raruraru.

He Kupu Matua mō te Mahi


Raruraru, wā me te wāhi, kiripuaki, kiripuaki matua, whakataunga.

Te Mahi
Students read a simple narrative or historical recount text, using comprehension guide questions to examine
how the author has constructed the text. Introduce this activity by working through the process together using
a simple narrative or historical recount text before you have students work through the comprehension guide
questions in small groups.
There are two sets of comprehension guide questions to choose from. The first set is based on a problem-
solution structure. The second set is based on a story grammar structure. Choose the set of questions that is
most appropriate to the text you are using.

He Rauemi Tautoko
 A copy of a narrative or historical recount text for each student.
 A list of problem-solution questions and/or story grammar questions for each student (see below).

Te Ara Tohutohu
1. Give each student a copy of the text.
2. Before students read the text, discuss the comprehension guide questions that they will use as they
read, either: 


Problem-solution questions:
 He aha te raruraru ka pā ki te kiripuaki matua? 

What was the main character’s problem?
 I aha te kiripuaki matua ki te whakatau i te raruraru? 

How did the main character try and solve this problem? 


Or, story grammar questions: 



Setting questions: Ngā patai tū wāhi
 I nahea te mahi i mahia ai? (te wā) 
When does the story/recount take place? (time)
 I hea te mahi i mahia ai? (te wāhi) 
Where does the story/recount take place? (place)
 Ko wai ngā kiripuaki? 
Who is in the story/recount? (characters) 


1 Adapted from D. Whitehead (2001, pp. 57-58). The English version of the questions in this activity on page 265 are from
Whitehead, p. 58.
* See pp. 224–225.
Episodic questions (for each episode or event in the text): Ngā pātai mō ia wāhanga o te mahi i te tuhinga
 He aha te raruraru i puta ki te kiripuaki/tangata/whenua/wāhi? (te mahi tuatahi) 

What is the character’s/person’s/country’s/institution’s problem? (initiating event)
 Ka aha te kiripuaki/tangata/whenua/wāhi ki te whakatau i te raruraru? (te nganana) 

How does the character/person/country/institution try to overcome that problem? (attempt)
 Ka pēhea tēnei wāhanga o te mahi e mutu ai? (te hua)
How does this episode end? (consequence)

Ending questions: Ngā pātai mō te whakamutunga


 Ka pēhea te mahi e mutu ai? (te whakataunga)
How does the story/recount end? (resolution)

3. Once the students have finished their reading, have them form into groups of 4 and using the
‘numbered think tanks together’ oral activity* ask the same questions and get one student from each
group to share their answer for each question.
1.

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