Delicious Steamed Kai

Delicious Steamed Kai

Pencil and paperOnline interactive
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Further Resources
This task is about making inferences from a text.
Read the story "Delicious Steamed Kai" School Journal Part 1, No 5, 1992 and look at the pictures before you answer these questions.

Question 1Change answer

a) What is another word for "kai"?
      

Question

b)  Why was the guide the only person allowed to go close to the steaming hot pools?

    • It was her pool.

    • There were too many people for everyone to go near.

    • So no one would get hurt.

    • So no one else would take the food.

Question

c)  The kai was cooked by

    • frying

    • poaching

    • steaming

    • roasting

Question 1Change answer

d)  What is the person in Picture 2 doing?

Question Change answer

Sort the letters in the spaces to show the order the sentences below go in according to the story.
The first one (B) has been done for you.
 
A – The guide put the flax kits and flour bags in the water.
B – Our class went to Rotorua.
C – We ate the kai.
D – We decided to cook some kai in the boiling pools.
E – We watched the water bubble round the flax kits, cooking our kai.
F – We put eggs in flax kits, and corn, potato, and kumara in flour bags.
 

  • B

  • A

  • C

  • D

  • E

  • F

Task administration: 
This task can be completed with pencil and paper or online.
 
Equipment:
Delicious Steamed Kai - School Journal Part 1, No 5, 1992, Learning Media Limited.
 
 
Copyright: 
Delicious Steamed Kai - Text and images were first published by Learning Media Limited for the Ministry of Education. Copyright Jan Maguiness, 1992. Reproduced with permission.
 
Level:
2
Curriculum info: 
English, Making meaning, Reading
Key Competencies: 
Thinking
Keywords: 
comprehension, sequencing, School Journal, inference, hāngi, kai, SJ-1-5-1992
Description of task: 
Students read about cooking food in hot pools to answer inference questions. SJ-1-5-1992. Text provided.
Curriculum Links: 
Links to the Literacy Learning Progressions for Reading:
This resource helps to identify students’ ability to:
  • use comprehension strategies

as described in the Literacy Learning Progressions for Reading at: http://www.literacyprogressions.tki.org.nz/The-Structure-of-the-Progressions.

Learning Progression Frameworks
This resource can provide evidence of learning associated with
Acquiring and using information and ideas in informational texts, sets 2-3
Making sense of text: processing system, set 3
within the Reading Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.
Answers/responses: 
 

Y4 (05/1999)
a) food moderate
b) So no one would get hurt very easy
c) steaming very easy
d) Dipping the food in the pool/cooking the food. easy
e) D, F, A, E, C moderate