Te Tuhi ā-Ringa
- I ngā marama e ono
- I te tau tuatahi
- I te tau tuarua
- I te tau tuatoru
- I te tau tuawhā
- I te tau tuarima
- I te tau tuaono
- I te tau tuawhitu
- I te tau tuawaru
In the first six months, mokopuna are likely to be at different stages of readiness for handwriting when they start kura.
Manipulative activities such as drawing, colouring in, and cutting out will help them to develop the necessary hand-eye coordination before they learn letter formation.
Encouraging first efforts at handwriting on large sheets of paper using crayons or paint brushes can also help those mokopuna who need more practice with gross hand-eye movements before using the fine hand-eye movements required for handwriting with a pencil. Focus on shape and direction - drawing patterns of straight lines, or forward circles and backward circles.
Kua rite ki te Tuhi ā-Ringa
If ready for handwriting with a pencil, identify mokopuna preference for using their left or right hand to write. Ensure they know how to use the correct grip according to that preference.
NOTE: Using the index finger of the right hand to mark spaces in between words is difficult for mokopuna who write with their left hand.
Te Raupapa Whakaako Pū
If mokopuna are ready for formal handwriting instruction in books with lines, use the following sequence. Letters have been grouped according to the movement used to write them correctly.
For example, t, w, and wh are formed using downward straight lines, while, m, h, r, n, ng are formed with a forward arched movement. At this stage, have mokopuna practise lowercase letters.
NOTE: This sequence differs somewhat from the order for teaching Te Oro Arapū ā-Tā (alphabetic principle) which is the second element of Rangaranga Reo ā-Tā under Ngā Whenu: Wetewetehia kia tika (technical accuracy) because the order for the latter is based on different criteria.
Mokopuna who do not yet have fine hand-eye co-ordination needed to handwrite in a book printed with lines are better to practice with larger writing utensils (e.g. crayons, bullet-point whiteboard or thick felt pens and chalk) and on larger unlined pieces of paper or other surfaces (concrete, laminated tables, handheld whiteboards, use water-soluble pens only, etc).
NOTE: The 'o' should be shaped as an oval.
Te Raupapa Whakaako Tohutau
Handwriting is an opportunity to also support mokopuna to learn to write numerals. Teach letters and numerals in the same time frame but in separate sessions or lessons and in their counting order as follows, with the numerals for 0, 1 and 2 taught together. This is to minimise confusion with the numeral 0 and the letter o; and the numeral 1 and the letters i, and I.
Model how to form the numerals through demonstration and verbalisation as you would with letters.
The other numerals should be taught separately because each one has a unique form.
Ensure there is a clear distinction between the two sets of symbols, possibly using different.
- 1, 4, 7: Formed with straight lines.
2, 3, 5: Formed with forward curves.
0, 6, 8, 9: Formed with backward curves.
Te Whakaako Tuhi ā-Ringa
- Begin by modelling the letter or numeral and verbalising the movement. Verbalisation should include where to begin, the direction of the movement, and where to stop. For example, you are teaching the letter ‘t’.
- As you form the letter on the whiteboard you would say, "Tīmata i runga, heke iho ki te rārangi, hikitia, me pēnei i waenganui, tuhi whakapae, e tū". (Start at the top, down to the line, lift, cross in the middle, stop).
Do this several times until you have reached the end of your line on the whiteboard. At this point you may decide to choose a mokopuna to have a go at forming the letter on the whiteboard in front of the class. - Mokopuna would all then practise writing the letter in their handwriting books, repeating your verbalisation as they do so. Mokopuna who are first learning to write may benefit from forming the letter in the air and verbalising with you before writing in their books.
- Feedback should be given immediately to ensure mokopuna are not reinforcing incorrect forms, particularly when they are first learning to write. Verbalisations are no longer necessary once mokopuna know where to start and how to form letters correctly.
- Walk around the room giving guidance as the mokopuna practice the letters. Some mokopuna may require the extra support of your hand over theirs as they write so that they can feel the correct movement.
The Ara Pūreta books in the Pīpī Pānui series in Tāhūrangi cover the letters of the arapū Māori and aim to familiarise mokopuna with the look and sound of each letter and the formation and writing of letters into words.
Each main page contains a letter, a word, and a simple sentence. The shaping of the letter is also supported.
Te Tuhi Pū is also a supporting resource.
Te Aromatawai i te Tuhi ā–Ringa
Mahi Aromatawai
What to look/listen for, mokopuna are: | |
---|---|
Grip and Posture |
|
Letter and Numeral Formation |
|
Fine Motor Skills |
|
Attitude and Persistence |
|
Use this sequence to ‘teach’ handwriting.
Letters have been grouped according to the movement used to write them correctly. For example t, k, w, and wh are formed using downward straight lines, while, m, h, r, n, ng are formed using a forward arched movement.
NOTE: The 'o' should be shaped as an oval.
Mai i ngā Pūriki ki ngā Pūmatua
Once mokopuna can write most of the lowercase letters accurately and from memory, teach uppercase letters. Letters in the following sequence are grouped according to similarities of movements or orientation. Verbalise the letter formations.
‘W’s are taught with the middle point continuing up to the line and ‘M’ with the middle point continuing down to the line. This makes the letters easier for the mokopuna to form because they don’t have to guess the mid-point.
It is recommended that the upper case letters be learnt in context, not in isolation; for example, this can be a teaching point when mokopuna are learning to write their names, or are beginning a sentence.
Note: This sequence differs somewhat from the order for teaching the alphabetic principle which is the second element of Rangaranga Reo ā-Tā because the order for the latter is based on different criteria. Handwriting is best practiced separately from the pānui lesson.
Te Raupapa Whakaako i te Tohutau
In the first year, check for mokopuna readiness to practice writing numerals in groups (rather than separately).
Teach letters and numerals in the same time frame but in separate sessions or lessons. Ensure there is a clear distinction between the two sets of symbols, possibly using different contexts or activities for practice.
After the mokopuna is able to readily differentiate the letters i, I, t the numeral 1 (tahi) can be introduced with a “select and name” activity. Using numeral and letter cards lay out i and 1 (“Ko te tahi tēnei. Tēhea te tahi? Āe, tēnei te tahi/E hē, kāore te tahi tēnei - tēhea te tahi”). This continues until the mokopuna correctly selects and names “tahi” 3 times. The kaiako then lays down the the card and asks the same question. This can be repeated later in the session, later in the day and each day of the week until the kaiako is sure that the knowledge is secure.
- 1, 4, 7: Formed with straight lines.
2, 3, 5: Formed with forward curves.
0, 6, 8, 9: Formed with backward curves.
Te Whakaako i te Tuhi ā-Ringa
A typical handwriting lesson includes exercises to practise handwriting movements, instruction in and practice of specific letters, and application of the letters taught.
- Model the letter or numeral and verbalise the movement. Verbalisation should include where to begin, the direction of the movement, and where to stop. For example, you are teaching the letter ‘h’.
- As you form the letter on the whiteboard you would say, 'Tīmata i runga, heke iho ki raro, peka atu i te puke, e tū' (Start at the top, go downwards, go over the hill, stop). Do this several times until you have reached the end of your line on the whiteboard. At this point you may decide to choose a mokopuna to have a go at forming the letter on the whiteboard in front of the class.
- The mokopuna would all then practise writing the letter in their handwriting books, repeating your verbalisation as they do so.
- Feedback should be given immediately to ensure mokopuna are not reinforcing incorrect forms, particularly when they are first learning to write. Verbalisations are no longer necessary once mokopuna know where to start and how to form letters correctly.
- Walk around the room giving guidance as the mokopuna practise the letters. Some mokopuna may require the extra support of your hand over theirs as they write so that they can feel the correct movement.
The Ara Pūreta books in the Pīpī Pānui series in Tāhūrangi cover the letters of the arapū Māori and aim to familiarise mokopuna with the look and sound of each letter and the formation and writing of letters into words.
Each main page contains a letter, a word, and a simple sentence. The shaping of the letter is also supported.
Te Tuhi Pū is also a supporting resource.
Te Aromatawai i te Tuhi ā–Ringa
Mahi Aromatawai
Category | What to Look/Listen for |
---|---|
Grip and Posture |
|
Letter and Numeral Formation |
|
Consistency |
|
Line Adherence |
|
Pressure |
|
Legibility |
|
Attitude and Persistence |
|
Te Raupapa Whakaako Pū
In the first two years at kura, mokopuna have been learning to correctly form first the lowercase letters, followed by the capital letters in this sequence.
Note: The lowercase and uppercase o, O, should be formed as an oval.
Ngā pūriki
Ngā pūmatua
Te Raupapa Whakaako i te Tohutau
Continue presenting numerals in their formation groups during the second year with a focus on correct formation and legibility.
- 1, 4, 7: Formed with straight lines.
2, 3, 5: Formed with forward curves.
0, 6, 8, 9: Formed with backward curves.
Te Whakaako i te Tuhi ā-Ringa
- Model the letter or numeral and verbalise the movement for groups of mokopuna or individuals where you notice incorrect formation. Verbalisation should include where to begin, the direction of the movement, and where to stop.
- The mokopuna would all then practise writing the letter or numeral in their handwriting books, repeating your verbalisation as they do so.
- Feedback should be given immediately to ensure mokopuna are not reinforcing incorrect forms, particularly when they are first learning to write. Verbalisations are no longer necessary once mokopuna know where to start and how to form letters correctly.
- Walk around the room giving guidance as the mokopuna practise the letters and numerals. Some mokopuna may require the extra support of your hand over theirs as they write so that they can feel the correct movement.
Te Aromatawai i te Tuhi ā–Ringa
Mahi Aromatawai
What to look/listen for, mokopuna are: | |
---|---|
Letter and Numeral Formation |
|
Consistency |
|
Line Adherence |
|
Pressure |
|
Flow and Rhythm |
|
Legibility |
|
Attitude and Persistence |
|
Te Raupapa Whakaako Pū
In the first three years of kura, mokopuna have been learning to correctly form first the lowercase letters, followed by the capital letters in this sequence.
Note: The lowercase and uppercase o, O, should be formed as an oval.
Ngā pūmatua
They have also been learning to form numerals in separate lessons.
Numerals
Cursive does not apply to numerals. Check that mokopuna can form the numerals 0 to 9 correctly - if not, focus instruction on these numerals in isolation before moving to getting them to practice combinations of two-digit and three digit numbers, Practising numbers in patterns can also support their learning in pāngarau e.g. 5, 10, 15, 20 etc.
Te Tuhi Rere (Cursive Writing)
The primary objective in years 3 (and 4) is to start teaching mokopuna cursive writing (te tuhi rere) where ligatures are added to some letters. This depends, of course, on readiness. Some mokopuna may be capable of joining letters in year 3; others may not achieve this skill until years 7 and 8.
“Cursive” (te tuhi rere) is a term that usually refers to handwriting in which the letters within words are connected by ligatures or joining strokes to increase the speed of writing. Mokopuna will also need to add slope to their letter and numeral formation.
Although some mokopuna may begin to link letters independently, it is desirable to teach them how to join letters to one another, for such joins or ligatures (rere hono) are the basis on which fluency and speed are built.
Note: When cursive writing, add the macrons once the word is completed to keep the writing fluent.
Te Rere Hono (Ligatures)
Mokopuna should join only those letters that can be connected readily in rhythmical units. This permits them to reposition their hand and arm, and provides a momentary rest for the hand and fingers.
Ligatures are either horizontal or diagonal, and mokopuna need to be systematically instructed in their use. Ligatures are taught by joining together groups of two or three letters. It is neither necessary nor desirable to go through an interim stage between basic and cursive when “ticks” are added to individual letters.
First, teach the letters that naturally join with diagonal ligatures.
Diagonal ligatures happen naturally from the following letters;
Ngā pūmatua
Diagonal ligatures are made naturally to the following letters;
Horizontal ligatures; Next, teach those letters which join with horizontal ligatures
Basic script letters o, and w join horizontally to letters not starting with ascenders.
Horizontal ligatures are also not made to basic script letter e.
At a later stage, it is helpful if mokopuna practice groups of three or four letters, which are joined.
These steps provide for a functional handwriting style, owing to the absence of looped letters and, more importantly, allowing for “rests” where letters do not join naturally.
The hand is lifted and moved along the page and the muscles have an opportunity to relax momentarily. Such rests occur after the letter (p) and may occur after basic script (i) to permit the dot to be made immediately.
Variations can be expected to show the beginning of an individual style.
Te Whakaako i te Tuhi ā-Ringa
- Model the cursive form of the letter or letters reinforcing the correct form and guidelines about the use of ligatures. Remember that cursive does not apply to numerals. Visual aids to support correct formation are also a good idea.
- The mokopuna would all then practise writing the letters and numerals in their handwriting books,
- Walk around the room giving feedback and guidance as the mokopuna practice.
Te Aromatawai i te Tuhi ā–Ringa
Mahi Aromatawai
What to look/listen for, mokopuna are: | |
---|---|
Letter and Numeral Formation |
|
Legibility |
|
Writing Fluency |
|
Spatial Awareness |
|
Te Raupapa Whakaako Pū
In the first four years of kura, mokopuna have been learning to correctly form first the lowercase letters, followed by the capital letters in this sequence.
Note: The lowercase and uppercase o, O, should be formed as an oval.
Ngā pūmatua
They have also been learning to form numerals in separate lessons.
Numerals
Cursive does not apply to numerals. Check that mokopuna can form the numerals 0 to 9 correctly - if not, focus instruction on these numerals in isolation before moving to getting them to practice combinations of two-digit and three digit numbers, Practising numbers in patterns can also support their learning in pāngarau e.g. 5, 10, 15, 20 etc.
Te Tuhi Rere (Cursive Writing)
The primary objective in year 4 is to teach mokopuna cursive writing (te tuhi rere) where ligatures are added to some letters. This depends, of course, on readiness. Some mokopuna may be capable of joining letters in year 3; others may not achieve this skill until years 7 and 8.
“Cursive” (te tuhi rere) is a term that usually refers to handwriting in which the letters within words are connected by ligatures or joining strokes to increase the speed of writing. Mokopuna will also need to add slope to their letter and numeral formation.
Although some mokopuna may begin to link letters independently, it is desirable to teach them how to join letters to one another, for such joins or ligatures (rere hono) are the basis on which fluency and speed are built.
Note: When cursive writing, add the macrons once the word is completed to keep the writing fluent.
Note: Ligatures are not used with uppercase letters.
Te Rere Hono (Ligatures)
Mokopuna should join only those letters that can be connected readily in rhythmical units. This permits them to reposition their hand and arm, and provides a momentary rest for the hand and fingers.
Ligatures are either horizontal or diagonal, and mokopuna need to be systematically instructed in their use. Ligatures are taught by joining together groups of two or three letters. It is neither necessary nor desirable to go through an interim stage between basic and cursive when “ticks” are added to individual letters.
First, teach the letters that naturally join with diagonal ligatures.
Diagonal ligatures happen naturally from the following letters;
Ngā pūmatua
Diagonal ligatures are made naturally to the following letters;
Horizontal ligatures; Next, teach those letters which join with horizontal ligatures
Basic script letters o, and w join horizontally to letters not starting with ascenders.
Horizontal ligatures are also not made to basic script letter e.
At a later stage, it is helpful if mokopuna practice groups of three or four letters, which are joined.
These steps provide for a functional handwriting style, owing to the absence of looped letters and, more importantly, allowing for “rests” where letters do not join naturally.
The hand is lifted and moved along the page and the muscles have an opportunity to relax momentarily. Such rests occur after the letter (p) and may occur after basic script (i) to permit the dot to be made immediately.
Variations can be expected to show the beginning of an individual style.
Te Whakaako i te Tuhi ā-Ringa
Model Connections and Ligatures |
|
Guided Practice in Handwriting Books |
|
Feedback and Guidance |
|
Te Aromatawai i te Tuhi ā–Ringa
Mahi Aromatawai
What to look for, mokopuna are: | What to listen for, mokopuna are: |
---|---|
Letter and Numeral Formation | Accuracy: Evidence of correct terminology and explanation for letter formation (e.g., starting and ending points). |
|
Legibility: Ability to read back their own writing aloud with ease, reflecting clarity in their letter forms. |
Connections | Legibility: Ability to read back their own writing aloud with ease, reflecting clarity in their letter forms. |
|
Fluency: Confident discussion of how connections enhance fluency. |
Legibility | |
|
Te Tuhi Rere (Cursive Writing)
The primary objective in Year 5 is to refine the cursive writing (te tuhi rere) produced by the mokopuna by ensuring consistency in letter formation and fluidity in ligatures. This involves improving the smoothness of joins between letters and developing greater speed and accuracy in writing longer words and sentences. While many mokopuna will have begun cursive writing in Year 4, the focus in Year 5 is on enhancing legibility and confidence, recognising that readiness varies—some mokopuna may still be building foundational skills, while others are advancing toward fluency.
“Cursive” (te tuhi rere) is a term that usually refers to handwriting in which the letters within words are connected by ligatures or joining strokes to increase the speed of writing. Mokopuna will also need to add slope to their letter and numeral formation.
Although some mokopuna may begin to link letters independently, it is desirable to teach them how to join letters to one another, for such joins or ligatures (rere hono) are the basis on which fluency and speed are built.
Note: When cursive writing, add the macrons once the word is completed to keep the writing fluent.
Note: Ligatures are not used with uppercase letters.
Te Rere Hono (Ligatures)
Mokopuna should join only those letters that can be connected readily in rhythmical units. This permits them to reposition their hand and arm, and provides a momentary rest for the hand and fingers.
Ligatures are either horizontal or diagonal.
Diagonal ligatures happen naturally from the following letters;
Ngā pūmatua
Diagonal ligatures are made naturally to the following letters;
Horizontal ligatures; Next, teach those letters which join with horizontal ligatures
Basic script letters o, and w join horizontally to letters not starting with ascenders.
Horizontal ligatures are also not made to basic script letter e.
Variations can be expected to show the beginning of an individual style.
Te Whakaako i te Tuhi ā-Ringa
Model Fluent Writing |
|
Practice Words and Sentences in Context |
|
Individual and Group Feedback |
|
Extended Writing Tasks |
|
Te Aromatawai i te Tuhi ā–Ringa
Mahi Aromatawai
What to Look For | What to Listen For |
---|---|
Letter and Numeral Formation
|
Accuracy
|
Connections
|
Fluency
|
Legibility
|
Legibility
|
|
Reflection and Metacognition
|
Te Tuhi Rere (Cursive Writing)
The primary objective in Year 6 is to achieve mastery in cursive writing (te tuhi rere), with mokopuna demonstrating fluent, legible, and efficient handwriting across a range of contexts. By this stage, mokopuna should confidently use ligatures to join letters seamlessly, maintaining consistent size, slant, and spacing. Mastery at Year 6 ensures mokopuna are prepared for more advanced writing tasks, though readiness may still vary, and some mokopuna may continue refining these skills beyond Year 6.
“Cursive” (te tuhi rere) is a term that usually refers to handwriting in which the letters within words are connected by ligatures or joining strokes to increase the speed of writing. Mokopuna will also need to add slope to their letter and numeral formation.
Te Rere Hono (Ligatures)
Mokopuna should join only those letters that can be connected readily in rhythmical units. This permits them to reposition their hand and arm, and provides a momentary rest for the hand and fingers.
Ligatures are either horizontal or diagonal.
Diagonal ligatures happen naturally from the following letters;
Ngā pūmatua
Diagonal ligatures are made naturally to the following letters;
Horizontal ligatures; Next, teach those letters which join with horizontal ligatures
Basic script letters o, and w join horizontally to letters not starting with ascenders.
Horizontal ligatures are also not made to basic script letter e.
Variations can be expected to show the beginning of an individual style.
Te Whakaako i te Tuhi ā-Ringa
Model Efficient, Masterful Handwriting |
|
Sustained Writing Practice |
|
Targeted Feedback for Refinement |
|
Application in Authentic Contexts |
|
Te Aromatawai i te Tuhi ā–Ringa
Mahi Aromatawai
What to Look For, Mokopuna Are: | What to Listen For, Mokopuna Are: |
---|---|
Letter and Numeral Formation
|
Accuracy
|
Connections
|
Fluency
|
Legibility
|
Legibility
|
Reflection and Metacognition
|
Te Tuhi Rere (Cursive Writing)
Mastery of cursive writing should typically be expected by the end of Year 6.
By this stage, mokopuna should demonstrate:
- Fluency: The ability to write smoothly and efficiently in cursive.
- Legibility: Consistent letter formation, spacing, alignment, and readability in longer texts.
- Speed: Sufficient writing speed to support classroom tasks like note-taking and extended writing assignments.
- Practical Application: Integration of cursive writing across a range of tasks, including creative writing, formal assignments, and personal notes.
Years 7 and 8 are then opportunities for mokopuna to refine their personal handwriting style and apply their skills efficiently in more complex, time-sensitive, or creative tasks.
“Cursive” (te tuhi rere) is a term that usually refers to handwriting in which the letters within words are connected by ligatures or joining strokes to increase the speed of writing. Mokopuna will also need to add slope to their letter and numeral formation.
Te Whakaako i te Tuhi ā-Ringa
Model Efficient, Masterful Handwriting |
|
Sustained Writing Practice |
|
Targeted Feedback for Refinement |
|
Application in Authentic Contexts |
|
Te Aromatawai i te Tuhi ā–Ringa
Mahi Aromatawai
Year 7 is about refining handwriting to improve fluency, legibility, and adaptability for more complex writing tasks, while fostering a personal handwriting style.
Task | What to Look For | |
---|---|---|
Extended Writing Task | Write a short narrative (150–200 words) incorporating dialogue, dates, and numerals. |
|
Copying for Fluency | Copy a provided text (100–150 words) within a set timeframe (e.g., 7 minutes). |
|
Creative Presentation | Design a visually appealing handwritten piece, such as a poem or whakataukī, with decorative elements. |
|
Metacognitive Reflection | Mokopuna evaluate their work and answer reflective questions:
|
|
Te Tuhi Rere (Cursive Writing)
Mastery of cursive writing should typically be expected by the end of Year 6.
By this stage, mokopuna should demonstrate:
- Fluency: The ability to write smoothly and efficiently in cursive.
- Legibility: Consistent letter formation, spacing, alignment, and readability in longer texts.
- Speed: Sufficient writing speed to support classroom tasks like note-taking and extended writing assignments.
- Practical Application: Integration of cursive writing across a range of tasks, including creative writing, formal assignments, and personal notes.
Years 7 and 8 are then opportunities for mokopuna to refine their personal handwriting style and apply their skills efficiently in more complex, time-sensitive, or creative tasks.
“Cursive” (te tuhi rere) is a term that usually refers to handwriting in which the letters within words are connected by ligatures or joining strokes to increase the speed of writing. Mokopuna will also need to add slope to their letter and numeral formation.
Te Whakaako i te Tuhi ā-Ringa
Model Efficient, Masterful Handwriting |
|
Sustained Writing Practice |
|
Targeted Feedback for Refinement |
|
Application in Authentic Contexts |
|
Te Aromatawai i te Tuhi ā–Ringa
Mahi Aromatawai
Year 8 emphasises mastery of handwriting and its practical application across a range of time-sensitive, creative, and technical tasks.
Task | What to Look For | |
---|---|---|
Timed Formal Writing | Write a structured persuasive or expository essay (200–250 words) within a given timeframe (e.g., 15 minutes). |
|
Integrated Writing Task | Create a handwritten document that combines text, numbers, and symbols (e.g., a timetable, labeled diagram, or report). |
|
Creative Application | Write and illustrate a short story or design a handwritten poster that includes a whakataukī or key message. |
|
Task | What to Look For | |
Peer Feedback and Self-Evaluation | Mokopuna review their own and a peer’s work, providing constructive feedback:
|
|
Reading Fluency from Handwritten Work | Mokopuna read aloud from their handwritten text. |
|
Mō te rauemi
Tūārere: Tūārere 1, Tūārere 2, Tūārere 3
Tāpirihia ki te kohinga