Rangaranga Reo ā-Tā - Tūārere 1
Rangaranga Reo ā-Tā
Tūārere 1
Te Reo Matatini
Ngā tini mata o te reo - the many faces and facets of language
The term te reo matatini is credited to Professor Wharehuia Milroy, Dr Huirangi Waikerepuru, and Pēti Nohotima who sought to capture the essence of what would be required to deliver a programme of learning that upheld the heart of ‘te reo Māori’ in ways that acknowledge the deep and diverse forms that it takes and the wide range of functions it performs.
Te Reo Matatini therefore, is a culturally located term and is so much more than what is suggested in our print saturated world. As articulated by the late Hirini Melbourne:
“...The ancient world of the Māori was surrounded by writing in their daily life: the carvings on posts and houses, the marks on cloaks, the very architecture of the great meeting houses…”
“...The fact that texts - compositions, speeches, ritual replies, and so forth - were memorised, not written down, does not mean that the ancient Māori inhabited a world from which writing [as we know it], was absent. It was a world in which a variety of forms, written and oral gave vivid and complex expression to a culture..”
Melbourne's view presents an authentic pathway by which mokopuna can gain access to, and create mātauranga, where they learn to articulate their understanding of the past, interact with their present and influence their future world because there are multiple contributors and multiple ways to get there.
Rangaranga Reo ā-Tā
Rangaranga = structure
ā-tā = the term in Te Marautanga o Aotearoa (2008) referencing pānui and tuhituhi
Rangaranga Reo ā-Ta is the term in te reo Māori for specific elements related to learning to read and write in te reo Māori.
The construction of a tukutuku panel, known as tuitui is used as a metaphor for Rangaranga Reo ā-Tā. Construction and design happens in a systematic and deliberate way. More often than not, the weavers already have a vision of the finished product and work together to realise that vision. A fully completed panel is called a tūrapa.
Construction typically involves two people. In the classroom setting, this represents the reciprocity of the teaching and learning process (i.e. ako) between the mokopuna and the kaiako.
You start by building a frame on legs (te aroā weteoro me te aroā oromotu | phonological and phonemic awareness). The frame forms the foundation upon which the vertical slats (te oro arapū ā-tā | alphabetic principle) and the horizontal slats (ngā kūoro me te tautohu kupu | syllables and word recognition) are placed. The vertical slats are known as tautari while the horizontal slats are known as kaho.
A left overlapping wrapped stitch (te mātai wetekupu | morphology) and a right overlapping wrapped stitch (te tātaikupu | syntax) bind the frame and the slats together giving the overall structure its stability. The stitch is known as tūmatakāhuki.
It is only then that you can start creating your pattern which embodies the meaning, the story you want to imbue into your panel (te kawenga tikanga reo | semantics).
The materials used for building the frame and tukutuku panels themselves, were typically chosen based on what was readily available in the immediate environment of the weaver. Traditional materials such as toetoe, pīngao, and kiekie were commonly used. Now, with the introduction of modern and synthetic materials, weavers have greater choice and flexibility in both the construction of the frame and creation of the tukutuku pattern itself.
The tukutuku panel which here symbolises Rangaranga Reo ā-Tā, typically adorns the walls of the wharenui. The wharenui, if we are to continue the metaphor, represents te reo matatini - as signaled in Hirini Melbourne’s description.
While Rangaranga Reo ā-Tā involves the explicit, systematic, and cumulative teaching of pānui and tuhituhi, the reo matatini within which Rangaranga Reo ā-Tā sits must also explicitly attend to the development of oral language proficiency because the relationship between pānui, tuhituhi and kōrero is one of interdependence.
Rangaranga Reo ā-Tā considers:
ngā hua whakaako (scope) - what needs to be taught.
te raupapa whakaako (sequence) - the order in which the elements of Rangaranga Reo ā-Tā need to be taught.
te wā whakaako (pace) - appropriate timing for teaching the elements of Rangaranga Reo ā-Tā, guided by broader evidence from mokopuna learning and engagement that indicates readiness to effectively engage with these elements.
Ngā Mata Ako Rangaranga Reo ā-Tā:
phonological and phonemic awareness
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alphabetic principle |
syllables and word recognition |
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morphology
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syntax |
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semantics |
Kaiako should explicitly plan to integrate the language strands, whakarongo, kōrero, pānui, tuhituhi, mātakitaki and whakaatu. |
Language competency is critical for mokopuna to successfully access the curriculum and learning that is relevant to their world. |
It is important to make connections across the curriculum between prior knowledge and new knowledge by providing a range of stimulating and engaging experiences. |
- Te Reo Rangatira
- Kōrero
- Pānui
- Tuhituhi
- Rangaranga Reo ā-Tā
- Rauemi
- Tuhi ā-Ringa
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Kia Tika |
Kia Mārama |
Kia Arero Taiaha |
Kia Auaha |
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Toi Mokopuna |
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He kaingākaunui te mokopuna ki te tika o te reo. |
He whakaaro arohaehae te mokopuna. |
He whai whakaaro te mokopuna ki te āhua o tana whakapuaki i ōna whakaaro. |
He whai hua, he auaha, he Māori te whakamahi a te mokopuna i te reo. |
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Whāinga |
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Ka aro atu te ako a te mokopuna |
Ka aro atu te ako a te mokopuna |
Ka aro atu te ako a te mokopuna |
Ka aro atu te ako a te mokopuna |
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Kia Mataara |
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Hei te mutunga o ngā marama e 6 i te kura, Hei te mutunga o te tau 1 i te kura, |
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Hei te mutunga o ngā tau e 2 i te kura,
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Hei te mutunga o ngā tau e 2 i te kura, |
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Hei te mutunga o ngā tau e 3 i te kura,
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Hei te mutunga o ngā tau e 3 i te kura,
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Hei te mutunga o te tau 3 i te kura, |
Ngā Whakaakoranga
- I ngā marama e ono
- I te tau tuatahi
- I te tau tuarua
- I te tau tuatoru
Whenu: Wetewetehia Kia Tika
Mokopuna care about saying things correctly.
Te Whāinga
Mokopuna learning focuses on accurately understanding and using basic vocabulary and sentence structures.
Te ngako o te whāinga
During a lesson, support the mokopuna to:
Distinguish sounds.
Draw on what language/s they have to communicate.
Practice and produce simple vocabulary and language structures.
Practice speaking and listening daily to reinforce the learning and improve retention.
Begin to respond to simple questions.
Kia Mataara |
By the end of six months at kura, mokopuna need to be able to distinguish the sounds (phonemes) of te reo Māori. |
Whenu: Ākona Kia Mārama
Mokopuna are criticial thinkers.
Te Whāinga
Mokopuna learning focuses on interpreting a range of oral, written and visual texts.
Te ngako o te whāinga
During a lesson, support the mokopuna to:
- Listen and practice the correct pronunciation of words and essential sounds.
- Listen for key words and use gestures to support understanding.
- Understand and produce simple sentences.
- Begin to ask simple questions.
Whenu: Whāia kia arero taiaha
Mokopuna are thoughtful about how they express their ideas.
Te Whāinga
Mokopuna learning focuses on using basic interpersonal communication skills effectively.
Te ngako o te whāinga
During a lesson, support the mokopuna to:
- Use and respond to simple greetings.
- Listen when others are speaking.
- Use basic body language cues to support meaning.
- Develop an awareness of the audience.
Whenu: Tāraia kia auaha
Mokopuna use language effectively, creatively and in a Māori way.
Te Whāinga
Mokopuna learning focuses on using descriptive and figurative language.
Te ngako o te whāinga
During a lesson, support the mokopuna to:
- Use vocabulary and language structures through meaningful contexts.
- Talk about their personal responses related to the learning.
Whenu: Wetewetehia kia tika
Mokopuna care about saying things correctly.
Te Whāinga
Mokopuna learning focuses on accurately understanding and using basic vocabulary and sentence structures.
Te ngako o te whāinga
During a lesson, support the mokopuna to:
Listen, repeat, and retain language.
Recognise and identify sounds and words that rhyme.
Whenu: Ākona kia mārama
Mokopuna are critical thinkers.
Te Whāinga
Mokopuna learning focuses on developing basic comprehension skills and strategies.
Te ngako o te whāinga
During a lesson, support mokopuna to:
Continue to listen and practice the correct pronunciation of words and essential sounds.
Talk about their experiences.
Ask and respond to simple questions.
Listen for language features such as tense, intonation and word class to support comprehension.
Use pictures, books, digital media and other visual resources to stimulate ideas.
Whenu: Whāia kia arero taiaha
Mokopuna are thoughtful about how they express their ideas.
Te Whāinga
Mokopuna learning focuses on developing basic interpersonal communication skills.
Te ngako o te whāinga
During a lesson, support mokopuna to:
Understand the connection between body language and meaning making.
Apply their awareness of audience and use their voice accordingly.
Use intonation to support their message.
Listen to the intonation of others.
Whenu: Tāraia kia auaha
Mokopuna use language effectively, creatively, and in a Māori way.
Te Whāinga
Mokopuna learning focuses on discovering ways to express their thoughts and imagination.
Te ngako o te whāinga
During a lesson, support mokopuna to:
Use language skills, including body language, to help others understand their message.
Whenu: Wetewetehia kia tika
Mokopuna care about saying things correctly.
Te Whāinga
Mokopuna learning focuses on accurately understanding and using basic vocabulary and sentence structures.
Te ngako o te whāinga
During a lesson, support the mokopuna to:
Use a variety of words, including adjectives and verbs to add detail when speaking.
Use a variety of language structures to communicate their thoughts, feelings and needs.
Correct some language errors
Kia Mataara |
By the end of two years at kura, mokopuna need to have a clear understanding of the relationship between sounds and letters. They should be able to:
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Whenu: Ākona kia mārama
Mokopuna are critical thinkers.
Te Whāinga
Mokopuna learning focuses on developing basic comprehension skills and strategies.
Te ngako o te whāinga
During a lesson, support mokopuna to:
Listen and repeat sentences to improve accuracy and pronunciation.
Ask and answer questions to support meaning making.
Use some language features to sequence ideas when recounting or giving instructions.
Use appropriate language for different purposes.
Kia Mataara |
By the end of two years at kura, mokopuna need to be able to ask and respond to simple questions. |
Whenu: Whāia kia arero taiaha
Mokopuna are thoughtful about how they express their ideas.
Te Whāinga
Mokopuna learning focuses on developing basic interpersonal communication skills.
Te ngako o te whāinga
During a lesson, support mokopuna to:
Use a range of language to convey their ideas.
Demonstrate their knowledge of the audience when speaking.
Understand the difference between formal and informal language.
Listen for cues and signals when others are speaking.
Whenu: Tāraia kia auaha
Mokopuna use language effectively, creatively, and in a Māori way
Te Whāinga
Mokopuna learning focuses on discovering ways to express their thoughts and imagination.
Te ngako o te whāinga
During a lesson, support mokopuna to:
Talk about familiar topics.
Use simple descriptions.
Show their engagement through nodding, eye contact, and verbal acknowledgements.
Retell what they have heard to show understanding.
Whenu: Wetewetehia kia tika
Mokopuna care about saying things correctly.
Te Whāinga
Mokopuna learning focuses on accurately understanding and using basic vocabulary and sentence structures.
Te ngako o te whāinga
During a lesson, support the mokopuna to:
Use increasingly more complex language structures, including passives, conjunctions and idioms.
Follow and apply grammar rules.
Monitor their language.
Kia Mataara |
By the end of 3 years at kura, mokopuna should be:
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Whenu: Ākona kia mārama
Mokopuna are critical thinkers.
Te Whāinga
Mokopuna learning focuses on developing basic comprehension skills and strategies.
Te ngako o te whāinga
During a lesson, support mokopuna to:
Run sounds together in a natural way.
Pose questions to clarify understanding.
Recount events, experiences, and stories in their own words.
Whenu: Whāia kia arero taiaha
Mokopuna are thoughtful about how they express their ideas.
Te Whāinga
Mokopuna learning focuses on developing basic interpersonal communication skills.
Te ngako o te whāinga
During a lesson, support mokopuna to:
Use language that is appropriate to context and audience.
Notice and respect dialectal differences.
Apply their understanding of formal and informal language.
Whenu: Tāraia kia auaha
Mokopuna use language effectively, creatively, and in a Māori way.
Te Whāinga
Mokopuna learning focuses on discovering ways to express their thoughts and imagination.
Te ngako o te whāinga
During a lesson, support mokopuna to:
Build confidence and share experiences using some descriptive language.
Respond spontaneously when talking about both familiar and some less familiar subjects.
Use drama to enhance meaning and recreate stories.
- I ngā marama e ono
- I te tau tuatahi
- I te tau tuarua
- I te tau tuatoru
Whenu: Wetewetehia kia tika
Mokopuna care about saying things correctly.
Te Whāinga
Mokopuna learning focuses on accurately understanding and using basic vocabulary and sentence structures.
Te ngako o te whāinga
During a pānui lesson, support mokopuna to:
Distinguish sounds.
Locate the cover, title, author/illustrator, page numbers.
Distinguish print from illustrations.
Turn the pages of a book one at a time from the front cover to the back.
Indicate that a left page is read before a right page.
Locate the beginning of a sentence.
Indicate left to right when following a sentence and return sweep when a sentence runs over more than one line.
Identify simple conventions (full stop, capital letters, spaces between words).
Knowledge of concepts about print
Distinguishes print from drawings
Reads the book from front to back when turning the pages
Reads the left page before the right page
Points to the first word and reads from left to right with return sweep
Locates the beginning of sentences
Matches pictures with the appropriate captions
Identifies simple punctuation (fullstops, capital letters, question marks, speech marks, commas, exclamation marks)
Recognises that words are separated by spaces
Knowledge of books
Knows how to orient a book correctly and turn pages in order
Recognises the author and illustrator
Identifies parts of a book (spine, front and back cover, pages, title, page numbers)
Kia Mataara |
By the end of six months at kura, mokopuna need to be able to distinguish the sounds (phonemes) of te reo Māori.
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Whenu: Ākona kia mārama
Mokopuna are critical thinkers.
Te Whāinga
Mokopuna learning focuses on developing basic comprehension skills and strategies.
Te ngako o te whāinga
During a pānui lesson, support mokopuna to:
Use illustrations to gain meaning.
Use the title and pictures to predict what a text is about.
Identify what they think is the most important idea in the story.
Whenu: Whāia kia arero taiaha
Mokopuna are thoughtful about how they express their ideas.
Te Whāinga
Mokopuna learning focuses on developing basic interpersonal communication skills.
Te ngako o te whāinga
During a pānui lesson, support mokopuna to:
Share a simple thought about a text.
Whenu: Tāraia kia auaha
Mokopuna use language effectively, creatively, and in a Māori way.
Te Whāinga
Mokopuna learning focuses on discovering ways to express their thoughts and imagination.
Te ngako o te whāinga
During a pānui lesson, support mokopuna to:
Imitate the intonation patterns of the kaiako when reading aloud.
Whenu: Wetewetehia kia tika
Mokopuna care about saying things correctly.
Te Whāinga
Mokopuna learning focuses on accurately understanding and using basic vocabulary and sentence structures.
Te ngako o te whāinga
During a pānui lesson, support mokopuna to:
Understand the relationship between letters and sounds.
Read from left to right with return sweep.
Locate the beginning and end of sentences.
Use one-to-one correspondence between spoken and written words.
Identify simple conventions e.g. full stops, macrons, and spaces between words.
Use some terms associated with books and print such as tapanga, timatanga, mutunga and tau whārangi.
Knowledge of concepts about print
Distinguishes print from drawings
Reads the book from front to back when turning the pages
Reads the left page before the right page
Points to the first word and reads from left to right with return sweep
Locates the beginning of sentences
Matches pictures with the appropriate captions
Identifies simple punctuation (fullstops, capital letters, question marks, speech marks, commas, exclamation marks)
Recognises that words are separated by spaces
Knowledge of books
Knows how to orient a book correctly and turn pages in order
Recognises the author and illustrator
Identifies parts of a book (spine, front and back cover, pages, title, page numbers)
Kia Mataara |
By the end of one year at kura, mokopuna need to be able to correctly match sounds (phonemes) to letters (graphemes) in reading and letters to sounds in writing. |
Whenu: Ākona kia mārama
Mokopuna are critical thinkers.
Te Whāinga
Mokopuna learning focuses on developing basic comprehension skills and strategies.
Te ngako o te whāinga
During a pānui lesson, support mokopuna to:
Use illustrations, context and the title to predict what a text is about.
Use illustrations to gain meaning.
Acquire new vocabulary from texts shared or read to them.
React when their reading of the text does not make sense.
Connect text to their personal experiences.
Predicting
Uses the pictures, the title of the book, prior knowledge and personal experiences to help predict what the text is about.
Monitoring
Uses illustrations to check for meaning
Searches for help from the text or from the kaiako when meaning is being lost
Corrects some errors
Scanning
Scans a text to look for clues that will help with their understanding
Scans an illustration for clues to help identify unknown words in a text
Inferring
Uses illustrations to help understand a text
Offers their own explanations for events described in a text
Evaluating
Understands the gist of the text
Says what they like or do not like about a text
Imaging
Makes mental images in their head while listening to a story being read to them or participating in shared reading
Uses illustrations to help see and hear what is happening in the text
Draws a picture to represent a part of the story and describe how the story made them feel
Main Ideas
Identifies what they think is the most important idea from shared and guided reading experiences and from being read to
Whenu: Whāia kia arero taiaha
Mokopuna are thoughtful about how they express their ideas.
Te Whāinga
Mokopuna learning focuses on developing basic interpersonal communication skills
Te ngako o te whāinga
During a pānui lesson, support mokopuna to:
Respond to questions about a text.
Whenu: Tāraia kia auaha
Mokopuna use language effectively, creatively, and in a Māori way
Te Whāinga
Mokopuna learning focuses on discovering ways to express their thoughts and imagination.
Te ngako o te whāinga
During a pānui lesson, support mokopuna to:
Offer their own ideas about events described in a text.
Whenu: Wetewetehia kia tika
Mokopuna care about saying things correctly.
Te Whāinga
Mokopuna learning focuses on accurately understanding and using basic vocabulary and sentence structures.
Te ngako o te whāinga
During a pānui lesson, support mokopuna to:
Recognise basic words by sight.
Consistently match written words to the spoken words when reading.
Respond to and use the language of books; (tapanga, ingoa o te kaituhi me te kaitā, pū, kupu, rārangi, rerenga, āputa, pūriki, pūmatua).
Identify simple punctuation (full stops, commas, question marks, speech marks and exclamation marks).
Acquire new vocabulary in context.
Knowledge of concepts about print
Distinguishes print from drawings
Reads the book from front to back when turning the pages
Reads the left page before the right page
Points to the first word and reads from left to right with return sweep
Locates the beginning of sentences
Matches pictures with the appropriate captions
Identifies simple punctuation (fullstops, capital letters, question marks, speech marks, commas, exclamation marks)
Recognises that words are separated by spaces
Knowledge of books
Knows how to orient a book correctly and turn pages in order
Recognises the author and illustrator
Identifies parts of a book (spine, front and back cover, pages, title, page numbers)
Kia Mataara |
By the end of two years at kura, mokopuna need to have a clear understanding of the relationship between sounds and letters. They should be able to:
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Whenu: Ākona kia mārama
Mokopuna are critical thinkers.
Te Whāinga
Mokopuna learning focuses on developing basic comprehension skills and strategies.
Te ngako o te whāinga
During a pānui lesson, support mokopuna to:
Use clues from the book cover prior to reading.
Make predictions about what might happen next during the reading.
Connect texts to their own experiences and ask simple questions to support meaning-making.
Scan a picture for clues and use context clues to help understand the meaning of unknown words.
Identify and discuss key words, messages and characters.
Ngā Rautaki
Predicting
Uses the pictures, the title of the book, prior knowledge and personal experiences to help predict what the text is about.
Monitoring
Uses illustrations to check for meaning
Searches for help from the text or from the kaiako when meaning is being lost
Corrects some errors
Scanning
Scans a text to look for clues that will help with their understanding
Scans an illustration for clues to help identify unknown words in a text
Inferring
Uses illustrations to help understand a text
Offers their own explanations for events described in a text
Evaluating
Understands the gist of the text
Says what they like or do not like about a text
Imaging
Makes mental images in their head while listening to a story being read to them or participating in shared reading
Uses illustrations to help see and hear what is happening in the text
Draws a picture to represent a part of the story and describe how the story made them feel
Main Ideas
Identifies what they think is the most important idea from shared and guided reading experiences and from being read to
Kia Mataara |
By the end of two years at kura, mokopuna need to be able to ask and respond to simple questions. |
Whenu: Whāia kia arero taiaha
Mokopuna are thoughtful about how they express their ideas.
Te Whāinga
Mokopuna learning focuses on developing basic interpersonal communication skills.
Te ngako o te whāinga
During a pānui lesson, support mokopuna to:
Examine and discuss language structures they may use in their own writing.
Share what they think about a text and acknowledge what other mokopuna say about the same text.
Whenu: Tāraia kia auaha
Mokopuna use language effectively, creatively, and in a Māori way.
Te Whāinga
Mokopuna learning focuses on discovering ways to express their thoughts and imagination.
Te ngako o te whāinga
During a pānui lesson, support mokopuna to:
Manipulate syllables (kūoro) to create new and novel words.
Use punctuation (e.g., commas, speech marks) font styles (e.g., bold type) and text formatting to read aloud with expression.
Whenu:Wetewetehia kia tika
Mokopuna care about saying things correctly.
Te Whāinga
Mokopuna learning focuses on accurately understanding and using basic vocabulary and sentence structures.
Te ngako o te whāinga
During a pānui lesson, support mokopuna to:
Read an increasing number of high frequency words automatically.
Differentiate between classes of words e.g., tūmahi and tūāhua.
Use simple punctuation (e.g., commas, question marks, speech marks and exclamation marks) and explain their function.
Correct some errors in pānui.
Identify and use simple conjunctions accurately.
Follow simple grammatical rules.
Knowledge of concepts about print
- Distinguishes print from drawings
- Reads the book from front to back when turning the pages
- Reads the left page before the right page
- Points to the first word and reads from left to right with return sweep
- Locates the beginning of sentences
- Matches pictures with the appropriate captions
- Identifies simple punctuation (fullstops, capital letters, question marks, speech marks, commas, exclamation marks)
- Recognises that words are separated by spaces
Kia Mataara |
By the end of 3 years at kura, mokopuna should be:
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Whenu: Ākona kia mārama
Mokopuna are critical thinkers.
Te Whāinga
Mokopuna learning focuses on developing basic comprehension skills and strategies.
Te ngako o te whāinga
During a pānui lesson, support mokopuna to:
Identify main ideas and key information and link these to their own experiences.
Use strategies to regain meaning when that meaning is lost.
Talk about the cues and strategies they use to check and clarify meaning.
Formulate questions arising from the reading that broaden thoughts and ideas.
Use basic strategies (e.g., prediction, scanning, imaging, summarising, inference).
Ngā Rautaki
Predicting
Uses the pictures, the title of the book, prior knowledge and personal experiences to help predict what the text is about.
Monitoring
Uses illustrations to check for meaning
Searches for help from the text or from the kaiako when meaning is being lost
Corrects some errors
Scanning
Scans a text to look for clues that will help with their understanding
Scans an illustration for clues to help identify unknown words in a text
Inferring
Uses illustrations to help understand a text
Offers their own explanations for events described in a text
Evaluating
Understands the gist of the text
Says what they like or do not like about a text
Imaging
Makes mental images in their head while listening to a story being read to them or participating in shared reading
Uses illustrations to help see and hear what is happening in the text
Draws a picture to represent a part of the story and describe how the story made them feel
Main Ideas
Identifies what they think is the most important idea from shared and guided reading experiences and from being read to
Kia Mataara |
By the end of 3 years at kura, mokopuna should be able to:
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Whenu: Whāia kia arero taiaha
Mokopuna are thoughtful about how they express their ideas.
Te Whāinga
Mokopuna learning focuses on developing basic interpersonal communication skills.
Te ngako o te whāinga
During a pānui lesson, support mokopuna to:
Share personal responses about a text.
Whenu: Tāraia kia auaha
Mokopuna use language effectively, creatively, and in a Māori way.
Te Whāinga
Mokopuna learning focuses on discovering ways to express their thoughts and imagination.
Te ngako o te whāinga
During a pānui lesson, support mokopuna to:
Retell and act out stories they have read.
Kia Mataara |
By the end of 3 years at kura, mokopuna should be able to tell a simple story, recount an experience, and retell a local story. |
- I ngā marama e ono
- I te tau tuatahi
- I te tau tuarua
- I te tau tuatoru
Whenu: Wetewetehia kia tika
Mokopuna care about saying things correctly.
Te Whāinga
Mokopuna learning focuses on accurately understanding and using basic vocabulary and sentence structures.
Te ngako o te whāinga
During a tuhituhi lesson, support mokopuna to:
Distinguish sounds.
Spell their name correctly including using capitals where required.
Accurately copy other often used words from classroom displays (e.g. days of the week).
'Write' from left to right and top to bottom.
Recognise and use fullstops.
Use some basic sight words and words of personal interest (Note: These are likely to be approximations as mokopuna master the letter sound relationship).
Kia Mataara |
By the end of six months at kura, mokopuna need to be able to distinguish the sounds (phonemes) of te reo Māori.
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Whenu: Ākona kia mārama
Mokopuna are critical thinkers.
Te Whāinga
Mokopuna learning focuses on developing basic comprehension skills and strategies.
Te ngako o te whāinga
During a tuhituhi lesson, support mokopuna to:
Talk about the topic before starting to write.
Talk or draw to generate ideas for their writing.
Dictate some basic sentence beginnings (He, Ko, Kei te…).
Talk about their writing in order to clarify the message.
Understand that writing is published for others to read.
Talk about what they are learning.
Whenu: Whāia kia arero taiaha
Mokopuna are thoughtful about how they express their ideas.
Te Whāinga
Mokopuna learning focuses on developing basic interpersonal communication skills.
Te ngako o te whāinga
During a tuhituhi lesson, support mokopuna to:
Talk about the purpose and audience as part of the planning for tuhituhi during tuhi ngātahi.
Share their writing and respond to the writing of others with support.
Whenu: Tāraia kia auaha
Mokopuna use language effectively, creatively, and in a Māori way.
Te Whāinga
Mokopuna learning focuses on discovering ways to express their thoughts and imagination.
Te ngako o te whāinga
During a tuhituhi lesson, support mokopuna to:
Attempt to spell words using their developing letter-sound knowledge.
Say a sentence aloud before writing it.
Use the writing of the kaiako as a model to create their own texts.
Whenu: Wetewetehia kia tika
Mokopuna care about saying things correctly.
Te Whāinga
Mokopuna learning focuses on accurately understanding and using basic vocabulary and sentence structures.
Te ngako o te whāinga
During a tuhituhi lesson, support mokopuna to:
- Understand the relationship between letters and sounds.
- Write from left to right and top to bottom.
- Use some basic sentence beginnings when rehearsing text to be written, including; He…, Ko…, and Kei te …..
- Recognise and use full stops.
Kia Mataara |
By the end of one year at kura, mokopuna need to be able to correctly match sounds (phonemes) to letters (graphemes) in reading and letters to sounds in writing.
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Whenu: Ākona kia mārama
Mokopuna are critical thinkers.
Te Whāinga
Mokopuna learning focuses on developing basic comprehension skills and strategies.
Te ngako o te whāinga
During a tuhituhi lesson, support mokopuna to:
Discuss the topic before writing, using both talking and drawing to brainstorm and generate ideas.
Talk about their writing in order to clarify the message.
Provide illustrations for published work created during the tuhi ngātahi process.
Talk about what they are learning.
Pūtake tuhituhi
Participate in creating texts for differing purposes through shared writing e.g., simple instructions, directions for how to get to a destination, personal recounts and descriptions; He Kura Taketake: Acknowledgements; announcements; pepehā.
Whenu: Whāia kia arero taiaha
Mokopuna are thoughtful about how they express their ideas.
Te Whāinga
Mokopuna learning focuses on developing basic interpersonal communication skills.
Te ngako o te whāinga
During a tuhituhi lesson, support mokopuna to:
Understand that writing is published to make it available to others to read, enjoy and respond to. (Whakaputa/Tuku Atu, Tuku Mai).
Respond to the writing of others with support of the kaiako. (Tuku Mai).
Talk about what they have written including elaborating on their ideas by writing or talking about them. (Whakamārama).
Tuhinga māhorahora
Write freely on topics of mokopuna choice using existing skills and knowledge.
Whenu: Tāraia kia auaha
Mokopuna use language effectively, creatively, and in a Māori way.
Te Whāinga
Mokopuna learning focuses on discovering ways to express their thoughts and imagination.
Te ngako o te whāinga
During a tuhituhi lesson, support mokopuna to:
Say a sentence aloud before they write it.
Use the writing of the kaiako as a model to create their own texts.
Attempt the spelling of words by using sound/letter association.
Whenu: Wetewetehia kia tika
Mokopuna care about saying things correctly.
Te Whāinga
Mokopuna learning focuses on accurately understanding and using basic vocabulary and sentence structures.
Te ngako o te whāinga
During a tuhituhi lesson, support mokopuna to:
Attempt to spell unfamiliar and multisyllabic words using knowledge of sounds/letters and consonant - vowel sequences (te pākati oro K/P), e.g., ha-ka or ka-ra-ka.
Organise print on the page, including writing on the line, writing from the margin, and leaving spaces at the top and bottom of the page.
Use the macron correctly to represent a long vowel sound in words.
Write simple sentences using correct punctuation.
Use an increasing number of high frequency sight words and words from their own vocabularies in their writing.
Attempt to spell words using the dipthongs and double vowel blends, e.g., tauhou, hiamoe, pou, hui, koa, and hue.
Kia Mataara |
By the end of two years at kura, mokopuna need to have a clear understanding of the relationship between sounds and letters. They should be able to:
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Whenu: Ākona kia mārama
Mokopuna are critical thinkers.
Te Whāinga
Mokopuna learning focuses on developing basic comprehension skills and strategies.
Te ngako o te whāinga
During a tuhituhi lesson, support mokopuna to:
Organise ideas using brainstorming and basic planning charts.
Use talk or pictures to develop their ideas for writing.
Participate in planning during shared and guided writing sessions.
Re-read their own writing to check that it makes sense.
Participate in pair and group conferences for revision, with support from the kaiako.
Extend ideas generated during a guided writing session write a first draft of text.
Pūtake tuhituhi
Create texts with support for differing purposes
e.g. He Kura Tuhituhi: Personal recounts; He Manu Taketake: Pepeha and whakapapa; announcements; acknowledgements.
Kia Mataara |
By the end of two years at kura, mokopuna need to be able to ask and respond to simple questions. |
Whenu: Whāia kia arero taiaha
Mokopuna are thoughtful about how they express their ideas.
Te Whāinga
Mokopuna learning focuses on developing basic interpersonal communication skills.
Te ngako o te whāinga
During a tuhituhi lesson, support mokopuna to:
Share their writing with others and answer questions about it.
Respond to the writing of others, e.g., by telling the writer what they remember and by sharing something that the writing reminds them about.
Take responsibility for some aspects of the publishing process, including decisions about format, layout, illustrations, and whether the text will be typed or handwritten.
Respond to feedback by adding on or deleting detail, with support from the kaiako.
Consider purpose and audience as part of planning for writing during guided writing.
Tuhinga māhorahora
Use existing skills and knowledge to create free texts independently.
Whenu: Tāraia kia auaha
Mokopuna use language effectively, creatively, and in a Māori way.
Te Whāinga
Mokopuna learning focuses on discovering ways to express their thoughts and imagination.
Te ngako o te whāinga
During a tuhituhi lesson, support mokopuna to:
Use some descriptive words and expressions to convey their thoughts and feelings.
Use their existing skills and knowledge to write independently.
Whenu: Wetewetehia kia tika
Mokopuna care about saying things correctly.
Te Whāinga
Mokopuna learning focuses on accurately understanding and using basic vocabulary and sentence structures.
Te ngako o te whāinga
During a tuhituhi lesson, support mokopuna to:
Organise text according to the purpose and text type, e.g., listing instructions.
Spell frequently used words correctly.
Use the macron correctly to represent a long vowel sound in words.
Attempt to spell words using the dipthongs and double vowel blends, e.g., tauhou, hiamoe, pou, hui, koa, and hue.
Use knowledge of basic sound/letter association, known spelling patterns, and sound sequencing of syllables to write a new word correctly.
Use words of particular value to their community, e.g,. places, people, activities, and events.
Use some new words related to theme work.
Use capital letters, full stops, question marks, exclamation marks, and speech marks correctly.
Write simple sentences, and some compound sentences using a comma or a conjunction, such as ā, engari, nō te mea, or heoi.
Write a series of sentences on a topic or idea.
Use resources such as word banks, classroom charts, or dictionaries such as Te Kete Kupu to check spelling.
Knowledge of concepts about print
- Distinguishes print from drawings
- Reads the book from front to back when turning the pages
- Reads the left page before the right page
- Points to the first word and reads from left to right with return sweep
- Locates the beginning of sentences
- Matches pictures with the appropriate captions
- Identifies simple punctuation (fullstops, capital letters, question marks, speech marks, commas, exclamation marks)
- Recognises that words are separated by spaces
Kia Mataara |
By the end of 3 years at kura, mokopuna should be:
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Whenu: Ākona kia mārama
Mokopuna are critical thinkers.
Te Whāinga
Mokopuna learning focuses on developing basic comprehension skills and strategies.
Te ngako o te whāinga
During a tuhituhi lesson, support mokopuna to:
Use some planning frameworks that are appropriate to the form of the writing to organise ideas and note down appropriate words and expressions.
Discuss ideas and information in preparation for writing.
Gather ideas from other sources, e.g., from reading texts.
Generate ideas alone and by brainstorming with peers or the kaiako.
Re-read their own writing to check that it makes sense.
Re-read their own writing and make connections to clarify meaning.
Participate in pair and group conferences for revision, with support from the kaiako.
Extend ideas generated during a guided writing session.
Write a first draft of text.
Work with the kaiako to proofread their own writing when directed, e.g., to add or delete words, to correct sentence structure, or to insert a capital letter or full stop.
Re-read text in order to attempt to identify and correct errors that they have been focusing on and self-correct where possible.
Whenu: Whāia kia arero taiaha
Mokopuna are thoughtful about how they express their ideas.
Te Whāinga
Mokopuna learning focuses on developing basic interpersonal communication skills.
Te ngako o te whāinga
During a tuhituhi lesson, support mokopuna to:
Take responsibility for most aspects of the publishing process, such as publication format, layout, font, and illustration or other visual images.
Share their writing and answer questions about it.
Begin to use the language of writers and writing when sharing and responding.
Respond to feedback by adding on or deleting detail, with support from the kaiako.
Consider purpose and audience as part of planning for writing during guided writing.
Whenu: Tāraia kia auaha
Mokopuna use language effectively, creatively, and in a Māori way.
Te Whāinga
Mokopuna learning focuses on discovering ways to express their thoughts and imagination.
Te ngako o te whāinga
During a tuhituhi lesson, support mokopuna to:
Use their existing skills and knowledge to write freely.
Use a variety of expressive words to convey their thoughts and feelings.
Use a variety of descriptive words and phrases to describe people, places, things, and actions.
Kia Mataara |
By the end of 3 years at kura, mokopuna should be able to tell a simple story, recount an experience, and retell a local story. |
Te Ara Whakaako i te Huanui ki te Reo
Te whakamāramatanga me ngā āhuatanga mō te huanui ki te reo
Te Huanui ki te Reo is recommended as an oral language instructional approach. This oral language approach combines aspects of the communicative approach, task-based learning and content-based instruction. These approaches provide a structure for scaffolding new vocabulary and language. Including opportunities to model, support, and integrate oral language within meaningful contexts.
Ko te hononga o te rere o te reo, te tika o te reo, me te takoto o te reo
The relationship between fluency, accuracy and complexity
In second language teaching, fluency, accuracy, and complexity are key. Fluency ensures smooth communication, accuracy focuses on correct language use, and complexity involves sophisticated structures. The communicative approach emphasises fluency through real-life interactions. Task-based learning prioritises communicative competence via meaningful tasks, while content-based instruction integrates language learning within a kaupapa, promoting both fluency and complexity.
When the emphasis is on fluency, accuracy and complexity can be affected (i.e. mokopuna are likely to make more language errors as they focus on speaking smoothly and quickly).
When the emphasis is on accuracy, fluency and complexity can be affected (i.e. mokopuna may speak more slowly and less naturally).
When the emphasis is on complexity, fluency and accuracy can be affected (i.e. mokopuna may struggle to maintain a natural flow and make more mistakes as they attempt more sophisticated language structures).
Balancing these elements is essential for comprehensive language proficiency.
- I ngā marama e ono
- I te tau tuatahi
- I te tau tuarua
- I te tau tuatoru
Te Whakarite i te Akoranga Reo ā-Waha
- Deliberately plan the language lesson including the purpose, the new vocabulary and target language that will be taught.
- Plan whakarongo, mātakitaki, whakaatu and kōrero activities to support the new language.
- Make connections in your planning to pānui and tuhituhi.
- Integrate reo ā-waha across all learning areas.
- Source a variety of language materials that support the kaupapa and/or the target language for example, natural resources from the taiao, poems, pictures, posters, books, video clips.
Below are examples of what the kaiako and mokopuna are likely to be doing at each stage of Te Huanui ki te Reo. Activities have been sourced from He Rau Taki Kōrero and Te Reo ā-Waha: He Aratohu mā te Pouako to support this.
Te Ara Whakatauira Reo ā-waha
The kaiako will:
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The mokopuna are:
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Te Ārahi i te reo
To support implementation of Te Ārahi i te reo, click the Google Slides below.
The kaiako will:
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The mokopuna are:
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Te Tuku i te reo
The kaiako will:
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The mokopuna are:
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To support implementation of Te Tuku i te reo, click the thumbnail or link below to download the following activity:
Te Kōtuitui i te reo
The kaiako will:
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The mokopuna are:
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Mokopuna will vary depending on if they have te reo Māori at home, have attended a kōhanga or puna reo or are just beginning to learn te reo Māori at kura.
In the first year mokopuna will be pronouncing the sounds of te reo Māori correctly, asking and answering basic questions, and discussing familiar topics. They can also understand and follow simple instructions and may rely on gestures and cues to support their understanding.
Te Aromatawai i te Kōrero
Upon entry, mokopuna bring with them varying degrees of knowledge and experiences in te reo Māori. Therefore, it is important for kaiako to listen to the language that mokopuna use, which can form the basis of the oral language programme. This will ensure the different language levels and range of abilities are catered for appropriately.
Aromatawai ō te ako (of learning) and aromatawai mō te ako (for learning).
Aromatawai should be personalised to reflect the reality that mokopuna are at different stages in their learning journey and move through that journey at different speeds. This includes valuing neurodiversity (i.e., that all brains function differently) which is particularly important for neurodivergent mokopuna.
Mokopuna should be encouraged and supported to understand the purpose of aromatawai and be active participants in gathering information through aromatawai activities such as self-reflection, self assessment and the creation of portfolios of work that demonstrate their learning.
Mahi aromatawai
What to look/listen for, mokopuna are:
- Confident to engage in conversations.
- Willing to take risks and communicate in the target language using their puna reo Māori or code switching between languages.
- Able to follow simple instructions.
- Interacting with peers.
- Able to articulate ideas, thoughts and feelings.
- Able to express wants and needs.
Ngā Rauemi Aromatawai Reo ā-Waha
Kia Tere Tonu | mokopuna 1 | Mahaki | Ōna tau 5. 1
Takapiringa | mokopuna 2 | Te Moana | Ōna tau 5.1
Te Whakarite i te Akoranga Reo ā-Waha
- Deliberately plan the language lesson including the purpose, the new vocabulary and target language that will be taught.
- Plan whakarongo, mātakitaki, whakaatu and kōrero activities to support the new language.
- Make connections in your planning to pānui and tuhituhi.
- Integrate reo ā-waha across all learning areas.
- Source a variety of language materials that support the kaupapa and/or the target language for example, natural resources from the taiao, poems, pictures, posters, books, video clips.
Below are examples of what the kaiako and mokopuna are likely to be doing at each stage of Te Huanui ki te Reo. Activities have been sourced from He Rau Taki Kōrero and Te Reo ā-Waha: He Aratohu mā te Pouako to support this.
Te Ara Whakatauira Reo ā-waha
The kaiako will:
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The mokopuna are:
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To support implementation of Te Ara Whakatauira Reo ā-waha, click the thumbnails or links below to download the following activities:
Te Ārahi i te reo
To support implementation of Te Ārahi i te reo, click the Google Slides below.
The kaiako will:
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The mokopuna are:
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Te Tuku i te reo
The kaiako will:
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The mokopuna are:
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Te Kōtuitui i te reo
To support implementation of Te Kōtuitui i te reo, click the Google Slides below.
The kaiako will:
|
The mokopuna are:
|
Mokopuna will vary depending on if they have te reo Māori at home, have attended a kōhanga or puna reo or are just beginning to learn te reo Māori at kura.
In the first year mokopuna will be pronouncing the sounds of te reo Māori correctly, asking and answering basic questions, and discussing familiar topics. They can also understand and follow simple instructions and may rely on gestures and cues to support their understanding.
Te Aromatawai i te Kōrero
Upon entry, mokopuna bring with them varying degrees of knowledge and experiences in te reo Māori. Therefore, it is important for kaiako to listen to the language that mokopuna use, which can form the basis of the oral language programme. This will ensure the different language levels and range of abilities are catered for appropriately.
Aromatawai ō te ako (of learning) and aromatawai mō te ako (for learning).
Aromatawai should be personalised to reflect the reality that mokopuna are at different stages in their learning journey and move through that journey at different speeds. This includes valuing neurodiversity (i.e., that all brains function differently) which is particularly important for neurodivergent mokopuna.
Mokopuna should be encouraged and supported to understand the purpose of aromatawai and be active participants in gathering information through aromatawai activities such as self-reflection, self assessment and the creation of portfolios of work that demonstrate their learning.
Mahi aromatawai
What to look/listen for, mokopuna are:
- Confident to engage in conversations.
- Willing to take risks and communicate in the target language using their puna reo Māori or code switching between languages.
- Able to follow and give simple instructions.
- Interacting with peers and others.
- Able to articulate ideas, thoughts and feelings using descriptive language.
- Able to express wants and needs.
Assessment Tasks: Ngā Rauemi Aromatawai Reo ā-Waha
Kōrerotia | Mokopuna 1 | Matariki | Ōna tau 6.2
Images used to prompt kōrero
Te Whakarite i te Akoranga Reo ā-Waha
- Deliberately plan the language lesson including the purpose, the new vocabulary and target language that will be taught.
- Plan whakarongo, mātakitaki, whakaatu and kōrero activities to support the new language.
- Make connections in your planning to pānui and tuhituhi.
- Integrate reo ā-waha across all learning areas.
- Source a variety of language materials that support the kaupapa and/or the target language for example, natural resources from the taiao, poems, pictures, posters, books, video clips.
Te Whakahaere i te Huanui ki te Reo
Below are examples of what the kaiako and mokopuna are likely to be doing at each stage of Te Huanui ki te Reo. Activities have been sourced from He Rau Taki Kōrero and Te Reo ā-Waha: He Aratohu mā te Pouako to support this.
Te Ara Whakatauira Reo ā-waha
The kaiako will:
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The mokopuna are:
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Te Ārahi i te reo
To support implementation of Te Ārahi i te reo, click the Google Slides below.
The kaiako will:
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The mokopuna are:
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Te Tuku i te reo
To support implementation of Te Tuku i te reo, click the Google Slides below.
The kaiako will:
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The mokopuna are:
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Te Kōtuitui i te reo
To support implementation of Te Kōtuitui i te reo, click the Google Slides below.
The kaiako will:
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The mokopuna are:
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He Tauira Reo ā-Waha
Mokopuna language will vary depending on if they have te reo Māori at home, have attended a kōhanga or puna reo or are just beginning to learn te reo Māori at kura.
In the second year mokopuna will have developed a range of words and phrases to discuss different topics with some detail. They are using some sequence markers and cohesive devices to structure ideas. They will listen actively to be able to retell stories.You will also hear them self-correct at times.
Te Aromatawai i te Kōrero
Upon entry, mokopuna bring with them varying degrees of knowledge and experiences in te reo Māori. Therefore, it is important for kaiako to listen to the language that mokopuna use, which can form the basis of the oral language programme. This will ensure the different language levels and range of abilities are catered for appropriately.
Aromatawai ō te ako (of learning) and aromatawai mō te ako (for learning).
Aromatawai should be personalised to reflect the reality that mokopuna are at different stages in their learning journey and move through that journey at different speeds. This includes valuing neurodiversity (i.e., that all brains function differently) which is particularly important for neurodivergent mokopuna.
Mokopuna should be encouraged and supported to understand the purpose of aromatawai and be active participants in gathering information through aromatawai activities such as self-reflection, self assessment and the creation of portfolios of work that demonstrate their learning.
Mahi aromatawai
What to look/listen for, mokopuna are:
- Using a range of verbs (tūmahi) and adjectives (tūāhua) when discussing a topic, or giving a description.
- Listening carefully for key words and ideas.
- Retelling stories with some detail and in a logical sequence.
- Asking questions to support their learning and understanding.
- Confident when interacting with peers or in groups.
- Monitoring and self correcting as they speak.
Ngā Aromatawai Reo ā-Waha
Kōrerotia | Mokopuna 2 | Haimona | Ōna tau 6.4
Images used to prompt kōrero
Kia Tere Tonu | Te Arikirangi | Ōna tau 6.4 Demonstration of Kia Tere Tonu Aromatawai
When gathering information to support language learning, it is important to use various methods such as digital recordings, activities and tasks, anecdotal notes, and observations. To supplement the gathering of formative information, kaiako may use Ngā Rauemi Aromatawai Reo ā-Waha which will provide a snapshot of the language ability of mokopuna to inform teaching and learning.
Te Whakarite i te Akoranga Reo ā-Waha
- Deliberately plan the language lesson including the purpose, the new vocabulary and target language that will be taught.
- Plan whakarongo, mātakitaki, whakaatu and kōrero activities to support the new language.
- Make connections in your planning to pānui and tuhituhi.
- Integrate reo ā-waha across all learning areas.
- Source a variety of language materials that support the kaupapa and/or the target language for example, natural resources from the taiao, poems, pictures, posters, books, video clips.
Te Whakahaere i Te Huanui ki te Reo
Below are examples of what the kaiako and mokopuna are likely to be doing at each stage of Te Huanui ki te Reo. Activities have been sourced from He Rau Taki Kōrero and Te Reo ā-Waha: He Aratohu mā te Pouako to support this.
Te Ara Whakatauira Reo ā-waha
To support implementation of Te Ara Whakatauira Reo ā-waha, click the Google Slides below.
The kaiako will:
|
The mokopuna are:
|
Te Ārahi i te reo
To support implementation of Te Ārahi i te reo, click the Google Slides below.
The kaiako will:
|
The mokopuna are:
|
Te Tuku i te reo
To support implementation of Te Tuku i te reo, click the Google Slides below.
The kaiako will:
|
The mokopuna are:
|
Te Kōtuitui i te reo
To support implementation of Te Kōtuitui i te reo, click the Google Slides below.
The kaiako will:
|
The mokopuna are:
|
He Tauira Reo ā-Waha
Mokopuna will vary depending on if they have te reo Māori at home, have attended a kōhanga or puna reo or are just beginning to learn te reo Māori at kura.
In the first three years mokopuna will use more sophisticated and complex language to express their ideas and to communicate. They are developing vocabulary specific to kaupapa and can use some cohesive devices correctly. They are listening carefully and can respond spontaneously when discussing a range of topics.
Te Aromatawai i te Kōrero
Upon entry, mokopuna bring with them varying degrees of knowledge and experiences in te reo Māori. Therefore, it is important for kaiako to listen to the language that mokopuna use, which can form the basis of the oral language programme. This will ensure the different language levels and range of abilities are catered for appropriately.
Aromatawai ō te ako (of learning) and aromatawai mō te ako (for learning).
Aromatawai should be personalised to reflect the reality that mokopuna are at different stages in their learning journey and move through that journey at different speeds. This includes valuing neurodiversity (i.e., that all brains function differently) which is particularly important for neurodivergent mokopuna.
Mokopuna should be encouraged and supported to understand the purpose of aromatawai and be active participants in gathering information through aromatawai activities such as self-reflection, self assessment and the creation of portfolios of work that demonstrate their learning.
Mahi aromatawai
What to look/listen for, mokopuna are:
- Using a range of vocabulary and language features such as, conjunctions (kupu tūhono), varied sentence beginnings and idioms (kīwaha) when speaking.
- Retelling stories in a logical sequence, ensuring the listener can follow and comprehend.
- Asking more complex questions to gain understanding.
- Responding to questions with more detail.
- Speaking confidently with peers and others about a variety of topics.
- Monitoring and self correcting when speaking.
Assessment Tasks:
Hopukina!
When gathering information to support language learning, it is important to use various methods such as digital recordings, activities and tasks, anecdotal notes, and observations. To supplement the gathering of formative information, kaiako may use Ngā Rauemi Aromatawai Reo ā-Waha which will provide a snapshot of the language ability of mokopuna to inform teaching and learning.
- I ngā marama e ono
- I te tau tuatahi
- I te tau tuarua
- I te tau tuatoru
Te Ara Whakaako i te Pānui
Te whakamāramatanga me ngā āhuatanga
Pānui Ngātahi | Shared Reading
Pānui Ngātahi should be used as the primary instructional approach.
This is a collaborative reading experience where a kaiako and a group of mokopuna read a text together which they may revisit over consecutive days. The kaiako typically reads aloud, modelling fluent reading, while mokopuna read along where they can. The focus is on shared interaction between the kaiako and mokopuna, and between mokopuna, where connections with the text to prior knowledge are made.
Te Whakahaere i te Pānui Ngātahi
Kura: Nawton School
Kaiako: Lisa Hopa
Taumata: Tau 0–1
He akoranga Pānui Ngātahi tēnei e aro atu ana ki ngā tikanga tuhituhi me te hanganga o te pukapuka.
Ngā pukapuka hei kawe i te Pānui Ngātahi
Predictable and repetitive language patterns or repeated phrases. Encourages participation and allows mokopuna to anticipate what comes next.
Ka Tangara a Niho
Tirohia te takanga mai o te niho i roto i te wiki.
1 of 4
Me pēhea ahau?
Te tuari, te kore e tuari rānei? E mōhio ana te tuakana ki ngā āhua o te kore e tuari me tana teina.
2 of 4Kanohi Māheniheni
He kōtiro e taki ana i te kaipānui ki te tukanga horoi kanohi.
3 of 4Pēpi
E whakaatu ana i ngā mahi a te pēpi o ia rā, o ia rā.
4 of 4
Texts with engaging illustrations that provide visual support for understanding. Illustrations can help convey meaning, stimulate discussion, and enhance comprehension, making the reading experience more enjoyable and interactive.
Contextually and culturally relevant content. Allows readers to connect their prior knowledge and experiences with the text facilitating understanding and encouraging engagement.
Nōku Ēnei Hū?
Kua noho tētahi kōtiro ki te kuhukuhu i ngā hū kei te mahau o te whare. Ko ēhea hū pea ngā mea pai ki a ia?
1 of 4Auē Pūkana E!
Tirohia ngā kākahu me ngā whakakai ka mau i tētahi kaihaka tāne.
2 of 4Ngā Ringawera
Tūhurahia ngā momo mahi ki roto i te kīhini me te wharekai hei āwhina ki te tiaki i ngā manuhiri.
3 of 4Tōku Marae
He whakamārama i ngā momo tikanga o te marae.
4 of 4
Contextually and culturally relevant content. Allows readers to connect their prior knowledge and experiences with the text facilitating understanding and encouraging engagement.
Texts that contain some elements such as language structures and vocabulary that are slightly beyond the current level of proficiency of the mokopuna to increase their linguistic range.
Texts that include different ways of structuring text (e.g. rotarota, ngā tuhinga paki, ngā tuhinga pono). Provide opportunities for exploring different language features.
Winiwini Wiriwiri
He kohinga rotarota e whakaahua ana i ngā āhuatanga e wehi ai, e ngingio ai, e āhua tāokeoke ai te tamaiti i tana wehi, i tana mataku. Tekau mā rua ngā pānui whakaahua rotarota; kotahi te pānui whakaahua matua; he kupu aratohu mā te pouako kei muri i ngā pānui whakaahua tekau mā toru; he kōpae oro.
1 of 4Waiata Kōhungahunga 7
Tekau ngā waiata kei tēnei kohinga o Waiata Kōhungahunga 7 mō te whakakoakoa me te ako ki ngā tamariki katoa me ngā pakeke o ngā kōhanga reo puta noa ki ngā whare kōhungahunga.
2 of 4He Tuhinga Tūhono
He pukapuka reo Māori tēnei mā te kaiako, mā te ākonga hei āwhina i ngā kaituhi ki te tuhi whakapapa, pepeha, paki tūhono hoki.
3 of 4He Tuhinga Tohutohu
He pukapuka reo Māori tēnei mā te kaiako, mā te ākonga hei āwhina i ngā kaituhi ki te tuhi tohutohu kia mārama ai te kaipānui me pēhea te mahi i tētahi mahi, te haere rānei ki tētahi wāhi.
4 of 4
Aromatawai ō te ako (of learning), and aromatawai mō te ako (for learning).
Aromatawai should be personalised to reflect the reality that mokopuna are at different stages in their learning journey and move through that journey at different speeds. This includes valuing neurodiversity (i.e. that all brains function differently) which is particularly important for neurodivergent mokopuna.
Mokopuna should be encouraged and supported to understand the purpose of aromatawai and be active participants in gathering information through aromatawai activities such as self-reflection, self assessment and the creation of portfolios of work that demonstrate their learning.
Source: Te Puāwaitanga Harakeke p. 17
Mahi Aromatawai:
What to look/listen for, mokopuna are:
Choosing to join in on the re-reading of texts used in pānui ngātahi.
Choosing to re-read texts used in pānui ngātahi independently.
Using words, phrases and sentences from a text used in pānui ngātahi in their writing and oral language.
Assessment tasks: currently being trialled
Te Mōhiohio Oro at 20 weeks
Pānui ki | Reading to
Pānui Ki:
Involves a kaiako or more skilled reader reading aloud to mokopuna.
The focus is on reading in ways that engage mokopuna and foster the love of reading. Mokopuna experience expressive and fluent reading as they listen.
Pānui Tautokotahi | Reading With
Pānui Tautokotahi:
Involves the kaiako reading at the same time as mokopuna during scheduled 'silent reading' times.
The focus is on modelling the value of reading and reading for enjoyment.
Pānui Motuhake | Independent Reading
Pānui Motuhake:
Refers to mokopuna reading, viewing and comprehending and enjoying texts on their own.
The focus is on fostering a love of reading. The reader also has the opportunity to practice their knowledge, skills and strategies without direct support from the kaiako.
Te Ara Whakaako i te Pānui
Te whakamāramatanga me ngā āhuatanga
Pānui Ngātahi | Shared Reading
Pānui Ngātahi should be used as the primary instructional approach.
This is a collaborative reading experience where a kaiako and a group of mokopuna read a text together which they may revisit over consecutive days. The kaiako typically reads aloud, modelling fluent reading, while mokopuna read along where they can. The focus is on shared interaction between the kaiako and mokopuna, and between mokopuna, where connections with the text to prior knowledge are made.
Te Whakahaere i te Pānui Ngātahi
Kura: Nawton School
Kaiako: Lisa Hopa
Taumata: Tau 0–1
He akoranga Pānui Ngātahi tēnei e aro atu ana ki ngā tikanga tuhituhi me te hanganga o te pukapuka.
Ngā pukapuka hei kawe i te Pānui Ngātahi
Print is organised, clearly formatted and distinguishable from illustrations, pictures or diagrams.
Poi Porotiti Patua E
Tirohia ngā kākahu me ngā whakakai ka mau i tētahi kaihaka kotiro.
1 of 4Auē Pūkana E!
Tirohia ngā kākahu me ngā whakakai ka mau i tētahi kaihaka tāne.
2 of 4Hui e taiki e!
Kua tūtaki te kaipānui ki ngā pikitia a ngā atua Māori e whitu.
3 of 4Nō Wai Ēnei Hū?
Tirohia ngā momo hū a te whānau o tētahi kōtiro.
4 of 4
Pictures, illustrations, diagrams strongly support the text and provide contextual clues:
- That facilitate meaning making in general.
- For predicting and confirming the meaning of unknown words.
Heading
- Extra spacing between words to allow for one to one matching of spoken and written text.
- Mainly one sentence per page.
- Consistently placed text either at the top or bottom of the page.
- One or two simple themes or ideas set in highly familiar contexts.
Tarapeke
Tūhurahia ngā momo nekehanga i te wā e tarapeke ana te tamaiti i runga i te tūraparapa.
1 of 4E Tākaro Ana
Tūhurahia ngā momo mahi ka mahia i te papatākaro.
2 of 4Kānga Papā
He kotiro e whakaatu ana i te hunga panui ki te mahi kānga papā.
3 of 4Ehara!
Tūhurahia ngā kare ā-roto me ngā tāera mai i te tirohanga o tētahi tamaiti.
4 of 4
Simple language structures with mainly repetitive predictable elements and a small number of interest or novel words.
Text comprises mainly nominal phrases (He kurī), verbal phrases (Kei te oma ia), adjectival phrases (He ngata iti tēnā), and locative phrases (Kei runga te manu i te rākau).
Nominal Phrases: Te Makariri, He Kai, Te Hāngi
Verbal Phrases: Kei Te Rekareka, Poiuka
Adjectival Phrases: Ngā Kare ā-Roto, He Aha Ahau?
Te Makariri
Tūhurahia ngā momo kākahu mahana me mau i te rā makariri.
1 of 7He Kai
Tūhurahia ngā momo kīnaki mō tētahi hanawiti reka.
2 of 7Te Hāngi
He tūhura i ngā momo kai kei te hāngī.
3 of 7Kei te Rekareka
He kōtiro e mahi pārekareka ana i a ia e kaukau ana ki te puna kaukau.
4 of 7Poiuka
He pūrākau e whakaatu ana i ngā nekehanga o te tākaro poiuka.
5 of 7Ngā Kare ā Roto
He tama whakaputa i ana kare ā-roto mā tana mata.
6 of 7He Aha Ahau?
He tirotiro ki ngā wāhanga o te tinana o te kau.
7 of 7
Te Aromatawai i te Pānui
Aromatawai ō te ako (of learning), and aromatawai mō te ako (for learning).
Aromatawai should be personalised to reflect the reality that mokopuna are at different stages in their learning journey and move through that journey at different speeds. This includes valuing neurodiversity (i.e. that all brains function differently) which is particularly important for neurodivergent mokopuna.
Mokopuna should be encouraged and supported to understand the purpose of aromatawai and be active participants in gathering information through aromatawai activities such as self-reflection, self assessment and the creation of portfolios of work that demonstrate their learning.
Source: Te Puāwaitanga Harakeke p. 17
Mahi Aromatawai
What to look/listen for, mokopuna are:
Choosing to join in on the re-reading of texts used in pānui ngātahi.
Choosing to re-read texts used in pānui ngātahi and pānui arahanga independently.
Using words, phrases and sentences from a text used in pānui ngātahi and or pānui arahanga in their writing and oral language.
Developing consistency of directional behaviours (left to right, return sweep, one-to-one matching of the spoken word to the written word.
Assessment tasks: currently being trialled
Te Mōhiohio Pū (Phonics check 1) at 40 weeks
He Huarahi Pānui Anō
Pānui ki | Reading to:
- Involves a kaiako or more skilled reader reading aloud to mokopuna.
- The focus is on reading in ways that engage the mokopuna and foster the love of reading. mokopuna experience expressive and fluent reading as they listen.
Pānui tautokotahi | Reading with:
- Involves the kaiako reading at the same time as mokopuna during scheduled 'silent reading' times.
- The focus is on modelling the value of reading and reading for enjoyment.
Pānui motuhake | Independent reading:
- Refers to mokopuna reading, viewing and comprehending and enjoying texts on their own.
- The focus is on fostering a love of reading. The reader also has the opportunity to practice their knowledge, skills and strategies without direct support from the kaiako.
| Approach | Description |
|---|---|
| Pānui Ngātahi | Shared reading | Pānui Ngātahi is a collaborative instructional reading approach where a kaiako and a group of mokopuna read a text together. Typically, the kaiako reads aloud, modelling reading behaviours, while mokopuna read along. The focus is on shared interaction between the kaiako and mokopuna, where connections with the text to prior knowledge are made, and where skills and strategies can be introduced and revised. |
| Pānui Motuhake | Independent reading | Pānui Motuhake enables mokopuna to read independently for enjoyment and to practise their developing pānui skills. As a rule of thumb, Ngā Kete Kōrero texts at levels lower than the level they are working on instructionally are a good source of texts for this purpose. |
| Pānui Arahanga | Guided reading | Pānui Arahanga can be added as an instructional approach when mokopuna have sufficient decoding and oral language skills. For most mokopuna, this will be in their second year of kura when they can recognise high frequency words by sight. This is detailed in Rangaranga Reo ā-Tā: Ngā Kuoro me te Tautohu Kupu. Pānui Arahanga is an approach where a kaiako works with a small group of mokopuna who are at a similar reading level or have similar instructional needs. The focus is on the kaiako providing support and guidance as mokopuna read books at their instructional level to learn, practice and apply decoding, comprehension strategies, and critical thinking skills. The goal is to tailor instruction to the needs of the group and individuals within the group. |
Te Whakahaere i te Pānui Ngātahi
Kura: Nawton School
Kaiako: Lisa Hopa
Taumata: Tau 0–1
He akoranga Pānui Ngātahi tēnei e aro atu ana ki ngā tikanga tuhituhi me te hanganga o te pukapuka
Texts that are more difficult than the pānui instructional level of the mokopuna can be used as reading material (so they can still access the information and language) for pānui ngātahi.
Ngā Kete Kōrero series has a broad selection of texts for these purposes.
For pānui ngātahi, think about making texts selections based on
- a kaupapa (this can be linked to other wāhanga ako).
- similar language structures and vocabulary items.
- literary features (e.g. ororite - onomatopoeia).
- text type or purpose (e.g. he tuhinga taki - recount).
- an author and/or an illustrator.
Te Whakahaere i te Pānui Arahanga
Kura: Te Kura Kaupapa Māori o Hoani Waititi
Kaiako: Linda Rudolph
Taumata: Tau 1
Tuhinga: Ngā Kare ā Roto
Taumata whakaako: Harakeke E (KHe)
He akoranga tēnei e whakaatū ana i te Pānui Arahanga.
I tēnei tauira ka mātakihia te roanga o te akoranga, arā te whakahaerenga mai i te tīmatanga ki te mutunga.
Ko Linda Rudolph o Te Kura Kaupapa Māori o Hoani Waititi Marae e whakaako ana i te tauira tuatahi.
NOTE: The video example is indicative only - you will need to adapt the content to ensure it is appropriate for mokopuna in their third year of kura.
This is the second day that Linda is using pānui arahanga approach with these mokopuna using the text Ngā Kare ā Roto.
Pātai ki a Linda: Why have you got two sets of whāinga on your plan?
Tana whakautu: One set is what I want the ākonga to be explicitly aware of. These are the ones that I want them to articulate and hopefully self-monitor. These also relate specifically to the text. The other set are whāinga that I know generalize across texts at this level. I am also using these informally to assess the progress and achievement of these ākonga.
Pātai ki a Linda: Why did you approach this text in this particular way?
Tana whakautu: The indications are that these ākonga are ready for a higher more challenging level so I wanted to check the consistency of their directional skills. Most of them already know their letters and sounds so I also wanted to see how they use this knowledge to confirm their attempts at words.
Ngā pukapuka hei kawe i te pānui arahanga
- When mokopuna are building words to read and write through the explicit instruction described in Rangaranga Reo ā-Ta: Ngā Kūoro me te Tautohu Kupu (akoranga 2-3) they can engage with Ngā Kete Kōrero texts through Pānui Arahanga.
- Start with texts at Harakeke to get a sense of mokopuna readiness. While they may be able to decode the words, also check they are drawing on their own experiences to make connections with the text, they are using clues in the illustrations (for example) and applying their developing knowledge of language structure to understand what they are reading. If these texts are not challenging enough, the Harakeke level books can become independent reading material and you can look to the next level, Kiekie for sources of instructional reading material.
Many of these texts have Teacher Support Materials which are searchable on Tāhūrangi.
Think about selecting texts and creating units of work based on:
- a kaupapa (this can be linked to other wāhanga ako)
- language structure
- literary features
- text type or purpose
- an author and/or illustrator.
As a general rule of thumb, use material at lower instructional levels for independent reading (pānui motuhake), and texts that are more difficult than their instructional level as material to read to them (so they can still access the information and language) or used for pānui ngātahi.
Aromatawai ō te ako (of learning) and aromatawai mō te ako (for learning).
Aromatawai should be personalised to reflect the reality that mokopuna are at different stages in their learning journey and move through that journey at different speeds. This includes valuing neurodiversity (i.e. that all brains function differently) which is particularly important for neurodivergent mokopuna.
Mokopuna should be encouraged and supported to understand the purpose of aromatawai and be active participants in gathering information through aromatawai activities such as self-reflection, self assessment and the creation of portfolios of work that demonstrate their learning.
Mahi Aromawatai
What to look/listen for, mokopuna are:
Choosing to re-read texts used in pānui ngātahi and pānui arahanga independently.
Applying their decoding skills to texts they are reading independently.
Using words, phrases and sentences from a text used in pānui ngātahi and/or pānui arahanga in their writing and oral language.
Consistently and accurately matching the spoken word to the written word.
Assessment tasks: currently being trialled
Te Mōhiohio Pū at 55 weeks
Te Mōhiohio Kupu at 55 weeks
Te Mōhiohio Orotuhi at 55 weeks
Te Mōhiohio Pānui Rerenga Kōrero: Pānui Haere
He Huarahi Pānui Anō
Pānui ki | Reading to:
- Involves a kaiako or more skilled reader reading aloud to mokopuna.
- The focus is on reading in ways that engage the mokopuna and foster the love of reading. mokopuna experience expressive and fluent reading as they listen.
Pānui tautokotahi | Reading with:
- Involves the kaiako reading at the same time as mokopuna during scheduled 'silent reading' times.
- The focus is on modelling the value of reading and reading for enjoyment.
Pānui motuhake | Independent reading:
- Refers to mokopuna reading, viewing and comprehending and enjoying texts on their own.
- The focus is on fostering a love of reading. The reader also has the opportunity to practice their knowledge, skills and strategies without direct support from the kaiako.
Te Ara Whakaako i te Pānui
Te whakamāramatanga me ngā āhuatanga
| Approach | Description |
|---|---|
| Pānui Ngātahi | Shared reading | Pānui Ngātahi is a collaborative instructional reading approach where a kaiako and a group of mokopuna read a text together. Typically, the kaiako reads aloud, modelling reading behaviours, while mokopuna read along. The focus is on shared interaction between the kaiako and mokopuna, where connections with the text to prior knowledge are made, and where skills and strategies can be introduced and revised. |
| Pānui Motuhake | Independent reading | Pānui Motuhake enables mokopuna to read independently for enjoyment and to practise their developing pānui skills. As a rule of thumb, Ngā Kete Kōrero texts at levels lower than the level they are working on instructionally are a good source of texts for this purpose. |
| Pānui Arahanga | Guided reading | Pānui Arahanga can be added as an instructional approach when mokopuna have sufficient decoding and oral language skills. For most mokopuna, this will be in their second year of kura when they can recognise high frequency words by sight. This is detailed in Rangaranga Reo ā-Tā: Ngā Kuoro me te Tautohu Kupu. Pānui Arahanga is an approach where a kaiako works with a small group of mokopuna who are at a similar reading level or have similar instructional needs. The focus is on the kaiako providing support and guidance as mokopuna read books at their instructional level to learn, practice and apply decoding, comprehension strategies, and critical thinking skills. The goal is to tailor instruction to the needs of the group and individuals within the group. |
Te Whakahaere i te Pānui Ngātahi
In the first three years at kura, mokopuna should be reading a range of texts to consolidate the decoding and comprehension skills they have acquired and accumulated so far.
Kaiako in the year three class should be fully conversant with what mokopuna in the preceding year at kura have learnt. This can be achieved by carefully studying the content detailed for the second year at kura, and checking in with the mokopuna themselves as well as their previous kaiako as appropriate.
Kaiako in the year three class should also acquaint themselves fully with the learning for year four so they can prepare mokopuna for the learning at that next stage.
The year three 'consolidation phase' is an important transition point - most mokopuna in the first three years will be between mastering basic pānui skills related to 'learning to read' and 'using reading as a tool for acquiring new information and knowledge, i.e. 'reading to learn'.
Ngā Kete Kōrero levels Kiekie to early Pīngao are useful for supporting mokopuna who are still learning to read while reading to learn is associated with Ngā Kete Kōrero level mid-Pīngao.
Ngā pukapuka hei kawe i te pānui ngātahi
Texts that are more difficult than the pānui instructional level of the mokopuna can be used as material to read to them (so they can still access the information and language) or used for pānui ngātahi.
Ngā Kete Kōrero series has a broad selection of texts for these purposes.
For pānui ngātahi, think about making texts selections based on
a kaupapa (this can be linked to other wāhanga ako)
language structures and vocabulary items (e.g. kupuhono).
literary features (e.g. kupu whakarite - simile)
text type or purpose (e.g. he tuhinga taki - recount)
an author and/or illustrator.
Te Whakahaere i te Pānui Arahanga
Kura: Te Kura Kaupapa Māori o Hoani Waititi
Kaiako: Linda Rudolph
Taumata: Tau 1
Tuhinga: Ngā Kare ā Roto
Taumata whakaako: Harakeke E (KHe)
He akoranga tēnei e whakaatū ana i te Pānui Arahanga.
I tēnei tauira ka mātakihia te roanga o te akoranga, arā te whakahaerenga mai i te tīmatanga ki te mutunga.
Ko Linda Rudolph o Te Kura Kaupapa Māori o Hoani Waititi Marae e whakaako ana i te tauira tuatahi.
NOTE: The video example is indicative only - you will need to adapt the content to ensure it is appropriate for mokopuna in their third year of kura.
Pātai ki a Linda: Why have you got two sets of whāinga on your plan?
Tana whakautu: One set is what I want the ākonga to be explicitly aware of. These are the ones that I want them to articulate and hopefully self-monitor. These also relate specifically to this text. The other set are whāinga that I know generalize across texts at the harakeke level. I am also using these informally to assess the progress and achievement of these ākonga.
Pātai ki a Linda: Why did you approach this text in this particular way?
Tana whakautu: The indications are that these ākonga are ready for a higher more challenging level so I wanted to check the consistency of their directional skills. Most of them already know their letters and sounds so I also wanted to see how they use this knowledge to predict or confirm their attempts at words.
Ngā pukapuka hei kawe i te pānui arahanga
When mokopuna are building words to read and write through the explicit instruction described in Rangaranga Reo ā-Ta: Ngā Kūoro me te Tautohu Kupu (akoranga ) they can engage with Ngā Kete Kōrero texts through Pānui Arahanga.
Start with texts at Harakeke to get a sense of mokopuna readiness. While they may be able to decode the words, also check they are drawing on their own experiences to make connections with the text, they are using clues in the illustrations, and applying their developing knowledge of language structure to understand what they are reading. If these texts are not challenging enough, the Harakeke level books can become independent reading material and you can look to the next level, Kiekie, for sources of instructional reading material.
Many of these texts have Teacher Support Materials which are searchable on Tāhūrangi.
Think about selecting texts and creating units of work based on:
a kaupapa (this can be linked to other wāhanga ako)
language structure
literary features
text type or purpose
an author and/or illustrator.
As a general rule of thumb, use material at lower instructional levels for independent reading (pānui motuhake), and texts that are more difficult than their instructional level as material to read to them (so they can still access the information and language) or used for pānui ngātahi.
Te Aromatawai i te Pānui
Aromatawai ō te ako (of learning), and aromatawai mō te ako (for learning).
Aromatawai should be personalised to reflect the reality that mokopuna are at different stages in their learning journey and move through that journey at different speeds. This includes valuing neurodiversity (i.e. that all brains function differently) which is particularly important for neurodivergent mokopuna.
Mokopuna should be encouraged and supported to understand the purpose of aromatawai and be active participants in gathering information through aromatawai activities such as self-reflection, self assessment and the creation of portfolios of work that demonstrate their learning.
Source: Te Puāwaitanga Harakeke p. 17
Mahi Aromatawai
What to look/listen for, mokopuna are:
Choosing to re-read texts used in pānui ngātahi and pānui arahanga independently.
Applying their decoding skills on texts they are reading independently.
Using words, phrases and sentences from a text used in pānui ngātahi and/or pānui arahanga in their writing and oral language.
Consistently and accurately matching the spoken word to the written word.
Assessment tasks: currently being trialled
Te Mōhiohio Pū (Phonics check),
Te Mōhiohio Kupu,
Te Mōhiohio Orotuhi at 55 weeks (in draft)
He Huarahi Pānui Anō
Pānui ki | Reading to:
- Involves a kaiako or more skilled reader reading aloud to mokopuna.
- The focus is on reading in ways that engage the mokopuna and foster the love of reading. mokopuna experience expressive and fluent reading as they listen.
Pānui tautokotahi | Reading with:
- Involves the kaiako reading at the same time as mokopuna during scheduled 'silent reading' times.
- The focus is on modelling the value of reading and reading for enjoyment.
Pānui motuhake | Independent reading:
- Refers to mokopuna reading, viewing and comprehending and enjoying texts on their own.
- The focus is on fostering a love of reading. The reader also has the opportunity to practice their knowledge, skills and strategies without direct support from the kaiako.
- I ngā marama e ono
- I te tau tuatahi
- I te tau tuarua
- I te tau tuatoru
Te Ara Whakaako i te Tuhituhi
Te whakamāramatanga me ngā āhuatanga
Tuhituhi Ngātahi | Shared Writing
Tuhituhi Ngātahi should be used as the primary instructional approach. This is a collaborative writing experience between a kaiako and a group of mokopuna. The kaiako takes on the role of scribe, recording the ideas and contributions of the mokopuna. This approach allows the kaiako to model being a writer.
Te Whakahaere i te Tuhituhi Ngātahi
In the first six months, mokopuna should be encouraged to produce 'writing' for the following purposes:
- To recount a personal experience.
- To retell a simple narrative.
They should also be exposed to other purposes such as:
- To describe something or someone.
- To provide instructions to carry out a simple task.
- To acknowledge a person.
Te Tukanga Tuhituhi Ngātahi
The shared writing process for 6 month (emerging writers) involves collaborative writing experiences guided by a kaiako. The lesson structure of a shared writing process might include:
Settling Time
- Transition smoothly to a focused writing session.
- Review a previously written text or teaching point.
- Prepare for the new learning focus.
Vocabulary Building Time
- Learn new words, phrases, and concepts through explanations and examples.
- Build vocabulary to contribute effectively to writing tasks.
Teaching Time
- Understand the purpose and key ideas for the writing.
- Watch the kaiako model and demonstrate the writing task.
- Contribute to discussion about what is to be included in the writing.
Read and Question Time
- Review the completed text with the kaiako by reading it aloud.
- With support check the clarity of the message in the writing.
- With support identify and revise parts that need improvement.
Te Tuhinga Māhorahora
- Write everyday about topics of their choice.
- Write about their own experiences, interests and things they know.
- Use writing to express thoughts, feelings and ideas.
- Take a piece of their chosen free-writing through the writing process and prepare for publishing.
Ngā Tauira Tuhituhi
In the first 6 months, mokopuna are likely to be writing at Ka Oho stage. Each piece of writing here is arranged in order of skill development from top left to bottom right. These mokopuna were prepared to 'read' their writing back to the kaiako, even though in some cases the meaning changed between readings.
They had therefore developed the fundamental idea that print conveys meaning, but had not yet developed the understanding that print is a fixed code. All of these mokopuna had something important to say about themselves and their world.
The following are indicative examples only.
Left hand side reference: Tauira Samples | Richmond Road School. This mokopuna has copied words from the classroom displays.
Right hand side reference: Ref: Tauira Samples | Richmond Road School. This mokopuna has included words from classroom displays in amongst their own attempts at creating a message.
Aromatawai ō te ako (of learning), and aromatawai mō te ako (for learning).
Aromatawai should be personalised to reflect the reality that mokopuna are at different stages in their learning journey and move through that journey at different speeds. This includes valuing neurodiversity (i.e. that all brains function differently) which is particularly important for neurodivergent mokopuna.
Mokopuna should be encouraged and supported to understand the purpose of aromatawai and be active participants in gathering information through aromatawai activities such as self-reflection, self assessment and the creation of portfolios of work that demonstrate their learning.
Source: Te Puāwaitanga Harakeke p. 17
Mahi aromatawai
What to look/listen for, mokopuna are:
- Rehearsing aloud what they intend to write.
- Confident to draw and use symbols to record their ideas.
- Willing to ‘read’ aloud what they have ‘written’ and share their efforts with others.
He Huarahi Tuhituhi Anō
Tuhi atu, tuhi mai | Writing to
Tuhi atu, tuhi mai:
- Involves a kaiako or more skilled writer periodically crafting a written response to content an mokopuna as produced.
- The focus is on making a connection with the mokopuna as a writer.
Tuhi tautokotahi | Writing with
Tuhi tautokotahi:
- Involves everyone in the class (including the kaiako) writing during scheduled whole class 'free writing' sessions.
- The focus is for everyone to write to meet their own personal needs.
Tuhi motuhake | Independent writing
Tuhi motuhake:
- Refers to mokopuna generating content on their own.
- The focus is on fostering a love of writing. The writer also has the opportunity to practice their knowledge, skill and strategies without direct support from the kaiako.
Te Ara Whakaako i te Tuhituhi
Te whakamāramatanga me ngā āhuatanga
Tuhituhi Ngātahi | Shared Writing
Tuhituhi Ngātahi should be used as the primary instructional approach. This is a collaborative writing experience between a kaiako and a group of mokopuna. The kaiako takes on the role of scribe, recording the ideas and contributions of the mokopuna. This approach allows the kaiako to model being a writer.
Te Whakahaere i te Tuhituhi Ngātahi
In the first year, mokopuna should be encouraged to produce 'writing' for the following purposes:
- To recount a personal experience.
- To retell a simple narrative.
They should also be exposed to other purposes such as:
- To describe something or someone.
- To provide instructions to carry out a simple task.
- To acknowledge a person.
Te tukanga tuhituhi ngātahi
Whakarite
- Kaiako and mokopuna think of ideas together for what they want to write.
- Talk about how to start their writing and what they want to say.
- Contribute to arranging the sequence of events for the writing.
Whakatakoto
- The kaiako writes down the words and sounds mokopuna say, helping them see how words are formed and how words create sentences.
- The kaiako shows how to write letters and make sentences, using letters and simple words the mokopuna know.
Whakamārama
- They look at what they've written together, making sure it makes sense.
- They talk about why they picked certain words and how those words tell their story.
Whakatika
- They make their writing clearer by adding more details or fixing mistakes.
- The kaiako helps with letters and sounds to make sure the words are correct.
Whakaputa / Tuku Atu, Tuku Mai
- After making changes, they write a neat version of their story.
- The mokopuna share their writing with peers or family, who listen and respond appropriately about their work.
Te Tukanga Tuhituhi Ngātahi
- Write everyday about topics of their choice.
- Write about their own experiences, interests and things they know.
- Use writing to express thoughts, feelings and ideas.
- Take a piece of their chosen free-writing through the writing process and prepare for publishing.
The following samples of writing by mokopuna are arranged in order of skill development from top left to bottom right. Here are examples of what mokopuna writing might look like in the first year.
Te Aromatawai i te Tuhituhi
Aromatawai ō te ako (of learning) and aromatawai mō te ako (for learning).
Aromatawai should reflect the diverse needs and learning journeys of mokopuna, acknowledging that each mokopuna progresses at their own pace. This approach values neurodiversity, ensuring that all mokopuna, including those who are neurodivergent, are supported in ways that meet their unique needs and strengths.
Mokopuna should be encouraged and supported to understand the purpose of aromatawai and be active participants in gathering information through aromatawai activities such as self-reflection, self assessment and the creation of portfolios of work that demonstrate their learning.
Mahi Aromatawai:
What to look/listen for, mokopuna are:
Rehearsing aloud what they intend to write before they write and during the writing.
Using words, phrases and sentences from a text used in pānui ngātahi in their writing and oral language.
Developing consistency of directional behaviours (left to right, return sweep).
Beginning to use letters (graphemes) in the right place in a word (e.g. the initial sound of a word is matched with the right grapheme).
Willingness to elaborate on what they have initially written after being prompted by the kaiako.
Willingness to form and practise the movements and shapes related to letter formation and in handwriting.
Physical coordination between movement when forming letters and verbalising the movements.
Forming letters correctly.
Consistency in shape, size, and slope.
Spacing within and between words.
He Huarahi Tuhituhi Anō
Tuhi atu, tuhi mai | Writing to:
- Involves a kaiako or more skilled writer periodically crafting a written response to content an mokopuna as produced.
- The focus is on making a connection with the mokopuna as a writer.
Tuhi tautokotahi | Writing with:
- Involves everyone in the class (including the kaiako) writing during scheduled whole class 'free writing' sessions.
- The focus is for everyone to write to meet their own personal needs.
Tuhi motuhake | Independent writing:
- Refers to mokopuna generating content on their own.
- The focus is on fostering a love of writing. The writer also has the opportunity to practice their knowledge, skill and strategies without direct support from the kaiako.
Te Ara Whakaako i te Tuhituhi
Te whakamāramatanga me ngā āhuatanga
Tuhituhi Ngātahi | Shared Writing
Tuhituhi Ngātahi is a collaborative writing experience between a kaiako and a group of mokopuna. The kaiako takes on the role of scribe, recording the ideas and contributions of the mokopuna. This approach allows the kaiako to model being a writer.
Tuhituhi Motuhake | Independent Writing
Tuhituhi Motuhake refers to mokopuna generating content on their own. The focus is on fostering a love of writing. The writer also has the opportunity to practice their knowledge, skills and strategies without direct support from the kaiako.
Tuhituhi Arahanga | Guided Writing
Tuhituhi Arahanga is an instructional approach where a kaiako works with a small group of mokopuna who are at a similar writing level or have similar instructional needs. The focus is on the kaiako providing support and guidance in aspects of the writing process such as planning and rehearsing what they intend to write, drafting, revising, editing and publishing as appropriate.
Te Whakahaere i te Tuhituhi Ngātahi
This lesson sequence outlines the steps that the kaiako and mokopuna go through during a shared writing session, such as when teaching writing for a specific purpose. Depending on the lesson’s purpose and the individual needs of the mokopuna, the kaiako may work with the whole class or with a small group.
| Te tukanga tuhituhi ngātahi | |
|---|---|
|
Whakarite: The kaiako and mokopuna brainstorm together about what they want to write. They talk about how to begin their writing and arrange their ideas in order. Whakatakoto: The kaiako writes down the words and sentences the mokopuna suggests, showing how letters make sounds and form words. The kaiako demonstrates and models how to write words and sentences correctly, using clear examples. Whakamārama: Together, they check what they've written to make sure it makes sense and flows well. Together they talk about why they picked certain words and how those words help tell their story or message. Whakatika: Together, they make their writing better by adding details, fixing mistakes, and ensuring it's easy to read. The kaiako helps with spelling, grammar, and punctuation to make sure the writing is accurate. Whakaputa, Tuku Atu Tuku Mai: After making changes, they write a neat version of their work. Mokopuna share their finished writing with classmates or others, who listen and provide positive feedback and suggestions. |
Te Whakahaere i te Tuhituhi Ngātahi
During guided writing, modelling and other teaching strategies such as explaining, questioning and giving feedback are used. This is ‘explicit’ teaching, because there is a focus on particular aspects of writing and mokopuna are guided on what to do and how to do it. It is therefore important to consider grouping mokopuna according to their instructional needs. (Ka Oho Te Manu Ki te Ao Tuhituhi pp 107). Guided writing sessions may vary from 15 to 30 mins depending on the learning objectives or writing skills being developed. Some aspects of writing, such as the following are well suited to the guided writing approach. These are:
| Introduction and Purpose Setting | Kaiako explains the writing task or skill that will be focused on, e.g., word recognition and syllables. Discuss with mokopuna why this skill is important and what the mokopuna will learn from practising it. |
| Guided Practice | Mokopuna practises the new skill with kaiako guidance and support. Kaiako provides immediate feedback, offering tips and assistance as needed. |
| Modelling and Demonstration | Kaiako demonstrates how to use the writing skill or technique, such as forming sentences or adding details to writing. They think aloud, explaining their thought process as they write. |
| Independent Practice | Mokopuna then apply the skill independently in their own writing. Mokopuna circulate to provide individualised help and encouragement. |
| Sharing and Reflecting | Mokopuna share their writing with peers or the class. Kaiako and classmates provide constructive feedback, praising strengths and suggesting improvements. Mokopuna reflect on what they have learned and how they can use it in future writing. |
Tuhinga Māhorahora
In Tuhinga Māhorahora or Free Writing, mokopuna should:
- Write everyday about topics of their choosing.
- Write about their own experiences and things they might imagine.
- Begin to notice, wonder, ask questions and explore new ideas through writing.
- Take a chosen piece of tuhinga māhorahora and work on it through the writing process to prepare it for publishing.
Te Aromatawai i te Tuhituhi
Aromatawai ō te ako (of learning) and aromatawai mō te ako (for learning).
Aromatawai should reflect the diverse needs and learning journeys of mokopuna, acknowledging that each mokopuna progresses at their own pace. This approach values neurodiversity, ensuring that all mokopuna, including those who are neurodivergent, are supported in ways that meet their unique needs and strengths.
Mokopuna should be encouraged and supported to understand the purpose of aromatawai and be active participants in gathering information through aromatawai activities such as self-reflection, self assessment and the creation of portfolios of work that demonstrate their learning.
Mahi Aromatawai
What to look/listen for, mokopuna are:
Using an increasing number of high frequency sight words from the Kete Kupu Āhukahuka, interest words, and topic words accurately in their writing.
Consistently using new and familiar words, new phrases and sentence structures learnt in pānui ngātahi and pānui arahanga in their writing and oral language with greater accuracy in spelling.
Growing confidence to segment words into syllables as they spell them correctly in their writing.
Developing confidence to read aloud and share what they have written with others.
Beginning to engage in discussions about their own writing and the writing of others, providing thoughtful feedback and connections.
Able to respond appropriately to feedback from others by adding or deleting details in their writing, with support of the kaiako.
He Huarahi Tuhituhi Anō
Tuhi atu, tuhi mai | Writing to:
- Involves a kaiako or more skilled writer periodically crafting a written response to content an mokopuna as produced.
- The focus is on making a connection with the mokopuna as a writer.
Tuhi tautokotahi | Writing with:
- Involves everyone in the class (including the kaiako) writing during scheduled whole class 'free writing' sessions.
- The focus is for everyone to write to meet their own personal needs.
Tuhi motuhake | Independent writing:
- Refers to mokopuna generating content on their own.
- The focus is on fostering a love of writing. The writer also has the opportunity to practice their knowledge, skill and strategies without direct support from the kaiako.
Te Ara Whakaako i te Tuhituhi
Te whakamāramatanga me ngā āhuatanga
Tuhituhi Ngātahi | Shared Writing
Tuhituhi Ngātahi is a collaborative writing experience between a kaiako and a group of mokopuna. The kaiako takes on the role of scribe, recording the ideas and contributions of the mokopuna. This approach allows the kaiako to model being a writer.
Tuhituhi Motuhake | Independent Writing
Tuhituhi Motuhake refers to mokopuna generating content on their own. The focus is on fostering a love of writing. The writer also has the opportunity to practice their knowledge, skills and strategies without direct support from the kaiako.
Tuhituhi Arahanga | Guided Writing
Tuhituhi Arahanga is an instructional approach where a kaiako works with a small group of mokopuna who are at a similar writing level or have similar instructional needs. The focus is on the kaiako providing support and guidance in aspects of the writing process such as planning and rehearsing what they intend to write, drafting, revising, editing and publishing as appropriate.
Te Whakahaere i te Tuhituhi Ngātahi
This lesson sequence outlines the steps that the kaiako and mokopuna go through during a shared writing session, such as when teaching writing for a specific purpose. Depending on the lesson’s purpose and the individual needs of the mokopuna, the kaiako may work with the whole class or with a small group.
| Te tukanga tuhituhi ngātahi | |
|---|---|
|
Whakarite: Introduce the writing task, lesson focus, and the writing's purpose and audience. Brainstorm ideas and organise them into a clear plan. Whakatakoto: Demonstrate and model writing strategies, thinking aloud to show how to sound out new and unfamiliar words and how sentences are constructed. Use a modeling book. Whakamārama: Mokopuna share ideas and suggestions for the writing. Kaiako writes the text in front of the class, showing how their ideas are transformed into written words. Whakatika: The class or group reviews the draft together, discussing ways to make the writing clearer and more effective. Rephrase sentences, add details, and correct spelling and grammar mistakes where needed. Whakaputa: The final version of the text is prepared for sharing with a wider audience. Kaiako helps mokopuna understand the importance of creating polished, well-presented work for the reading audience. |
Te Tukanga Tuhituhi Ngātahi
Introduction and Purpose Setting:
Kaiako introduces specific writing tasks or skills that will be focussed on. E.g. consolidation and integration of skills taught.
Mokopuna will learn and understand the importance of learning specific writing tasks and skills and what they will gain from practising and using them in their writing.
Modelling and Demonstration:
Kaiako demonstrates focus writing skills or techniques.
Mokopuna will listen and watch the kaiako explain their thought process while writing, and use this to help with their own writing.
Guided Practice:
Mokopuna practices the new skill with kaiako guidance.
Kaiako provides immediate feedback, offering tips, advice and assistance as needed.
Independent Practice:
Mokopuna then apply the skill independently in their own writing.
Mokopuna will provide help and encouragement as needed.
Sharing and Reflecting:
Mokopuna share their writing with peers or the class.
Kaiako and peers will give constructive feedback to the writer, focussing on strengths and areas of improvement.
Mokopuna will reflect on what they have learned and how they can utilise these skills it in future writing.
Te Tuhinga Māhorahora
- Write everyday about topics of their choice.
- Write about their own experiences, interests and things they know.
- Use writing to express thoughts, feelings and ideas.
- Take a piece of their chosen free-writing through the writing process and prepare for publishing.
Ngā Tauira Tuhituhi
The following samples of writing by mokopuna are arranged in order of skill development from top left to bottom right. Here are examples of what mokopuna writing might look like in the first three years.
Ref: Tauira Samples: Richmond Road School
Aromatawai ō te ako (of learning), and aromatawai mō te ako (for learning).
Aromatawai should be personalised to reflect the reality that mokopuna are at different stages in their learning journey and move through that journey at different speeds. This includes valuing neurodiversity (i.e. that all brains function differently) which is particularly important for neurodivergent mokopuna.
Mokopuna should be encouraged and supported to understand the purpose of aromatawai and be active participants in gathering information through aromatawai activities such as self-reflection, self assessment and the creation of portfolios of work that demonstrate their learning.
Source: Te Puāwaitanga Harakeke p. 17
Mahi aromatawai
What to look/listen for, mokopuna are:
- Writing sentences incorporating basic sight words, interest words, and topic words.
- Developing confidence to write freely using their knowledge of syllables to incorporate a growing list of words to convey thoughts and feelings and to describe people, places, things, and actions.
- Developing confidence to divide longer or unfamiliar words into syllables to aid in spelling.
- Developing confidence to explain their process of segmenting words as they write, ensuring correct spelling based on their understanding of syllable structure.
- Writing basic sight words correctly.
- Reading what they have written correctly and with expression.
- Using known rhyme patterns or spelling rules to write new words.
He Huarahi Tuhituhi Anō
Tuhi Atu, Tuhi Mai | Writing To
Tuhi Atu, Tuhi Mai:
- Involves a kaiako or more skilled writer periodically crafting a written response to content an mokopuna as produced.
- The focus is on making a connection with the mokopuna as a writer.
Tuhi tautokotahi | Writing with
Tuhi tautokotahi | Writing with:
- Involves everyone in the class (including the kaiako) writing during scheduled whole class 'free writing' sessions.
- The focus is for everyone to write to meet their own personal needs.
Tuhi motuhake | Independent writing
Tuhi motuhake | Independent writing:
- Refers to mokopuna generating content on their own.
- The focus is on fostering a love of writing. The writer also has the opportunity to practice their knowledge, skill and strategies without direct support from the kaiako.
- Effective pedagogies and Glossaries
- I ngā marama e ono
- I te tau tuatahi
- I te tau tuarua
- I te tau tuatoru
Effective pedagogy
Te Toi Huarewa (report)
Te Kura Huanui _ Ko ngā kura o ngā ara angitū (report)
Te Kura Huanui - The Treasures of successful Pathways (English) (report)
Te Puāwaitanga Harakeke (Aromatawai) (position paper)
Glossaries
Paekupu (online dictionary)
Teaching pānui and tuhituhi
He Ara Whakaako i te Pānui me te Tuhituhi kia Auaha
He Ara Ako i te Reo Matatini: Literacy Learning Progressions (online manual)
- I ngā marama e ono
- I te tau tuatahi
- I te tau tuarua
- I te tau tuatoru
Te Tuhi ā-Ringa
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.
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: The 'o' should be shaped as an oval.
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).
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 an 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 Aromatawai i te Tuhi ā–Ringa
Mahi Aromatawai
What to look/listen for, mokopuna are:
Grip and Posture
- Grip: Check the mokopuna is holding the writing instrument correctly with a tripod grip, which involves using the thumb, index, and middle fingers.
- Posture: Ensure the mokopuna is sitting up straight with their feet flat on the floor, and their non-writing hand is holding the paper steady.
Letter and Numeral Formation
- Shape: Look for correct formation of each letter and numeral, making sure they follow the standard shape and size.
- Start and End Points: Check that mokopuna start and end letters and numerals at the correct points.
- Direction: Check that strokes are made in the correct direction (e.g., top to bottom, left to right).
Fine Motor Skills
- Coordination: Assess hand-eye coordination and control over fine motor movements and verbalising the movements.
- Strength: Ensure the mokopuna has adequate hand strength to hold and control the writing instrument.
Attitude and Persistence
- Effort: Note mokopuna effort and persistence in improving their handwriting.
- Attitude: Observe their attitude towards handwriting practice—whether they are engaged and motivated or frustrated and disinterested.
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 ākonga 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 ākonga 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.
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.
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.
1. 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’.
2. 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 an mokopuna to have a go at forming the letter on the whiteboard in front of the class.
3. The mokopuna would all then practise writing the letter in their handwriting books, repeating your verbalisation as they do so.
4. 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.
5. 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 Aromatawai i te Tuhi ā–Ringa
Mahi aromatawai
What to look/listen for mokopuna are:
Letter and Numeral Formation
- Shape: Look for the correct formation of each letter or numeral, making sure they follow the standard shape and size.
- Start and End Points: Check mokopuna start and end letters and numerals at the correct points.
- Direction: Check that strokes are made in the correct direction (e.g., top to bottom, left to right).
Consistency
- Size: Letters and numerals should be consistently sized, with uniform height and width.
- Spacing: Observe the spacing between letters.
Line Adherence
- Baseline: Letters and numerals should sit on the line with the letters p, and g extending below the line.
- Proportion: Ensure that lowercase letters are appropriately proportionate to uppercase letters.
Pressure
- Consistency: Check that the pressure applied to the writing instrument is neither too light (resulting in faint writing) nor too heavy (resulting in overly dark writing or tearing the paper).
- Evenness: Ensure that the pressure remains consistent throughout.
Legibility
- Clarity: Writing should be clear and easily readable.
- Accuracy: Letters and numerals should be accurately formed and easily distinguishable.
Attitude and Persistence
- Effort: Note mokopuna effort and persistence in improving their handwriting.
- Attitude: Observe their attitude towards handwriting practice—whether they are engaged and motivated or frustrated and disinterested.
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:
| Ngā pūriki | Ngā pūmatua |
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| NOTE: The lowercase and uppercase o, O, should be formed as an oval. | |
| Mokopuna can practice handwriting using a combination of uppercase and lowercase letters. | |
| 1. Start with the highest utility letters and sounds - the vowels (oropuare). | 2. Follow with the consonants (orokati). |
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| 3. Ask mokopuna to verbalise as this practice supports the reinforcement of sound-letter correspondence and helps solidify the connections between auditory and visual learning. | 4. Spend as much time as necessary on each upper-lowercase combination to ensure the letters are being formed correctly. Forming the letters where the upper and lowercase are the same shape (i.e. Oo, Uu, Kk, and Ww) shouldn’t take as long as making sure the Aa, Ee, Ii, Hh, Mm, Nn, Rr, Tt, NG ng and WH Wh are formed correctly. You may need to also spend additional time ensuring mokopuna have correctly placed the p and g to be sitting correctly on the line. |
| Add forming the syllables (kūoro) into the practice to synchronise with what mokopuna are learning in pānui (refer to Rangaranga Reo ā-Tā - Ngā Kūoro me te Tautohu Kupu). | |
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i.e Ha ha Ka ka Ma ma etc. |
| This way their learning of kūoro in pānui is being reinforced. As ākonga advance in their learning of kūoro, extend the handwriting practice to include simple words formed from the consonant-vowel combinations (orokati-oropuare) e.g. haka, pene etc., to more complex words e.g. tēnei. | |
| Use the practice sentences from Kete Kupu Āhukahuka avoiding those sentences that include these forms of a and g in the handwriting lesson as well. | |
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
1) 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.
2) The mokopuna would all then practise writing the letter or numeral in their handwriting books, repeating your verbalisation as they do so.
3) 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.
4) 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 Whakaako i te Tuhi ā-Ringa
1. 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.
2) The mokopuna would all then practise writing the letter or numeral in their handwriting books, repeating your verbalisation as they do so.
3) 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.
4) 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 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:
| Ngā pūriki | Ngā pūmatua | |
|
|
|
| NOTE: The lowercase and uppercase o, O, should be formed as an oval. | ||
| 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;
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
1. 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.
2. The mokopuna would all then practise writing the letters and numerals in their handwriting books,
3. Walk around the room giving feedback and guidance as the mokopuna practice.
Te Aromatawai i te Tuhi ā–Ringa
Mahi aromatawai
Letter and Numeral Formation:
Consistency:
Look for consistent slant, size, and spacing of letters and numerals.
Ensure uniformity in letter and numeral height and width.
Accuracy:
Check that each letter and numeral is formed correctly and clearly.
Verify the correct starting and ending points for each letter and numeral.
Connections:
Ensure smooth and correct connections between letters.
Look for continuous strokes without lifting the pen/pencil unnecessarily.
Legibility:
Ensure that the writing is easy to read.
Look for distinct and recognisable letters and numerals.
Writing Fluency
- Speed
Observe the speed of writing to ensure it is neither too slow nor too rushed.
Aim for a balanced pace that maintains legibility.
Flow:
Ensure a natural and fluid movement when writing.
Check for continuous, unbroken lines in words and sentences.
Spatial Awareness
Spacing:
Check the spacing between letters and words to ensure it is even and appropriate.
Avoid crowded or overly spaced writing.
Alignment:
Ensure writing is aligned with the lines on the paper.
Check for consistent alignment of letters on the line and that p is correctly positioned with the descender written below the line.
Mō te rauemi
Tāpirihia ki te kohinga
