I TE TAU TUATAHI
TE ARA WHAKAAKO I TE KŌRERO
Whārangi Ihirangi
Mātua ko te Kōtuitui
Kaiako should explicitly plan to integrate the language strands, whakarongo, kōrero, pānui, tuhituhi, mātakitaki and whakaatu.
Language competency is critical for ākonga 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.
I te tau tuatahi: 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.
I te tau tuatahi: 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. ākonga 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. ākonga may speak more slowly and less naturally).
When the emphasis is on complexity, fluency and accuracy can be affected (i.e. ākonga 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 te tau tuatahi: Te Whakahaere i Te Huanui ki te Reo
Below are examples of what the kaiako and ākonga 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:
Set the context for learning.
Begin with a stimulus to engage the ākonga.
Highlight new vocabulary pertaining to the context.
Teach the meaning, pronunciation and application of the new vocabulary through planned language activities.
Model the new vocabulary in a sentence.
Model simple questions and responses as examples.
The ākonga are:
Activating prior knowledge.
Connecting experiences to the stimulus.
Sharing ideas.
Learning new vocabulary.
Listening to the kaiako model the target language.
Listening and repeating new sentences or phrases.
Using new structures and language.
Beginning to ask and answer simple questions.
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
The kaiako will:
Isolate the language structure from the stimulus.
Demonstrate and emphasise that body language supports meaning making.
Provide guided exercises for ākonga to practise asking and answering simple questions with support. For example, role-play, games, and a variety of listening and speaking activities.
During shared reading select texts that include questions and responses, e.g., Mō wai ēnei hū? Kei hea rāua?
Practice the target language through dynamic pair work and interactive small group activities.
Provide wait time for ākonga to collect their thoughts before responding.
The ākonga are:
Observing and practicing how to use body language to support meaning making.
Understanding the purpose of a question.
Asking and answering simple questions.
Practising the correct intonation when asking a question.
Building confidence.
To support implementation of Te Ārahi i te reo, click the thumbnails or links below to download the following activities:
Ngā kare ā-roto.pdfHe whārangi pikitia.pdfTe Tuku i te reo
The kaiako will:
Assign tasks or activities to practice using the target language without direct support.
Consolidate the learning and review the language structure.
Encourage ākonga to expand their knowledge by using the target language in different contexts.
The ākonga are:
Practicing the new language with their peer.
Contributing ideas to group discussions.
Monitoring their own language.
Consolidating the understanding, function and purpose of the target language.
Gaining confidence and using the target language in new contexts.
To support implementation of Te Tuku i te reo, click the thumbnails or links below to download the following activities:
Te Kōtuitui i te reo
The kaiako will:
Encourage ākonga to use the target language creatively and flexibly.
Offer ongoing support for ākonga to continue practising and mastering the target language.
Focus on the conventions of direct speech, question marks and speech marks during reading and writing.
The ākonga are:
Communicating confidently with their peers and others.
Applying the target language to a variety of contexts.
To support implementation of Te Kōtuitui i te reo, click the thumbnails or links below to download the following activities:
Kai Runga!.pdfResource: He Rau Taki Kōrero
He rongo kōrero.pdfI te tau tuatahi: Ngā Toi Mokopuna - Kōrero
This section outlines the skills, strategies and knowledge required in kōrero for the first year.
Wetewetehia kia tika
He kaingākaunui te mokopuna ki te tika o te reo.
Te whāinga
Ākonga learning focuses on accurately using and understanding basic vocabulary and sentence structures.
Ngā Tohu Ako
Te ngako o te whāinga
During a lesson, support ākonga to:
Use rhythm, rhyme and song to practice correct pronunciation and intonation.
Produce simple language structures to communicate their thoughts, feelings and needs.
Continue to practice speaking and listening daily to reinforce the learning and improve retention.
Ākona kia mārama
He whakaaro arohaehae te mokopuna.
Te whāinga
Ākonga learning focuses on developing basic comprehension skills and strategies.
Ngā Tohu Ako
Te ngako o te whāinga
During a lesson, support ākonga 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.
Whāia kia whakahangahanga
He whai whakaaro te mokopuna ki te āhua o tana whakapuaki i ōna whakaaro.
Te whāinga
Ākonga learning focuses on developing basic interpersonal communication skills.
Ngā Tohu Ako
Te ngako o te whāinga
During a lesson, support ākonga 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.
Tāraia kia auaha
He whai hua, he auaha, he Māori te whakamahi a te mokopuna i te reo.
Te whāinga
Ākonga learning focuses on discovering ways to express thoughts and imagination.
Ngā Tohu Ako
Te ngako o te whāinga
During a lesson, support ākonga to:
Use language skills, including body language, to help others understand their message.
I te tau tuatahi: He Tauira Reo ā-Waha
Ākonga 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 ākonga 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.
More to come
I te tau tuatahi: Te Aromatawai i te Kōrero
Upon entry, ākonga 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 ākonga 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 ākonga 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 ākonga.
Ākonga 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, ākonga 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 | Ākonga 1 | Matariki | Ōna tau 6.2
Images used to prompt kōrero
