I TE TAU TUARUA
TE ARA WHAKAAKO I TE PĀNUI
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 tuarua: Te Ara Whakaako i te Pānui
Te whakamāramatanga me ngā āhuatanga
PĀNUI NGĀTAHI | SHARED READING
Pānui Ngātahi is a collaborative instructional reading approach where a kaiako and a group of ākonga read a text together. Typically the kaiako reads aloud, modelling reading behaviours, while ākonga read along. The focus is on shared interaction between the kaiako and ākonga where connections with the text to prior knowledge are made and where skills and strategies can be introduced and revised.
Te whakamāramatanga me ngā āhuatanga
PĀNUI MOTUHAKE | INDEPENDENT READING
Pānui Motuhake enables ākonga 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.
Te whakamāramatanga me ngā āhuatanga
PĀNUI ARAHANGA | GUIDED READING
Pānui Arahanga can be added as an instructional approach when ākonga have sufficient decoding and oral language skills. For most ākonga 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 ākonga who are at a similar reading level or have similar instructional needs. The focus is on the kaiako providing support and guidance as ākonga 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.
I te tau tuarua: Te Whakahaere i te Pānui Ngātahi
In the first two years at kura, ākonga are typically still at the foundation stage of learning to read. Decodable sentences and Ngā Kete Kōrero series provide the instructional material required at this stage while also being important sources for developing comprehension skills and strengthening their oral language.
Once ākonga have mastered basic reading skills the teaching emphasis will need to shift from teaching the mechanics of reading to supporting ākonga to use 'reading to learn' where reading is a tool for acquiring new information and knowledge. You can expect this to happen when ākonga are reading instructionally at Ngā Kete Kōrero level mid-Pīngao and higher, with understanding.
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.
NOTE: The video example is indicative only - you will need to adjust the lesson content to ensure it is appropriate for ākonga in their second year of kura.
Ngā pukapuka hei kawe i te pānui ngātahi
Texts that are more difficult than the pānui instructional level of the ākonga 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.
Transcript
[Pouako ki ngā mokopuna]
Anei tō tātou whāinga i tēnei ata. Titiro. E ako ana mātou i ngā tikanga o te tuhituhi, arā, te uwhi o mua, te uwhi o muri, te tapanga, te taitara rānei, te tuara o te pukapuka. Kei te pai tērā?
Āe. [mokopuna]
[Pouako]
Ki ahau nei, he pai ngā mea … ngā pukapuka rahi. Kia māmā te kite mō ngā tamariki, te kite i te āhuatanga o te tuhituhi, ā… te ātaahua hoki o ngā pikitia. Me te mea nei, ā, ngā pukapuka ngākaunui ki a rātou.
[Pouako me ngā mokopuna]
Kua rite tātou ki te pānui tēnei pukapuka?
Kāo. Huri te pukapuka.
Nē, me huri a Whaea Lisa i te pukapuka?
Āe.
Haere anō.
Kua rite a Whaea Lisa ki te pānui te pukapuka i tēnei wā?
Kāo.
He aha Charlie? He aha te raru?
[Pouako]
Mō ngā pīpī paopao, ko te whāinga ki a au ngā momo āhuatanga o te pukapuka. Te uwhi o mua, te uwhi o muri.
[Pouako me ngā mokopuna]
Me tīmata anō a Whaea Lisa? Āe. Me huri te pukapuka? Āe!
Ara! Kua tīmata a Whaea Lisa ki te...
Huri anō!
Nē, i huri a Whaea Lisa i te pukapuka.
...pēnei. ...tēnei
Kāo.
Me huri anō?
Āe.
[Pouako]
Ka āta titiro ki ngā ira kati, ngā tohu kōrero pērā i te ira kati, ki ngā tohu pātai, ērā momo. Ka tīmata tātou ki whea? … ērā momo āhuatanga e pā ana ki te pānui.
[Pouako me ngā mokopuna]
Pēhea koe ka mōhio ko tērā te tapanga?
Nō te mea i tīmata i te …. ‘t’.
I te ‘t’? Āe. He tohu anō kia mōhio ai koe he tapanga tēnei?
Kāo.
Te āhua nei he tino n … nui. Tino nui te tuhituhi, nē rā.
Āe.
Te Taniwha me te Poraka.
Me tīmata a Whaea Lisa ki te pānui i whea? Tū mai tō ringa mehemea ka mōhio, tohu atu. Tohua, ka tīmata a Whaea Lisa ki te pānui ki whea?
[Pouako]
I tēnei wā ka ū tonu ahau ki te pukapuka, engari, ka mōhio au ka aro ētahi ki te rotarota, ngā waiata … Mehemea e hāngai ana ērā, ngā waiata ki te kaupapa matua, he kaha mātou ki te … ki te āta titiro ki ngā …ki ngā waiata e hāngai ana ki tō tātou rohe, ērā momo. Ka āta titiro ki ngā kupu kaumātua pea ka puta mai i roto i ngā pepeha, ngā whakataukī.
[Pouako me ngā mokopuna]
Nā wai i kī “uaka!”?
Ko te poraka.
Nē. Titiro ki te āhua o te taniwha. Kei te pōuri ia? Te taniwha? Nē? Kei te mataku ia i te aha?
Te poraka.
Nē … Kia tūpato Taniwha. Kei muri te poraka i a koe. Kia tere te kauhoe atu! Ka pai.
[Pouako]
He maha ngā mahi mō te kaiako hei whakarite mō te pānui tahi. Te nuinga o te wā ka whakaritehia he rauemi. Mehemea e hiahia ana kia ātaahua ngā rauemi, ka kapi mā te pukapuka ka whakapiri ki tētahi kāri kia pai ake. Kia taea e ngā tamariki te mahi anō i roto i ō rātou ake wā.
[Pouako me ngā mokopuna]
E tū harakeke. Kua rite tātou? Kei te mau tō kanohi poraka? Āe. Kia tūpato Poraka kei muri te taniwha i te harakeke. E peke, kia tere!
[Pouako]
E kaha ana ahau ki te kimi i te pukapuka e ngākaunui ana ki ngā tamariki. Mehemea he ngākaunui te pukapuka ki a rātou he māmā noa iho ki (mā)a rātou te whakautu pātai ki a koe. He maha ngā pukapuka pērā, i nāianei i te kura. Ki taku nei titiro, he tino pai ki a rātou ngā tamariki ki te rāwekeweke i ngā rauemi kia kore ai e maroke te mahi … kia kore e tuhituhi anake te mahi … ka taea e rātou te raweke hoki i ngā mahi hei āwhina i a rātou ki te oti pai i te whāinga o te mahi. Ki ahau nei he tino pai ngā (te) mahi whakaari ki a rātou, ngā tamariki. He tino whetū amorangi rātou.
[Hamahama waiata]
I te tau tuarua: 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 ākonga in their third year of kura.
This is the second day that Linda is using pānui arahanga approach with these ākonga using Ngā Kare ā Roto text.
Ngā pukapuka hei kawe i te pānui arahanga
When ākonga 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 ākonga 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.
Interview with the Kaiako
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.
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 for pānui ngātahi.
Hei tīmatanga | Getting started
Te tiro ki te whakataki me te tiro anō ki te tuhinga | Previewing and reviewing text
Te whakapūrangiaho i ngā akoranga ki ngā ākonga | Articulating the learning to ākonga
4. Te aronga ki te mahi hei whakaako | Focussing in on instruction: Features of the text
Te āta whakamahi i ngā kupu ārahi me ngā pātai | Making effective use of prompts and questions
1. Te whakaharatau rautaki pānui | Practising reading strategies
7. Te whakaharatau rautaki pānui | Practising reading strategies: Integrating strategies on text
Te whakaū | Following on: Follow-up activities
Te whakaū | Following on: Reflecting on your lesson
Tauira 1 | Tau 1 (Ngā Kare ā Roto) Mahere Ako
I te tau tuarua: Ngā Toi Mokopuna - Pānui
This section outlines the skills, strategies and knowledge required in pānui in the first two years.
I ngā marama e ono
I te tau tuatahi
I ngā marama tekau mā waru ki te tau tuarua
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.
Rangaranga Reo ā-Tā
Ngā Tohu Ako
Te ngako o te whāinga
During a pānui lesson, support the ākonga to:
(Rangaranga Reo ā-Tā: Ngā Kuoro me te Tautohu Kupu) 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.
By the end of 18 months at kura, ākonga need to be able to:
Learn new words and sentence structures from their reading material, use correct pronunciation when reading aloud.
By the end of two years at kura, ākonga need to have a clear understanding of the relationship between sounds and letters. They should be able to:
decode with some accuracy.
recognise letters, simple symbols.
build a personal bank of high frequency words.
match written words to the spoken words when reading.
Ākona kia mārama
He whakaaro arohaehae te mokopuna.
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 pānui lesson, support the ākonga 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.
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 pānui lesson, support the ākonga to:
Examine and discuss language structures they may use in their own writing.
Share what they think about a text and acknowledge what other ākonga say about the same text.
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 pānui lesson, support the ākonga 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.
I te tau tuarua: 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 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:
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
I te tau tuarua: He Huarahi Pānui Anō
Pānui ki | Reading to:
Involves a kaiako or more skilled reader reading aloud to ākonga.
The focus is on reading in ways that engage the ākonga and foster the love of reading.
Ākonga experience expressive and fluent reading as they listen.
Pānui tautokotahi | Reading with:
Involves the kaiako reading at the same time as ākonga during scheduled 'silent reading' times.
The focus is on modelling the value of reading and reading for enjoyment.
Pānui motuhake | Independent reading:
Refers to ākonga 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.
