Building Sentences Together

Overview

Lesson 6 of 16 in Empowered English: Tuarere Tahi. Students explore that sentences communicate a complete idea, using simple Māori sentence patterns such as Ko ___ ahau, He ___ ahau, and Kei te ___ ahau. They orally rehearse, build, read and create sentences connected to themselves and their classroom.

Learning intentions

• WALT notice that a sentence communicates a complete idea.
• WALT use simple Māori sentence patterns to introduce ourselves and describe actions or things.
• WALT listen carefully, speak clearly and arrange words in a meaningful order.
• WALT create an original sentence and share it with others.

Success criteria

• I can say a sentence that makes sense.
• I can use a sentence pattern such as Ko ___ ahau or Kei te ___ ahau.
• I can put words in the correct order.
• I can draw or write my own sentence and read it to someone.

Curriculum links

• Oral language: listening attentively, taking turns and speaking clearly for a purpose.
• Reading: making meaning from familiar words, sentence patterns and illustrations.
• Writing: forming ideas, composing simple sentences and using early punctuation.
• Te ao Māori and language learning: valuing and using te reo Māori accurately and respectfully in everyday classroom communication.

Lesson structure (60 minutes)

1. 0–7 minutes – Welcome and language hook Open with the welcome and sentence hook slides. Say and display: Ko ___ ahau (“I am ___”) and He ___ ahau (“I am a ___”). Invite students to repeat with their own name or a classroom identity, such as Ko Hana ahau. Explain that a sentence gives us an idea to understand.

2. 7–15 minutes – What makes a sentence? Show examples from the sentence examples slides: Ko Mere ahau, He kurī ahau, and Kei te oma ahau (“I am running”). Read each sentence together, using a picture or action to support meaning. Discuss: “What does this sentence tell us?” and “What would happen if we changed the word order?” For Years 0–1, focus on saying and hearing the pattern; Years 2–3 may identify the naming or action part.

3. 15–25 minutes – Build it with our bodies Place students in groups of five. Give each group word cards from the sentence-building and drawing sheet to cut out or use as teacher-prepared cards. Model arranging Ko / Wiremu / ahau and Kei te / peke / ahau. Groups physically stand in sentence order, read the sentence together and change one word to make a new sentence. Remind students that the pattern stays the same while the idea can change.

4. 25–37 minutes – Guided oral practice Use the guided practice slides to prompt sentences with names, classroom objects, animals and actions. Partners take turns choosing a prompt and completing one pattern:

• Ko ___ ahau.
• He ___ ahau.
• Kei te ___ ahau. The listener responds, “I heard your sentence,” then repeats the key idea. Encourage accurate pronunciation without interrupting fluency; recast gently where needed.

5. 37–50 minutes – Create an original sentence Distribute the sentence-building and drawing sheet. Students choose one pattern, draw a matching picture and write or dictate their sentence. Suggested supports are printed on the sheet. Years 0–1 may trace, copy, orally dictate or contribute one key word; Years 2–3 should write the full pattern and substitute an original word. Adults circulate, prompting: “Who or what is your sentence about?” and “What is happening?”

6. 50–56 minutes – Share and respond In groups of three, students read or say their sentence while others listen respectfully. Each listener identifies the pattern they heard: Ko, He or Kei te. Select several students to share with the class, ensuring names and examples are pronounced respectfully and students may rehearse with an adult first.

7. 56–60 minutes – Plenary and check-out Return to the plenary and reflection slides. Ask: “What does a sentence do?” and “Which pattern can you remember?” Students say one sentence to a partner, then show a thumbs-up, sideways or down to indicate how confidently they can make a sentence. Collect worksheets for assessment and celebrate clear communication, effort and thoughtful listening.

Resources

• the welcome, teaching, practice and plenary slide deck
• the sentence-building and drawing sheet
• Whiteboard and markers
• Picture prompts or classroom object prompts
• Prepared word cards for group sentence building
• Pencils, crayons and scissors
• Optional teacher pronunciation support for the selected te reo Māori patterns
• Space for students to stand in sentence order

Assessment

• Observe oral participation: can the student follow a sentence pattern, speak audibly and take turns?
• Check the worksheet: does the drawing match the sentence, and are words arranged in a meaningful order?
• Note whether the student can identify or produce a complete sentence. Record names for follow-up support in the next lesson.

Differentiation

• Provide colour-coded word cards, picture cues, sentence frames and repeated choral rehearsal for students needing support.
• Accept oral responses, drawing, tracing, scribing or shared writing; do not make handwriting the barrier to demonstrating sentence knowledge.
• Pair students strategically and allow EAL learners to connect the patterns with familiar people, objects and actions. Invite whānau language knowledge where appropriate.
• Extend Years 2–3 students by combining ideas, for example Ko Aroha ahau. Kei te pānui ahau, or by writing two connected sentences and adding a full stop.