Kei A Wai?

Overview

Students learn to ask and answer “Who has it?” using Kei a wai?, Kei ahau, Kei a koe, and Kei a ia. The lesson uses familiar classroom objects and short, purposeful exchanges so Year 9 learners can build confidence speaking te reo Māori in an everyday classroom context.

Learning intentions

• WALT ask Kei a wai? when identifying who has an object.
• WALT respond accurately with Kei ahau, Kei a koe, or Kei a ia.
• WALT listen for and distinguish ahau, koe, and ia.
• WALT use te reo Māori respectfully and confidently in a short interaction.

Success criteria

• I can ask Kei a wai? with clear pronunciation.
• I can say Kei ahau when I have the object.
• I can say Kei a koe when the person I am speaking to has the object.
• I can say Kei a ia when another person has the object.

Curriculum links

• Te Reo Māori introduction: learning te reo Māori supports connections with identity, culture, tikanga mātauranga Māori, and the Māori worldview.
• Te Reo Māori introduction: te reo Māori is a living expression of identity, community, and connection.
• Learning area structure: learners may begin with varied prior knowledge, so learning is responsive to individual starting points.
• Learning area structure: Te Reo Māori is supported within the wider Learning Languages area and prepares learners for further language learning.

Lesson structure (20 minutes)

1. 0–3 min · Hook and listening. Teacher opens with the opening classroom-object question and holds up a pen or small classroom item, asking slowly, “Kei a wai?” Students observe, listen, and predict what the question means before sharing with a partner.

2. 3–7 min · Explicit teaching. Teacher uses the meaning and modelled language slides to introduce the four target phrases, modelling pronunciation and gestures:

• Kei a wai? — Who has it?
• Kei ahau. — I have it.
• Kei a koe. — You have it.
• Kei a ia. — They have it.

Teacher explains that ahau means “I/me”, koe means “you”, and ia means “he/she/they”. Students repeat chorally, then practise each phrase with the matching gesture.

3. 7–11 min · Guided substitution practice. Teacher displays different classroom objects through the object-and-response practice slides and secretly gives one object to a student. The class asks “Kei a wai?” together; the student answers “Kei ahau.” The class then practises identifying a partner or third person using “Kei a koe” and “Kei a ia”. Students respond as a whole class, then in pairs.

4. 11–16 min · Pair speaking routine. Teacher distributes the Kei a wai speaking practice sheet and models the exchange with one student:

• Student A gives or points to an object and asks, “Kei a wai?”
• Student B answers using the correct phrase.
• Students swap roles and repeat with at least three different objects or names.

Students complete the worksheet by recording or matching the correct response, then practise each exchange aloud. Teacher circulates, checking that students use koe for the person being spoken to and ia for someone else.

5. 16–19 min · Fast formative game. Teacher returns to the rapid-response challenge slides and shows an object-holder image or points to a student. Students answer individually or as a chorus with Kei ahau, Kei a koe, or Kei a ia. Teacher deliberately varies the speaker and object-holder so students must listen carefully rather than repeat automatically.

6. 19–20 min · Exit check. Teacher asks each student to complete one final spoken exchange with a partner, using the final self-check section. Students tick the phrase they can use confidently and say one target response to their partner before packing up.

Resources

• the complete Kei a wai? slide deck
• the Kei a wai speaking practice sheet
• Three to five familiar classroom objects, such as a pen, book, ruler, pencil case, or eraser
• Board and markers
• Optional visual gestures for ahau, koe, and ia
• Timer

Assessment

• Listen during choral repetition and pair practice for pronunciation of wai, ahau, koe, and ia.
• During the rapid-response challenge, record which students distinguish the perspective in Kei a koe and Kei a ia.
• Use the final spoken exchange and worksheet self-check as an exit assessment. Re-teach the response forms to students who confuse the speaker and the person being spoken to.

Differentiation

• Support learners with the worksheet’s phrase bank, colour-coded prompts, gestures, teacher modelling, and permission to rehearse quietly before speaking.
• Pair learners strategically and allow students with emerging confidence to begin by pointing to a phrase before saying it. Accept a slower response while maintaining accurate pronunciation.
• Support EAL learners and students with language-processing needs through repeated oral models, visual icons for “me”, “you”, and “another person”, reduced writing, and additional wait time.
• Extension learners create a three-person exchange using all three responses, then lead the question-and-answer routine for another pair. They may also replace classroom objects with classmates’ names while retaining accurate pronouns.

Extension

• Students write and perform a short classroom scenario in which an object moves between three people, using Kei a wai?, Kei ahau, Kei a koe, and Kei a ia at least once.
• Challenge students to ask the question without looking at the phrase bank and explain in English or te reo Māori why koe or ia is the correct response.