Kia Ora, Pānui Tahi

Overview

This 45-minute pānui lesson supports three reading levels in a full-immersion Te Reo Māori classroom. Ākonga revisit known letters, kuoro and kupu, then apply their learning in a short, meaningful sentence connected to local names and places from the provided resource, including Hokianga, Raki, Tonga, kura and tupuna.

Learning intentions

• We are learning to recognise and pronounce common letters and kuoro in Te Reo Māori.
• We are learning to join kuoro together to read kupu.
• We are learning to read a sentence with accuracy, expression and good flow.
• We are learning to listen, support one another and explain how we worked out a word.

Success criteria

• I can recognise and say the letters or kuoro on my bingo board.
• I can blend kuoro to read a kupu.
• I can read a sentence smoothly and show where the words begin and end.
• I can use the pictures, kuoro and what makes sense to help me read.

Curriculum links

• Te Mātauranga o te Reo Māori: developing oral language, sound-symbol knowledge, word recognition and fluent reading in Te Reo Māori.
• Te Mātauranga o te Reo Māori: reading texts for meaning and responding through talk, drawing and shared reading.
• Te Ao Māori context: using meaningful kupu connected to whānau, whenua, waka, kura and local histories.
• Te Aho Matua: strengthening te reo Māori, identity, collective responsibility and ako through tuakana-teina learning.

Lesson structure (45 minutes)

1. 0–8 min · Kupu Bingo warm-up. Prepare three 3-by-3 bingo boards: Level 1 has familiar letters, Level 2 has kuoro, and Level 3 has kupu. Open with the opening bingo and pronunciation slides and model the routine: say one item clearly, use it in a quick oral repetition, and have ākonga cover it if it appears. Students play in their three groups, repeating each item before covering it; a winner reads their covered items back to the group.

Suggested content:

• Level 1: a, e, i, o, u, k, m, n, t
• Level 2: ka, ke, ki, ko, ku, ma, mi, mo, na
• Level 3: kura, tupuna, Raki, Tonga, Hokianga, waka, whenua, whānau, hoa

2. 8–15 min · Sound and blending teaching. Use the kuoro blending and mouth-shape slides to model careful pronunciation, reminding students that each letter and sound is important. Students echo-read, clap the parts, and blend examples such as ka–ra–ki, ku–ra, to–nga and wa–ka; Level 1 focuses on identifying the first sound while Levels 2 and 3 blend independently.

3. 15–25 min · Three-level guided practice. Place students in three groups of three and provide the three-level pānui practice sheet. Work with each group for approximately three minutes while the other groups complete their matching task.

• Level 1 – Kuoro: Match letters to teacher-said sounds and join two letters to make kuoro, such as m + a = ma. Students point, say and trace each kuoro.
• Level 2 – Kupu: Build and read two- or three-kuoro words such as kura, karakia, Raki and Tonga. Students draw a line between kuoro, blend the word, then match it to a picture.
• Level 3 – Fluent readers: Read short sentences, for example, “Ko Raki tēnei.” “Kei te kura a Hine.” “Ko Hokianga tōku whenua.” Students practise twice, first for accuracy and then with natural phrasing.

4. 25–34 min · Art-and-read activity. Display the art activity instructions and word bank. Students choose one kupu from their level, illustrate it on a small paper tile, and write or copy the matching letter, kuoro, kupu or sentence. Encourage Level 3 students to add a second sentence or a personal connection, such as “Kei te kura au.” Students quietly rehearse their reading to a partner while completing their art.

5. 34–41 min · Tuakana-teina sharing circle. Invite students to sit with a partner from a different level. Use the completed art tiles as prompts. Level 1 students say a letter or kuoro, Level 2 students read a kupu, and Level 3 students read a sentence with flow. Partners respond with “He pai tō pānui” and identify one strength they noticed. Remind fluent readers to support without giving the answer immediately.

6. 41–45 min · Plenary and exit check. Revisit the final reflection and exit-check slides. Ask: “He aha te rautaki i āwhina i a koe?” Students complete one quick oral or written check matched to their level: identify two letters, read two kuoro, read one kupu, or read one sentence. Finish with a collective reread of “Kei te kura a Hine.”

Resources

• the full introduction, teaching, activity and reflection slide deck
• the three-level pānui practice sheet
• Three 3-by-3 bingo boards per level
• Counters or small pieces for bingo
• Letter, kuoro and kupu cards
• Paper tiles, coloured pencils, crayons and markers
• Mini whiteboards or magnetic letters
• Images or picture cards for kura, waka, whenua, whānau and hoa

Assessment

• Listen during bingo and blending for accurate pronunciation, recognition of graphemes and confidence joining kuoro.
• During guided practice, record who can identify letters, blend kuoro, read kupu, or read a sentence smoothly and meaningfully.
• Use the exit check to select the next teaching focus; note students needing more modelling, repeated reading or an increased challenge.

Differentiation

• Support: Use large print, visual mouth cues, picture prompts, magnetic letters and repeated choral reading. Give sentence starters such as “Ko ___ tēnei” and allow students to point before speaking.
• Level 1: Limit the board and worksheet to familiar letters and two-letter kuoro. Say each sound clearly and provide immediate, encouraging feedback.
• Level 2: Colour-code kuoro within each kupu and use clapping or stepping to mark each part before blending.
• Level 3: Provide an extra sentence or short local place-name text. Encourage phrasing, punctuation, expression and explaining how context helped them read. Pair EAL or less-confident students with a patient tuakana and accept oral, drawing or pointing responses where appropriate.