Kupu Start

Overview

In this first lesson of the unit “Building Blocks of Te Reo”, students are introduced to basic kupu about family and daily routines. They will listen, repeat, and use words in short spoken and matching activities.

Learning intentions

• WALT learn a small set of kupu for family members.
• WALT learn a small set of kupu for daily routines.
• WALT use learned kupu to label pictures and respond to simple questions.
• WALT practise speaking clearly by repeating words and phrases together.

Success criteria

• I can identify and say most family kupu from the lesson using correct pronunciation.
• I can identify and say most routine kupu from the lesson.
• I can match kupu to pictures and use them in a short spoken response (e.g., “Ko ____ toku …” or “Ka ____ au.”).
• I can listen respectfully and participate in group chorals without giving up when it feels tricky.

Curriculum links

• Te Tiriti o Waitangi supports identity, belonging, and language revitalisation; students learn and use Māori language in everyday contexts.
• Learning Languages strand: develop listening, speaking, and beginning reading/writing through meaningful, familiar topics.
• Key competencies: communication (using kupu to respond), and managing self (attempting pronunciation and practice).

Lesson structure (60 minutes)

1. 5 min – Tātaki (hook and routines)

• Greet students in te reo Māori (simple forms such as “Kia ora” and “Haere mai”). Introduce the unit focus: “Building Blocks of Te Reo” and today’s topics: whānau and daily routines.
• Quick show-and-say: teacher holds up a “words” card and models “Listen… repeat… use!”

2. 10 min – Kupu introducing (family)

• Display picture cards for 5–6 family kupu (choose a set that fits your class culture): māmā, pāpā, teina, tuākana, kuia, koro (and/or taina/tuakana if appropriate).
• Model each word twice, then lead a whole-class choral repeat. Add a simple movement cue (e.g., point to the photo) to support memory.

3. 10 min – Kupu introducing (daily routines)

• Show picture cards for 5–6 routine kupu: tīmata / oho (wake up), kai (eat), haere / haere ki te kura (go to school), ako (learn), takaro (play), moe (sleep).
• Teacher says the word; students repeat. For one or two routines, add a very short model sentence, keeping it simple and consistent (e.g., “Ka moe au.” / “Ka kai au.”).

4. 10 min – Listen and point (interactive practice)

• Put students in pairs or small groups. Teacher calls out one family or routine kupu. Students point to the correct picture on their desk or mini-card set.
• Rotate quickly so everyone hears many examples. Use positive feedback focused on effort and pronunciation.

5. 10 min – Matching task (reading the words)

• Give each student a worksheet or card strip with mixed pictures and word boxes.
• Students draw lines to match the picture with the kupu. Support with a word bank (teacher-selected kupu printed clearly).
• Teacher circulates and checks: “Can you show me the word for ____?” and students respond with the kupu.

6. 10 min – Spoken use (short responses)

• Whole class choral practice of two frames (teacher choice based on your curriculum coverage so far):
• Family: “Ko ____ toku ____.” (e.g., “Ko māmā toku māmā.” if using a single family role, or “Ko ____ taku …” depending on what you’ve taught previously.)
• Routines: “Ka ____ au.” (e.g., “Ka ako au.” “Ka takaro au.”)
• Then students practise with a partner: one student picks a picture, the other completes the frame aloud. Teacher listens at the edges for accuracy and confidence.

7. 5 min – Kia whakapūmau (wrap-up and exit ticket)

• Quick recap slideshow or card sweep: teacher says a kupu; students do a fast gesture (or hold up the matching card).
• Exit ticket: each student writes or circles 2 kupu (one family, one routine) they can say confidently, or draws them with the word provided.

Resources

• Picture cards for family kupu and daily routine kupu (laminated if possible)
• Word cards matching the pictures (large print)
• Desk mini-card sets for the “listen and point” activity
• Worksheet or matching card strip (pictures + word boxes)
• Student whiteboards or scrap paper for quick practice
• Marker pens, pencils, and rubbers
• Timer/slide deck for pacing
• Teacher pronunciation model prompts (teacher prepared script)

Assessment

• Formative checks during choral repeat and “listen and point” (teacher observes pronunciation and correct matching).
• Worksheet matching task shows whether students can connect kupu to meaning.
• Exit ticket confirms which family and routine kupu students can identify and say confidently.

Differentiation

• Support:
• Provide a word bank on the matching task and allow pointing instead of full writing if needed.
• Use echoing: teacher says → student repeats; add extra time for one-to-one encouragement.
• Extension:
• Invite students who are ready to use an extra kupu from their own family routines or add one more sentence using “Ka ____ au.”
• EAL/SEN:
• Allow additional processing time for listening tasks; accept non-perfect pronunciation while focusing on clear attempts.
• Use consistent picture cues and colour-coding (family colours vs routine colours).
• Classroom management support:
• Keep picture sets small (5–6 each) and rotate partners to reduce anxiety for learners who need predictability.