Te A–Z Sounds

Overview

Lesson 3 of 16 in Empowered English: Tuarere Tahi. Students become familiar with the 15 letters of te reo Māori, practise their names and sounds, and connect them with familiar Māori words, people and places.

Learning intentions

• WALT recognise and name letters used in te reo Māori.
• WALT hear and say the common sounds for Māori vowels and consonants.
• WALT notice that ng and wh are important letter combinations in te reo Māori.
• WALT use respectful pronunciation when speaking Māori words.

Success criteria

• I can point to and name several Māori letters.
• I can say the sounds for a, e, i, o, u and some consonants.
• I can match a letter or sound to a familiar Māori word or image.
• I can have a go at pronouncing words respectfully.

Curriculum links

• Oral language: listening attentively, speaking clearly and taking turns.
• Phonics and word recognition: connecting letters, sounds and spoken words.
• Vocabulary and language knowledge: noticing how te reo Māori represents sounds.
• Learning through language and identity: valuing te reo Māori as a taonga and using it respectfully.

Lesson structure (60 minutes)

1. 0–5 minutes – Welcome and sound hook Gather students in a semicircle. Open with the sound-and-image introduction and show familiar images such as an ā child’s name, kākāpō, mānuka and waka. Ask: “What sounds can you hear at the beginning?” Accept approximations and model each word naturally.

2. 5–15 minutes – Discover the Māori alphabet Explain that te reo Māori uses 15 main letters: a, e, i, o, u, h, k, m, n, p, r, t, w, with ng and wh as important letter combinations. Use the Māori alphabet teaching slides to introduce the letter names and sounds slowly. Emphasise the five vowels: a as in aroha, e as in eko, i as in ika, o as in ora, and u as in umu. Students echo each sound, without requiring perfect pronunciation.

3. 15–25 minutes – Whole-class movement game Place or display the vowel cards from the listening-and-movement game. Say a vowel sound and have students make a matching action: hands up for a, touch shoulders for e, touch knees for i, turn around for o, and crouch for u. Repeat with increasing pace, then invite students to lead one round. Pause regularly so younger students can rejoin successfully.

4. 25–38 minutes – Partner picture and sound matching Give each pair a small set of teacher-prepared picture cards or use the images on the partner matching slides. Suggested words include aroha, e hoa, ika, ora, umu, hā, kākāpō, manu, pātaka, rākau, tamariki, waka, ngā mihi and whānau. Partners take turns choosing an image, identifying its beginning sound, and repeating the word after the teacher model. For Year 0 students, focus on hearing the first sound; older students may identify the written letter.

5. 38–48 minutes – Independent or supported recording Distribute the Māori alphabet tracing and matching worksheet. Students trace or copy selected letters, circle the matching beginning letter for picture words, and draw one item beginning with a chosen Māori letter. Year 0 students may complete the first section with an adult or peer, while Years 1–3 can attempt more letters and label their drawing.

6. 48–55 minutes – Pronunciation circle Return to the pronunciation practice slides. Display three or four words from the lesson. Say each word, students echo it, then practise in a quiet partner voice. Discuss respectful language learning: we listen carefully, try our best, and do not laugh at someone’s attempt. Invite volunteers to share a word, with the class responding positively.

7. 55–60 minutes – Review and exit check Show the final alphabet slide in the recap and exit prompt. Hold up or point to five letters and ask individual students or pairs to name one. Ask: “Which sound do you remember?” and “Which word did you enjoy saying?” Note responses and collect worksheets for next-lesson grouping.

Resources

• the Māori alphabet and pronunciation slide deck
• the Māori alphabet tracing and matching worksheet
• Whiteboard and markers
• Teacher-prepared picture cards for the partner activity
• Magnetic letters or large alphabet cards, if available
• Space for movement and a semicircle
• Pencils, crayons and erasers
• A pronunciation model from a trusted speaker of te reo Māori, where available

Assessment

• Listen for students’ ability to recognise and produce vowel sounds during the movement game and partner activity.
• Use the worksheet to identify letter recognition, beginning-sound matching and pencil-control needs.
• Record students who need further support with vowels, consonants, ng, or wh for targeted practice in the next lesson.

Differentiation

• Support learners with large print, clear picture cues, repeated modelling, actions and a reduced focus on two or three vowels.
• Seat students strategically with supportive partners; accept pointing, choosing, echoing or drawing as valid responses.
• For EAL learners and students needing additional support, preview images, use gestures and allow extra processing time. Avoid requiring public performance.
• Extend Years 2–3 students by asking them to identify the first letter combination in ngā or whānau, sort words by beginning sound, or write a short phrase such as He manu.