Te Reo o Te Rangi

Overview

Students learn and use four names for objects in the sky: te marama (the moon), ngā whetū (the stars), te rā (the sun) and te tākirirangi (the rocket). Through listening, picture matching, repetition and a short drawing task, students build confidence understanding and saying familiar te reo Māori words.

Learning intentions

• WALT understand and say names for objects in the sky.
• WALT listen for specific words in te reo Māori.
• WALT match familiar words to pictures.
• WALT use polite, clear classroom language when working with others.

Success criteria

• I can say te marama, ngā whetū, te rā and te tākirirangi.
• I can point to the correct picture when I hear a word.
• I can match each Māori word to the correct picture.
• I can use Tēnā koe, āe and kāo politely during our activity.

Curriculum links

• Receptive skills – Pānui: understanding overall meaning and specific detail in short texts made mainly from familiar language.
• Cultural and sociolinguistic knowledge – Maramataka: recognising the importance of the moon and seasonal observations in Māori knowledge.
• Cultural and sociolinguistic knowledge – Instructions: following and giving clear, purposeful instructions using polite language and acknowledging relationships and place.
• Linguistic knowledge: developing a wider range of familiar classroom language and formulaic expressions.

Lesson structure (30 minutes)

1. 0–4 min · Whakatau and visual hook. Teacher welcomes students with “Tēnā koutou katoa”, introduces the learning intention, and opens the opening sky image and learning intention showing a striking night-sky scene with the moon, stars, sun and a rocket; ask, “He aha ēnei mea?” Students look, listen and share any words they already know, using “Ki ōku whakaaro…” if ready.

2. 4–10 min · Hear and repeat. Teacher reveals one picture at a time in the vocabulary slides, says each phrase clearly, and has students echo it, clap the beats and make a simple action: circle arms for te marama, twinkling fingers for ngā whetū, arms high for te rā, and hands moving upwards for te tākirirangi. Students repeat as a whole class, then practise quietly with a partner. Emphasise pronunciation, including long vowels and the ng sound in ngā and tākirirangi.

3. 10–15 min · Listen and point. Teacher displays all four images and uses the listen-and-point slides to call a word in a varied order, sometimes at natural speed and sometimes twice. Students point to the matching image, then show a thumbs-up when they are confident; teacher checks several students from different parts of the room and reteaches any confusing pair.

4. 15–22 min · Pair matching and speaking. Teacher places students in pairs and distributes the sky-word matching worksheet; explain the task with the model on the worksheet instruction slide. Students match or draw lines between the four Māori words and pictures, then take turns asking “He aha tēnei?” while their partner answers “Ko te marama”, “Ko ngā whetū”, “Ko te rā” or “Ko te tākirirangi.” Partners respond politely with “Āe, tika!” or “Me whakamātau anō.”

5. 22–27 min · Class game: Kua ngaro! Teacher uses the ‘Kua ngaro!’ game slides to show four images, asks students to close their eyes, removes or covers one image on the next slide, and asks “Kua ngaro tēhea?” Students whisper to a partner, then answer together using the full phrase, such as “Kua ngaro te rā!” Repeat three or four times, inviting different groups to answer. Remind students to wait, listen and encourage one another.

6. 27–30 min · Whakakapi and exit check. Teacher returns to the review and farewell slide, points to each picture and invites a final choral response. Students complete the traffic-light check-in exit ticket by colouring STOP, SLOW or GO and saying one word to the teacher or a buddy as they leave. Finish with “Ka pai tō mahi. Ka kite anō.”

Resources

• the sky vocabulary and activity slide deck
• the sky-word matching worksheet
• the traffic-light check-in exit ticket
• Projector or interactive whiteboard
• Pencils, crayons and erasers
• Four large sky-object picture cards for teacher modelling
• Space for students to sit with a partner

Assessment

• During repetition and listen-and-point, note who can distinguish and pronounce each of the four words.
• Circulate during pair work and listen for accurate matching, the question “He aha tēnei?”, and an appropriate answer beginning with “Ko…”
• Use the exit ticket and a quick individual or buddy response to identify students needing further practice next lesson.

Differentiation

• Provide picture cues, gestures, repeated modelling and a small word bank on the worksheet for students who need support.
• Pair students thoughtfully; allow students to first point, then repeat one word, before expecting the full sentence.
• For students developing te reo Māori or English, accept oral, pointing and drawing responses, and avoid requiring written explanations.
• Extend confident students by asking them to lead “He aha tēnei?” with a partner or use “He mea kei te rangi” to describe an object in the sky.