Tuarere Tahi Foundations

Overview

Lesson 1 of 16 introduces structured literacy as a clear, cumulative way of learning to read and write. Through oral language, listening, movement and picture-supported discussion, students explore why learning sounds, letters and words explicitly can help every learner, including Māori learners, while recognising the importance of te reo Māori, identity and whānau knowledge.

Learning intentions

• WALT listen carefully to spoken words and notice sounds.
• WALT understand that reading and writing are taught through connected steps.
• WALT share why stories, language and names are important to us.
• WALT learn that Tuarere Tahi means learning together and supporting one another.

Success criteria

• I can listen, look and join in respectfully.
• I can say one thing I noticed about a word or sound.
• I can explain that letters represent sounds in words.
• I can show how I can help myself or a classmate learn.

Curriculum links

• English: oral language, listening and responding, vocabulary, phonological awareness, early reading and writing.
• English: making meaning from and creating texts, including sharing personal and cultural connections.
• Te Mātaiaho / refreshed curriculum: building foundational knowledge through deliberate, sequenced teaching and regular practice.
• Key competencies: managing self, relating to others, participating and contributing.

Lesson structure (60 minutes)

1. 0–5 minutes – Welcome and learning together Display the opening image in the introduction and hook slides: several children learning together around a book. Welcome students using their names and, where appropriate, familiar greetings in te reo Māori. Introduce the unit title, Empowered English: Tuarere Tahi, and explain that tahi means one or together in this context.

2. 5–12 minutes – What helps us learn? Ask: “What helps your brain learn a new word, song or game?” Accept gestures, home-language responses and short answers. Record ideas such as listening, looking, saying, practising, moving and asking for help. Reinforce that every learner brings knowledge, language and strengths to the classroom.

3. 12–22 minutes – What is structured literacy? Use the structured literacy teaching slides to introduce four child-friendly ideas:

• sounds can be heard in spoken words;
• letters and groups of letters represent sounds;
• words can be blended for reading and separated for spelling;
• learning is taught clearly, in small steps, with practice and review. Model “m-a-t” slowly, then blend it as “mat”. Students use their fingers to tap, say and blend. Avoid expecting independent decoding from students who are not ready; participation may be oral or through pointing.

4. 22–35 minutes – Sound detectives Show pictures on the sound-detective activity slides. Say two familiar words, such as sun and sock, and ask students to identify whether they begin with the same sound. Students touch their head for “same” and shoulders for “different”, then practise with a partner. Use names and culturally familiar words where pronunciation is known and appropriate. Emphasise that we listen carefully to the whole word and that accents and languages are valued.

5. 35–47 minutes – My learning pathway Distribute the My Learning Pathway picture worksheet. Students draw or circle ways they learn best: listening, looking, saying, moving, practising or asking for help. They complete the sentence orally to an adult or partner: “I can learn when I…” Teachers and support staff scribe children’s words as needed. Year 2–3 students may add one example of a word or sound they know.

6. 47–55 minutes – Tuarere Tahi circle share Return to the discussion and sharing slides. In a circle, invite students to share one idea from their worksheet or one way they can support a learning partner. Co-construct a class promise: “We listen, practise, encourage and learn together.” A student may pass, point to a picture or share in their home language.

7. 55–60 minutes – Review and exit response Use the plenary slides to revisit the success criteria. Ask students to show with fingers from one to three how confident they feel about explaining structured literacy. Gather worksheets and note one oral response from selected students. Preview that the next lesson will focus on hearing and working with sounds in words.

Resources

• the introduction, teaching, activity and plenary slide deck
• the My Learning Pathway picture worksheet
• Whiteboard and markers
• Class book or enlarged shared text
• Picture cards or familiar classroom objects
• Magnetic letters or foam letters, if available
• Pencils, crayons and clipboards
• Seating space for a circle

Assessment

• Listen for students identifying whether two words begin with the same sound; record names needing further support.
• Observe participation in oral blending, movement responses and partner discussion.
• Review worksheets for students’ preferred learning supports and use responses to plan grouping and scaffolding for Lesson 2.

Differentiation

• Support Year 0–1 learners with gestures, picture choices, repeated modelling and one-step instructions. Accept pointing, actions, home-language responses or verbal answers.
• For students learning English as an additional language, preview key words with pictures, allow rehearsal with a trusted partner and pronounce names and words accurately.
• For students needing sensory or communication support, offer a quiet space, movement breaks, non-verbal response options and adult scribing.
• Extend Year 2–3 students by asking them to segment a simple word, explain how blending helps reading, or suggest another respectful way to support a learning partner.