Waiata Ngā Kararehe

Overview

I tēnei rōpū akoranga, ka whakakaha ngā ākonga i te pānui haere (panui haere) i ngā rerenga kōrero māmā mō ngā kararehe me ngā kōrero o tētahi rotarota/waikōrero poto. Ka whai mai ko ngā mahi tuhituhi (mahi tuhituhi) kia mārama ai te tikanga o ngā tohu tuhituhi me te āhua o te kōwae ki tā rātou tuhinga.

Learning intentions

• WALT pānui haere au i ngā rerenga kōrero poto mō ngā kararehe kia mōhio au ki te tikanga.
• WALT whakamahi tohu tuhituhi māmā (pērā i te wāhi aukati/period, te pātai, me ngā kupu āwhina pērā i “He/Kei”) i roto i āku rerenga kōrero.
• WALT tuhituhi rerenga kōrero takitahi mō taku kararehe me tētahi wāhanga o te rotarota/waikōrero.
• WALT whakarongo, ka whai wā anō ki te kōrero, kia tika ai te whakawhitiwhiti whakaaro.

Success criteria

• I can pānui haere i te rerenga kōrero māmā me te aro ki ngā kupu matua (kararehe, mahi, āhua).
• I can tohu tika i te mutunga o taku rerenga (pērā i te “.”) me te tīmata kupu nui.
• I can tuhituhi 2–3 rerenga kōrero e pā ana ki ngā kararehe me tētahi rārangi poto o te rotarota.
• I can whakatikatika i taku rerenga kōrero kia mārama ai te kaipānui.

Curriculum links

• Te Reo Māori Taumata 2 (Rautaki Reo) — panui haere i ētahi wā.
• Te Reo Māori Taumata 2 (Rautaki Reo) — ka mārama haere ki te āhua o te kōwae me te hua o te whakamahi tohu tuhituhi i roto i ngā tuhinga.
• Te Reo Māori Taumata 2 (Āheinga Reo) — ka aro atu ki te pūtake o te tuhinga me te kaipānui.
• Te Reo Māori Taumata 2 (Ngā āhuatanga o te ākonga) — ka mōhio he wā anō ki te kōrero ki tētahi, he wā anō ki te whakarongo.

Lesson structure (90 minutes)

1. 0–10 min · Whakaohooho (animals + waiata). Teacher shows 3 animal picture cards and sings/recites one short nursery rhyme line (teacher-led, slow). Student chooses an animal card and repeats 1–2 words.
2. 10–25 min · Panui haere (modeled shared reading). Teacher reads aloud 4 simple sentences on a card strip, pointing word-by-word; student follows with a finger under each word. Teacher asks: “He aha te kararehe?” and “Kei hea / ka aha?”

• Sentences for the board/strip (editable):

1. He ngeru.
2. Kei runga te moenga te ngeru.
3. Ka peke te ngeru, ka kata.
4. He ruri (rorotiti) tā mātou waiata mō ngā kararehe.

3. 25–35 min · Tautoko panui (choral + echo). Teacher and student read together in unison, then student reads one sentence alone; teacher praises accuracy and notes one punctuation cue (e.g., period at the end).
4. 35–50 min · Mahia te panui haere (worksheet 1: Match & read). Teacher gives Worksheet A. Student matches each picture to the correct sentence, then circles the first word and reads the full sentence aloud to the teacher (1 sentence at a time).
5. 50–60 min · Mahi toi paku (art anchor). Student draws their chosen animal on mini-paper (or colours a template) and adds 1 action symbol (e.g., jumping/purring) to support writing later.
6. 60–75 min · Mahi tuhituhi (worksheet 2: Sentence frames). Teacher explains: we will write for a reader—someone else should understand. Student uses sentence frames to write 2–3 sentences about their animal and one short rhyme line fragment. Teacher models punctuation: start with capital letter, end with “.”

• Sentence frames (choose 2–3):
• He ______.
• Kei ______ te ______.
• Ka ______ te ______.
• Waiata: “______ ______.” (use 2–4 words from the nursery rhyme line)

7. 75–85 min · Whakamātautau (self-check for punctuation). Teacher introduces a simple checklist. Student rereads their writing, checks: (1) capital at start, (2) “.” at end, (3) spaces between words. Student corrects one thing only.
8. 85–90 min · Katinga (exit talk + praise). Student reads their best sentence aloud; teacher records 1 next step for tomorrow (e.g., add one more detail word like colour/size or improve punctuation).

Resources

• Animal picture cards (ngeru/cat, kurī/dog, manu/bird, ika/fish) and action icons (pēke/jump, oma/run, kata/laugh).
• Sentence strip with 4 simple sentences (teacher-made).
• Worksheet A (Match & read).
• Worksheet B (Sentence frames for tuhituhi).
• Mini-paper for drawing + crayons/coloured pencils.
• Punctuation checklist card: “Tīmata ki te reta nui / Mutunga ki te.”
• Word cards for key words (He, Kei, Ka, te, taku/ tōku, kararehe names).
• Timer/visual schedule cards for autism-friendly predictability.

Assessment

• Formative: during panui haere, teacher listens for correct tracking (finger under words) and comprehension questions (“He aha? Ka aha?”).
• Formative: worksheet A accuracy (picture-sentence matching) plus one-sentence oral read.
• Formative + quick check: worksheet B punctuation checklist completion and student rereading the written sentences.

Differentiation

• Support: sentence strips broken into single lines; word cards for high-frequency words; allow pointing and echo reading before independent reading.
• Support: provide “choice writing” (2–3 frames) rather than open writing; include a ready-to-trace punctuation dot “.”.
• Extension (light): add one extra describing word (pērā i “māhī”/friendly, “nui”/big) if finished early.
• Autism considerations: same routine across both panui and tuhituhi parts; minimal background noise; short movement break after reading; clear visual timetable; avoid timed pressure—use “when ready” cues.
• EAL/SEN within Māori-medium: keep language consistent with the frames and nursery rhyme fragment; provide repetition and visual anchors.

Worksheets (teacher printable text)

Worksheet A: Panui haere — “Whakaōrite te kōrero ki te pikitia”

Directions (student-friendly):

1. Titiro ki te pikitia.
2. Rapua te rerenga kōrero tika.
3. Pānui māu kotahi rerenga.

• Pictures: (cat, dog, bird)
• Sentence options:
• 1. He ngeru.
• 2. He kurī.
• 3. He manu.
• 4. Kei runga te moenga te ngeru. Task: Match each picture to the correct sentence number, then circle the first word (He/Kei) and read the sentence aloud.

Worksheet B: Mahi tuhituhi — “Tuhituhi mō taku kararehe”

Directions: Write 2–3 sentences. Use the frames. End each sentence with a “.”

Sentence frames (fill the blanks):

• He __________.
• Kei __________ te __________.
• Ka __________ te __________.
• Waiata: “__________ __________.”

Student self-check (circle):

• Tīmata ki te reta nui? Āe / Kāo
• Mutunga ki te.? Āe / Kāo
• Kōrero mārama mō te kaipānui? Āe / Kāo