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Oral language, Year 0–1

Kura: Nawton School
Kaiako: Lisa Hopa
Level: Yr 1

An oral language lesson focused on the locative nouns ‘mua’ and ‘muri’.

For discussion

For discussion

  1. How could you utilise your resources to maximise opportunities for teaching and learning
    in your classroom?
  2. How do you pitch your reo ā waha sessions to provide challenge with the appropriate
    amount of support to ensure the students feel successful?
  3. How do you connect your pānui, tuhi and reo ā waha to provide a rich language learning


[Uakaka - song] 

[Teacher I/V]

The student’s level of language is all quite different when they enter the school. Some of them come from kōhanga reo, some come with no Māori language at all. So, it’s a big job for the teacher when there is such variation in language ability. 

[Teacher to students]

Good morning, children.

Good morning, Whaea Lisa.

I’ve got a book for us to read this morning. The name of the book, or the title is called, Te Taniwha me te Poraka. 

[Teacher I/V]

The learning focus this morning is for the students to know and understand the meaning of the words ‘mua’ and ‘muri’. The other objective is for the students to be able to stand to show that they know what they mean through a short skit. Hopefully, by doing it orally, physically and seeing others model it they will get a really good understanding of the words. 

[Teacher to students]

Kia tūpato Poraka kei muri te taniwha i te harakeke. E peke, kia tere!

Kia tūpato Poraka, kei muri te taniwha i te raupō. E peke, kia tere! 

[Teacher I/V]

There are lots of grammatical mistakes heard in the classroom each day – things like ‘tāku tērā’ or ‘taku wā’ when they are playing games. As teachers, we need to ensure we are using those terms correctly. 

[Teacher to students]

Kia tūpato Poraka kei muri te taniwha i a koe! E peke, kia tere! Uaka! Uaka!

Kia tūpato Taniwha kei muri te taniwha i a koe! Kia tere te kauhoe atu!


We have an activity now. We are learning about the words ‘mua’ and ‘muri’.

Kia tūpato Poraka, kei mua te taniwha i a Whaea Lisa. In this gap we are going to use the words ‘mua’ or ‘muri’. In this space we are going put a student’s name. Good. 

[Teacher I/V]

I really enjoy plays, because I think the students are able to really engage in them  - viewing, participating and orally practicing the sentence they are learning. Sometimes I make resources they can use – games like ‘ikaika’, ‘Do you have a ‘t’ … those types of games. Through using these games they can practice daily. 

[Teacher to students]

What about you, Charlie? Stand up, Charlie. Is the taniwha ready? Kia tūpato Poraka kei muri te taniwha i a Uenuku. 

Kia tūpato Poraka kei mua/muri te taniwha i a Uenuku. 

Well done – shall we all say it? Toru, whā, “Kia tūpato Poraka kei muri te taniwha i a Uenuku.” 

[Teacher I/V]

Some of the students were still quite shy this morning. We can probably do it again so that they get the opportunity to practice the concepts some more. Then they will be able to enjoy it.

Great. Let’s all say it now.


Kia tūpato Poraka kei muri te taniwha i Amiria. 

[Teacher I/V]

Although oral language development can be a frustrating aspect of the classroom if we continue to give them opportunities to learn they will improve and become good speakers of Māori. Definitely.

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