Whakapiki i te Reo · Our Goal Te Kura Māori, VUW have a vision to be New Zealand’s best PLD...

Whakapiki i te Reo

Victoria University of Wellington

Participant Information Guide

Index of Content

1. Overview

2. Acknowledgements

3. Participant Information

4. The Model

5. The Programme

6. Assessment and Monitoring

7. Calendar

8.

9.

10.

Overview

This section includes information about: • The Whakapiki i te Reo Professional Development Programme • Our Goal

In June 2006 Te Kura Māori, Faculty of Education, Victoria University of Wellington (VUW) secured one of the Whakapiki i te Reo (WPR) contracts with the Ministry of Education. The purpose of WPR is to strengthen teachers’ capability to teach through the medium of te reo Māori, by providing a high quality professional learning and development programme (PLD) that improves teachers’ language pro iciency and increases their knowledge, skill and application to support students’ language achievement.

There are three teacher engagement components within this PLD programme: online, face-to-face, and digital technology, (see Figure 1: Concept Design below). Each component has a number of aspects, activities or information that contributes to the overall programme. The online component has material that is available to participants via the computer and Internet. The face-to-face component supports activities that take place between the Regional Coordinator (RC), the In-school Facilitator (ISF), and the participants. The digital technology component material is downloaded and viewed on the iPod Touch or iPad.

The Concept Design also illustrates an underpinning philosophy of creating a teaching and learning partnership between home and school by way of the student.

Examples of these include informing parents through the kura newsletter of the WPR PLD programme and how this contributes to their children’s language success, informing parents of links to online educational language sites and giving parents ideas of language activities and strategies to use at home with their children. Another example of this teaching and learning partnership could be through targeted activities that participants use directly in the classroom, which also involve a home component to see family as active participants in student language development.

The digital world offers opportunities for strengthening Māori identity, expressing a Māori world view and communicating in a local, national and global context. Digitising mātauranga Māori can be a powerful way to transmit aspects of culture, heritage and identity to future generations and those who have moved away from their rohe [area]. (Ministry of Economic Development, 2008, p. 27).

Our GoalTe Kura Māori, VUW have a vision to be New Zealand’s best PLD provider for te reo Māori within Māori Medium educational settings. Being the best means having professional staff that provide a high quality programme in order to increase pro iciency of te reo Māori for students, teachers and schools. The developers plan to realise this vision by providing a quality PLD programme that targets prospective sector participants, engages schools, and utilises modern technology. The programme can be delivered as a whole school or a cluster school arrangement. The programme has been developed to meet the needs of the sector as well as the bene its for the Ministry.

Figure 1: Concept Design

Acknowledgements

This section includes acknowledgement to: • The VUW Project Team • The Regional Coordinators and In-school Facilitators • Professor Ray Harlow and Professor Paul Nation

Te Kura Māori, Faculty of Education, VUW would like to acknowledge those who contribute to the delivery of the programme including:

VUW Project Team • Rawiri Toia • Tabitha McKenzie • Kahu Ropata • Basil Morgan • Daisy Walker, Administrator

RC and ISF Team • Jennifer Rutene, Te Tai Tokerau RC • Brian Wiki, Te Tai Tokerau ISF • Shannon Matenga, Te Tai Rāwhiti RC • Materoa Phillip, Te Tai Rāwhiti ISF • Hemi Ballantyne, Te Tai Rāwhiti ISF • Horowai Smith, Te Tai Rāwhiti ISF • Drummond Morice, Te Tai Rāwhiti ISF • Lavinia Pewhairangi, Te Whanganui-a-Tara ISF • Awaroa Rapana, Te Whanganui-a-Tara ISF • Misty Ormsby, Te Tau Ihu RC • Kaiya Smith, Te Tau Ihu ISF • Suzy Garlick, Te Tau Ihu ISF

Special AcknowledgementsA special acknowledgement is made to Professor Ray Harlow (Waikato University) and Professor Paul Nation (Victoria University) for giving approval for their work to be used as part of the WPR PLD programme.

Participant Information

This section includes information about: • The Participant Expectations • Participant Information Sheet • Memorandum of Understanding – Participant • Information Sheet for Whānau Members • Consent Form for Whānau Members

Participant ExpectationsThe Whakapiki i te Reo participant commits to:1. Positive engagement and completing all course work 2. Failure to meet complete assignment and course work requirements without due cause, may result in

expulsion of the participant from the course3. Negotiating with the school access to students/teachers/whānau in his/her capacity as a programme

participant for aspects of the programme that require release from his/her teaching class5. Advising the WPR Facilitators immediately of extenuating circumstances that arise during the course of

the programme that may compromise active participation.

The Whakapiki i te Reo Participant will: • complete all course work • watch podcasts and complete weekly worksheet • complete weekly re lections and report to the In-school Facilitator (ISF) and/or Regional Coordinator

(RC) • meet regularly with the ISF and/or RC • gather writing and oral samples of students at the required time • implement learning into the classroom programme and report on progress • negotiate with the school, access to students, teachers, whānau, as a programme participant, to complete

aspects of the programme that require release from classroom teaching • advise the VUW team immediately of any circumstances that arise during the programme that may

compromise active participation.

Teacher Participant observation:From time to time a designated observer i.e. ISF or RC within a classroom context will observe the participant. Teacher participant observations are an important part of the WPR programme. The teacher participant will have developed a set of language goals to be assessed by the observer. This information is collected, then collated and analysed by the ISF, RC and the VUW team and forms part of the information reported to the Ministry. At all times individual teacher con identiality is maintained and information provided to the Ministry is primarily made up of quantitative data with unnamed narrative data used to highlight particular initiatives, successes, and/or target language needs.

Whakapiki i te Reo Professional Learning and Development Programme

Participant Information Sheet

Personal details:

First name:

Last name:

Name of Kura:

Number of years teaching:

Estimated classroom roll:

Do you consider yourself to be:

Native speaker Second language speaker

Were you?

Māori medium schooled Bilingual schooled Mainstream schooled

Contact address:

E-mail address:

Contact phone:

Preferred method of contact: phone / email / post

Additional information requiredPlease attach a 100 word summary for each of the following:

• the type of language learning you have been involved in • in te reo Māori, (if possible), explain why you have applied to participate in Whakapiki i te Reo Māori

programme.

Please provide a brief outline of your teaching history.

Document SelectionPlease ensure that you have included the following documentation with your application:

• two x 100 word summaries • a brief teaching history.

Memorandum of UnderstandingWhakapiki i te Reo (WPR)

Professional Learning and Development Programme

BETWEEN: Te Kura Māori, Te Whānau o Ako Pai ki te Ūpoko o te Ika a MāuiVictoria University of Wellington (VUW) Faculty of Education

AND (Participant)

The Whakapiki i te Reo Participant will:

• complete all course work: watch podcasts and complete weekly worksheet complete weekly re lections and report to the In-school Facilitator(s) and/or Regional Coordinator meet regularly with the In-school Facilitator(s) and/or Regional Coordinator gather writing and speaking samples of students at the required time implement learning into the classroom programme and report on progress.

• negotiate with the school, access to students, teachers, whānau, as a programme participant, to complete aspects of the programme that require release from classroom teaching

• advise the VUW team immediately of any circumstances that arise during the programme that may compromise active participation

• return all programme materials in their original distribution condition, as listed below: Apple iTouch 30GB and accessories

Serial number

Note: VUW take no responsibility or liability for any material on the iPod/iPod Touch other than that directly related to the Whakapiki i te Reo programme.

SIGNED: Date:

Participant

SIGNED: Date: Victoria University of Wellington

Memorandum of Understanding Form for Participant

Information Sheet for Whānau Members

Whakapiki i te Reo, Faculty of Education, Victoria University of WellingtonKa nui ngā mihi ki a koutou ki runga i ngā āhuatanga o te wā. Rere kau atu ngā roimata māturuturu mai i ngā kamo mō te hunga okioki, nō reira koutou kua wheturangitia, haere, haere, moe mai rā koutou ki a koutou. Ka hoki mai ki a tātou ngā mahuetanga o rātou mā, tēnā rā tātou.

Te Kura Māori of Victoria University of Wellington has been contracted by the Ministry of Education to provide a Whakapiki i te Reo professional learning and development programme in level 1 and 2 Māori medium schools from 2009–2013.

What is the Whakapiki i te Reo professional learning and development programme?The programme:

• is a 3 year programme for developing te reo Māori • is focused on a whole school approach (all or the majority of staff) • includes an In-school Facilitator (staff member/s from your school to facilitate the programme with

other staff members) • includes support from the Regional Coordinator, Programme Coordinators and Project Director of the

contract.

The aims of the programme are to: • improve teachers’ knowledge of aspects speci ic to teaching in kaupapa mātauranga Māori settings • strengthen teachers’ understanding of theory, methodology and strategies pertaining to teaching within

an immersion or bilingual environment • strengthen teachers’ understanding of assessment in an immersion and/or bilingual environment • strengthen teachers’ capability and con idence to teach through the medium of te reo Māori • improve teachers’ understanding and use of Te Reo Māori i roto i te Marautanga o Aotearoa and the

Te Reo Māori in Mainstream curriculum document • make links between school (teacher), student, home (family and community) to support the language to

lourish (see diagram below).

Consent Form for Whānau Members I, the undersigned, do hereby consent to the use by Victoria University of Wellington (VUW) of work

samples (unnamed), video images, voice or both, in relation to the Whakapiki i te Reo (WPR) teacher professional learning and development programme.

I have been provided information about the nature of the VUW WPR programme currently operating in my child’s school.

I am the legal parent/guardian of the child named below. I have read this consent form and fully understand its purpose. I give permission for work samples (unnamed), video footage, still images and voice recordings of my

child named below to be used as part of the delivery and content of the VUW WPR programme. The use of work samples (unnamed), video, photograph, or audio capture could include the development of video podcasts and teacher booklets for the WPR teacher professional learning and development programme.

Student name:

School:

Year Level:

Teacher name:

Printed name of Parent/Guardian:

SIGNED: Date: Parent/Guardian

SIGNED: Date: Principal

SIGNED: Date: Victoria University of Wellington

The Model

This section includes information about: • The Whakapiki i te Reo Professional Development Model

WPR is a PLD programme aimed to support Māori medium schools and settings deliver high quality Māori language programmes for their students.

The PLD programme utilises mobile devices to integrate language teaching and learning theories, effective teaching strategies and assessment processes that inform classroom practice.

One of the advantages of using mobile devices is its ubiquitous anytime, anywhere learning. The VUW WPR team knows that teachers are very busy and the use of mobile devices means teachers don’t have to leave their school for six months of intensive training.

The placement of the VUW WPR model as a school-based programme allows participants to analyse and trial a range of concepts related to te reo Māori, second language acquisition and teaching and learning theories within their classroom on a daily basis. Participants will be given time to plan and align the WPR programme with their classroom programme. This will allow opportunities for classroom inquiry to occur to identify students‘ language needs. Classroom observations, in-class modelling, weekly ‘Hei mahi‘ and discussions with the ISF, RC and colleagues will provide participants with the skills and knowledge required to identify and plan appropriate intervention to support the speci ic linguistic demands and needs of students to achieve their learning goals and outcomes.

VUW are the irst WPR provider to use mobile assisted technology, revolutionising the way te reo Māori is being taught to help students achieve their learning goals and outcomes. The technology has allowed VUW to go nationwide and reach rural schools that often don’t get to participate in PLD programmes because of their isolation.

The VUW WPR programme focuses on providing participants with the skills and knowledge required to identify and plan for the speci ic linguistic demands and needs of students to achieve their learning goals and outcomes. The PLD programme is also cognisant of the school’s protocols, vision and language aspirations as key components and provides learning opportunities for students to explore and celebrate their language learning successes.

The Programme

This section includes information about the WPR: • Programme Aims • Programme Summary • Programme Objectives • Programme Effectiveness • Implementation Plan

The WPR PLD Programme Aims

The WPR programme is planned to: • increase te reo Māori language pro iciency of Māori medium teachers • support whole school and cluster school development • increase learner access to quality teaching models of te reo Māori • increase the effectiveness of teaching and learning in, and through te reo Māori • include Te Marautanga o Aotearoa as a pathway to develop a curriculum that meets the aspirations of

whānau, hapū, iwi, students, and community • maximise students’ language needs • support the provision of dialect and iwi speci ic discourses at school or cluster level • provide kura with a quality language pro iciency programme that is cutting edge in its use of technology

through video podcasting and iPods • meet the present challenges of limited relief staff for the Māori medium sector • provide a professional development framework that provides coherent opportunities for classroom

implementation and inquiry.

The WPR programme will involve: • support for the goals and aspirations of their kura participants and how these will be re lected and

aligned to the kura or cluster vision that has been developed • strengthening kaiako Māori language capacity, and raising kura capability and sustainability of kaiako • the incorporation of the effective use of Māori resources that support teaching and learning and provide

access to mātauranga Māori • the provision of coherent opportunities for classroom inquiry to occur to identify students’ language

needs and allows kaiako to analyse and trial a range of concepts within their classroom focussed on valued student outcomes

• the implementation of the programme to be informed by kura leaders, during the development stage, to ensure the programme re lects the language goals and aspirations they have developed, in consultation with whānau, hapū, and iwi, for their students.

Programme Summary

The WPR programme will be based on the following understandings and underlying principles:

• develop collaborative relationships with kura leaders to share expertise, work together on effective teaching and learning opportunities, and inform kura decision making about students language achievement and success in Māori medium schools and settings

• review national and international theoretical studies and classroom inquiry to form the basis of the implementation and practice of the WPR professional learning and development programme they deliver

• provide high quality professional learning opportunities that raise kaiako capability and raise kura capacity and sustainability in language teaching and learning programmes

• set priorities based on what works best to ensure students have access to high quality Māori language education opportunities

• provide appropriate information to the kura and/or clusters that will assist them to support kura whānau, hapū and iwi aspirations to regenerate tikanga, mātauranga, and te reo Māori particular to their school settings

• participate in regular meetings with the Ministry’s National Coordinator, and evaluator to report on progress, provide documented evidence of success, identify areas that require further improvement and, together, develop strategies to address these

• provide regular reports to the Ministry, through the National Coordinator and/or evaluator about the learning progression of kaiako to assist Māori medium students to experience success in language learning; what kura have done to support their kaiako to experience success in the programme, and about the areas that require further improvement to maximise students’ language development.

Programme Objectives

The expected outcomes of the school-based programme are for teachers to have: • improved their reo pro iciency to effectively provide high quality teaching and learning opportunities to

raise students‘ language development • a deepened understanding of second language theories and teaching methodologies to teach second

language learners • increased their knowledge of Te Marautanga o Aotearoa, teaching and learning pedagogy within a Māori

immersion setting and assessment practices that are aligned to the Māori medium National Standards framework

• knowledge, skill and practice to co-construct, with their students, learning intentions and success criteria based on their reo Māori learning programme

• a WPR programme that will incorporate assessment processes to provide appropriate information of students’ progress in language pro iciency aligned to the Māori medium National Standards framework

• demonstrated knowledge, skill and practice to integrate reading, writing and oral language as a foundation skill for students

• developed new knowledge, skills and practice to improve learning through the use of sound theoretical knowledge, evidence-informed inquiry skills, shifts in practice, and supportive organisational conditions in their language programmes

• demonstrated change in kaiako practices to better support students‘ language needs leading to high literacy achievement outcomes.

Programme Eff ectiveness The outcomes, indicators and evidence of the progamme for each kura should include evidence that indicate progress made towards the outcomes sought from the WPR programme.

The effectiveness of the programme will be measured using a variety of strategies.

The following Language Effectiveness Table has been developed as an indicative sample demonstrating the type of programme indicators the VUW model develops with the kura. This also includes the effectiveness in relation to programme implementation.

Language Effectiveness Table

Kura Intended Outcomes Indicators

Demonstrated improved teacher capability through increased pro iciency, con idence and application of te reo Māori in Māori medium teaching contexts.

Participants will be able to demonstrate: • increased correct use of kīwaha, whakataukī and

kupu hou being spoken by kaiako in a variety of contexts

• the appropriate use of second language learning methodologies in a Māori medium teaching context

• improved kaiako knowledge, skills and capability to produce a high quality Māori medium teaching exemplar.

Participants will: • produce quality second language acquisition unit plans

to be checked by a peer following set criteria before teaching

• be formally observed delivering quality second language acquisition teaching

• provide detailed evaluations and next teaching steps with each completed unit plan

• keep re lective notes on their shifts in teaching practice • produce a high quality exemplar that has been trialed,

evaluated and peer reviewed.

Increased teacher knowledge and skills in aspects speci ic to Māori medium teaching.Participants will be able to demonstrate:

• increased use of Te Marautanga o Aotearoa in their teaching.

Participants will: • produce quality second language acquisition unit

plans using Te Marautanga o Aotearoa and supporting materials as key resources

• be formally observed delivering quality second language acquisition teaching based primarily on Te Marautanga o Aotearoa

• keep re lective notes on their shifts in teaching practice in regards to the use of Te Marautanga o Aotearoa.

Improved collaboration and sharing of experiences and learning within kaupapa mātauranga Māori.Participants will be able to demonstrate:

• collaborative practices to support their cluster and kura to promote kaupapa mātauranga Māori teaching and learning.

Participants will: • promote their exemplar in their current kura and

wider cluster • deliver a presentation on the production of a quality

exemplar in their current kura and wider cluster • collate a database of resources to share with their

current kura and wider cluster • produce a long-term te reo Māori implementation plan

for their current kura.

Implementation Plan The ISF, RC and a member of the VUW programme team in meeting the objectives will create an implementation plan.

Your School’s Contribution:Please make sure that according to the Implementation Plan:

• appropriate resources and teacher time are made available • relevant student achievement data is available • time is allocated for in class visits and feedback to teachers • access to whānau in the school to carry out the WPR programme requirements • cover replacement costs of equipment and resources in the event of loss, damage, or theft.

Te Kura Māori, VUW, Faculty of Education’s Contribution: • provide high quality training to ensure participants are supported through the programme • provide necessary resources including people, ICT and literature advise you on gathering

appropriate data • work with you to devise an implementation plan • model and share best practice in your school • evaluate the effectiveness of the plan and identify any further steps your school may need to take.

This section includes information about: • Kura-School Wide Data

Whole Class/School Language Error Analysis

• Teacher Data Participant Information Goal Setting In-class Observations

• Student Data Register of Students to be Tracked Oral Language Assessment Written Language Assessment

As part of the WPR programme presently being provided by VUW in your kura there is information that is needed to better support kaiako in Māori language planning (both kaiako and ākonga), and to also support the kura in its professional development strategy. VUW provide a report to the Ministry of Education about new initiatives and successes by kura who are part of the programme. There are three identi iable areas for the collection of this information; these are kura or school-wide data, teacher data and student data.

This information is collected, collated and analysed by the In-school Facilitator or Regional Coordinator, as well as the assigned personnel from the VUW team and forms part of the information reported to the Ministry. At all times individual teacher and student con identiality is maintained and information provided to the Ministry is primarily made up of quantitative data with unnamed narrative data used to highlight particular initiatives, successes, and/or target language needs.

Kura-school wide data This could be, but not necessarily exclusive to current assessment practices, statistical or data base information collated within schools pertaining to two modes of learning tuhituhi and kōrero. The initial data gathered from kura will be to identify what assessment practices are presently running within the kura. Following this, the In-school Facilitator or Regional Coordinator will work with the school to develop a school-wide assessment strategy.

The assessment and monitoring tool for gathering kura-wide data is: • Whole Class/School Language Error Analysis: A diagnostic sheet to identify whole class/school errors

in the areas of kōrero and tuhituhi.

Whole Class/School Language Error Analysis The purpose of the language error analysis is to:

• identify whole class common errors in the areas of kōrero and tuhituhi • inform individual classroom te reo Māori programmes • inform teacher implementation of the Whakapiki i te Reo programme.

Examples of language errors could derive from: • language commonly heard/written in schools. e.g. He kapu ti koe? • language from the wider community, city, and country. These errors are usually full of transference from

English. For example the incorrect use of pronouns māua-mātou, tāua-tātou • language errors that are speci ic to a local community, school, or whānau.

Pāpā: E Nohorua whakatikatika tōu ruma Tama: I ………… (I’ve done it).

Assessment and Monitoring

Te Tātaritanga o ngā Hapa Reo i te Akomanga Tōpū/Kura Tōpū (He Tauira)

Te Kura: xxxxxxxxx Te Rā: xxxxxxxxx

Te Tau (0-8): xxxxxxxxx Te Kaiako: xxxxxxxxx

Whenu He Kōrero mō te Mātakitaki Tuhia kia 3 ngā hapa nui kua rongo ō taringa i tō akomanga.

Taputapu AromatawaiHe aha ngā taunakitanga kua kohia e koe hei tautoko i ō kōrero?

Ā-Waha 1. He aha tēnei mō?

2. Nā tō…

3. Mā koe…

Tohua ki te porohita:

He mea i rongo noa te taringa

He aromatawai i te ākonga ko ia anake

He aromatawai ā-rōpū

Te hui tahi

He mea atu anō (whakaaturia mai he aha)

Ā-Tuhi 1. i, ki

2. māua ko, rātou ko, koutou ko…

3. ana – ka whakamahi i ngā wā katoa





Te hui tahi


Te Tātaritanga o ngā Hapa Reo i te Akomanga Tōpū/Kura Tōpū

Te Kura: Te Rā:

Te Tau (0-8): Te Kaiako:

Whenu He Kōrero mō te Mātakitaki Tuhia kia 3 ngā hapa nui kua rongo ō taringa i tō akomanga.

Taputapu AromatawaiHe aha ngā taunakitanga kua kohia e koe hei tautoko i ō kōrero?

Ā-Waha 1.

2.

3.





Te hui tahi


Ā-Tuhi 1.

2.

3.





Te hui tahi


Whole Class/School Language Error Analysis

School: Date:

Year Level (0–8): Teacher:

Strand Observation CommentsList 3 key errors you have observed in your classroom.

Assessment Tool What evidence have you gathered to justify your comments?

Oral 1.

2.

3.

Please circle:

Anecdotal notes

Individual assessment

Group assessment

Conferencing

Other (please specify)

Written 1.

2.

3.

Please circle:

Anecdotal notes

Individual assessment

Group assessment

Conferencing

Other (please specify)

Teacher data The teacher data is collected through a variety of ways to ascertain teacher progression in te reo Māori. This information will be tracked both through teacher re lection tasks and one-to-one meetings with the In-school Facilitator or Regional Coordinator.

The assessment and monitoring tools for gathering teacher data include the following: • Participant Information Sheet* Each participant is required to ill in a participant information sheet.

Participants answer questions about their teaching history, language status (for example, second language learner, native language speaker) and their current class roll. (See Participant Information Section).

• Language Pro iciency Test An attestation test on wetereo (language grammar), hopu reo (language acquisition principles) and two modes of learning (writing and speaking) undertaken at the start of the year and again at the end of the year to show any improvement in language development. This test has been developed by the VUW team to correlate with the content that is covered in the VUW WPR programme.

• Strategy Inventory for Language Learning SILLs A questionnaire to discern types of strategies that participants are currently using to acquire language. (The SILLs is available in He Pukapuka mā te Pouako Tau 1, Tau 2).

• Goal Setting* Each participant is expected to set goals for their learning and development at the beginning of the year and revisit these with the ISF and RC. The goals will be developed in consultation with the ISF and RC and may derive from the language pro iciency test results, the SILLs as well as a personal language goal.

• In-class Observations* The purpose of the in-class observations is to get evidence of the participant implementing knowledge they have learned from the WPR programme.

• He Pukapuka mā te Pouako A Teacher’s Book for Year 1 and Year 2. These books contain the SILLs, worksheets for the wetereo and hopu reo sections of the WPR programme, language activities and resources, a re lection activity and a glossary. Each participant receives a book and is expected to complete the work assigned each week and then meet with the ISF to discuss their progress.

*Assessment and monitoring tools included in this folder.

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Participant Info

SILLs Pre-test

Register of Students

Diagnostic Analysis 1

Wetereo 1

Wetereo 2

Wetereo 3

Wetereo 4

Wetereo 5

Wetereo 6

Wetereo 7

Wetereo 8

Wetereo 9

Hopu Reo 1

Hopu Reo 2

Hopu Reo 3

Hopu Reo 4

Hopu Reo 5

Hopu Reo 6

Hopu Reo 7

Hopu Reo 8

Hopu Reo 9

Hopu Reo 10

He Aronga Wetereo

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Huritao 1

Huritao 2

Huritao 3

Huritao 4

Huritao 5

Huritao 6

Huritao 7

Huritao 8

Huritao 9

He Aronga Hopu Reo

Writing Samples 1

Writing Samples 2

Writing Samples 3

Writing Samples 4

Writing Samples 5

Writing Samples 6

Writing Samples 7

Writing Samples 8

Oral Samples 1

Oral Samples 2

Oral Samples 3

Oral Samples 4

SILLs Post-test


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Participant Info

SILLs Pre-test



Wetereo 1

Wetereo 2

Wetereo 3

Wetereo 4

Wetereo 5

Wetereo 6

Wetereo 7

Wetereo 8

Wetereo 9

Wetereo 10

Hopu Reo 1

Hopu Reo 2

Hopu Reo 3

Hopu Reo 4

Hopu Reo 5

Hopu Reo 6

Hopu Reo 7

Hopu Reo 8

Hopu Reo 9

Hopu Reo 10

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Huritao 1

Huritao 2

Huritao 3

Huritao 4

Huritao 5

Huritao 6

Huritao 7

Huritao 8

Huritao 9

Writing Samples 1

Writing Samples 2

Writing Samples 3

Writing Samples 4

Writing Samples 5

Writing Samples 6

Writing Samples 7

Writing Samples 8

Oral Samples 1

Oral Samples 2

Oral Samples 3

Oral Samples 4

SILLs Post-test


Whakapiki i te Reo Register of Work to Complete – Year 1

Participant: Class:

School: Year:

Year 1 Programme Completed Received by ISF or RC

Comments

Participant Info

SILLs Pre-test



Wetereo 1

Wetereo 2

Wetereo 3

Wetereo 4

Wetereo 5

Wetereo 6

Wetereo 7

Wetereo 8

Wetereo 9

Hopu Reo 1

Hopu Reo 2

Hopu Reo 3

Hopu Reo 4

Hopu Reo 5

Hopu Reo 6

Hopu Reo 7

Hopu Reo 8

Hopu Reo 9


Comments

Hopu Reo 10

He Aronga Wetereo

Huritao 1

Huritao 2

Huritao 3

Huritao 4

Huritao 5

Huritao 6

Huritao 7

Huritao 8

Huritao 9

He Aronga Hopu Reo

Writing Samples 1

Writing Samples 2

Writing Samples 3

Writing Samples 4

Writing Samples 5

Writing Samples 6

Writing Samples 7

Writing Samples 8

Oral Samples 1

Oral Samples 2

Oral Samples 3

Oral Samples 4

SILLs Post-test


Whakapiki i te Reo Register of Work to Complete – Year 2

Participant: Class:

School: Year:


Comments

Participant Info

SILLs Pre-test



Wetereo 1

Wetereo 2

Wetereo 3

Wetereo 4

Wetereo 5

Wetereo 6

Wetereo 7

Wetereo 8

Wetereo 9

Wetereo 10

Hopu Reo 1

Hopu Reo 2

Hopu Reo 3

Hopu Reo 4

Hopu Reo 5

Hopu Reo 6

Hopu Reo 7

Hopu Reo 8

Hopu Reo 9


Comments

Hopu Reo 10

Huritao 1

Huritao 2

Huritao 3

Huritao 4

Huritao 5

Huritao 6

Huritao 7

Huritao 8

Huritao 9

Writing Samples 1

Writing Samples 2

Writing Samples 3

Writing Samples 4

Writing Samples 5

Writing Samples 6

Writing Samples 7

Writing Samples 8

Oral Samples 1

Oral Samples 2

Oral Samples 3

Oral Samples 4

SILLs Post-test


Goal Setting

Guidelines for Goal Setting Each participant is expected to set goals for their learning and development of te reo Māori at the beginning of the year and revisit these throughout the year. The goals will be developed in consultation with the ISF and RC. Goals will vary depending on the individual, the classroom setting and the school. Here are some examples for your consideration when selecting a goal.

• Select an aspect of te reo Māori to work on from the results of the language pro iciency test. As an example if vocabulary is an issue, then increasing vocabulary in a range of contexts could be a goal.

• Select an aspect of te reo Māori that has been identi ied through the whole class/school language analysis sheet. For example if the pronouns were identi ied as a common error then make a deliberate attempt to highlight correct pronoun use.

• Select an aspect or a strategy to work on from the results of the SILLs. As an example if the strategy Remembering more effectively was an issue, then the skills identi ied in this area could be a goal for you to work on improving.

• Select an aspect of te reo Māori that has been identi ied by local kaumātua or iwi. • Utilise the re lection and goal setting tasks in He Pukapuka mā te Pouako Tau 1, pages 39–40.

Te Whakatakoto Whāinga (He Tauira)

Kaiako Kura

xxxxxxxxx xxxxxxxxx

Ngā whāinga

Correct usage of ‘i’, ‘ki’, ‘a’, ‘o’ and ‘hāngū’.

Ngā paearu e mōhiotia ai kua eke

I know I have reached my goal when I am con ident in these aspects of grammar and able to develop resources also.

Ngā kōrero arotake

The language concepts i, ki, a and o are frequently identi ied by participants as goals for development and will be discussed by the WPR VUW team to revisit these where needed and ensure suf icient time is given to these concepts in future.

Utilise the podcasts for i, ki, a and o as well as He Pukapuka mā te Pouako to ensure you understand when you use these concepts.

We will keep revisiting these as well throughout the term.

Kaiwhakahaere ā-Rohe: xxxxxxxxx Te Rā: xxxxxxxxx

Te Whakatakoto Whāinga

Kaiako Kura

Ngā whāinga

Ngā paearu e mōhiotia ai kua eke


Kaiwhakahaere ā-Rohe: Te Rā:

Goal Setting Sample

Teacher Kura

Goals

Success criteria

Evaluative comments

Regional Coordinator: Date:

In-class Observations Guidelines for In-class Observations In-class observations are an important part of the VUW WPR programme.

Each participant will be observed throughout the year implementing aspects of the WPR programme into the classroom. Goals will vary depending on the individual, the classroom setting and the school. Here is the process for in-class observations for your consideration.

• The participant will have developed a set of goals to be assessed by the observer during the observation in consultation with the ISF/RC.

• A date, time and designated observer (the ISF or RC) will be set. • The observation will take place. • The session will be observed and feedback will be given based on the pre-set goals including the aspects

that were good, the aspects that need to be worked on and next steps for the future. • The participant and the observer will discuss the observation and the participant will be given an

opportunity to contribute their thoughts to the session as well.

Te Puka Mātakitaki – i te Akomanga (He Tauira)

Kaiako: Kura:

xxxxxxxx xxxxxxxx

Ngā whāinga

Kia tika ngā rerenga kōrero.Kia tika te whakamahi i te ‘i’ me te ‘ki’.


He mahi whakarōpu kai. Ngā kai pai mō te tinana.He aha tēnei kai? He aha tēnā kai?“Haramai konei” Haramai ki konei! “Nellie raua ko Cameron!” korua ko…“Pīrangi koe ki te tini ngā kai?”“Titiro tō ōhia manomano.” Titiro ki… “Titiro te pikitia” Titiro ki …“Kāore he water. He powerade.” Ehara i te wai. He …. kē. “Mōhio koe ki ngā ture?”

Ngā āhuatanga pai Ngā wāhi me whakapakari ake

He pai te ngohe whakarōpu kai.I whai wā ngā tamariki katoa ki te whakarōpu i ngā kai me te kōrero i ōna take. I mārama pai ai ngā tauira ki ngā kai pai/kai kino.

Tērā pea me whakarōpu i te katoa kia ngawari te mahi.Whai wā ngā tauira ki te whakamārama i ō rātou whiringa (kauhau).Akiaki ngā tamariki ki te kōrero Māori. Mihi ki ngā tamariki e kaha ana.

Ngā whakaaro o te tangata e mātakihia ana

Rawe ngā kōrero tautoko a xxx. He pai te mahi mōu. I pīrangi au ki te hopu i taku mahi whakarongo ki te iPā (iPod) ia wā, ia wā, ki te tautoko i taku ako.

Ngā whakaaro o te kaimātaki

Tirohia te paetukutuku a He kupu o te rā (verbs that take ‘ki’).Tirohia anō te pāhorangi, te ‘Hei mahi’ me ngā pukapuka tautoko.(I matapaki māua whai muri i te tirohanga, ā, i whakamārama atu au i ngā āhuatanga i kitea e au. I kī atu me tiro anō ki te pāhorangi me te ‘Hei mahi’ hei āwhina. Ka kōrero hoki i ngā huihuinga 1:1 mō tēnei whāinga).

Kaimātaki: Kaiako: Te Rā:

This in-class observation has focused on use of i and ki, which are concepts that the majority of participants ind hard to grasp. There are good suggestions for improvement for the participant to use, which was agreed

upon, by the participant.

The goals, suggestions and next steps outlined in the three samples above will continue to be reviewed by the PC, RC and the participants throughout Term 4 at the one-to-one meetings with the possibility of another in-class observation (if time permits as Term 4 is only 8 weeks long).

Te Puka Mātakitaki – i te Akomanga

Kaiako: Kura:

Ngā whāinga


Ngā āhuatanga pai Ngā wāhi me whakapakari ake

Ngā whakaaro o te tangata e mātakihia ana

Ngā whakaaro o te kaimātaki

Kaimātaki: Kaiako: Te Rā:

In-class Observations Sheet

Teacher Kura

Goals

Observation Notes

Good aspects Areas to work on

Comments from the Observee

Comments from the Observer

Observer: Observee: Date:

Student dataThe student data is collected through a variety of ways to ascertain student progression in te reo Māori.

All data collation could be scheduled over a ten-week term, with weeks 1–7 used solely for data identi ication and collation while weeks 8–10 could be allocated to illing in the assessment sheets. This will be negotiated with the kura involved. This information will be tracked and discussed during whole staff meetings and one-to-one meetings with the In-school Facilitator or Regional Coordinator.

The VUW WPR team’s tools for monitoring student’s language development are: • Register of Students to be Tracked* Each participant identi ies three students to be tracked for the

year. The students should include a high achiever, medium achiever, and a low achiever in the areas of kōrero and tuhituhi. Writing and speaking samples will be gathered from these students throughout the year and analysed using the WPR programme marking guides with the help of the ISF or RC.

• Oral Language Assessment* Each participant selects and monitors three student’s oral language over the year and reports this to the ISF. A plan is also developed to improve the student’s oral language.

• Written Language Assessment* Each participant selects and monitors three student’s written language over the year and reports this to the ISF. A plan is also developed to improve the student’s written language.

*Assessment and monitoring tools included in this folder.

Register of Students to be TrackedParticipants are asked to identify three students to be tracked over the year in the areas of oral and written language for the purposes of the WPR programme. The students should include a high achiever, medium achiever, and a low achiever. At the end of the year the selected students will then be passed on to their next teacher to continue tracking them. The purpose of tracking the same students is to get a longitudinal overview of their progress of te reo Māori in the areas of written and oral language.

When selecting the students, the teacher could consider the following two questions: • Why have you placed them at these levels? • What is your justi ication?

As part of assessment best practice this process would assist the teacher with their overall teacher judgment (OTJ), which also aligns to the principles of Ngā Whanaketanga Rūmaki Māori.

The following questions could be used by the teacher when planning for assessment:1. What modes of learning are you assessing for this term?2. What are you trying to ind out?3. What are you trying to improve? 4. Does it show shifts in student achievement? 5. Does it cater for teacher re lection to analyse teacher practice? 6. How are you going to report this information?

Register of Students to be TrackedInstructions for the WPR participant:Identify three students to be tracked for the WPR programme for the year. The students you select should include a high achiever, medium achiever, and a low achiever in the areas of kōrero and tuhituhi. Writing and speaking samples will be gathered from these students throughout the year and analysed using the WPR programme marking guides with the help of your ISF or RC.

Teacher Information

Teacher Name:

Kura:

Year Level:

Student Information

Student 1

Name:

Year Level:

Current Level for Kōrero: Low / Medium / High

Current Level for Tuhituhi: Low / Medium / High

Student 2

Name:

Year Level:



Student 3

Name:

Year Level:



Oral Language AssessmentGuidelines for assessing oral language: 1. Transcribe student work and place under the ‘Transcription’ section2. Print page and begin error analysis using pen3. Write the ‘Correct Form’ in the listed column4. Following analysis write an evaluative comment identifying ‘next step’ teaching.

Key:

OP – Oral Production. Fluency- language low, intonation,phonology/pronunciation

G – Grammatical errors

D – Maori discourse. Whether it is a Māori structure, or an English structure written in te reo Māori

SLC – Socialinguistic Competence. Use of idioms, proverbial sayings etc, iwi dilectual orientations

C – Cognition. Self corrects, monitors language use, paraphrases, well structured ideas.

Ora

l Pro

duct

ion

(PK

)

Flue

ncy/

Lang

uage

Flo

wIn

tona

tion

Phon

olog

y/Pr

onun

ciat

ion

Lear

ner’

s or

al la

ngua

ge

Gram

mar

The

Lear

ner:

Voca

bula

ry

The

Lear

ner:

Dis

cour

se

(Lan

guag

e di

scou

rse.

H

ow la

ngua

ge is

st

ruct

ured

so

that

it

is u

nder

stoo

d by

the

liste

ner)

The

lear

ner

has:

Soci

olin

guis

tic

Com

pete

nce

Ther

e is

/are

:

Cogn

itio

n

Stra

tegi

c Co

mpe

tenc

e

The

lear

ner:

1 Very

Lim

ited

Pro

icie

ncy

Is h

altin

g; fr

agm

enta

ry/e

xhib

its c

hunk

ing;

invo

lves

lo

ng p

ause

s; is

slow

; con

tain

s muc

h re

petit

ion

wor

ds

& le

arne

d, ro

utin

e ph

rase

s. Is

mon

oton

ic/i

s low

pitc

hed;

soun

ds a

s tho

ugh

read

ing/

is m

arke

d by

pitc

h ri

ses r

ele

ctin

g un

cert

aint

y.Is

mar

ked

by in

corr

ect p

ronu

ncia

tion

of v

owel

s, co

nson

ants

and

vow

el b

lend

s.

Uses

sim

ple

sent

ence

s;

mak

es n

umer

ous m

ajor

an

d m

inor

err

ors.

Has

ver

y lim

ited

voca

bula

ry a

t his

/her

di

spos

al.

Very

lim

ited

know

ledg

e of

app

ropr

iate

M

āori

sequ

ence

m

arke

rs-in

terl

ingu

al

inte

rfer

ence

.

No

evid

ence

of

soci

olin

guis

tic

refe

renc

e.(w

hana

unga

tang

a,

kiw

aha,

wha

kata

uaki

/w

haka

tauk

i).

Uses

long

pau

ses t

o m

enta

lly o

rgan

ise

succ

essi

ve id

eas;

cod

e sw

itche

s to

com

pens

ate

for g

aps i

n m

essa

ge;

requ

ires

pro

mpt

ing.

2 Lim

ited

Pro

icie

ncy

Is fr

eque

ntly

hes

itant

; stil

l inv

olve

s fre

quen

t ch

unki

ng; h

as a

n un

natu

ral

low

; is m

arke

d by

fr

eque

nt re

gula

r, he

sita

nt-p

ause

s; in

volv

es so

me

repe

titio

n-w

ords

& p

hras

es.

Is le

ss m

onot

onic

; is o

ften

low

pitc

hed/

freq

uent

ly

invo

lves

pitc

h ri

ses r

ele

ctin

g un

cert

ainl

y.Re

quir

es c

aref

ul li

sten

ing-

freq

uent

m

ispr

onun

ciat

ions

.

Mak

es re

gula

r maj

or

and

man

or e

rror

s;

uses

sim

ple

stru

ctur

es

and

is n

ot a

war

e of

in

corr

ect g

ram

mar

.

Has

a m

inim

al a

mou

nt

of v

ocab

ular

y w

ith

whi

ch to

com

mun

icat

e id

eas/

thou

ghts

; se

arch

es fo

r wor

ds.

Som

e aw

aren

ess o

f se

quen

cing

but

use

s m

arke

rs in

corr

ectly

-so

me

inte

rlin

gual

in

terf

eren

ce.

Lim

ited

abili

ty in

th

e us

e of

Māo

ri

soci

olin

guis

tic fo

rms –

e.

g. M

āori

pro

noun

s.

Uses

bri

ef h

esita

tions

to

men

tally

org

anis

e su

cces

sive

idea

s;

som

e pr

ompt

ing

still

re

quir

ed.

3 Basi

c Pr

oic

ienc

yFl

ows m

ore

natu

rally

usi

ng si

mpl

e se

nten

ces;

is n

ot

mar

ked

by u

nnec

essa

ry p

ause

s; is

onl

y oc

casi

onal

ly

hesi

tant

.Is

mar

ked

less

freq

uent

ly b

y pi

tch

rise

s re

lect

ing

unce

rtai

nty.

Show

s a g

reat

er a

war

enes

s of M

āori

pho

nolo

gica

l so

unds

-few

occ

asio

nal e

rror

s.

Has

som

e co

ntro

l of

Māo

ri st

ruct

ures

but

m

akes

occ

asio

nal

erro

rs; i

s beg

inni

ng

to p

rodu

ce a

mix

ture

of

sim

ple

and

mor

e co

mpl

ex st

ruct

ures

.

Has

ade

quat

e vo

cabu

lary

to e

xpre

ss

idea

s; o

ccas

iona

lly

sear

ches

for w

ords

.

A gr

owin

g aw

aren

ess

of se

quen

cing

eve

nts

and

is m

akin

g fe

wer

m

ista

kes.

Regu

lar e

rror

s oc

curr

ing

in le

arne

r la

ngua

ge -

som

e us

e of

app

ropr

iate

Māo

ri

soci

olin

guis

tic fo

rms.

Mak

es th

e oc

casi

onal

at

tem

pt a

t sel

f co

rrec

tion;

requ

ires

no

prom

ptin

g.

4 Elem

enta

ryCo

nid

ent

Pro

icie

ncy

Soun

ds m

ore

nativ

e lik

e; p

ause

s are

mor

e m

eani

ngfu

l; co

mm

unic

ates

idea

s usi

ng lo

nger

se

nten

ces.

Is o

nly

occa

sion

ally

mar

ked

by p

itch

rise

s re

lect

ing

unce

rtai

nty.

Con

irm

s con

trol

ove

r pho

nolo

gica

l sou

nds-

mak

es

only

occ

asio

nal e

rror

s.

Mak

es ra

ndom

m

ista

kes i

n co

mpl

ex

sent

ence

stru

ctur

es.

Has

dev

elop

ed a

br

oade

r ran

ge o

f vo

cabu

lary

to c

ope

with

a v

arie

ty o

f top

ics.

The

abili

ty to

use

mor

e ap

prop

riat

e se

quen

ce

mar

kers

– fo

rm is

ge

nera

lly c

orre

ct.

Occa

sion

al e

rror

s ev

iden

t in

lear

ner

lang

uage

– so

me

use

of

Māo

ri so

ciol

ingu

istic

fo

rms i

s mos

tly

appr

opri

ate;

mor

e ev

iden

ce o

f Māo

ri

dial

ecta

l for

ms.

Is a

ble

to se

lf co

rrec

t; is

abl

e to

mon

itor

lang

uage

use

.

5 Nat

ive

like

Pro

icie

ncy

Is a

lway

s sm

ooth

and

effo

rtle

ss –

exp

ress

es id

eas

with

gre

ater

eas

e/co

nid

ence

; has

dev

elop

ed th

e ab

ility

to p

arap

hras

e; is

nat

ive

like.

Show

s no

evid

ence

of i

napp

ropr

iate

pitc

h ri

ses;

re

lect

s cer

tain

ty a

nd c

onid

ence

.Sh

ows a

ccur

acy

in p

rodu

ctio

n of

Māo

ri p

hono

logy

.

Prod

uces

com

plex

se

nten

ces;

mak

es

only

the

occa

sion

al

gram

mat

ical

slip

.

Has

an

exte

nsiv

e vo

cabu

lary

; is a

ble

to

para

phra

se in

stea

d of

sear

chin

g fo

r an

appr

opri

ate

wor

d.

Cont

rol o

ver a

gre

ater

va

riet

y of

sequ

ence

m

arke

rs -

mor

e co

nid

ent a

nd a

ccur

ate

sequ

enci

ng o

f eve

nts.

The

abili

ty to

use

ap

prop

riat

e lin

guis

tic

form

s con

iden

tly

and

accu

rate

ly w

ith

very

lim

ited

slip

s;

clea

r sig

nals

of i

wi

orie

ntat

ions

thro

ugh

dial

ect.

Auto

mat

ical

ly se

lf co

rrec

ts; c

onst

antly

m

onito

rs la

ngua

ge

use;

is m

ore

skill

ed

in p

arap

hras

ing,

can

ef

fect

ivel

y or

gani

se

idea

s.

Oral Language Rating Scale

Puka Aromatawai – Te Reo ā-Waha (He Tauira)

Te Ākonga: xxxxxxxxx Te Rā: xxxxxxxxx

Te Tau: Tau 7 Te Kaiako: xxxxxxxxx

Ngā kōrero i puta i te ākonga

Te tātaritanga Te whakatakoto tika

OP G V D SLC C

I hīkoi a Turau rāua ko Wirihana ki te papa tākaro me i kite rāua i etahi moni me i tiki a Wirihana i te moni katahi i whakaaro a Turau me hoko kai, hoko aha rānei mo ratou katahi i kite e rua ngā tangata i tōna moni i a rāua i hoatu raua te moni ki a rātou katahi i hoatu ia etahi rare ki a rāua.

3 2 3 2 3 3 I hīkoi a Turau rāua ko Wirihana ki te papa tākaro. I kite rāua i ētahi moni. Nā Wirihana te moni i tiki, kātahi a Turau ka whakaaro me hoko kai, hoko aha rānei mā rāua. Kātahi ka kitea rāua e ngā tangata tokorua nā rāua te moni. Ka whakahokia te moni ki te tokorua, ā, kātahi rāua ka hokona ētahi rare mā ngā tama.

Ngā kōrero arotake:Learner has over generalised use of conjunction “me” possible interlingual transference for the English word “and”.Incorrect use of “kātahi i”, instead of kātahi ka.Some confusion over use of Tūpou or pronouns rāua for rātou. Has examples of correct and incorrect use.Errors in quantifying people “e rua ngā tāngata” instead of “tokorua”.Next steps would include going over Māori sentence starters, the correct use of ‘kātahi ka’. Using the Papa Whakakōrero resource to correct pronouns and quantifying people. Some time on the use of punctuation and grammar conventions of the wetereo podcasts would be advantageous.

Puka Aromatawai – Te Reo ā-Waha

Te Ākonga: Te Rā:

Te Tau: Te Kaiako:

Ngā kōrero i puta i te ākonga

Te tātaritanga Te whakatakoto tika

OP G V D SLC C

Ngā kōrero arotake:

Oral Language Assessment Sheet

Student: Date:

Year level: Teacher:

Transcription Analysis Correct Form

OP G V D SLC C

Evaluation Comment:

Written Language Assessment

Guidelines for assessing written language: 1. Scan a copy of student work and place under the ‘Writing Sample’ section. 2. Print page and begin your analysis. 3. Refer to the reverse to help you identify features within the sample. Highlight features under the section

that show in the written sample.4. Record errors as well as good writing in the ‘Identi iable Features’ column.5. Following analysis write an evaluative comment identifying the next steps in teaching.

Written Language Rating ScaleCr

iter

ia

Elem

enta

ry (1

)In

term

edia

te (2

)U

pper

inte

rmed

iate

(3)

Adva

nced

(4)

Spec

ial p

urpo

se (5

)

Idea

s &

Ar

gum

ent

Evid

ence

of f

ew id

eas w

ith n

o ap

pare

nt d

evel

opm

ent.

Litt

le

appa

rent

coh

eren

ce to

text

.

Lim

ited

rang

e of

idea

s exp

ress

ed.

Dev

elop

men

t may

be

rest

rict

ed

and

ofte

n in

com

plet

e or

unc

lear

. In

form

atio

n is

not

arr

ange

d co

here

ntly

.

Mod

erat

e ra

nge

of id

eas e

xpre

ssed

. To

pic

deve

lopm

ent p

rese

nt b

ut m

ay

still

lack

som

e de

tail

and

supp

ortin

g st

atem

ents

. Inf

orm

atio

n ge

nera

lly

arra

nged

coh

eren

tly.

Good

rang

e an

d pr

ogre

ssio

n of

idea

s ex

pres

sed

and

cohe

rent

ly a

rran

ged,

al

thou

gh th

ere

may

still

be

isol

ated

pr

oble

ms.

Idea

s and

evi

denc

e ar

e re

leva

nt b

ut m

ore

deta

il m

ay st

ill b

e de

sira

ble.

Good

rang

e of

rele

vant

idea

s are

co

here

ntly

exp

ress

ed. E

vide

nce

is

pres

ente

d an

d di

scus

sed.

Whe

re

appr

opri

ate

a po

int o

f vie

w is

pr

esen

ted

and

deve

lope

d.

Accu

racy

Very

lim

ited

gras

p of

lexi

cal,

gram

mat

ical

and

rela

tiona

l pat

tern

s. Li

ttle

gra

sp o

f con

vent

ions

of

punc

tuat

ion

and

spel

ling

and

use

of c

ohes

ive

devi

ces.

Lim

ited

gras

p of

lexi

cal,

gram

mat

ical

an

d re

latio

nal p

atte

rns a

nd u

se o

f co

hesi

ve d

evic

es. W

eakn

esse

s in

punc

tuat

ion

and

or sp

ellin

g.

Mod

erat

e gr

asp

of le

xica

l gr

amm

atic

al a

nd re

latio

nal p

atte

rns

and

use

of c

ohes

ive

devi

ces e

nabl

ing

the

expr

essi

on o

f a b

road

er ra

nge

of

mea

ning

and

rela

tions

hips

bet

wee

n th

ose

mea

ning

s. Oc

casi

onal

faul

ts in

pu

nctu

atio

n an

d sp

ellin

g.

Com

pete

nt g

rasp

of l

exic

al a

nd

gram

mat

ical

pat

tern

s alth

ough

pr

oble

ms m

ay st

ill o

ccur

with

pu

nctu

atio

n an

d sp

ellin

g.

Rela

tions

hips

with

in a

nd b

etw

een

prop

ositi

ons g

ener

ally

wel

l man

aged

.

Con

iden

t and

gen

eral

ly a

ccur

ate

use

of le

xica

l and

gra

mm

atic

al p

atte

rns,

use

of c

ohes

ive

devi

ces,

punc

tuat

ion

and

spel

ling.

Rel

atio

nshi

ps w

ithin

an

d be

twee

n pr

opos

ition

s wel

l m

anag

ed.

Flue

ncy

Isol

ated

wor

d or

shor

t sto

ck p

hras

es

only

. Ver

y sh

ort t

ext.

Text

s may

be

sim

ple,

show

ing

little

dev

elop

men

t. Li

mite

d ra

nge

of g

ram

mat

ical

stru

ctur

e an

d vo

cabu

lary

. Litt

le su

btle

ty a

nd

lexi

bilit

y.

Text

s sho

w in

crea

sed

deve

lopm

ent.

Wri

tes w

ith a

fair

rang

e an

d va

riet

y of

lang

uage

. Mod

erat

e le

vel o

f su

btle

ty a

nd l

exib

ility

.

Can

gene

rally

wri

te sp

onta

neou

sly

on g

ener

al to

pics

. Com

pete

nt u

se

of a

rang

e gr

amm

atic

al st

ruct

ures

an

d vo

cabu

lary

. Com

pete

nt le

vel o

f su

btle

ty a

nd l

exib

ility

.

Wri

tes w

ell o

n ge

nera

l top

ics a

nd

on m

atte

rs re

leva

nt to

ow

n sp

ecia

l pu

rpos

e in

tere

sts.

Good

rang

e of

gra

mm

atic

al st

ruct

ures

and

vo

cabu

lary

, sub

tlety

and

lex

ibili

ty.

Appr

opri

acy

Use

of la

ngua

ge (i

nc la

yout

) m

inim

ally

app

ropr

iate

to te

xt ty

pe,

func

tion

and

com

mun

icat

ive

goal

.

Use

of la

ngua

ge g

ener

ally

ap

prop

riat

e to

func

tion

text

type

and

co

mm

unic

ativ

e go

al w

ithin

a li

mite

d ra

nge

of te

xt ty

pe.

Use

of la

ngua

ge g

ener

ally

ap

prop

riat

e to

func

tion,

text

type

an

d co

mm

unic

ativ

e go

al w

ithin

a

mod

erat

e ra

nge

of te

xt ty

pes.

Text

ual

orga

nisa

tion

and

layo

ut a

ppro

pria

te

to te

xt ty

pe.

Use

of la

ngua

ge g

ener

ally

ap

prop

riat

e to

func

tion,

text

type

an

d co

mm

unic

ativ

e go

al w

ithin

a

rang

e of

text

type

s. Te

xtua

l or

gani

satio

n an

d la

yout

app

ropr

iate

to

text

type

.

Use

of la

ngua

ge m

ainl

y ap

prop

riat

e to

func

tion,

text

type

and

co

mm

unic

ativ

e go

al w

ithin

a

good

rang

e of

text

type

s. Te

xtua

l or

gani

satio

n an

d la

yout

app

ropr

iate

to

text

type

.

Inte

lligi

bilit

yCa

n co

nvey

onl

y ve

ry si

mpl

e m

eani

ngs.

Conc

entr

atio

n an

d co

nsta

nt v

erii

catio

n ne

cess

ary

on

the

part

of t

he re

ader

.

Can

conv

ey b

asic

mea

ning

s alth

ough

w

ith so

me

difi

culty

. Br

oadl

y ab

le to

con

vey

mea

ning

s al

thou

gh e

rror

s can

inte

rfer

e w

ith

com

mun

icat

ion.

Com

mun

icat

es m

eani

ngs e

ffect

ivel

y. On

ly o

ccas

iona

l int

erfe

renc

e du

e to

er

rors

.

Com

mun

icat

es m

eani

ng c

ompe

tent

ly

and

effe

ctiv

ely;

qua

liie

d in

telli

gibi

lity

in c

erta

in sp

ecia

l pu

rpos

e ar

eas.

Can

gene

rally

be

unde

rsto

od w

ithou

t any

dif

icul

ty.

Aromatawai Tuhituhi – Ka Rere (He Tauira)

Ākonga: xxxxx Rā: xxxxx

Tau: 8 Kaiako: xxxxx

Reanga Tuhituhi: Ka Rere

He Tauira

Ngā Āhuatanga o te Tuhituhi

1. whakataetae a motu waka ama = nationals for waka ama

Interlingual interference

2. rātou ko…

Tūpou – re lecting good understanding of the use of Tūpou (personal pronouns)

3. te tahi

Wewehi kupu

Separation of kupu. “To a motel” interlingual interference also.

Ngā Kōrero Arotake:

Evaluation Comment:

Learner’s language is developing and student is ready to expand vocab and grammatical knowledge in order to enhance writing. Language extension through varied means.

Pānui: concentrated session looking at language as well as meaning.

Whakarongo: exposure to different ‘voices’ through use of technology in classroom.

Reo-a-waha: introduce Papa Whakakōrero into classroom and provide as many opportunities for child to speak.

Hei Āwhina i te Kaiako Anei e whai ake nei ngā āhuatanga kua tautohua i tētahi tuhinga i te reanga Ka Rere o He Manu Tuhituhi1 e hāngai ana ki te Taumata o Ngā Whanaketanga Reo Māori. Whakamahia ngā āhuatanga kua tautohua i raro iho nei hei tautoko i te tuhinga a te ākonga kua kohia e koe. Tīpakohia ngā āhuatanga o te tuhinga hei whakaatu i ngā mōhiotanga a te ākonga ki ngā tikanga tuhituhi.

Te Weteoro

Te whakarongo me te tautohu i ngā oro o ngā orokē2; hei tauira: mau, hoe, tai, hae, pao, hei, toi, kou, heu.Te wehewehe i te ai i te ae; hei tauira, pai, pae.Te wehewehe i te ue i te ui; hei tauira, hue, hui.

Te Arapū

Te āhukahuka me te tuhi i ngā orokē; hei tauira: au, moe, pou, heu, kei, pai.Te āhukahuka me te tuhi i ngā oro puare e rua whenumi; hei tauira: hia, roa, kua, hue, hui.

Te Tātaki Kupu

Te tātaki tika i te nuinga o ngā kupu e whakamahia ana. Te whakamahi i te papakupu hei tirotiro mehemea i tika te tātaki i te kupu. Te whakamahi i te tohutō hei whakaroa i te oro puare.

Te Puna Kupu

Te tuhi kupu e hāngai pū ana ki te kaupapa kua whakaritea. Te tuhi kupu e hāngai pū ana ki te momo tuhinga. Te tuhi i ētahi kupu e kaingākautia ana e te hapori.Te tuhi i ētahi kupu ihiihi hei whakaatu i ngā whakaaro me ngā kare ā-roto.

Whakatakoto Tuhinga

Te whakatakoto tuhinga i runga anō i te ara tika mō te momo tuhinga. Te whakaraupapa tuhinga ki te kōwae. Te whakamahi i te maha o ngā momo tīmatanga mō te rerenga. Te whakamahi tika i te piko me ngā tohu kōrero. Te whakamahi i te irapiko, irarua, te tohuhono, te tohuwhai me te iratohu.

Te Mahi-ā-Ringa

Te waihanga tuhituhi e ai ki tā te kura whakarite mō ngā mahi o te kura.

1 Te Tāhūhū o te Mātauranga. (2008). Ka Rere te Manu ki te Ao Tuhituhi. He Manu Tuhituhi. Te Papa-i-oea: Te Tāhūhū o te Mātauranga. pp. 35–61.2 Dipthongs are sequences of two or three vowels that form a single syllable. The double dipthongs are: ae, ai, ao, au, oe, ou, ei,eu (Harlow, R. (2001). A Māori Reference Grammar. Auckland: Pearson Education New Zealand Ltd. pp. 10–11).

Aromatawai Tuhituhi – Ka Oho

Ākonga: Rā:

Tau: Kaiako:

Reanga Tuhituhi: Ka Oho

He Tauira



Hei Āwhina i te Kaiako Anei e whai ake nei ngā āhuatanga kua tautohua i tētahi tuhinga i te reanga Ka Oho o He Manu Tuhituhi1 e hāngai ana ki te Taumata o Ngā Whanaketanga Reo Māori. Whakamahia ngā āhuatanga kua tautohua i raro iho nei hei tautoko i te tuhinga a te ākonga kua kohia e koe. Tīpakohia ngā āhuatanga o te tuhinga hei whakaatu i ngā mōhiotanga a te ākonga ki ngā tikanga tuhituhi.

Te Weteoro

Te rongo me te tautohu i ngā kupu i roto i te rerenga kōrero.Te rongo me te tautohu i ngā kūoro (syllables) i roto i ngā kupu.Te wehewehe i ngā oro puare poto me ngā oro puare roa.Te rongo me te wehewehe i ngā oro tīmatanga o ngā kupu, hei tauira, awa/ewa, mau/rau.Te rongo me te wehewehe i ngā kūoro iti kei te pito mutunga o ngā kupu, hei tauira, kape/kapi.Te tautohu i ngā kupu huarite, hei tauira, hau, tau; moe, toe.

Te Arapū

Te āhukahuka me te tuhi i ngā pū hei whakatinana i ngā oro puare.Te āhukahuka me te tuhi i ngā pū hei whakatinana i ngā orokati tīmatanga o ngā kūoro poto, hei tauira, ha, he, hi, ho, hu.Te āhukahuka me te whakaingoa i ngā orotahi pūrua (digraphs2) ng/wh.Te whakaingoa i ngā pū katoa o te arapū Māori.Te whakamahi pūriki/pūmatua.Te āhukahuka ko te tikanga o te tohutō, he whakaroa i te oro puare.

Te Tātaki Kupu

Te whakamātau ki te tātaki kupu mā te whakatinana i te oro ka rangona ki te pū (sound/letter association).Te whakamahi i te tohutō hei whakaroa i te oro puare.

Te Puna Kupu

Te tuhi i tōna ake ingoa.Te tuhi i ētahi kupu waiwai (basic sight words).Te tuhi i ētahi kupu whaiaro (personal vocabulary) e mōhiotia ana.

Whakatakoto Tuhinga

Te tuhi mai i te taha mauī ki te taha matau.Te wehewehe i ngā pū me ngā kupu.Te tuhi i ngā pūmatua i ngā wā e tika ana.Te āhukahuka me te whakamahi i te irakati, te tohu pātai me te tohu whakaoho.Te whakamahi i ētahi momo tīmatanga waiwai mō te rerenga, hei tauira, He… Kei te… Ko… I….

Te Mahi-ā-Ringa

Te pupuri tika i te pene.Te waihanga tika i ngā pū.

1 Te Tāhūhū o te Mātauranga. (2008). Ka Rere te Manu ki te Ao Tuhituhi. He Manu Tuhituhi. Te Papa-i-oea: Te Tāhūhū o te Mātauranga. pp. 35–61. 2 A digraph is two letters representing one sound.

Aromatawai Tuhituhi – Ka Whai Huruhuru

Ākonga: Rā:

Tau: Kaiako:

Reanga Tuhituhi: Ka Whai Huruhuru

He Tauira



Hei Āwhina i te Kaiako Anei e whai ake nei ngā āhuatanga kua tautohua i tētahi tuhinga i te reanga Ka Whai Huruhuru o He Manu Tuhituhi1 e hāngai ana ki nga Taumata 1–2 o Ngā Whanaketanga Reo Māori. Whakamahia ngā āhuatanga kua tautohua i raro iho nei hei tautoko i te tuhinga a te ākonga kua kohia e koe. Tīpakohia ngā āhuatanga o te tuhinga hei whakaatu i ngā mōhiotanga a te ākonga ki ngā tikanga tuhituhi.

Te Weteoro

Te wehewehe i ngā oro puare poto me ngā oro puare roa. Te rongo me te tautohu i ngā oro o ngā kūoro poto; hei tauira, ha, ka, mi, ni, po, ro, tu, ngu, we, whe.Te kimi me te whakahua i ētahi kupu huarite.

Te Arapū

Te tuhi i ngā kūoro poto; hei tauira: ha, pu, ri, ko, me.Te āhukahuka ko te tikanga o te tohutō, he whakaroa i te oro puare.

Te Tātaki Kupu

Te whakamātau ki te tātaki kupu mā te whai haere i te raupapa o ngā kūoro poto ka rangona; hei tauira: ha/ka, ka/ra/ka.Te whakamahi i te tohutō hei whakaroa i te oro puare.

Te Puna Kupu

Te tuhi i te maha o ngā kupu waiwai. Te tuhi i te maha o āna kupu whaiaro.Te tuhi i ētahi kupu e kaingākautia ana e te hapori. Te tuhi i ētahi kupu ihiihi hei whakaatu i ngā whakaaro me ngā kare ā-roto.

Whakatakoto Tuhinga

Te whakatakoto tika i ngā tuhinga ki te whārangi, arā, te tuhi i runga i te rārangi, te tuhi mai i te paenga, te waiho i tētahi wāhi wātea i runga me tētahi wāhi wātea i raro. Te whakamahi i ngā kārawarawatanga pēnei me te irakati, te pūmatua, te tohu pātai me te tohu whakaoho. Te tuhituhi i ngā rerenga ngāwari.

Te Mahi-ā-Ringa

Te pupuri tika i te pene.Te waihanga tika i ngā pū.

1 Te Tāhūhū o te Mātauranga. (2008). Ka Rere te Manu ki te Ao Tuhituhi. He Manu Tuhituhi. Te Papa-i-oea: Te Tāhūhū o te Mātauranga. pp. 35–61.

Aromatawai Tuhituhi – Ka Marewa

Ākonga: Rā:

Tau: Kaiako:

Reanga Tuhituhi: Ka Marewa

He Tauira



Hei Āwhina i te KaiakoAnei e whai ake nei ngā āhuatanga kua tautohua i tētahi tuhinga i te reanga Ka Marewa o He Manu Tuhituhi1

e hāngai ana ki nga Taumata 2–3 o Ngā Whanaketanga Reo Māori. Whakamahia ngā āhuatanga kua tautohua i raro iho nei hei tautoko i te tuhinga a te ākonga kua kohia e koe. Tīpakohia ngā āhuatanga o te tuhinga hei whakaatu i ngā mōhiotanga a te ākonga ki ngā tikanga tuhituhi.

Te Weteoro

Te whakarongo me te tautohu i ngā oro o ngā orokē2; hei tauira: mau, hoe, tai, hae, pao, hei, toi, kou, heu.Te wehewehe i te ai i te ae; hei tauira, pai, pae.Te wehewehe i te ue i te ui; hei tauira, hue, hui.

Te Arapū

Te āhukahuka me te tuhi i ngā orokē; hei tauira: au, moe, pou, heu, kei, pai.Te āhukahuka me te tuhi i ngā oro puare e rua whenumi; hei tauira: hia, roa, kua, hue, hui.

Te Tātaki Kupu

Te whakamātau ki te tātaki kupu he orokē, he oro puare e rua whenumi rānei kei roto; hei tauira: au, moe, pou, hui, koa, hue.Te tātaki tika i ngā kupu waiwai me ngā kupu o ia rā. Te whakamātau ki te tātaki i ngā kupu hou mā te whai haere i te raupapa o ngā kūoro ka rangona. Te whakamahi i te papakupu hei tirotiro mehemea i tika te tātaki i te kupu. Te whakamahi i te tohutō hei whakaroa i te oro puare.

Te Puna Kupu

Te tuhi kupu e hāngai pū ana ki te kaupapa kua whakaritea. Te tuhi kupu e hāngai pū ana ki te momo tuhinga. Te tuhi i ētahi kupu e kaingākautia ana e te hapori.Te tuhi i ētahi kupu ihiihi hei whakaatu i ngā whakaaro me ngā kare ā-roto.

Te Whakatakoto Tuhinga

Te whakatakoto tuhinga i runga anō i te ara tika mō te momo tuhinga. Te tuhi i ngā rerenga mārō. Te whakamahi tika i te irakati, te pūmatua, te tohu pātai me te tohu whakaoho.Te whakamahi i te piko me ngā tohu kōrero i ngā wā e tika ana.

Te Mahi-ā-Ringa



Aromatawai Tuhituhi – Ka Rere

Ākonga: Rā:

Tau: Kaiako:

Reanga Tuhituhi: Ka Rere

He Tauira



Hei Āwhina i te Kaiako Anei e whai ake nei ngā āhuatanga kua tautohua i tētahi tuhinga i te reanga Ka Rere o He Manu Tuhituhi1 e hāngai ana ki te Taumata o Ngā Whanaketanga Reo Māori. Whakamahia ngā āhuatanga kua tautohua i raro iho nei hei tautoko i te tuhinga a te ākonga kua kohia e koe. Tīpakohia ngā āhuatanga o te tuhinga hei whakaatu i ngā mōhiotanga a te ākonga ki ngā tikanga tuhituhi.

Te Weteoro

Te whakarongo me te tautohu i ngā oro o ngā orokē2; hei tauira: mau, hoe, tai, hae, pao, hei, toi, kou, heu.

Te wehewehe i te ai i te ae; hei tauira, pai, pae.

Te wehewehe i te ue i te ui; hei tauira, hue, hui.

Te Arapū

Te āhukahuka me te tuhi i ngā orokē; hei tauira: au, moe, pou, heu, kei, pai.

Te āhukahuka me te tuhi i ngā oro puare e rua whenumi; hei tauira: hia, roa, kua, hue, hui.

Te Tātaki Kupu

Te tātaki tika i te nuinga o ngā kupu e whakamahia ana.

Te whakamahi i te papakupu hei tirotiro mehemea i tika te tātaki i te kupu.

Te whakamahi i te tohutō hei whakaroa i te oro puare.

Te Puna Kupu

Te tuhi kupu e hāngai pū ana ki te kaupapa kua whakaritea.

Te tuhi kupu e hāngai pū ana ki te momo tuhinga.

Te tuhi i ētahi kupu e kaingākautia ana e te hapori.

Te tuhi i ētahi kupu ihiihi hei whakaatu i ngā whakaaro me ngā kare ā-roto.

Te Whakatakoto Tuhinga

Te whakatakoto tuhinga i runga anō i te ara tika mō te momo tuhinga.

Te whakaraupapa tuhinga ki te kōwae.

Te whakamahi i te maha o ngā momo tīmatanga mō te rerenga.

Te whakamahi tika i te piko me ngā tohu kōrero.

Te whakamahi i te irapiko, irarua, te tohuhono, te tohuwhai me te iratohu.

Te Mahi-ā-Ringa



Written Language Assessment Sheet – Ka Oho

Student: Date:

Year Level: Teacher:

Writing Stage: Ka Oho

Writing Sample

Identi iable Features

Evaluation Comment:

Notes for the Teacher The following are identi iable features in a piece of written work at the Ka Oho stage of He Manu Tuhituhi1 that are encompassed in Level 1 of Ngā Whanaketanga Reo Māori. Use the features identi ied below to support the annotation of the student’s written sample you have collected. Highlight the identi iable features to show the student’s knowledge of the conventions of print.

Phonological Awareness

Hear and identify words in sentences. Hear and identify syllables in words. Distinguish between short and long vowel sounds. Hear and distinguish between the initial sounds in words, e.g. awa/ewa, mau/rau.Hear the consonant-single vowel syllables at the ends of words and distinguish between them, e.g. kape/kapi.Identify the sounds of words that rhyme, e.g. hau, tau, rau; moe, hoe, toe.

Alphabet

Recognise and write the letters that represent the vowel sounds. Recognise and write the letters that represent the consonants in order to cue into the consonant-single vowel syllables, e.g. ha, he, hi, ho, hu.Recognise and name the digraphs2 ng and wh.Name the letters of the alphabet.Use upper case and lower case letters. Recognise the macron as the symbol for the lengthened vowel sound.

Spelling

Attempt the spelling of words by using sound/letter association.Use the macron to represent a long vowel sound.

Vocabulary

Write their own names.Write some basic sight words.Write frequently used words from their personal vocabularies.

Print Protocols

Write from left to right.Distinguish between letters and words.Write capital letters in context. Recognise full stops, questions marks and exclamation marks and practise using them. Use some basic sentence beginnings, including He… Kei te… Ko… I…

Fine Motor Skills

Hold the pen correctly.Form letters correctly.

1 Te Tāhūhū o te Mātauranga. (2008). Ka Rere te Manu ki te Ao Tuhituhi. He Manu Tuhituhi. Te Papa-i-oea: Te Tāhūhū o te Mātauranga. pp. 35–61.2 A digraph is two letters representing one sound.

Written Language Assessment Sheet – Ka Whai Huruhuru

Student: Date:


Writing Stage: Ka Whai Huruhuru

Writing Sample


Evaluation Comment:

Notes for the Teacher The following are identi iable features in a piece of written work at the Ka Whai Huruhuru stage of He Manu Tuhituhi1 that are encompassed in Levels 1–2 of Ngā Whanaketanga Reo Māori. Use the features identi ied below to support the annotation of the student’s written sample you have collected. Highlight the identi iable features to show the student’s knowledge of the conventions of print.


Distinguish between short and long vowel sounds.

Hear and identify the sounds formed by the consonant-single vowel syllables, e.g. ha, ka, mi, ni, po, ro, tu, ngu, we, whe.

Say words that rhyme with a given word.

Alphabet

Write the consonant-single vowel syllables, e.g. ha, pu, ri, ko, me.

Recognise the macron is the symbol for the lengthened vowel sound.

Spelling

Attempt to spell words by sound sequencing the consonant-single vowel syllables, e.g. ha/ka, ka/ra/ka.Use the macron to represent a long vowel sound.

Vocabulary

Write an increasing number of high frequency sight words.Write words from their personal vocabularies.Write words of particular value to their communities.Write expressive words to convey their thoughts and feelings.

Print Protocols

Organise print on the page, including writing on the line, writing from the margin, and leaving spaces at the top and bottom of the page.Use full stops, capital letters, question marks and exclamation marks.Write simple sentences.

Fine Motor Skills

Hold a pen correctly.Form letters correctly.

1 Te Tāhūhū o te Mātauranga. (2008). Ka Rere te Manu ki te Ao Tuhituhi. He Manu Tuhituhi. Te Papa-i-oea: Te Tāhūhū o te Mātauranga. pp. 35–61.

Written Language Assessment Sheet – Ka Marewa

Student: Date:


Writing Stage: Ka Marewa

Writing Sample


Evaluation Comment:

Notes for the TeacherThe following are identi iable features in a piece of written work at the Ka Marewa stage of He Manu Tuhituhi1 that are encompassed in Levels 2–3 of Ngā Whanaketanga Reo Māori. Use the features identi ied below to support the annotation of the student’s written sample you have collected. Highlight the identi iable features to show the student’s knowledge of the conventions of print.


Hear and identify sounds formed by the dipthongs2 e.g. mau, hoe, tai, hae, pao, hei, toi, kou, heu.Distinguish between the ‘ai’ and ‘ae’ dipthongs, e.g. as in pai and pae.Distinguish between the ‘ue’ and ‘ui’ double vowel blends, e.g. as in hue and hui.

Alphabet

Recognise and write the printed form of the dipthongs, e.g. au, moe, pou, heu, kei, pai.Recognise and write the printed forms of the double vowel blends, e.g. hia, roa, kua, hue, hui.

Spelling

Attempt to spell words using the dipthongs and double vowel blends, au, moe, pou, hui, koa, hue.Spell frequently used words correctly.Use invented spelling for new words by sound sequencing the syllables.Use the dictionary for checking words.Use the macron to represent a long vowel sound.

Vocabulary

Write words related to the theme of the work.Write words related to particular forms of writing.Write words of particular value to their community.Write expressive words to convey their thoughts and feelings.

Print Protocols

Organise texts according to the form of the writing.Write compound sentences.Correctly use full stops, capital letters, question marks and exclamation marks.Use commas and quotation marks.

Fine Motor Skills

Craft handwriting according to school-wide expectations.


Written Language Assessment Sheet – Ka Rere

Student: Date:


Writing Stage: Ka Rere

Writing Sample


Evaluation Comment:

Notes for the TeacherThe following are identi iable features in a piece of written work at the Ka Rere stage of He Manu Tuhituhi1 that are encompassed in Level 4 of Ngā Whanaketanga Reo Māori. Use the features identi ied below to support the annotation of the student’s written sample you have collected. Highlight the identi iable features to show the student’s knowledge of the conventions of print.


Hear and identify sounds formed by the dipthongs2 e.g. mau, hoe, tai, hae, pao, hei, toi, kou, heu.Distinguish between the ‘ai’ and ‘ae’ dipthongs, e.g. as in pai and pae.Distinguish between the ‘ue’ and ‘ui’ double vowel blends, e.g. as in hue and hui.

Alphabet

Recognise and write the printed form of the dipthongs, e.g. au, moe, pou, heu, kei, pai.Recognise and write the printed forms of the double vowel blends, e.g. hia, roa, kua, hue, hui.

Spelling

Attempt to spell words using the dipthongs and double vowel blends, au, moe, pou, hui, koa, hue.Spell frequently used words correctly.Use invented spelling for new words by sound sequencing the syllables.Use the dictionary for checking words.Use the macron to represent a long vowel sound.

Vocabulary

Write words related to the theme of the work.Write words related to particular forms of writing.Write words of particular value to their community.Write expressive words to convey their thoughts and feelings.

Print Protocols

Organise texts according to the form of the writing.Write compound sentences.Correctly use full stops, capital letters, question marks and exclamation marks.Use commas and quotation marks.

Fine Motor Skills

Craft handwriting according to school-wide expectations.


Whakapiki Calendar January 2012–December 2013

Jan

2012

Feb

2012

Mar

ch 2

012

Apri

l 20

12M

ay 2

012

June

201

2Ju

ly 2

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Aug

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2Se

pt 2

012

Oct

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2N

ov 2

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Dec

201

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Jan

2013

Feb

2013

Mar

201

3Ap

ril 2

013

May

201

3Ju

ne 2

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July

201

3Au

g 20

13Se

p 2

013

Oct

201

3N

ov 2

013

Dec

201

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Whakapiki i te Reo · Our Goal Te Kura Māori, VUW have a vision to be New Zealand’s best PLD...

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