Presenting a Level 2 Maori immersion student development at Tautoro school. Years 5-6 Tuakana.
Curriculum Documents: Te Marautanga o Aotearoa, Te Aho Arataki Marau,
Aromatawai: Panui Haere, Hopukina, (Tuhituhi devloping), (Te Waharoa Ararau updating).
Korero: Students are familiar with Karakia and Mihimihi whether in a small group or in front of larger audiences from school assemblies to Powhiri. Most students in our tuakana team are able to participate fully in these positions such as; Kai Karakia, Kai Waiata and Kai Korero. They are confident to take up the challenge at any time when asked. This is the outcome of students taking risks, being competitive, practicing, prompted and praised.
Some others are still gaining the confidence to stand in front of people let alone to mihimihi. Some of these students have learning challenges and we continue to encourage and support in practice and having a go. We are confident that all students will be able to mihimihi.
We are exploring different ways to help and support learning in Korero that encourages conversational language development.
Basic conversations: Role-play has been effective to enthuse and encourage students to korero. Beginning with reciting learned practice such as conversations - Kiri: E tama! I te Rāhoroi i haere a Mere ki hea? Tama: I haere a Mere ki te moana. Allowing students to add their own actions to their performance to make it more meaningful. Teaching annotation and emphasis through korero.
Panui: Students are most successful at Panui as it involves reading and translating text. At 6 months - 1 year in our Level 2 Maori immersion programme, most students are exceeding National Standards. The programme includes letter-sound recognition, word building, and understanding, repetition, discussion, and comprehension.
Texts are selected carefully and a main point of guided reading is to choose texts with frequently used words and connectedness to begin with to then advancing to texts with new vocabulary to challenge thought, finding meaning and connecting to the readers purpose.
Students are able to manage learning through Panui and are able to record their reading.
Maori a minute Takawiniwini library, Nga Kete Korero Pukapuka, are our two main sources used presently. Kauwhata Reo developing.
Tuhituhi: Tuhinga Taki (Recount) A lot of guided lessons are taking place with tuhituhi as it requires careful placement of words to make sense in Maori. Students naturally think in English and are learning to understand how the Maori language is written and said. This takes time, patience, clear learning intentions and modelling. Tuhinga Taki allows them to make connections to familiar settings and events.
Our team has just begun teaching tuhituhi and is finding that Tuhituhi needs the support of learning through Korero and Panui. Our future planning will be looking at ensuring that all three areas of learning will be integrated to give more essence to understanding and meaningful learning especially for beginners, Years 5-6. Years 7-8 students will need more discussion and understanding about their writing rather than simply completing an exercise. They will need to use their tuhituhi in real settings and I am thinking that creating plays once again using role-play will also be helpful.
Korero Panui and Tuhituhi have their separate dynamic areas for learning development yet are best taught through integration. Learning letter word sounds enables good pronunciation, seeing a word and saying it correctly. Word meaning to understand how one word connects with another to create a phrase or sentence in Māori, and writing your thoughts and ideas for specific purpose and meaning in te reo Māori.
Manu Tuhituhi, He Ako i Te Reo Matatini,
As Kaiako we must model the art of retelling, Mihimihi, korero, reading and responding, constructing and writing sentences and understanding to guide students through their growth and development of te reo Māori.
Kia mau te wehi!
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