Whakapiki i te Reo - victoria.ac.nz · Overview This section includes information about: • The Whakapiki i te Reo Professional Development Programme • Our Goal In June 2006 Te

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 Mori, 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 Mori, 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 childrens 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 Mori identity, expressing a Mori world view and communicating in a local, national and global context. Digitising mtauranga Mori 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 Mori, VUW have a vision to be New Zealands best PLD provider for te reo Mori within Mori 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 Mori 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 Mori, 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 Rwhiti RC Materoa Phillip, Te Tai Rwhiti ISF Hemi Ballantyne, Te Tai Rwhiti ISF Horowai Smith, Te Tai Rwhiti ISF Drummond Morice, Te Tai Rwhiti 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 Whnau Members Consent Form for Whnau 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/whnau 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, whnau, 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?

Mori 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 Mori, (if possible), explain why you have applied to participate in Whakapiki i te Reo Mori

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 Mori, Te Whnau o Ako Pai ki te poko o te Ika a MuiVictoria 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, whnau, 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 Whnau Members

Whakapiki i te Reo, Faculty of Education, Victoria University of WellingtonKa nui ng mihi ki a koutou ki runga i ng huatanga o te w. Rere kau atu ng roimata mturuturu mai i ng kamo m te hunga okioki, n reira koutou kua wheturangitia, haere, haere, moe mai r koutou ki a koutou. Ka hoki mai ki a ttou ng mahuetanga o rtou m, tn r ttou.

Te Kura Mori 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 Mori medium schools from 20092013.

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

is a 3 year programme for developing te reo Mori 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 mtauranga Mori 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 Mori improve teachers understanding and use of Te Reo Mori i roto i te Marautanga o Aotearoa and the

Te Reo Mori 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 Whnau 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 childs 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 Mori medium schools and settings deliver high quality Mori 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 dont 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 Mori, 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 Mori 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 dont 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 schools 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 Mori language pro iciency of Mori medium teachers support whole school and cluster school development increase learner access to quality teaching models of te reo Mori increase the effectiveness of teaching and learning in, and through te reo Mori include Te Marautanga o Aotearoa as a pathway to develop a curriculum that meets the aspirations of

whnau, hap, 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 Mori 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 Mori language capacity, and raising kura capability and sustainability of kaiako the incorporation of the effective use of Mori resources that support teaching and learning and provide

access to mtauranga Mori 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 whnau, hap, 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 Mori 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 Mori language education opportunities

provide appropriate information to the kura and/or clusters that will assist them to support kura whnau, hap and iwi aspirations to regenerate tikanga, mtauranga, and te reo Mori particular to their school settings

participate in regular meetings with the Ministrys 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 Mori 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 Mori

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

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

a WPR programme that will incorporate assessment processes to provide appropriate information of students progress in language pro iciency aligned to the Mori 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 Mori in Mori medium teaching contexts.

Participants will be able to demonstrate: increased correct use of kwaha, whakatauk and

kupu hou being spoken by kaiako in a variety of contexts

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

improved kaiako knowledge, skills and capability to produce a high quality Mori 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 Mori 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 mtauranga Mori.Participants will be able to demonstrate:

collaborative practices to support their cluster and kura to promote kaupapa mtauranga Mori 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 Mori 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 Schools 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 whnau 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 Mori, VUW, Faculty of Educations 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 Mori language planning (both kaiako and konga), 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 krero. 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 krero 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 krero and tuhituhi inform individual classroom te reo Mori 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 mua-mtou, tua-ttou language errors that are speci ic to a local community, school, or whnau.

Pp: E Nohorua whakatikatika tu ruma Tama: I (Ive done it).

Assessment and Monitoring

Te Ttaritanga o ng Hapa Reo i te Akomanga Tp/Kura Tp (He Tauira)

Te Kura: xxxxxxxxx Te R: xxxxxxxxx

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

Whenu He Krero m te Mtakitaki Tuhia kia 3 ng hapa nui kua rongo taringa i t akomanga.

Taputapu AromatawaiHe aha ng taunakitanga kua kohia e koe hei tautoko i krero?

-Waha 1. He aha tnei m?

2. N t

3. M koe

Tohua ki te porohita:

He mea i rongo noa te taringa

He aromatawai i te konga ko ia anake

He aromatawai -rp

Te hui tahi

He mea atu an (whakaaturia mai he aha)

-Tuhi 1. i, ki

2. mua ko, rtou ko, koutou ko

3. ana ka whakamahi i ng w katoa




He aromatawai -rp

Te hui tahi


Te Ttaritanga o ng Hapa Reo i te Akomanga Tp/Kura Tp

Te Kura: Te R:

Te Tau (0-8): Te Kaiako:

Whenu He Krero m te Mtakitaki Tuhia kia 3 ng hapa nui kua rongo taringa i t akomanga.

Taputapu AromatawaiHe aha ng taunakitanga kua kohia e koe hei tautoko i krero?

-Waha 1.

2.

3.




He aromatawai -rp

Te hui tahi


-Tuhi 1.

2.

3.




He aromatawai -rp

Te hui tahi


Whole Class/School Language Error Analysis

School: Date:

Year Level (08): 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 Mori. 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 m 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 m te Pouako A Teachers 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.

Wha

kapi

ki i

te R

eoR

egis

ter o

f Att

enda

nce

Scho

ol:

Year

: Re

gion

al C

oord

inat

or:

Nam

es o

f Pa

rtic

ipan

ts

Dat

es

Wha

kapi

ki i

te R

eo

Reg

iste

r of W

ork

to C

ompl

ete

Yea

r 1

Scho

ol:

Year

:

Regi

onal

Coo

rdin

ator

:

Nam

es o

f Pa

rtic

ipan

ts

Regi

ster

of W

ork

to C

ompl

ete

Ye

ar 1

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

Wha

kapi

ki i

te R

eo

Reg

iste

r of W

ork

to C

ompl

ete

Yea

r 1

Scho

ol:

Year

: Re

gion

al C

oord

inat

or:

Nam

es o

f Pa

rtic

ipan

ts

Regi

ster

of W

ork

to C

ompl

ete

Ye

ar 1

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


Wha

kapi

ki i

te R

eo

Reg

iste

r of W

ork

to C

ompl

ete

Yea

r 2

Scho

ol:

Year

: Re

gion

al C

oord

inat

or:

Nam

es o

f Pa

rtic

ipan

ts

Regi

ster

of W

ork

to C

ompl

ete

Ye

ar 2

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

Wha

kapi

ki i

te R

eo

Reg

iste

r of W

ork

to C

ompl

ete

Yea

r 2

Scho

ol:

Year

: Re

gion

al C

oord

inat

or:

Nam

es o

f Pa

rtic

ipan

ts

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 Mori 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 Mori 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 Mori 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 Mori that has been identi ied by local kaumtua or iwi. Utilise the re lection and goal setting tasks in He Pukapuka m te Pouako Tau 1, pages 3940.

Te Whakatakoto Whinga (He Tauira)

Kaiako Kura

xxxxxxxxx xxxxxxxxx

Ng whinga

Correct usage of i, ki, a, o and hng.

Ng paearu e mhiotia 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.

Ng krero 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 m te Pouako to ensure you understand when you use these concepts.

We will keep revisiting these as well throughout the term.

Kaiwhakahaere -Rohe: xxxxxxxxx Te R: xxxxxxxxx

Te Whakatakoto Whinga

Kaiako Kura

Ng whinga

Ng paearu e mhiotia ai kua eke

Ng krero arotake

Kaiwhakahaere -Rohe: Te R:

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 Mtakitaki i te Akomanga (He Tauira)

Kaiako: Kura:

xxxxxxxx xxxxxxxx

Ng whinga

Kia tika ng rerenga krero.Kia tika te whakamahi i te i me te ki.

Ng krero arotake

He mahi whakarpu kai. Ng kai pai m te tinana.He aha tnei kai? He aha tn kai?Haramai konei Haramai ki konei! Nellie raua ko Cameron! korua koPrangi koe ki te tini ng kai?Titiro t hia manomano. Titiro ki Titiro te pikitia Titiro ki Kore he water. He powerade. Ehara i te wai. He . k. Mhio koe ki ng ture?

Ng huatanga pai Ng whi me whakapakari ake

He pai te ngohe whakarpu kai.I whai w ng tamariki katoa ki te whakarpu i ng kai me te krero i na take. I mrama pai ai ng tauira ki ng kai pai/kai kino.

Tr pea me whakarpu i te katoa kia ngawari te mahi.Whai w ng tauira ki te whakamrama i rtou whiringa (kauhau).Akiaki ng tamariki ki te krero Mori. Mihi ki ng tamariki e kaha ana.

Ng whakaaro o te tangata e mtakihia ana

Rawe ng krero tautoko a xxx. He pai te mahi mu. I prangi au ki te hopu i taku mahi whakarongo ki te iP (iPod) ia w, ia w, ki te tautoko i taku ako.

Ng whakaaro o te kaimtaki

Tirohia te paetukutuku a He kupu o te r (verbs that take ki).Tirohia an te phorangi, te Hei mahi me ng pukapuka tautoko.(I matapaki mua whai muri i te tirohanga, , i whakamrama atu au i ng huatanga i kitea e au. I k atu me tiro an ki te phorangi me te Hei mahi hei whina. Ka krero hoki i ng huihuinga 1:1 m tnei whinga).

Kaimtaki: Kaiako: Te R:

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 Mtakitaki i te Akomanga

Kaiako: Kura:

Ng whinga

Ng krero arotake

Ng huatanga pai Ng whi me whakapakari ake

Ng whakaaro o te tangata e mtakihia ana

Ng whakaaro o te kaimtaki

Kaimtaki: Kaiako: Te R:

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 Mori.

All data collation could be scheduled over a ten-week term, with weeks 17 used solely for data identi ication and collation while weeks 810 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 teams tools for monitoring students 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 krero 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 students oral language over the year and reports this to the ISF. A plan is also developed to improve the students oral language.

Written Language Assessment* Each participant selects and monitors three students written language over the year and reports this to the ISF. A plan is also developed to improve the students 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 Mori 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 Ng Whanaketanga Rmaki Mori.

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 krero 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 Krero: 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 Mori structure, or an English structure written in te reo Mori

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

ori

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

Mo

ri

soci

olin

guis

tic fo

rms

e.

g. M

ori

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

ori

pho

nolo

gica

l so

unds

-few

occ

asio

nal e

rror

s.

Has

som

e co

ntro

l of

Mo

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

Mo

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

Mo

ri so

ciol

ingu

istic

fo

rms i

s mos

tly

appr

opri

ate;

mor

e ev

iden

ce o

f Mo

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

Mo

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 -Waha (He Tauira)

Te konga: xxxxxxxxx Te R: xxxxxxxxx

Te Tau: Tau 7 Te Kaiako: xxxxxxxxx

Ng krero i puta i te konga

Te ttaritanga Te whakatakoto tika

OP G V D SLC C

I hkoi a Turau rua ko Wirihana ki te papa tkaro me i kite rua i etahi moni me i tiki a Wirihana i te moni katahi i whakaaro a Turau me hoko kai, hoko aha rnei mo ratou katahi i kite e rua ng tangata i tna moni i a rua i hoatu raua te moni ki a rtou katahi i hoatu ia etahi rare ki a rua.

3 2 3 2 3 3 I hkoi a Turau rua ko Wirihana ki te papa tkaro. I kite rua i tahi moni. N Wirihana te moni i tiki, ktahi a Turau ka whakaaro me hoko kai, hoko aha rnei m rua. Ktahi ka kitea rua e ng tangata tokorua n rua te moni. Ka whakahokia te moni ki te tokorua, , ktahi rua ka hokona tahi rare m ng tama.

Ng krero arotake:Learner has over generalised use of conjunction me possible interlingual transference for the English word and.Incorrect use of ktahi i, instead of ktahi ka.Some confusion over use of Tpou or pronouns rua for rtou. Has examples of correct and incorrect use.Errors in quantifying people e rua ng tngata instead of tokorua.Next steps would include going over Mori sentence starters, the correct use of ktahi ka. Using the Papa Whakakrero 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 -Waha

Te konga: Te R:

Te Tau: Te Kaiako:

Ng krero i puta i te konga

Te ttaritanga Te whakatakoto tika

OP G V D SLC C

Ng krero 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)

konga: xxxxx R: xxxxx

Tau: 8 Kaiako: xxxxx

Reanga Tuhituhi: Ka Rere

He Tauira

Ng huatanga o te Tuhituhi

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

Interlingual interference

2. rtou ko

Tpou re lecting good understanding of the use of Tpou (personal pronouns)

3. te tahi

Wewehi kupu

Separation of kupu. To a motel interlingual interference also.

Ng Krero Arotake:

Evaluation Comment:

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

Pnui: 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 Whakakrero into classroom and provide as many opportunities for child to speak.

Hei whina i te Kaiako Anei e whai ake nei ng huatanga kua tautohua i ttahi tuhinga i te reanga Ka Rere o He Manu Tuhituhi1 e hngai ana ki te Taumata o Ng Whanaketanga Reo Mori. Whakamahia ng huatanga kua tautohua i raro iho nei hei tautoko i te tuhinga a te konga kua kohia e koe. Tpakohia ng huatanga o te tuhinga hei whakaatu i ng mhiotanga a te konga ki ng tikanga tuhituhi.

Te Weteoro

Te whakarongo me te tautohu i ng oro o ng orok2; 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 Arap

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

Te Ttaki Kupu

Te ttaki tika i te nuinga o ng kupu e whakamahia ana. Te whakamahi i te papakupu hei tirotiro mehemea i tika te ttaki i te kupu. Te whakamahi i te tohut hei whakaroa i te oro puare.

Te Puna Kupu

Te tuhi kupu e hngai p ana ki te kaupapa kua whakaritea. Te tuhi kupu e hngai p ana ki te momo tuhinga. Te tuhi i tahi kupu e kaingkautia ana e te hapori.Te tuhi i tahi kupu ihiihi hei whakaatu i ng whakaaro me ng kare -roto.

Whakatakoto Tuhinga

Te whakatakoto tuhinga i runga an i te ara tika m te momo tuhinga. Te whakaraupapa tuhinga ki te kwae. Te whakamahi i te maha o ng momo tmatanga m te rerenga. Te whakamahi tika i te piko me ng tohu krero. Te whakamahi i te irapiko, irarua, te tohuhono, te tohuwhai me te iratohu.

Te Mahi--Ringa

Te waihanga tuhituhi e ai ki t te kura whakarite m ng mahi o te kura.

1 Te Thh o te Mtauranga. (2008). Ka Rere te Manu ki te Ao Tuhituhi. He Manu Tuhituhi. Te Papa-i-oea: Te Thh o te Mtauranga. pp. 3561.2 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 Mori Reference Grammar. Auckland: Pearson Education New Zealand Ltd. pp. 1011).

Aromatawai Tuhituhi Ka Oho

konga: R:

Tau: Kaiako:

Reanga Tuhituhi: Ka Oho

He Tauira


Ng Krero Arotake:

Hei whina i te Kaiako Anei e whai ake nei ng huatanga kua tautohua i ttahi tuhinga i te reanga Ka Oho o He Manu Tuhituhi1 e hngai ana ki te Taumata o Ng Whanaketanga Reo Mori. Whakamahia ng huatanga kua tautohua i raro iho nei hei tautoko i te tuhinga a te konga kua kohia e koe. Tpakohia ng huatanga o te tuhinga hei whakaatu i ng mhiotanga a te konga ki ng tikanga tuhituhi.

Te Weteoro

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

Te Arap

Te hukahuka me te tuhi i ng p hei whakatinana i ng oro puare.Te hukahuka me te tuhi i ng p hei whakatinana i ng orokati tmatanga o ng koro poto, hei tauira, ha, he, hi, ho, hu.Te hukahuka me te whakaingoa i ng orotahi prua (digraphs2) ng/wh.Te whakaingoa i ng p katoa o te arap Mori.Te whakamahi priki/pmatua.Te hukahuka ko te tikanga o te tohut, he whakaroa i te oro puare.

Te Ttaki Kupu

Te whakamtau ki te ttaki kupu m te whakatinana i te oro ka rangona ki te p (sound/letter association).Te whakamahi i te tohut hei whakaroa i te oro puare.

Te Puna Kupu

Te tuhi i tna ake ingoa.Te tuhi i tahi kupu waiwai (basic sight words).Te tuhi i tahi kupu whaiaro (personal vocabulary) e mhiotia ana.

Whakatakoto Tuhinga

Te tuhi mai i te taha mau ki te taha matau.Te wehewehe i ng p me ng kupu.Te tuhi i ng pmatua i ng w e tika ana.Te hukahuka me te whakamahi i te irakati, te tohu ptai me te tohu whakaoho.Te whakamahi i tahi momo tmatanga waiwai m te rerenga, hei tauira, He Kei te Ko I.

Te Mahi--Ringa

Te pupuri tika i te pene.Te waihanga tika i ng p.

1 Te Thh o te Mtauranga. (2008). Ka Rere te Manu ki te Ao Tuhituhi. He Manu Tuhituhi. Te Papa-i-oea: Te Thh o te Mtauranga. pp. 3561. 2 A digraph is two letters representing one sound.

Aromatawai Tuhituhi Ka Whai Huruhuru

konga: R:

Tau: Kaiako:

Reanga Tuhituhi: Ka Whai Huruhuru

He Tauira


Ng Krero Arotake:

Hei whina i te Kaiako Anei e whai ake nei ng huatanga kua tautohua i ttahi tuhinga i te reanga Ka Whai Huruhuru o He Manu Tuhituhi1 e hngai ana ki nga Taumata 12 o Ng Whanaketanga Reo Mori. Whakamahia ng huatanga kua tautohua i raro iho nei hei tautoko i te tuhinga a te konga kua kohia e koe. Tpakohia ng huatanga o te tuhinga hei whakaatu i ng mhiotanga a te konga ki ng tikanga tuhituhi.

Te Weteoro

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

Te Arap

Te tuhi i ng koro poto; hei tauira: ha, pu, ri, ko, me.Te hukahuka ko te tikanga o te tohut, he whakaroa i te oro puare.

Te Ttaki Kupu

Te whakamtau ki te ttaki kupu m te whai haere i te raupapa o ng koro poto ka rangona; hei tauira: ha/ka, ka/ra/ka.Te whakamahi i te tohut hei whakaroa i te oro puare.

Te Puna Kupu

Te tuhi i te maha o ng kupu waiwai. Te tuhi i te maha o na kupu whaiaro.Te tuhi i tahi kupu e kaingkautia ana e te hapori. Te tuhi i tahi kupu ihiihi hei whakaatu i ng whakaaro me ng kare -roto.

Whakatakoto Tuhinga

Te whakatakoto tika i ng tuhinga ki te whrangi, ar, te tuhi i runga i te rrangi, te tuhi mai i te paenga, te waiho i ttahi whi wtea i runga me ttahi whi wtea i raro. Te whakamahi i ng krawarawatanga pnei me te irakati, te pmatua, te tohu ptai me te tohu whakaoho. Te tuhituhi i ng rerenga ngwari.

Te Mahi--Ringa

Te pupuri tika i te pene.Te waihanga tika i ng p.

1 Te Thh o te Mtauranga. (2008). Ka Rere te Manu ki te Ao Tuhituhi. He Manu Tuhituhi. Te Papa-i-oea: Te Thh o te Mtauranga. pp. 3561.

Aromatawai Tuhituhi Ka Marewa

konga: R:

Tau: Kaiako:

Reanga Tuhituhi: Ka Marewa

He Tauira


Ng Krero Arotake:

Hei whina i te KaiakoAnei e whai ake nei ng huatanga kua tautohua i ttahi tuhinga i te reanga Ka Marewa o He Manu Tuhituhi1 e hngai ana ki nga Taumata 23 o Ng Whanaketanga Reo Mori. Whakamahia ng huatanga kua tautohua i raro iho nei hei tautoko i te tuhinga a te konga kua kohia e koe. Tpakohia ng huatanga o te tuhinga hei whakaatu i ng mhiotanga a te konga ki ng tikanga tuhituhi.

Te Weteoro

Te whakarongo me te tautohu i ng oro o ng orok2; 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 Arap

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

Te Ttaki Kupu

Te whakamtau ki te ttaki kupu he orok, he oro puare e rua whenumi rnei kei roto; hei tauira: au, moe, pou, hui, koa, hue.Te ttaki tika i ng kupu waiwai me ng kupu o ia r. Te whakamtau ki te ttaki i ng kupu hou m te whai haere i te raupapa o ng koro ka rangona. Te whakamahi i te papakupu hei tirotiro mehemea i tika te ttaki i te kupu. Te whakamahi i te tohut hei whakaroa i te oro puare.

Te Puna Kupu

Te tuhi kupu e hngai p ana ki te kaupapa kua whakaritea. Te tuhi kupu e hngai p ana ki te momo tuhinga. Te tuhi i tahi kupu e kaingkautia ana e te hapori.Te tuhi i tahi kupu ihiihi hei whakaatu i ng whakaaro me ng kare -roto.

Te Whakatakoto Tuhinga

Te whakatakoto tuhinga i runga an i te ara tika m te momo tuhinga. Te tuhi i ng rerenga mr. Te whakamahi tika i te irakati, te pmatua, te tohu ptai me te tohu whakaoho.Te whakamahi i te piko me ng tohu krero i ng w e tika ana.

Te Mahi--Ringa



Aromatawai Tuhituhi Ka Rere

konga: R:

Tau: Kaiako:

Reanga Tuhituhi: Ka Rere

He Tauira


Ng Krero Arotake:

Hei whina i te Kaiako Anei e whai ake nei ng huatanga kua tautohua i ttahi tuhinga i te reanga Ka Rere o He Manu Tuhituhi1 e hngai ana ki te Taumata o Ng Whanaketanga Reo Mori. Whakamahia ng huatanga kua tautohua i raro iho nei hei tautoko i te tuhinga a te konga kua kohia e koe. Tpakohia ng huatanga o te tuhinga hei whakaatu i ng mhiotanga a te konga ki ng tikanga tuhituhi.

Te Weteoro

Te whakarongo me te tautohu i ng oro o ng orok2; 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 Arap

Te hukahuka me te tuhi i ng orok; hei tauira: au, moe, pou, heu, kei, pai.

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

Te Ttaki Kupu

Te ttaki tika i te nuinga o ng kupu e whakamahia ana.

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

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

Te Puna Kupu

Te tuhi kupu e hngai p ana ki te kaupapa kua whakaritea.

Te tuhi kupu e hngai p ana ki te momo tuhinga.

Te tuhi i tahi kupu e kaingkautia ana e te hapori.

Te tuhi i tahi kupu ihiihi hei whakaatu i ng whakaaro me ng kare -roto.

Te Whakatakoto Tuhinga

Te whakatakoto tuhinga i runga an i te ara tika m te momo tuhinga.

Te whakaraupapa tuhinga ki te kwae.

Te whakamahi i te maha o ng momo tmatanga m te rerenga.

Te whakamahi tika i te piko me ng tohu krero.

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

Te Mahi--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 Ng Whanaketanga Reo Mori. Use the features identi ied below to support the annotation of the students written sample you have collected. Highlight the identi iable features to show the students 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 Thh o te Mtauranga. (2008). Ka Rere te Manu ki te Ao Tuhituhi. He Manu Tuhituhi. Te Papa-i-oea: Te Thh o te Mtauranga. pp. 3561.2 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 12 of Ng Whanaketanga Reo Mori. Use the features identi ied below to support the annotation of the students written sample you have collected. Highlight the identi iable features to show the students 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 Thh o te Mtauranga. (2008). Ka Rere te Manu ki te Ao Tuhituhi. He Manu Tuhituhi. Te Papa-i-oea: Te Thh o te Mtauranga. pp. 3561.

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 23 of Ng Whanaketanga Reo Mori. Use the features identi ied below to support the annotation of the students written sample you have collected. Highlight the identi iable features to show the students 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 chec

Documents

Whakapiki i te Reo - victoria.ac.nz · Overview This section includes information about: • The Whakapiki i te Reo Professional Development Programme • Our Goal In June 2006 Te