Students research and write a biographical recount on the life of a well-known New Zealander. Supports for this process and formative assessment points are given.
Students first do the science activity Throwing balloons 3 or Throwing balloons 4 where they predict, observe, and explain what will happen when a balloon containing another balloon filled with water is thrown. Then the students do this resource's writing task where they describe the balloon and what happens when it is thrown, and explain why they think it moved the way it did. Six annotated exemplars of student scripts (writing) are included under the "Working with Students" tab.
This focus of this resource is punctuating direct speech. Students drag speech marks into place to show where direct speech begins and ends. The resource ends with a collaborative writing activity. Students work with a partner to create and punctuate a conversation based on the characters in a photograph.
This focus of this resource is punctuating direct speech. Students drag speech marks, commas, and full stops into place to show where direct speech begins and ends. The resource ends with a collaborative writing activity. Students work with a partner to create and punctuate a conversation based on the characters in a photograph.
Using the whare tapawhā model of hauora (well-being), students explore the different dimensions of health, and write an explanation of how each can be cared for. The assessment focus is on the features of an explanation.
Students are provided with information about the structure of a haiku poem. They identify the syllables in another haiku poem, and then write their own.
The assessment focus is on the features of an explanation. Students explore and write an explanation of the impacts the food industry could have on improving health.
Students identify the topic sentence, supporting sentences and summary sentence in a given paragraph. They then write their own paragraph, working to include these elements.