Structure and language resources

For this NEMP task students write a letter to a bookshop requesting information about a book.

Students express interest in a job by writing a letter and a message to leave on an answer phone.

Students design an advertisement to sell a bike.

For this NEMP task students write a letter to a company requesting some information.

For this NEMP task students fill out an application form for an after school job.

Students create a vignette with a focus on writing that is brief, descriptive, and set in one point in time. They should not be concerned with plot. As the emphasis is on quality rather than quantity, students need to show a controlled and elegant skill in writing, and to use figurative language to 'show' rather than 'tell'.

Students place photos of a canoe trip in order, then use them to write a narrative with a beginning, middle and end.

Students produce a simple written description, using nouns and adjectives with some precision.

Students write a report which gives details about a problem, gives reasons for the problem, and suggests how it might be fixed.

For this NEMP task students write a thank you letter to the Playground Trust. The letter is assessed on letter conventions, content, and language.

Students use a given example of a blurb about a book to create their own blurb for a book of their choice.

Students write an invitation to a party.

Students create a character vignette with a focus on writing pieces that are brief, descriptive, and set in one point in time. They should not be concerned with plot. As the emphasis is on quality rather than quantity, students need to show a controlled and elegant skill in writing, and to use figurative language to 'show' rather than 'tell'.

Students produce a simple written description, using nouns and adjectives with some precision.

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.

Students place photos in order, then use them to write a narrative with a beginning, middle and end.

Students reflect on notes taken during a rugby game to write an effective report. They also consider some features that will add effect to their report. A link to student support material is given under the "Working with Students" tab.

Students produce a simple written description, using nouns and adjectives with some precision.

Students produce a simple written description, using nouns and adjectives with some precision.

Students place photos in order, then use them to write a narrative with a beginning, middle, and end.

For this NEMP task students look at a picture of a bicycle and write an advertisement to sell the bike in a newspaper column.

Students write a set of instructions after reading a poem about cooking. Students self-assess their writing before conferencing with the teacher to set their next learning steps.

In this resource, students write instructions to match each photograph about making a pūrerehua. SJ-1-1-2001. Text provided.

Students attempt to persuade the adults in their families that they should be able to have a dog. They construct an argument by writing replies to the adults' statements.

Students write an argument about the impact of rugby in New Zealand. The features of a written argument are the focus for this assessment. Links to self-assessment writing supports are given under the "Working with Students" tab.