Writing meaningful text: text features resources

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.

This resource provides information on students’ ability to write a string of adjectives in the correct order.

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 are asked to read a short story and to insert the speech marks required to punctuate the direct speech in the story.

This task assesses students' ability to discriminate between the use of full stops, exclamation marks, and question marks by asking them to read a letter and insert the appropriate punctuation at the end of each sentence.

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.

Students identify and describe a local place they like to visit within a written report.

Students read a story about rabbits and mark where the paragraph breaks should occur. The assessment focus is on organisation.

The assessment focus is punctuation with students inserting commas and speech marks into text.

Students read an essay on school uniforms then mark where the paragraph breaks should occur. The assessment focus is on organisation.

Students add commas to enclose words or phrases within sentences to show where extra information has been added.

This transactional writing resource requires students to express their views about organ donation.

Students research and take notes in preparation for writing a biography of a famous New Zealander. Supports for this process and formative assessment points are given.

Students identify and insert the missing capital letters for proper nouns in a letter.

The focus of this resource is selecting the appropriate punctuation to end sentences. The resource ends with a shared activity where students write some sentences about themselves, share them with a partner, and give each other feedback on their punctuation.

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.

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.

For this NEMP task students fill in a postcard about a holiday. Students' writing is assessed on postcard conventions, content, and legibility.

A letter without capitals is the context of this punctuation assessment. Students insert capitals for a number of different purposes.

Students read a short narrative recount and indicate each place in which a paragraph break is needed.

Students write an argument either for or against daily physical education in schools. Support materials and links to exemplars for writing an argument are given under the "Working with Students" tab.

Students are assessed on their ability to use the modelled features of a thesaurus to create their own thesaurus page.

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.