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Students design an advertisement to sell a bike.

Students use the ideas from a brainstorm to write six sentences about caring for pets.

Students are assessed on their knowledge of parts of speech. They work through a short text and identify the nouns, verbs, adjectives, and adverbs.

Students select answers that demonstrate their understanding of alphabetical order.

Students read a letter written to the Board of Trustees, and make it more formal by writing the contractions as full words.

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.

This task assesses students' ability to provide examples of different parts of speech (noun, verb, adjective, adverb) in the context of writing two four-word alliteration poems.

Students complete sentences by adding a given noun or pronoun and using an apostrophe as required.

Students identify phrases within sentences which provide additional information, and enclose these phrases using commas.

Students expand common contractions to their full form, then write the contracted forms of other common two-word phrases.

Students identify whether to use 'there' or 'their' in a piece of student writing.

Students are required to identify arguments for and against keeping animals in zoos and then use these to write a paragraph expressing their point of view about this issue.

This task assesses the understanding needed to punctuate direct speech by asking students to re-write words in speech bubbles as direct speech.

Students create character vignettes 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 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.

Students identify common spelling errors, taken from the essential word lists, and write the identified errors correctly. Students also identify lines of text without errors.

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

Students write a set of instructions after reading a science article about growing crystals. Students assess their own writing using the supports provided.

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.

Students will identify and use nouns, adjectives, and verbs to write a poem that follows the same structure as given in two examples.

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.