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This resource assesses grammar knowledge. Students identify prepositions used in twelve sentences.

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

The focus of this resource is on selecting prepositions appropriate to the context.

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 complete a cloze passage and use their vocabulary and knowledge of grammar to create well-formed sentences.

Students select answers that demonstrate their understanding of alphabetical order.

Students complete a cloze passage with 20 blanks on polio to create well-formed sentences.

This task assesses student understanding of how the form of a word affects the way it is used, i.e., whether a word is used as a noun or a verb.

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 read through an article about a pending tidal wave. From their comprehension of the cloze passage, they fill in the gaps with their own words. SJ-2-2-1982. Text provided.

This task assesses student ability to find the text features of an explanation of a scientific idea.

This task assesses student ability to find the text features of a science report about one of our native birds. The task is essentially a literacy task in the context of scientific writing, and can also be accessed from the English Bank.

This task assesses student ability to find the text features of a science report about moa.

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

This punctuation resource is on the use of brackets. Students explain when brackets are used, then insert them into four sentences.

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

From a list of language techniques that writers use to emphasise a word or idea, students identify which ones have been used in some sentences and then write their own examples.

Students write four questions about an animal they would like to find out about.

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

Students are assessed on their ability to find details to identify the main idea of a text about cultural change in a Pacific context.

Students complete a cloze passage about koalas using their vocabulary and knowledge of grammar to create well-formed sentences.

Students match ten topics or subjects to the correct Dewey Decimal call number.

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

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.