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Students select answers that demonstrate their understanding of alphabetical order.

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

Students read a speech extract and decide whether selected pronouns either include or exclude the audience.

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.

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

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

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

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.

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

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

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.

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.

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.

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 create a 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 use figurative language to 'show' rather than 'tell'.

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 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 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'.