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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.

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.

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 complete a cloze passage on the antics of an escaped otter. Students use their vocabulary and knowledge of grammar to create well-formed sentences. SJ-2-2-2000. Text provided.

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'.

Task: Play a card game to join two sentence fragments to complete a sentence. Assessment focus: a) relationships of elements in a waterway, and b) science vocabulary.

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 are assessed on their ability to find details that support them to identify the main idea in a text about an endangered species of New Zealand. Reading age 8.5-9.5. SJ-1-4-2005. Text provided.

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'.

This comprehension task assesses student ability to evaluate the ideas and information in a text about an environmental issue. Students are asked to read a text, then respond to four questions. SJ-4-3-2005. Text provided.

The assessment focus is on student ability to identify details that support the main idea of a text, and to identify where the main idea is developed.