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Students write both open and closed questions about the importance of smartphones to students their age.

This comprehension task assesses student ability to find the main idea of a transactional text about a Māori naturalist/scientist. Students are asked to read a text, identify the main idea from three choices provided, and then justify why they think their choice is right.

Students give a 'show and tell' speech to a group of 4-5 students. The audience will ask questions at the conclusion of the speech. Scoring guides are provided for teachers.

Students present an instructive speech to the class or small group. Some topics are provided as examples and scoring guides for teachers are attached.

For this NEMP task students write a thank you letter to the Playground Trust. The letter is assessed on letter conventions, content, and language.

This resource assesses grammar knowledge. Students complete a table giving definitions and examples of proper, common, collective, and abstract nouns.

Students prepare a talk on a personal experience, interest, or activity.

Students present and deliver a short talk on a news item that interests them. Oral Language Assessment Guide C is suitable for this task.

A student speaks to another student or a small group about a news article. Two scoring guides are provided.

Students prepare a talk for a group or the class about a book. The assessment focus is on both content and delivery. ARB scoring guides A and B are suitable for this task.

Students present a 'show and tell' for a small group. The focus includes discussion, handling questions, and bringing the session to a close. Speaking assessment guide C (Peer assessment) is suitable for this task.

Retelling a story, myth, or legend is the context for this assessment. Students use pictures, puppets, or other objects to enhance delivery. Oral Language Assessment Guides A, B, and C are suitable for this task.

The assessment context is a prepared speech of introduction. The time limit is 1 minute and a content checklist is provided. Assessment guides B and C are suitable for this task.

In Part 1, students interpret how the visual techniques used in the presentation of a Māori legend support the meaning of the written text. In Part 2, students are assessed on their ability to communicate and explain their use of visual techniques. Annotated student work samples using Part 2 are provided.

This assessment takes the context of the New Zealand flag and has questions that focus on presenting, layout, symbols, and visual cues.

Students use an index page from a book on New Zealand to answer six questions.

A newspaper article on working from home is the stimulus for this resource. The assessment focus is on looking at both sides of an issue, vocabulary and comprehension.

Students deliver an impromptu speech from a range of topics. Assessment guides A and B are suitable for this task.

Students deliver an impromptu speech from topics that are suitable for secondary school. Assessment guides A, B, and C are suitable for this task.

This oral assessment is designed to be given to a small group. The audience asks questions at the end of the speech. A selection of scoring guides is provided.

This task assesses a student's ability to persuade an audience to agree with their opinion. Some speech topics and a checklist are provided.

Students read some examples of metaphors that have been extended then write their own. They also reflect on why writers use metaphors.

The assessment context is a prepared 'thank you' speech. The time limit is one minute and a content checklist is provided. Oral Language Assessment Guide C is suitable for this task.

Students prepare and give a farewell speech. Points to be covered by students and a scoring guide for teachers are included.

Students prepare and present a speech of introduction for an important person visiting the class. What the speech should cover and a scoring guide for teachers are included.