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This punctuation resource has a focus on colons and semi-colons. Students insert colons into sentences and demonstrate their knowledge of differences between colons and semi-colons.

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.

Students identify and insert the missing capital letters for proper nouns in a letter.

This task assesses students' understanding of the conventions surrounding the use of apostrophes to indicate ownership. Students are required to read a short story and insert apostrophes in the places they are needed.

Students add commas to enclose words or phrases within sentences to show where extra information has been added.

Students are asked to read a short story and to insert the commas and speech marks required to indicate the direct speech in the story.

This task assesses students' ability to discriminate between the use of full stops, exclamation marks, and question marks by asking them to read a letter and insert the appropriate punctuation at the end of each sentence.

This task has students writing about themselves. Assessment focus: the use of capitals.

This assessment task has students writing a short conversation between friends, using speech marks that have been modelled in the task.

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

The main focus of this task is punctuation. Students will read Janine's email to her new pen pal and insert eight question marks in the correct places.

Students are asked to read a short story and to insert the speech marks required to punctuate the direct speech in the story.

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

This is a resource on sentence types. Students use four definitions of sentence types to classify six sentences.

A letter without capitals is the context of this punctuation assessment. Students insert capitals for a number of different purposes.

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

The assessment focus is punctuation with students inserting commas and speech marks into text.

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

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'.

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.