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

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 use a given example of a blurb about a book to create their own blurb for a book of their choice.

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'.

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

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

Students reflect on notes taken during a rugby game to write an effective report. They also consider some features that will add effect to their report. A link to student support material is given under the "Working with Students" tab.

Students explain why three sentences are ambiguous and rewrite them to make the meaning clearer.

For this NEMP task students look at a picture of a bicycle and write an advertisement to sell the bike in a newspaper column.

In this resource, students write instructions to match each photograph about making a pūrerehua. SJ-1-1-2001. Text provided.

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 identify and describe a local place they like to visit within a written report.

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.

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

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.

This resource assesses grammar knowledge. Students identify the adjectives in a short story about making breakfast.

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 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'.

This focus of this resource is punctuating direct speech. Students drag speech marks, commas, and full stops into place to show where direct speech begins and ends. The resource ends with a collaborative writing activity. Students work with a partner to create and punctuate a conversation based on the characters in a photograph.

This focus of this resource is punctuating direct speech. Students drag speech marks into place to show where direct speech begins and ends. The resource ends with a collaborative writing activity. Students work with a partner to create and punctuate a conversation based on the characters in a photograph.

For this NEMP task students write a letter to a company requesting some information.

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

For this NEMP task students read a poem about 'Me' and then write a poem about their own 'special self'.

Students identify common spelling errors, taken from the essential word lists, and write the identified errors correctly. Students also identify lines of text without errors.