Writing resources

Students explain what an adjective is and identify adjectives in some sentences.

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 select answers that demonstrate their understanding of alphabetical order.

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

This task assesses the initial understanding needed to punctuate direct speech, by asking students to re-write words in speech bubbles as direct speech and insert the necessary punctuation.

Students create simple and compound sentences to go with given photos. The focus is on combining sentences, using simple conjunctions. A peer sharing task completes the resource.

Students write headlines for brief newspaper items. This task assesses student ability to summarise text as a headline.

This resource assesses students' ability to identify and correct common spelling errors, taken from the essential word lists of commonly misspelt words.

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.

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.

Students produce a simple written description, using nouns and adjectives with some precision.

Students write a report which gives details about a problem, gives reasons for the problem, and suggests how it might be fixed.

Students explore the issue of school uniforms, developing arguments around it from different points of view.

Students produce a simple written description, using nouns and adjectives with some precision.

Students complete a mindmap to show they are able to group ideas.

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

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

Students are given an example of ordering adjectives in an advertisement. They use this example to develop a list of adjectives that they order as they create their own advertisement .

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.

From given examples, students define four root words then complete a chart of root words and their meanings.

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

Using the whare tapawhā model of hauora (well-being), students explore the different dimensions of health, and write an explanation of how each can be cared for. The assessment focus is on the features of an explanation.

An example of a personal letter provides the context, with questions about letter formats and abbreviations being the assessment focus.

Students write an invitation to a party.

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'.