Writing resources

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

This resource provides information on students’ ability to write a string of adjectives in the correct order.

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

Students use a video clip as the stimulus for completing a poem. Scaffolds are provided for this process.

Students place photos in order, then use them to write a narrative with a beginning, middle, and end.

Using a picture as stimulus, students use nouns and verbs to create well-formed sentences.

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

This resource provides information on students’ ability to write a string of adjectives in the correct order.

Students write a set of instructions after reading a poem about cooking. Students self-assess their writing before conferencing with the teacher to set their next learning steps.

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.

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.

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

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

Students attempt to persuade the adults in their families that they should be able to have a dog. They construct an argument by writing replies to the adults' statements.

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.

Students write a set of instructions after reading a science article about growing crystals. Students assess their own writing using the supports provided.

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 read a story about rabbits and mark where the paragraph breaks should occur. The assessment focus is on organisation.

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

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

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

Students read an essay on school uniforms then mark where the paragraph breaks should occur. The assessment focus is on organisation.

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