Writing resources

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.

A model of combining two short sentences is given. Students create simple then compound sentences to go with some photos, using simple conjunctions to join sentences. A peer sharing task completes the resource.

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

Students create simple then compound sentences to go with a photo, using simple conjunctions to join sentences. A peer sharing task completes the resource.

Students write an advertisement to sell a kayak on a website.

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 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 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.

From a selection of grammar terms, students assign the appropriate terms to the parts within two sentences.

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 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.

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

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

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

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