English resources

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.

This task assess the ability to give a short speech that teaches the audience something new. Scoring guides are provided.

Students prepare a talk for a group or the class about a book. The assessment focus is on both content and delivery. ARB scoring guides A and B are suitable for this task.

A contents page from a book on windsurfing is used by students to identify where to go to for specific information.

For this task students read the article, 'Chunky Chalks', and identify the ingredients and equipment used to write a set of 10 instructions for making chunky chalk. Students then identify the verb in each instruction. SJ-2-4-2000. Text not provided.

New Zealand's steepest street is the context for this resource. Comprehension questions require students to find information and make inferences. The text is provided with this resource. SJ-4-3-1996. Text provided.

Students read a newspaper article and answer comprehension and vocabulary questions.

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.

Students read acknowledgement text from a journal and answer questions about acknowledgements.

Students read the letters written by four different people and identify the main idea of each letter.

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 prepare an instructive speech from a list of topics. The assessment focus is on explaining the logical steps needed to develop a skill or complete a task. ARB scoring guides A, B, and C are suitable for this task.

Students present a 'show and tell' for a small group. The focus includes discussion, handling questions, and bringing the session to a close. Speaking assessment guide C (Peer assessment) is suitable for this task.

Students prepare a 2 to 3 minute speech, to inform, persuade, or entertain. Topics suitable for primary students are provided. Assessment guides B and C are suitable for this task.

Students read an article about a cockatoo to find factual information. Junior Journal 17. Text not provided.

This comprehension task assesses student ability to find the main idea of a transactional text. Students are asked to read a text then complete three short tasks. Junior Journal 30. Text not provided.

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 give a 'show and tell' speech to a group of 4-5 students. The audience will ask questions at the conclusion of the speech. Scoring guides are provided for teachers.

This task assesses students' understanding of how to communicate with an audience. Students identify the voice expressions and sound effects needed for a play, "Who pushed Humpty Dumpty?" (Text used is reproduced as a pdf under "Using this resource" tab.) SJ-2-2-1998. Text provided.

Students unpack a picture, making inferences from its visual cues. SJ-1-2-1998. Text provided.

Students view a set of images to answer questions about the camera angles used and the effects these create. Students also suggest sound effects and dialogue for the images.

Students read an article about shoeing a horse and find information from it to complete a retrieval chart.