Creating meaning resources

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

This task assesses a student's ability to persuade an audience to agree with their opinion. Some speech topics and a checklist are provided.

Students prepare a persuasive speech on an issue they have strong opinions about. Features of persuasive speech are outlined. ARB scoring guides A, B, and C are suitable for this task.

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

Students prepare and give a speech suitable for presenting a certificate to a junior student. Points to be covered by students and a scoring guide for teachers are included.

Students prepare and present a speech of introduction for an important person visiting the class. What the speech should cover and a scoring guide for teachers are included.

This resource assesses knowledge of speaking techniques and students answer questions on the speech opening, control of audience, speech notes, and closing of speech.

This oral language resource has students matching debating terms and their definitions with extracts from a debate.

This resource assesses student knowledge of six language terms used in debating. Students match the language terms with their definitions.

This assessment has students match seven common debating terms with meanings and examples.

Students present and deliver a short talk on a news item that interests them. Oral Language Assessment Guide C is suitable for this task.

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'.

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

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

Students are provided with information about the structure of a haiku poem. They identify the syllables in another haiku poem, and then write their own.

Students prepare a 2 to 3 minute speech to inform, persuade, or entertain. A list of topics suitable for Year 7/8 students is provided. Assessment guides A and B are suitable for this task.