Creating meaning resources

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.

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.

Students complete sentences by adding a given noun or pronoun and using an apostrophe as required.

Students identify phrases within sentences which provide additional information, and enclose these phrases using commas.

Students expand common contractions to their full form, then write the contracted forms of other common two-word phrases.

This task is about identifying the topic sentence, supporting sentences, and summary sentence in a paragraph of description.

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

For this NEMP task students cut out and order a sequence of pictures and write captions to tell a story.

Students identify whether to use 'there' or 'their' in a piece of student writing.

From a list of language techniques that writers use to emphasise a word or idea, students identify which ones have been used in some sentences and then write their own examples.

Students reflect on notes taken during a rugby game to write an effective report. They also consider some features that will add effect to their report. A link to student support material is given under the "Working with Students" tab.

This is a resource on sentence types. Students use four definitions of sentence types to classify six sentences.