Creating meaning resources

A student speaks to another student or a small group about a news article. Two scoring guides are provided.

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

The context for this oral assessment is an informative speech about a famous person. ARB scoring guides A, B, and C are suitable for this task.

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.

Students choose a proverb from a list, then prepare and make a short speech explaining the proverb's message. The assessment focus is on explaining an idea, using an example and personal opinion. ARB scoring guides B and C are suitable for this task.

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

Students explore the literary device used in the poem title, choose their own phrase, and visually present it. They obtain feedback from a class member. Annotated student work samples are provided.

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

Students prepare a talk on a personal experience, interest, or activity.

Students provide short written answers to questions on the advantages and disadvantages of interviews as source material. They then practise writing effective interview questions.

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.

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.

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 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 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.

This task assesses a formal debate. A list of general topics is provided. For topics on school and teenage life, see resources Debating I and Debating II. ARB scoring guides D, E and F are suitable for this task.