Creating meaning resources

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 first do the science activity Throwing Balloons 2 (PW2548) where they predict, observe, and explain what will happen when a balloon containing another balloon filled with water is thrown. Then the students do this writing task where they describe the balloon and what happened when it was thrown, and explain why they think it moved the way it did. Six annotated exemplars of student scripts (writing) are included under the "Working with Students" tab.

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.

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.

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 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 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.

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.

This punctuation resource has a focus on colons and semi-colons. Students insert colons into sentences and demonstrate their knowledge of differences between colons and semi-colons.