Creating meaning resources

Students write an argument either for or against daily physical education in schools. Support materials and links to exemplars for writing an argument are given under the "Working with Students" tab.

Students choose the most appropriate topic sentence for a set of supporting sentences.

This is a grammar knowledge resource where students match nine parts of speech and their definitions.

Students identify the topic sentence, supporting sentences and summary sentence in a given paragraph. They then write their own paragraph, working to include these elements.

The assessment focus is on the features of an explanation. Students explore and write an explanation of the impacts the food industry could have on improving health.

Students will identify and use nouns, adjectives, and verbs to write a poem that follows the same structure as given in two examples.

Students read and then show a conversation using characters and speech bubbles.

Students write four questions about an animal they would like to research.

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

Students research and take notes in preparation for writing a biography of a famous New Zealander. Supports for this process and formative assessment points are given.

For this NEMP task students fill in a postcard about a holiday. Students' writing is assessed on postcard conventions, content, and legibility.

Students research and write a biographical recount on the life of a well-known New Zealander. Supports for this process and formative assessment points are given.

This oral assessment is designed to be given to a small group. The audience asks questions at the end of the speech. A selection of scoring guides is provided.

Students identify and insert the missing capital letters for proper nouns in a letter.

Students are required to identify the nouns and proper nouns in a short story about a class trip to the zoo.

This resource assesses students' ability to identify and correct common spelling errors taken from the essential word lists 4, 6, and 7.

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

The focus of this resource is selecting the appropriate punctuation to end sentences. The resource ends with a shared activity where students write some sentences about themselves, share them with a partner, and give each other feedback on their punctuation.

The main focus of this task is punctuation. Students will read Janine's email to her new pen pal and insert eight question marks in the correct places.

Students are required to identify the verbs in a short story about a boy jumping off a diving board.