After reading the text, students recall the sequence of the story and some details. To do this, students are given a list of words to select from. Students justify their inferences based on the evidence in the written and visual texts.
After reading the text, students work with a partner, recalling the sequence of the story and some details. To do this, students are given a list of words to select from. Students justify their inferences based on the evidence in the written and visual texts.
After reading the text, students work on this resource with a partner, recalling the sequence of the story and some details. To do this, students are given a list of words to select from. Students justify their inferences based on the evidence in the written and visual texts.
A montage of ideas about body piercing is the stimulus for questions that require students to unpack synonyms, colloquial language, and referring words.
A poem is disclosed in stages to students. The task assesses their ability to make inferences using evidence from text and prior knowledge to work out what it could be describing.
After reading the story, students recall the sequence and identify some details. To do this, students are given a list of words to select from. Students justify their inferences based on the evidence in the written and visual texts.
Task: Complete a diagram of part of the water cycle and answer a question about rain. Assessment focus: Question a) – the water cycle and conventions of diagrams; question b) – evaporation of a solution.
Students to apply their understanding of basic wave behaviour at the sea shore to make an inference about waves in a different but analogous context: to predict where the worst damage might occur in an earthquake.
Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.