Thinking resources

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

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.

Students read a speech extract and decide whether selected pronouns either include or exclude the audience.

Students answer questions about weight and number of packets of biscuits for a school fundraising project.

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.

In this practical task, students decide which of four shapes have the same area, then use 100s blocks to check their answer.

This task assesses whether students know the most suitable reference resource to go to for particular information.

Students read an anti-drinking advertisement and identify and explain the effect of different language features.

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.

This assessment takes the context of the New Zealand flag and has questions that focus on presenting, layout, symbols, and visual cues.

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 read an extract about selecting suitable trees to build a waka then answer retrieval and inferential questions.

This comprehension task assesses student ability to identify and justify evidence used to visualise and make inferences about a character and setting.

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.

Task: Decide which of two graphs e.g., tally chart, pictograph, bar graph is represented by a picture and explain how the graph/s are interpreted.

Students are assessed on their ability to identify the main idea of a text that recounts one person's experience of a Tryathlon.

Students are assessed on their ability to identify the main idea of a narrative concerning one child's experience of White Sunday in Sāmoa.

This comprehension task assesses a student's ability to use evidence in a text to work out what a poem could be about as it is disclosed in stages.

Students read an extract from Steinbeck's 'Of Mice and Men' to answer retrieval and inferential questions.

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

Students count the number of pairs thrown in a series of throws of three dice to evaluate the long-run relative frequency of getting a pair.