Thinking resources

Students read an essay on school uniforms then mark where the paragraph breaks should occur. The assessment focus is on organisation.

Students read a poem, 'My Other Jandal', then answer inferential questions. The poem is provided with this resource. SJ-2-4-1994. Text not provided.

Students read an article on dog grooming. They find information to complete a retrieval chart and answer comprehension questions. SJ-1-1-1997. Text not provided.

Assessment focus: finding details to support the main idea of an informational text, and justifying why they agree or disagree with the main idea presented. The text used is about environmental issues to do with endangered native species.

This comprehension task assesses student ability to find details that relate to the main idea of a text about a Māori naturalist/scientist. Students are asked to read a text, find details about the given main idea, then justify why they think the main idea is right or wrong.

Students read a text about living in a house bus to answer retrieval and inferential questions. SJ-2-2-1995. Text provided.

Students calculate the area of a range of rectangular shapes.

Students read an article on a town hall pipe organ and answer related questions. SJ-3-2-1985. Text provided.

In this practical task students design a net for a lidded cardboard cube to hold a tennis ball. They then cut out and construct the cube.

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 complete number sequences, and identify different rules for sequences that begin with the same numbers.

Students display data on a back-to-back stem-and-leaf graph to show the times taken to complete two walks. The longer of the two walks is then identified.

Students read two letters about personal viewpoints on graffiti and answer questions about the content and style of the letters.

Students are assessed on their ability to find and synthesise details to explain the main idea of a text. The text is focused on adjusting to life as a separated family. SJ-3-2-2006. Text provided.

Students interpret a train timetable and answer questions about departure and arrival, and journey times.

The assessment focus is on student ability to make inferences about character and justify these with evidence from text.

An article about a clown is read by students who then complete a retrieval chart about his job.

A newspaper article on working from home is the stimulus for this resource. The assessment focus is on looking at both sides of an issue, vocabulary and comprehension.

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

Students read an article on kiwi and answer multiple choice questions that focus on inference and information retrieval.

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

Students construct a back-to-back stem-and-leaf graph for heights of trees. They then answer a question on range and make a statement comparing the heights of akeake and kōhūhū.

Students read a recount about New Zealanders travelling in Africa, then answer retrieval and inference questions. The text is provided.

Students read an article on Mother Teresa and then answer short comprehension questions.

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.