Using language, symbols, and texts resources

Students read a text containing instructions then answer retrieval and inferential questions. SJ-2-2-1984. Text provided.

Task: describe what would happen to four items of food when left in the sun. Assessment focus: change.

Students read a poster on sand dunes to answer retrieval and inferential questions.

Students write a report on a table of data and make recommendations from their report.

Students are required to read three poems, identify the animal that the object in each poem is being compared with, and identify the ways in which the look or movement of the objects are described so that they seem like these animals.

Assessment focus: finding important information and the main idea of an informational text. The text used is about an introduced species of fish which has become a pest. SJ-2-4-2005. Text provided.

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

Students answer questions involving adding and subtracting fractions of food.

To answer mainly multiple choice questions, students retrieve information and make inferences from a text about Socrates.

Students read a poster about railway crossing safety to answer retrieval and inferential questions.

Students read a narrative about how a character copes with changes in her family dynamics. Students then complete three tasks focusing on that character. Assessment focus: an evaluation of a character and the author's construction of her. (The text used for this resource is reproduced under the "Working with Students" tab.) Reading age 10-12. SJ-4-2-2000. Text not provided.

Students read an article about Tuatara to be able to fill in a chart with specific information. SJ-1-3-1998. Text provided.

A recount about a whale watch is the context for comprehension questions that require making inferences. The recount is reproduced in the resource. SJ-1-1-1998. Text provided.

Students read an article about castles to complete a retrieval chart using information from the text. SJ-1-2-1995. Text provided.

Students select answers that demonstrate their understanding of alphabetical order.

Students read a report on a fisheries officer's work and make mainly short written responses. The assessment focus is on comprehension and vocabulary. SJ-3-3-1990. Text provided.

Students create character vignettes 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 to use figurative language to 'show' rather than 'tell'.

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 use the information in an article to interpret the body language of cats in nine different pictures. This task assesses student ability to bring together written and visual texts to show their comprehension. The text is reproduced in the Teacher information pages. SJ-3-1-1990. Text not provided.

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 identify whether algebraic equations are always, sometimes, or never true, and explain their reasoning.

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 write four questions about an animal they would like to find out about.

Students expand common contractions to their full form, then write the contracted forms of other common two-word phrases.

Students read a letter written to the Board of Trustees, and make it more formal by writing the contractions as full words.