Using language, symbols, and texts resources

Students identify common spelling errors, taken from the essential word lists, and write the identified errors correctly. Students also identify lines of text without errors.

Assessment focus: ability to interpret visual texts though de-constructing messages to access multiple layers of meaning, by drawing on both the text and previous knowledge and experiences.

Students use the commutative property to find missing numbers in equations and explain the property.

Students read a visual and written text about native plants and animals to answer retrieval and inferential questions.

Answer questions about rubbish picked up on a beach, and suggest reasons why plastic is the most common rubbish.

Students find missing numbers to complete addition, subtraction and multiplication number patterns.

In this resource students read bullet points about different cultures and answer information retrieval questions.

Assessment focus: ability to use contextual clues to infer meaning of a word. (There is a link to the text used for this resource in the Using this Resource section.) SJ-2-1-2006. Text provided.

A poem about fleas from a School Journal is the context for this resource. The assessment focus is on making inferences. SJ-3-1-1999. Text provided.

Students complete a cloze passage with 20 blanks on polio to create well-formed sentences.

Students construct a bar graph from the information about what sports Room 8 children would like to play next term.

Students calculate an average and a percentage from raw data and comment on these findings.

From a selection of grammar terms, students assign the appropriate terms to the parts within two sentences.

Students interpret information presented in a composite histogram to answer questions involving percentages and comparisons.

Task: Answer questions about what happens to water in open and closed containers and compare to the water cycle. Assessment focus: evaporation, the water cycle.

Students read the description of a number of surveys and explain why the sample is biased.

Task: Look for the similarities and differences in how students draw graphs to display information.

Students recognise equal and different likelihoods when playing a game of chance and explain their reasoning.

Students read the humorous narrative 'The Diving Competition' to answer retrieval and inferential questions. SJ-4-2-1996. Text provided.

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 compare the overall distribution of two graphs and describe their reasons.

Students identify true and false statements, and provide a description of the most important features of a time series graph.

This task requires students to estimate some addition problems using any appropriate method.

Students estimate the sum of a number of fractions.

Students are required to critique a survey and design another useful question to be included.