Using language, symbols, and texts resources

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

This task requires students to show how to estimate numbers of items in some multiplication problems using any acceptable estimation strategy.

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'.

Task: Match the parts of a water cycle to the parts represented in a model of the water cycle and compare how they are the same and different. Assessment focus: interpreting a model.

Students show or explain how two different fraction numbers can represent the same fraction.

Students identify the shaded fraction of a number of different shapes.

Students compare fractions, identify which is larger, and explain or show their reasoning.

This resource has an assessment focus on comprehending the language features used in an advertisement.

Students complete a cloze passage with 26 blanks about a boy stuck between some steps. A scoring guide with replacement words/synonyms and guidelines for interpretation are included.

This task assesses students' ability to analyse a text to identify and justify character traits and points of view, including the author's.

This resource requires students to match ten ideas about the different parts to books with the correct term.

Students complete a cloze passage with 27 blanks on the release of a killer whale. A scoring guide with replacement words/synonyms and guidelines for interpretation are included.

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.

This task assess the ability to give a short speech that teaches the audience something new. Scoring guides are provided.

A contents page from a book on windsurfing is used by students to identify where to go to for specific information.

For this task students read the article, 'Chunky Chalks', and identify the ingredients and equipment used to write a set of 10 instructions for making chunky chalk. Students then identify the verb in each instruction. SJ-2-4-2000. Text not provided.

Students read a newspaper article and answer comprehension and vocabulary questions.

In this resource, students write instructions to match each photograph about making a pūrerehua. SJ-1-1-2001. Text provided.

Students are asked to read a short story and to insert the speech marks required to punctuate the direct speech in the story.

A letter without capitals is the context of this punctuation assessment. Students insert capitals for a number of different purposes.

Students read the letters written by four different people and identify the main idea of each letter.

This resource assesses grammar knowledge. Students identify the adjectives in a short story about making breakfast.

This task assesses students' ability to discriminate between the use of full stops, exclamation marks, and question marks by asking them to read a letter and insert the appropriate punctuation at the end of each sentence.

Students present a 'show and tell' for a small group. The focus includes discussion, handling questions, and bringing the session to a close. Speaking assessment guide C (Peer assessment) is suitable for this task.

Students attempt to persuade the adults in their families that they should be able to have a dog. They construct an argument by writing replies to the adults' statements.