Using language, symbols, and texts resources

Students are required to identify the nouns and proper nouns in a short story about a class trip to the zoo.

Students plan how to do a statistical investigation about a question that has been posed, and think about how they will collect their data.

Students answer questions about a bar graph which shows the number of different types of animals at the zoo.

Students complete a bar graph from information in a tally chart about the ages of students and interpret the data by answering questions.

Students identify distances and mark positions on a treasure map with a scale.

This resource assesses students' ability to identify and correct common spelling errors taken from the essential word lists 4, 6, and 7.

A newspaper story about a runaway weather balloon with a map that tracks its progress is the context for this assessment. Students read it to answer retrieval and inferential questions.

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

Students produce a simple written description, using nouns and adjectives with some precision.

The focus of this resource is selecting the appropriate punctuation to end sentences. The resource ends with a shared activity where students write some sentences about themselves, share them with a partner, and give each other feedback on their punctuation.

Task: Use written text about farming's contribution to climate change to complete a flow chart, and answer questions about the two texts. Assessment focus: interpreting, using, and comparing different types of text.

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 are required to identify the verbs in a short story about a boy jumping off a diving board.

Students read a non-fiction contents page to identify where to go for different information.

This resource assesses students' ability to select appropriate key words, from a given list, for the purpose of finding information that can be used to answer a given question. Students' ability to generate key words is also assessed.

Students read a boy's description of himself, identify the places in which capital letters have been omitted for proper nouns, and insert these.

Assessment focus: ability to use contextual clues to infer the meaning of a word. (There is a link to the text used for this resource in the Using this Resource section.) Reading age 9.5-10.5. SJ-4-3-2004. Text provided.

Students solve mathematical problems involving distance, and identify parts of an algebraic expression.

Students identify multiples of 4 and of 6, and explain their reasoning.

Students read an article about the Moa then answer retrieval and inferential questions. SJ-2-3-1982. Text not provided.

Students first do the science activity Throwing Balloons 2 (PW2548) where they predict, observe, and explain what will happen when a balloon containing another balloon filled with water is thrown. Then the students do this writing task where they describe the balloon and what happened when it was thrown, and explain why they think it moved the way it did. Six annotated exemplars of student scripts (writing) are included under the "Working with Students" tab.

Students read a story about family dynamics to answer inferential questions. SJ-3-3-1996. Text provided.

This task assesses close reading and making inferences about the setting, backdrop, props, costumes, and acting required in a performance of the Junior Journal play "Too Much Noise".

Students give grid references, and drag and drop grid references onto a grid.