Vocabulary resources

Students are given a key list of words associated with earthquakes. Student use these and their own knowledge to write a paragraph explaining five key points about earthquakes.

Students explain the terms endangered and extinct. Students give two examples of animals that are endangered and give reasons for why these animal numbers have declined.

Students follow a story about searching for gold on an island. In the process they answer five questions about landforms.

Task: Complete two sentences. Assessment focus: definitions of permanent and temporary change.

Task: Decide whether described situations are examples of melting or dissolving, provide further examples, and describe what happens when something melts, and when something dissolves. Assessment focus: definitions of melting and dissolving.

Students answer three multiple-choice questions about atoms, elements, and atomic number.

Students create a vignette with a focus on writing that is 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'.

This resource provides information on students’ ability to write a string of adjectives in the correct order.

This grammar resource has a focus on verbs. Students identify verbs in sentences, and answer questions on the active or passive voice.

Students are assessed on their knowledge of parts of speech. They work through a short text and identify the nouns, verbs, adjectives, and adverbs.

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

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

Students read some examples of metaphors that have been extended then write their own. They also reflect on why writers use metaphors.

This task assesses students' ability to provide examples of different parts of speech (noun, verb, adjective, adverb) in the context of writing two four-word alliteration poems.

From given examples, students define four root words then complete a chart of root words and their meanings.

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

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

Select which materials are transparent, opaque, or translucent. Assessment focus: vocabulary of a material property.

Task: Match definitions to terms about light rays. Assessment focus: scientific vocabulary.

Students are asked to explain the meaning of the terms, recycle, reduce, and reuse.

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

The focus of this resource is on selecting prepositions appropriate to the context.

Students draw a line from each genetic term to its correct definition.

Students read an advertisement and retrieve information and make inferences from it.

Assessment focus: student ability to use contextual clues in order to infer the meaning of a word. (There is a link to the text used for this resource in the Using this Resource section.)