Vocabulary resources

This resource comprises a report on the control of traffic in the Holland Tunnel in New York presented as a cloze exercise. Students use comprehension skills to complete the gaps with their own vocabulary.

A tale about a character who resolves a problem creatively provides the context for this cloze exercise. Students use their vocabulary and knowledge of grammar to fill in the missing words.

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.) Reading age 9.5-10.5. SJ-2-2006. Text provided.

Students complete a cloze passage on the antics of an escaped otter. Students use their vocabulary and knowledge of grammar to create well-formed sentences. SJ-2-2-2000. Text provided.

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 read a poem, retrieve information, and then use this information to make inferences. The text used is shown into the resource. It can also be located in School Journal, Part 2, No. 1, 1999. SJ-2-1-1999. Text provided.

Students read a poem to explore the language it uses. SJ-4-3-1995. Text provided.

Advertising provides the context for this resource that has an assessment focus on vocabulary, repetition, tone and comprehension. SJ-4-2-1999. Text provided.

Students read through an article about a pending tidal wave. From their comprehension of the cloze passage, they fill in the gaps with their own words. SJ-2-2-1982. Text provided.

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

Students complete a cloze passage with 28 blanks about a rugby game. A scoring guide with replacement words/synonyms and guidelines for interpretation are included. SJ-1-2-1998. Text provided.

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

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

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 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 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.

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 read a newspaper article and answer comprehension and vocabulary questions.

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

Task: Play a card game to join two sentence fragments to complete a sentence. Assessment focus: a) relationships of elements in a waterway, and b) science vocabulary.

Students complete a cloze passage about koalas using their vocabulary and knowledge of grammar to create well-formed sentences.

This comprehension task assesses student ability to use evidence in text to make inferences about characters' points of view, and to analyse and synthesise understandings of these characters.

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-4-3-2004. Text provided.

Students read an article on Mother Teresa and then answer short comprehension questions.