Vocabulary resources

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

After reading a poem, students respond to questions which focus on understanding features of language used and their effects.

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

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

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

Students read a newspaper article about outdoor activities then answer some comprehension questions.

Task: Match each part of a torch to its name, identify whether the torch in the diagram is on or off and provide evidence for opinion, and suggest ways to make the torchlight brighter. Assessment focus: parts of a torch and the function of some of these parts.

Task: Select the correct words to decribe what is happening to light as it travels through a drop of water. Assessment focus: scientific vocabulary.

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

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 classify 12 common substances as either a compound, mixture, or element.

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.

Task: Match everyday terms about properties with their meanings. Use their understanding about properties of paper and their uses to justify appropriate questions to investigate. Assessment focus: asking questions about paper properties.

For this practical students use provided definitions to classify 12 objects as either transparent, translucent, or opaque.

Students are asked to identify a solid, liquid, and a gas. They are also asked to write down two things that are generally true for each of these three states of matter.

Students state whether each of nine common objects are transparent or opaque.

Task: Describe and compare some physical properties of plastic objects and identify the properties scientists might use for classifying materials. Assessment focus: classifying using physical properties.

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

Students are assessed on their ability to use the modelled features of a thesaurus to create their own thesaurus page.

Students use evidence in a text to make inferences about a character's feelings. They analyse these within scaffolding activities, synthesising their thinking to suggest the author's message.

Students read a poem to explore the language it uses. SJ-4-3-1995. 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 produce a simple written description, using nouns and adjectives with some precision.

Students read an article on the marathon. They then answer a range of comprehension and vocabulary questions.