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Students are assessed on their ability to find details to identify the main idea of a text about cultural change in a Pacific context.

Students are assessed on their ability to find details about important information in a recount about a walking school bus, then identify the main idea of this text. SJ-1-1-2006. Text provided.

Assessment focus: finding important information and the main idea of an informational text. The text used is about an introduced species of fish which has become a pest. SJ-2-4-2005. Text provided.

Students identify what type of people the characters in the story are and choose evidence from the text to justify their decisions; they also identify the main idea of the text. Suggestions for evaluating character and the author's style of characterisation are under the "Working with Students" tab.

Students are assessed on their ability to find details that support them to identify the main idea in a text about an endangered species of New Zealand. Reading age 8.5-9.5. SJ-1-4-2005. Text provided.

Students read opinions written by four different students and make inferences to answer comprehension questions.

Students identify the visual techniques used within a static image and describe how they support the meaning of the written text.

Assessment focus: finding details to support the main idea of an informational text, and justifying why they agree or disagree with the main idea presented. The text used is about environmental issues to do with endangered native species.

This comprehension task assesses student ability to find the main idea of a transactional text about a Māori naturalist/scientist. Students are asked to read a text, identify the main idea from three choices provided, and then justify why they think their choice is right.

This task is about using evidence to find the main idea of a text. Students read a narrative text with a Māori context, find two groups of details, then select the main idea from four choices. Note that the text deals with the hunting and slaughter of pigs, which may be a challenging concept for some of your students. SJ-4-2-2004. Text provided.

This comprehension task assesses student ability to find the main idea of a transactional text. Students are asked to read a text then complete three short tasks. Junior Journal 30. Text not provided.

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

Students are assessed on their ability to retrieve details that support the main idea of an article about an endangered species.

This resource has an assessment focus on comprehension. Students study the poem 'Learning to Read' and respond to four short written response style questions. SJ-3-3-1989. Text provided.

In Part 1 students identify visual techniques used within a static image and describe how they support the meaning of the poem. In Part 2, students create a text to communicate ideas visually. Annotated student work samples of Part 2 are provided.

Students choose the most appropriate topic sentence for a set of supporting sentences.

Task: Choose images to enhance a science text about an adaptation of kererū, compare the messages of images, and reflect on the role of illustrations in science texts. Assessment focus: using and interpreting images in science texts.

A report about a topic of local, national, or international interest is prepared. The assessment focus is on opinions and information from the media. ARB scoring guides A and B are suitable for this task.

Students identify the topic sentence, supporting sentences and summary sentence in a given paragraph. They then write their own paragraph, working to include these elements.

The context for this oral assessment is an informative speech about a famous person. ARB scoring guides A, B, and C are suitable for this task.

Students present an instructive speech to the class or small group. Some topics are provided as examples and scoring guides for teachers are attached.

The context for this oral assessment is an informative speech about a famous historic person. ARB scoring guides A, B, and C are suitable for this task.

The context for this oral assessment is an informative speech about a famous person or an historical event. ARB scoring guides A, B, and C are suitable for this task.

Students prepare an instructive speech from a list of topics. The assessment focus is on explaining the logical steps needed to develop a skill or complete a task. ARB scoring guides A, B, and C are suitable for this task.

The assessment focus is on an informative speech to a small group about a famous historical person. Student directions, a checklist, and scoring guides are included.