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The text that is read to students is about a household task in Greece. Students listen and then respond to 8 multiple-choice questions. SJ-2-1-1995. Text provided.

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 are assessed on their ability to identify the main idea in a text about bridge construction.

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

This task assesses student ability to find the text features of a science report about moa.

Students read a personal recount about family relationships in a Pacific context. Assessment focus: the author's construction of two characters and an evaluation of them.

Students read an advertisement then identify and explain some of its language features.

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

Students make inferences from a poem. SJ-2-4-1993. Text provided.

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

This comprehension task assesses a student's ability to make inferences about a character's feelings based on the evidence in a written and visual text, and their own prior experience.

This task assesses student ability to find the text features of a science report about one of our native birds. The task is essentially a literacy task in the context of scientific writing, and can also be accessed from the English Bank.

This comprehension task involves progressively disclosing a poem to students. It assesses their ability to infer.

A poem is disclosed in stages to students. The task assesses their ability to make inferences using evidence from text and prior knowledge to work out what it could be describing.

Students read an extract about selecting suitable trees to build a waka then answer retrieval and inferential questions.

Students view a set of images to answer questions about the camera angles used and the effects these create. Students also suggest sound effects and dialogue for the images.

Students read a poem and make links between its written and visual information. SJ-2-4-1993.

Students make inferences from visual cues and make links between visual and written text. SJ-2-3-1997.

For this NEMP task students look at a cornflakes package, and answer questions about the information shown.

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 interpret seven business logos that are each presented with a single short written response question about a design feature.