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Students listen to a folktale then recall information from it by answering multiple-choice questions.

Students read an article on parachuting and complete a retrieval chart and answer comprehension questions.

This task assesses students' ability to analyse a text to identify and justify character traits and points of view, including the author's.

A newspaper article on working from home is the stimulus for this resource. The assessment focus is on looking at both sides of an issue, vocabulary and comprehension.

Students draw a strange space creature from an oral description. The assessment focus is on listening to descriptions, recalling details, and following instructions.

Students draw a strange sea creature from an oral description. The assessment focus is on listening to descriptions, recalling details, and following instructions.

Students listen to instructions on where to go when visiting the zoo, then draw the path on a map. The assessment focus is on listening, recalling, and following instructions.

This comprehension task assesses student ability to identify important information to establish the main idea of a transactional text about blushing. SJ-4-1-2006. Text provided.

Students read a poem about air to answer retrieval and inferential questions. SJ-2-2-1999. Text provided.

Students write arguments for and against school rules.

Students read a narrative that is about being different and about group dynamics. Assessment focus: an evaluation of characters and the author's construction of them. (A link to the text is provided. Reading age <8.) SJ-1-4-2005. Text provided.

From visual stimuli and a series of simple statements that describe personal attributes, students identify which person is being described.

Students listen to a narrative about an unusual mouse and then respond to 6 multiple-choice questions.

Students read a short extract on diving and answer five comprehension questions.

The assessment focus is on student ability to identify details that support the main idea of a text, and to identify where the main idea is developed.

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.

This comprehension task assesses student ability to identify important information and establish the main idea of a narrative text. The text describes a person's experience of war and their learnings from it. SJ-2-1-2006. Text provided.

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

Students read an article on cold water survival and retrieve information from this text.

Students read an article about Tuatara to be able to fill in a chart with specific information. SJ-1-3-1998. Text provided.

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

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

Students will identify and use nouns, adjectives, and verbs to write a poem that follows the same structure as given in two examples.

A newspaper article on the Wearable Art show is the context for this resource, with five short written response comprehension questions.