Refine Current Search

Students complete a chart showing the tally and total for different kinds of fruit.

Task: Match insects to their adaptations for protection against enemies, and infer two ways stick insects are adapted for their protection against predators. Assessment focus: using observations to make suggestions about survival methods.

Diagrams of four different vertebrate tails are illustrated. Students are required to name an animal that has each type of tail, and then explain how the animal uses this type of tail.

Four different vertebrate animals are illustrated. For each animal the student needs to name the body part used by each animal to move, and then explain how this part makes the animal move.

Task: sort pictures into specified groups and identify features that are common to each group. Assessment focus: classification of insects/non-insects.

Students are provided with a picture of a New Zealand native bird. Students select a word from a given list to name each of these bird parts. Students are then required to explain why the bird needs each of these named parts.

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 recipe and its visual text to make inferences. SJ 1-2-1998.

Students are required to read an article, answer questions and complete a retrieval chart.

Students use tens frames to show how to add and take away numbers to 20.

Students answer two questions about preventing erosion and flooding by a river.

For this practical task students make a prediction about which lot of ice will melt first. Then students record their observations and explain why one lot of ice melted faster than the other.

Students identify the incorrect numbers in given sequential number patterns.

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

For this NEMP task students show the changes to a trip meter on a speedo after specified distances are travelled.

Students read a poem to answer questions that focus on the language used. Text provided.

This comprehension task involves progressively disclosing a poem. It assesses a student's ability to use evidence to predict what it could be describing. SJ-2-4-1994. Text provided.

This comprehension task involves progressively disclosing a poem to students. It assesses their ability to infer. SJ-1-1-1998. Text provided.

Students draw top and side views of five different 3-dimensional objects.

Students draw the bird's-eye view of each of three buildings that are pictured.

In this practical task, students use drawings to identify the number of multi-link cubes needed to construct 3-dimensional shapes. They then construct the objects.

In this practical task, students use drawings to identify the number of multi-link cubes needed to construct 3-dimensional pieces of furniture. They then construct the pieces.

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

Students identify the larger group that four animals belong the features that those groups have using images of the animals.

This practical task assesses students' ability to identify the larger group that four animals belong to and then to identify the features that those groups have using animal cards and labels.