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Students make choices about which adjectives to use to create a poem about a school of fish. A video clip provides the stimulus for this task.

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.

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 find the perimeters for range of different 4-sided polygons.

This task assesses students' understanding of the conventions surrounding the use of apostrophes to indicate ownership. Students are required to read a short story and insert apostrophes in the places they are needed.

Students deliver an impromptu speech on a picture, word, or object provided by the teacher. Speaking strategies are suggested in the resource. Oral Language Assessment Guide B is suitable for this task.

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.

Students listen to instructions about where to go when visiting the mall, then draw the path to be taken on a map and recall specific information. The assessment focus is on listening, recall, and following instructions.

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.

Students are provided with four illustrations of situations where using electricity could be dangerous. Students are asked to explain why each situation is dangerous.

Students identify one possible original number from a given rounded number.

Students interpret a line graph showing the water temperature in a school pool over a two week period.

Task: Look for the similarities and differences in leaf patterns to answer questions about observations and evidence.

Task: Students use observation and a key to identify native plants. Assessment focus: Using a classification key.

Task: name the parts of a flower and describe methods of pollination and seed dispersal. Assessment focus: structure and function of flowers.

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.

Students are given a diagram of a fly and are asked to give three reasons why this animal is not a spider.

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.

Students classify a range of animals as mammals, birds, or fish.

Students describe a path (locus) drawn on a simple map of the zoo using the directions "left" or "right".

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

Select from multiple choice options. Assessment focus: classification features of insects and mammals.

Task: select which group pictures of animals belong to. Assessment focus: classification of small animals.