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Students read a poem and identify how the visual and written texts work together to build comprehension.

Students use visual clues in a comic strip to answer inferential questions.

An extract from a long cartoon strip has students unpacking each frame for meaning and the visual language techniques of; speech bubbles, layout angles, and gestures. SJ-4-1-1997.

A brief picture story is presented about missed opportunities. Students interpret the actions of the figures in the story, and infer the subsequent consequences.

A poem about trying to fly is the basis of this resource. Students read the poem then answer questions on its illustrations, rhyme, content and vocabulary. SJ-3-1-1994.

Students read a narrative about relationships and wanting to impress others. Assessment focus: the author’s construction of a character and an evaluation of this character.

Students read a poem and explore how the poem expresses the storyteller's mood. SJ-2-1-1990. Text provided.

Students use an index page from a book on New Zealand to answer six questions.

Students use comprehension skills to answer a range of questions based on a newspaper story. Knowledge of adjectives and alliteration is also required.

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.

Assessment focus: student ability to use contextual clues in order to infer the meaning of a word. (There is a link to the text used for this resource in the Using this Resource section.)

After reading a narrative that explores family dynamics, students identify evidence in the text that supports their thinking. Assessment focus: analysing and evaluating a character and the author's construction of him. (There is a link to the text used for this resource in the Task administration section of the Teacher information pages.) Reading age 8-9. SJ-3-3-2003.

After reading a narrative that is about sibling rivalry, students identify evidence in the text that supports their thinking. Assessment focus: analysis and evaluation of a character and the author's construction of him. (There is a link to the text used for this resource in the Task administration section of the Teacher information pages.) Reading age <8. SJ-1-5-2004. Text provided.

Students read about cooking food in hot pools to answer inference questions. SJ-1-5-1992. Text provided.

Students read a poem 'Full Moon Tiger' to answer questions about metaphor, contrast, rhyme and alliteration. SJ-2-3-1987. Text provided.

Students read an article about a boy who loves sculpting insects to answer retrieval and inferential questions. (The text used for this resource is in the teacher information pages.) SJ-4-1-1997. Text provided.

Students read part of a play called 'No Circulars' and then answer retrieval and and inferential questions. The play is reproduced in the Teacher information pages. SJ-3-2-1993. Text provided.

Students explore the language of personification and metaphor in the poem called 'Wash day for the clouds'. The questions require the students to think about the metaphors and personification. Text provided.

Students read a short text about ladybirds to answer retrieval and inferential questions. Text provided.

Students read a poem and its illustrations to answer retrieval and inferential questions. Text provided.

Students read an extract from a play then answer retrieval and inferential questions. Text provided.

Students read an article on starfish and find factual information to complete a retrieval chart and answer comprehension questions. SJ-1-2-1999. Text not provided.

Students read a play and answer questions about the characters' actions, the setting, and text layout. SJ-1-2-1985. Text not provided.

Students read a poem then use information from it to make inferences. Text not provided.

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