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Students are asked to read a short story and to insert the speech marks required to punctuate the direct speech in the story.

Students are asked to read a short story and to insert the commas and speech marks required to indicate the direct speech in the story.

Students identify phrases within sentences which provide additional information, and enclose these phrases using commas.

Students read a visual presentation about manufacturing processes and identify information in the text and why certain visual techniques are used.

Student select shapes that are similar but not triangles and explain what makes them triangles or not.

Students identify shapes with given shape properties.

From visual stimuli and a series of simple statements that describe physical features, students identify which animal is being described.

The assessment focus is punctuation with students inserting commas and speech marks into text.

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

Task: students, in small groups, discuss a concept cartoon about rolling cans, before making a prediction about which will roll further. Assessment focus: making predictions about friction.

Task: Students decide whether six animals are insects or spiders and justify their answers. Assessment focus: Using evidence.

This task is about topic, supporting, and summary sentences in paragraphs of explanation.

This task is about identifying the topic sentence, supporting sentences, and summary sentence in a paragraph of description.

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

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

Task: Describe how features of the New Zealand long-tailed bat help it to survive. Assessment focus: identifying features for survival.

Students identify the topic sentence, supporting sentences and summary sentence in a given paragraph. They then write their own paragraph, working to include these elements.

Task: Complete a drawing of things found in a garden, and describe relationships between them. Assessment focus: interdependence in a garden.

Students calculate the surface area of the sides and top of a cylinder, showing their working.

In Part 1, students interpret how the visual techniques used in the presentation of a Māori legend support the meaning of the written text. In Part 2, students are assessed on their ability to communicate and explain their use of visual techniques. Annotated student work samples using Part 2 are provided.

Students use a quadrilateral key to answer questions about attributes of quadrilaterals.

Explain what affects the distance travelled by toy cars, and why they eventually stop. Assessment focus: science explanations using ideas about forces and energy.

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.