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Students prepare an oral book review. The assessment focus is on the ability to summarise, read fluently, and promote the book. Oral Language Assessment Guide C is suitable for this task.

Students read a boy's description of himself, identify the places in which capital letters have been omitted for proper nouns, and insert these.

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

Assessment focus: deciding which description of the main idea of an informational text is most appropriate, and justifying their thinking. The text used is about the adaptation of bird's feet to their environment.

Students are provided with information about the structure of a haiku poem. They identify the syllables in another haiku poem, and then write their own.

Students prepare a talk for a group or the class about a book. The assessment focus is on both content and delivery. ARB scoring guides A and B are suitable for this task.

This oral assessment is designed to be given to a small group. The audience asks questions at the end of the speech. A selection of scoring guides is provided.

The assessment focus is on students' abilities to identify the details in a text that support a given, main idea.

A contents page from a book on windsurfing is used by students to identify where to go to for specific information.

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

This resource assesses grammar knowledge. Students identify the adjectives in a short story about making breakfast.

Students are assessed on their ability to find details that relate to the main idea of a text about a flood. SJ-2-2-2004. Text provided.

Students are assessed on their ability to find and synthesise details to explain the main idea of a text. The text is focused on adjusting to life as a separated family. SJ-3-2-2006. Text provided.

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

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.

In Part 1 students identify visual techniques used within a static image and describe how they support the meaning of the poem. In Part 2, students create a text to communicate ideas visually. Annotated student work samples of Part 2 are provided.

This comprehension task assesses a student's ability to make inferences about a character's feelings based on the evidence in a written and visual text, and their own prior experience.

Students read an article about the Moa then answer retrieval and inferential questions. SJ-2-3-1982. Text not provided.

Assessment focus: finding details to support the main idea of an informational text, and justifying why they agree or disagree with the main idea presented. The text used is about environmental issues to do with endangered native species.

Students read an extract from Steinbeck's 'Of Mice and Men' to answer retrieval and inferential questions.

Students are assessed on their ability to find details to identify the main idea of a text about conservation projects for endangered species.

Students are assessed on their ability to find details to identify the main idea of a text about cultural change in a Pacific context.

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 place photos of a canoe trip in order, then use them to write a narrative with a beginning, middle and end.

Students place photos in order, then use them to write a narrative with a beginning, middle and end.