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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.

Students use sticks to continue given patterns, and identify the number of sticks needed to make the new shapes in the pattern.

Students show that given a fractional part they can show the whole shape or another fractional part.

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

Students use the commutative property to find missing numbers in equations and explain the property.

Students decide which children are estimating and which are not, and explain their reasoning.

The assessment focus is on student ability to make inferences about character and justify these with evidence from text.

Task: Draw what happens when sugar is added to a cup of coffee. Assessment focus: dissolving.

Task: Explain the science messages communicated in a cartoon. Assessment focus: decomposition and photosynthesis.

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 sticks to continue given patterns, and identify the number of sticks needed to make the new shapes in the pattern

To answer mainly multiple choice questions, students retrieve information and make inferences from a text about Socrates.

Students draw a scatterplot of a table of data and describe the relationship between the two variables.

Students identify different shapes from clues about their properties and then create their own clues to share with a buddy.

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

Task: Predict, observe and explain what will happen when a balloon containing another balloon filled with water is thrown. Assessment focus: making and explaining predictions and observations.

This comprehension task assesses student ability to find details that relate to the main idea of a text about a Māori naturalist/scientist. Students are asked to read a text, find details about the given main idea, then justify why they think the main idea is right or wrong.

Students decide whether shapes rectangles or not and explain their reasoning.

Task: Describe where water goes when washing is drying and from a swimming pool, and discuss factors that affect this process. Assessment focus: evaporation.

This comprehension task assesses student ability to identify and justify evidence used to visualise and make inferences about a character and setting.

Students read a narrative about a mother-child relationship. They then use evidence from the text and their background knowledge to complete the task. Assessment focus: evaluating. SJ-1-1-2005. Text provided.

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.