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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.

After reading the story, students recall the sequence and identify some details. To do this, students are given a list of words to select from. Students justify their inferences based on the evidence in the written and visual texts.

This comprehension task assesses student ability to identify important information to establish the main idea of a transactional text about blushing. SJ-4-1-2006. Text provided.

Students are assessed on their ability to identify important information and the main idea of an article about a geologist. Junior Journal 21. Text provided.

Students are assessed on their ability to identify important information and the main idea of an article about a conservation project for an endangered species. Junior Journal 13. Text provided

Students are assessed on their ability to identify important information and the main idea of an article about plants. Junior Journal 27, reading age 7.5-8. Text provided.

Students are assessed on their ability to identify important information and the main idea of a recount about needing to take action. Junior Journal 29. Text provided.

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

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

Students are assessed on their ability to find details that support them to identify the main idea in a text about an endangered species of New Zealand. Reading age 8.5-9.5. SJ-1-4-2005. Text provided.

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.

Assessment focus: finding important information and the main idea of an informational text. The text used is about an introduced species of fish which has become a pest. SJ-2-4-2005. Text provided.

Students are assessed on their ability to find details and identify the main idea of a narrative about a Cook Island tradition.

Students are assessed on their ability to find details about important information in a recount about a walking school bus, then identify the main idea of this text. SJ-1-1-2006. Text provided.

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.

This comprehension task assesses student ability to use evidence in text to make inferences about characters' points of view, and to analyse and synthesise understandings of these characters.

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.

This comprehension task assesses student ability to find the main idea of a transactional text about a Māori naturalist/scientist. Students are asked to read a text, identify the main idea from three choices provided, and then justify why they think their choice is right.

This comprehension task assesses student ability to find the main idea of a transactional text. Students are asked to read a text then complete three short tasks. Junior Journal 30. Text not provided.

Students demonstrate their understanding of the effect of division and multiplication involving fractions.

This practical task requires students to plan, process, and evaluate an investigation on types of fruit and the voltage that each can produce.

Task: Process and interpret data in a table to identify the best paper to use for a game. Evaluate the reliability of the collected data. Assessment focus: using evidence to answer a question.

Task: Identify adaptations of 3 animals that live under the soil, and design an animal that could live underground. Self-assess the design by considering given criteria. Assessment focus: adaptations that enable an animal to live underground.

Students answer questions that ask them to add and subtract several numbers.

Students evaluate a number of expressions involving the laws of indices.