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Students read an advertisement then identify and explain some of its language features.

Students complete a cloze passage and use their vocabulary and knowledge of grammar to create well-formed sentences.

Students view an online animation which illustrates stages of a volcanic eruption, write their observations and answer question about eruptions. Assessment focus: observations based on a model, and knowledge of volcanic eruptions.

Task: Match vocabulary and definitions, and select why these terms are useful to know when thinking about butterflies at risk. Assessment focus: understanding science texts.

Students read three texts and select the statement that identifies the main idea of each text.

Students are provided with a narrative of two children who have gone back to the past at a time when dinosaurs existed. Students have a number of questions to answer during the narrative.

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

Students answer two multichoice questions giving explanations for their choice and two short answer questions.

Students are assessed on the ability to identify important information in order to establish the main idea of a narrative text about being judgemental. Reading age 10-12. SJ-4-3-1994. Text provided.

Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.

Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.

In this activity students progressively build up evidence for and against a new idea in pest control: using bumblebees to transmit a fungicide. Students practise argumentation skills and reflect on how they formulate opinions on environmental issues.

This comprehension task involves progressively disclosing a poem to students. It assesses their ability to visualise and infer. SJ-3-3-1989. Text not provided.

This resource provides information on students’ ability to write a string of adjectives in the correct order.

Students fold pieces of paper shaped as a rectangle, square, and circle to show fractions.

Students identify the visual techniques used within a static image and describe how they support the meaning of the written text.

Students read the humorous narrative 'The Diving Competition' to answer retrieval and inferential questions. SJ-4-2-1996. Text provided.

Students read a text containing instructions then answer retrieval and inferential questions. SJ-2-2-1984. Text provided.

A recount about a whale watch is the context for comprehension questions that require making inferences. The recount is reproduced in the resource. SJ-1-1-1998. Text provided.

Students write number sentences for story problems, and create story problems from number sentences.

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 compare drawings of a healthy and unhealthy plant, collect data, and decide which data distinguishes them. This is a mathematics/science resource.

Task: Identify how features/adaptations of a starfish help it survive, and decide whether the amount of evidence from scientists' observations supports or does not support their theory/inference. Assessment focus: using observations as evidence to inform theories.

Task: Read information and compare the special features that influence the chances of survival of black robins and fantails. Assessment focus: interpreting text to identify risk factors for survival.

Students answer questions involving adding and subtracting fractions of food.