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Students read a poem about air to answer retrieval and inferential questions. SJ-2-2-1999. Text provided.

This resource assesses students' ability to analyse text to identify and find evidence of the author's message and audience.

Students read a narrative about how a character copes with changes in her family dynamics. Students then complete three tasks focusing on that character. Assessment focus: an evaluation of a character and the author's construction of her. (The text used for this resource is reproduced under the "Working with Students" tab.) Reading age 10-12. SJ-4-2-2000. Text not provided.

Students identify true and false statements, and provide a description of the most important features of a time series graph.

Students identify what type of people the characters in the story are and choose evidence from the text to justify their decisions; they also identify the main idea of the text. Suggestions for evaluating character and the author's style of characterisation are under the "Working with Students" tab.

After reading a poem, students respond to questions which focus on understanding features of language used and their effects.

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

This practical task has two parts. The first part of this practical requires students to observe the effects of different indicators on different substances. Students use these results to identify if some other substances are acid, alkali, or neutral.

This practical task consists of two parts. Students test various substances with hydrochloric acid, iodine solution, and universal indicator, and then complete a table with their observations. The second part requires students to identify four unknown solids using their tests and results from part one.

Students compare the area of two different triangles.

Students read a narrative that is about being different and about group dynamics. Assessment focus: an evaluation of characters and the author's construction of them. (A link to the text is provided. Reading age <8.) SJ-1-4-2005. 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.

Task: students interpret diagrams to consider the effects of tidal changes on rock pools. Assessment focus: relationship of living things with their physical environment.

Task: Decide what information can or cannot be inferred from food chain diagrams. Assessment focus: reading food chains

Students read a personal recount about family relationships in a Pacific context. Assessment focus: the author's construction of two characters and an evaluation of them.

Students read a narrative then complete three tasks that focus on one of the characters. Assessment focus: an evaluation of a character and the author's construction of that character. SJ-4-3-2004. Text provided.

Students read a narrative about relationships and wanting to impress others. Assessment focus: the author’s construction of a character and an evaluation of this character.

Students to apply their understanding of basic wave behaviour at the sea shore to make an inference about waves in a different but analogous context: to predict where the worst damage might occur in an earthquake.

Task: Dictate what is observed from viewing a video clip of a monarch butterfly emerging from a chrysalis (answering a specific question), and sequence some photographs in the correct order. Assessment focus: observing and describing.

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

Students use their knowledge of the fire triangle to identify risk factors for a given scenario, and apply this to their own situation. They use rubrics to rate and improve some of their explanations.

Students order litre and millilitre capacities from smallest to largest, compare given capacities and explain how they know whether one is larger/smaller or the same.

After reading a narrative about a shrewd boy, students identify evidence in the text that supports their thinking. Assessment focus: analysing and evaluating 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 8-9. SJ-2-4-2000. Text provided.

After reading a narrative that explores family dynamics, students identify evidence in the text that supports their thinking. Assessment focus: analysing and evaluating 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 8-9. SJ-3-3-2003.

This task assesses student ability to find the text features of a science report about one of our native birds. The task is essentially a literacy task in the context of scientific writing, and can also be accessed from the English Bank.