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Assessment focus: ability to use contextual clues to infer meaning of a word. (There is a link to the text used for this resource in the Using this Resource section.) SJ-2-1-2006. Text provided.

Assessment focus: ability to use contextual clues to infer meaning of a word. (There is a link to the text used for this resource in the Using this Resource section.) SJ-4-3-2004. Text provided.

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

Assessment focus: student ability to use contextual clues in order to infer the meaning of a word. (There is a link to the text used for this resource in the Using this Resource section.)

Assessment focus: ability to use contextual clues to infer the meaning of a word. (There is a link to the text used for this resource in the Using this Resource section.) Reading age 9.5-10.5. SJ-4-3-2004. Text provided.

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

Students review their knowledge of greenhouse gases and the effects of global warming. They identify areas where they are unsure, as well as things they know.

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.

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.

Task: Describe how features of the New Zealand long-tailed bat help it to survive. Assessment focus: identifying features for survival.

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.

In this task students compare two photographs of a river with normal flow and a river in flood. They make inferences based on their observations.

Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important and give reasons for the choice.

Task: Make observations from a photograph, identify potential problems giving reasons, decide which problem is the most important and give reasons for the choice. Assessment focus: observing, identifying risk.

Students read a narrative about a family's encounter with a stray cat. They then use evidence from the text and their background knowledge to evaluate the characters. SJ-1-3-2008. Text provided.

Students solve subtraction maths problems and show their strategy for working it out.

Students calculate fraction division problems and show their working.

Students to show how to calculate problems that involve rates and ratios.

Students describe a functional rule for two spatial patterns.

Student select shapes that are similar but not triangles and explain what makes them triangles or not.

Students show how to solve some addition problems.

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.

Students identify square and cubic numbers mentally in a timed test.

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