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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.

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.

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

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.

Students read opinions written by four different students and make inferences to answer comprehension questions.

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

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.

This task is about using evidence to find the main idea of a text. Students read a narrative text with a Māori context, find two groups of details, then select the main idea from four choices. Note that the text deals with the hunting and slaughter of pigs, which may be a challenging concept for some of your students. SJ-4-2-2004. Text provided.

Students are assessed on their ability to retrieve details that support the main idea of an article about an endangered species.

Students read the letters written by four different people and identify the main idea of each letter.

This resource has an assessment focus on comprehension. Students study the poem 'Learning to Read' and respond to four short written response style questions. SJ-3-3-1989. Text provided.

In Part 1 students identify visual techniques used within a static image and describe how they support the meaning of the poem. In Part 2, students create a text to communicate ideas visually. Annotated student work samples of Part 2 are provided.

Students create character vignettes with a focus on writing pieces that are brief, descriptive and set in one point in time. They should not be concerned with plot. As the emphasis is on quality rather than quantity, students need to show a controlled and elegant skill in writing, and to use figurative language to 'show' rather than 'tell'.

Students create a vignette with a focus on writing pieces that are brief, descriptive, and set in one point in time. They should not be concerned with plot. As the emphasis is on quality rather than quantity, students need to show a controlled and elegant skill in writing and use figurative language to 'show' rather than 'tell'.

Students are required to identify arguments for and against keeping animals in zoos and then use these to write a paragraph expressing their point of view about this issue.

This resource has the parts of an article (on gold) numbered and assesses student knowledge about where to locate different sorts of information in the article.

This resource has the parts of an article (on flight) numbered and assesses the student knowledge about where to locate different sorts of information in the article.

Students read an article about the Moa then answer retrieval and inferential questions. SJ-2-3-1982. Text not provided.

Students read about a visit to the islands of Kiribati by a New Zealand flight inspection team to answer retrieval and inferential questions.

Students study a recipe then answer questions showing their understanding of written instructions.

Students use the information in an article to interpret the body language of cats in nine different pictures. This task assesses student ability to bring together written and visual texts to show their comprehension. The text is reproduced in the Teacher information pages. SJ-3-1-1990. Text not 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-2-1-2006. Text provided.