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This task assess the ability to give a short speech that teaches the audience something new. Scoring guides are provided.

This comprehension task involves progressively disclosing a poem to students. It assesses their ability to use evidence from the poem to work out what it could be describing. SJ-4-1-2002. Text provided.

Students choose a proverb from a list, then prepare and make a short speech explaining the proverb's message. The assessment focus is on explaining an idea, using an example and personal opinion. ARB scoring guides B and C are suitable for this task.

Students use comprehension skills to answer a range of questions based on a newspaper story. Knowledge of adjectives and alliteration is also required.

This comprehension task involves progressively disclosing a poem. It assesses a student's ability to use evidence to predict what it could be describing. SJ-2-4-1994. Text provided.

This comprehension task involves progressively disclosing a poem to students. It assesses their ability to use evidence from the poem to work out what it could be describing. SJ-3-1-2004. Text provided.

Students create a character 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 to use figurative language to 'show' rather than 'tell'.

Students create a vignette with a focus on writing that is 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 use an index from a book on windsurfing to explain their understandings of an index and to find specific information.

This comprehension task involves progressively disclosing a poem to students. It assesses their ability to infer.

A poem is disclosed in stages to students. The task assesses their ability to make inferences using evidence from text and prior knowledge to work out what it could be describing.

Students use evidence in a text to make inferences about a character's feelings. They analyse these within scaffolding activities, synthesising their thinking to suggest the author's message.

Students place photos of a canoe trip in order, then use them to write a narrative with a beginning, middle and end.

Students place photos in order, then use them to write a narrative with a beginning, middle and end.

Students place photos in order, then use them to write a narrative with a beginning, middle, and end.

Students are assessed on their comprehension of text by completing a cloze exercise about albatross.

This resource comprises a report on the control of traffic in the Holland Tunnel in New York presented as a cloze exercise. Students use comprehension skills to complete the gaps with their own vocabulary.

This task assesses whether students know the most suitable reference resource to go to for particular information.

Assessment focus: ability of students to use both knowledge acquired from the text and their own backgrounds. This task assesses student ability to critically engage with media texts.

Students are asked to interpret the changing feelings of the main character in the School Journal story 'Grey Hair', and to provide evidence of these feelings by identifying the words and actions of the character. SJ-1-3-1996. Text not provided.

The assessment focus is on the ability to make inferences about character and justify these with evidence from text.

To answer mainly multiple choice questions, students retrieve information and make inferences from a text about Socrates.

This comprehension task assesses a student's ability to use evidence in a text to work out what a poem could be about as it is disclosed in stages.