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Students read a narrative about a toy glider competition, then answer retrieval and inferential questions. SJ-3-1-1994. Text provided.

Students write an argument either for or against daily physical education in schools. Support materials and links to exemplars for writing an argument are given under the "Working with Students" tab.

Task: Look for the similarities and differences in leaf patterns to answer questions about observations and evidence.

The task is to prepare and deliver a short speech on a proverb selected from a list. Assessment guides A and B are suitable for this task.

This task is about topic, supporting, and summary sentences in paragraphs of explanation.

This task is about topic, supporting, and summary sentences in paragraphs of persuasion.

This task is about identifying the topic sentence, supporting sentences, and summary sentence in a paragraph of description.

This comprehension task assesses student ability to identify and justify evidence used to visualise and make inferences about a character and setting.

Students read a report on a fisheries officer's work and make mainly short written responses. The assessment focus is on comprehension and vocabulary. SJ-3-3-1990. Text provided.

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

Students are required to describe the compass direction and distance that an ant travels toward different items of food positioned on a grid.

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.

Task: Answer questions about a monarch butterfly's life cycle. Assessment focus: insect life cycle. This resource includes an interactive infographic. You will need Adobe Flash Player to view it.

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.

For this NEMP task students show their understanding of the life cycle, functions and parts of a tree.

Task: Using statements from four people decide and justify whether or not each person supports wind farms. Identify which person has a misconception about wind farms, giving a reason. Assessment focus: identifying different perspectives.

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'.

Task: Complete a drawing of things found in a garden, and describe relationships between them. Assessment focus: interdependence in a garden.

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 categorise statements according to whether they are evidence or inferences. They make inferences about moa, supporting them with evidence. Assessment focus: thinking in scientific ways.

Students use an index from a book on windsurfing to explain their understandings of an index and to find specific information.