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Students read the poem 'Don't be Wet' and complete two tables to show their understanding of puns. SJ-3-3-1994. Text provided.

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.

This task assesses student ability to find the text features of a science report about moa.

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.

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

Task: Match everyday terms about properties with their meanings. Use their understanding about properties of paper and their uses to justify appropriate questions to investigate. Assessment focus: asking questions about paper properties.

From given examples, students define four root words then complete a chart of root words and their meanings.

This task assesses a formal debate. A list of general topics is provided. For topics on school and teenage life, see resources Debating I and Debating II. ARB scoring guides D, E and F are suitable for this task.

Students are assessed on their ability to find details to identify the main idea of a text about conservation projects for endangered species.

This resource assesses the student's ability to interpret the visual elements of a Water Safety Poster. There are questions on font, logos, and language features.

A report about a topic of local, national, or international interest is prepared. The assessment focus is on opinions and information from the media. ARB scoring guides A and B are suitable for this task.

A newspaper article on working from home is the stimulus for this resource. The assessment focus is on looking at both sides of an issue, vocabulary and comprehension.

Students identify different speech techniques in a range of extracts of motivational talking from a coach.

Students use the ideas from a brainstorm to write six sentences about caring for pets.

Students complete a cloze passage about koalas using their vocabulary and knowledge of grammar to create well-formed sentences.

This resource is for the assessment of team debating. Topics on the themes of school and teenage life are provided. Oral Language Assessment Guides E and F are suitable for this task.

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

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.

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.

A joke about a parrot is the context for this resource that assesses understanding of idioms and the interpretation of humour.

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

Students read statements from a debate then provide nine short written answers to demonstrate their understanding of common debating techniques.

This oral language resource has students matching debating terms and their definitions with extracts from a debate.

An account of a fishing adventure in a lagoon provides the content for this cloze exercise. Students use their vocabulary and knowledge of grammar to create well-formed sentences.

Students complete a cloze passage on how forests prevent erosion. They add words to create well-formed sentences.