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Students answer two multiple-choice questions on pH.

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: 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.)

This task assesses student ability to find the text features of an explanation of a scientific idea.

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.

After reading the story, students recall the sequence and identify some details. To do this, students are given a list of words to select from. Students justify their inferences based on the evidence in the written and visual texts.

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.

Students prepare a short farewell speech. This task has an assessment focus on contributing and on considering others. Oral Language Assessment Guide B is suitable for this task.

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.

After reading the text, students recall the sequence of the story and some details. To do this, students are given a list of words to select from. Students justify their inferences based on the evidence in the written and visual texts.

After reading the text, students work with a partner, recalling the sequence of the story and some details. To do this, students are given a list of words to select from. Students justify their inferences based on the evidence in the written and visual texts.

After reading the text, students work on this resource with a partner, recalling the sequence of the story and some details. To do this, students are given a list of words to select from. Students justify their inferences based on the evidence in the written and visual texts.

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.

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