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Students identify whether to use 'there' or 'their' in a piece of student writing.

Students write both open and closed questions about the importance of smartphones to students their age.

Students identify statements of fact from a range of statements.

Students are required to read an article, answer questions and complete a retrieval chart.

Students read a poster on sand dunes to answer retrieval and inferential questions.

The language of debating is assessed as students provide explanations of emotional argument, limited example, empathy, empty argument, rebuttal, refutation, and irrelevant conclusion.

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.

The focus of this resource is on selecting prepositions appropriate to the context.

Students identify spelling errors in common homophones and write the identified errors correctly. Students also identify lines of text without errors.

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.

A school journal article on living in a Japanese home is the context for this assessment that focuses on locating information and general comprehension. SJ-1-3-1994. Text provided.

Students attempt to persuade the adults in their families that they should be able to have a dog. They construct an argument by writing replies to the adults' statements.

Students read an article on kiwi and answer multiple choice questions that focus on inference and information retrieval.

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

Students read an extract from a play then answer retrieval and inferential questions. Text provided.

This resource requires students to answer five selected response questions about an index page from a book on travel.

Students read a newspaper article and answer questions about comprehension and vocabulary.

Students read an advertisement then identify and explain some of its language features.

Students read excerpts from a speech and identify six features of the language and describe their intended effect on an audience.

Students read a poem, retrieve information, and then use this information to make inferences. The text used is shown into the resource. It can also be located in School Journal, Part 2, No. 1, 1999. SJ-2-1-1999. Text provided.

Students read an article about the development of safety glass to answer retrieval and inferential questions.

Students read a short article about Black Holes to answer retrieval and inferential questions.

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 are assessed on their ability to find details that support them to identify the main idea in a text about an endangered species of New Zealand. Reading age 8.5-9.5. SJ-1-4-2005. Text provided.

Students read a narrative about a mother-child relationship. They then use evidence from the text and their background knowledge to complete the task. Assessment focus: evaluating. SJ-1-1-2005. Text provided.