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

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 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'.

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

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.

Students read a narrative about a family's encounter with a stray cat. They then use evidence from the text and their background knowledge to evaluate the characters. SJ-1-3-2008. Text provided.

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'.

The assessment focus is on an informative speech to a small group about a famous historical person. Student directions, a checklist, and scoring guides are included.

This punctuation resource is on the use of brackets. Students explain when brackets are used, then insert them into four sentences.

This task assesses the initial knowledge and understanding associated with correct use of speech marks for direct speech, i.e., identifying the words spoken. Students are required to identify the words spoken in four sentences by recording them in speech bubbles.

Students fill in speech bubbles from direct speech in sentences. The purpose of this activity is to assess students' ability to identify the words actually spoken.

For this NEMP task students write a letter to a bookshop requesting information about a book.

Students express interest in a job by writing a letter and a message to leave on an answer phone.

Students write arguments for and against school rules.

This assessment task has students writing a short conversation between friends, using speech marks that have been modelled in the task.

Assessment focus: ability to critically analyse and interpret a visual text, based on individual perception and the use of descriptors (visual/verbal/sound etc) to illustrate interpretation.

Students first do the science activity Throwing balloons 3 or Throwing balloons 4 where they predict, observe, and explain what will happen when a balloon containing another balloon filled with water is thrown. Then the students do this resource's writing task where they describe the balloon and what happens when it is thrown, and explain why they think it moved the way it did. Six annotated exemplars of student scripts (writing) are included under the "Working with Students" tab.

This grammar resource has a focus on verbs. Students identify verbs in sentences, and answer questions on the active or passive voice.

Students are assessed on their knowledge of parts of speech. They work through a short text and identify the nouns, verbs, adjectives, and adverbs.