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Students read acknowledgement text from a journal and answer questions about acknowledgements.

This task assesses students' ability to discriminate between the use of full stops, exclamation marks, and question marks by asking them to read a letter and insert the appropriate punctuation at the end of each sentence.

This task assesses students' understanding of how to communicate with an audience. Students identify the voice expressions and sound effects needed for a play, "Who pushed Humpty Dumpty?" (Text used is reproduced as a pdf under "Using this resource" tab.) SJ-2-2-1998. Text provided.

Students unpack a picture, making inferences from its visual cues. SJ-1-2-1998. Text provided.

Students read an article about shoeing a horse and find information from it to complete a retrieval chart.

Students write an argument about the impact of rugby in New Zealand. The features of a written argument are the focus for this assessment. Links to self-assessment writing supports are given under the "Working with Students" tab.

This punctuation resource has a focus on colons and semi-colons. Students insert colons into sentences and demonstrate their knowledge of differences between colons and semi-colons.

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

This resource assesses grammar knowledge. Students identify prepositions used in twelve sentences.

This task assesses students' understanding of the use of capital letters in titles, by asking them to read six book titles and put capital letters in the places they are needed.

Students read a poem, 'My Other Jandal', then answer inferential questions. The poem is provided with this resource. SJ-2-4-1994. Text not provided.

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.

Students use an index page to identify the pages they should go to, in order to find specific information.

Students read an article on dog grooming. They find information to complete a retrieval chart and answer comprehension questions. SJ-1-1-1997. Text not provided.

Students read a text about living in a house bus to answer retrieval and inferential questions. SJ-2-2-1995. Text provided.

Students read a poem, written from the point of view of an immigrant, then answer retrieval and inferential questions.

Students study two graphs on some rocks and lake features of Saharan North Africa and answer a mix of questions to show this ability to interpret these graphs.

Students look at a water safety poster and answer questions relating to the posters construction.

Students interpret a series of road safety drawings with questions on visual cues, titles, emphasis and providing appropriate text.

Students are required to read a poem to a small group. A preparation checklist for students is provided. A self-assessment guide for students and a parallel scoring guide for teachers are provided.

Students retell a myth or legend to another student. Suggestions for the speech content and scoring guides are included.

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

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.

An article about a clown is read by students who then complete a retrieval chart about his job.

Students choose the most appropriate topic sentence for a set of supporting sentences.