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This resource provides information on students’ ability to write a string of adjectives in the correct order.

Students listen to a narrative about an unusual mouse and then respond to 6 multiple-choice questions.

Students write about aspects of a lesson that they have just had. A list of possible starters is used to provide topics for the students to write about.

The context for this listening comprehension assessment is an extract on violins. Students listen to the extract and answer 6 multiple-choice questions. SJ-2-1-1994. Text not provided.

Students listen to a text about cacti and recall information from it in multiple-choice questions. SJ-2-3-1993. Text not provided.

This task assesses close reading and making inferences about the setting, backdrop, props, costumes, and acting required in a performance of the Junior Journal play "Too Much Noise".

Students read an extract from a drama script and answer questions on props, dialogue, and stage sets. (The text used is reproduced in the the Teacher information pages.) SJ-4-1-2000. Text provided.

The native bird the kakapo is the subject of this listening comprehension assessment. SJ-2-3-1992. Text not provided.

Students read a text containing instructions then answer retrieval and inferential questions. SJ-2-2-1984. Text provided.

A recount about a whale watch is the context for comprehension questions that require making inferences. The recount is reproduced in the resource. SJ-1-1-1998. Text provided.

This comprehension task involves progressively disclosing a poem to students. It assesses their ability to use evidence from the poem to work out what it could be describing. SJ-4-1-2002. Text provided.

This comprehension task involves progressively disclosing a poem to students. It assesses their ability to use evidence from the poem to work out what it could be describing. SJ-3-1-2004. Text provided.

This resource provides information on students’ ability to write a string of adjectives in the correct order.

Students write a set of instructions after reading a poem about cooking. Students self-assess their writing before conferencing with the teacher to set their next learning steps.

Students identify common spelling errors, taken from the essential word lists, and write the identified errors correctly. Students also identify lines of text without errors.

Students read an article on parachuting and complete a retrieval chart and answer comprehension questions.

Students write a set of instructions after reading a science article about growing crystals. Students assess their own writing using the supports provided.

Students read a one-page article on DNA testing and answer four selected response questions about the aim and purpose of the article.

Students identify the topic sentence, supporting sentences and summary sentence in a given paragraph. They then write their own paragraph, working to include these elements.

Students research and take notes in preparation for writing a biography of a famous New Zealander. Supports for this process and formative assessment points are given.

Students research and write a biographical recount on the life of a well-known New Zealander. Supports for this process and formative assessment points are given.

This resource assesses students' ability to analyse text to identify and find evidence of the author's message and audience.

This resource assesses students' ability to identify and correct common spelling errors taken from the essential word lists 4, 6, and 7.

The focus of this resource is selecting the appropriate punctuation to end sentences. The resource ends with a shared activity where students write some sentences about themselves, share them with a partner, and give each other feedback on their punctuation.

The text that is read to students is about a household task in Greece. Students listen and then respond to 8 multiple-choice questions. SJ-2-1-1995. Text provided.