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The assessment focus is on student ability to identify details that support the main idea of a text, and to identify where the main idea is developed.

This focus of this resource is punctuating direct speech. Students drag speech marks into place to show where direct speech begins and ends. The resource ends with a collaborative writing activity. Students work with a partner to create and punctuate a conversation based on the characters in a photograph.

This focus of this resource is punctuating direct speech. Students drag speech marks, commas, and full stops into place to show where direct speech begins and ends. The resource ends with a collaborative writing activity. Students work with a partner to create and punctuate a conversation based on the characters in a photograph.

Students produce a simple written description, using nouns and adjectives with some precision.

Students produce a simple written description, using nouns and adjectives with some precision.

Students produce a simple written description, using nouns and adjectives with some precision.

Students produce a simple written description, using nouns and adjectives with some precision.

A lively narrative about a pig hunt provides the context for this listening comprehension resource. Students recall information and make inferences.

Students produce a simple written description, using nouns and adjectives with some precision.

Students are assessed on their ability to identify the main idea of a narrative concerning one child's experience of White Sunday in Sāmoa.

This comprehension task assesses student ability to identify important information to establish the main idea of a transactional text about blushing. SJ-4-1-2006. Text provided.

This comprehension task assesses student ability to identify important information to establish the main idea of a narrative text about acknowledging older people. SJ-3-3-2006. Text provided.

Students are assessed on their ability to identify important information and the main idea of an article about plants. Junior Journal 27, reading age 7.5-8. Text provided.

Students are assessed on their ability to identify important information and the main idea of a recount about needing to take action. Junior Journal 29. Text provided.

This comprehension task involves progressively disclosing a poem. It assesses a student's ability to use evidence to predict what it could be describing. SJ-2-4-1994. Text provided.

This comprehension task assesses student ability to find the main idea of a transactional text. Students are asked to read a text then complete three short tasks. Junior Journal 30. Text not provided.

Students are asked to interpret the changing feelings of the main character in the School Journal story 'Grey Hair', and to provide evidence of these feelings by identifying the words and actions of the character. SJ-1-3-1996. Text not provided.

Students read a story about rabbits and mark where the paragraph breaks should occur. The assessment focus is on organisation.

Students read two letters about personal viewpoints on graffiti and answer questions about the content and style of the letters.

The assessment focus is on student ability to make inferences about character and justify these with evidence from text.

Students read an article on the marathon. They then answer a range of comprehension and vocabulary questions.

Students produce a simple written description, using nouns and adjectives with some precision.

Students produce a simple written description, using nouns and adjectives with some precision.

This comprehension task assesses student ability to evaluate the ideas and information in a text about an environmental issue. Students are asked to read a text, then respond to four questions. SJ-4-3-2005. Text provided.

Students are assessed on their ability to identify the main idea of a text that recounts one person's experience of a Tryathlon.