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An anecdotal story about fever and the discovery of quinine provides the context for this assessment with its focus on information retrieval and making inferences. The text is provided with this resource.

Students prepare and give a farewell speech. Points to be covered by students and a scoring guide for teachers are included.

Students prepare and present a speech of introduction for an important person visiting the class. What the speech should cover and a scoring guide for teachers are included.

This resource assesses student knowledge of six language terms used in debating. Students match the language terms with their definitions.

Students present and deliver a short talk on a news item that interests them. Oral Language Assessment Guide C is suitable for this task.

Students prepare an oral book review. The assessment focus is on the ability to summarise, read fluently, and promote the book. Oral Language Assessment Guide C is suitable for this task.

A student speaks to another student or a small group about a news article. Two scoring guides are provided.

Students prepare a talk on a personal experience, interest, or activity.

Students read a poem and its illustrations to answer retrieval and inferential questions. Text provided.

Students write an advertisement to sell a kayak on a website.

The assessment context is a prepared speech of introduction. The time limit is 1 minute and a content checklist is provided. Assessment guides B and C are suitable for this task.

The assessment context is a prepared 'thank you' speech. The time limit is one minute and a content checklist is provided. Oral Language Assessment Guide C is suitable for this task.

Students interpret five business logos and write a brief statement describing the likely nature of the business.

Assessment focus: ability to de-construct and interpret messages in advertising, so that students can understand meaning-making processes in the construction of imagery.

Students read an extract from the narrative 'The Adventures of Huckleberry Finn' and answer a combination of multiple-choice and short answer questions.

Students read an essay on school uniforms then mark where the paragraph breaks should occur. The assessment focus is on organisation.

A newspaper story about a runaway weather balloon with a map that tracks its progress is the context for this assessment. Students read it to answer retrieval and inferential questions.

Students make inferences from a poem. SJ-2-4-1993. Text provided.

This task assesses whether students know the most suitable reference resource to go to for particular information.

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

Students make choices about which adjectives to use to create a poem about a school of fish. A video clip provides the stimulus for this task.

Students are required to identify whether a series of statements about the School Journal story 'Personal Mail' are true or false, and to support their opinion with evidence from the text. This task assesses students' retrieval and inferential comprehension skills. SJ-3-1-1991. Text provided.

Students create character vignettes 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 read a narrative that is about being different and about group dynamics. Assessment focus: an evaluation of characters and the author's construction of them. (A link to the text is provided. Reading age <8.) SJ-1-4-2005. Text provided.

Students identify the visual techniques used within a static image and describe how they support the meaning of the written text.