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Students read a poem then make inferences using the written and the visual texts. SJ-4-2-1994. Text provided.

Advertising provides the context for this resource that has an assessment focus on vocabulary, repetition, tone and comprehension. SJ-4-2-1999. Text provided.

Assessment focus: ability to interpret visual texts though de-constructing messages to access multiple layers of meaning, by drawing on both the text and previous knowledge and experiences.

Students create a 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 use figurative language to 'show' rather than 'tell'.

This resource requires students to match ten ideas about the different parts to books with the correct term.

New Zealand's steepest street is the context for this resource. Comprehension questions require students to find information and make inferences. The text is provided with this resource. SJ-4-3-1996. Text provided.

This resource assesses grammar knowledge. Students identify the adjectives in a short story about making breakfast.

The context is a plea for a 'good cause' or an emotional statement of opinion on a controversial issue. Some topics are provided. The focus is on passion and forceful speaking. Assessment guides A, B and C are suitable for this task.

Students read an article on a town hall pipe organ and answer related questions. SJ-3-2-1985. Text provided.

Students read a poem and make links between its written and visual information. SJ-2-4-1993.

Students use comprehension skills to answer a range of questions based on a newspaper story. Knowledge of adjectives and alliteration is also required.

Students read a poem 'Full Moon Tiger' to answer questions about metaphor, contrast, rhyme and alliteration. SJ-2-3-1987. Text provided.

Students explore the language of personification and metaphor in the poem called 'Wash day for the clouds'. The questions require the students to think about the metaphors and personification. Text provided.

Students read a short text about ladybirds to answer retrieval and inferential questions. Text provided.

Students read a play and answer questions about the characters' actions, the setting, and text layout. SJ-1-2-1985. Text not provided.

This comprehension task involves progressively disclosing a poem to students. It assesses their ability to visualise and infer. SJ-3-3-1989. Text not provided.

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 read a non-fiction contents page to identify where to go for different information.

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

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.

Students deliver an impromptu speech on a picture, word, or object provided by the teacher. Speaking strategies are suggested in the resource. Oral Language Assessment Guide B is suitable for this task.

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