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Students read a text on shoplifting to answer retrieval and inferential questions.

In this activity students progressively build up evidence for and against a new idea in pest control: using bumblebees to transmit a fungicide. Students practise argumentation skills and reflect on how they formulate opinions on environmental issues.

Students estimate an addition problem, share their methods, discuss grouping nice numbers, and then do a problem using this method, then design a question showing how it uses the method.

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

Students place decimal numbers in the correct order and position on a number line.

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.

This task requires students to estimate some addition problems using any appropriate method.

Students estimate a multiplication problem, share their methods, discuss the front-end method, and then do more problems using front-end.

Task: Create, use and identify ‘rules’ based on observable and/or measurable physical properties of common plastics. Assessment focus: classifying & identifying.

Students read a narrative about relationships and wanting to impress others. Assessment focus: the author’s construction of a character and an evaluation of this character.

Assessment focus: ability of students to use both knowledge acquired from the text and their own backgrounds. This task assesses student ability to critically engage with media texts.

Task: Decide the advantages for survival of both introduced and native frogs' life cycles, explain how climate change could impact on native frogs, and identify level of interest in survival of native frogs. Assessment focus: using information about adaptations.

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 are assessed on their ability to find details to identify the main idea of a text about cultural change in a Pacific context.

After reading a narrative that explores family dynamics, students identify evidence in the text that supports their thinking. Assessment focus: analysing and evaluating a character and the author's construction of him. (There is a link to the text used for this resource in the Task administration section of the Teacher information pages.) Reading age 8-9. SJ-3-3-2003.

Task: Describe and compare some physical properties of plastic objects and identify the properties scientists might use for classifying materials. Assessment focus: classifying using physical properties.

Students decide if a graph is suitable to display category data and explain the reasons.

Students to show how to calculate problems that involve rates and ratios.

Students read a narrative about a family's encounter with a stray cat. They then use evidence from the text and their background knowledge to evaluate the characters. SJ-1-3-2008. Text provided.

Students plan how to do a statistical investigation about a question that has been posed, and think about how they will collect their data.

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.

This comprehension task assesses student ability to use evidence in text to make inferences about characters' points of view, and to analyse and synthesise understandings of these characters.