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Students write both open and closed questions about the importance of smartphones to students their age.

For this NEMP task students write a thank you letter to the Playground Trust. The letter is assessed on letter conventions, content, and language.

This resource assesses grammar knowledge. Students complete a table giving definitions and examples of proper, common, collective, and abstract nouns.

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

Retelling a story, myth, or legend is the context for this assessment. Students use pictures, puppets, or other objects to enhance delivery. Oral Language Assessment Guides A, B, and C are suitable for this task.

Students use an index page from a book on New Zealand to answer six questions.

Students deliver an impromptu speech from a range of topics. Assessment guides A and B are suitable for this task.

Students prepare a 2 to 3 minute speech to inform, persuade, or entertain. A list of topics suitable for Year 7/8 students is provided. Assessment guides A and B are suitable for this task.

Students complete a cloze passage with 27 blanks on the release of a killer whale. A scoring guide with replacement words/synonyms and guidelines for interpretation are included.

Students take an entry from a library catalogue and answer questions about the various features of the catalogue entry.

Students match eight descriptions of non-fiction books to the correct type of reference book.

Students read acknowledgement text from a journal and answer questions about acknowledgements.

In Part 1 students identify visual techniques used within a static image and describe how they support the meaning of the poem. In Part 2, students create a text to communicate ideas visually. Annotated student work samples of Part 2 are provided.

Students explore the literary device used in the poem title, choose their own phrase, and visually present it. They obtain feedback from a class member. Annotated student work samples are provided.

Students read an article on kiwi and answer multiple choice questions that focus on inference and information retrieval.

Students read a narrative about a toy glider competition, then answer retrieval and inferential questions. SJ-3-1-1994. Text provided.

Students listen to a folktale then recall information from it by answering multiple-choice questions.

This comprehension task assesses student ability to find details that relate to the main idea of a text about a Māori naturalist/scientist. Students are asked to read a text, find details about the given main idea, then justify why they think the main idea is right or wrong.

Assessment focus: finding details to support the main idea of an informational text, and justifying why they agree or disagree with the main idea presented. The text used is about environmental issues to do with endangered native species.

Students are assessed on their ability to find and synthesise details to explain the main idea of a text. The text is focused on adjusting to life as a separated family. SJ-3-2-2006. Text provided.

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.

Assessment focus: ability to use contextual clues to infer meaning of a word. (There is a link to the text used for this resource in the Using this Resource section.) SJ-4-3-2004. Text provided.

Students read a narrative then complete three tasks that focus on one of the characters. Assessment focus: an evaluation of a character and the author's construction of that character. SJ-4-3-2004. Text provided.

This task assesses student ability to find the text features of an explanation of a scientific idea.