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Students are provided with information about the structure of a haiku poem. They identify the syllables in another haiku poem, and then write their own.

Students read a poem, written from the point of view of an immigrant, then answer retrieval and inferential questions.

For this NEMP task students read a poem about 'Me' and then write a poem about their own 'special self'.

Students use a video clip as the stimulus for completing a poem. Scaffolds are provided for this process.

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 and interpret the metaphors in two short poems.

Students read the poem 'Don't be Wet' and complete two tables to show their understanding of puns. SJ-3-3-1994. Text provided.

This resource has an assessment focus on comprehension. Students study the poem 'Learning to Read' and respond to four short written response style questions. SJ-3-3-1989. Text provided.

Students read a poem to explore the language it uses. SJ-4-3-1995. Text provided.

A poem about Samoa is read and then retrieval and inference questions are answered about the author's choice of title and her key ideas. Text provided.

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

This comprehension task involves progressively disclosing a poem to students. It assesses their ability to use evidence from the poem to work out what it could be describing. SJ-4-1-2002. Text provided.

This comprehension task involves progressively disclosing a poem to students. It assesses their ability to use evidence from the poem to work out what it could be describing. SJ-3-1-2004. Text provided.

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

Students are given an example of ordering adjectives in an advertisement. They use this example to develop a list of adjectives that they order as they create their own advertisement .

Students are asked four short questions that require them to use a table that contains a count of the kind of books borrowed from a library for a month.

Students match ten topics or subjects to the correct Dewey Decimal call number.

Students are required to read three poems, identify the animal that the object in each poem is being compared with, and identify the ways in which the look or movement of the objects are described so that they seem like these animals.

Assessment focus: ability to use contextual clues to infer the meaning of a word. (There is a link to the text used for this resource in the Using this Resource section.) Reading age 9.5-10.5. SJ-4-3-2004. Text provided.