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Students identify the approximate capacities of everyday containers.

Students interpret and answer questions from a bus timetable including some time calculations.

The traditional fable of 'Hare and Tortoise' is presented as a cloze article in this resource. Students draw on their knowledge of grammar and vocabulary to create well-formed sentences.

Students complete a cloze passage on the antics of an escaped otter. Students use their vocabulary and knowledge of grammar to create well-formed sentences. SJ-2-2-2000. Text provided.

Students complete a cloze passage with 28 blanks about a rugby game. A scoring guide with replacement words/synonyms and guidelines for interpretation are included. SJ-1-2-1998. Text provided.

The context of this cloze task is a story about a hungry weasel. Students generate appropriate words to create well-formed sentences.

Students complete a cloze passage and use their vocabulary and knowledge of grammar to create well-formed sentences.

Students read through an article about a pending tidal wave. From their comprehension of the cloze passage, they fill in the gaps with their own words. SJ-2-2-1982. Text provided.

This task assesses students' understanding of the conventions surrounding the use of apostrophes to indicate ownership. Students are required to read a short story and insert apostrophes in the places they are needed.

Students identify which nets, from a range of options, could fold to make rectangular prisms.

Students work out how much time some bus trips take.

Students complete a table to show the amount of money paid for work, and finish a rule to describe the relationship.

Students apply a rule to continue spatial patterns.

Students solve problems comparing and balancing amounts of money.

Four conventions for speech bubbles are presented with the students showing their understanding by having matching appropriate text to the bubbles.

Using a diagram of a spinner, students choose the chances of the arrow landing on particular numbers.

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

Students identify the number of dots in the <i>n</i>th shape of a series of spatial patterns.

Students explain how they can work out how many striped or shaded beads are needed for a number of repeated 'sets', and identify the number of striped and shaded beads for given numbers of sets.

This comprehension task assesses student ability to identify important information and establish the main idea of a text. SJ-2-2-2006. Text provided.

Assessment focus: finding important information and the main idea of an informational text. The text used is about an introduced species of fish which has become a pest. SJ-2-4-2005. Text provided.

This focus of this resource is punctuating direct speech. Students drag speech marks, commas, and full stops into place to show where direct speech begins and ends. The resource ends with a collaborative writing activity. Students work with a partner to create and punctuate a conversation based on the characters in a photograph.

This focus of this resource is punctuating direct speech. Students drag speech marks into place to show where direct speech begins and ends. The resource ends with a collaborative writing activity. Students work with a partner to create and punctuate a conversation based on the characters in a photograph.

Students complete open number sentences to show their understanding of equality.

Students explore the concept of equality by deciding whether addition sentences are true, false or not proper number sentences.