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Students are assessed on their ability to identify the main idea of a text that recounts one person's experience of a Tryathlon.

This comprehension task assesses a student's ability to use evidence in a text to work out what a poem could be about as it is disclosed in stages.

Students are assessed on their ability to find details that support them to identify the main idea in a text about an endangered species of New Zealand. Reading age 8.5-9.5. SJ-1-4-2005. Text provided.

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

Students are assessed on the ability to identify important information in order to establish the main idea of a narrative text about being judgemental. Reading age 10-12. SJ-4-3-1994. Text provided.

Students are assessed on their ability to find details that relate to the main idea of a text about a flood. SJ-2-2-2004. 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.

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

Task: Complete a drawing of things found in or near a waterway, and describe relationships between them. Assessment focus: interdependence in a waterways environment.

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'.

Students conduct a statistical investigation about their prediction of the most common words used in English. They make graphs, describe their shape, and compare their own graph with ones that other students produce.

Students read about a flu immunisation program and answer five questions to show their understanding of the text.

Students are assessed on their ability to identify the main idea in a text about bridge construction.

Students find the sum of a number of given decimal weights of objects or the post.

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.

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.

Students interpret time frames and slope from a graph showing the area of a painted wall over time.

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.

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 calculate the surface area of the sides and top of a cylinder, showing their working.

Students recognise equal and different likelihoods when playing a game of chance.

This task requires students to do a visual character analysis from an image out of Cinderella: An Art Deco Love Story, retold by Lynn Roberts and illustrated by David Roberts. Due to the pervasive nature of the story of Cinderella and the complexity of the imagery from this particular book, it is expected that students will draw on both their previous knowledge of the fairytale and the descriptive elements of the illustration to make a subjective, but valid, interpretation of character.

This comprehension task assesses student ability to identify important information to establish the main idea of a narrative text about acknowledging older people. SJ-3-3-2006. Text provided.

Task: Play a card game to join two sentence fragments to complete a sentence. Assessment focus: a) relationships of elements in a waterway, and b) science vocabulary.