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Students read an extract from Steinbeck's 'Of Mice and Men' to answer retrieval and inferential questions.

Students read an extract from a drama script and answer questions on props, dialogue, and stage sets. (The text used is reproduced in the the Teacher information pages.) SJ-4-1-2000. Text provided.

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

This resource provides information on students’ ability to write a string of adjectives in the correct order.

Students sort different shapes into tessellating and not tessellating categories and explain their reasoning.

Students identify shapes that have been shaded two-thirds and name the fraction that the other shapes have been shaded.

This resource is about students continuing linear or quadratic spatial patterns, and giving rules for them.

Students answer maths problems involving multiplication and show their strategies.

Task: Students play a card game to construct a waterways relationships web. Assessment focus: relationships within a waterways ecosystem.

Task: Match birds and nests, and explain why the choice was made. Assessment focus: using environmental cues to make inferences.

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.

Students identify the topic sentence, supporting sentences and summary sentence in a given paragraph. They then write their own paragraph, working to include these elements.

Task: Students give oral explanations about how the features of a wētā or a mallard duck help it survive in its environment. Peer assessment sheets are included. Assessment focus: structure and function.

Task: Use written text and pictures to explain how the special features of Old Man's Beard help it survive. Assessment focus: identifying how the special features help this plant to survive.

Task: describe what would happen to four items of food when left in the sun. Assessment focus: change.

Students estimate the sum of a number of fractions.

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

Students convert heights of a building into the percentage of the given total height, explaining how they solved some conversions. Assessment focus is on how they calculate these heights and what strategies they use.

Students identify fractions that are greater than a half, explain their reasoning, and identify how far from half some fractions are.

Students interpret a graph about getting to school, writing descriptions about each students journey and making statements comparing the journeys.

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

Students to show how they estimate in some addition problems.

Students decide whether a graph is suitable to display category data and explain their answer.

Task: Match cards to show the relationship of birds' beaks and feet to the food they eat. Assessment focus: adaptations.

Task: Make careful observations of a picture to decide what you can see and what you might know but can't see.