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Students read the poem 'Hide-and-go-seek' to make inferences about the game. SJ-3-2-1996. Text provided.

This is a resource in which the students read a short story 'The Reading Room' and answer ten short written questions. SJ-3-1-1998. Text provided.

Advertising provides the context for this resource that has an assessment focus on vocabulary, repetition, tone and comprehension. SJ-4-2-1999. Text provided.

Students identify prime numbers from a series of group sizes and list all the factors of 36.

Students provide short written answers to questions on the advantages and disadvantages of interviews as source material. They then practise writing effective interview questions.

Using a page from a dictionary, this resource assesses students' dictionary skills through a series of short answer and selected response questions.

Students use a scale map to estimate the area of Antarctica and explain their method.

Students read a visual and written text about native plants and animals to answer retrieval and inferential questions.

Students complete a cloze passage with 20 blanks on polio to create well-formed sentences.

Students identify the shaded fraction of a number of different shapes.

Students identify the fraction that best describes the proportion of triangles that are shaded in.

This resource requires students to match ten ideas about the different parts to books with the correct term.

A contents page from a book on windsurfing is used by students to identify where to go to for specific information.

For this task students read the article, 'Chunky Chalks', and identify the ingredients and equipment used to write a set of 10 instructions for making chunky chalk. Students then identify the verb in each instruction. SJ-2-4-2000. Text not provided.

New Zealand's steepest street is the context for this resource. Comprehension questions require students to find information and make inferences. The text is provided with this resource. SJ-4-3-1996. Text provided.

In this resource, students write instructions to match each photograph about making a pūrerehua. SJ-1-1-2001. Text provided.

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

This task assesses students' ability to discriminate between the use of full stops, exclamation marks, and question marks by asking them to read a letter and insert the appropriate punctuation at the end of each sentence.

This task assesses students' understanding of how to communicate with an audience. Students identify the voice expressions and sound effects needed for a play, "Who pushed Humpty Dumpty?" (Text used is reproduced as a pdf under "Using this resource" tab.) SJ-2-2-1998. Text provided.

Students read an article about shoeing a horse and find information from it to complete a retrieval chart.

This task assesses a formal debate. A list of general topics is provided. For topics on school and teenage life, see resources Debating I and Debating II. ARB scoring guides D, E and F are suitable for this task.

Students write an argument about the impact of rugby in New Zealand. The features of a written argument are the focus for this assessment. Links to self-assessment writing supports are given under the "Working with Students" tab.

Students identify and describe a local place they like to visit within a written report.

Students read statements based on a bar graph and show understanding by marking whether each statement is correct.

This punctuation resource has a focus on colons and semi-colons. Students insert colons into sentences and demonstrate their knowledge of differences between colons and semi-colons.