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This resource requires students to answer four selected response questions on a table of contents from the book 'Antarctica'.

An anecdotal story about fever and the discovery of quinine provides the context for this assessment with its focus on information retrieval and making inferences. The text is provided with this resource.

Task: use a key to identify a fish, then complete a key to identify shellfish. Assessment focus: Interpreting representations - classification keys.

This practical task requires students to order five photographs of the life cycle of a Harrier Hawk. Students describe the changes that have occurred in each part of the lifecycle. NOTE: This resource is intended to be used in colour.

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 narrative and make inferences about the characters' feelings based on evidence in the text. Text is provided with this resource. SJ-2-2-1999. Text provided.

Students read a poem, 'My Other Jandal', then answer inferential questions. The poem is provided with this resource. SJ-2-4-1994. Text not provided.

Students read an article about castles to complete a retrieval chart using information from the text. SJ-1-2-1995. Text provided.

Students answer questions involving finding fractions in story problems about marbles and write their answer in its simplest form.

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

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

Task: Students read a short written text to explain how the special features of wild ginger help it survive. Assessment focus: explanation of wild ginger's special features and why it is a pest plant.

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.

Students identify the approximate capacities of everyday containers.

Students compare drawings of a healthy and unhealthy plant, collect data, and decide which data distinguishes them. This is a mathematics/science resource.

Students explore the additive identity by completing open number sentences.

Students work out the number of covered counters on a 10 x 10 array.

Students calculate increases in length, area, and volume, and relate this to the scale factor for an enlargement.

From visual stimuli and a series of simple statements that describe physical features, students identify which animal is being described.

This comprehension task assesses a student's ability to make inferences about a character's feelings based on the evidence in a written and visual text, and their own prior experience.

From visual stimuli and a series of simple statements that describe physical attributes, students identify which animal is being described.

From visual stimuli and a series of simple statements that describe personal attributes, students identify which person is being described.

Students match pictures of objects with a list of capacities involving litres and millilitres.

Task: Identify from an experiment the preferred living conditions of slaters, and use a fact file to suggest reasons why. Assessment focus: interpreting results of an investigation.