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This resource assesses grammar knowledge. Students identify prepositions used in twelve sentences.

Students read a text about living in a house bus to answer retrieval and inferential questions. SJ-2-2-1995. Text provided.

Students use visual clues in a comic strip to answer inferential questions.

Students read a poem and explore how the poem expresses the storyteller's mood. SJ-2-1-1990. Text provided.

Students read a play and answer questions about the characters' actions, the setting, and text layout. SJ-1-2-1985. Text not provided.

Task: interpret a graph of a car's journey and add to the graph to represent a further description of the journey. Assessment focus: graph interpretation.

Students use provided data on the time of day and the length of the shadow to construct a line graph. Students interpret their graph to answer three questions.

Students are provided with a diagram of a roadside cutting. They are asked to mark the fault line and the youngest rock layer in this cutting. Students then suggest two explanations for the pattern shown in the diagram.

Students construct a line graph from provided data, and then write a summary about the data.

Task: Answer two questions about variables in an investigation about insulation and complete a graph. Assessment focus: fair testing.

This practical task assesses students' ability to design and carry out a fair test on the relationship between slope and rates of erosion.

For this practical task students make observations about the effect of coloured lights on different coloured objects. Students then draw some conclusions about their findings.

This resource assesses grammar knowledge. Students identify the adjectives in a short story about making breakfast.

This comprehension task involves progressively disclosing a poem to students. It assesses their ability to infer. SJ-1-1-1998. Text provided.

For this practical task students collect time-series data on the change in water temperature in a container at regular time intervals. Students are also required to display their results on an appropriate graph.

Students read a cartoon to answer retrieval and inferential questions about the story and the visual techniques used. SJ-1-1-1994.

Students interpret a series of road safety drawings with questions on visual cues, titles, emphasis and providing appropriate text.

Students complete a bar graph from details about paua diving and answer questions interpreting the data, including finding an average.

Students construct a back-to-back stem-and-leaf graph for heights of trees. They then answer a question on range and make a statement comparing the heights of akeake and kōhūhū.

Students construct three different sized parachutes from plastic bags. They then carry out a fair test to see which sized parachute is the most effective. Students answer questions about fair tests, collect and record their results, and make a conclusion.

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

Task: Predict which of three balls dropped from different heights will squash most, explain why, and design an investigation to test prediction. Assessment focus: acceleration and fair testing.

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.

Students order a range of fractions on a number line.

In this practical task students order proper fractions on a number line between 0 and 1.