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This resource assesses a student's ability to skim quickly and find the answers to eight questions about islands in the Pacific. It is a timed exercise.

Task: Identify the variables for testing how fresh water and salt water affect rusting. Assessment focus: planning a fair test.

Students read about a visit to the islands of Kiribati by a New Zealand flight inspection team to answer retrieval and inferential questions.

This task assesses students' ability to analyse a text to identify and justify character traits and points of view, including the author's.

Students respond to and give directions about a simple path on a map involving right or left turns.

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

This comprehension task assesses student ability to use evidence in text to make inferences about characters' points of view, and to analyse and synthesise understandings of these characters.

Students create a vignette with a focus on writing that is 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'.

Students are assessed on their ability to find details and identify the main idea of a narrative about a Cook Island tradition.

Task: Choose images to enhance a science text about an adaptation of kererū, compare the messages of images, and reflect on the role of illustrations in science texts. Assessment focus: using and interpreting images in science texts.

Task: Process and interpret data in a table to identify the best paper to use for a game. Evaluate the reliability of the collected data. Assessment focus: using evidence to answer a question.

Task: Use understandings about heat energy and insulation to describe how adaptations help Emperor penguins survive in Antarctica. Assessment focus: adaptations for keeping warm in cold conditions.

In this task students compare two photographs of a river with normal flow and a river in flood. They make inferences based on their observations.

Students use the information in an article to interpret the body language of cats in nine different pictures. This task assesses student ability to bring together written and visual texts to show their comprehension. The text is reproduced in the Teacher information pages. SJ-3-1-1990. Text not provided.

Students find missing numbers to complete addition, subtraction and multiplication number patterns.

Use knowledge of insulation to answer questions about baked Alaska dessert, and how it compares to a chilly bin. Assessment focus: Interpreting diagrams, interpreting analogies, and using knowledge of insulation.

Students decide if a graph is suitable to display category data and explain the reasons.

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.

Students are assessed on their ability to identify the main idea of a narrative concerning one child's experience of White Sunday in Sāmoa.

Students read two letters about personal viewpoints on graffiti and answer questions about the content and style of the letters.

Students identify square and cubic numbers mentally in a timed test.

Task: Dictate what is observed from viewing a video clip of a monarch butterfly emerging from a chrysalis (answering a specific question), and sequence some photographs in the correct order. Assessment focus: observing and describing.

Students use their knowledge of the fire triangle to identify risk factors for a given scenario, and apply this to their own situation. They use rubrics to rate and improve some of their explanations.

Task: Read information and compare the special features that influence the chances of survival of black robins and fantails. Assessment focus: interpreting text to identify risk factors for survival.

This comprehension task involves progressively disclosing a poem. It assesses a student's ability to use evidence to predict what it could be describing. SJ-2-4-1994. Text provided.