Students view an illustration and read a poem entitled 'The Dinosaur Climber's Kit' and then answer retrieval and inferential questions. An awareness of rhyme is explored. SJ-2-3-1994. 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.
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.
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.
Task: Students apply both their knowledge of the functions of roots and information from a model to explain why care is needed when transplanting trees. Assessment focus: interpreting diagrams.
Task: Answer questions about frog's skin adaptations, and use this information to think about consequences of chytrid fungus for Archey's frogs. Assessment focus: using information to think about management of native endangered species.
After reading the text, students recall the sequence of the story and some details. To do this, students are given a list of words to select from. Students justify their inferences based on the evidence in the written and visual texts.
After reading the text, students work with a partner, recalling the sequence of the story and some details. To do this, students are given a list of words to select from. Students justify their inferences based on the evidence in the written and visual texts.
After reading the text, students work on this resource with a partner, recalling the sequence of the story and some details. To do this, students are given a list of words to select from. Students justify their inferences based on the evidence in the written and visual texts.
Students interpret two cartoon-style drawings of the enhanced greenhouse effect and write a short description of the artist’s message, as they see this.