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Task: Students decide whether six animals are insects or spiders and justify their answers. Assessment focus: Using evidence.

Task: Match statements about materials that sound travels through, with corresponding science idea. Assessment focus: choosing evidence to support a science idea.

Task: Match vocabulary and definitions, and select why these terms are useful to know when thinking about butterflies at risk. Assessment focus: understanding science texts.

Students read a poem, retrieve information, and then use this information to make inferences. The text used is shown into the resource. It can also be located in School Journal, Part 2, No. 1, 1999. SJ-2-1-1999. Text provided.

Students read through an article about a pending tidal wave. From their comprehension of the cloze passage, they fill in the gaps with their own words. SJ-2-2-1982. Text provided.

This task assesses students' understanding of the conventions surrounding the use of apostrophes to indicate ownership. Students are required to read a short story and insert apostrophes in the places they are needed.

Students identify which nets, from a range of options, could fold to make rectangular prisms.

Students identify which shapes are identical to a given shape that have been rotated.

Task: use a chart comparing the features of insects and spiders to decide which group a wētā belongs in. Assessment Focus: classification.

An extract about Sāmoan life provides the context for this assessment with its focus on retrieving information and making inferences. Text available.

Students are required to identify and interpret the metaphors in two short poems.

Student work out the side lengths and area of a tapa cloth from the measurement of a small section of it, converting between cm and metres.

Students read three texts and select the statement that identifies the main idea of each text.

Students create simple and compound sentences to go with given photos. The focus is on combining sentences, using simple conjunctions. A peer sharing task completes the resource.

Students create simple then compound sentences to go with a photo, using simple conjunctions to join sentences. A peer sharing task completes the resource.

A model of combining two short sentences is given. Students create simple then compound sentences to go with some photos, using simple conjunctions to join sentences. A peer sharing task completes the resource.

Task: Answer questions about a key for metals: Assessment focus: recognising the purpose of a specific key.

Students are required to read three poems, identify the animal that the object in each poem is being compared with, and identify the ways in which the look or movement of the objects are described so that they seem like these animals.

This resource explores a poem written for two voices about a windy night. Text provided.

Students work out how much time some bus trips take.

The main focus of this task is punctuation. Students will read Janine's email to her new pen pal and insert eight question marks in the correct places.

Students give the number of vertices, straight lines, and curved lines and complete sentences to describe different 3-dimensional shapes.

Students interpret a bar chart that shows the stopping distance of cars and are asked which car is safe and why.

Students compare the area of two different triangles.

Students interpret a scatterplot and identify statements about both details and overall information.