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Task: Answer questions about what happens to water in open and closed containers. Assessment focus: evaporation.

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.

Choose which toy vehicle will roll further, and explain why. The two vehicles are set up under different conditions (ramps at different slopes, rolling onto different surfaces at the bottom). Assessment focus: science explanations using ideas about forces and energy.

Task: Use evidence to make inferences about how leaves help plants survive in particular environments. Assessment focus: leaf adaptations.

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.

Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important and give reasons for the choice.

Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.

Task: Make observations from a photograph, identify potential problems giving reasons, decide which problem is the most important and give reasons for the choice. Assessment focus: observing, identifying risk.

Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.

Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.

This comprehension task involves progressively disclosing a poem to students. It assesses their ability to infer.

This comprehension task assesses student ability to find the main idea of a transactional text about a Māori naturalist/scientist. Students are asked to read a text, identify the main idea from three choices provided, and then justify why they think their choice is right.

Students identify a correct statement about the comparing the overall distribution of two dot plots.

Students read a narrative about a family's encounter with a stray cat. They then use evidence from the text and their background knowledge to evaluate the characters. SJ-1-3-2008. Text provided.

Assessment focus: finding important information and the main idea of an informational text. The text used is about an introduced species of fish which has become a pest. SJ-2-4-2005. Text provided.

Students create character vignettes with a focus on writing pieces that are 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 find missing numbers to complete addition, subtraction and multiplication number patterns.

This comprehension task assesses student ability to identify important information and establish the main idea of a narrative text. The text describes a person's experience of war and their learnings from it. SJ-2-1-2006. Text provided.

Task: Select which state of water applies to a list of places where water can be found. Assessment focus: states of water.

Task: describe how different features of a racing car help it go fast. Assessment focus: technological responses to forces.

Students identify the larger of two improper fractions and drag a number of improper and mixed fractions into ascending order.

Students read a narrative that is about being different and about group dynamics. Assessment focus: an evaluation of characters and the author's construction of them. (A link to the text is provided. Reading age <8.) SJ-1-4-2005. Text provided.

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'.

Assessment focus: ability to use contextual clues to infer meaning of a word. (There is a link to the text used for this resource in the Using this Resource section.) Reading age 9.5-10.5. SJ-2-2006. Text provided.

Students are assessed on their ability to find details about important information in a recount about a walking school bus, then identify the main idea of this text. SJ-1-1-2006. Text provided.