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Students order litre and millilitre capacities from smallest to largest, compare given capacities and explain how they know whether one is larger/smaller or the same.

Task: Use written text about farming's contribution to climate change to complete a flow chart, and answer questions about the two texts. Assessment focus: interpreting, using, and comparing different types of text.

Task: Demonstrate understanding of the pupil reflex of the eye, and apply this to answering questions about sunglasses safety. Extension questions probe understanding of who decides on and applies safety standards. Assessment focus: effect of UV light on the eyes and how it can be mediated by simple sunglasses technology.

The assessment focus is on student ability to make inferences about character and justify these with evidence from text.

Students calculate the repair charges of two different garages, graph them, and explain the results.

Students are assessed on their ability to identify important information and the main idea of an article about a conservation project for an endangered species. Junior Journal 13. Text provided

Students read a narrative about a girl who behaves like an overly enthusiastic parent and her father who behaves like a reluctantly involved adolescent. They use and evaluate evidence from the text, alongside their background knowledge, to complete the task. SJ-3-2-2010. Text not provided.

After reading a narrative that explores family dynamics, students identify evidence in the text that supports their thinking. Assessment focus: analysing and evaluating a character and the author's construction of him. (There is a link to the text used for this resource in the Task administration section of the Teacher information pages.) Reading age 8-9. SJ-3-3-2003.

After reading a narrative about a shrewd boy, students identify evidence in the text that supports their thinking. Assessment focus: analysing and evaluating a character and the author's construction of him. (There is a link to the text used for this resource in the Task administration section of the Teacher information pages.) Reading age 8-9. SJ-2-4-2000. Text provided.

Students create a character vignette 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'.

Task: Describe where water goes when washing is drying and from a swimming pool, and discuss factors that affect this process. Assessment focus: evaporation.

Students review their knowledge of greenhouse gases and the effects of global warming. They identify areas where they are unsure, as well as things they know.

Students are assessed on their ability to identify the main idea of a text that recounts one person's experience of a Tryathlon.

This comprehension task assesses a student's ability to use evidence in a text to work out what a poem could be about as it is disclosed in stages.

Students are assessed on their ability to find details that support them to identify the main idea in a text about an endangered species of New Zealand. Reading age 8.5-9.5. SJ-1-4-2005. Text provided.

Students read a narrative about a mother-child relationship. They then use evidence from the text and their background knowledge to complete the task. Assessment focus: evaluating. SJ-1-1-2005. Text provided.

This comprehension task assesses student ability to identify important information and establish the main idea of a text. SJ-2-2-2006. Text provided.

Students are assessed on the ability to identify important information in order to establish the main idea of a narrative text about being judgemental. Reading age 10-12. SJ-4-3-1994. Text provided.

Students are assessed on their ability to find details that relate to the main idea of a text about a flood. SJ-2-2-2004. Text provided.

After reading a narrative that is about sibling rivalry, students identify evidence in the text that supports their thinking. Assessment focus: analysis and evaluation of a character and the author's construction of him. (There is a link to the text used for this resource in the Task administration section of the Teacher information pages.) Reading age <8. SJ-1-5-2004. Text provided.

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.