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Students read the letters written by four different people and identify the main idea of each letter.

Students are required to identify arguments for and against keeping animals in zoos and then use these to write a paragraph expressing their point of view about this issue.

Students read a story 'The Gift' and answer questions about comprehension, point of view and inference.

A brief picture story is presented about missed opportunities. Students interpret the actions of the figures in the story, and infer the subsequent consequences.

Students read opinions written by four different students and make inferences to answer comprehension questions.

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

This comprehension task assesses a student's ability to make inferences about a character's feelings based on the evidence in a written and visual text, and their own prior experience.

A newspaper article on working from home is the stimulus for this resource. The assessment focus is on looking at both sides of an issue, vocabulary and comprehension.

Students attempt to persuade the adults in their families that they should be able to have a dog. They construct an argument by writing replies to the adults' statements.

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

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

Students use evidence in a text to make inferences about a character's feelings. They analyse these within scaffolding activities, synthesising their thinking to suggest the author's message.

This comprehension task assesses student ability to identify and justify evidence used to visualise and make inferences about a character and setting.

Students write arguments for and against school rules.

This resource assesses the student's ability to interpret the visual elements of a Water Safety Poster. There are questions on font, logos, and language features.

Students view a television advertisement, and answer questions about advertising techniques and the effect on the audience.

Students look at a cartoon and make interpretations in looking at visual features.

Students view a set of images to answer questions about the camera angles used and the effects these create. Students also suggest sound effects and dialogue for the images.

An extract from a long cartoon strip has students unpacking each frame for meaning and the visual language techniques of; speech bubbles, layout angles, and gestures. SJ-4-1-1997.

Students interpret five business logos and write a brief statement describing the likely nature of the business.

Assessment focus: ability to de-construct and interpret messages in advertising, so that students can understand meaning-making processes in the construction of imagery.

Students match the best font to illustrate a range of different signs.

Students study a brochure and identify the visual features that link to its purpose.

This assessment takes the context of the New Zealand flag and has questions that focus on presenting, layout, symbols, and visual cues.

In this NEMP task students interpret an image of a treasure map.