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Students look at a water safety poster and answer questions relating to the posters construction.

Students identify the visual techniques used within a static image and describe how they support the meaning of the written text.

Assessment focus: ability of students to use both knowledge acquired from the text and their own backgrounds. This task assesses student ability to critically engage with media texts.

For this NEMP task students look at a cornflakes package, and answer questions about the information shown.

This resource assesses points of view on the issue of keeping score in sport, with the task being to match statements to the views expressed by four students.

This comprehension task assesses student ability to use evidence in text to make inferences about characters' points of view, and to analyse and synthesise understandings of these characters.

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'.

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 create a 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 use figurative language to 'show' rather than 'tell'.

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'.

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.

Students prepare a persuasive speech on an issue they have strong opinions about. Features of persuasive speech are outlined. ARB scoring guides A, B, and C are suitable for this task.

Student read an extract from a speech that contains examples of a rhetorical question, exaggeration, understatement, allusion, and contrast. Using the examples from the speech to help them, students write a definition of each language feature..

An account of a fishing adventure in a lagoon provides the content for this cloze exercise. Students use their vocabulary and knowledge of grammar to create well-formed sentences.

New Zealand's steepest street is the context for this resource. Comprehension questions require students to find information and make inferences. The text is provided with this resource. SJ-4-3-1996. Text provided.

Students write an argument about the impact of rugby in New Zealand. The features of a written argument are the focus for this assessment. Links to self-assessment writing supports are given under the "Working with Students" tab.

Students read a poem, written from the point of view of an immigrant, then answer retrieval and inferential questions.

Students write an argument either for or against daily physical education in schools. Support materials and links to exemplars for writing an argument are given under the "Working with Students" tab.

Students read two letters about personal viewpoints on graffiti and answer questions about the content and style of the letters.

This resource comprises a report on the control of traffic in the Holland Tunnel in New York presented as a cloze exercise. Students use comprehension skills to complete the gaps with their own vocabulary.

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.

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

This task is about using evidence to find the main idea of a text. Students read a narrative text with a Māori context, find two groups of details, then select the main idea from four choices. Note that the text deals with the hunting and slaughter of pigs, which may be a challenging concept for some of your students. SJ-4-2-2004. Text provided.

This comprehension task assesses student ability to evaluate the ideas and information in a text about an environmental issue. Students are asked to read a text, then respond to four questions. SJ-4-3-2005. Text provided.

Assessment focus: finding details to support the main idea of an informational text, and justifying why they agree or disagree with the main idea presented. The text used is about environmental issues to do with endangered native species.