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Task: Complete chart to show how birds' feet and beaks are suitably adapted for their particular food and environment. Assessment focus: inference.

Task: Use features of velociraptors to make inferences about their life style. Assessment focus: using evidence to make inferences.

Task: Students decide whether four dinosaurs are meat-eaters or plant-eaters, and justify their answers. A list of features of each group is provided. It may be completed individually or as a group assessment. Assessment focus: using evidence.

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.

Task: Read information and compare the special features that influence the chances of survival of black robins and fantails. Assessment focus: interpreting text to identify risk factors for survival.

Task: Read a short piece of narrative. Identify and explain the behavioural adaptations of oystercatchers. Assessment focus: interpreting text to identify behavioural adaptations and their purposes.

Students write down an explanation of how the front-end estimation strategy works in addition problems to give information on their understanding of the strategy.

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

A poem is disclosed in stages to students. The task assesses their ability to make inferences using evidence from text and prior knowledge to work out what it could be describing.

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

This comprehension task involves progressively disclosing a poem to students. It assesses their ability to infer. SJ-1-1-1998. Text provided.

The assessment focus is on student 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 read an article about an investigation into the sustainable harvest of pīkao and identify key features of the investigation. Assessment focus: interpreting information about how scientists work.

Task: Students draw a labelled diagram of a plant indicating how it gets its energy. Assessment focus: photosynthesis.

Task: Students decide what sort of animals two skulls belong to. A self-assessment checklist is included. Assessment focus: using evidence to identify carnivores and herbivores.

Students categorise statements according to whether they are evidence or inferences. They make inferences about moa, supporting them with evidence. Assessment focus: thinking in scientific ways.

Task: Use understandings about heat energy and insulation to describe how adaptations help Emperor penguins survive in Antarctica. Assessment focus: adaptations for keeping warm in cold conditions.

Students are assessed on their ability to retrieve details that support the main idea of an article about an endangered species.

Students find and write the numbers to complete equations that add to 10.

Students create and solve number sentences that represent story problems.

Students show how to break given amounts into a number of equal sized groups and find the amount each person gets.

Students use rules to find numbers and use given numbers to work out rules shown on number machines.

Students use number lines to show how to solve 2-digit whole number addition problems.

Students find and write the numbers to complete equations that add to 10 or 20.