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Students read an advertisement then identify and explain some of its language features.

Students read a poem to explore the language it uses. SJ-4-3-1995. Text provided.

Students identify the coins that make up specified amounts of money.

Students read a poem and make links between its written and visual information. SJ-2-4-1993.

Students read an article about castles to complete a retrieval chart using information from the text. SJ-1-2-1995. Text provided.

Students read a poster on sand dunes to answer retrieval and inferential questions.

Students read the poem 'Hide-and-go-seek' to make inferences about the game. SJ-3-2-1996. Text provided.

Students answer three questions about information found on a bottle of bleach.

Students complete a table by explaining how 3 different seed types are able to be dispersed.

Students read a poem then make inferences using the written and the visual texts. SJ-4-2-1994. Text provided.

This resource has an assessment focus on comprehension. Students study the poem 'Learning to Read' and respond to four short written response style questions. SJ-3-3-1989. Text provided.

Students classify five described changes as either a chemical or a physical change.

Using a labelled flower, students select the parts which are responsible for seed formation, pollen production, and bud protection.

Students outline four tests they could do to find out if a newly described substance is a metal.

Students outline a test they could do to show if a substance is a metal or not.

Students identify the variables to be kept constant, and the variable to be different, when they plan a fair test to show if green plants need light to grow.

15 names of elements and symbols are provided. Students shade in those squares where the symbol correctly matches the name.

Students answer three multiple-choice questions about atoms, elements, and atomic number.

Students use a key to classify and describe a number of the illustrated insects and spiders.

Task: Select whether statements about the Moon are true or false. Assessment focus: the Moon.

Students select from the words 'certain', 'likely', 'unlikely', and 'impossible' to show the probability of a spinner landing on a defined area.

Students answer questions about a bar graph which shows the number of different types of animals at the zoo.

Task: Describe what sort of day it is easiest to see shadows, and answer 2 multiple choice questions about length of shadows and time of day. Assessment focus: shadows.

Students record all the different combinations of lunches that could be chosen from five possibilities.

Using pictures, students state the likelihood of items being selected from bags.