Students are assessed on their ability to identify important information and the main idea of an article about a geologist. Junior Journal 21. Text provided.
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 poem, retrieve information, and then use this information to make inferences. The text used is shown into the resource. It can also be located in School Journal, Part 2, No. 1, 1999. SJ-2-1-1999. Text provided.
Students read a story about a girl's first night in Samoa. Then they decide whether some statements are true or false and give evidence from the text to back up their responses. There is a link to the text used in the "Using this Resource" tab. SJ-1-1-1996. Text provided.
A recount about a whale watch is the context for comprehension questions that require making inferences. The recount is reproduced in the resource. SJ-1-1-1998. Text provided.
Advertising provides the context for this resource that has an assessment focus on vocabulary, repetition, tone and comprehension. SJ-4-2-1999. 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.
This comprehension task involves progressively disclosing a poem to students. It assesses their ability to use evidence from the poem to work out what it could be describing. SJ-4-1-2002. Text provided.
Students are assessed on their ability to identify important information and the main idea of an article about plants. Junior Journal 27, reading age 7.5-8. Text provided.
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.
Students read a narrative and make inferences about the characters' feelings based on evidence in the text. Text is provided with this resource. SJ-2-2-1999. Text provided.
Assessment focus: finding important information and the main idea of an informational text. The text used is about an introduced species of fish which has become a pest. SJ-2-4-2005. Text provided.
This comprehension task involves progressively disclosing a poem to students. It assesses their ability to use evidence from the poem to work out what it could be describing. SJ-3-1-2004. Text provided.
Students are assessed on their ability to identify important information and the main idea of a recount about needing to take action. Junior Journal 29. Text provided.
This comprehension task involves progressively disclosing a poem. It assesses a student's ability to use evidence to predict what it could be describing. SJ-2-4-1994. Text provided.
Students explore the literary device used in the poem title, choose their own phrase, and visually present it. They obtain feedback from a class member. Annotated student work samples are provided.
Students provide short written answers to questions on the advantages and disadvantages of interviews as source material. They then practise writing effective interview questions.
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 write a set of instructions after reading a poem about cooking. Students self-assess their writing before conferencing with the teacher to set their next learning steps.