Using language, symbols, and texts resources

Students read a letter written to the Board of Trustees, and make it more formal by writing the contractions as full words.

This focus of this resource is punctuating direct speech. Students drag speech marks, commas, and full stops into place to show where direct speech begins and ends. The resource ends with a collaborative writing activity. Students work with a partner to create and punctuate a conversation based on the characters in a photograph.

Students select the answer for two subtraction problems, select which one they thought was easier, and explain their reasons for this.

Students complete sentences by adding a given noun or pronoun and using an apostrophe as required.

Students expand common contractions to their full form, then write the contracted forms of other common two-word phrases.

Students identify whether to use 'there' or 'their' in a piece of student writing.

Students are required to describe the compass direction and distance that an ant travels toward different items of food positioned on a grid.

The traditional fable of 'Hare and Tortoise' is presented as a cloze article in this resource. Students draw on their knowledge of grammar and vocabulary to create well-formed sentences.

A tale about a character who resolves a problem creatively provides the context for this cloze exercise. Students use their vocabulary and knowledge of grammar to fill in the missing words.

Students complete a cloze passage on the antics of an escaped otter. Students use their vocabulary and knowledge of grammar to create well-formed sentences. SJ-2-2-2000. Text provided.

This comprehension task assesses student ability to identify important information and establish the main idea of a text. SJ-2-2-2006. Text provided.

Students complete a cloze passage with 28 blanks about a rugby game. A scoring guide with replacement words/synonyms and guidelines for interpretation are included. SJ-1-2-1998. Text provided.

Students complete a cloze passage with 20 blanks on polio to create well-formed sentences.

Students interpret a scatterplot and identify statements about both details and overall information.

The context of this cloze task is a story about a hungry weasel. Students generate appropriate words to create well-formed sentences.

The main focus of this task is punctuation. Students will read Janine's email to her new pen pal and insert eight question marks in the correct places.

Students give grid references, and drag and drop grid references onto a grid.

This focus of this resource is punctuating direct speech. Students drag speech marks into place to show where direct speech begins and ends. The resource ends with a collaborative writing activity. Students work with a partner to create and punctuate a conversation based on the characters in a photograph.

Students complete a cloze passage and use their vocabulary and knowledge of grammar to create well-formed sentences.

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.

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.

This task assesses students' understanding of the conventions surrounding the use of apostrophes to indicate ownership. Students are required to read a short story and insert apostrophes in the places they are needed.