Making meaning resources

This resource assesses the student's ability to interpret the visual elements of a Water Safety Poster. There are questions on font, logos, and language features.

Four conventions for speech bubbles are presented with the students showing their understanding by having matching appropriate text to the bubbles.

This assessment takes the context of the New Zealand flag and has questions that focus on presenting, layout, symbols, and visual cues.

Students interpret seven business logos that are each presented with a single short written response question about a design feature.

Students interpret five business logos and write a brief statement describing the likely nature of the business.

Students view a television advertisement, and answer questions about advertising techniques and the effect on the audience.

In Part 1 students identify visual techniques used within a static image and describe how they support the meaning of the poem. In Part 2, students create a text to communicate ideas visually. Annotated student work samples of Part 2 are provided.

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

In Part 1, students interpret how the visual techniques used in the presentation of a Māori legend support the meaning of the written text. In Part 2, students are assessed on their ability to communicate and explain their use of visual techniques. Annotated student work samples using Part 2 are provided.

Students are required to read three poems, identify the animal that the object in each poem is being compared with, and identify the ways in which the look or movement of the objects are described so that they seem like these animals.

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

The parts of a book provide the context for this resource with 12 questions on the various components of a book.

To answer mainly multiple choice questions, students retrieve information and make inferences from a text about Socrates.

A stylised postcard on Christchurch is analysed and interpreted through short questions on the card's visual features.

Students listen to a narrative about an unusual mouse and then respond to 6 multiple-choice questions.

Students are assessed on their ability to identify the main idea of a text that recounts one person's experience of a Tryathlon.

Students are assessed on their ability to identify the main idea of a narrative concerning one child's experience of White Sunday in Sāmoa.

This comprehension task assesses a student's ability to use evidence in a text to work out what a poem could be about as it is disclosed in stages.

Students read an extract from Steinbeck's 'Of Mice and Men' to answer retrieval and inferential questions.

This resource has students comparing four advertisements on holiday camps and identifying the meaning of a slogan.

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 read a short extract on diving and answer five comprehension questions.

This task requires students to do a visual character analysis from an image out of Cinderella: An Art Deco Love Story, retold by Lynn Roberts and illustrated by David Roberts. Due to the pervasive nature of the story of Cinderella and the complexity of the imagery from this particular book, it is expected that students will draw on both their previous knowledge of the fairytale and the descriptive elements of the illustration to make a subjective, but valid, interpretation of character.

Assessment focus: ability to de-construct and interpret messages in advertising, so that students can understand meaning-making processes in the construction of imagery.

Students listen to instructions on where to go when visiting the zoo, then draw the path on a map. The assessment focus is on listening, recalling, and following instructions.