T kruglova literary reading final certification.

Intermediate certification in literary reading in the 1st grade

(2016 – 2017 academic year)

Explanatory note

In accordance with curriculum MBOU "Secondary school №30 named after S. A. Zheleznova ", Smolensk, the intermediate final certification in literary reading for students of the 1st grade is carried out in the form of a final verification work.

The attestation material was compiled taking into account the content and requirements for the preparation of students, determined in accordance with the Federal State Educational Standard of the LEO, laid down in the author's program of L.F. Klimanova, M.V. Boykina. and others on literary reading in grade 1, implemented through the educational complex "School of Russia" according to the textbook. "Literary reading", M .: "Education", 2014

The interim annual attestation is carried out in order to establish the actual level of theoretical knowledge of students in literary reading, their practical skills and abilities, to establish the compliance of the subject UUD of students with the requirements of the Federal State Educational Standard for the course of grade 1 in literary.

Final test work on literary reading

1 class

Option 1

Who is the owner?

The big black dog was called Beetle. Two boys, Kolya and Vanya, picked up Zhuk on the street. His paw was broken. Kolya and Vanya took care of him together, and when Zhuk recovered, each of the boys wanted to become his only owner. But who was the owner of the Beetle, they could not decide, so their dispute always ended in a quarrel.
Once they walked through the forest. The beetle ran ahead. The boys argued heatedly.
- My dog, - said Kolya, - I saw the Beetle first and picked him up!
- No, my, - Vanya was angry, - I tied her paw and dragged her delicious pieces!
Nobody wanted to give in. The boys quarreled violently.
- My! My! - both shouted.
Suddenly two huge shepherd dogs jumped out of the forester's yard. They rushed at the Beetle and threw him to the ground. Vanya hastily climbed a tree and shouted to his comrade:
- Save yourself!
But Kolya grabbed a stick and rushed to help Beetle. The forester came running to the noise and drove away his shepherd dogs.
- Whose dog? He shouted angrily.
- Mine, - said Kolya. Vanya was silent. (V. Oseeva)

Part I Option 1

CHOOSE THE CORRECT ANSWERS

A1.

A2. What was the name of the dog?

Trezor 2) Bobik 3) Beetle

A3. TO what color was the dog.

red 2) black 3) white

A4. Where the boys found the dog.

A5. Where did the actions described in the text take place.

in the forest 2) in the yard 3) on the street

A6. Dogs of what breed jumped out of the forester's yard.

boxer 2) shepherd dog 3) terrier

A7. TO ud climbed Vanya.

on the fence 2) on the roof 3) on the tree

A8. That Kolya grabbed when he rushed to help Beetle.

stick 2) branch 3) belt

Part II

IN 1. Write down what was killed by the Beetle when the boys found him.

AT 2. Write down why Kolya believed that he should be the owner of the Beetle.

__________________________________________________________________________________________________________________________________________________________________________________

AT 3. Write how Vanya took care of the sick Zhuk.

__________________________________________________________________________________________________________________________________________________________________________________

AT 4. Write down who helped save the Beetle.

__________________________________________________________________________________________________________________________________________________________________________________

Part III

C1. Write down why Kolya and Vanya were arguing.

C2. Think and write down why Vanya was silent.

C3. Suggest your way how you could resolve the dispute to the boys.

Option 2

Read the text and complete the assignments. If you have any difficulties, reread the text.

Which is easier?

Send three boys into the forest. There are mushrooms, berries, birds in the forest. The boys took a walk. Didn't notice how the day passed. They go home - they are afraid:

Will hit us at home!

So they stopped on the road and think what is better: lie or tell the truth?

“I’ll say,” says the first, “as if a wolf attacked me in the forest. The father will be frightened and will not scold.

- I will say, - says the second, - that I met my grandfather. Mother will be delighted and will not scold me.

- And I'll tell the truth, - says the third. - The truth is always easier to tell, because it is true and you don't need to invent anything.

So they all went home. The first boy just told his father about the wolf - lo and behold, the forest watchman is coming.

- No, - he says, - there is a wolf in these places.

The father got angry. Punished for the first blame, and twice for the lie.

The second boy told about his grandfather. And the grandfather comes to visit right there.

Mother learned the truth. For the first blame she punished, and for the lie - twice.

And the third boy, as he came, obeyed everything from the doorway. His aunt grumbled at him and forgave him. (V. Oseeva)

165 words

Part I Option 2

CHOOSE THE CORRECT ANSWERS

A1. To which literary genre refers to the text.

story 2) fairy tale 3) poem

A2. Where the boys were walking.

in the yard 2) in the forest 3) on the street

A3. What the boys saw in the forest.

mushrooms 2) flowers 3) vegetables

A4. When the boys came home.

in the morning 2) at noon 3) in the evening

A5. About whom the first boy told his father.

about a dog 2) about a tiger 3) about a wolf

A6. Who the second boy told his mother about.

about grandfather 2) about grandmother 3) about father

A7. How the third boy behaved.

lied 2) told the truth 3) confessed

A8. What my aunt did with the third boy.

scolded 2) punished 3) forgiven

Part II

IN 1 ... Write down what is always easier to say __________________________________________________________________________________________________________________________________________________________________________________

AT 2. Write down what the first boy came up with in your defense.

__________________________________________________________________________________________________________________________________________________________________________________

AT 3. Write down what the second boy came up with in your defense.

__________________________________________________________________________________________________________________________________________________________________________________

AT 4. Write down what the third boy came up with in your defense.

__________________________________________________________________________________________________________________________________________________________________________________

Part III

C1. Write down why the two boys were punished.

C2. Think and write down why the aunt forgave the third boy.

C3. How do you think you need to behave in such cases, write.

Criteria

evaluating the results of the certification work

14-15 points - the student has mastered the educational material of the 1st grade (did it perfectly)

12-14 points - the student has mastered the educational material of the 1st grade (did well)

7-11 points - the student has mastered the educational material of the 1st grade(coped satisfactorily)

6 points and below - the student did not master the educational material of the 1st grade

Item skills and universal training activities ( subject, cognitive, regulatory), subject to control:

A1-A8

Determination of belonging of a work to a genre, knowledge of basic literary terms, conscious reading of a work during independent reading, search for the necessary information in various parts of the text

Structuring knowledge. Possess semantic reading of literary text. Highlight essential information from the text.

B1-B4

Answers to questions about the content of the work, search for the necessary information in the text to complete tasks

Possess semantic reading of literary text. Highlight essential information from text

Accept and save learning task... Plan actions according to the task at hand. Exercise control

C1-C3

Searching for information in the text, the mood of a written statement based on life experience... Formulation own opinion and position, establishing causal relationships

Possess semantic reading of literary text. Highlight essential information from the text. Build a speech utterance in writing. Focus on a variety of ways to solve a problem

Accept and save the learning task. Plan actions according to the task at hand. Exercise control

Evaluation criteria subject results:

№ assignments score

IN 1

AT 2

AT 3

AT 4

Good level - 12 - 14 points

Average level - 8-11 points.

Low level - less than 8 points.

Evaluation criteria cognitive results

№ tasks A1

IN 1

AT 2

AT 3

AT 4

C3 1

Evaluation criteria regulatory outcomes

№ assignments score

A1 1

A2 1

A3 1

A4 1

A5 1

A6 1

A7 1

A8 1

AT 11

AT 21

B3 1

B4 1

C1 1

C2 1

C3 1

High level - 15 points.

Average level - 8-14 points.

Low level - less than 7 points.

The collection is intended for students in grades 4 primary school, teachers and facilitators using tests to prepare for the final assessment for the primary school course.
The purpose of the manual is to practice students' practical skills in preparing for the exam in the 4th grade in literary reading.
The manual contains 10 variants of typical test tasks for the final certification for the course of primary school.
Answers to the tasks of all options are materials for the teacher, and therefore are given at the end of the manual.

Literary reading: final certification for the primary school course: typical test tasks... Kruglova T.A.

Description of the tutorial

The proposed literary reading tests make it possible to reveal how the knowledge and skills acquired by 4th grade students meet the basic program requirements for the primary school course, as well as how primary school graduates know how to use their knowledge in practice.
Requirements for the level of preparation of students graduating from primary school
As a result of the study of literary reading, the student should know / understand:
titles, the main content of the studied literary works, their authors;
be able to:
distinguish between elements of the book (cover, table of contents, title page, illustration, abstract);
read the text consciously artwork "To myself" (excluding speed);
determine the theme and main idea of \u200b\u200bthe work;
retell the text (no more than 1.5 units);
divide the text into semantic parts, draw up its simple plan;
compose a small monologue statement based on the author's text; evaluate the events, heroes of the work;
read poetry by heart (optional);
create a small oral text on a given topic;
give examples of works of folklore (proverbs, riddles, fairy tales);
distinguish genres fiction (fairy tale, story, fable), to distinguish folk and literary tales;
give examples of works of art on different topics based on the studied material;
to use the acquired knowledge and skills in practical activities and everyday life:
for self-reading books;
4
to express value judgments about the read work;
for independent selection and determination of the content of the book by its elements;
to work with various sources of information (dictionaries, reference books, including electronic media).
Test structure
The test contains 15 tasks, which are divided into three parts. Tasks 1-8 (part 1) are tasks with a choice of answers (answer options are given). Basically, there is one correct answer, but sometimes the answers can be summed up (2 correct answers). In this case, the task contains an indication of the number of correct answers.
Tasks 9-14 (part 2) are tasks that require an independent answer.
Task 15 (part 3) is a task increased complexityhaving a creative character; the answer is recorded in several sentences.
Assessing tests
Successful implementation final test can be assessed based on the following criteria:
for all correctly completed tasks
the first and second parts (tasks 1-14) are marked "5",
11-13 correct answers are marked with "4",
8-10 correct answers are marked with "3".
Task 15 is assessed separately, and only for its correct completion a mark “5” is given.
A feature of the test work is the complete independence of students. The teacher should not help students complete test assignments. If the teacher sees that the student finds it difficult to complete any task, you can invite him to move on to the next task.
HOW TO PERFORM THE TEST
TASKS
(Student instruction)
1. Read the entire text carefully.
2. Review all test items.
3. Perform the test tasks sequentially, the answers of some tasks may be related to each other, containing in this connection some hints.
4. When completing the assignment, you can make notes in the text with a pencil, use drafts.
5. Tasks offering the choice of the correct answer from several suggested ones contain, as a rule, one correct answer, but sometimes they can be summed up (2 correct answers). In this case, the task indicates the number of correct answers.
6. Having determined the correct answer, put a cross (x) in the appropriate box.
7. Write the answers to the questions of the second and third parts in the lines provided for this.
SAMPLE PERFORMANCE TEST WORK
Read the text.
Two greedy teddy bears
An old bear lived in a wild, unprecedented, dense forest, in its very thicket. The old bear had two sons. When the cubs grew up, they decided to go around the world to seek happiness.
The old bear hugged her sons and told them never to part with each other.
The cubs promised to fulfill the order of their mother and set off on their way. They walked, walked. And the day went on, and another went. Finally they ran out of supplies.
- Eh, brother, how I want to eat, - complained the younger.
- And even more so for me! - the elder shook his head sadly.
So they kept walking and walking, until they suddenly came across a large round head of cheese. They wanted to share it in fairness, equally, but failed. Greed prevailed over the cubs, each afraid that the other would get the most.
They argued, swore, growled, when suddenly the fox came up to them.
- What are you arguing about, young people? the cheat asked.
The cubs told the fox about their misfortune.
- What a misfortune! - said the fox. - It doesn't matter! Let me share the cheese equally for you: the younger and the older are all one to me.
- That is good! - the cubs exclaimed with joy. - Delhi!
The fox took the cheese and broke it in two. But the old cheat broke the head so that one piece was larger than the other.
The cubs immediately shouted:
- This one is bigger!
The fox reassured them:
- Hush, young people! And this trouble is not a problem. A little patience. I’ll sort this out now.
She took a good bite from the larger half and swallowed it. Now the smaller piece is bigger.
- And so uneven! - the cubs got worried.
The fox looked at them reproachfully.
- Well, full, full! - she said. - I know my business!
And she took a bite of the most hefty bite. The larger piece is now smaller.
- And so uneven! - cried the cubs in alarm.
And so the carve-up went on. The cubs were led back and forth only with black noses, back and forth - from larger to smaller, from smaller to larger piece.
Until the fox was satisfied, she divided and divided everything.
By the time the pieces were evened, the cubs had almost no cheese left: two crumbs!
- Well, - said the fox, - though little by little, but equally! Bon appetit, cubs! - giggled the fox and, wagging his tail, ran away.
This is how it happens to those who are greedy. (345 words)
Part 1
When completing the tasks of this part (tasks 1-8), cross out the box (x), the number of which corresponds to the answer you chose.
1. Where, where does the beginning of the events described in the text take place?
1) in the meadow 3) in the village
2) in the thicket 4) in the field
2. What caused the quarrel among the cubs?
1) didn't know how to divide the cheese
2) everyone was afraid that the other would get the most
3) were afraid to cheat each other
3. Choose the correct answer to the meaning of the word cheat.
1) a clever and cunning deceiver
2) simple-minded
3) unable to find the right path
4. In which collection will you place this text?
1) to the collection of fairy tales
2) to the collection of stories
3) to the collection of fables
5. What kind of fairy tale is this?
1) household
2) magic
3) about animals
6. What human vice does the people condemn in this tale?
1) greed
2) trick
3) cowardice

Literary reading: final certification for the primary school course

APPROVED
Head of the department primary education
_________________ Yaskevich E.I.
Minutes No. ___ dated ______________2015
AGREED
Deputy Director for OIA
_________________ M.N. Labikova
_________________ 2015
Interim (annual) certification
Test and measuring material
for the 2015/16 academic year
intermediate (annual) certification
on literary reading in grade 2

Tara - 2015

1. Explanatory note
Selection of content to be checked in the interim (annual) period
certification, carried out on the basis of the requirements of the FSES of the second generation of the initial
general education, basic educational program of primary general education
BOU "Tarskaya gymnasium №1", as well as work program on the subject drawn up on
based on the author's program "Literary Reading" for 14 classes of primary school
Efrosinina L.A. EMC "Primary School of the 21st Century" edited by N.F. Vinogradova
2.
Specification
intermediate (annual) final certification
on literary reading
for grade 2 students
2.1. Purpose of CMM
The work is intended for the intermediate (annual) certification of students in
educational institution in the subject area "Literary reading".
The main purpose of the work is to check and assess the level of formation
subject results in grade 2 students based on the results of mastering the program
2nd grade literary reading.
Intermediate certification in literary reading is carried out in the form of a check
reading skills.
2.2. Approaches to the selection of content and the development of the structure of CMM. Structure
Kim
The content of the work meets the basic requirements for the planned results
mastering the literary reading program for grade 2.
The content of the work is determined on the basis of the following documents:
Federal state educational standard of primary general
education
Literary Reading Program. Author Efrosinina L.A. Educational complex "Primary school
21st century "edited by N.F. Vinogradova.
2.3. Structure of work and characteristics of tasks
The work contains two groups of tasks.
Group 1 (№1,2, 4, 5, 6) - tasks of the basic level of complexity.
Group 2 (No. 7.8) - tasks of increased complexity.
In the verification work, two types of tasks are used:
1) tasks with a choice of answer (VO)
2) tasks with a short answer (CO)
2.4.
Distribution of CMM tasks by content, skills tested and
methods of activity. Distribution of tasks by difficulty levels.
Table 1 shows an approximate distribution of tasks in work. Information about
each task: its content, object of assessment, level of difficulty, type, time
performance and maximum score.
Legend
Difficulty level: B - basic, P - advanced. VO task type - with a choice
answer, KO - with a short answer.

№
backside
niya
1.
Section
containing
ania
Work with
text
2.
3.
4.
5.
6.
7.
8.
Total:
Assessment object
Consciously perceive and
analyze content
text
Ability to define genre
read work
Understand what you read by
choosing the right answer
Understand what you read by
choosing the right answer
Understanding the meaning of the text
Understanding the meaning of the text,
ability to restore
order of events
Ability to express one's own
attitude to the hero, his
deeds
Ability to determine the topic of the text
Level
difficult
sti
B
B
B
B
B
B
P
P
B - 6
P 2
A type
tasks
Table 1.
Maximal
point for
performance
IN
IN
CO
IN
IN
IN
CO
IN
VO - 6
KO - 2
4
1
4
1
4
4
2
1
21
Time and method of execution of CMM variant
2.5.
The total time to complete the work is 40 minutes.
Each student receives a form with the text of the work, in which he notes or writes down his
answers to tasks.
2.6.
Additional materials and equipment;
Additional materials and equipment are not used.
2.7. The system for evaluating the performance of individual tasks and work in general
Tasks with the choice of one correct answer out of several proposed
is estimated by 1 point at the right choice and 0 point for wrong choice. Tasks
on the establishment of a semantic chick (connect with an arrow) is estimated by 1 point for each
the right arrow or the right answer. For tasks with short or detailed answers
you can get from 2 to 0 points, the difference in grading depends on the completeness and accuracy
completing the assignment. Details on assignment grading and submission criteria
points are given in the grading guide.
FINAL PERFORMANCE EVALUATION GUIDE

1. Read the text.

Planned result: consciously perceive and analyze the content of the text.

u Read mindfully aloud at a speed that allows you to understand the meaning of what you read.

4 points - reading pace is more than 70 words per minute;
3 points - reading pace is from 55 to 70 words per minute;
2 points - the reading pace is from 40 to 54 words per minute;
1 point - the reading pace is from 40 to 30 words per minute;
0 points - reading pace below 30 words per minute.

Check the correct answer +

Skills that characterize the achievement of this result:

3. Write down the names of friends from the story.
Planned result:.
Skills that characterize the achievement of this result:
u Name the characters;
The criterion for achieving the planned result:
O All the heroes of the story are recorded: Chicken, Mouse, Ant and
Bug. (1 point for each character).
Expected result: to understand what you read by choosing the right answer.
Skills that characterize the achievement of this result:
u Demonstrate reading comprehension by choosing an answer.
The criterion for achieving the planned result:
O A sample of the correct answer: all together, building a boat. (1
score)
.
5. Connect with arrows so that you can understand who brought what.

Skills that characterize the achievement of this result:
u Establish meaning chains
Chicken rope
Little mouse with straw
Ant shell
Leaf bug
The criterion for achieving the planned result:
O Sample correct answer: the correct answer is selected.
(each correct arrow 1 point)

numbers 2,3,4,5
Planned result: understanding the meaning of the text
Skills that characterize the achievement of this result:
O ability to restore the order of events
The criterion for achieving the planned result:
O Sample correct answer:
5 And the boat has already sailed far away.
2 The frog began to laugh at his comrades.
4 The boat turned out.
3 The ant brought in a straw.
each correct answer 1 point
7. How do you assess the behavior of the frog?
Planned result: do an elementary analysis of the hero's behavior
Skills: express your attitude to the hero, his actions.
The criterion for achieving the planned result:
2 points assessment of the behavior of the frog as negative;
1 point any mark is given;
0 points not given.

Planned result: understanding the meaning of the text
Skills: determine the topic of the text.
The criterion for achieving the planned result:
about work + about friendship
about animals about the boat
O Sample correct answer: the correct answer is selected. (1 point)

When assessing the performance of work as a whole, it is advisable to use several
parameters. One of the parameters is the ratio of the score received by the student for completing

work, and the maximum score for work, i.e. calculating the percentage of a student's score
for all work, from the maximum score (percentage of the maximum score).
20 - 21 points - "5"
19 - 16 points - "4"
15 - 11 points - "3"
10 points or less - "2"
3. CODE OF ELEMENTS AND LEVEL REQUIREMENTS
PREPARING CLASS 2 STUDENTS FOR INTERMEDIATE
(ANNUAL) LITERARY READING CERTIFICATIONS
Codifier of content elements and requirements for the level of training of students 2
classes for intermediate (annual) certification in literary reading
is one of the documents defining the structure and content of the CMM for conducting
intermediate (annual) certification in literary reading. It is based on
Federal state educational standard primary general education
(order of the Ministry of Education of Russia dated 05.03.2004 No. 1089).
List of content elements checked at intermediate (annual) certification
in informatics is presented in table 2.
table 2
The code
section
Content elements,
verified at intermediate (annual) certification
1
2
3
4
5
6
7
8
9
10
11
About our homeland
Folk wisdom
About children and for children
Already the sky was breathing in autumn
Snow flutters whirls
New Year's holiday
Works about animals
Foreign fairy tales
Stories, poems, family tales
Spring, spring is red ..
Magic colors
The list of requirements for the level of preparation of students in grade 2 (Table 3), achievement
which is checked at the intermediate (annual) certification in computer science, compiled with
taking into account the formulated goals of studying the subject.
The code
requirements
th
1
2
3
4
5
6
Skills and activities tested
Consciously perceive and analyze the content of the text
Ability to determine the genre of the read work
Understand what you read by choosing the correct answer
Understand what you read by choosing the correct answer
Understanding the meaning of the text
Understanding the meaning of the text, the ability to restore the order of events

7
8
Ability to express your attitude to the hero, his actions
Ability to determine the topic of the text
4. CONTROL MATERIAL
FOR LITERARY READING FOR CLASS 2
Before you is the work of the intermediate (annual) certification in literary reading.
This work takes 40 minutes to complete.
Read the assignments carefully. Task 1 requires careful, thoughtful reading
text, tasks 2, 4, 6, 8 require choosing the correct answer from the proposed ones,
tasks 3, 7 require a detailed answer. Write down the answers clearly, legibly and
competently.
The points received by you for completed tasks are summed up.
Try to complete as many tasks as possible and get the most
points.
We wish you success!
F.I. student ____________________________________ _____ grade
1. Read the text.
1
10
20
28
39
48
52
60
64
72
83
94
The ship.
One day, the Frog, the Chicken, the Mouse, the Ant and the Bug went for a walk.
We came to the river. The frog was delighted, jumped into the water and called the others. But nobody
except for the Frog, he could not swim.
The frog began to laugh at his comrades. Yes, he laughed so hard that he almost choked.
Offended by the Chicken, the Mouse, the Ant and the Bug. They began to think. Thought thought and
came up with.
The chicken brought a leaf. The little mouse found a nutshell. The ant brought
straw. A bug with a rope.
They stuck a straw into the shell, tied the leaf with a string. It turned out to be a boat.
The Chicken, the Mouse, the Ant and the Bug sat on the boat and sailed away. The frog emerged
to laugh again. And the boat has already sailed far away.
(According to V. Suteev)
2. What genre does this work belong to?
Mark + for the correct answer.
poem
fairy tale
story
3. Write the names of friends from the work

____________________________________________________
4. How did the friends cross the river? Choose the correct answer

Everyone is on his own.
All together, building a boat.
5. Connect with arrows so that you can understand who brought what
Chicken rope
Little mouse with straw
Ant shell
Leaf bug
6. Indicate the order in which the events took place. Number 1 is already there, put
numbers 2,3,4,5
And the boat has already sailed far away.
The frog began to laugh at his comrades.
1 Came to the river Frog, Chicken, Mouse, Ant and Bug.
It turned out to be a boat.
The ant brought in a straw.
7. How do you assess the behavior of the frog? Write.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
8. What is this text about (the main idea of \u200b\u200bthe text)? Mark with +.
about work about friendship
about animals about the boat

Intermediate certification

Final test in literary reading

Grade 3

Work instructions

You have 40 minutes to complete the work on literary reading. The work includes 13 tasks.

Write down the answers to the tasks in the work. If you want to change the answer, cross it out and write a new one next to it.

When performing work (not) it is allowed to use a textbook, workbooks, reference materials.

You can use a draft if necessary. Draft entries will not be reviewed or graded.

We advise you to complete the tasks in the order in which they are given. To save time, skip the task that you cannot complete immediately and move on to the next. Try to complete as many tasks as possible.

We wish you success!

Description

control measuring materials for the final test

by fine arts

Documents , defining the content of the verification work

The content and structure of the test work are determined on the basis of the Federal State Educational Standard of Basic General Education (Order of the Ministry of Education and Science of Russia dated 17.12.2010 No. 1897), taking into account the Approximate Basic Educational Program of Basic General Education (approved by the decision of the Federal Educational and Methodological Association for general education (Minutes dated 08/04/2015 No. 1/15)) and the content of the textbooks "Literary reading" Grade 3, authors Buneev R.N., Buneeva E.V. in accordance with the order for the school on the approval of the list of textbooks for the academic year included in the Federal List for the academic year.

Purpose of work

Interim assessment of students is an element of the internal system for assessing the quality of education.

Mid-term student assessment is a procedure carried out to determine the degree of mastery of students educational programs in accordance with the Federal State Educational Standard, which serves as the basis for making a decision on the transfer of students to the next grade.

The main task of intermediate attestation is to establish the compliance of students' knowledge with the requirements of state general education programs.

Subject and meta-subject results of mastering the RPUP by students in accordance with the curriculum are submitted for intermediate certification.

The results of intermediate certification are one of the components of the annual assessment (mark) of the results of mastering the main general education program.

Intermediate certification academic subject literary reading carried out in the form of test work. Type of credit work: complex work based on a literary text.

Unsatisfactory results or failure to pass the intermediate certification in the academic subject literary reading , the course of the initial general education program, in the absence of valid reasons, is recognized as academic debt.

The student is obliged to liquidate the academic debt within one year from the moment of its formation (the specified period does not include the time of the student's illness) within the terms established by the order of the director. Repeated passing of the interim certification for the year, in the academic subject, course, is allowed no more than two times.

Content Selection Approaches, development of the structure of the verification work option:Verification works submitted for intermediate certification for classes enrolled in the Federal State Educational Standard are based on the system-activity, competence-based and level approaches in training. Along with the subject learning outcomes of primary school students, metasubject results are also assessed, including the level of formation of universal educational actions (ULE) and mastering of interdisciplinary concepts.

Regulatory actions: goal setting, planning, control and correction, self-regulation.

General education universal learning activities: search and highlight the necessary information; structuring knowledge; conscious and arbitrary construction of a speech utterance in writing; selection of the most effective ways to solve problems, depending on specific conditions; reflection of methods and conditions of action, control and assessment of the process and results of activity; semantic reading as an understanding of the purpose of reading and the choice of the type of reading depending on the purpose; definition of primary and secondary information; modeling, model transformation.

Logical universal actions: analysis of objects in order to identify features; synthesis, including self-completion with replenishment of missing components; selection of grounds and criteria for comparison; summing up the concept; removal of consequences; establishing causal relationships; building a logical chain of reasoning; evidence.

Communicative actions: the ability to express their thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication, possession of monologue and dialogical forms of speech in accordance with grammatical and syntactic norms native language.

CMM are aimed at checking the formation of students subject requirements: personalresults: correctly identify themselves with the position of the student, show attention, focus on fruitful work, understand the meaning of knowledge for a person and accept it, understand the personal meaning of learning;

meta-subject results:

regulatory -accept and perform practical tasks, plan their actions in accordance with the task and the conditions for its implementation, independently make decisions on the implementation of tasks, take into account the guidelines for actions sustained by the teacher, carry out actions according to the model and the given rule, control their actions;

communicative- they understand the teacher's speech by ear, understand the content of the questions, adequately convey information, substantiate and prove their point of view, consciously formulate their opinion, express their thoughts in accordance with the tasks set;

cognitive- understand the actual content of the text, search for the necessary information, highlight the main thoughts in the text, perform simple logical actions (comparison, juxtaposition), use symbolic means

subjectresults:

know how to consciously perceive the text when reading; establish causal relationships and determine the main idea of \u200b\u200bthe text; prove and confirm with facts (from the text) their own judgment; fully and reasonably answer the questions posed, correlate the title of the text with its content, correctly rank the work by subject; create illustrations based on the content of the text.

The structure of the test work option.

The literary reading test has two options.

The variant of the test work consists of 13 tasks.

Tasks from 1 to 10 of the basic level; 11, 12 and 13 tasks - advanced level.

In this work, tasks are used:

Tasks with the choice of one correct answer from several proposed

Matching tasks

Option 1

Read the text.

Fox and horse

One peasant had a horse that served him faithfully, but it got old and could no longer serve, and therefore the owner did not want to feed it anymore and said: “Of course, you cannot be of any use to me now, but I I do not wish evil, and if you show yourself still so strong that you bring a lion here, then I am ready to support you; now get out of my stable, ”and drove her out into the field. The horse became sad and went to the forest to look for protection from the weather there. Then the fox met her and said: "Why did you hang your head like that and wander here all alone?" “Ah,” the horse replied, “it’s so common in the world that stinginess and loyalty cannot get along in the same house: my master forgot how many services I rendered him during my long service, and because of the fact that I now I can't plow as well as before, he doesn't want to give me any feed and threw me out of the stall. " - "Didn't you even console me with anything?" the fox asked. "It was a bad consolation: he said that if I have the strength to bring a lion to him, he would not mind holding me, but he knows that I cannot do this." “Well, I’m going to help you,” said the fox. "Lie down here, stretch out and do not move, as if dead."

The horse did everything that the fox ordered, and he went to the lion's cave not far from there and said: "There is a dead horse nearby, let's go together - you have something to eat there."

The lion went with him, and when they approached the horse, the fox began to say to the lion: “It will not be so convenient for you to eat it here. Do you know what? I will tie her to you by the tail, so you will take a little step and drag her into your cave and calmly clean it up there. Leo liked the advice; he let the horse be tied to him. And the fox tied the lion's hind legs tightly with the horse's tail, so that it was impossible to unhook them in any way.

Having finished this business, the fox patted the horse on the back of the neck and said: “Well, get it. Savrasy, bring me! "

Then the horse jumped to its feet at once and dragged the lion behind it. The lion began to growl so that the birds flew away from the whole forest, but the horse, ignoring this, dragged and dragged him across the field to the house of his master. Seeing this, the owner changed his mind and said to the horse: "Stay with me" - and fed her hearty until his death.

(The Brothers Grimm, trans. P. N. Polevoy)

Complex work based on the literary text Grade 3

Option 1

1. Name the main characters.

1) lion 3) master

2) horse and fox 4) fox

2. Why did the owner drive the horse out?

1) the horse became ugly 2) he felt sorry for the food for the horse

3) the owner decided to start a new horse 4) the horse became old

3. Why did the horse go to the forest?

1) look for food 2) live in the forest

3) seek protection from the weather 4) seek help from the fox

4. What did the fox suggest to the horse?

1) trick the lion 2) pretend to be dead

3) deceive the owner 4) do not worry

5. What does the highlighted word mean in a sentence?

I will tie her to your tail, so you take it easy and take her to your cave and calmly there take away.

1) bury 3) hide

2) eat 4) divide

6. How is the lion described in the work?

1) gullible 3) evil

2) carefree 4) greedy

7. What character trait pushed the owner to such an act?

1) anger 2) slovenliness

3) stinginess 4) dislike of animals

8. What genre does this work belong to?

1) fable 3) story

2) fairy tale 4) true story

9. Continue the sentence:

Seeing this, the owner changed his mind and said to the horse: "Stay with me" - and ________________________________________________________________

10. Write out a sentence that says how the fox asked the lion to move the horse.

__________________________________________________________________________________________________________________________________________________________

11.* Reconstruct the sequence of events in the text.

1) the fox's cunning idea

2) return of the horse to the owner's house

3) meeting a horse with a fox

4) the conversation of the owner with the horse

_________________________________

12.* Explain why this piece cannot be called a story.

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

13.*

Did you like this fairy tale? Why?

Complex work based on the literary text Grade 3

Option 2

Read the text.

Medvedko.

(excerpt)

Master, would you like to take a bear? my coachman Andrey offered me.

And where he?

Yes from the neighbors. Familiar hunters gave them. Such a nice little bear, only three weeks old. A funny beast, in a word.

Why do the neighbors give it away, if it's glorious?

Who knows. I saw a teddy bear: no bigger than a mitten. And so funny passes.

I lived in the Urals, in a district town. The apartment was large. Why not take the bear? Indeed, the beast is funny. Let him live, and then we'll see what to do with him.

No sooner said than done. Andrei went to the neighbors and after half an hour brought a tiny bear cub, which really was no larger than his mitten, with the difference that this live mitten walked so amusingly on its four legs and goggled such cute blue eyes even more fun. A whole crowd of street kids came for the bear cub, so they had to close the gate. Once in the rooms, the bear was not in the least embarrassed, but on the contrary, he felt very free, as if he had come home. He calmly examined everything, walked around the walls, sniffed everything, tried something with his black paw and, it seems, found that everything was in order.

My gymnasium students brought him milk, rolls, and crackers. The bear took everything for granted and, sitting on its hind legs in the corner, prepared to have a snack. He did everything with extraordinary comical importance.

(D. N. Mamin-Sibiryak)

F.I. student ___________________________ Class __________

Complex work based on the literary text Grade 3

Option 2

1. How many characters are there in the piece?

1) one 3) three

2) four 4) two

1) neighbors 3) kids

2) hunters 4) Andrey

1) in Siberia 3) in Moscow

2) in the Caucasus 4) in the Urals

3) the apartment was large 4) the bear was no more than a mitten

5. What does the word highlighted in a sentence mean?

My gymnasium students draggedhim milk, rolls, crackers.

1) worn alternately 2) brought a lot of things

3) took without asking 4) barely brought

1) indifferent to him 2) wants to give him to the zoo

3) interested in his fate, wants to help him survive 4) wants to send him to the circus

7. What is this passage about?

1) about high school students 2) about the fate of the bear cub

3) about nature 4) about hunters

8. What genre can this work be attributed to?

1) true story 3) story

2) fairy tale 4) fable

9. Continue the sentence:

Let him live, _______________________________________________________________

_____________________________________________________________________________

10. Write down what the main idea of \u200b\u200bthe text is.

11. * Restore the plan to the text.

1) Like at home.

2) The comical bear.

3) Andrey's interesting proposal.

4) Unusual newcomer.

______________________________________________

12. * What works about animals have you already read?

13.* Formulate and write down the answer to the question (3 sentences).

Why do you think the neighbors donated the bear so quickly?

Compliance of the audited UUD with the requirements of the Federal State Educational Standard and the RPUP at the LEO level

The following conventions are used:

Difficulty levels of tasks: B - basic, P - increased.

	Verifiable requirements	LEO blocks graduate will learn / get an opportunity to learn	difficulties increased)	performance	Approximate fulfillment learners (in minutes)
The speed of reading the text "to oneself" or in a whisper is estimated.
	Ability to identify the topic and sub-topics (micro-topics) of the text
	Ability to answer questions about the content of the work; find the required information in the text (specific information, explicit facts)
	Ability to answer questions about the content of the work; find the required information in the text (specific information, facts specified in explicitly)
	implicitly
	Ability to explain the direct and figurative meaning of a word, its polysemy based on context, purposefully replenish your active lexicon

	Ability to formulate simple conclusions based on the text; find arguments supporting the output
	Ability to compare, contrast works of art of different genres	Literary propaedeutics (compare, contrast different types of texts using a number of literary concepts and means of artistic expression; create prosaic or poetic text by analogy, based on the author's text, using means of artistic expression (including from the text).
	Ability to understand the information presented in implicitly, establish connections, relationships not directly expressed in the text	Types of speech and reading activities (highlight not only the main, but also redundant information; comprehend the aesthetic and moral values \u200b\u200bof an artistic text and express a judgment; determine the author's position and express an attitude towards the hero and his actions; formulate your thought into a speech utterance of a small volume based on the author's text, according to the proposed topic or answering a question)
	Ability to answer questions and ask questions about the content of the work; find the required information in the text (specific information, explicit facts)
	Ability to divide text into parts, heading them; make a simple plan
	Ability to understand the information presented in implicitly, establish connections, relationships not directly expressed in the text
	Ability to create text based on the interpretation of a work of art	Creative activity (create your own text (narration - by analogy, reasoning - a detailed answer to a question; description - a characterization of the hero).

Test Job Answer Key

Maximum score for completing each basic level task is 1.

The maximum score for the task number 11 of the advanced level is 1.

The maximum score for tasks No. 12, 13 of the advanced level is 2.

For an incorrect or unfulfilled answer - 0 points.

Completely correct work is estimated at 10 points.

Completely correctly completed tasks of the increased level - mark "5" (optional).

Job number	The correct answer is B-1	The correct answer is B-2	Points
A basic level of			Correct answer	Incorrect or unfulfilled answer
1
2
3
4
5
6
7
8
9	I fed her hearty until death	And then we will see that to do with it.
10	I'll tie her by the tail so you take it easy and steal it to your cave and calmly you will clean it up there	The little bear will die unless there is someone who takes care of him
Elevated level
11
12	Free answer	Free answer
13	Free answer	Free answer

NOTE: Availability spelling errors does not affect the evaluation of the work.

Duration of verification work

40 minutes are allotted for the performance of test work on the academic subject of literary reading.