The formation of the reading competence of students in primary school through the use of modern methods and techniques of teaching in the direction of "reading literacy of students" in the practical activities of the teacher
Abedchanova Gulsara Murzabaevna
primary school teacher,
Erdenova Nazgul Babashevna
teacher of the Kazakh language and literature
school - lyceum number 1, Kostanay
“People stop thinking,
D. Diderot
Modernization of the education system in Kazakhstan mainly involves the provision of high quality educational services provided by educational organizations.
The success of schoolchildren's education is determined not only by national exams, but also by international comparative monitoring studies of students' educational achievements, independent of the country.
The State Program for the Development of Education of the Republic of Kazakhstan for 2011 - 2020 indicates the participation of Kazakhstani schoolchildren in the International Project "Studying the Quality of Reading and Comprehension of the Text"PIRLS – ProgressinInternationalReadingLiteracyStudy.
Collocation"Reading literacy" appeared in the context of international testing in 1991In research PISA "Reading literacy - a person's ability to understand and use written texts, think about them and engage in reading in order to achieve their goals, expand their knowledge and capabilities, and participate in social life. "
Revealing the concept"Reading literacy", we can conclude that in order to rely on reading as the main type of educational activity in school, school graduates must have special reading skills that are necessary for full-fledged work with texts.
An advanced reader should have both groups of skills:
skills, entirely based on the text, to extract information from the text and build on its basis the simplest judgments:
ability to find information and formulate simple direct conclusions:
find explicit information in the text;
based on the text, draw simple conclusions; skills based on one's own thinking about what has been read: to integrate, interpret and evaluate the information of the text in the context of the reader's own knowledge ":
establish connections that are not directly expressed by the author;
interpret them in relation to the general idea of \u200b\u200bthe text;
Reading literacy levels related to the qualitative characteristics of the reading independence of primary school graduates.
High level reading literacy indicates a student's readiness for further learning at the next educational level. Such students almost do not need help to understand and appreciate the messages of fictional and informational texts that do not go far beyond the limits of their speech and everyday experience and knowledge. High-level readers are ready to master those components of reading that will allow them to expand and transform their own experience and knowledge with the help of new information, thoughts, experiences, communicated in writing.
Middle level understanding of texts is characteristic of readers who have not yet fully mastered the basics of reading. In order to read the messages of the text and build their own values \u200b\u200bfrom it, they all need help. This is help in understanding those messages of the text that do not contradict their own experience and help in mastering written communication and cooperation with interlocutors, whose life experience and views of the world are at odds with theirs.
Low level understanding of texts makes it impossible for students to accept the teacher's help in using written forms of communication about human feelings, thoughts and knowledge for self-education.
The most important task of the modern Kazakh school is the development of humanistic trends in education, the restoration of the polycultural functions of the language. Language education is part of the system of humanitarian education, the essence of which is the study of a person in his relation to the world. A person's attitude to the world is manifested in his speech.
The ever greater openness of our country, the development and strengthening of interstate, political, economic and cultural ties, the internationalization of all spheres of life contribute to the fact that multilingualism is becoming really in demand in society. Ignorance of languages \u200b\u200bwill lead to the fact that future generations will not be able to fully participate in the dialogue of cultures.
One of the most important tasks of a modern school is the formation of functionally literate people. What is functional literacy?Functional literacy is the ability of a person to enter into a relationship with the external environment, quickly adapt and function in it. The foundations of functional literacy are laid in primary school, where there is intensive training in various types of speech activity - writing and reading, speaking and listening.
Today, teaching reading and writing in school cannot be limited to academic goals, but must include functional and operational goals related to daily life and work. The new state curriculum focuses teachers on the development of functional literacy of students. When teaching the native language, an emphasis is placed on textual studies, the communicative approach is updated and the peculiarities of the multicultural environment are taken into account.
In the program for the subject cycle "Language and Literature" in the section "Linguistic and Literary Competence" at different stages of training, skills and abilities are duplicated, without which it is impossible today to cope with solving vital problems:
be able to extract information from different sources;
learn to find and critically evaluate information from the media and the Internet;
be able to use sources and refer to them;
implement different reading strategies when working with text.
The school must teach its students to apply the knowledge gained in everyday life. In the direction of "reading literacy", a special place in the educational process is occupied by the text. He helps to fulfill not only educational, but also educational tasks. When forming the spiritual and moral qualities of a person. The fictional text serves as the basis for exercises in the development of coherent speech. The main method in improving the ability to perceive the text is text analysis.
In today's environment, there are many methods and techniques for working with text. For example, the method of discussions, debates can be introduced into the practice of working with students in grades 3 - 4. In older adolescence, the proposed method is most interesting, since it helps to form the skills to come into contact with any type of interlocutor and maintain contact in communication, observing the norms and rules, listen to the interlocutor, stimulate the interlocutor to continue communication, change, if necessary, speech behavior
The idea of \u200b\u200breading literacy as one of the planned outcomes of primary education poses the problem of choosing a method of developing reading skills in educational practice.
Modern teaching approaches emphasize the importance ofas a result of learning, changes occurred in the child, which are determined not only by the acquired life experience, not only by the knowledge that he acquired in the learning process, but also by the nature of his activity, attitude towards it, the level of cognitive interests, readiness for self-learning and self-education. At the same time, at this age, the communicative sphere of the child's personality development is the main one. Positive communication from others is vital for him. In this regard, the communicative-activity approach becomes relevant., assuming such an organization of the educational process, in which the active communication of students with the teacher and among themselves, educational cooperation of all participants in the lesson is highlighted.
In grades 3–4, when students have developed the reading skill, the literary work itself and its meanings become the meaningful focus of the lesson. The implementation of the communicative-activity approach is ensured by filling the lesson with specific content, the choice of technologies and methods of mastering the work that are adequate to the task at hand, allowing to form the necessary reading skills
This approach allows students to freely express their thoughts, opinions, point of view, as well as connect with life.... In the classroom, you can also use the project method, the protection of presentations, the creation and demonstration of computer presentations that help to overcome difficulties associated with personal experiences, feelings of awkwardness, insecurity. An individual form of work in the classroom using the techniques "Fishbone" (fishbone), "Insert", "Evaluation window", "Sinkwine" helps students to interpret, systematize, critically evaluate, analyze information from the perspective of the problem being solved, make reasoned conclusions.
A special place in the development of students' speech belongs to work with text.
In Russian language and literature lessons, we use the following active learning strategies:
"Thick" and "thin" questions; "Hot stools"; "Only one minute"; "Three-step interview"; Six Hats; “Think! Find it! Share! "; "Listening troika" and others.
These strategies are used in lessons with children, motivating them to motivate them to work, to work on the word. We work with the text on the best examples of literature and associate it with such concepts as text, communication means, speech design.
The Six Hats strategy can be used mainly in working with text. It provides independence, activity of students in their joint work in the process of educational activities, develops critical thinking, helps in mastering the culture of working with text.
This method is proposed to be used throughout the lesson: from beginning to end. Having entered the class, after the organizational moment, psychological mood and warm-up, where the students are divided into groups, the following is offered to the children:
- Guys, today we will consider our whole lesson from the position of the six thinking hats.
Each group receives two hats. Students know how to work with this strategy. Under the white hat - the facts that we know. Under the green - what are the creative ideas for use, under the yellow hat - the pros, the positive. Under the black hat - negative aspects, under the blue - control, whether all statements corresponded to the declared hat: generalization and conclusions.
The group that received the "white hat" throughout the lesson should be engaged in collecting information and facts, figures. Students who receive the black hat should write down any difficulties they encountered. The group with the "yellow hat" identifies the positive aspects of the lesson, and the "red hat" at the end of the lesson expresses their emotions and feelings. The Green Hat gives a creative idea, changes something, goes beyond old ideas. The guys under the "blue hat" control the process of perception, draw generalizations and conclusions.
The use of active learning strategies in the classroom gives good results: develops the creative, research abilities of students, increases their activity; promotes a more meaningful study of the material, the acquisition of self-organization skills, increases interest in the subject, contributes to the formation of the above universal educational actions in children. And also makes the level of teaching of the teacher corresponding to the modern requirements of education.
When using these forms and methods of work in literary reading lessons, students develop thinking and reflection skills, which are important components of the concept of "reading literacy".
In conclusion, I would like to say that the use of various methods and techniques in the direction of "reading functional literacy of schoolchildren" in the lessons of the Russian language and literary reading makes it possible to teach students to look for patterns, to reason by analogy, which undoubtedly increases motivation for learning, children read more, learn control their results, learn to cooperate, independently find answers to questions through logical reasoning, feel responsibility for the behavior and actions of oneself and others, argue their point of view, listen to the interlocutor and conduct a dialogue. Such methods of work allow you to activate the creative activity of students, develop an active life position, and form a creative personality.
Ethe effectiveness of this work, first of all, depends on the teacher, whose task, acting as the organizer of educational activities, is to become an interested and interesting participant in this process. Then he can confidently say:« My students will learn new things not only from me; they will discover this new thing themselves " ( I.G. Pestalozzi).
Glossary
Progress in International Reading Literacy Study PIRLS - international monitoring research of reading literacy. Comparison of the level of understanding of the text by fourth-graders.
Algorithm is a clear sequence of actions with information aimed at achieving a set goal or solving a problem.
Competence - this is the highest level of literacy, which allows solving problems in various spheres of life on the basis of the acquired theoretical knowledge. In other words, the ability to apply this knowledge in practice, independently develop practical skills on the basis of such knowledge.
Critical thinking - the ability to analyze information from the standpoint of logic and a personal-psychological approach in order to apply the results obtained to both standard and non-standard situations, questions and problems, the ability to pose new questions, develop a variety of arguments, and make independent thoughtful decisions.
Reading culture - possession of the techniques of the most rational and thoughtful use of publications, which presupposes a good knowledge of the components of the publication, the ability not only to perceive what has been printed, but also to comprehend it, to highlight the main thing, to compare with what has been read before, to remember the essence of what has been read, to make extracts; bibliographic literacy and the ability to use it in order to select the necessary publications, draw up a reading plan, knowledge of the working conditions of libraries and in libraries, their catalogs, card indexes, reference and bibliographic apparatus.
Functional literacy is the level of education that makes it possible, on the basis of practice-oriented knowledge, to solve standard life tasks in various fields of activity.
Functionally literate person is a person who is able to use all the knowledge, skills and abilities that are constantly acquired during life to solve the widest possible range of life tasks in various spheres of human activity, communication and social relations
Reading literacy - the ability of a person to understand and use written texts, reflect on them and engage in reading in order to achieve their goals, expand their knowledge and capabilities, and participate in social life.
Reader interest - directed interest shown in the active attitude of the reader to the human experience contained in books and to his ability to independentlyget this experience from books.
Reader's independence - this is a personal property, which is characterized by the presence of the reader's motives prompting him to turn to books, and a system of knowledge, skills, skills that give him the opportunity to realize his motives with the least expenditure of time and effort in accordance with social and personal need (N. Rubakin. )
Under reading competence understand the necessary knowledge, skills and abilities that allow the child to navigate a variety of books, bibliographic literacy, a positive attitude towards reading.
Reading - cognitive activity, the main purpose of which is to understand the written text.
Literature
Message from the President of the Republic of Kazakhstan - Leader of the Nation Nursultan Nazarbayev to the people of Kazakhstan "Strategy" Kazakhstan-2050 ": a new political course of the established state."
National report on the results of the international research PISA-2009 in Kazakhstan.
Kazakhstani map of children's reading in the aspect of the formation of functional literacy of schoolchildren. Toolkit. - Astana: National Academy of Education. I. Altynsarina, 2013
Assessment of the quality of reading and understanding of the text by primary school students. Toolkit. - Astana: NTsOSO, 2013 .-- 175 pages
Nitalimova L.V., Semenova S.N. Development of the reading interest of younger students. - M .: Mentor, - 2007. - No. 1.
Alekseevskaya A.T. Formation of the reading interests of younger students. - M., 2008.
Kushnir A.M. How to get children to read. - Primary school. - 2007. - No. 5.
Khutorskoy A. Key competencies as a component of personality-oriented education // Public education, 2003.
Voiteleva T.M. Theory and methods of teaching the Russian language. - M .: Bustard. 2006 year
Journal "Russian language in schools and universities in Kazakhstan" 2009
Elkonin D.B. Selected psychological works. - M .: Pedagogy, 1989.560 pages
application
Techniques for use in educational activities
1. Active reading techniques:
Reception "Reading with marks"
While reading the text, you must ask readers to make notes in the margins,
"V" is I know
"+" Is new to me
"-" - I think otherwise
"?" - clarification needed
"!!" - it interested me very much, etc.
Reception "Thick and thin questions"
(For a more successful adaptation in adult life, children need to be taught to distinguish between those questions that can be answered unambiguously (thin questions) and those that cannot be answered so definitely (thick questions). Thick questions are problematic questions that involve ambiguous answers ).
Reception "Reading with stops"
This technique contains all the stages of technology:
Stage 1 - challenge. At this stage, based only on the title of the text and information about the author, children must guess what the text will be about.
Stage 2 - comprehension ... Here, having familiarized themselves with a part of the text, students clarify their idea of \u200b\u200bthe material. The peculiarity of the technique is that the moment of refining one's idea (the stage of comprehension) is also the stage of calling for acquaintance with the next fragment. The obligatory question is: "What will happen next and why?"
Stage 3 - Reflection ... Closing conversation. At this stage, tex again represents a single whole. The forms of work with students can be different: writing, discussion, joint search, abstracts, choice of proverbs, creative work.
Such work with the text develops the ability to analyze the text, to identify the connection between individual elements (themes, images, ways of expressing the author's position), develops the ability to express one's thoughts, teaches understanding and comprehension.
2. Techniques for activating previously acquired knowledge:
Reception "Association"
What can be discussed in the lesson?
What association do you have when you hear the phrase: "---"?
Students list all the associations that have arisen, which the teacher also writes down on a piece of paper or chalkboard
Reception "Keywords"
After announcing the topic of the lesson, students are invited to make a sentence or mini-story from the proposed words. They should use their previous knowledge of the topic being studied, make their predictions and, in general, determine the goals of their future work.
Reception "Yes - no", or Universal game for all
"Yes - no" teaches:
link disparate facts into a single picture;
systematize existing information;
listen and hear fellow practitioners.
3. Techniques for the graphic organization of educational material:
Cluster Composing Technique
The cluster can be used at many different stages of the lesson.
At the challenge stage - to stimulate mental activity.
At the stage of comprehension - to structure the educational material.
At the stage of reflection - when summarizing what the students have learned.Reception "Mixed up logical chains"
There are correct and incorrect quotes on the chalkboard, students should
4. Techniques that require student creativity:
Reception "Cinquain" and "Diamond"
Writing poems according to the algorithm is one of the interesting methods of working in the lesson. This is a universal technique because its use is possible not only in literature lessons, but also in any other subject. It is more appropriate to use at the end of the lesson or as a homework assignment to reflect on what was learned in the lesson. In my class I use two algorithms for writing such poems.
Reception "Color painting"Psycho-drawing techniques make it possible to express understanding of abstract concepts, the inner world through visual images. You can give the task to draw the character of the characters, conscience, revenge, good, evil, and then explain your drawings.
Reception "Five-minute essay"
This type of writing assignment is used at the end of the lesson to help students summarize their knowledge of the topic being studied. The meaning of this technique can be expressed in the following words: "I write in order to understand what I think." This is a free letter on a given topic, which values \u200b\u200bindependence, manifestation of individuality, discussion,
originality of the solution to the problem, argumentation. Usually an essay is written right in the classroom after discussing the problem and takes no more than 5 minutes in time.
5. Methods and techniques used in group work:
The Six Hats of Critical Thinking Method
Six Hats is based on the idea of \u200b\u200bparallel thinking. Traditional thinking is based on controversy, discussion and clash of opinions. However, with this approach, it is often not the best solution that wins, but the one that advanced more successfully in the discussion. Parallel thinking is constructive thinking in which different points of view and approaches do not collide, but coexist.
Six hats are a simple and practical way to overcome these difficulties by dividing the thinking process into six different modes, each represented by a hat of a different color.
The goal is to ensure the development of critical thinking through the interactive inclusion of students in the educational process.
Reception "Training Brainstorming"
The main goal of "educational brainstorming" is the development of a creative type of thinking. Consequently, the choice of a topic for its implementation directly depends on the number of possible solutions to a particular problem.
Reception "Letter in a circle"
Assumes a group form of work. Children need to not only reflect on a given topic, but also coordinate their opinion with the group members.
6.Labeling tables:
Reception "I know - want to know - found out"
This is working with a table. When studying the topic, at the stage of the challenge, students can be invited to break up into pairs, confer and fill in 1 column of the table "What do I know " on this topic. It can be some kind of associations, specific information previously obtained in the classroom and in extracurricular activities.
Then the question is asked:"What do you want to know?" In the column "I want to know" are written (no ratings!) And these formulations. Notes remain on the board until the end of the lesson.
At the stage of reflection, a return to the stage of calling is carried out: corrections are made in the first column of statements and the answers to the second column of questions are checked. You can write out the third column "Learned" separately, if necessary, or arrange the records in a separate table.
Technique "Annotated Reading and the INSERT Table".
It is a "self-activating" system markup for effective reading and thinking. "
Working on the reading technique.
1. Children need to awaken a love of reading.
2. Should constantly expand their vocabulary; when children understand the meaning of words, they are interested in reading.
4. Do not rush children to read. It is necessary to take into account the capabilities of each child.
5. In grade 1, students should not be interviewed by individual reading in front of the entire class.
6. Homework should be creative: draw a picture based on the material covered in the lesson; make an applique, learn a riddle, a proverb, sayings.
7. it is important to grow up parents to read to children small stories about the life of animals (Sladkova, Charushina.) Why should you read about animals? It will be easier for children to make sentences, it will be easier to describe animals. In addition, the child is happy to talk about the class he has read. Interest in reading is a guarantee of high reading technique.
8. It is impossible to replace reading with lessons of mathematics and Russian, which often happens before tests on these subjects.
9. In speech development lessons, you can discuss and correct oral responses.
10. From the second half of the year, grade 1 students should read library books.
11. In grades 2-3, parents should read articles from magazines, newspapers and discuss together.
12. It is impossible to ask at home large texts. At home, you need to read what was worked out in the classroom: you cannot overwork the children by reading whole large texts.
13. Always work creatively: let the children express their opinion about the heroes, talk about how they would have done themselves.
14. It is necessary to carry out selective reading more often.
15. Even in grade 3, there is no need to break with reading in chorus, read over the whole class, in columns, in pairs, one at a time.
16. Run reading contests or literary quizzes.
17. To hold exhibitions of books and posters by different authors on a common theme.
18. Make posters or albums on topics: "Autumn", "Winter", "Spring", "Summer" where children put poems or excerpts of poems and stories of classics, their portraits, drawings.
19.Rendering of poetry, stories (Dragunsky, Chukovsky)
20. Conduct costumed musical and literary evenings, entertainment on topics with the invitation of parents.
Exercises to improve reading technique.
Sound warm-up, which includes work on articulation:
vowels: A, O, U, S, I, E.
combinations: A-U, A-O, Y-I, E-A, I-O.
consonants: Г-С-Ж, Ш-Ж-С;
consonants and vowels: SAME, CHE, SHA, ZHRA, ZHRI;
tongue twisters: Sasha walked along the highway and sucked drying.
These exercises develop the mobility of the speech apparatus, serve as a warm-up before reading.
"Photo-eye": within the allotted time the student must “take a picture” of the column of words and answer the question whether it contains the given word.
For instance:
lesson city
change forest
school road
the book is beautiful
pen wealth
teacher car
learning to play
3 find an extra word .
Birch Knife
Flowers fork
a spoon
Aspen plate
Edge of the saucer
Grass cow
Briefcase cup
Using this technique helps students learn to read in whole words.
The purpose of the exercise: development of the reading field, visual perception of words.
4. Reading "Sprint"
At maximum speed, reading unfamiliar text to yourself, you need to find answers to questions. In this case, you need to tightly compress your lips and teeth while reading.
Purpose of the exercise: speed reading training.
You can also use exercises to improve the reading technique of the I.G. Palchenko.
Reading with the speaker contributes to the development of articulation and the development of the skill of continuous reading of words.
Reading in pairs trains the ability to distribute attention and has a positive effect on improving the reading quality of weak students.
Repeated reading contributes to the daily accumulation of visual images of words in the student's memory, teaches correct, fast and expressive reading. Repeated reading of one sentence is carried out in this order:
1-time reading with a teacher, clear pronunciation of syllables;
2 times - re-reading without a teacher;
3-time smooth, continuous reading of words;
4-reading at the pace of colloquial speech;
5,6,7 - times - the sentence is re-read with an alternate setting of logical stress on each significant word;
8,9,10 - the reading time is brought to the level of tongue twisters.
According to the professor's methodI. T. Fedorenko can use visual dictations to improve the reading technique.
Each of the 18 sets contains 6 suggestions.
6 sentences of one of the sets are written on the board, and covered with a piece of paper. Then the sheet is shifted down so that the first sentence is visible, and the guys read to themselves for a certain time, trying to remember this sentence.
After this time, the sentence is erased and it is proposed to write it down on pieces of paper. It takes 5 to 8 minutes for 6 sentences of one set.
Also develops the field of vision very wellschulte table.
The work is done in 10 seconds.
Each student has a card, in each cell of which the numbers from 1 to 10 and from 1 to 20 (grade 1) and from 1 to 25 (2.3 cells) are inscribed. When working with tables, a memo is used:
1. As soon as possible, name all the numbers in order, indicating them with a pencil.
2. Try to remember the location of two or three consecutive numbers at once.
3. Remember: the eyes look at the center of the table and see the whole of it.
Also spend five-minute reading every hour. Start any lesson with five minutes of reading.
Reading learning reserves .
It is not the duration that is important, but the frequency of the training exercises.
Human memory is arranged in such a way that what is remembered is not what is constantly before the eyes, but what flickers: that is, it is not. This is what creates irritation and is remembered. Therefore, if we want to help children master some skills and bring them to automatism, to the level of skill, we need to conduct small-volume exercises with them every day, at regular intervals.
Whirring reading.
Whirring reading is reading when all students read aloud at the same time, in an undertone.
3. Daily five-minute reading.
Each child has a book on his desk (an art book with a bookmark). And any lesson - be it reading, Russian, mathematics, work begins with the fact that children open a book, read in buzzing reading mode for 5 minutes, mark with a pencil where they have read, put a bookmark, close the book. And then comes the usual lesson.
5 minutes per lesson. 4 lessons a day. 5 days a week. 5х4х5 \u003d 100 (minutes) \u003d 1 hour 40 minutes.
4. Reading before bed .
The fact is, the last events of the day are recorded by emotional memory, and those 8 hours when a person sleeps, he is under their impression. The body gets used to this condition.
5. If the child does not like to read, then a regime is neededsparing reading. Indeed, if a child does not like to read, then this means that he has difficulty reading.
The gentle reading mode is a mode when the child reads one or two lines and after that gets a short rest. This mode is automatically obtained if the child is watching filmstrips: he read two lines under the frame, looked at the picture, and rested. If the child gets tired, then you can continue reading to the parents.
It would be nice to combine the fourth and fifth recommendations, that is, watch filmstrips before going to bed.
Reading games.
1.Help the word find the last letter.
Equipment: cash register of letters and syllables.
Description of the game: the teacher writes on the board in two columns the beginning of words and their last letters.
SLO Z
GLA M
STO K
GRO N
KRI L
PLO B
GRI V
The student, upon the teacher's call, connects the beginning of a word with a letter and reads the resulting word.
2.Syllable or word .
Description of the game: the teacher writes down three-letter syllables and words on the blackboard. Children should read the material as quickly as possible and write out only words in the notebook.
For instance: GARDEN
POPPY
MOUTH
SLEEP
NOISE
KRO
RAY
SHKI
Nits
3. Each word has its own syllable
Description of the game : the teacher calls the word, the children determine the first syllable, compose it or find the corresponding card in the box of letters and show it.
Equipment: cash register of letters and syllables.
Description of the game: 4-5 words are written on the board in a column. Next to each of them, behind a vertical line, the word itself and several words close to it in letter composition are written in a line. The called student reads the word and finds it among those that are located below the line and underlines it or circles it.
For instance:
FOX linden, fox, lyre, fox, kitty
LAC onion, varnish, bitch, poppy, cancer, varnish
PAW linden, paw, dad, fox
5. Word or not word ?
Equipment : syllabic schemes of words, cards with vocabulary material.
Description of the game: the teacher shows a card with a written word on it or meaningless sets of syllables. Children read the material presented on the card and either shout "Word" and pick up the strip with the corresponding syllabic scheme if a word appears on the card, or shout "Not a word" and do not pick up the strip if the letter combination on the card is not a word.
6. Duty letter.
Description of the game : the teacher shows the letter, the children read it in chorus. At the signal of the teacher, everyone writes in block letters the words that begin with the specified letter. After 2-3 minutes, the teacher gives a signal to complete the work. The winner is the one who wrote more words in the given letter.
7. Find the word.
Description of the game: there are three columns of words written on the board. The student called to the blackboard must find in the indicated column the word named by the teacher.
8. Choose your words.
Equipment: word cards.
Description of the game: on the typesetting canvas, there are two columns of words, in the first - nouns, in the second - adjectives. It is necessary to make up phrases from words that are suitable in meaning.
BANT HIGH
RIVER BLUE
BOOK DEEP
WOOD INTERESTING
A student called to the blackboard puts out another couple of words: a blue bow, a deep river, an interesting book, a tall tree.
9. What has changed?
Description of the game: on the board, words are written in pairs that differ from each other in the order of syllables or letters (for example: horses-cinema, dream-nose, linden-saw) or letter composition (elephant-groan, cancer-poppy, crayfish-hands). The called student reads a couple of words and explains what has changed in the second word compared to the first.
10. Let's find the error.
Description of the game: on the typesetting canvas, suggestions are made about how the animals give their voice, but the names of the actions are confused: "The cow barks", "The dog meows", "The cat crows", "The rooster hums", etc. the called student corrects the error in one sentence. The class reads a correctly composed sentence in chorus. Another student continues to correct the errors.
11. Reader "lightning".
Description of the game: 4-5 words are written on the board in a column, which are covered by a screen. The teacher opens the screen for 4-5 seconds and closes it again. Students should name the words of the column they read in the order in which they were written on the board.
International Program for the Assessment of Educational Achievements of Students Reading Literacy is the ability of a person to understand and use written texts, reflect on them and engage in reading in order to achieve their goals, expand their knowledge and capabilities, and participate in social life. Organization for Economic Cooperation and Development (OECD) - Center for OECD (education quality assessment)
Reading literacy is the ability of a person to understand and use written texts, reflect on them and engage in reading in order to achieve their goals, expand their knowledge and capabilities, and participate in social life. What is reading literacy? Historically, the term "literacy" refers to the possession of an instrument (cultural medium) that allows one to receive and transmit information in the form of written text. Speaking of reading literacy, we want to emphasize the active, purposeful and constructive use of reading in different situations and for different purposes.
Reading literacy is the ability of a person to understand and use written texts, reflect on them and engage in reading in order to achieve their goals, expand their knowledge and capabilities, and participate in social life. Why is the term “reading literacy” used instead of the term “reading”? Reading (especially in a pedagogical context) is often understood as decoding - translating letters into sounds. Reading is often associated with reading aloud. Reading literacy includes a much wider range of competencies: from basic decoding, knowledge of words, knowledge of grammar, knowledge of text structure to knowledge of the world.
Why is the term "reading literacy" used instead of the term "reading"? Reading (especially in a pedagogical context) is often understood as decoding - translating letters into sounds. Reading is often associated with reading aloud. Reading literacy includes a much wider range of competencies: from basic decoding, knowledge of words, knowledge of grammar, knowledge of text structure to knowledge of the world. "The coachman sits on an irradiation, in a sheepskin coat, in a red sash." Reading literacy is the ability of a person to understand and use written texts, reflect on them and engage in reading in order to achieve their goals, expand their knowledge and capabilities, and participate in social life.
Why is the term "reading literacy" used instead of the term "reading"? Reading (especially in a pedagogical context) is often understood as decoding - translating letters into sounds. Reading is often associated with reading aloud. Reading literacy includes a much wider range of competencies: from basic decoding, knowledge of words, knowledge of grammar, knowledge of text structure to knowledge of the world. "Someone is sitting on something in something red ...". Reading literacy is the ability of a person to understand and use written texts, reflect on them and engage in reading in order to achieve their goals, expand their knowledge and capabilities, and participate in social life.
Why is the term "reading literacy" used instead of the term "reading"? Reading (especially in a pedagogical context) is often understood as decoding - translating letters into sounds. Reading is often associated with reading aloud. Reading literacy includes a much wider range of competencies: from basic decoding, knowledge of words, knowledge of grammar, knowledge of text structure to knowledge of the world. The great Russian traveler N.M. Przhevalsky made an enormous contribution to the development of Russian geographical science. Reading literacy is the ability of a person to understand and use written texts, reflect on them and engage in reading in order to achieve their goals, expand their knowledge and capabilities, and participate in social life.
Why is the term "reading literacy" used instead of the term "reading"? Reading (especially in a pedagogical context) is often understood as decoding - translating letters into sounds. Reading is often associated with reading aloud. Reading literacy includes a much wider range of competencies: from basic decoding, knowledge of words, knowledge of grammar, knowledge of text structure to knowledge of the world. The great Russian traveler N.M. Przewalski made a huge contribution, i.e. provided financial support (made investments) in the development of Russian geographical science. Reading literacy is the ability of a person to understand and use written texts, reflect on them and engage in reading in order to achieve their goals, expand their knowledge and capabilities, and participate in social life.
Why is the term "reading literacy" used instead of the term "reading"? Reading (especially in a pedagogical context) is often understood as decoding - translating letters into sounds. Reading is often associated with reading aloud. Reading literacy includes a much wider range of competencies: from basic decoding, knowledge of words, knowledge of grammar, knowledge of text structure to knowledge of the world. Reading literacy is the ability of a person to understand and use written texts, reflect on them and engage in reading in order to achieve their goals, expand their knowledge and capabilities, and participate in social life. ... I was on the information shift, and I was formulating a message for the broadcast. The followers of my Twitter, where on the days of my information shifts there is a feed of interesting and significant news, I think they remember this day, since the publication of the poll caused a considerable number of retweets and replies.
Why is the term "reading literacy" used instead of the term "reading"? Reading (especially in a pedagogical context) is often understood as decoding - translating letters into sounds. Reading is often associated with reading aloud. Reading literacy includes a much wider range of competencies: from basic decoding, knowledge of words, knowledge of grammar, knowledge of text structure to knowledge of the world. The family together with the school is a means of creating the most important complex of factors and conditions of the educational environment for determining the effectiveness of the entire educational process. Reading literacy is the ability of a person to understand and use written texts, reflect on them and engage in reading in order to achieve their goals, expand their knowledge and capabilities, and participate in social life.
Why is the term "reading literacy" used instead of the term "reading"? Reading (especially in a pedagogical context) is often understood as decoding - translating letters into sounds. Reading is often associated with reading aloud. Reading literacy includes a much wider range of competencies: from basic decoding, knowledge of words, knowledge of grammar, knowledge of text structure to knowledge of the world. The glocky kuzdra shteko roused the sides and curls the sidekick. Reading literacy is the ability of a person to understand and use written texts, reflect on them and engage in reading in order to achieve their goals, expand their knowledge and capabilities, and participate in social life.
Why is the term "reading literacy" used instead of the term "reading"? Reading (especially in a pedagogical context) is often understood as decoding - translating letters into sounds. Reading is often associated with reading aloud. Reading literacy includes a much wider range of competencies: from basic decoding, knowledge of words, knowledge of grammar, knowledge of text structure to knowledge of the world. ... I break the text into easy phrases. More points! Each phrase is one thought, one image. The paragraph is especially great. It allows you to calmly change the rhythm. Isaac Babel, Russian writer Reading literacy is a person's ability to understand and use written texts, reflect on them and engage in reading in order to achieve their goals, expand their knowledge and capabilities, and participate in social life.
Why is the term "reading literacy" used instead of the term "reading"? Reading (especially in a pedagogical context) is often understood as decoding - translating letters into sounds. Reading is often associated with reading aloud. Reading literacy also includes metacognitive competencies: understanding your misunderstanding, the ability to restore and maintain your understanding at the proper level. The desired level of understanding depends on the task that the reader sets for himself.
Reading literacy is the ability of a person to understand and use written texts, reflect on them and engage in reading in order to achieve their goals, expand their knowledge and capabilities, and participate in social life. Why is the term "reading literacy" used instead of the term "reading"? Reading (especially in a pedagogical context) is often understood as decoding - translating letters into sounds. Reading is often associated with reading aloud. Reading literacy also includes metacognitive competencies: understanding your misunderstanding, the ability to restore and maintain your understanding at the proper level. The desired level of understanding depends on the task that the reader sets for himself.
Reading literacy is the ability of a person to understand and use written texts, reflect on them and engage in reading in order to achieve their goals, expand their knowledge and capabilities, and participate in social life. Written text can include: pictures, diagrams, graphs, maps, tables, comics with verbal signatures. Written texts - all those coherent texts where the language is used in graphic symbols: handwritten, printed, electronic. Handwritten texts are included in this definition only for completeness of description: they practically do not differ from printed texts in structure and require the same reading skills and strategies. To determine reading literacy in the PISA test, the word “information”, which is often used for definitions of reading, was chosen, but the word “text”, because it includes both fiction and any other texts.
Reading literacy is the ability of a person to understand and use written texts, reflect on them and engage in reading in order to achieve their goals, expand their knowledge and capabilities, and participate in social life. Electronic texts differ from printed ones in many respects: different physiological conditions of reading, a different volume of text available to the reader at each moment of reading, other connections between parts of the text and different texts (hypertext links), a different way of including the reader in reading. The reader of electronic texts seeking to complete and complete any reading task requires much more independence in making his own way through the texts.
Reading literacy is the ability of a person to understand and use written texts, reflect on them and engage in reading in order to achieve their goals, expand their knowledge and capabilities, and participate in social life. An advanced reader not only knows how to read, but also appreciates reading, actively uses it in solving a variety of problems. The goal of teaching is to cultivate both mastery and the desire for reading. It is about motivation for reading, which includes a group of emotional and behavioral characteristics of the reader, such as interest, pleasure in reading, a sense of freedom to choose the reading circle, varied and frequent reading practices, involvement in social relations ...
Reading literacy is the ability of a person to understand and use written texts, reflect on them and engage in reading in order to achieve their goals, expand their knowledge and capabilities, and participate in social life. … To outline in full the situations where reading is essential. These are situations of both private and public life; and civil, and business, and educational - from formal training to lifelong self-study. Reading literacy helps a person “achieve his goals, expand his knowledge and capabilities,” providing, for example, the opportunity to graduate from an educational institution to find a job to satisfy less specific and close desires - to expand and enrich his personal life.
Reading literacy is the ability of a person to understand and use written texts, reflect on them and engage in reading in order to achieve their goals, expand their knowledge and capabilities, and participate in social life. … To outline in full the situations where reading is essential. These are situations of both private and public life; and civil, and business, and educational - from formal training to lifelong self-study. Literate people, for example, find it easier to navigate complex institutions - medical, legal, banking. It is easier for them to make reasonable decisions in civil elections, since reading literacy makes a person more critical and independent, creating conditions for personal freedom.
The goal of teaching is to cultivate both mastery and the desire for reading. It is about motivation for reading, which includes a group of emotional and behavioral characteristics of the reader, such as interest, pleasure in reading, a sense of freedom to choose the reading circle, varied and frequent reading practices, involvement in social relations ...
So, we have the following facts. 1. Russian fourth-graders (according to the International Monitoring PIRLS 2001 and 2006) have an extremely high level of readiness to read for learning. 2. Basic reading for teaching (first of all - learning from textbooks of history, geography, biology, etc.) begins in grades 5-7. 3. By grades 9-10 (according to PISA 2000, 2003, 2006, 2009), the reading literacy of Russian students is significantly lower than world standards. At the transition from primary to basic school, it is necessary to ensure the conditions for the transition from the readiness of students to reading for learning into the formed reading skill - reading for learning.
In the international monitoring PIRLS, domestic education has demonstrated the extraordinary success of primary school graduates. PIRLS examines reading literacy in four-year students. The fourth year of study is considered to be the most important milestone in the formation of the main result of modern education - the ability to learn. In a favorable educational environment between the third and fifth years of schooling, a qualitative transition takes place in the formation of the most important component of educational independence: learning to read (reading technique) ends, reading for learning begins - the use of written texts as the main resource for self-education. International Study on Reading Quality and Text Comprehension (PIRLS) Text by Roeld Dahl "Inverted Mice"
1. The keywords of the question and the answer contained in the text practically coincide. No significant synonymous transformations of the content of the question and answer are required. In other words, you can learn the formal techniques of finding an answer to a question (keyword search). In some cases, the answer to a question obtained in this way will be formally correct, but it does not indicate that the student has understood the question and will be able to clarify his answer. The first reading skill: finding and extracting information from the text The nature of the questions to which Russian students answered better than their peers: 2. To answer this question, it is not necessary to understand its meaning (for example, to understand the meaning of words and terms used in the question). It is enough to localize the place in the text where the same keywords are used as in the question. 3. It is not necessary to understand the fragment of the text that objectively serves as an answer to the question. It is enough to quote him. 4. The answer to the question contained in the text is located compactly, in one paragraph of the text. In order to answer a question, it is not necessary to extract from the text several pieces of information located in different places in the text.
Second reading skill: integrate and interpret text messages 1. Questions with which Russian students coped better than their peers: refer to continuous texts, where there is no need to combine verbal and graphic information. 2. Establish cause-and-effect relationships between the units of information in the text, distinguish the main from the secondary - Russian students perform these and similar mental operations with text information quite successfully where the text does not contain contradictions and possibilities of different interpretations. 2. Reading tasks that caused difficulties: to answer a question that has several correct answers, to find similarities in opposite points of view, to distinguish between the generally accepted and original, author's interpretation. 1. What turns out to be significantly worse, or what is the weakness of Russian teaching the ability to interpret a text? The ambiguity of information causes significantly greater difficulties for Russian students than for their peers.
The third reading skill: to comprehend and evaluate the messages of the text Reflection on the information conveyed in the text involves a dialogue between the reader and the author of the text. Having understood the author's position, the reader can agree or disagree with it, based on his personal experience or on knowledge not contained in the text. A significant part of the test questions that diagnose the reader's ability to reflect on the information contained in the text involves the use of the reader's extra-textual knowledge (prior knowledge) in a situation that allows different, mutually exclusive points of view of the reader (motivated agreement and disagreement).
The third reading skill: to comprehend and evaluate the messages of the text With half (48%) of questions of this type, Russian students coped significantly worse than their peers. Difficulties: 1. in an uncertain, contradictory situation (when it is impossible to guess which answer is correct, "Yes" or "No", because there are reasons for and against the author's point of view). 2. everyday experience and the reader's own knowledge must be applied to a formalized testing situation (express your own opinion, based on both the text read and extra-textual knowledge). In such difficulties, students often have an attitude: knowledge from life and knowledge acceptable in school-type situations (for example, during testing) do not overlap. Alas, “apples from a task” still do not obey the same laws as “apples from life”.
So, we have the following facts. 1. Russian fourth-graders (according to PIRLS 2001 and 2006) have an extremely high level of readiness to read for learning. 2. Basic reading for teaching (first of all - learning from history, geography, biology textbooks, etc.) begins in grades 5-7. 3. By grades 9-10 (according to PISA 2000, 2003, 2006, 2009), the reading literacy of Russian students is significantly lower than world standards. It is logical to assume that during the transition from primary to basic school, pedagogical conditions should be provided that turn the readiness of students to read for learning into reading skills, ensuring self-education of young people outside the school threshold. Was the analysis of the texts of school textbooks carried out: which ones? By whom? When? What are the criteria?
TELECOMETING This will be the future world Just imagine how wonderful it would be to use "telecommuting" - without leaving your home to be transferred to work via electronic channels and carry out all your duties using a computer or phone! No more jostling crowded buses or trains, or spending endless hours commuting to and from work. You could work wherever you please - just imagine the possibilities! Maria Mir - on the brink of disaster Reducing travel time to and from work and reducing energy costs is undoubtedly a good idea. But such a goal must be achieved by improving public transport or by bringing jobs closer to where people live. The bold idea that telecommuting will become a part of everyone's lifestyle will lead to the fact that people will be increasingly disconnected. Do we really want to completely lose our sense of belonging to the human community? Novel ________________________ “Telecommuting” is a term coined by Jack Niels in the early 1970s to describe a situation in which workers perform their work using a computer located not in the central office, but, for example, at home, and transmit data or documents to the central office via telephone lines.
Question 1. How do the texts “This will be the future world” and “The world is on the brink of disaster” relate to each other? A. They use different arguments to arrive at a general conclusion. B. They are written in the same style, but cover completely different topics. C. They express the same general point of view, but come to different conclusions. D. They express opposing views on the same topic. TELECOMETING This will be the future world Just imagine how wonderful it would be to use "telecommuting" - without leaving your home to be transferred to work via electronic channels and carry out all your duties using a computer or phone! No more jostling around crowded buses or trains, or spending endless hours commuting to and from work. You could work wherever you please - just imagine the possibilities! Maria Mir - on the brink of disaster Reducing travel time to and from work and reducing energy costs is undoubtedly a good idea. But such a goal must be achieved by improving public transport or by bringing jobs closer to where people live. The bold idea that telecommuting will become a part of everyone's lifestyle will lead to the fact that people will be increasingly disconnected. Do we really want to completely lose our sense of belonging to the human community? Novel
Question 7. What kind of work will be difficult to do in a telecommuting environment? Give one example. Justify your answer. TELECOMETING This will be the future world Just imagine how wonderful it would be to use "telecommuting" - without leaving your home to be transferred to work via electronic channels and carry out all your duties using a computer or phone! No more jostling crowded buses or trains, or spending endless hours commuting to and from work. You could work wherever you please - just imagine the possibilities! Maria Mir - on the brink of disaster Reducing travel time to and from work and reducing energy costs is undoubtedly a good idea. But such a goal must be achieved by improving public transport or by bringing jobs closer to where people live. The bold idea that telecommuting will become a part of everyone's lifestyle will lead to the fact that people will be increasingly disconnected. Do we really want to completely lose our sense of belonging to the human community? Roman Building. It is difficult to work with logs or bricks away from them. Athlete. Sport requires a physical presence on site. Locksmith. You can't fix someone's sink while sitting at home! Digging ditches because you have to be there. Nurse - You cannot check how the patient is doing on the Internet.
Question 4. Which statement would both Mary and Roman agree with? A. People should be allowed to work for as many hours as they want. B. It is not good to spend too much time commuting to work. C. Telecommuting is not possible for everyone. D. Forming social bonds is the most important part of the job. TELECOMUTING This will be the future world Just imagine how wonderful it would be to use "telecommuting" - without leaving your home to be transferred to work via electronic channels and perform all your duties using a computer or phone! No more jostling around crowded buses or trains, or spending endless hours commuting to and from work. You could work wherever you please - just imagine the possibilities! Maria Mir - on the brink of disaster Reducing travel time to and from work and reducing energy costs is undoubtedly a good idea. But such a goal must be achieved by improving public transport or by bringing jobs closer to where people live. The bold idea that telecommuting will become a part of everyone's lifestyle will lead to the fact that people will be increasingly disconnected. Do we really want to completely lose our sense of belonging to the human community? The novel Distractor S corresponds to the common sense and life experience of many readers. However, neither Maria nor Roman thinks about this. Meanwhile, the question addresses the reader precisely to their point of view. In other words, answering this question, the reader should very clearly distinguish between his own point of view and the point of view of the authors of the text.
Question 4. Which statement would both Mary and Roman agree with? A. People should be allowed to work for as many hours as they want. B. It is not good to spend too much time commuting to work. C. Telecommuting is not possible for everyone. D. Forming social bonds is the most important part of the job. TELECOMETING This will be the future world Just imagine how wonderful it would be to use "telecommuting" - without leaving your home to be transferred to work via electronic channels and carry out all your duties using a computer or phone! No more jostling crowded buses or trains, or spending endless hours commuting to and from work. You could work wherever you please - just imagine the possibilities! Maria Mir - on the brink of disaster Reducing travel time to and from work and reducing energy costs is undoubtedly a good idea. But such a goal must be achieved by improving public transport or by bringing jobs closer to where people live. The bold idea that telecommuting will become a part of everyone's lifestyle will lead to the fact that people will be increasingly disconnected. Do we really want to completely lose our sense of belonging to the human community? Roman Number of students (in%) who chose different answers Distractors: Russia OECD A 6.9 7.0 B (right answer) 47.6 60.1 C 28.1 19.6 D 13.1 9.8 No answer 4.4 3.6
Problem: the formation of reading literacy as a universal educational skill Objective reasons for the 1st level: Availability of alternative sources of information and methods of obtaining it; Lack of the need for reading, as an activity that contributes to the self-realization of the individual, his socialization; Lack of the need for reading, as an activity that contributes to solving problems in situations of public life, household, business, educational and others; ...
Problem: the formation of reading literacy as a universal educational skill Objective reasons for the 2nd level: Lack (?) / Presence (?) In school systematic work on the formation of the need for reading, the development of interest in reading; Lack (?) / Presence (?) In the family of systematic work on the formation of the need for reading, the development of interest in reading; ... If one factor does not work? ... two factors? ... no factors? ...
Purpose of reading: obtaining information for its reproduction; obtaining information for work on the search for new knowledge; receiving instructions for completing a task ...? Problem: the formation of reading literacy as a universal learning skill Which skills prevail?
Final reading work. 4th grade
Option 2
LIBRARY UNDER FEET
In the summer of 1951, in the ancient city of Veliky Novgorod, not far from the Volkhov River, several plots were fenced off and they began to dig the ground. But it was not builders or repairmen who worked here, but archaeologists. These are scientists who study the past in subjects that have remained from the life of ancient people.
In places where people have lived for a long time, there are many such objects in the soil. The layer of earth that keeps traces of human life grows by about one centimeter per year and is called the cultural layer. In Novgorod, he is very thick - eight meters, more than a two-story house! After all, Novgorod is three hundred years older than Moscow. In ancient Russia it was a rich trading city, it was even called "Lord Novgorod the Great", almost the entire Russian North was subordinate to him. This is where the cultural layer has accumulated! Just dig and search!
And the archaeologists began to search. They dug up the remains of wooden pavements, wooden plumbing. We found out that most of the inhabitants did not wear bast shoes1, as in other parts of Russia, but in leather shoes. For a thousand leather boots, only a couple of bast shoes were dug up.
19202381
And on July 26, 1951, archaeologists came across a scroll of birch bark (birch bark) with scribbled letters. And there were many such notes on the bark (they were called birch bark letters)! The soil in Novgorod is very damp, and therefore the objects trapped in it
do not collapse like in other places. Historians were shocked. They thought that in Ancient Rus only princes and priests were literate. And the letters showed that everyone in Novgorod knew how to write! On a letter found on July 13, 1956, for example, a drawing of a boy was found. He portrayed himself on a horse with a spear, under the horse's feet he painted a defeated enemy and signed: "Onfim". Onfim was about seven years old and he lived about 700 years ago.
If in Novgorod they knew how to read and write, then everyone went to school from childhood? Indeed, already in the eleventh century, a school for three hundred students worked at the main temple of the city. There must have been others. Children studied in them from the age of seven.
But there were very few birch bark letters with school exercises. What did the children learn to write on? And what did they write on the birch bark with?
Archaeologists have answered these questions as well. They found planks the size of a notebook sheet, in which the middle was deepened, and along the edges there was a small side. It turns out that wax was poured into the middle of such boards and leveled with a spatula made of bone or metal. The spatula had a long handle with a sharp tip. The wax hardened, and with the sharp end of the pen, the guys scratched letters and numbers on it. Whenever it was necessary to write something else, the wax was again leveled with a spatula (as you now erase chalk from a board with a rag) and wrote again. A plank of wax was called a tsera, and a spatula with a sharp end was called writing. It was with these writings that adults and children scratched texts on birch bark letters. It is more difficult to write on birch than on wax, and at school it was the second stage of training.
And you know, the Novgorodians wrote without mistakes: there are almost none of them in the birch bark letters. Literacy!
That's what archaeologists have got to the bottom of!
According to the book by R. Aldonina
1 Bast shoes are like deep slippers, they are woven from bast - a thin inner layer of linden bark.
FINAL CONTROL WORK ON READING. OPTION 2.
Last name, first name ___________________________________________________ student ____ 4th grade ____
in the nominative case
school (gymnasium, lyceum) No. _____ city (village, township) ____________________________________
1. What is the main focus of this text? Circle the number of the selected answer.
1) About how archaeologists are excavating.
2) About how schools were arranged in ancient Novgorod.
3) About the discovery made by archaeologists in Veliky Novgorod.
4) About why almost the entire Russian North was subordinate to Novgorod.
2. How did scientists know the name of the boy who drew on the birch bark?
3. In what age did the boy Onfim live? Count and write down your answer.
In the _____ century.
4. Why was writing on a birch bark the second, not the first, stage of education in the schools of ancient Novgorod?
______________________________________________________________
______________________________________________________________
5. What did the schoolchildren of ancient Novgorod learn to write on at the first stage of education?
______________________________________________________________
6. The text says that during excavations in Veliky Novgorod, many leather shoes and few bast shoes were found. What does this mean? Circle the number of the selected answer.
1) Veliky Novgorod did not trade with other Russian cities.
2) The inhabitants of Veliky Novgorod were not poor people.
3) There has always been bad weather in Veliky Novgorod.
4) Many foreigners came to Veliky Novgorod.
7. Why did scientists begin to look for ancient Russian correspondence in Veliky Novgorod? Give at least two reasons.
1) _____________________________________________________________
2) _____________________________________________________________
8. In the text you have come across words and expressions that you may not have met before, but their meaning from the text is quite clear.
For each word (expression) from the first column, find the correct interpretation of its meaning from the second column, indicated by a number.
WORD INTERPRETATION OF WORD
A) cultural layer 1) a layer of soil, cleared of debris and weeds
2) a layer of earth with the remains of ancient objects
B) archaeologists 3) scientists who study the past according to the events described in the annals
4) scientists who study the past using objects found in the ground
Answer: A - ________ B - ________.
9. From what bast shoes were woven in Ancient Russia?
______________________________________________________________
10. Which statement matches the content of the text? Circle the number of the selected answer.
1) A diploma with a drawing of a boy Onfim was found on July 26, 1951.
2) In ancient Novgorod, children began to study later than now.
3) Veliky Novgorod was founded earlier than Moscow.
4) Veliky Novgorod is an ancient southern Russian city.
11. In the photo there are two objects from ancient Novgorod, which you read about in the text. What are their names?
1)______________________
2)______________________
12. How can you explain the expression "to what got to the bottom" in the sentence "This is what archaeologists got to the bottom!" Circle the numbers for the two possible answers.
1) These are the deep layers that the excavations have brought!
2) These are the persistent archaeologists!
3) Here's what the archaeologists found out!
4) How slow the archaeologists worked!
13. At different depths, archaeologists discovered several scraps of birch bark letters. How to find out which letter is more ancient?
____________________________________________________________________________________________________________________________
14. Read the following passage from the history report. What needs to be fixed in it? Underline errors in the text and write the corrected sentences below.
“Writing originated in Russia over a thousand years ago. But only the rulers of the city, priests and wealthy citizens were literate. Ordinary people did not know literacy. "
______________________________________________________________
______________________________________________________________
15. Spatulas-writing are found in many Russian cities, and birch-bark letters are found mainly in Veliky Novgorod. Sasha concluded: "So, in other cities, ordinary residents could not write and read." Olya did not agree: "No, perhaps the birch bark letters were not found there for other reasons."
Which of the guys do you agree with? Mark with selected answer:
□ with Sasha
□ with Olya
Justify your answer. ____________________________________________________________________________________________________________________________
We form basic skills. Reading literacy: results and assessments, problems and solutions G. S. Kovalev October 20, 2015
Contents: 1. What is meant by reading literacy 2. From the experience of assessing reading literacy. Results and assessments 3. Basic approaches to the development of measurement materials for the assessment of reading literacy 4. Interpretation and use of the results of the assessment of reading literacy
Reading literacy (PISA study) the ability of a person to understand and use written texts, reflect on them and engage in reading in order to achieve their goals, expand their knowledge and capabilities, and participate in social life.
Reading for learning During the transition from primary school to the main school, as G.A. Tsukerman writes about this, learning to read ends and reading begins for learning - using written texts as the main resource for self-education, obtaining new knowledge and new ideas with the help of informational texts. It is in connection with the special importance of mastering deliberate reading among the system of "learning skills" in the period of study under consideration, among all metasubject results, that deliberate reading and work with information was singled out as the main object of assessment. G. A. Tsukerman, G. S. Kovaleva, M. I. Kuznetsova. Do Russian schoolchildren read well? // Educational issues. No. 4, 2007, p. 245.
solv e s for s and e t e n t e t e n t e n t e n t e n t e n t e n t e n t e n t e n t
Reading and comprehension of texts (PIRLS) Reading literacy (PISA) Reliance on text 1. find and extract (information) Reliance on extra-textual knowledge 2. integrate and interpret (messages of the text) 3. comprehend and evaluate the content of the text form of the text
Distribution of students into groups depending on their reading circle and mastery of educational strategies for working with text
From the experience of reading literacy assessment ü International comparative studies PIRLS, PISA; ü "Pull-Push" methodology ü Complex work in primary school ü Assessment of reading literacy in primary school
Brief information on the PIRLS and PISA studies w PIRLS - Assessment of the quality of reading and understanding of the text by primary school students (grade 4) w PISA - Assessment of the functional literacy of 15-year-old students in mathematics, reading and science w PIRLS & PISA: Identifying dynamics in results (PIRLS: 2001, 2006, 2011 S 2016; PISA: 2000, 2003, 2006, 2009, 2012, 2015) w PIRLS & PISA: Identification of factors that explain differences in results w assessment of the quality and effectiveness of education, equality of access to education
Reading literacy PIRLS PISA the ability to understand and use written texts to build your meanings on the basis of a variety of texts and engage in reading IN ORDER to learn to expand your knowledge and opportunities to participate in reading communities at school and in everyday life to participate in social life
Results of 4th grade primary school students (PIRLS / TIMSS) Mathematics Reading Science Countries GPA Countries Hong Kong 571 (2, 3) Singapore 606 (3, 2) 587 (2, 0) Russia 568 (2, 7) 605 (1 , 9) Finland 568 (1, 9) Republic of Korea Singapore 583 (3, 4) Singapore 567 (3, 3) Hong Kong 602 (3, 4) Finland 570 (2, 6) Taiwan 591 (2, 0) Russia 552 ( 3, 5) Japan Russia 585 (1, 7) 542 (3, 7) Average score Average value of PIRLS and TIMSS scales - 500 45 countries 35 countries 44 countries
Reasons for Success: Russian Teachers Use Effective Activities in Reading Lessons Evidence shows that 82% of Russian students who participated in the study learn from teachers who often use effective activities. More than half of Russian students, according to their own assessment, consider themselves active participants in a reading lesson, while only 5% of students practically do not participate in the educational process in a reading lesson, as one would expect, the results of these students are lower.
Reasons for Success: Using Effective Teaching Methods PIRLS data show that 82% of Russian students who participated in the study learn from educators who often use effective teaching methods. More than half of Russian students, according to their own assessment, consider themselves active participants in a reading lesson, while only 5% of students practically do not participate in the educational process in a reading lesson, as one would expect, the results of these students are lower.
Reasons for Success: Motivated Learners “For which of the following reasons are you reading? How much do you agree or disagree with the following statements? 1) I like to read what makes me think 2) It is important to read well 3) My parents like it when I read 4) In the process of reading I learn a lot 5) I need to read well, it will be useful to me in the future 6) I like when the book helps me to imagine other worlds. "
The results of 15-year-old students in reading literacy Russian Academy of Education Leading countries and territories: Shanghai (China), Hong Kong (China), Singapore, Japan, Republic of Korea 35 countries, the average score of which is statistically significantly higher than the average score of Russia 6 countries, the average score of which does not differ from the score of Russia (Israel, Sweden, Slovenia, Lithuania, Greece, Turkey) Perm Territory - 482 points 23 countries, the average score of which is statistically significantly lower than the average score of Russia
A sharp decline in the level of reading literacy during the transition from primary to basic school (PIRLS-2006 - PISA-2012) Russian Academy of Education
What is believed to be happening in basic school (2010 -2011) The main loss (for this instrument) in skills: integrate and interpret text messages reflect on and evaluate text messages Ability to integrate and interpret text messages
Dynamics of the formation of reading literacy among students of the Yamalo-Nenets Autonomous Okrug, 2014 100% 80% 47.9% 60% No dynamics 40% 46.8% 20% 0% Positive dynamics 5.4% Dynamics of grade 7-9 Negative dynamics
The composition of the group of students with negative dynamics M + Sd - the most successful readers (the total result of their answers to the questions of the "Push-Pull" method in the 1st dimension is above the mean + standard deviation). M + - Successful readers (student result above average within standard deviation) M- - less successful readers (student result below average within standard deviation) M-Sd - least successful readers (student result below average standard deviation)
Semantic reading and work with the text Popular science texts historical problems "Alexander Nevsky" General understanding, orientation in the text search and identification of various types of information direct conclusions and conclusions based on facts understanding of the main idea Detailed understanding of the content and form of the text natural science problems "Entertaining experiments" , “Amazing animals” social science problems “Family” analysis, interpretation and generalization of information complex conclusions value judgments Going beyond the text, its use for solving various problems without involving additional information with the involvement of additional information 32
Features of the assessment: semantic reading and work with information. Focus on identifying the formation of students' skills: - to read and understand various texts, including educational; - work with information presented in various forms; - to use the information obtained in the text for solving various educational and cognitive and educational and practical tasks.
The first results of the introduction of the FSES: Comparison of the results of the final work on semantic reading by students who studied and did not study according to the new FSES
Things to Consider When Developing a Toolkit ü Reading literacy cannot be tested with traditional subject tests! ü Reading literacy is formed if they are demonstrated on different materials! 36
Features of complex work for assessing reading literacy (basic school, grades 5-9) Each version of the complex work includes blocks related to four substantive areas (Russian language, mathematics, natural science, history and social science). Each block includes a text (texts) with tasks aimed at assessing the formation of reading skills. For example, the demo version for the 5th grade included the following blocks: Our country (history and social studies) The word in the text (Russian) Small zolotnik, yes to the horn (mathematics) Garbage business (natural science) 37
Composition of the set of manuals 1. A book for the teacher, containing methodological recommendations for carrying out the work, as well as an application on CD with a computer program for entering and processing results 2. Handouts in the form of a notebook with two options for complex work (for students) 38
Requirements for measuring materials 1. The main purpose of CMM should correspond to the concept of metasubject of educational results and cover the content of the main subject areas, within which metasubject actions are formed. 2. The structure of the skills, for the assessment of which the measuring materials are developed, should integrate the basic reading skills necessary for conscious reading, and also take into account the tasks of the current stage of learning, in which reading is considered as the basis for learning. This means that one of the areas of measurement should be the assessment of the ability to use the information obtained from the read text for solving educational and cognitive problems. 3. The quality of the developed measuring materials must comply with the requirements for standardized measuring materials (structure of work, the number of tasks, as well as the number of points for each subject area or each group of skills for which the assessment is carried out, should allow building a reliable scale as a whole for the combined construct "semantic reading and work with texts", and by individual indicators for which the results are presented. When developing measuring materials, reliable correlations between the selected groups of tasks should be identified and confirmed. 4. As a basis for developing measuring materials, scientific popular or informational texts.
Features of complex work The work evaluates the formation of three groups of skills: The first group of skills includes work with the text: general understanding of the text and orientation in it. Example: “What does the text say? »The second group of skills also includes working with the text: a deeper understanding of the text and the identification of detailed information. Example: "As you understood the following words from the text." ... "? "The third group of skills includes the use of information from the text for various purposes. Example:" Analyze the proposed situation and explain the behavior of people by answering the question: Why? "41
Focus on grade 5! Potential of elementary school Transition to a more "adult" level New teachers There is still a desire to learn Teaching material - starts with repetition New textbooks with many texts
Themes of texts in mathematics in complex work: Grade 5: "From smart bees to beautiful parquet floors", "Small spool, but expensive", "Crystals", "Egyptian fractions" Grade 6: "Napier's sticks", "Roman numerals", " In the worst case "," Gregorian calendar "Grade 7:" Pascal's Triangle ", Draw lines and build bridges", "Figures of constant width", Number systems "Grade 8:" In higher circles ... mathematics "," History of the ferris wheel ", "What connects dead tongues with dancing men", "Golden Section" Grade 9: "Diophantine Equations", "Girih Formula", "Yin-Yang Labyrinths", "Enemy of My Enemy"
Examples of assignments: mathematics, the text “Worst case”, group 2 Read the problem: “In your pocket you have the same caramels to the touch: 6 apples and 2 cherry ones. How many caramels should you take out of your pocket without looking, so that among them there must be at least one apple caramel and at least one cherry one? »Is this objective consistent with any of the objectives described in the text? Circle the answer number. 1) matches only Task 1 2) matches only Task 2 3) matches both Task 1 and Task 2 4) does not match any of them
Examples of assignments: history, text "Judgment", group 3 Roma believes that the legal battle shows that in the Middle Ages people trusted God's judgment more than the law. Tanya believes that in the Middle Ages there were few laws, so she had to resort to a judicial duel. Whose point of view do you share? Mark your answer with a sign and justify it using the text. Rationale:
The main indicators for which the results are presented 1. The success of the formation of reading literacy 2. The success of the formation of certain groups of skills to work with the text: general understanding of the text, orientation in the text; deep and detailed understanding of the content and form of the text; using information from the text for various purposes.
Assessment of the formation of reading literacy in individual educational institutions The bulk of the classes (about 60% -70%) that participated in the survey showed results that do not statistically significantly differ from the average results for all regions and satisfy the criterion of achieving a basic level of training (at least 50% of students ). Zones 4-7. 15 -20% of the classes can be attributed to successful in the implementation of the Federal State Educational Standard, their average results are statistically significantly higher than the average results for all participating classes. Zone 10. The risk group classes include 10% -25% of the classes. On average, students in these 54 grades completed less than half of the basic level assignments (zone 3).
Interpretation and use of the results for groups of students with different levels of reading literacy (from the report (FSES NO, L.A. Ryabinina, T. Yu. Chaban) Data provided on the implementation of the final work on reading literacy (including data provided by each educational organization ) enable teachers of the basic school to get an idea at the start of what reading skills each student has already formed (accordingly, they can be relied on in the learning process), and what skills 55 still require special work.
Increased level of reading literacy (39, 9%, grade 4, 2015) Achieving an advanced level means that a student can: find specific information in the text, presented both explicitly and implicitly; link information from different parts of the text, including visual (photographs, drawings) into a complete message; establish the sequence of events; causal relationships; interpret information from the text; use text to prove your opinion; understand the allegorical meaning of the message; highlight the main thing, determine the main idea and topic of the statement; correlate the read text with a certain range of literature; use information from the text to reflect on other situations, including those related to personal experience. Difficulties: Students who have shown an increased level have difficulties in performing certain tasks, as a rule, associated with correlating information presented in various forms with the formulation of a hypothesis, 56 with subtracting implicit information and correlating it with personal experience.
Basic level of reading literacy (51, 8%, grade 4, 2015) Students who have reached only the basic level are able to: extract explicit information from the text, as well as implicit information that can be obtained by direct inference; highlight the main idea and topic of the statement; link information from different parts of the text, including visual (photographs, drawings) into a complete message; correlate the text with one or another circle of literature. They find it difficult to determine the sequence of events; retain details, link them with major events and actors; establish causal relationships; distinguish between the literal and allegorical meaning of the message, understand metaphors; to connect information from the text with another situation, modern life, personal experience; express and substantiate their opinion in writing. 57
Reduced level of reading literacy (6, 1%, grade 4, 2015) Students who showed a reduced level of semantic reading and work with information are able to: find and extract information formulated in the text clearly, understand the main idea and topic of the text, understand the context-based meaning of unfamiliar words from passive stock. These students find it difficult to relate information from the text to other situations and their experiences; combine the disparate information they read about into a coherent picture; establish the sequence of events; correlate details with events and actors; express and substantiate your opinion in writing (they are unsuccessful in almost all tasks where you need to give a detailed answer). 58
Insufficient (for further education) level of reading literacy (2, 1%, grade 4, 2015) Students with an insufficient level of reading and work with information can subtract from the text some factual information, which is communicated in an explicit form. 59
Using the results In basic school, the main task of the administration and the team of subject teachers who work with the class is to build such work with texts that will not always return the student, on the one hand, to what he has already mastered, and on the other, to entrenched problems. This is a new stage, with new teachers and a new system of relationships, which gives the weak student a chance to "start from scratch." Of course, it is very difficult to correct primary school deficits at the basic level. But probably. The first condition for this is to support learning motivation, creating situations of success for students. For example, you can: - ask questions about the text to which the child is able to give a short answer; - give tasks to search for explicit information; - to include in the work of groups where the child can express himself; - to organize participation in the discussion and to receive recognition and help from classmates, etc. The second is a differentiated selection of teaching methods and the educational tasks themselves in order to make progress in the subject possible. 60
For students who have advanced to grade 5 with reduced or insufficient reading. They should not be asked to read aloud in front of the entire class. Children of these groups should be actively involved in collaborative work to read information from the text that is communicated in an explicit form. Students should receive assignments based on their interests and abilities: if the class works with a large text, for example, a paragraph on history, they need to be assigned to work with a smaller text, perhaps one of the parts of the paragraph, and the assignment should also differ in form. This can be the preparation of a chronological table, underlining key information in the text, etc. It is necessary to regularly ask the student to reformulate the assignment, the question, to see what he understands correctly and what is inaccurate. These students need help understanding the logic of the text. These can be special questions with the help of which the student will see and keep the chain of cause and effect, as well as work in a group with classmates with whom the student is psychologically compatible, where he can build educational cooperation, see the ways of work of others, receive advice and practical support. ... Each success of students should be noted, accentuated, so that their self-esteem and the attitude of classmates towards them change.
For students with basic and advanced levels of reading literacy Students with a basic level, as a rule, have difficulties associated with some particular skill: some have problems generalizing what they have read; someone cannot work with information in tables; some have problems with writing. In this regard, it is necessary to carefully plan targeted support for such students in the classroom. It is advisable to form individual trajectories of learning for students demonstrating an increased level, taking into account the interests of these students, include research-type tasks in the lesson plan, tasks when the information read needs to be transferred to a new situation, offer different hypotheses, different options for solving problems. For students with a basic and advanced level of training, such forms of work and such texts are needed that would require the development of reading skills that are in the stage of formation. This means turning to texts in which you need to follow the author's thought, and questions, the answer to which is not limited to the search and reproduction of factual information. 62
For the development of each student When planning lessons, it is necessary to take into account how many children with basic, advanced, reduced and insufficient levels of semantic reading and work with information are taught in the class. The lesson should be organized as a space of such cooperation, which opens up opportunities for the manifestation of their achievements and sets the zone of proximal development of each student. 63
Test B
Read the text and complete the tasks for it. Text No. 1
(1) I am sure that in order to fully master the Russian language, in order not to lose the feeling of this language, one needs not only constant communication with ordinary Russian people, but also communication with pastures, forests, districts, old willows, with the whistling of birds and with every flower that nods from under the hazel bush. (2) Every person must have their own happy time of discovery. (3) I also had one such summer of discoveries on the wooded and meadow side of Central Russia - a summer full of thunderstorms and rainbows. (4) This summer I learned anew - to the touch, to the taste, to the smell - many words that were until then, though well-known, but distant and not experienced. (5) Previously, they only caused one common lean image. (6) But now it turned out that in every word there is an abyss of living images. (7) What are these words? (8) There are so many of them, more than enough, that it is not even known with what words to begin. (9) The easiest, perhaps, with the "rain". (10) I, of course, knew that there are drizzling, blind, heavy, mushroom, spore rains, rains coming in stripes - striped, slanting, heavy perimeter rains and, finally, showers. (11) But it is one thing to know speculatively, and another thing is to experience these rains on yourself and understand that each of them contains its own poetry, its own signs, which are different from the signs of other rains. (12) Then all these words that define the rains come to life, grow stronger, fill with expressive power. (13) Then behind each such word you see and feel what you are talking about, and do not pronounce it mechanically, out of habit. (14) By the way, there is a kind of law of the influence of the writer's word on the reader. (15) If the writer, while working, does not see behind the words of what he writes, then the reader will not see anything behind them. (16) But if a writer sees well what he writes about, then the simplest and sometimes even erased words acquire novelty, act on the reader with striking power and evoke in him those thoughts, feelings and states that the writer wanted to convey to him. (According to K. Paustovsky)
1. Which of the statements correspond to the content of the text? Enter the answer numbers.
A) The text formulates the law of the influence of the writer's word on the reader.
C) A writer should be able to describe vividly, figuratively, even what he has never seen.
C) A writer can influence the reader only if he himself has felt, experienced everything that he writes about.
D) To master the language perfectly, you must constantly communicate in it.
E) Only those words have the power of influence that are felt, realized by the author, in which the author sees living images.
2. Which of the following statements are true? Enter the answer numbers.
A) Propositions 15 - 16 contain proof of what is said in Proposition 14.B) Propositions 1 - 2 contain reasoning.
C) Sentences 6 - 7 indicate the reason for what is said in sentence 5.
D) Sentence 11-13 contains a narrative.
E) Sentence 10 contains a description.
3. Indicate the phraseological units used in sentences 4 - 10.
A) More than enoughB) I learned anewC) Abyss of living images
D) Lean imageE) Until then
4. Establish a correspondence between sentences and grammatical mistakes made in them.
GRAMMATICAL ERRORSOFFERS
1.I. S. Turgenev subjects Bazarov to the most difficult test - the "test of love" - \u200b\u200band thus revealed the true essence of his hero.
2.Everyone who visited the Crimea, after parting with it, took with them vivid impressions of the sea, mountains, southern herbs and flowers.
3. The story of a real man is based on real events that happened to Alexei Maresyev.
4.S. Mikhalkov argued that the world of the merchant Zamoskvorechye can be seen on the stage of the Maly Theater thanks to the excellent acting.
5. In 1885 V.D. Polenov exhibited ninety-seven sketches at the traveling exhibition, brought from a trip to the East.
6. The theory of eloquence for all kinds of poetry was written by A.I. Galich, who taught Russian and Latin literature at the Tsarskoye Selo Lyceum.
7. In the landscape of I. Mashkov "View of Moscow" there is a sense of the sonorous colorfulness of the city street.
8. Happy are those who, after a long journey with its cold and slush, see a familiar house and hear the voices of relatives.
9. Reading classical literature, you notice that how differently the "city of Petrov" is depicted in the works of A.S. Pushkin, N. V. Gogol, F. M. Dostoevsky.
A) Violation in the construction of a sentence with participial turnover
C) An error in the construction of a complex sentence
C) Violation in the construction of a sentence with an inconsistent application
D) Disruption of the connection between the subject and the predicate
E) Violation of the temporal correlation of verb forms
5. Among sentences 4 through 13, find those that are related to the previous one using a demonstrative pronoun.
A) 11 B)5 C)4 D)6 E)12
Read the text and complete the assignments Text # 3
(1) There is nothing more beautiful than rose hips! (2) Do you remember them, dear reader? (3) My question is not too impolite; for it is true that many and many pass by many wonderful things, standing or moving along the way. (4) Past trees, bushes, birds, children's faces, seeing us off somewhere on the threshold of the gate ... (5) A narrow red bird spins in all directions on a branch - can we see it? (6) The duck rolls over head first into the water - do we notice how humorous and charming this movement is, do we laugh, do we look around to see what is wrong with the duck?
(7) She is not! (8) Where is she? (9) She is swimming under water ... (10) Wait, she will emerge now! (11) I emerged, tossing away with a movement of her head such a handful of sparkling drops that it’s even difficult to find a metaphor for them. (12) Having emerged, she makes head movements to shake off the water, and it seems as if she is wiping herself off after bathing with the whole sky!
(13) How rarely do we pay attention to the world! (14) So I allow myself, therefore, to remind the reader of how beautiful the rosehip is. (15) On that day, he seemed especially handsome to me. (16) Maybe because I haven't met him on my way for several years.
(17) What is, in fact, the most beautiful thing that I have seen on earth?
(18) Somehow I wanted to answer this question that the most beautiful thing is trees. (19) Maybe these are really trees? (20) Some of them are really beautiful. (21) I remember a pine tree on a hill that swept past me in the carriage window. (22) It was slightly thrown back, which was magnificent at its height, was lit by the sunset - and not all, but only at its top, where the trunk became ruddy from sunset, and the needles were deep green ... (23) This trunk left obliquely, like a staircase leaves, into the sky. (24) This needles - a crown - darkened in the blue and seemed to walk there, forming a circle. (25) I have remembered for the rest of my life this tree, which, in all likelihood, is still standing on the same hill, still leaning back ...
(26) I often walk alone, and nevertheless, my connection with a certain station is not broken. (27) Obviously, at every step I take since I appeared in the world, the external environment controls me, obviously, the sun, which moves me, is my eternal charging station.
(28) What is this - the sun? (29) There was nothing in my human life that could do without the participation of the sun, both real and metaphorical. (30) Whatever I did, wherever I went, whether in a dream, while awake, young, old - I was always at the tip of the beam.
1. Which of the statements do not correspond to the content of the text? Enter the answer numbers.
2. Which of the following statements are true? Enter the answer numbers.
A) Sentences 22-24 contain a description.
C) Propositions 1-3 contain reasoning.
C) Sentences 13-16 contain a narrative.
D) Sentences 26-29 contain reasoning.
E) Sentence 18-20 contains a narrative.
3. Which sentence has antonyms.
A) 11 B)30 C)4 D)24 E)28
4.Amongoffers 18-26find those that are related to the previous ones using personal pronouns.
A) 19 B)20 C)23 D)21 E)26
5. What types of speech are presented in the text?
D) Reasoning E) Description with narrative elements.
Read the text and complete the assignments Text №3
(1) Everyone knows that the hour hand on the dial moves, but you cannot see how it moves. (2) It is the same with the tongue. (3) He changes. (4) But we do not feel how it is happening. (5) Now in our history there has come a moment when we see how the Russian language is changing. (6) And this cannot but frighten. (7) We so want at all costs to move away from the previous era of our life, to build new social relations, a new economy, that we would even like to have a new language. (8) Once they said "to dissociate", now - to "distance", we are tired of the expression "go crazy" - we say "the roof has gone." (9) Or didn’t like the word “meeting”, they began to say “tusovka.” (10) Russian language, according to A.S. Pushkin, "receptive and sociable," he easily accepts foreign words if they are needed. (11) And there is nothing wrong with that when everything is done in moderation. (12) A measure is lost. (13) In our speech there are "sandwiches", "lunches", "displays". (14) Usually 20-30 words a year change, and now we have maybe 20 words a week. (15) In addition, it is important from which sources new words of the language appear. (16) Now, for example, there is a stream of words from rather dubious sources, in particular the criminal jargon: "disassembly", "freebie". (17) Many press organs use "unprintable" words, which, by the way, are called so because they do not need to be printed. (18) The Duma discussed the Law on the Russian Language for several years. (19) The law, of course, is needed. (20) But if we seriously talk about the law, then there must be a mechanism for punishing its violation. (21) However, the proposal to create a philological militia, to establish fines for errors in the Russian language, seems frivolous. (22) Whatever you say, the language makes the people, and it is difficult to force it to obey the administrative norms regarding the language. (23) There have already been such futile attempts. (24) At one time, in the XIX, and even in the XX century, fiction gave an exemplary language. (25) If a person did not know how to speak correctly, then he opened Turgenev and there he found the answer. (26) Now, of course, it is not fiction that shapes our language taste. (27) Television and radio are now primarily setting the tone. (28) This also applies to the pronunciation of sounds, and stress, and intonation. (29) And modern announcers like American intonation. (30) And young people begin to imitate them. (31) It happens that the leading God knows what and how he says, but people like it. (32) And this certainly does not apply to all programs, channels, announcers, but many of them are fashionable. (33) We are now unhappy with the language, but here it is very important to understand - the language is to blame for this or something else. (34) After all, the language obeys the people who use it. (35) He adapts to the needs of the community. (According to V. Kostomarov)
1. What statements correspond to the point of view of the author expressed in the text?
A) We need to dissociate ourselves from the previous era and create a completely new language.
C) It is necessary to protect the language from any changes and keep it as it was in the previous era.
C) Negative changes in society lead to negative changes in the language.
D) Negative changes in language lead to negative changes in society.
E) Language adapts to the needs of society.
2. What types of speech are presented in the text?
A) narration B) description C) reasoning and descriptionD) Reasoning E) description with narrative elements
3. Indicate the meaning of the word Vain in sentence 23.
A) aimless B) unsuccessful C) diligentD) harmful E) useless
4. Among sentences 30 - 35, find those that connect with the previous one using pronouns.
A) 32 B) 34 C) 35D) 33 E) 30
5. Specify phraseological units.
A) The roof has goneB) DormitoryC) Go crazy
D) DissociateE) Distance
Read the text and complete the assignments Text №4
1) It was one of those autumn days when the exhausting melancholy presses the heart, when the damp dampness penetrates the soul and there, like in a cellar, it becomes dark and cold. (2) The wind blew gusty, and the still heavy water in the puddles began to be covered with black pimples. (3) White pieces of ice, like gnawed fish bones, rang thinly against the edges of the asphalt. (4) The sagging sky of cement color, the chilled aspen trees wrapped in dirty gray bandages of morning frost, the cheekbones of buildings bleached by the night cold ... (5) On such days it seems that the sun will never appear again, that the light has faded forever, that our life will be bleak smolder in the midst of this stupefying gray, radiculitic dusk ... (6) I was waiting for the bus at the bus stop, returning from a business trip: in a small Volga town I inspected the safety of the gas equipment of the city boiler house. (7) In my portfolio there was a whole pile of prescriptions, and this check threatened someone with dismissal from work. (8) That is why they greeted me and saw me off with a doomed, sour half-smile, as if I were an anthrax bacillus, from which there was no way to escape. (9) They timidly tried to hand me a bag with a souvenir and invited me to a family holiday that supposedly coincided with my arrival, but I flatly refused. (10) Although I conducted all my checks in strict accordance with the job descriptions, there was a stone in my soul. (11) People at the bus stop, as if prisoners tied hand and foot, froze in place and looked apathetically in the direction from which the late bus was supposed to appear. (12) No irritating word, no funny joke, no laugh ... (13) We all became an integral part of the melancholy bad weather. (14) Suddenly, from somewhere out of the alley, a tall, plump man came out, leading two chubby girls by the arms. (15) They circled beside their father, clapped one another on the shoulders and laughed selflessly. (16) The father laughed with them, straightening the girls' hoods, now and then sliding over their eyes. (17) This cheerfully humming trinity came to a stop. (18) Fighting off the children, the father looked at the schedule, then glanced at his watch and, apparently realizing that he still had time, devoted himself entirely to the game. (19) They ran noisily after each other, circling around the heaped concrete slabs with a stomp. (20) The children laughed so much that sometimes they stopped and, bending over, grabbed at their father so as not to fall. (21) That, big and fat, with a wide fleshy face, hastily, almost excitedly, said something funny to them, and they, throwing up their hands, began to laugh even more. (22) An elderly woman, hiding her face from the wind, looked askance at this jubilant family and shook her head reproachfully: (23) - Well, is it possible?! (24) And I looked at them and envied. (25) So envy the people living in a cozy and warm village, past the lights of which you rush on the train on a frosty winter night ... (26) A bus approached, one of the girls, having read the sign on the windshield, happily waved her hand to her father who nodded inquiringly :( 27) - Not ours! (28) Let's play! (29) We sullenly got on the bus and drove off, and they stayed, with a blissful squeal chasing each other along the empty bus stop. (According to I. Novikov)
1. What statements contradict the content of the text?
A) Looking at the jubilant family, the hero of the story would also like to enjoy life.
C) Autumn storm filled the souls of people with despondency.
C) The approaching man and his two daughters annoyed some of the people at the bus stop with their unrestrained joy.
D) The hero of the story is in a depressed state due to the fact that during the check he violated the job description.
F) The hero of the story dreams of a journey.
2. Which answer options list the types of speech presented in sentences 14 to 25?
A) narration B) description and reasoning C) narration and reasoning
D) description E) reasoning
3. Specify the numbers of sentences in which there are participial phrases?
A) 3 B) 22 C) 25D) 14 E) 1
4. Among sentences 19 - 25, find those that connect with the previous ones using pronouns.
A) 19 B) 23 C) 21D) 20 E) 25
5. What was the narrator's briefcase?
A) documents B) prescriptions C) booksD) instructions E) acts
Keys
Text No. 1
1-C, E
2-A, B
3-A, B
4-A) -5
AT 9
FROM)-
D)- 2
E) -
5- C,D
Text No. 2
1-B, E
2-A, B
3-B
4- D, E
5-A, D
Text no. 3
1-C, E
2-A, D
3-B, E
4-C, D
5-A, C
Text no. 4
D, E
A, E
A, C
A, C
A, B