Final certification reading. The structure of the verification work option

APPROVE
Head of the Department of Primary Education
_________________ Yaskevich E.I.
Minutes No. ___ of ______________ 2015
AGREED
Deputy director for water resources management
_________________ M.N. Labikova
_________________ 2015
Intermediate (annual) certification
Control material
for the 2015/16 academic year
intermediate (annual) certification
in literary reading in grade 2

Tara - 2015

1. Explanatory note
Selection of content to be reviewed during the interim (annual)
certification is carried out on the basis of the requirements of the Federal State Educational Standards of the second generation of the initial
general education, the main educational program of primary general education
BEI "Tara Gymnasium No. 1", as well as work program on the subject, compiled on
based on the author's program "Literary Reading" for 14 classes elementary school
Efrosinina L.A. EMC "Primary School of the 21st Century" edited by Vinogradova N.F.
2.
Specification
intermediate (annual) final certification
in literary reading
for 2nd grade students
2.1. Purpose of KIM
The work is intended for conducting an intermediate (annual) certification of students in
educational institution for subject area"Literary Reading".
The main purpose of the work is to check and assess the level of formation
subject results for 2nd grade students based on the results of mastering the program for
Literary reading 2nd grade.
Intermediate certification in literary reading is carried out in the form of a test
reading skills.
2.2. Approaches to the selection of content and the development of the structure of KIM. Structure
KIM
The content of the work meets the basic requirements for the planned results
mastering the program of literary reading for the 2nd grade.
The content of the work is determined on the basis of the following documents:
Federal State Educational Standard of Primary General
education
Program "Literary reading". Author Efrosinina L.A. EMC "Primary school
21st century” edited by Vinogradova N.F.
2.3. Structure of work and characteristics of tasks
The work contains two groups of tasks.
Group 1 (No. 1,2, 4, 5, 6) - tasks of the basic level of complexity.
Group 2 (No. 7,8) - tasks increased complexity.
There are two types of tasks used in the test:
1) tasks with a choice of answers (VO)
2) tasks with a short answer (KO)
2.4.
Distribution of KIM tasks by content, tested skills and
ways of activity. Distribution of tasks by difficulty levels.
Table 1 shows the approximate distribution of tasks in the work. Information about
each task: its content, object of assessment, level of difficulty, type, time
performance and maximum score.
Conventions
Difficulty level: B - basic, P - advanced. VO task type - with choice
answer, KO - with a short answer.

№
ass
nia
1.
Chapter
contains
ania
Work with
text
2.
3.
4.
5.
6.
7.
8.
Total:
Object of assessment
Consciously perceive and
analyze content
text
The ability to define the genre
read work
Understand what is read
choosing the right answer
Understand what is read
choosing the right answer
Understanding the meaning of the text
Understanding the meaning of the text
ability to recover
order of events
Ability to express oneself
attitude towards the hero
deeds
Ability to determine the topic of the text
Level
difficult
sti
B
B
B
B
B
B
P
P
B - 6
P 2
Type
tasks
Table 1.
Maximum
score for
performance
IN
IN
KO
IN
IN
IN
KO
IN
VO - 6
KO - 2
4
1
4
1
4
4
2
1
21
Time and method of performing a CMM variant
2.5.
The total time to complete the work is 40 minutes.
Each student receives a form with the text of the work, in which he notes or writes down his
answers to tasks.
2.6.
Additional materials and equipment;
Additional materials and equipment are not used.
2.7. Performance evaluation system individual tasks and work in general
Tasks with the choice of one correct answer from several proposed
valued at 1 point right choice and 0 points for an incorrect choice. Tasks
to establish a semantic chick (connect with an arrow) is estimated at 1 point for each
correct arrow or correct answer. For tasks with short or detailed answers
you can get from 2 to 0 points, the difference in assessment depends on the completeness and accuracy
completing the task. Detailed information about assessment of assignments and criteria for submission
points are given in the scoring guide.
GUIDELINES FOR ASSESSING THE FINAL WORK

1. Read the text.

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

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

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

Mark the correct answer +

Skills that characterize the achievement of this result:

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

Skills that characterize the achievement of this result:
u Set meaning chains
Rope chicken
Little mouse straw
Ant shell
leaf bug
Criteria for achieving the planned result:
O Sample Correct Answer: The correct answer has been selected.
(each correct arrow 1 point)

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

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

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

work, and the maximum score for the work, i.e. calculation of the percentage of points scored by the student
for the entire work, from the maximum score (percentage of the maximum score).
20 - 21 points - "5"
19 - 16 points - "4"
15 - 11 points - "3"
10 points or less - "2"
3. CODIFIER OF CONTENT ELEMENTS AND LEVEL REQUIREMENTS
PREPARATION OF STUDENTS OF THE 2nd CLASS FOR CARRYING OUT THE INTERMEDIATE
(ANNUAL) CERTIFICATIONS IN LITERARY READING
Codifier of elements of content and requirements for the level of training of students 2
classes for intermediate (annual) certification in literary reading
is one of the documents that define the structure and content of KIM for conducting
intermediate (annual) certification in literary reading. It is based on
Federal State educational standard primary general education
(Order of the Ministry of Education of Russia dated 05.03.2004 No. 1089).
The list of content elements checked at the intermediate (annual) certification
in informatics is presented in table 2.
table 2
The code
section
content elements,
checked at the intermediate (annual) certification
1
2
3
4
5
6
7
8
9
10
11
About our Motherland
folk wisdom
About children and for children
Already the sky was breathing in autumn
Snow flutters spinning
New Year's holiday
Works about animals
Foreign fairy tales
Stories, poems, family tales
Spring, spring is red..
magic colors
List of requirements for the level of preparation of students in grade 2 (Table 3), achievement
which is checked at the intermediate (annual) certification in informatics, compiled with
taking into account the formulated goals of studying the subject.
The code
requirements
th
1
2
3
4
5
6
Tested skills and activities
Consciously perceive and analyze the content of the text
The ability to determine the genre of the read work
Understand what is read by choosing the correct answer
Understand what is read by choosing the correct answer
Understanding the meaning of the text
Understanding the meaning of the text, the ability to restore the order of events

7
8
The ability to express one's attitude to the hero, his actions
Ability to determine the topic of the text
4. CONTROL MATERIAL
FOR LITERARY READING FOR GRADE 2
Before you is the work of the intermediate (annual) certification in literary reading.
You have 40 minutes to complete this task.
Read assignments carefully. Task 1 requires a careful, thoughtful reading
text, tasks 2, 4, 6, 8 require the choice of the correct answer from the proposed ones,
tasks 3, 7 require a detailed answer. Write your answers clearly and legibly
competently.
The points you get for completed tasks are summed up.
Try to complete as many tasks as possible and score the most
points.
We wish you success!
F.I. student ____________________________________ _____ class
1. Read the text.
1
10
20
28
39
48
52
60
64
72
83
94
Ship.
Once the Frog, the Chicken, the Mouse, the Ant and the Bug went for a walk.
They came to the river. The frog was delighted, jumped into the water and called the others. But no one
except for the Frog, he couldn't swim.
The frog began to laugh at his comrades. Yes, he laughed so hard that he almost choked.
The Chicken, the Mouse, the Ant and the Bug were offended. They began to think. Thought thought and
came up with.
The chicken brought a leaf. The mouse found a nutshell. Ant dragged
straw. Rope beetle.
They stuck a straw into the shell, tied the leaf with a string. Got a boat.
The Chicken, the Mouse, the Ant and the Bug got on the boat and swam. The frog popped up
to laugh again. The ship has already sailed away.
(According to V. Suteev)
2. What genre does it belong to this work?
Mark the correct answer + .
poem
story
story
3. Write the names of friends from the work

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

Everyone on their own.
All together, building a boat.
5. Connect with arrows so that you can understand who brought what
Rope chicken
Little mouse straw
Ant shell
leaf bug
6. Indicate the order in which the events took place. The number 1 is already there, put it in
numbers 2,3,4,5
The ship has already sailed away.
The frog began to laugh at his comrades.
1 Came to the river Frog, Chicken, Mouse, Ant and Bug.
Got a boat.
The ant brought a straw.
7. How do you evaluate the behavior of the frog? Write.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
8. What is this text about (the main idea of the text)? Mark with + .
about work about friendship
about animals about the boat

Intermediate certification

Final Literary Reading Test

3rd grade

Work instructions

40 minutes are given to complete the work on literary reading. The work includes 13 tasks.

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

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

If necessary, you can use a draft. Draft entries will not be reviewed or graded.

We advise you to complete the tasks in the order in which they are given. To save time, skip the task that you can't complete right away and move on to the next one. Try to complete as many tasks as possible.

We wish you success!

Description

control measuring materials for the final test

on fine arts

Documentation , determining the content verification work

The content and structure of the test work are determined on the basis of the Federal State Educational Standard for Basic General Education (Order of the Ministry of Education and Science of Russia dated December 17, 2010 No. general education(Minutes of 04/08/2015 No. 1/15)) and the content of textbooks "Literary reading" Grade 3, authors Buneev R.N., Buneeva E.V. in accordance with the order of the school on the approval of the list of textbooks for academic year included in the Federal List for the academic year.

Job assignment

Intermediate assessment of students is an element internal system assessment of the quality of education.

Intermediate assessment of students is a procedure carried out in order to determine the degree of development of students educational programs in accordance with the Federal State Educational Standard, which is the basis for making a decision on the transfer of students to the next class.

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

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

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

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

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

academic debt the student is obliged to liquidate within one year from the moment of its formation (the specified period does not include the time of the student's illness) within the time limits established by the order of the director. Replay Intermediate attestation for the year, for the academic subject, course, is allowed no more than two times.

Content Selection Approaches, development of the structure of the verification work option: The test papers submitted for intermediate certification for classes studying according to the Federal State Educational Standards are based on system-activity, competence-based and level-based approaches to teaching. As well as substantive results teaching elementary school students, meta-subject results are also assessed, including the level of formation of universal educational activities (UUD) and mastery of interdisciplinary concepts.

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

General educational universal learning activities : search and selection necessary information; structuring knowledge; conscious and arbitrary construction of speech utterance in writing; selection of the most effective ways solving problems depending on specific conditions; reflection of the methods and conditions of action, control and evaluation of the process and results of activities; semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose; definition of primary and secondary information; modeling, model transformation.

Boolean Generic Actions: analysis of objects in order to highlight features; synthesis, including independent completion with replenishment of missing components; choice of bases and criteria for comparison; summing up the concept; derivation of consequences; establishing causal relationships; building a logical chain of reasoning; proof.

Communicative actions : the ability to express one's thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication, possession of monologue and dialogic forms of speech in accordance with grammatical and syntactic norms mother tongue.

KIM is aimed at checking the formation of subject requirements in students: personal results: they correctly identify themselves with the position of the student, show attention, are focused on fruitful work, understand the importance of knowledge for a person and accept it, understand the personal meaning of learning;

metasubject results:

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

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

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

subject results:

are able to consciously perceive the text when reading; establish causal relationships and determine main idea text; prove and confirm with facts (from the text) their own judgment; fully and reasonably answer the questions posed, correlate the title of the text with its content, correctly rank the work by topic; create illustrations according to the content of the text.

The structure of the verification work.

The literary reading test is presented in two versions.

The variant of the test work consists of 13 tasks.

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

The tasks used in this work are:

Tasks with the choice of one correct answer from several proposed

Compliance tasks

1 option

Read the text.

Fox and horse

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

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

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

Having finished this business, the fox patted the horse on the neck and said: “Well, drag it. Savrasy, drag it!

Then the horse jumped to its feet at once and dragged the lion after it. The lion began to growl so that the birds from all over the forest flew away, but the horse, not paying attention to this, dragged and dragged him across the field to the house of his master. Seeing this, the owner changed his mind and said to the horse: “Stay with me,” and fed her heartily until her death.

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

Integrated work based on literary text Grade 3

1 option

1. Name the main characters.

1) lion 3) owner

2) horse and fox 4) fox

2. Why did the owner kick the horse out?

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

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

3. Why did the horse go into the forest?

1) look for food 2) live in the forest

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

4. What did the fox offer the horse?

1) fool the lion 2) pretend to be dead

3) deceive the owner 4) don't worry

5. What does the underlined word in the sentence mean?

I will tie her to you by the tail, so you will gently drag her to your cave and calmly there take away.

1) bury 3) hide

2) eat 4) butcher

6. How is the lion described in the work?

1) gullible 3) angry

2) carefree 4) greedy

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

1) anger 2) slovenliness

3) stinginess 4) dislike for animals

8. What genre does this piece belong to?

1) fable 3) story

2) fairy tale 4) true story

9. Continue the offer:

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

10. Write out a sentence that tells how the fox offered the lion to transport the horse.

__________________________________________________________________________________________________________________________________________________________

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

1) cunning fox idea

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

3) meeting a horse with a fox

4) a conversation between the owner and the horse

_________________________________

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

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

13.*

Did you like this fairy tale? Why?

Comprehensive work based on literary text Grade 3

Option 2

Read the text.

Medvedko.

(excerpt)

Sir, do you want to take a bear cub? - offered me my coachman Andrey.

And where he?

Yes, neighbors. The familiar hunters gave them. Such a glorious bear cub, only three weeks old. Funny animal, in a word.

Why do the neighbors give away if he is nice?

Who knows. I saw a bear cub: no more than a mitten. And so funny passes.

I lived in the Urals county town. The apartment was big. Why not take the teddy bear? In fact, the animal is funny. Let him live, and then we'll see what to do with him.

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

My high school students brought him milk, rolls, crackers. The little bear took everything for granted and, sitting in a corner on hind legs ready to eat. He did everything with extraordinary comic gravity.

(D. N. Mamin-Sibiryak)

F.I. student _____________________ Class __________

Comprehensive work based on literary text Grade 3

Option 2

1. How many characters are in the story?

1) one 3) three

2) four 4) two

1) neighbors 3) kids

2) hunters 4) Andrey

1) in Siberia 3) in Moscow

2) in the Caucasus 4) in the Urals

3) the apartment was big 4) the teddy bear was no bigger than a mitten

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

My high school students dragged him milk, rolls, crackers.

1) worn alternately 2) brought a lot of things

3) took without asking 4) barely brought

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

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

7. What is this passage about?

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

3) about nature 4) about hunters

8. What genre does this work belong to?

1) true story 3) story

2) fairy tale 4) fable

9. Continue the sentence:

Let him live, _______________________________________________________________

_____________________________________________________________________________

10. Write down what is the main idea of the text.

11. * Restore the plan to the text.

1) Like at home.

2) Comic teddy bear.

3) Andrey's interesting suggestion.

4) An unusual newcomer.

______________________________________________

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

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

Why do you think the neighbors gave away the teddy bear so quickly?

Compliance of the audited UUD with the requirements of the Federal State Educational Standard and RPPM at the level of the IEO

The following conventions:

Task difficulty levels: B - basic, P - advanced.

	Requirements to be checked	LEO blocks the graduate will learn/ will have the opportunity to learn	difficulties elevated)	performance	Approximate fulfillment students (in minutes)
The speed of reading the text “to oneself” or in a whisper is estimated.
	The ability to determine the topic and sub-themes (micro-themes) of the text
	Ability to answer questions about the content of the work; find the required information in the text (specific information, explicit facts)
	Ability to answer questions about the content of the work; find the required information in the text (specific information, facts given in explicitly)
	implicitly
	Ability to explain direct figurative meaning words, its ambiguity based on the context, purposefully replenish on this basis its active vocabulary

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

Test work answer key

Maximum score for completing each task of the basic level is 1.

The maximum score for task No. 11 of an increased level is 1.

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

For an incorrect or incomplete answer - 0 points.

Completely correctly performed work is estimated at 10 points.

Completely correctly completed tasks of an increased level - a mark "5" (additional) is put.

Job number	Correct answer B-1	Correct answer B-2	Points
A basic level of			Correct answer	Wrong or incomplete answer
1
2
3
4
5
6
7
8
9	Feed her well until death	And there we will see that do with it.-
10	I'll tie her to you by the tail, so you take it easy and pull it off into your cave and calmly you will clean it there	The little bear will die if there is no one who takes care of him
Enhanced level
11
12	free answer	free answer
13	free answer	free answer

NOTE: The presence of spelling errors does not affect the assessment of the work.

Duration of verification work

Literary reading is given 40 minutes to complete the test work on the academic subject.

Intermediate certification in literary reading in the 1st grade

(2016 - 2017 academic year)

Explanatory note

In accordance with the curriculum of MBOU "Secondary School No. 30 named after. S. A. Zheleznova, Smolensk Intermediate final examination on literary reading for students of the 1st grade is carried out in the form of a final test work.

Certification material compiled taking into account the content and requirements for the preparation of students, determined in accordance with the GEF IEO, laid down in author's program Klimanova L.F., Boykina M.V. and others in literary reading in the 1st grade, implemented through the teaching materials "School of Russia" according to the textbook. "Literary reading", M .: "Enlightenment", 2014

Intermediate annual certification is carried out in order to establish the actual level theoretical knowledge students in literary reading, their practical skills, establishing the compliance of the subject UUD of students with the requirements of the Federal State Educational Standard for the 1st grade course in literature.

Final test work on literary reading

1 class

Option 1

Who is the owner?

The big black dog's name was Beetle. Two boys, Kolya and Vanya, picked up Zhuk on the street. He had a broken paw. Kolya and Vanya looked after him together, and when Zhuk recovered, each of the boys wanted to become his sole owner. But who was the owner of the Beetle, they could not decide, so their dispute always ended in a quarrel.
One day they were walking through the woods. The beetle ran ahead. The boys argued heatedly.
“My dog,” Kolya said, “I was the first to see the Beetle and picked him up!”
- No, mine, - Vanya was angry, - I bandaged her paw and dragged delicious pieces for her!
Nobody wanted to give in. The boys had a big fight.
- My! My! both shouted.
Suddenly, two huge shepherd dogs jumped out of the forester's yard. They rushed at the Beetle and knocked him to the ground. Vanya hurriedly climbed the tree and shouted to his comrade:
- Save yourself!
But Kolya grabbed a stick and rushed to Zhuk's aid. The forester ran up to the noise and drove away his shepherd dogs.
- Whose dog? he shouted angrily.
“Mine,” Kolya said. Vanya was silent. (V. Oseeva)

Part I Option 1

CHOOSE THE RIGHT ANSWERS

A1.

A2. What was the dog's name?

Trezor 2) Bobby 3) Beetle

A3. To What color was the dog?

red 2) black 3) white

A4. Where the boys found the dog.

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

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

A6. What breed of dogs jumped out of the forester's yard.

boxer 2) shepherd dog 3) terrier

A7. To Vanya climbed up.

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

A8. What Kolya grabbed when he rushed to Zhuk's aid.

stick 2) branch 3) belt

Part II

IN 1. Write down what was slaughtered from the Beetle when the boys found him.

IN 2. Write down why Kolya thought he should be the owner of the Beetle.

__________________________________________________________________________________________________________________________________________________________________________________

IN 3. Write how Vanya looked after the sick Zhuk.

__________________________________________________________________________________________________________________________________________________________________________________

AT 4. Write down who helped save the Beetle.

__________________________________________________________________________________________________________________________________________________________________________________

Part III

C1. Write why Kolya and Vanya argued.

C2. Think and write why Vanya was silent.

C3. Suggest your own way to resolve the dispute for the boys.

Option 2

Read the text and do the tasks. If you have any difficulties, reread the text.

What is easier?

Three boys went into the forest. Mushrooms, berries, birds in the forest. The boys were walking. Didn't notice how the day went by. They go home - they are afraid:

Get us home!

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

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

- I'll tell you, - says the second, - that I met my grandfather. The mother will be delighted and will not scold me.

“But I’ll tell the truth,” says the third. - It is always easier to tell the truth, because it is the truth and you don’t need to invent anything.

Here they all went home. As soon as the first boy told his father about the wolf - look, the forest watchman is coming.

“No,” he says, “there are wolves in these places.

Father got angry. For the first guilt punished, and twice for a lie.

The second boy told about his grandfather. And grandfather is here to visit.

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

And the third boy, as soon as he came, he confessed everything from the threshold. My aunt grumbled at him and forgave him. (V. Oseeva)

165 words

Part I Option 2

CHOOSE THE RIGHT ANSWERS

A1. To which literary genre text applies.

story 2) fairy tale 3) poem

A2. Where did the boys play?

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

A3. What the boys saw in the forest.

mushrooms 2) flowers 3) vegetables

A4. When the boys returned home.

morning 2) noon 3) evening

A5. Who did the first boy tell his father about?

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

A6. About whom the second boy told his mother.

about grandfather 2) about grandmother 3) about father

A7. How did the third boy behave?

lied 2) told the truth 3) confessed

A8. How did the aunt with the third boy.

scolded 2) punished 3) forgave

Part II

IN 1 . Write what is always easier to say ________________________________________________________________________________________________________________________________________________________________________________

IN 2. Write what the first boy came up with in his defense.

__________________________________________________________________________________________________________________________________________________________________________________

IN 3. Write what the second boy came up with in his defense.

__________________________________________________________________________________________________________________________________________________________________________________

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

__________________________________________________________________________________________________________________________________________________________________________________

Part III

C1. Write why the two boys were punished.

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

C3. What do you think should be done in such cases?

Criteria

performance evaluation attestation work

14-15 points - educational material 1st grade student mastered (did great)

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

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

6 points and below - the student has not mastered the educational material of the 1st grade

Subject skills and universal learning activities ( subject, cognitive, regulatory), subject to control:

A1-A8

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

Structure knowledge. To master the semantic reading of a literary text. Extract essential information from text.

B1-B4

Answering questions about the content of the work, searching for the necessary information in the text to complete tasks

To master the semantic reading of a literary text. Extract essential information from text

Accept and save learning task. Plan actions according to the task. exercise control

C1-C3

Searching for information in the text, the mood of the written statement based on life experience. Formulation own opinion and positions, establishing cause-and-effect relationships

To master the semantic reading of a literary text. Extract essential information from text. Build a speech statement in writing. Focus on a variety of ways to solve problems

Accept and save a learning task. Plan actions according to the task. exercise control

Evaluation criteria subject results:

№ assignment score

IN 1

IN 2

IN 3

AT 4

Good level- 12 - 14 points

The average level is 8-11 points.

Low level- less than 8 points.

Evaluation criteria cognitive outcomes

№ tasks A1

IN 1

IN 2

IN 3

AT 4

C3 1

Evaluation criteria regulatory outcomes

№ assignment score

A1 1

A2 1

A3 1

A4 1

A5 1

A6 1

A7 1

A8 1

AT 11

AT 21

B3 1

B4 1

C1 1

C2 1

C3 1

High level - 15 points.

The average level is 8-14 points.

Low level - less than 7 points.

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

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

Description of the tutorial

The proposed tests on literary reading allow us to determine how much the knowledge and skills acquired by students of the 4th grade correspond to the main ones. program requirements for the primary school course, as well as how primary school graduates are able to use their knowledge in practice.
Requirements for the level of preparation of students graduating from elementary school
As a result of studying literary reading, the student should know/understand:
names, the main content of the studied literary works, their authors;
be able to:
distinguish between the elements of a book (cover, table of contents, title page, illustration, abstract);
read consciously the text of a work of art “to oneself” (without regard to speed);
determine the theme and main idea of the work;
retell the text (volume no more than 1.5 e.);
divide the text into semantic parts, draw up its simple plan;
make up a small monologue based on the author's text; evaluate events, heroes of the work;
read poems by heart (optional);
create a short oral text on a given topic;
give examples of folklore works (proverbs, riddles, fairy tales);
distinguish genres fiction(tale, story, fable), to distinguish between folk and literary tales;
give examples works of art different topics on the studied material;
use acquired knowledge and skills in practical activities and Everyday life:
for independent reading of books;
4
for saying value judgments about the read work;
for self-selection and determining the content of the book by its elements;
to work with different sources information (dictionaries, reference books, including on electronic media).
Test structure
The test contains 15 tasks, which are divided into three parts. Tasks 1-8 (part 1) are tasks with a choice of answers (answer options are given). Basically, there is one correct answer, but sometimes the answers can be summarized (2 correct answers). In this case, the task has an indication of the number of correct answers.
Tasks 9-14 (part 2) are tasks that require an independent answer.
Task 15 (part 3) is a task of increased complexity, having a creative character; The answer is written in several sentences.
Test grading
The success of the final test can be assessed based on the following criteria:
for all correctly completed tasks
the first and second parts (tasks 1-14) are marked "5",
for 11-13 correct answers, a mark "4" is put,
for 8-10 correct answers, a mark "3" is put.
Task 15 is evaluated separately, and only for its correct implementation is marked "5".
Feature of the test work is the complete autonomy of the students. The teacher should not help students complete test tasks. If the teacher sees that the student finds it difficult to complete any task, you can offer him to move on to the next task.
HOW TO PERFORM TEST
TASKS
(Instruction for student)
1. Read the entire text carefully.
2. View all test items.
3. Perform test tasks sequentially, the answers of some tasks may be interconnected, containing some clues in connection with this.
4. When completing a task, you can make notes in the text with a pencil, use drafts.
5. Tasks that offer the choice of the correct answer from several proposed ones contain, as a rule, one correct answer, but sometimes they can be summed up (2 correct answers). In this case, the task indicates the number of correct answers.
6. Having determined the correct answer, put a cross (x) in the appropriate box.
7. Write the answers to the questions of the second and third parts in the lines provided for this.
EXAMPLE OF PERFORMING THE TEST WORK
Read the text.
Two greedy bear cubs
In an untraveled, unseen, dense forest, in its very thicket, lived an old bear. The old bear had two sons. When the cubs grew up, they decided to go around the world to look for happiness.
The old bear hugged her sons and ordered them never to part with each other.
The cubs promised to fulfill their mother's order and set off on their way. They walked, they walked. And the day went, and another went. Finally, they ran out of supplies.
“Oh, brother, how much I want to eat,” the younger complained.
- And even more so for me! The elder shook his head sadly.
So they walked and walked until they suddenly came across a large round head of cheese. They wanted to share it fairly, equally, but failed. Greed overcame the cubs, each was afraid that the other would get the most part.
They were arguing, cursing, growling, when suddenly a fox approached them.
- What are you arguing about, young people? - asked the cheat.
The cubs told the fox about their trouble.
- What a disaster! - said the fox. - It's not a problem! Let me divide the cheese equally for you: it’s all the same for me that the youngest, that the eldest.
- That is good! - the cubs exclaimed with joy. - Delhi!
The fox took the cheese and broke it in two. But the old cheat broke the head so that one piece was larger than the other.
The cubs immediately screamed:
- This one is bigger!
The fox reassured them:
- Hush, young people! And this trouble is not a problem. Little patience. Now I'll take care of everything.
She took a good bite out of the larger half and swallowed it. Now the smaller piece is bigger.
- And so uneven! - the cubs got worried.
The fox looked at them reproachfully.
- Nu, full, full! - she said. - I know my business!
And she took a big bite out of most of it. Now the larger piece has become smaller.
- And so uneven! cried the cubs in alarm.
And so the division went. The cubs only with black noses led back and forth, back and forth - from larger to smaller, from smaller to larger piece.
Until the fox was satisfied, she divided and divided everything.
By the time the pieces were equal, the cubs had almost no cheese left: two crumbs!
- Well, - said the fox, - though little by little, but equally equally! Bon appetit, bear cubs! - the fox giggled and, waving its tail, ran away.
So it is with those who are greedy. (345 words)
Part 1
When completing the tasks of this part (tasks 1-8), cross out the box (x), the number of which corresponds to the answer you have chosen.
1. Where, in what place does the beginning of the events described in the text take place?
1) in the meadow 3) in the village
2) in the thicket 4) in the field
2. Why did the cubs have a quarrel?
1) did not know how to divide the cheese
2) each was afraid that the other would get most of
3) were afraid to deprive each other
3. Choose the correct answer for the meaning of the word cheat.
1) clever and cunning liar
2) simple-minded
3) unable to find the right way
4. In which collection will you put this text?
1) in a collection of fairy tales
2) to the storybook
3) in a collection of fables
5. What is this fairy tale?
1) household
2) magical
3) about animals
6. What human vice condemns the people in this tale?
1) greed
2) cunning
3) cowardice

Literary reading: final certification for the primary school course