Written homework
in Russian: system of requirements
and assessment

1. The principle of mutual obligations

The first lesson in a new class or the first lesson at the beginning of each school year- This is a conversation about the mutual obligations of the teacher and students.

I begin the conversation by saying that a lesson is a communication during which the teacher teaches and the students learn, that is, they teach themselves. To ensure that this process is not disrupted by conflicts and grievances, it is necessary to negotiate in such a way that the interests of both parties are respected.

I introduce students to three rules that help business communication:

1) there is no guilt and there are no guilty;

2) no one owes anyone anything;

3) everyone is responsible for themselves and for their actions.

We discuss each of these rules. Then I introduce students to the “Rights and Responsibilities of Teacher and Student,” which have developed over years of practice and have a reasonable explanation.

By the way, it is useful to comment on any of your demands and interpret the meaning of words. Then the students realize that the teacher’s demand is quite fair and benefits them.

Reading “Rights and Responsibilities of Teacher and Student,” we pay attention to the meaning of the words: rights– see dictionary; responsibilities – must.

Teacher's rights

1. Give a grade to the student’s work in accordance with the “Grading Standards.”

2. Require a certain amount of work:

5th grade – 3–5 sentences or lines;

6th grade – 7–8 lines;

7th–8th grades – 0.5 pages (11 lines);

9–10th grades – 1 page (22 lines);

11th grade – 1–1.5 pages.

If the amount of work is not met, the teacher has the right to reduce the grade.

3. More stringent requirements must be imposed on students who qualify for “4” or “5”.

Responsibilities of the teacher

1. Give homework at the beginning or middle of the lesson.

2. Write homework on the board and say it out loud, commenting.

3. Check homework by Monday.

If one of the three duties is violated, students have the right not to complete homework.

4. Give reasons for the assessment at the request of the student.

If a student convinces the teacher that the grade is wrong, the grade will need to be corrected.

Student rights

1. Do homework only during the school week, that is, no homework is assigned on the weekend.

Number and total amount of homework during the week:

5th grade – 6 lessons – 4 days of 3–5 lines = 20 lines;

6th grade – 5 lessons – 4 days of 7–8 lines = 32 lines;

7th grade – 5 lessons – 4 days of 0.5 pages each = 2 pages;

8th grade – 3 lessons – 2 days of 0.5 pages each = 1 page;

9th grade – 2 lessons – 1 lesson on 1 page = 1 page;

10th grade – 1 lesson – 1 lesson on 1 page = 1 page;

11th grade – 1 lesson – 1 d/w by 1 d/w by 1–1.5 pages = 1–1.5 pages.

2. If a student is not satisfied with the topic of homework, you can suggest your own topic or form.

3. Hand in your homework notebook during the week until 8:00 pm on Sunday (although taking your homework notebook home to the teacher is the most extreme option).

4. If, nevertheless, the notebook with homework was not turned in for any reason, write an explanatory note so as not to receive a bad mark.

Student Responsibilities

1. Complete all homework and turn in your notebook on time.

2. Maintain the amount of homework and the quality of work (handwriting, graphic work).

3. Using explanatory notes as a means of escape from a bad mark, increase the volume of the explanatory note by 0.5 pages (1st time - 0.5 pages, 2nd time - 1 page, 3rd time - 1.5 pages, etc.) d.).

Explaining the rights and responsibilities of each party, during a conversation with the class, I find out how deeply the students understand the legitimacy of my demands and the benefits of their position.

For homework, students think about “Rights and Responsibilities...”, make suggestions and give consent.

During the school year, I conduct a survey several times to see how students assess the requirements placed on them. We usually regulate homework topics. Otherwise there are no complaints. Students feel that the teacher is responsible for their area of ​​work on an equal basis with them, and listens to their comments. Conflicts do not arise even when giving a bad mark for missing homework, since the student is aware of his guilt. In addition, the student knows that he can always correct this bad mark.

2. The principle of clear requirements for assessment

By stipulating the responsibilities of students when doing homework, I indicate assessment criteria.

These include:

1) clear, legible handwriting;

2) the work was done neatly, without marks;

3) sustained amount of work;

4) graphic work as necessary;

5) working on mistakes from previous homework.

If any criterion is not met, the score is reduced. The reason must be indicated.

For example:

P – 3 (handwriting).

Of. – 4 (there are blots).

V is small (the amount of work is not maintained).

No gr. R. (no graphic work).

No r / osh 4 – 1 point = 3 (for lack of work on errors, one point is deducted from the score).

Homework may receive double grade. This happens in several cases:

2. If the student has problems with handwriting or accuracy when completing work.

For example:

Of. – 3 P – 3

In this case, the child has hope for good grades, despite the handwriting, which cannot be improved immediately.

For every five homework assignments, a final grade is given, which goes into the journal. This is the average of five ratings. On the grades accounting page, this column is shown in green paste. In the journal, the grades column is signed “result - homework.”

If the homework is completed in excess of the requirements (original content, large volume), the grade for the homework can be immediately posted in the journal. In the student’s notebook, an exclamation point is placed next to the grade (5! 4!), and on the accounting page the grade is written in red ink.

Homework grades are reviewed during the first lesson of the week at the very beginning of the lesson. The analysis begins with “red” ratings. With the permission of the students, the best works are read out and their merits are noted. In grades 5–6 we even applaud the authors best works. Then the names of those who received the final 5 and 4 are read out (if the deadline for grading has arrived). The successes of some students are celebrated. Finally, the names of those who did not turn in their homework notebooks or did not complete some homework are called.

At the same time, it is important not to blame the student, but to express bewilderment and surprise. These students have the right to write an explanatory note during the day and free themselves from a bad grade. Let me remind you that the volume of explanatory notes is steadily growing (0.5 pages each time).

It is not beneficial for the student to constantly use this tool.

Those who did not take advantage of the right to explain themselves are given two marks in the journal for each missing homework assignment. A dot is placed next to the rating. This helps to remember why the two were given.

Of course, there are students who systematically do not complete their homework. Most often these are repeaters. They have an aversion to any kind of work. Such students come up at the end of the term with the question: “What should I do to correct my grades?” First of all, they are asked to do their homework.

Such assessment of work has a number of advantages. Since all student work is assessed, final grades are more objective.

Students are systematically rewarded for creativity to work. This stimulates the development of creative abilities.

The manifestation of laziness, forgetfulness, and irresponsibility of students is recorded in a timely manner and measures are taken to eliminate these shortcomings.

Clear assessment criteria eliminate conflicts with students. The student understands why the grade is lower than he expected. And if it is not clear, he has the right to find out. There are situations when a teacher increases the grade after being convinced of his mistake. To do this, the student must provide compelling arguments.

IN Lately The students have only one complaint. They ask why missing homework is given a D in the journal. I explain that those who categorically refuse to work get a bad grade. But I don’t know how to teach those who don’t work at all. If the students manage to find a way that will force everyone to do their homework, including the lazy ones, I will be happy to give up the D grades. So far we have not found this method.

Perhaps for this you should seriously think about the content of your homework. If, in essence, homework does not arouse the student’s interest, its completion will turn into an empty formality. Then homework as a type of student work will cease to develop the child’s abilities.

Knowledge control system

I always have a notebook with me in which I keep track of my students’ work. This helps me regulate our relationship. Each class is allocated a certain number of pages. The first page is a record of completed homework.

Principle of systematic verification

I check all the work of each student, although this is not required by regulatory documents. I agree that such a check consumes time. And yet there are much more advantages. So, on the first page there is a list of students, the number of homework is indicated at the top, and at the bottom is the topic of the mini-essay or the number of the exercise. If the work is not submitted, a circle appears in the line. If the work is completed with a bad grade, I give it a full stop. I write ratings 3, 4, 5 in blue ink. For every five works, students receive a final grade in the journal. In my notebook I write the final grades in green ink. This column of ratings is clearly visible.

If a student completes work beyond the requirements, he receives a grade immediately in the journal. In his notebook he sees such a rating with an exclamation mark, but in my notebook the rating is written in red ink.

Looking at the homework log page, I have the opportunity to analyze a lot of information. Quirks and problem children are immediately noticeable. I can evaluate positive or negative changes in the work of each student. I'm starting to think about how to get everyone to work at home. Now I offer a choice of two, three, and sometimes four jobs in order to deprive opportunity to declare that the task is not interesting or difficult. In addition, such notes help to remember everything. There are no loopholes left for slackers. They also have to work. There is no reason to argue with the teacher. After all, children have the right to look at my notebook during recess. They know: I won't forget anything. Parents, coming to school, receive complete reliable information about the child. We look through my notebook together. This is how I avoid conflicts. Agree, this is worth a lot in our time.

Likewise, I keep track of classwork on the following pages. True, I indicate grades for written work with icons in my notebook so as not to confuse them with grades for work in class. Five is a plus. Four is half a plus. Three is a trait. Two is a dot. Didn’t work - n.r., worked little - m.r. I mark the final grades with green ink.

Students understand that working is much more profitable than idleness. They understand that my demands are reasonable and easily comply with these demands. This is how good results are achieved.

The knowledge record book helps the teacher monitor the student’s development. And the student himself can easily do this using my notebook.

I repeat that checking all student work takes a lot of time, but the advantages of this work outweigh the disadvantages.

All the classes that come to me learn in this control system, and as a result they all begin to work much better.

I support myself with the thought that my children will never be a slob in life.

E.A. KOKOVIKHINA,
Gubakha,
Perm region

Student written work– dictations, various exercises on grammar and spelling: copying with tasks on language analysis, spelling, restructuring the text, correcting errors, etc., composing phrases and sentences, maintaining dictionaries, diaries, writing statements of various types and, finally, the highest level of P . R. - essays of various types. Etc. u. play an organizing role in the lesson, develop skills in the field of text construction, spelling, application of grammatical knowledge to improve their speech, develop logical thinking and creativity. Etc. u. give an effect when carried out in the system, often enough, in accordance with educational tasks, with students’ skills increasing in difficulty, with a sufficient variety of types and topics. By the senior grades, the creative level of P. r. is growing, and in the senior grades, composition becomes their main type.

Dictation- one of the most common written grammatical-spelling analytical-synthetic exercises, consisting of reproducing a heard, i.e., perceived aurally text or its individual elements (auditory D.), as well as visually perceived and, in contrast to copying, recorded by memory (visual D.). D.'s letter is accompanied by various additional grammatical and spelling tasks. There are auditory D., visual D., free D., creative, selective, self-dictation, or D. “I’m checking everything,” combined D. According to the material used - text D., consisting of individual sentences, and lexical (dictionary) D. See articles devoted to individual types of D.: Control D., Auditory D., Explanatory D., Preventive D., Selective D., Visual D. and etc.

Auditory dictation- a type of dictation, a grammatical and spelling exercise based on the auditory perception of the text intended for recording, on correlating the sound composition of the word with the graphic composition and consisting in the correct recording of the text. S. d. develops the ability and skill of constant sound-letter analysis when writing, the relationship between orthoepy and spelling, and the perception of intonation to comply with punctuation. When working on syllabi, the student uses the rules of spelling and punctuation, and to apply them correctly, resorts to morphological and syntactic analysis. Ss are divided into warning, explanatory, and control (testing). For S. d. connected texts, individual sentences and words can be used. The main task of the dictionary is orthographic, but it can be accompanied by grammatical or other tasks: to emphasize certain grammatical forms, highlight synonyms, etc.

Selective dictation– type of auditory or visual dictation; Unlike other types of dictation, it involves recording not the entire dictated text, but only those words and phrases that contain spellings (or grammatical forms) for the rule being studied. It is carried out with the aim of developing attention, the ability to detect studied or repeated phenomena; allows you to save time in class. Example: when studying the topic “Declination of adjectives” during V.D., students write out the phrases “noun + adjective”, correctly agree the second with the first, write the required ending, underline it, indicate case, number, gender in brackets. V. d. allows additional tasks in the form of underlining, short notes, etc. There may be overview V. d.: all cases of use b after hissing, as well as its absence.

Visual dictation– a type of spelling exercise that develops spelling vigilance, visual memory and attention. The text (words, sentences) written on the board is read by students, analyzed, then erased, and students write it from memory, then checked. In this version, the exercise is carried out in the lower grades; in the senior grades, the exercise is carried out as a self-dictation: the student reads the text from the book, analyzes it, then closes the book and writes from memory, using his knowledge and skills in grammar and spelling. Then - self-test using the book.

Combined dictation- a type of auditory dictation, has the characteristics of warning, explanatory and control dictations: first, a preliminary explanation of spellings is carried out, in subsequent examples, spellings are explained along the way, simultaneously with the letter, then several sentences are written down without explanation, according to the control dictation method. K.D. is carried out mainly in generalization lessons, as well as in working with those who are lagging behind.

Explanatory dictation- a type of auditory dictation, carried out when a topic is consolidated, consists of recording text under dictation followed by an explanation of spelling patterns. It has options - according to the time of explanation and its completeness, as well as according to the nature of the dictated text: individual words, sentences, connected text. Some authors also recognize precautionary dictation as a variant of O.D. O. d. is used in every lesson and is one of the most common grammar and spelling exercises.

Warning dictation– type of auditory dictation; its goal is to prevent errors by explaining spelling patterns before writing text or words. P.D. is recommended to be carried out in the early stages of consolidating spelling material. P. d., as the rule is mastered, turns into an explanatory dictation, therefore P. d. is sometimes defined as a variant of explanatory dictation.

Dictation “Testing myself”- a type of control and educational dictation, characterized by a high level of self-control of students: it is allowed to ask the teacher, use a dictionary, reference books, etc. Questions and other methods of self-test are encouraged (if the questions are asked not for the sake of ostentatious activity), corrections are also encouraged. D. "P. With." contributes to the development of spelling vigilance and a critical attitude towards one’s own text. Arouses students' interest.

Self-dictation- a type of visual dictation. The text intended for writing is perceived by students visually, memorized, sometimes analyzed, spelling patterns are explained, then written down from memory (sometimes dictated by the teacher - visual-auditory version) and checked by the students themselves using the book, highlighting spelling patterns. The last condition increases the degree of independence of students. Used primarily in elementary grades; in older ones - mainly through self-training, without a teacher. Option S. – recording from memory prose or poetic texts memorized, followed by checking against the printed text.

Free dictation- type of D., close to exposition, “dictation of thoughts, not words” (V. A. Flerov). An interesting and accessible text for students is read by the teacher or by the students themselves, and a short conversation can be held; then the teacher reads part of the text - a paragraph, a few sentences; students write down what they remember; then the next passage is read, etc. V. A. Flerov, the creator of the SD, especially highly valued the independence of students in it, their creative contribution to the creation of a new text; however, later writers in it value closeness to the pattern and the use of the pattern's vocabulary and syntax.

Creative dictation– type of exercise in the development of independent coherent speech of students; It is also used to activate vocabulary and to master spelling. Called "T. d." different exercises are implied. One option: in accordance with the grammatical and spelling topic being studied, words are selected and analyzed; with them, sentences and coherent text on a given topic are compiled; these words can be used both in their original and in a given form. Another option: the text is read, parsed, and mandatory words are highlighted; then the text is written down by students freely and creatively, but the specified words must be used. Etc. has much in common with presentation using reference words, with free dictation.

Vocabulary dictation- a type of auditory or visual dictation. His distinguishing feature: Words are dictated, not sentences or text. It is used in cases where the spelling can be checked without relying on the context: unstressed vowels in the root of a word, spelling of prefixes, suffixes, spelling of unchecked words, etc. S. d. can be warning, explanatory, checking. It allows you to save time, focus students’ attention on the necessary spellings, enrich and activate students’ vocabulary. SD can be used as a control; its sizes: in grade IV - 15 - 20 words, in grade V - 20 - 25, in grade VI - 25 - 30, in grade VII - 30 - 35 and in grade VIII - 35 - 40 words. The control test usually tests the assimilation of words with untestable or difficult-to-check spellings. The disadvantage of S. d. is the artificial nature of the linguistic material: a sentence or text in this sense is more valuable.

Control (test) dictation- a type of auditory dictation. It is carried out at the end of studying a topic, section, at the end of a quarter, half a year. The dimensions of a connected text for K.D. are determined by the “Assessment Norms...” (approved in 1984): in IV grade - 90 - 100 words, in V - 100 - 110, in VI - 110 - 120, in VII - 120 – 140, in VIII – 150 – 170 words. “Assessment norms...” also determine the number of spellings and punctograms in a class: for example, in grade VIII there are no more than 24 different spellings and 15 punctograms. K.D. is carried out as completely independent work: students must understand the content of the text, write it down without distorting the meaning, understand every word and grammatical form, detect spelling and punctuation, check them, and write without errors. Sometimes the CD is accompanied by additional tasks - in the form of grammatical analysis, spelling comments, insertion of test words, etc. The CD is assessed in accordance with the “Assessment Norms...”: for example, a grade of “3” is given for 4 spelling and 4 punctuation errors, or 3 + 5, or 7 punctuation errors with no spelling errors. Based on the verified design documentation, error classifications are compiled and work is carried out on errors.

Presentation– a type of written exercise in the development of students’ speech based on a sample, a written retelling of a piece listened or read. You can also talk about I. based on a film or play. I. is used to teach logic and text composition; to enrich vocabulary, phraseology, syntax; for teaching genres - narration, description and reasoning, styles - artistic, scientific, journalistic; to use the studied grammatical means of the language in your own text; for education based on the material of the presented works. Types of information: in terms of completeness of transmission of content and language means - complete, close to the text of the sample, selective and compressed; by type - narrative, description, reasoning, folklore, etc.; by style - artistic, scientific, etc.; in terms of the degree of independence, in terms of creative contribution - close to the model and creative (with creative additions and restructuring, rearrangement of parts); according to the purpose of implementation - training and control. I. is often given additional grammatical and spelling tasks.

Presentation with language analysis of the text- a type of educational presentation, during the preparation of which schoolchildren, under the guidance of a teacher, explore how the text was created by the author depending on the chosen topic, on the idea of ​​the story, how words were chosen, how the search for the best words and syntactic structures took place. Experiments are being conducted to replace words and structures of the source text with parallel versions in order to verify the validity of the author's choice. This type of presentation presupposes maximum approximation to the original, assimilation of “foreign” words, figures of speech, and syntactic structures. Linguistic analysis of the text is carried out, as a rule, orally and is associated with previously studied or studied material in the Russian language course. The result of the preparatory work is the preparation of a language commentary. I. with I. R. i.e. provides a high level of awareness, communicative expediency in the choice of language means, and serves as a school of practical stylistics in the development of coherent speech of students.

Selective presentation– a type of written presentation as a method of speech development. In the And. one of the particular themes (microthemes) of the presented text is reproduced. Sampling can be done from different parts text, for example, retell everything that relates to the characteristic actor in the story; everything that characterizes pictures of nature in the text. In and. may be associated with an illustration picture, with a question or task from the teacher, with the desire of the student himself. As a rule, they are carried out no earlier than class II; serve as the basis for preparation for essays such as characterization of heroes of literary works, and in variants scientific text– the basis for teaching note-taking and thesis. In and. associated with condensed (brief) retellings and presentations.

Detailed presentation (complete, close to the sample text)- a type of written presentation of a read artistic, journalistic or scientific text, in which there is no task of reduction, selection, or creative restructuring; task P. and. – not only convey the sample in terms of content, but also preserve, if possible, the composition, logic of the text, syntax, and vocabulary of the sample. P. and. are carried out in all classes of the school both as training and as control tests. They serve as a means of enriching the language of schoolchildren, developing their sense of language, familiarizing them with styles and genres, teaching logic and text composition.

Brief (condensed) summary- a type of presentation that involves conveying only the basic, summary content of the presented text, devoid of details. The degree of compression can be different, up to expressing the main idea of ​​the story being presented, the text in one thesis. Reduction and compression requires the ability to select only the essential, basic content in the source text, generalize it, find generalizing language means and construct a new, own, compressed text. If during a detailed, complete presentation or retelling the student strives to preserve the stylistic features of the source text, then in a condensed presentation this is not observed. Typically, condensed presentation approaches the style of business information; An example would be the abstract of an article or book. Methods of compressing text: a) excluding details, details; b) generalization of specific, individual phenomena; c) a combination of excluding details and generalization. K. and. forms skills: the ability to isolate the main thing; the ability to focus on the communication situation when compressing text; ability to shorten text.

Creative presentation– a type of written presentation characterized by changes and additions to the text. Possible creative changes and additions: changing the narrator's face (from changing the personal form of the verb to retelling it from the perspective of one of the characters); continuation of the plot, continuation of the hero's fate; development of any episode, introduction of new episodes, landscape sketches, etc.; restructuring a plot work containing dialogues into a dramatic form (dramatization) or composing a film script; composing a story by analogy with what you read. T. and. It is usually carried out in grades II – VIII.

Skills in the field of coherent speech (essays) – component skills in the Russian language (modern programs define lists of skills for each class). At the end of the course, students should be able to: choose a topic for a written or oral essay, formulate it, determine its boundaries, identify subtopics (microtopics), and reveal the topic with varying degrees of completeness; collect, accumulate material on a chosen topic - both from one’s own experience and from books and other sources; set the goal of the essay, determine its task, idea; in accordance with the author's intention and the boundaries of the topic, select and systematize the accumulated material, arrange it in the required sequence, work on the composition of the essay, draw up an essay plan, and correct it; prepare language tools - a dictionary, figures of speech, visual aids, make sketches, fragments of text; create a written or oral text, i.e. write an essay or tell a story using prepared material, adhering to a plan, to realize the author’s intention; At the same time, comply with the requirements of the language norm in the selection of words, in the construction of sentences and text. In the oral version, comply with the requirements of spelling and expressiveness, in the written version - spelling, punctuation, calligraphy; improve what is written: find and correct errors, improve the structure of sentences and text, replace words with more accurate ones, etc., evaluate your own and other people’s text in terms of the listed requirements.

School essay– independent written work of the student, the presentation of his own thoughts, experiences, judgments, intentions. S. sh. – academic work, an exercise in the development of coherent speech, in the construction of text; at the same time, it is a means of self-expression of the student’s personality, his life position, and his inner world. In this sense, S. sh. – creative work and a means of education, formation of the student’s personality, his social activity. S. sh. they are distinguished by great diversity, they are classified according to the nature of the material and by topic - on literary topics, based on the students’ own life experience, by paintings, etc.; by text type - narration, description, reasoning; by genre - essays, reviews, newspaper articles, letters, stories, etc.; according to the degree of independence and forms of preparatory work - on a given or free topic, with or without lengthy preparation; by style - artistic, journalistic, etc. S. sh. according to supporting words, according to a given beginning or end, by analogy with a read story, with grammatical tasks, etc. modern methods specific skills that must be mastered by students are identified: skills related to understanding the topic, its boundaries, and disclosure of the topic; skills related to the accumulation of material for an essay, its selection, systematization; skills related to planning and writing according to the plan; skills related to language preparation of text; the ability to express one’s position in an essay and convey an idea; ability to create text and write it down; the ability to improve what is written, find and correct errors and shortcomings.

Essay methodology– section of Russian language methodology, speech development. Studies methods and techniques for teaching oral and written stories and compositions of different genres, styles, different topics, based on various sources, etc. Modern MS. develops groups of specific skills of students: in the field of working on a topic, accumulating material, its systematization and selection, drawing up a plan and working on a composition, determining an ideological plan and its implementation, selecting language means and their preparation, composing the text itself and improving it. Systems for teaching essays from grades I to X are being developed.

Genresschool essays and presentations. In modern methods of developing students’ speech, genres are correlated with speech styles: thus, the journalistic style, work on which begins in the 6th grade, corresponds to genres - interview, report, note, article (in a newspaper), etc.; the stories correspond to the artistic style various types: stories about incidents from the life of the author, stories heard, stories based on a picture, stories on a free topic, etc., and in the presentations - excerpts from stories, novels, etc. Compiling a play or film script also refers to working on the artistic style of speech. In the official business style they write: characteristics (business), protocol, announcement, statement, certificate, etc. Scientific style: retellings and presentations of excerpts from scientific articles and books, student reports and abstracts, notes on observations, keeping diaries of nature and etc. Some genres used in school may relate to different styles of speech: for example, an essay can be classified as both artistic and journalistic style. J. sh. With. and and. have compositional, logical and linguistic features, convey different content, and therefore require in various ways preparing students for essays, which allows us to talk about teaching methods for storytelling, abstracting, reporting, etc.

Along with the approach outlined above, in teaching aids one can find a different classification of genres: genres are traditionally divided into narration, description and reasoning. The latter in modern works on methodology are considered as types of text.

Subjects of essays– a list, a set of topics recommended for a particular class. T.s. corresponds to the educational objectives and content of what is being studied educational material, reflects the life of the students themselves, their work, social work, etc. T.S. should be extensive and varied. In the lower grades, the teaching of nature, work, games, excursions, etc. usually predominates; in the middle classes, the number of topics related to work, social activities, choice of profession, and the fundamentals of science being studied increases; in high school, the main topic is related to the literature course; “free” topics are also used (social, patriotic, professional, etc.).

Free essay topics- topics freely chosen by students from those proposed by the teacher, not necessarily strictly corresponding to the literature program, sometimes compiled by the author-student himself.

The note– type of essay at school; newspaper genre, most common in school settings. Usually in Z. some kind of interesting fact from the life of a class, school, an assessment is given to him, a bad deed is criticized, etc. It is used both in speech development lessons and in extracurricular activities.

Interview- one of the types of essays, a journalistic genre, recommended for students to work in a school newspaper. Yunkor addresses questions to the person whose opinion and knowledge interests the readers of the newspaper. The answers of this person to the cadet’s questions constitute the content of I.

Reportage– a type of student essay, newspaper genre, journalistic, used in a school wall newspaper, etc. It is a story from an eyewitness or participant in events directly from the scene of events. Provides highly motivated speech, fosters activity, and introduces people to social life.

Article- type of essay, newspaper genre. It is distinguished by its breadth of generalization, contains the development of significant issues, for example, moral behavior, labor success, etc. It is used mainly in extracurricular work for students, in the school wall newspaper. It is included in the list of types of essays that the school usually teaches in the 6th grade, but is written earlier.

Review of a book, movie, play, etc.- a type of student composition, carried out in all grades, starting from II. O. about k. is written as an extracurricular reading assignment, collectively or individually, usually after class discussion. An essay like O. about k is usually written at a high level of independence and reflects the students’ own opinion; Regulations that constrain students: mandatory drawing up of a plan, writing according to a certain scheme - do not apply in this case. The best O. are placed in the school newspaper, in a handwritten magazine.

Feature article– type of essay (artistic and journalistic genre). Introduced in VIII grade; the most accessible option is a portrait documentary O. Students also write travel O., O. about work at the company, etc. O. M. M. Prishvina, V. M. Peskova, etc. can serve as examples of O. for analysis.

Portrait– an image of a person’s appearance, a type of student essay. Options: description of a portrait (usually from a painting) and analysis of a person’s character based on the portrait. They write as if from life (My sister), by imagination (Portrait of my friend after 10 years), as well as in a work of painting (L. N. Tolstoy in a portrait by I. E. Repin), One of the most difficult types of essays, introduced in the simplest versions from IV grade. Working on an essay-p. connects with art classes.

Story– a type of narrative composition by students, oral or written. In its best examples, it approaches the story as a type of epic literature, that is, it has a composition characteristic of a story, several characters, depicts a picture of the life of people, less often animals, expresses a certain position of the author, conveys in images his idea, which has a certain social resonance . R.'s education at school begins in the first grade, where R. (from the word tell) is a summary of what happened. In grade II, schoolchildren draw up a collective plan, and in grade III, an independent plan; they introduce elements of nature descriptions and character characteristics into R. In grades IV – V, compositional skills are developed. In high school, R. becomes part of a system of extracurricular activities: competitions are held for the best R., etc.

Comparative Description– one of the types of descriptive essay, oral and written; exercise in coherent speech; relies on the mental operation of comparison, highlighting the similarities and differences of objects, for example: “Butterflies”, “Bouquet of wild flowers”, “In the village” (a trip from city to village), “Cat and dog”, “In the forest” (winter memories of flying in the forest). S. o. convenient for teaching schoolchildren the basics of composition, constructing a plan for an essay-description. S. o. makes it possible to introduce synonyms and antonyms into the text and to construct antitheses. S. o. introduced in the simplest versions from class I, widely used in various variants up to class VII.

Essay-miniature– a small-sized student’s essay, which is usually written in a grammar lesson in connection with the topic being studied. Most often this is a landscape sketch, an episode, or a humoresque. The small size of such an essay allows it to be carried out frequently, 2 – 3 times a week. M. is also called small-volume presentations conducted in Russian language lessons.

Group essay- one of the types of school essays. They are compiled by the whole class during the lesson, the text is written on the board, subjected to collective processing and improvement. Experience K. s. described by L.N. Tolstoy in the article “Who should learn to write from whom: to the peasant children from us or to us from the peasant children”; K. s. technique developed by A.V. Mirtov, K.B. Barkhin, widely used in the experience of the 20s; currently K. s. are carried out mainly in primary classes.

Composition of a student's essay– construction of an essay, arrangement and interrelation of parts in accordance with the writer’s intention, with communicative expediency. K. depends on the genre of the essay: in the narrative K. is most often determined by the course of events on which it is based (although there may be compositional rearrangements in order to interest the reader); in the description - the course of observations or the task of highlighting the main thing; reasoning is usually built according to the classical model: thesis - development of the thesis (evidence) - conclusion. According to tradition, essays often follow a three-part structure: introduction, main part (main) and conclusion. In introductions to narrative essays, the time and place of action are usually reported; to descriptions - the general impression of the object is conveyed, the position from which it will be described is indicated; in reasoning - a question is posed, the choice of topic is motivated. Schoolchildren usually do not master the compositional techniques of fiction (framing, a story within a story, the interweaving of two plot lines, violations of time sequence, etc.), and the teaching of these techniques is not provided in the classroom system. Work on K. s. associated with drawing up a plan and selecting material for an essay. However, studying the composition of literary and artistic works provides students with diverse examples of solving compositional problems.

Language preparation of essay text, presentation. At the preparatory stages for a written or oral composition, for presentation, special preparation of language means is carried out, guided by the teacher, in connection with the collection of material and its systematization, drawing up a plan, thinking about the composition, etc. Ya. p.t. involves: a) selection of words, compiling a dictionary for the upcoming essay in accordance with the topic and material, choosing the most accurate words; b) preparing the spelling of the necessary words, preventing possible errors in them; b) preparation of figures of speech, figurative means, phraseological units, quotes; d) writing small fragments of the upcoming text, rough drafts. At the stage of Ya. p.t. dictionaries and model texts are used; prepared language material can be discussed with the teacher. In the process of writing the text of an essay or presentation, it is allowed to use prepared language material (except for tests); it is important that the prepared language tools are actually used. When assessing a written essay, presentation and oral presentations, the richness and diversity of vocabulary, syntactic structures, and the ability to use language means characteristic of scientific style, for artistic writing, etc.

Title of an essay, report, story, etc.. – methodical technique consists of the student choosing, with the guiding role of the teacher, words, phrases or sentences that would sufficiently correctly reflect the author’s intention, his idea, the content and topic of the essay, and would indicate the main thing in it. Depending on the style and purpose of the essay, the title can be figurative, allegorical, or inviting; catchwords, etc. can be used as a title. Examples O.: “Who should I be?” or “Who will I be” - with the topic “Choice of a profession”; “Not only who to be, but how to be” is the title of a journalistically oriented, polemical work; “Acacia has bloomed”, “Starlings have arrived”, “Golden Autumn” - the titles of emotional, artistic essays about nature; “A golden word mixed with tears” is the title of a report dedicated to “The Tale of Igor’s Campaign,” etc.

Plan for an essay, report, story, presentation, etc.– a short program outlined at the preparation stage, which involves highlighting parts of the text and their relative arrangement. P. can be mental (internal), oral or written; simple and complex; P. points can take the form of questions, narrative or nominal sentences, quotes; there is a picture P. Learning to compose a P. begins with compiling a P. ready-made story, essay, article. P. is compiled by students in grades II - III collectively, with the help of a teacher, in grades IV - X - independently; The future essay compiled by P. can be clarified and rearranged in the course of further work on the topic. The paper can be expanded into a thesis form and then into a full text.

Draft– a teaching tool that creates favorable conditions for students’ independent work. Used when writing essays and summaries, preparing reports and reports, plans, letters, as well as some exercises on grammar and spelling. The essay methodology recommends a system for editing Ch., improving the text before completely rewriting it. Successful corrections made in Ch. are encouraged. Ch. also serves as a means of studying the process of students’ work, which is very important for understanding the difficulties encountered and ways for students to overcome them.

Editing– one of the types (techniques) of students’ work on the text, its improvement. It is carried out mainly as self-editing and consists of checking and correcting a draft essay: eliminating repetitions, replacing words with synonyms, eliminating logical gaps, violations of internal connections in the text and in sentences, etc. R. also involves checking spelling and punctuation. Compositional changes are possible. R. is introduced in grades II–III and is expanded and complicated in subsequent grades. In high school, mutual review of essays is possible. In necessary cases (preparing an essay for a competition, notes for a newspaper), the teacher acts as an editor.

Work on mistakes– one of the most important areas of teaching the Russian language, an integral part of the education system; the corresponding section of the Russian language methodology. It permeates all organizational forms of learning: lessons, homework, etc. Includes: a) prevention of possible errors when studying various course topics based on forecasting, knowledge of typical errors and difficulties; b) detection and correction of errors by students themselves in essays, presentations, dictations and other texts and individual words, in oral and written speech on the basis of self-testing and editing; c) correction, accounting, classification of errors by the teacher, followed by generalization and use of data both for general diagnostics and forecasting of work in the classroom, and for organizing specific collective, group and individual work of students on errors; d) organizing and conducting special lessons on working on mistakes, fragments of work on the island. in different, regular lessons, the use of “error registers”, dictionaries, etc. The listed types of work are carried out with errors different types– speech, spelling, spelling, etc. It must be emphasized that the most important thing is to prevent errors; the mistake itself should be considered as an abnormal phenomenon; Overcoming errors should be based on theoretical material, positive examples, and the norms of the literary language.

Essay system– such a consistent set of educational and test essays and preparatory exercises for them, which covers a long period of study (from I to X grades or from IV to VIII grades, but not less than one year), is based on a single fundamental basis, includes the entire set types of essays in appropriate proportions and with a gradual increase in students’ skills, volume of essays, difficulty of topics and language. S. s. ensures the consolidation of theoretical knowledge of the language, the application of this knowledge in students’ own independent speech, in particular spelling and punctuation skills. S. s. provides educational tasks through the choice of topics and the possibility of self-expression of the student’s personality, reflection of his views, his life position. S. s. are variable and are developed taking into account the conditions of a given class, the industrial and natural environment, and the interests of students, but the main features of S. s. must be maintained in any of its variants. An example of S. s. a book edited by T. A. Ladyzhenskaya “System of teaching essays in grades 4 – 8” (M., 1978).

Dictation assessment

When evaluating dictations, errors are necessarily emphasized, but not taken into account:

a) in the transfer of words;

b) to rules that are not included in the mandatory minimum for secondary school;

c) to rules that have not yet been studied;

d) in vocabulary words on which no special work was carried out;

Emphasized but not taken into account typos, as well as erroneous spellings that distort the sound appearance of the word, such as "Memmy" instead of earth, « panomaem» instead of works. The difference between a typo and an error is that a typo is the incorrect spelling of a phoneme in a strong position - in an area where spelling rules do not apply. With careful self-checking, the student will easily notice and correct the mistake.

In school practice, when evaluating a dictation, the nature of the error is also taken into account. Let's consider this issue separately.

Classification of errors (spelling and punctuation)

In school practice, when assessing students’ written work, a whole “scale” of errors is taken into account, including concepts such as repeated, same type and gross / non-gross errors.

Repetitive errors are those made in the same word or the root of words with the same root.

Errors made on the same rule are considered to be of the same type (one of the cases of isolation of participial phrases, omission of the same punctuation mark before the same conjunction in a complex sentence, incorrectly written spelling). In this case, it is necessary to distinguish between errors where the conditions for choosing the correct spelling lie in the grammatical features of a given word (on the line, in striving; breathing, struggling; canvas, hedgehog), and errors, where the correct spelling is governed by the basic principle of Russian spelling, that is, when you need to choose another word or its form to check the spelling (stellar- star, rinse- rinses). The latter are not considered errors of the same type.

Gross / non-gross errors, in turn, are subject to further gradation.

Gross errors include:

1) on the rules passed;

2) in writing the most common words with unverifiable and difficult to verify vowels and consonants;

3) the absence of a punctuation mark in clear cases that do not allow a different approach (for example, the absence of a comma before conjunctions A. But), and, conversely, placing an unnecessary sign (for example, the presence of a comma between the subject and the predicate).

Non-blank errors include:

1) in exceptions to the rules;

2) when writing rarely used words with double consonants (capillary instead of capillary, mason instead of Freemason and under.);

3) in writing words with unverifiable and difficult-to-verify vowels that are not included in the minimum dictionary adopted at school (see the dictionary at the end of each textbook, as well as the words in the frames for memorization);

4) in writing capital letter in compound proper names (eg. Moscow State University);

5) for the combined or separate writing of prefixes as part of adverbs, not regulated by rules;

6) for continuous or separate writing NOT with adjectives and participles as a predicate;

7) Y and I after prefixes in the root;

8) in cases where it is difficult to distinguish between NOT and NOR (no one else...- none other than...);

9) in proper names of foreign origin (Conan Doyle);

10) when replacing one punctuation mark with another, if the meaning of the statement is not violated (for example, a comma instead of a dash in a complex sentence);

11) with a single omission of one punctuation mark during isolation;

12) when one of the combined punctuation marks is omitted or their sequence is violated.

A similar gradation of errors has taken shape and exists in the practice of school teaching of the Russian language; this system has both its pros and cons; Some teachers take into account all of the specified points when grading, others - not all of them, but no one can ignore the recommendations set out in the “Norms for assessing knowledge, skills and abilities...”.

When counting errors:

a) two minor errors are counted as one;

b) repeated errors are counted as one;

c) the first three mistakes of the same type - as one, each subsequent one - as an independent one;

d) if two or more errors are made in one unchecked word, then all of them are counted as one.

If there are more than 5 corrections in the control dictation - correction of incorrect spelling to correct - the score is reduced by one point. An “excellent” rating cannot be given if there are 3 or more corrections.

The dictation is assessed with one mark, and the number of errors is shown at the end of the work in the form of a fraction, where the numerator is spelling errors and the denominator is punctuation errors, and:

A grade of “5” is given for error-free work, as well as in the presence of 1 minor spelling or 1 minor punctuation error (0/0, 1/0,0/1);

A score of “4” is given if there are 2 spelling and 2 punctuation errors in the dictation, or 1 spelling and 3 punctuation errors, or 4 punctuation errors in the absence of spelling errors - 2/2, 1/3, 0/4. If among the spelling errors there are similar ones, then “4” can be set for 3 spelling errors;

A grade of “3” is given for a dictation in which the following number of errors was made: 4/4, 3/5, 0/7. In grade 5, the fraction 5/4 is allowed. If among the spelling and punctuation errors there were minor and similar ones, the fraction 6/6 is acceptable;

A grade of “2” is given for a dictation in which the following number of errors was made: 7/7.6/8, 5/9.8/6.

If there are more errors, the diktat is scored “1”. (I would like to especially note this point and remind you that the school has adopted a five-point grading system and the grade “1” should not be neglected).

As we can see, when assigning any assessment, there is variability in the number of errors, but at the same time it is necessary to take into account the limit, exceeding which does not allow assigning a given assessment. The limit for a rating of “4” is the presence of 2 spelling errors, for a rating of “3” - 4 spelling errors, for a rating of “2” - 7 spelling errors.

When assessing a control vocabulary dictation, you need to know that:

A score of “5” is given if there are no errors;

A score of “4” is given if no more than 2 errors are made;

A score of “3” is given if 3-4 errors are made;

A grade of “2” is given for a dictation in which up to 7 errors were made;

A score of “1” is given if more than 7 errors are made.

Evaluation of presentations and essays

Presentation is an exercise that serves to develop coherent speech. The types of presentations and the methodology for conducting them are described in § 88 (pp. 572-574).

The approximate volume of text for a detailed presentation - a presentation close to the text - is determined for 5th grade in 100-150 words, for 6th grade - 150-200, for 7th grade - 200-250, for 8th grade - in 250-350, for 9th grade - 350-450 words.

The volume of test texts in grades 8 and 9 can be increased by 50 words due to the fact that preparatory work is not carried out in such lessons.

Composition is one of the main methods for developing students’ written, coherent speech (see § 89, pp. 575-581).

The approximate volume of class essays in 5th grade is 0.5-1.0 pages, in 6th grade - 1.0-1.5 pages, in 7th grade - 1.5-2.0, in 8th grade - 2.0- 3.0, in 9th grade - 3.0-4.0 pages. The specified framework should not be perceived as dogma, but only as a “guide to action,” since the volume of the essay depends on many circumstances: the pace of the student’s writing (as a rule, lower for “left-handers”), the topic and nature of the idea, general level linguistic culture of the writer.

Presentations and essays demonstrate both the ability to develop a topic using the necessary linguistic means, and compliance with language norms and spelling rules. Therefore, any presentation and composition is assessed with two marks: the first is given for content and speech design, the second is for literacy. Literacy is assessed by the number of errors made by the student - spelling, punctuation and stylistic (grammatical); for the latter see § 89.

To score “5”, subject to the requirements for content and speech format specified in the “Norms for assessing knowledge, skills and abilities in the Russian language”, 1 spelling, or 1 punctuation, or 1 stylistic error is allowed, although this error is not gross.

For a “4” rating, the following are allowed: 2 spelling and 2 punctuation errors, or 1 spelling and 3 punctuation errors, or 4 punctuation errors in the absence of spelling errors, as well as 2 stylistic ones.

For a “3” rating, the following are allowed: 4 and 4, or 3 and 5, or 7 punctuation errors in the absence of spelling errors, as well as 4 stylistic errors.

For a “2” rating, the following are allowed: 7 and 7, or 6 and 8, or 5 and 9, or 8 and 6, as well as up to 7 stylistic errors.

A rating of “1” is given if there are more than 7 spelling, 7 punctuation, and 7 stylistic errors.

“Norms for assessing knowledge, skills and abilities” regulate a differentiated approach to grading for different types of work. For example:

Educational work (that is, exercises and dictations of a non-final nature) is assessed more strictly than test work;

The first and second, both class and homework, when consolidating the material, may not be graded at the discretion of the teacher;

Primary importance is given to grades for literacy (although it is said that the final grade should reflect all aspects of the student’s preparation, including the acquisition of theoretical knowledge and speech development);

In high school, both essay grades (literature knowledge and literacy) are given as a fraction in the literature class journal;

The final grade (for a quarter, for a year) should not be displayed as the arithmetic average of previous grades (however, the results of current performance must be taken into account).

Work on mistakes

Throughout school course When developing correct writing skills, you work on mistakes. Regular checking of written work by the teacher automatically implies subsequent correction of noted errors by the student himself. The actual standard form for correcting errors is as follows:

In the case of an erroneous spelling of a vocabulary word, which is learned primarily by memorizing its graphic appearance, it is permissible to give the task to simply write out this word several times.

The teacher’s work to eliminate errors (primarily spelling and punctuation errors) is long-term, purposeful, systematic, and most importantly, thoughtful in nature. When planning each topic, the teacher, after the next test (dictation, presentation or essay), as a rule, devotes a lesson to analyzing the mistakes made by students.

Russian language tests– these are tasks of a standard form, the implementation of which is designed to reveal the presence of certain skills, abilities, abilities, mental development and other personality characteristics. Educational tests are used to test students’ knowledge, skills, and abilities in the Russian language, as well as their ability to generalize, independently solve problems, and analyze and synthesize.

Unified State Examination in Russian Language

The form of final reporting for graduates is the Unified State Exam (USE). In academic subjects, students are offered the option of a single control measurement material (CMM) throughout the entire territory of the Russian Federation, which has three parts: part A includes test tasks, part B - a written answer to questions asked, part C - tasks of increased complexity. The Unified State Examination for each subject is assessed on a 100-point system, and the number of points corresponding to the usual five-point grading scale is set for each subject and each year.

To explain the guidelines of the Unified State Examination in the Russian language, we present part of the document from the Department of General Education of the Ministry of Education of Russia « Specification of control measuring materials for the 2011 unified state exam in the RUSSIAN LANGUAGE"

The main types of classroom and home written work by students are training works, which include:

Current and final written tests are carried out in Russian language and literature.

Current tests have the goal of checking the assimilation of the studied and tested program material; their content and frequency are determined by the teacher, taking into account the degree of complexity of the material being studied, as well as the characteristics of the students in each class. To carry out ongoing tests, the teacher can devote the entire lesson or only part of it.

Final tests are carried out:

· after studying the most significant topics of the program,

at the end of the school term,

· at the end of the trimester, half-year.

In order to prevent student overload, the timing of final tests is determined by the school-wide schedule drawn up by school heads in consultation with teachers. Only one written final test should be given in class per workday. When planning tests in each class, it is necessary to provide for their even distribution throughout the entire quarter, avoiding the accumulation of written tests at the end of the quarter, trimester, or half-year. It is not recommended to carry out tests on the first day of the term, on the first day after the holiday, on Monday. Subject teachers correct spelling errors.

Quantity final tests on Russian language and literature.

The teacher has the opportunity to routinely determine the degree of mastery of program material by students’ oral responses and educational written works; therefore, in each class it is advisable to conduct the following amount final written tests in Russian language and literature in secondary schools:

Type of work
Tests work
Statements
Essays

Classes
cool	home	Total

To complete all types of educational work, students must have the following number of notebooks: for the Russian language in grades 5-9 - two workers notebooks and one notebook for presentations and essays (for work on speech development).

For tests For the Russian language and literature, special notebooks are allocated, which are kept at school throughout the academic year and given to students to work on mistakes in.

Types of final tests: dictation, mini-presentation (100-160 words), testing, multidimensional linguistic analysis of the text, test (for different levels of training). In grades 1–11, in Russian language notebooks, the type of work is written down and the line below its name (short-term work performed in regular notebooks is also indicated).

For example:

All notes in notebooks Students must comply with the following requirements:

· write in neat, legible handwriting;

· make uniform inscriptions on the cover of the notebook - indicate what the notebook is intended for (for work on the Russian language, for work on speech development);

· observe the margins on the outside;

· indicate the date of completion of the work (in Russian language notebooks, the date and month are written in words in the form nominative case(for example, the Fifth of December);

· write on a separate line the name of the topic of the lesson, as well as the topic of written work (presentations, essays, etc.);

· indicate the exercise number, indicate the type of work being performed (plan, notes, answers to questions, etc.), indicate where the work is being performed (classroom or home);

· follow the red line;

· between the date and the title, the name of the type of work and the title in notebooks on the Russian language, do not omit the line;

· between the final line of the text of one written work and the date or title (name of the type) of the next work in Russian notebooks, skip two rulers (to separate one work from another and to grade the work);

· carefully underline - symbols with a pencil or pen, if necessary - using a ruler;

· correct errors as follows: cross out an incorrectly written letter or punctuation mark with an oblique line, and part of a word, word, sentence with a thin horizontal line; Instead of crossing out, write the necessary letters, words, sentences; Do not put incorrect spellings in brackets.

The procedure for checking written work by teachers defines MO of teachers of Russian language and literature. UMC of Russian language and literature LOIRO recommends The following procedure for checking workbooks:

· in 5th grade – after each lesson for all students;

· in grades 6 – 9 for weak students – after each lesson;

· For other students in grades 6–8, notebooks are checked once a week, and in grades 9–11 - twice a month.

Type of work being checked in all classes determined by the teacher: homework, independent work, vocabulary dictation, test, etc.

Statements And essays in Russian language and literature, as well as all types of tests work on subjects is checked for all students.

In the work being checked, the teacher notes any mistakes made.

· In the margins, the teacher indicates the error with a certain symbol:

| – spelling error, V – punctuation error.

· When checking presentations and essays in grades 5-11 (both control and teaching), not only spelling and punctuation errors are noted, but also factual, logical, speech (underlined by a wavy line) and grammatical ones. In the margins of the notebook, the teacher marks factual errors as “F”, logical errors as “L”, speech errors as “R”, grammatical errors as “G”, also using other special notations.

· The teacher underlines errors only with red ink (red ink, red pencil).

· After checking the dictation, presentation or essay, the teacher counts and records the number of errors by type, in dictations the number of spelling and punctuation errors is indicated, and in presentations and essays, in addition, the number of factual, logical, speech and grammatical:

F – L – R

O – P – G

· After counting errors in the prescribed manner, the work is graded.

All tests are graded by the teacher.

For diagnostic work, grades “2” and “3” may not be awarded.

Independent learning written work is also assessed; Grades in the journal for these works can be assigned at the discretion of the teacher. Classroom and home written work in the Russian language is graded; Grades in the journal can be assigned for the most significant work at the discretion of the teacher.

When assessing students' written work, the teacher is guided by the relevant standards of knowledge, skills and abilities of schoolchildren.

After checking written work, students are given the task of correcting errors or performing exercises to prevent the repetition of similar errors.

Work on mistakes, as a rule, is carried out in the same notebooks in which the corresponding written work was carried out.

During tests, students in grades 5-11 can use linguistic dictionaries.

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The main types of classroom and home written work by students aretraining works, which include:

Current and final written tests are carried out in Russian language and literature.

Current testshave the goal of checking the assimilation of the studied and tested program material; their content and frequency are determined by the teacher, taking into account the degree of complexity of the material being studied, as well as the characteristics of the students in each class. To carry out ongoing tests, the teacher can devote the entire lesson or only part of it.

Final tests are carried out:

∙ after studying the most significant topics of the program,

∙ at the end of the school term,

∙ at the end of the trimester, half-year.

In order to prevent student overload, the timing of final tests is determined by the school-wide schedule drawn up by school heads in consultation with teachers. Only one written final test should be given in class per workday. When planning tests in each class, it is necessary to provide for their even distribution throughout the entire quarter, avoiding the accumulation of written tests at the end of the quarter, trimester, or half-year. It is not recommended to carry out tests on the first day of the term, on the first day after the holiday, on Monday. Subject teachers correct spelling errors.

Number of totals tests on Russian language and literature.

The teacher has the opportunity to routinely determine the degree of mastery of program material by students’ oral responses and educational written works; therefore, in each class it is advisable to conduct the following amount final written tests in Russian language and literature in secondary schools:

Type of work	Number of final papers in the Russian language (per year by grade):
Tests work
Statements
Essays

Classes	Number of essays on literature (per year by grade):
cool	home	Total

To complete all types of educational work, students must have the following number of notebooks: for the Russian language in grades 5-9 - two workers notebooks and one notebook for presentations and essays (for works on speech development).

For testsFor the Russian language and literature, special notebooks are allocated, which are kept at school throughout the academic year and given to students to work on mistakes in.

Types of final tests: dictation, mini-presentation (100-160 words), testing, multidimensional linguistic analysis of the text, test (for different levels of training). In grades 1–11, in Russian language notebooks, the type of work is written down and the line below is its name (short-term work performed in regular notebooks is also indicated).

For example:

All notes in notebooksStudents must comply with the following requirements:

∙ write in neat, legible handwriting;

∙ uniformly carry out the inscriptions on the cover of the notebook - indicate what the notebook is intended for (for work on the Russian language, for work on speech development);

∙ observe the margins on the outside;

∙ indicate the date of completion of the work (in Russian language notebooks, the date and month are written in words in the form of the nominative case (for example, the Fifth of December);

∙ write on a separate line the name of the topic of the lesson, as well as the topic of written work (presentations, essays, etc.);

∙ indicate the exercise number, indicate the type of work being performed (plan, notes, answers to questions, etc.), indicate where the work is being performed (classroom or homework);

∙ follow the red line;

∙ between the date and the title, the name of the type of work and the title in notebooks on the Russian language, do not omit the drain;

∙ between the final line of the text of one written work and the date or title (name of the type) of the next work in Russian notebooks, skip two rulers (to separate one work from another and to grade the work);

∙ carefully underline - symbols with a pencil or pen, if necessary - using a ruler;

∙ correct errors as follows: cross out an incorrectly written letter or punctuation mark with an oblique line, and a part of a word, word, sentence with a thin horizontal line; Instead of crossing out, write the necessary letters, words, sentences; Do not put incorrect spellings in brackets.

The procedure for checking written work by teachers defines MO of teachers of Russian language and literature. UMC of Russian language and literature LOIRO recommends The following procedure for checking workbooks:

∙ in 5th grade - after each lesson for all students;

∙ in grades 6–9 for weak students - after each lesson;

∙ For other students in grades 6–8, notebooks are checked once a week, and in grades 9–11 - twice a month.

Type of work being checked in all classes determined by the teacher: homework, independent work, vocabulary dictation, test, etc.

Presentations and essays in Russian language and literature, as well asall types of testswork on subjects is checked for all students.

In the work being checked, the teacher notes any mistakes made.

∙ In the margins, the teacher indicates the error with a certain symbol:

| – spelling error, V – punctuation error.

∙ When checking presentations and essays in grades 5-11 (both control and teaching), not only spelling and punctuation errors are noted, but also factual, logical, speech (underlined by a wavy line) and grammatical ones. In the margins of the notebook, the teacher marks factual errors as “F”, logical errors as “L”, speech errors as “R”, grammatical errors as “G”, also using other special notations.

∙ The teacher underlines errors only with red paste (red ink, red pencil).

∙ After checking the dictation, presentation or essay, the teacher counts and records the number of errors by type, in dictations the number of spelling and punctuation errors is indicated, and in presentations and essays, in addition, the number of factual, logical, speech and grammatical:

F – L – R

O – P – G

∙ After counting errors in the prescribed manner, the work is graded.

All tests are graded by the teacherrecording grades in the class register.

For diagnostic work, grades “2” and “3” may not be awarded.

Independent learning written work is also assessed; Grades in the journal for these works can be assigned at the discretion of the teacher. Classroom and home written work in the Russian language is graded; Grades in the journal can be assigned for the most significant work at the discretion of the teacher.

When assessing students' written work, the teacher is guided by the relevant standards of knowledge, skills and abilities of schoolchildren.

After checking written work, students are given the task of correcting errors or performing exercises to prevent the repetition of similar errors.

Work on mistakes, as a rule, is carried out in the same notebooks in which the corresponding written work was carried out.

During tests, students in grades 5-11 can uselinguistic dictionaries.

1. The procedure for maintaining and preparing notebooks.

2. Design of inscriptions on the covers of notebooks.

3. Preparation of written works in the Russian language

4. Organization of work to develop calligraphy skills

5. Preparation of written works in mathematics

6. Keeping diaries in primary school.

Unified spelling regime in elementary school.

The procedure for maintaining and preparing notebooks .

· All entries in notebooks should be written in neat calligraphic handwriting.

· Use a ballpoint pen with blue ink.

· All underlines, fonts geometric shapes done with a simple pencil.

In elementary school, students have notebooks for completing all types of educational and testing work in basic subjects.

Mathematics and Russian language:

Notebooks No. 1 and No. 2 (for current work)

Notebook No. 3 (for tests)

Presentation and composition refer to works of a creative nature and are signed as notebooks for creative works.

It is allowed to have notebooks on literary reading in which creative types of work are performed (essays, drawings, plans for works, definitions of literary concepts, etc.)

For lessons on learning about the world, it is possible to use printed notebooks, but more often in practice, students have ordinary workbooks.

In accordance with the program requirements, it is allowed to have notebooks on music, foreign language, elective courses, etc.

There is no need to maintain notebooks on labor, fine arts, physical culture, life safety, traffic rules.

Design of inscriptions on the cover of notebooks.

The notebooks of 1st and 2nd grade students are signed by the teacher. Notebooks for students in grades 3-4 are signed by the students themselves under the guidance of the teacher. Not necessary so that the notebooks are signed in the same handwriting.

The inscriptions on the covers must be drawn up in a uniform form, in compliance with calligraphy standards.

Sample:

Notebook No. 1 (No. 2, No. 3)

For (control) work

In mathematics (Russian language)

2nd grade student "a"

High school №1

Petrenko Ksenia.

The preposition “by” is written on the same line with the name of the item.

The class numbering is written Arabic in numbers.

Last name and first name should be written in the form genitive case. First write the last name and then the full name.

Working on bugs complete in workbooks. Daily work on mistakes should be a holistic system, the effectiveness of which can be seen in improving the quality of training.

In elementary school, notebooks are checked daily without fail. Test papers are checked for the next lesson. Notebooks No. 3 are shown to parents and given to them at home. But they are kept in the classroom until the end of the school year.

Students' work is checked by the teacher using red ink. Assessment of written current and test work is carried out in accordance with accepted assessment standards.

Preparation of written works in the Russian language.

After class and homework you should retreat two lines (we write on the third).

Upon registration red line an indentation to the right of at least 2 cm is made (two fingers). Compliance with the red line is required from the first grade when preparing texts and starting a new type of work.

During work lines are not skipped.

A new page begins from the top lines, is added to the end of the page, including the last line.

On the left, when designing each line, no more than 0.5 cm is indented from the edge.

On the right, the line is appended to the end. The use of transfer rules is mandatory. Unreasonable presence of empty spaces on a line is not allowed.

The date of writing the work in the Russian language (and mathematics) is recorded in the center of the working line.

In the first grade, during literacy training, the date is recorded by the teacher or students in the form of a number and the initial letter of the name of the month: 1 d. At the end of this period, the date is written in full: December 1.

From the 3rd grade (from the 2nd half of the year) it is allowed to write numerals in words in date entries: December first.

The title of the work is recorded on the next working line (without a gap) in the center and is formatted as a proposal.

For example: Classwork.

Homework.

Work on mistakes.

The variability of the work is recorded on the following line in the center or in the margins (short form of recording):

Option 1

1-in.( notation in Roman numerals)

The word exercise is written in full from 3rd grade, starting from the third quarter.

The numbers of exercises performed in notebooks are indicated when they are complete. If the exercise is not performed completely, then it is not indicated. A short and full form of entry is allowed (in the center of the line).

Sample: Exercise 234.

Exercise 234.

In work that requires recording in a column, the first word is written with a capital letter. Punctuation marks (commas) are not used.

For example: Wind

East

sand

When performing this type of work on a line, the first word is written on the red line, with a capital letter, separated by a comma.

For example:

Wind, east, sand.

When performing various types of analysis, compliance with accepted norms of word abbreviations and term designations is required. The word is shortened only by consonants:

deaf-voice, voiced-voice, consonant-consonant, hard-tv.,

noun

adjective

verb-ch.

preposition-pr.

masculine-m.r.

feminine

neuter gender-sr.r.

Past tense - past.

Present time - present.

Future tense - will.

Singular number

Plural - plural.

The names of the cases are indicated capital letter (Im.p. R.p. D.p. V.p. etc. P.p.)

It should be determined that the designations above the words perform with a pen, as well as simple sharpened pencil. All underlinings are made using a ruler only pencil.

Some types of work can be carried out without a ruler, if children have developed skills in working with a pencil.

When preparing written types of analysis, you should comply with the requirements of the proposed samples. Draw students' attention to the placement of dashes, periods and commas after certain abbreviations of terms.

Let us recall that in mathematics, when abbreviating the names of units of measurement

no dots are added.

For example: mm, m, cm, h, min, km, kg, g, etc.

Students in grades 1-2 write in notebooks in a narrow line. The transition to a wide range is determined by the teacher from the 3rd grade, taking into account whether the students have successfully developed writing skills.

From teachers primary classes a lot of various techniques organizations “a minute of penmanship.” The methodology for conducting them requires compliance with the content, volume and frequency of implementation.

1. You should retreat after class and homework. two lines (we write on the third).

2. Upon registration red line an indentation to the right of at least 2 cm is made

(two fingers).

3. Compliance with the red line is required from the first class upon registration

texts, starting a new type of work.

4. During work lines are not skipped.

5. A new page begins from the top lines, is added to the end of the page, including the last line.

6. On the right, the line is added to the end.

7. The use of transfer rules is mandatory.

8. Unreasonable presence of empty spaces on a line is not allowed.

9. The date of writing the work in the Russian language (and mathematics) is recorded in the center of the working line.

10. In the first grade, during the period of literacy training, the date is recorded by the teacher or students in the form of a number and the initial letter of the name of the month:

11. From 4th grade it is allowed to write numerals in words when writing dates:

December first.

12.The name of the work is recorded on the next working line (without

passes) in the center and is framed as a proposal.

For example: Classwork

Homework

Independent work

Work on mistakes

13. In grades 1–4, in math test books, the phrase « Test» not written.

14. The variability of work is recorded on the following line in the center or in the margins (short form of recording): IN 1; AT 2.

15. The numbers of exercises performed in notebooks are indicated when they are complete. If the exercise is not performed completely, then it is not indicated.

16. Short and full forms of entry are allowed (in the center of the line).

Sample: Exercise 234 Exercise 234

17. In work that requires writing in a column, the first word is written with a small letter. Punctuation marks (commas) are not used.

For example: wind

East

sand

18. When performing this type of work on a line, the first word is written on the red line, with a capital letter, separated by a comma.

For example: Wind, east, sand.

19. When performing various types of analysis, compliance with accepted norms of word abbreviations and term designations is required. The word is shortened only by consonants: deaf - deaf, voiced - sound, consonant - agree, hard - tv.; noun - noun; adjective - adj.; verb - v.; preposition - etc.; masculine - m.r., feminine - w.r., neuter - s.r.; past tense - past tense, present tense - present tense, future tense - future tense; singular- units, plural- plural

The names of the cases are indicated capital letter (I.p. R.p. D.p. V.p. etc. P.p.)

20. It should be determined that the notations are met above the words blue paste. Underlines are made using a ruler pencil (or green paste).

21. When preparing written types of analysis, you should comply with the requirements of the proposed samples. Draw students' attention to the placement of dashes, periods and commas after certain abbreviations of terms.

22. Students of grades 1 and 2 (1st semester) write in notebooks in a narrow line.

23. Work on calligraphic handwriting should be carried out throughout all four years of primary school. In this case, it is necessary to approach each child individually.

24. Errors in work are highlighted by the teacher in red and marked in the margins of the notebook. The following designations are considered traditional:

I – spelling error;

V – punctuation error;

P – speech error

25. Work on errors is carried out in the second to fourth grades by students independently. The form of work on errors is determined by the teacher.