To help a schoolchild / Competitions / Diagnostics of meta-subject results in history. Evaluation of meta-subject results. Verified UUDs and assessment keys

Diagnostics of meta-subject results in history. Evaluation of meta-subject results. Verified UUDs and assessment keys

24.01.2024

Diagnostics of meta-subject results in accordance with Federal State Educational Standards LLC

geography teacher

MAOU "Lyceum No. 9"

The new standard, developed within the framework of the activity-based education paradigm, aims at developing the student’s personality based on mastering methods of action. The concept of standards “shifts the emphasis from studying the fundamentals of science to ensuring the development of universal educational activities based on the fundamentals of science”

The standard includes the requirements:

to the results of mastering OOP to the structure of OOP to the conditions for implementing OOP

In the second standard, where the emphasis is on results, three groups of educational results are established:

requirements for personal results requirements for meta-subject results requirements for subject results

Meta-subject results are the results mastered by students on the basis of several academic subjects, methods of activity that are applicable both in the educational process and in solving life problems.

The object of assessment of meta-subject results is the students’ level of learning skills – regulatory, cognitive and communicative.

The basis for diagnosing meta-subject results was taken from materials developed by the deputy director for educational work of the lyceum, Tatyana Orestovna Shishlyannikova, and Yulia Sergeevna Litvinova, an employee of the quality department.

Basic diagnostic work:

Starting diagnostic work in geography (5 grades) Final diagnostic work in geography (5 grades)

Diagnostics is a set of monitoring and evaluation techniques aimed at solving the problems of improving the educational process, students (taking into account their individual capabilities and needs), as well as improving teaching and educational methods.

Diagnostics include:

control verification assessment accumulation of statistical data, their analysis forecasting identification of dynamics and trends of the pedagogical process

The peculiarity of the control and measurement materials of diagnostic work on the assessment of universal educational actions is that their assessment is carried out according to tasks in which a specific universal action is assessed and this action acts as a result.

Based on the results, an assessment is made (direct or indirect) of the formation of most cognitive educational actions and skills in working with information, as well as an indirect assessment of the formation of a number of communicative and regulatory actions, and all data is entered into a table according to the UUD.

Starting and final diagnostic work:

works check subject and meta-subject (cognitive UUD) results; compiled, conducted, checked, processed by the teacher; The purpose of the work is to monitor the dynamics of achieving the planned results of OOP LLC.

Comparison of initial and final diagnostics:

Testable cognitive UUD:

Logical actions Sign-symbolic actions Actions for solving problems (problems) Actions for working with information and reading

Positive dynamics in most classes of absolute and qualitative performance. In general, there is a positive trend in the level of development of cognitive learning tools. When organizing the educational process (in) pay special attention to the development of educational learning. It is necessary to organize additional methodological work to improve the level.

Rules for evaluating results:

1. WHAT ARE WE EVALUATING?

We evaluate the results - subject, meta-subject and personal!

Student results are actions (skills) to use knowledge in solving problems (personal, meta-subject, subject).

Teacher results are the difference between student results at the beginning of training and at the end of training.

2. WHO EVALUATES?

The teacher and student together determine the grade and grade.

Self-assessment algorithm (main questions after completing the task)

1 . What was the purpose of the assignment (task)?

2. Did you manage to get the result (solution, answer)?

3. Did you do it correctly or with an error?

4. On your own or with someone’s help?

3. MAKE MARKS? YES! WHEN TO PUT MARKS? ACCORDING TO THE CHILD'S WISH!

4. WHERE TO ACCUMULATE MARKS AND GRADES?

In tables of educational results (subject, meta-subject, personal) and in a portfolio of achievements.

Main sections of the portfolio of achievements:

– Indicators of subject results (diagnostic work, data from tables of results, samples of design, creative and other works in various subjects).

– Indicators of meta-subject results (cognitive LUD).

– Indicators of personal results (primarily in extracurricular activities).

5. BY WHAT CRITERIA TO EVALUATE?

Structure:

Any number of tasks for each action, but each action is worth 2 points (a total of 8 points in the work)

2 points for logical actions 2 points for sign-symbolic actions 2 points for actions to solve problems (problems) 2 points for actions to work with information and reading

Evaluation criteria:

Level assessment of meta-subject results: Increased level - more than 6 points Basic level - 5, 6 points Decreased level - 3, 4 points Insufficient level - less than 3 points

The marking of meta-subject results may be different at the discretion of the teacher.

100% - 75% = "5" 74% - 51% = "4" 50% - 26% = "3" 25% or less = "2"

CMM package

Text of the work UUD Codifier Table No. 1 “Results of the starting/final KR” Table No. 2 “Analysis of academic performance based on the results of the starting/final KR” Tables No. 3 (a, b) “Analysis of the level of development of cognitive UUD based on the results of the starting/final KR”

Table 1

	Cognitive UUD	Job number

	Cognitive logical actions:
Define concepts, subsume concepts
Summarize, integrate information from various sources, make simple forecasts
Identify similarities and differences, make comparisons,
Carry out grouping, series, classification
Establish cause-and-effect relationships and provide explanations based on established cause-and-effect relationships
Establish analogies, build logical reasoning, inferences, draw conclusions
	Cognitive sign-symbolic actions:
Use sign-symbolic means and models when solving educational and practical problems
Convert models from one sign system to another (tables, diagrams, graphs, diagrams, drawings)
	Cognitive actions to solve problems (problems):
Possess a number of general techniques for solving problems (problems)
Conduct research (observations, experiments and measurements).
Use methods of cognition specific to social and humanitarian subjects
	Cognitive activities for working with information and reading:
Search for information
Focus on the content of the text, answer questions using information explicitly given in the text.
Interpret information, answer questions using implicitly given information
Assess the reliability of the proposed information, make value judgments based on the text.
Create your own texts, apply information from the text when solving educational and practical problems

MBOU "Kuedino Secondary School No. 2-

Basic school"

Teacher-psychologist: Nurtdinova T.A.

Diagnostics of meta-subject results

An important difference between the new generation of school standards is their focus on the formation of students’ personality, their mastery of universal methods of educational activity, ensuring success in cognitive activity at all stages of further education.

The traditional approach to education involved the transfer of knowledge, but now the goal is to teach children to acquire knowledge on their own, showing students the processes of developing scientific and practical knowledge. No one denies the importance of knowledge, but the main attention is paid to the ability to independently obtain and use this knowledge.

Therefore, in each educational institution, in accordance with the new standards, there must be a system for the formation and assessment of not only subject, but also meta-subject and personal results.

Meta-subject results include the development of the ability to plan speech and non-speech behavior; development of communicative competence; the ability to set goals and define tasks, plan sequential actions, predict work results, analyze the results of activities, draw conclusions, make adjustments, carry out self-observation, self-control, self-assessment in the process of communicative activities, etc.

It is the meta-subject results that are the bridges that connect all academic subjects, helping to overcome mountains of knowledge.

Meta-subjects are subjects that are different from the subjects of the traditional cycle; they are a new educational form, which is based on a mental-activity type of integration of educational material and the principle of a reflexive attitude to the basic organization of thinking. The student learns to learn in these lessons.

The universality of meta-subjects consists in teaching schoolchildren general techniques, schemes, techniques, methods, patterns of mental work that lie above the subjects, but at the same time are reproduced when working with any subject material.

The main object for assessing meta-subject results is the formation of a number of regulatory, communicative and cognitive universal actions, i.e. such actions of students that are aimed at analyzing and managing their cognitive activity

Assessment of meta-subject results can be carried out during various procedures.

Monitoring of meta-subject educational activities is an important component of the overall education quality management system both at the level of an individual child and class, and at the level of the entire educational institution. The subject of the analysis is the monitoring data of meta-subject AUDs of each child, a group of children with the same results, and the class as a whole.

The development of UUD in primary school is a process that takes place in three main stages. The first stage is the implementation of a training action based on a model, the intuitive application of a method based on repeated applications of similar samples, analogies, etc. (stage “Presentation”). The second stage is the implementation of a method of action when performing a learning task (stage “Method”). The third stage is the application of the method in the context of educational activities (stage “Mastering UUD”). According to the requirements of the Federal State Educational Standard for Educational Education, by the end of the fourth grade it is necessary to develop a number of meta-subject skills in children at the third level. To do this, throughout the entire period of a child’s education in primary school, a system of work on the step-by-step formation of educational learning must be built, from mastering the method through a model to integrating a conscious method into the context of a specific educational activity.

At Kuedinsk secondary school No. 2, to assess meta-subject learning, we use the teaching materials “School Start”, “Learning to Learn” grades 1-3, authors T. V. Beglova, M. R. Bityanova, T. V. Merkulova, A. G. Teplitskaya.The diagnostic kit includes a workbook and guidelines for conducting and processing the results.

This monitoring makes it possible to give an objective assessment of the development of UUD at each age stage.

The School Start diagnostic begins from the very first days of the child at school.

It is held in September for 1st graders, during the 3-4th week of training. We carry out tasks every day at the beginning of the second or third lesson for 10 minutes or highlight certain diagnostic lessons.

Diagnostic results allow you to obtain reliable information about whether the child is ready to study successfully; create the basis for the development of universal educational activities; provide an emotionally comfortable educational environment for each child; help to select pedagogical methods and techniques taking into account the level of readiness and plan individual work with children.

These skills: ensure understanding of the textbook material and teacher’s instructions, allow you to engage in educational dialogue in the lesson, help organize activities in the lesson, etc.

A total of 17 skills have been identified, which are divided into 2 components: instrumental readiness and personal readiness. The instrumental component includes such blocks as: observation, thinking abilities, control skills, communication skills. The personal component includes motivation and value attitude towards knowledge. During the practical task, we will get acquainted in detail with the diagnostics of instrumental readiness of first-graders.

Timely diagnosis of these skills allows the teacher to “tune” the educational process to the individual level of readiness of the student and the class as a whole.

The methodological manual for teachers provides detailed characteristics of each skill according to the following scheme: meta-subject teaching aids, in what learning situations they are necessary and examples of learning tasks.

Each child works in his own personal workbook. Special diagnostic exercises make it possible to identify those skills that help children cope with educational tasks at the beginning of 1st grade.

Principles of constructing notebooks and assignments.

One indicator - one task.
Subject-based nature of the assignments
Figurative level of information presentation
One page - one task
Group presentation of diagnostic tasks

All tasks are entertaining in nature and are built on the basis of color drawings, which makes them easier for children of this age to perceive.

All exercises are performed under the guidance of a teacher or psychologist. Methodological recommendations have been developed to help them. They provide all the necessary information: the purpose of the task, instructions, completion time, advice on what to do in certain situations, how to respond to children’s questions.

All data is entered into 2 summary tables, which allows them to be used in the future for qualitative pedagogical analysis. In the tables, for convenience, the summed points are marked in different colors, for example, cells with basic level scores are colored green, low-level ones are colored red.

According to the data entered into the table, the teacher immediately sees the problems of the class as a whole and each student individually. Children who receive low results are observed by a psychologist and attend remedial classes. The results of the initial diagnostics will help the teacher organize work in the first months of training, and the next guidelines for work will be the data from monitoring meta-subject educational results.

Monitoring of meta-subject UUD in grades 1, 2 and 3.

The educational and methodological set “Learning to Learn and Act” is a program for monitoring the development of learning skills for students in grades 1–4. Currently, notebooks and guidelines for grades 1, 2 and 3 have been developed and published.

Diagnostic measures allow the teacher to identify the level of formation of the most important learning achievements at each stage of education and determine a pedagogical strategy for each child to achieve meta-subject learning achievements.

In the first grade, the teacher has the opportunity to study the level of formation of the 8 most important UUDs. When developing diagnostic tasks, we took into account the reading skills of first-graders, the speed at which they process educational information, and their ability to work with instructions independently, which are still just being formed.

Diagnostics are carried out in the month of April either for 8-10 minutes at the beginning of 2-3 lessons, or certain diagnostic lessons are highlighted.

In the 1st grade, the subject of monitoring the development of meta-subject learning tools is 8 skills. 2 regulatory (planning, assessment)

6 cognitive (analysis, synthesis, comparison, classification, generalization, establishment of cause-and-effect relationships)

Diagnostics in 1st grade is a fairy tale story, by participating in which children help forest school students, animals, and their teacher, Raccoon Enotovich.

Children complete all tasks (2 options) in an individual upside-down workbook.

Each option consists of 16 diagnostic modules, which

have the same structure: an introduction, a sample, three diagnostic tasks (A, B, C) and an additional task marked with a “chest” icon (this task is not graded).

Each page tells a different story.

First, the children, together with the teacher, complete a sample or training task. Then they complete three tasks independently.

Task A is aimed at studying the ability to practically carry out educational tasks, which are based on the skill diagnosed in this module. Task to complete.

Tasks B and C are aimed at studying the ability to focus on the essential conditions of the method that underlies the educational task. Orientation tasks.

After completion, all results are recorded on individual personal forms, which are stored in the portfolio or with the teacher. A class summary is also maintained. The skill rating is determined. Distribution into groups.

Monitoring of meta-subject results “Learning to study and act” 2nd grade.

In the 2nd grade, the subject of monitoring the development of meta-subject learning tools is 13 skills.

Evaluate 3 regulatory skills: the ability to plan a sequence of educational actions in accordance with the task, the ability to evaluate the result of completing an educational task based on various evaluation criteria and the ability to independently monitor the completion of an educational task.

Monitor the formation of 7 pinformative UUD1. The ability to carry out the logical action “analysis” with the identification of essential and non-essential features. 2. The ability to carry out the logical action “synthesis”. 3. The ability to carry out the logical action “comparison” based on given characteristics. 4. The ability to carry out the logical action “classification” according to given criteria. 5. The ability to carry out the logical action “generalization”. 6. The ability to establish cause-and-effect relationships in the range of phenomena being studied. 7. The ability to build simple conclusions by analogy.

And 3 communicative UUDs1. The ability to construct a speech statement in accordance with the objectives of educational communication. 2. Ability to formulate a point of view. 3. The ability to ask questions to obtain the necessary information from the communication partner

In the process of monitoring meta-subject learning activities in 1st grade, students perform diagnostic tasks of two types. Tasks of the first type involve performing a meta-subject action according to the proposed model, tasks of the second type involve orientation in the method of action (finding errors, restoring the sequence of steps, etc.). In class 2 monitoring, along with tasks of these two types, there are tasks of the third type - to describe the method of action when performing a specific task. It is the presence of these tasks that makes it possible to evaluate the increase in the formation of those universal educational actions that are diagnosed in grades 1 and 2.

The workbook includes: – an introductory part, which contains an appeal to students, a description of symbols and training tasks; – diagnostic modules for studying the level of development of meta-subject learning tools (for each skill, one diagnostic module has been developed, consisting of two stories compiled on material from different subjects); – a form for initial processing of results, which must be extracted from the notebook before the child completes monitoring tasks (only the teacher works with this form). All diagnostic stories have the same structure: introduction, sample, three diagnostic tasks (A, B, C) and an additional task. Each element of history has its own specificity and purpose. In the introduction to each story, a plot-game situation is given, followed by a brief description of the sample and conditions for completing the tasks.

The following meta-subject UUDs are included in the monitoring of grade 3: (19)

Regulatory skills● The ability to determine the boundaries of one’s own knowledge and skills to set educational goals.

The ability to plan actions in accordance with the educational goal. ● Ability to independently monitor educational activities. ● The ability to adjust the plan of educational activities in accordance with changing conditions. ● The ability to use criteria proposed by adults to evaluate learning activities.Cognitive skills● Ability to carry out the logical action “analysis”. ● Ability to carry out the logical action “synthesis”. ● Ability to carry out the logical action “comparison”. ● Ability to carry out the logical action “classification”. ● Ability to carry out the logical action “generalization”. ● The ability to establish cause-and-effect relationships in the range of phenomena being studied. ● Ability to build simple conclusions by analogy. ● The ability to relate objects to known concepts. ● Ability to use data from charts and tables to answer a question. ● Ability to build inductive inferences.Communication skills● Ability to formulate and argue your point of view. ● The ability to ask questions to obtain the necessary information from the communication partner. ● The ability to construct a speech statement in accordance with the objectives of educational communication. ● Ability to find the answer to a question using information presented in several sources

Diagnosis of the development of meta-subject LADs can be carried out throughout the fourth quarter of grade 3 and even at the beginning of grade 4. Monitoring tasks must be completed during the most productive period of school time (from Tuesday to Thursday, in the 2nd or 3rd lessons).

Processing the results becomes more complicated as the number of UUDs has also increased, so regulatory UUDs are entered in a separate form, as well as communicative and cognitive ones.

More detailed information about diagnostics and evaluating the results can be found on the websites www.tochkapsy.ru and www.zankov.ru

Diagnostic data is stored by the teacher, psychologist, and in the child’s portfolio. Moreover, if the portfolio is freely accessible to strangers, then it is advisable to store only workbooks in it; it is better to keep the forms with the results with the teacher. The information should not be shared with other people (confidentiality of personal information); parents and the head teacher of the school can be informed.

What does the monitoring result give the teacher?

According to the data entered into the table, the teacher sees the problems of the class as a whole and each student individually, and can build a system of individual assistance necessaryassignments, forms of work, the required degree of independence for each student.

A summary statement of results for each class is provided to the deputy director for water management, which allows him to analyze the results in parallel,make adjustments to the educational process in order to increase its effectiveness,exercise control over the formation of the UUD.

Parents get acquainted with diagnostic data at parent-teacher meetings and individual consultations with a psychologist, and they are given recommendations on the development of certain abilities in their children.

For a school psychologist, the data from this diagnosis are also of great importance.Children who receive low results are observed by him and attend correctional classes.Based on the monitoring results, it is possible to identify children at risk who need correctional assistance and gifted children who, within the framework of new education standards, should receive attention from both a teacher and a psychologist.

Last year, monitoring results revealed that 15 first-graders needed help from a psychologist. Throughout the year, these children attended correctional classes with a psychologist. For this group of children, special programs were developed aimed at correcting and developing the cognitive sphere. Sand therapy, play therapy, art therapy, and various developmental tasks and exercises were used in working with these children. Positive developmental dynamics were monitored in 12 children. A group of children with high results of starting readiness was also identified. Developmental classes for gifted children were conducted with them, preparation was organized for participation in Russian-level Olympiads, where the students showed good results. If in the first grade the diagnosis of readiness for learning was properly carried out and, on its basis, the correction and individualization of the learning process was carried out, then the child has a better chance of successful learning activities. After all, children for whom optimal conditions were created at the beginning of their education adapt more easily to school life.

Monitoring students’ meta-subject learning activities is an important point in the teacher’s summing up the results of the year’s work and setting goals for the upcoming work. Comparison of monitoring results obtained in grades 1, 2 and 3 allows the teacher to see the dynamics of the development of educational competencies for each student. This is significant information for determining individual work strategies. Monitoring data will help the teacher once again evaluate the capabilities of his teaching and learning methods and the chosen teaching methodology in solving the problems of developing universal educational activities. Universal educational activities are an educational product. This means that they are the result of the teacher’s purposeful work, and monitoring allows him to see the success of his activities in this direction and to correlate his work strategy with the real capabilities of children.

Thus, this monitoring program allows you to systematically, professionally and comprehensively study and adjust the effectiveness and quality of education of each child, which meets the requirements of the Federal State Educational Standard of the NEO.

Toolkit for tracking students' meta-subject results

Federal educational standards of the second generation set a qualitatively new idea of what the content of primary education and its educational result should be.

Now performance consists of a complex set of indicators that describe the knowledge, meta-subject, and even personal achievements of the child. To study the process of development of universal educational actions, you need your own tools.

Toolkit is a set of tools used to assess the achievement of planned results. The tools include a description of the methods used, features of diagnostics, a system for assessing children's answers, handouts for children to perform work, tables for recording examination results.

To achieve a better final result, a clear diagnostic system for studying intermediate results of the formation of meta-subject planned results is necessary.

“Meta-subject results of educational activities

styles are universal methods of activity applicable

both within the educational process and when solving problems in real life situations, mastered by students on the basis of one, several or all academic subjects"

– How to evaluate and track whether meta-subject results have been achieved?

The main object of assessment of meta-subject results

serves the formation of students

universal educational activities (cognitive, regulatory and communicative.

Regulatory universal educational activities provide

students organize their educational activities.

Cognitive universal learning activities include:

general educational activities

Communicative universal educational activities provide

social competence and consideration of the position of others

actions, communication or activity partners .

I assessed the achievement of meta-subject results during various procedures.

System of internal assessment of meta-subject results

observation;

monitoring the development of basic educational skills;

specially designed diagnostic tasks;

meta-subject diagnostic work;

complex work on an interdisciplinary basis;

project activities.

To assess students' progress in achieving meta-subject results, I used targeted observation.

The observation results were recorded in special forms ( observation sheets), in which during the observation process she put a conventional sign (for example, “ V "). Depending on the pedagogical task, the observation sheets were registered(when observing the activities of a particular student) or aspectual(when assessing the maturity of this aspect of activity for the entire class).

Observations were carried out quite regularly. Observed the entire class, any one child, or some specific activity. Observation was carried out both from the position of an external observer and from the position of a direct participant in the activity.

The most accurate measurement tool for tracking and assessing the development process of universal learning activities (ULA) is monitoring.

Monitoring is a tool that helps the teacher himself “tune” the educational process to the individual capabilities of each student, creating optimal conditions for him to achieve a high-quality educational result.

The information obtained during pedagogical monitoring was the basis for me to identify individual dynamics quality of student development, to predict my teaching activities, to implement the necessary correction.

In order for the monitoring to fulfill its task, it was carried out regularly, based on the list of UUDs subject to formation and evaluation.

I monitored the formation of regulatory, cognitive, and communicative educational activities using the materials of textbooks and workbooks of the educational complex.

The system of UMK tasks includes: creative tasks, search tasks, advanced level tasks.

For example, when planning mathematics lessons, I relied on lesson developments for the course “Mathematics” by S.V. Savinova, in which training sessions are designed from the position of activity-based pedagogy: meta-subject UUDs are also predicted.

The slide presents advanced level tasks, during which I could track the process of forming meta-subject results.

While working on the educational complex “School of Russia”, I used “Test Works” by the author S.I. Volkova, aimed both at testing subject knowledge, skills and abilities, and at testing meta-subject learning results.

The slide shows examples of tasks from test papers.

When assessing work, the success of completing just such tasks was also recorded.

The test work on the subjects included tasks that helped me check the level of mastery of UUD at each stage of training.

Depending on the success of completing test tasks in subjects and taking into account the nature of the mistakes made by the child, I made a conclusion about the maturity of a number of cognitive and regulatory actions of students.

I assessed the level of formation of communicative and cognitive learning tools such as goal setting and planning on the basis of students’ oral and written responses, as well as on observations of student participation in group work.

Test tasks that required students to work together (as a team) to achieve a common result allowed me to assess the maturity of communicative and regulatory educational actions.

I recorded the results on an observation form for the group’s work.

I was interested in the teaching and learning complex “Learning to learn and act; Monitoring of meta-subject teaching and learning”, authors T.V. Merkulova. I plan to use this teaching aid in my future work, which consists of workbooks and methodological recommendations for each class. To increase student motivation and holistic perception of the material, all 1st grade monitoring tasks are combined with a game story about a forest school. In RT for 2nd grade, the diagnostic program is presented as a story about second-graders and their teacher. Processing of monitoring results is aimed at obtaining diagnostic information about each student and the class as a whole, and identifying progress.

To track the level of development of students' learning skills, I used assignments and diagnostic tasks specially designed by the authors, which are presented in the sheet for assessing meta-subject results for each class. They include assessment criteria; sample tasks, quite simple, not requiring special conditions; student self-assessment and teacher assessment.

I was helped in my work by a methodological guide for teachers “How to design universal educational activities in elementary school. From action to thought” by A.G. Asmolov. The manual reveals the types and age-related characteristics of the development of learning skills in elementary school students. Recommendations are given for the development of educational learning aimed at developing the ability to learn in children, a detailed description of the diagnostic procedure, evaluation and analysis of the results.

To assess the development of meta-subject LUDs, I used these diagnostic tasks to test individual types of LUDs.

On the slide you see a diagnostic task for assessing the regulatory action of control.

The teacher can also use testing and measuring materials “Diagnostics of meta-subject and personal results of primary education” by R.N. Buneev, which contain diagnostic materials that make it possible to determine how successfully a child’s meta-subject result is being formed.

I carry out complex integrated work. I consider this important because they allow us to determine the maturity of the ability to transfer knowledge and methods of educational actions acquired in some subjects to other educational situations and tasks.

The proposed work gives me the opportunity to collect additional data to evaluate such important universal methods of action as reflection, the ability to self-regulation, self-control, and self-correction.

I use “Final complex works My achievements” by O.B. Loginova, S.G. Yakovleva. The kit includes 4 options for working with tasks of varying difficulty levels and methodological recommendations.

I am in the process of studying “Complex works on texts” series “For young smart people and smart girls” authors O.A. Kholodova, L.V. Mishchenkova. The notebooks present training and testing complex work in two versions (option 1 - basic level, option 2 - advanced level). The work contains a text and 16 tasks, 4 tasks for each subject, based on various situations from life, as well as a rating table.

The use of a project as an assessment tool for younger schoolchildren is quite limited; even by the end of primary school, students cannot develop all the necessary design skills.

The use of the project method is also limited by the age and intellectual characteristics of younger schoolchildren.

But nevertheless, in class during lessons we work on projects individually, in pairs, in groups.

The slides present individual projects, group work on projects, as well as a project participant promotion sheet and project evaluation (individual card).

I bring the results of all monitoring and diagnostics to the attention of students and their parents at a parent-teacher meeting or in a personal conversation.

With the correct definition of achievement goals and ways to test them Sheets of individual achievements and Sheets of accounting and control They give me all the necessary information about how the learning process is going, what difficulties individual children have, whether I, as a teacher, and the class have achieved my goals, which should be adjusted in the process of subsequent teaching.

Based on the available methodological support, each teacher can develop his own control system for tracking meta-subject learning achievements, create tools, and develop criteria for assessing achievements.

Bibliography:

How to design universal learning activities in primary school. From action to thought: a manual for teachers / A.G. Asmolov, G.V. Burmenskaya, I.A. Volodarskaya and others; edited by A.G. Asmolov. – M.: Education, 2010. (Second generation standards).

Formation of universal educational activities in primary school: from action to thought. Task system. Teacher's manual. / Asmolov A. G., Burmenskaya G. V., Volodarskaya I. A., etc. / Ed.

Asmolova A. G. - M: Education, 2012 (Second generation standards

Gerasimova T.V., Dobrynina N.L., Egorova T.V., Komkova N.S., Kostina O.V., Orlenok I.N., Petrichenko E.F., Plotnikova O.B. “Methodological recommendations “Organization of psychological monitoring of the formation of universal educational actions of students in primary school” (within the framework of the Federal State Educational Standard of NEO), Angarsk, 2011

Buneeva E. et al. “Diagnostics of meta-subject and personal results of primary education.” Test work" Workbooks. M., 2012

Buneev R.N., Buneeva E., Vakhrushev A., Goryachev A., Danilov D., Kozlova S., Petrova L., Pronina O., Rubin A., Chindilova O.. “Diagnostics

meta-subject and personal results of primary education"

Test work for grades 3-4. M., 2011

5.Vergeles G.I., Matveeva L.A., Raev A.I. “Younger schoolchild: help him study”, S-P, RGPU Publishing House, 2008

Potseluiko T. A., Dyachkova E. V. Gardabudskikh N. S., Fomicheva I. N.,

Stalnova E. A., Medvedeva L. V., Egorova T. V., Kolchina O. A.

workbook “School start. Monitoring of meta-subject UUD" and methodological recommendations for teachers. Authors of the set: T.V. Beglova, M.R. Bityanova, T.V. Merkulova, A.G. Teplitskaya, edited by Ph.D. M.R. Bityanova (Center for Psychological Support of Education “POINT PSI”, Moscow), Ph.D. S.G. Yakovleva

workbook “Learning to study and act. Monitoring of meta-subject UUD" and methodological recommendations for teachers. Authors of the set: T.V. Beglova, M.R. Bityanova, T.V. Merkulova, A.G. Teplitskaya, edited by Ph.D. M.R. Bityanova (Center for Psychological Support of Education “POINT PSI”, Moscow), Ph.D. S.G. Yakovleva(Federal Scientific and Methodological Center named after L.V. Zankov).

Carrying out

diagnostic work

to identify students’ mastery of meta-subject learning outcomes.

Prepared by:

geography teacher

MKOU "Stanovskaya Secondary School"

Barkova E.lena Nikolaevna

In the conditions of modern Russia, where profound changes in social relations are accompanied by social problems, the ideological function of geographical education acquires special importance. Worldview is a generalized system of views on the world that are not tied to specific phenomena, but serve as the basis for understanding general trends in humanitarian development.

The new Federal State Educational Standard in our country is focused, first of all, on the development of the personal characteristics of the graduate. Their criteria consider the readiness and ability of students for self-development and personal self-determination, motivation for learning and purposeful cognitive activity, systems of significant social and interpersonal relationships, value-semantic attitudes that reflect personal and civic positions in activities, social competencies, legal awareness, the ability to set goals and build life plans, the ability to understand Russian identity in a multicultural society. The target functions of general education are also the spiritual and moral development and socialization of students, professional guidance and the formation of an environmental culture.

The unique character of geography is that it synthesizes the natural sciences and humanities. Therefore, geography has enormous educational resources that play an important ideological and educational role. Their importance is also being updated in connection with the integration of Russian geographical education into the world geo-educational system.

Thus, the theoretical basis for designing the process of teaching geography in modern conditions should be relevance to life. At the forefront of the entire learning process must be value attitude towards the surrounding world and people. The value and personal orientation of educational geography requires deep interaction between all participants in the pedagogical process. Therefore special

The experience of creative activity of students, as well as the organization of educational and extracurricular activities with all categories of students, becomes important.

Studying geography in primary school

Studying geography at school allows us to form a comprehensive, systematic and socially oriented understanding of the Earth as a planet of people, which is one of the foundations of practical everyday life. Moreover, geography the only science that introduces students to a territorial (regional) approach as a special method of scientific knowledge and an important tool for influencing natural and socio-economic processes.

The global goals of geographical education are common to primary and secondary schools and are determined by social requirements, including changes in the social situation of development - the growth of information flows, changes in the nature and methods of communication and social interactions.

In addition, global goals are formulated taking into account the consideration of geographical education as a component of the education system as a whole, therefore they are the most general and socially significant.

Federal state educational standards, namely the UUD development program and the planned results of students mastering the main educational program LLC “Strategies for semantic reading and working with text” presented in the educational institution’s POOP, emphasize the main role of this direction in the formation of reading literacy, which is the basis of learning at school, as well as in improving the quality of education in Russia. The school is faced with the task of uniting the efforts of teachers teaching various subjects in the development of reading literacy of students in primary school, and showing teachers that the lack of purposeful activity in this direction leads to a loss of reading skills and cognitive independence.

Everyone who is familiar with the results of international comparative studies of the quality of general education is concerned with the following questions: What happens to children in primary school? Why do elementary school graduates who demonstrate the highest results in the world in reading and understanding texts, once in primary school, after five years of study lose their advantages and become uncompetitive compared to their peers from developed countries in the field of learning ability and ability to work with information? , reading literacy?

Domestic experts see the reasons for the low results of Russian students in the fact that in the learning process Russian schoolchildren almost never encounter tasks of an interdisciplinary nature; they do not develop general academic skills in a targeted manner; in the course of studying individual subjects, they practically never encounter life situations in which they need reading to solve public and private problems, with the exception of reading fiction; The educational tasks that schoolchildren solve are far from the life interests and social experience of students. Thus, the learning process in the domestic school is not sufficiently practice-oriented, as if fenced off from the real life around us.

APPROACHES TO ASSESSING THE FORMATION OF METASUBJECT RESULTS OF CONSCIOUS READING

In a broad sense, the term “universal educational actions” means the ability to learn, i.e. the subject’s ability to self-development and self-improvement through the conscious and active appropriation of new social experience. In a narrower sense, the term is understood as a set of methods of action of a student, ensuring his ability to independently identify new knowledge and skills, including the organization of this process. The ability to learn is ensured by the fact that universal educational actions (as generalized actions) open up the possibility of broad orientation of students in various

subject areas and in the structure of the educational activity itself, including students’ awareness of its target orientation, value-semantic and operational characteristics 1.

As part of the main types of universal educational actions, four blocks can be distinguished - personal, regulatory, cognitive and communicative, where the last three make up meta-subject actions.

By establishing requirements for the results of students mastering the basic educational program of basic general education, the standard identifies meta-subject results, including

the students' expected universal learning actions and the ability to use them in educational, cognitive

social practice 2.

By meta-subject results, the developers of new educational standards understand methods of action mastered by students on the basis of one, several or all academic subjects that are applicable both within the educational process and when solving problems in real life situations)

1 How to design universal learning activities in elementary school: from thought to thought: a manual for teachers / ed. A. G. Asmolova. M.: Prosveshche-: 2010; Formation of universal educational activities in primary school: from r* ~viya to thought: system of tasks: a manual for teachers / ed. A. G. Asmolo - M.: Education, 2010.

Federal State Educational Standard for Basic General Education (Approved by Order of the Ministry of Education and Science of the Russian Grace on December 17, 2010 No. 1897). S. 5.

In the blocks of cognitive and communicative universal actions, general educational actions are highlighted that are associated with reading and understanding texts, transforming texts, as well as using information from texts for various purposes. The main elements in these blocks are semantic reading and logical actions aimed at analysis, generalization, establishing analogies, classification, establishing cause-and-effect relationships, reasoning, inferences and drawing conclusions based on the text read. When moving from elementary school to basic school, as G. A. Tsukerman writes about this, learning to read ends and reading for learning begins - the use of written texts as the main resource of self-education, obtaining new knowledge and new ideas with the help of information texts. It is precisely in connection with the special importance of mastering conscious reading in the system of “skills to learn” during the period of study under consideration among all meta-subject results that conscious reading and working with information were singled out as the main objects of assessment.

General approaches to assessing the formation of conscious reading and working with text, taking into account the tasks assigned to the developers, were determined in accordance with the requirements of the Federal State Educational Standard, approaches to reading literacy adopted by Russian and international experts, taking into account the age characteristics of primary school students, assessment practices meta-subject results in primary school in accordance with the Federal State Educational Standard for primary education, as well as with the requirements of the theory of practice of pedagogical measurements.

FEATURES OF COMPREHENSIVE WORK TO ASSESS FORMATION METASUBJECT RESULTS (MEANINGFUL READING AND ABILITIES TO WORK WITH INFORMATION) FOR 6TH GRADE STUDENTS

In accordance with the approaches outlined above, the main characteristics of measuring materials were determined to assess the development of meta-subject results (semantic reading and work with texts) among 6th grade students.

1. Purpose of work

Comprehensive work is aimed at identifying among students one of the main meta-subject results of learning - the formation of skills to read and understand various texts, including educational ones; work with information presented in various forms; use the information received to solve various educational, cognitive, educational and practical problems.

The main approaches to creating complex work are determined by the following documents:

Structure and content of the work

Each version of measurement materials should include situations and texts from different subjects in order to create a common field for assessing the ability to work with text, regardless of the subject; therefore, each version of the work is structurally composed of four content areas: mathematics, Russian language - natural science 1 and history / social studies. These content areas generally cover the possibilities of forming meta-subject results created by various school subjects.

It should be especially emphasized the need to use tasks on subject content or related to subject content. The formation of meta-subject skills is carried out in the process of studying various subjects.

Toolkit for tracking students' meta-subject results

Federal educational standards of the second generation set a qualitatively new idea of what the content of primary education and its educational result should be.

To achieve a better final result, a clear diagnostic system for studying intermediate results of the formation of meta-subject planned results is necessary.

“Meta-subject results of educational activities

styles are universal methods of activity applicable

both within the educational process and when solving problems in real life situations, mastered by students on the basis of one, several or all academic subjects"

– How to evaluate and track whether meta-subject results have been achieved?

The main object of assessment of meta-subject results

serves the formation of students

universal educational activities (cognitive, regulatory and communicative.

Regulatory universal educational activities provide

students organize their educational activities.

Cognitive universal learning activities include:

general educational activities

Communicative universal educational activities provide

social competence and consideration of the position of others

actions, communication or activity partners .

I assessed the achievement of meta-subject results during various procedures.

System of internal assessment of meta-subject results

observation;

monitoring the development of basic educational skills;

specially designed diagnostic tasks;

meta-subject diagnostic work;

complex work on an interdisciplinary basis;

project activities.

To assess students' progress in achieving meta-subject results, I used targeted observation.

The most accurate measurement tool for tracking and assessing the development process of universal learning activities (ULA) is monitoring.

In order for the monitoring to fulfill its task, it was carried out regularly, based on the list of UUDs subject to formation and evaluation.

I monitored the formation of regulatory, cognitive, and communicative educational activities using the materials of textbooks and workbooks of the educational complex.

The system of UMK tasks includes: creative tasks, search tasks, advanced level tasks.

Processing of monitoring results is aimed at obtaining diagnostic information about each student and the class as a whole, and identifying progress.

LITERATURE

1. Federal state educational standard of basic general education / Ministry of Education and the Russian Federation. M.: Education, 2011.

2. Approximate basic educational program of an educational institution: basic school / [comp. E. S. Savinov]. W Education, 2011.

Sample programs for academic subjects: grades 5-9 - * VI.: Education, 2010, 2011. - (Second generation standards)

3. “Meta-subject results. Standardized results for intermediate certification" M. "Prosveshcheniye" 2014

4. Concepts for modernizing the content and technologies of teaching the subject “Geography”

MBOU "Secondary school No. 25"

Diagnostics of meta-subject and personal results of primary education

Final comprehensive work 1 class

Compiled by: Gareeva Liliya Zakirovna, highest qualification category.

Naberezhnye Chelny, 2016

Introduction

The Federal State Educational Standard for Primary General Education offers a set of personal, meta-subject and subject results for mastering the main educational program as a new educational result. The latter are understood in the Federal State Educational Standard as the formation of universal educational actions of students: cognitive, regulatory, communicative.

Evaluation of meta-subject results.

The object of assessment of meta-subject results serves as the formation of the student's regulatory, communicative and cognitive universal actions.

Achieving meta-subject results is ensured through the main components of the educational process - academic subjects presented in the mandatory part of the basic curriculum and extracurricular activities. Personal results are determined through observation sheets or student portfolios.

The peculiarity of control and measurement materials for assessing universal educational activities is that their assessment is carried out on tasks presented in three forms, which are included both in tests in individual subjects, in complex works on an interdisciplinary basis, and in separate diagnostics:

diagnostic tasks in which a specific universal action is assessed and this action acts as a result;

assignments during the performance of tests in subjects where universal educational actions are the instrumental basis; the success of the work depends on how the student masters special and meta-subject actions;

tasks in complex work that allow you to evaluate universal learning activities based on skills in working with information.

Monitoring of meta-disciplinary results formed within the framework of extracurricular activities is possible within the framework of complex testing on an interdisciplinary basis, diagnostics carried out by the administration, psychologist, and teachers.

Based on the results of the work, an assessment is made (direct or indirect) of the formation of most cognitive educational actions and skills in working with information, as well as an indirect assessment of the formation of a number of communicative and regulatory actions.

When and how can diagnostics be carried out?

This diagnostic is designed for students in grades 1 and 4.

Diagnosis is carried out:

at the exit from 1st or 4th grade.

Diagnosis is carried out by the teacher or school administration.

Carrying out diagnostics at the end of each class makes it possible to monitor the development of learning skills in each student.

How can diagnostic results be used in education?nom process?

First of all, diagnostic data show the extent to which the educational process ensures the achievement of specific personal and meta-subject results and the development of specific educational skills. The results enable the teacher to:

adjust your own activities and content of the educational process;

determine how effectively the potential of textbooks and the means embedded in them for obtaining personal and meta-subject results are used;

see the possibilities of implementing an individual approach to the development of each student (in which specific skills he is successful, and in which he needs the support of teachers and parents).

Diagnostic instructions.

The diagnostics, developed for students in grades 1 and 4, includes final complex work.

The work includes 15 tasks to identify meta-subject (regulatory and cognitive LUD) and personal results.

Comprehensive nature: makes it possible to check all three groups of results (subject, meta-subject and personal). The work is based on reading the text, which also allows you to check the formation of communicative UUD.

It is recommended to perform work in the specified sequenceduring two lessons . Before carrying out the work it is necessary to carry out a briefbriefing If a student cannot complete the next task, he mustmove on to the next one. If he did not manage to complete the work within the allotted timetime, it is necessary to give the child the opportunity to complete it.

The work is checked using the correct answers and assessment keys attached to each option. Points received by the 1st grader are not converted into grades. For teachers and parents, they are an indicator of what level of development the child’s skill is at and what needs to be done to help him further advance. At the same time, recording the results will allow you to see the level of results of each student (according to the Federal State Educational Standard - below the basic level, basic and advanced levels) and will make it possible to further compare the achieved results with subsequent ones. Personal results, in accordance with the Federal State Educational Standard, should not be processed as individual results (they are not brought to the attention of children and parents). They are assessed and interpreted by the teacher for the class as a whole.

Testing and evaluation of work is carried out using the documents attached to each test. correct answers and assessment keys.

Option 1

Task 1.2(Literary reading. Communicative and cognitive educational activities). Tests the ability to read implicit information from a text.

Assessment key

Did not start completing the task or marked the wrong answer;

Correctly noted.

Task 3 ( Literary reading. Cognitive UUD)

tests the ability to navigate the text: look for the necessary information.

Assessment key

0 – did not start the task or completed it incorrectly;

1- partially completed;

2 - task completed completely correctly.

Task 4

Tests the ability to use the information received for mathematical calculations.

Assessment key

Did not start the task or completed it completely incorrectly;

Completed the task correctly.

Task 5

Tests the ability to correctly copy from a printed sample.

Assessment key

0 - did not start completing the task or completed it incorrectly (for example, copied the wrong sentences);

1 - copied the sentence correctly.

Task 6(Russian language. Cognitive UUD).

Tests the ability to determine the number of sounds and letters in a word. Ability to determine the softness of consonants.

Assessment key

Did not start the task or did everything incorrectly;

Correctly indicated the number of sounds and letters in a word;

Correctly indicated the number of sounds and letters in the word and emphasized not all soft consonants;

3- correctly indicated the number of sounds and letters in the word and emphasized all soft consonants.

Task 7(The world around us. Cognitive UUD).

Analyze visual information, update personal life experience, knowledge, analyze objects, highlighting essential and non-essential features.

Assessment key

2- chose all answer options correctly.

Task 8.(Literary reading. Cognitive educational activities)

P tests the ability to navigate in the text: to look for the necessary information, the ability to establish logical semantic connections, and on their basis to restore judgment.

Assessment key

0 - did not start the task or connected incorrectly;

1 - completed the task partially correctly;

3 - completed the task completely correctly.

Task 9. ( Literary reading. Regulatory UUD)

tests the ability to express one’s assumption (version).

Assessment key

0 - did not start completing the task;

1 – completed the task partially

Completed the task completely.

Task 10.(Russian language. Regulatory and cognitive UUD). Tests the ability to establish the sequence of words in a sentence.

Assessment key

0 - did not start completing the task;

1 – completed the task partially;

2- Completed the task completely.

Task 11(Russian language. Cognitive UUD).

Tests the ability to understand and explain the meaning of a word (expression).

Assessment key

1 - explained correctly.

Task 12.(Russian language. Cognitive UUD)

Tests the ability to identify (identify) objects by highlighting the necessary features.

Assessment key

– chose one correct option;

I chose 2-3 correct options.

Task 13.(Literary reading. Communicative and cognitive educational activities).

Mastery of the skill of semantic reading of a text is tested in accordance with the assigned task: searching for a word or phrase that contains the main idea of the text.

Assessment key

0 - did not start completing the task or titled it incorrectly;

1 – the title matches the text.

Task 14.(Mathematics. Cognitive UUD).

P tests the ability to navigate in a textbook: look for the necessary information, use the information received to solve problems.

Assessment key

1- did it partially correctly (I wrote down only the answer, but no solution)

Task 15. ( The world . Cognitive UUD )

tests the ability to compare and group objects.

Assessment key

0 – did not start the task or completed it incorrectly;

1 - completed the task partially correctly;

2- completed the task correctly.

Keys to tasks.

	Answers
Exercise 1.
Task 2.
Task 3.	Heron, grass snake, frog, kingfisher, dipper.
Task 4.	7 4
Task 5.
Task 6.	Froml Andh usth 8 b., 8 stars, 3 syllables
Task 7.
Task 8.	1-B, 2-G, 3-A, 4-B
Task 9.
Task 10.	The beaver played happily with her beavers.
Task 11.	It flows briskly, quickly, noisily, productively
Task 12.	Water - 2 syllables; It is common - not yavl. cognate word, verb; Diver – animate
Task 13.
Task 14.	5+5=10(w) - total
Task 15.	Live nature: dipper, snake, frog, diver. Inanimate nature: water, river, bank, stone.

1 class.

Where there is water, there is life. You can live on land and feed in the water. The long-legged heron does just that. Every day he flies to the river to catch frogs. He's completely legless, but an excellent swimmer. Green frogs fear him like fire. The kingfisher is an avid fisherman. He can't live without water. The stormy dipper is a true diver. It does not swim, does not dive, but walks along the river bottom, as if along a bank, and collects small living creatures. Even in cold water it does not freeze. Life is in full swing on land and in water.

MAIN PART

Task 2. Determine what kind of text it is.

A. Fairy tale. B. Poem.

IN. Story. G. Fable.

Task 3. Write down the names of all the animals from the text.

_____________

Task 4. How many words are there in 4 sentences? How many words are in sentence 9? Which sentence has fewer words? Write the answer in numbers and compare.

Answer : ______ ….. ______

Task 5. Write a sentence about any of the animals.

__________________________________________________________________________________________________________________________________________________________________________

Task 6.

Lit. Sounds. Syllables.

Task 7. Mark with + , Which of the named animals cannot run or fly?

A. Heron. B. Dipper. IN. Frog.

G. Kingfisher. D. Already.

Task 8. Use arrows to connect the beginning and end of the sentence.

1) Heron - A) walks along the river bottom

2) Already - B) an avid fisherman.

3) Dipper - C) flies to the river

catch frogs.

4) Kingfisher - D) an excellent swimmer.

Task 9. From the text you can understand what feelings the author experiences. Mark with a sign +

A. Irritation. B. Astonishment.

IN. Delight. G. Disappointment.

Task 15. Make up a sentence from the words: beaver, having fun, playing, with, her beavers.

________________________________________________________________________________________________________________________________________________________

Additional part.

Task 11. Explain the meaning of this expression.

LIFE IS BUSHING - ___________________________________

Task 12. Find the extra word. Explain the choice.

Water, water, water, diver.

_________________________________________________________________________________________________________________________________________________________

Task 13. Come up with a title for this story.

______________________________________________________________________________________________________

Task 14. How many animals will there be in the story if they create married couples? Write down the solution.

___________________________________________________

Answer:

Task 10. Fill in the table using words for reference:

Dipper, water, snake, river, frog, diver, bank, stone, house.

Live nature	Inanimate nature

4th grade.

In our village, all the huts are covered in apples. Only the apples in them are tasteless, and you can’t even pick them up.

Grandma Aksinya told me the story of apple trees.

After the war, the women and their children returned to the ashes and somehow settled down. And when a roof appears over his head, a person begins to think about beauty and plants a garden. But where could one get a cultivated apple tree at that time? We went into the forest and dug up wild animals.

The wild animals grew in the trenches. They grew very wonderfully - in circles. Apparently, the soldiers were sitting in a circle, eating apples and dropping seeds. And so the apple trees grew, repeating the soldier’s circle. The women carried them to the village and surrounded the huts. Forest apples bloom very profusely and beautifully in spring. But I think it is not because of beauty that the savage inhabitants are spared, but for some other reason. Maybe apple trees remind them of someone...

MAIN PART

Task 2. Determine what kind of text it is. Mark +

A. Reasoning. B. Narration.

IN. Description.

Task 3. Explain the meaning of the words:

Ashes __________________________________________

Spare _____________________________________________

Wild animals _____________________________________________

Task 4. Why don’t residents replace wild apple trees with “cultivated”, sweet, tasty ones?

Task 5. Divide the text into semantic parts and title them:

Task 6. Write 2 sentences with homogeneous members.

Task 7. Find words in the text that have the following composition. Sort them by composition.

1) Root-suffix-ending _______________________

2) Prefix-root-suffix-ending ___________________________________________________

3) Prefix-root-2 suffix-ending ___________________________________________________

Task 8. Write out the words from the text according to spelling.

1) Unstressed vowels, checked by stress:

______________________________________

2) Unverifiable unstressed vowel at the root of the word:

______________________________________

3) Paired consonant at the root of the word:

______________________________________

4) Unpronounceable consonant at the root of the word:

______________________________________

5) Separating b:

______________________________________

6) Spelling of vowels after pinching consonants:

___________________________________________________

7) Spelling of the consonant in the prefix:

___________________________________________________

8) Come up with and write down 2 difficult words:

___________________________________________________

Task 9. Write out 3 words from the text.

1) With the same number of letters and sounds:

___________________________________________________

2) The number of letters is greater than sounds:

___________________________________________________

3) There are more sounds than letters.

___________________________________________________

Task 10. Write down the words with the same root:

 I will write a series of words;

 I will indicate the prefix;

 select the root;

 I emphasize the alternation of letters;

 I will highlight the suffix;

 highlight the ending

1) _________________________________________________

2) _________________________________________________

3)__________________________________________________

4)__________________________________________________

5)__________________________________________________

6)__________________________________________________

Task 11. Fill in the table with verbs from the text.

Indefinite form	Past tense	Present tense	Future

Task 12. What does it take for an apple tree to grow? Connect the picture and the necessary words with arrows.

sugar	Sun	water
wind		Earth
air	fire	stone

Additional part.

Task 13. Fill out the table.

Cultivated plants	Wild plants

Task 14. In the city of Naberezhnye Chelny, 111 square meters are occupied by “cultivated” apple trees, wild apple trees are 3 times smaller, cherries make up 50% of all apple trees, and rowan trees make up 2/3 of all trees. What area of the city is occupied by fruit trees?

Task 15. Write down 2 complex sentences.

Task 16. Write a possible continuation of the story.

(3-5 sentences)

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Keys to tasks.

	Answers
Exercise 1.
Task 2.
Task 3.	Ashes- native place, where he lived before, where his parents lived. Spare- whom, what, to pity, to protect, to protect, to take under one’s protection. Dichki- A 2-3 year old tree grown in the forest from a seed and used as planting material.
Task 4.
Task 5.
Task 6.	We're back after the war, women and children on the ashes, somehow settled in. Went in the forest, dug up Dichkov. It is seen, sat soldiers in a circle, apples ate, seeds dropped. Them and moved women to the village, planted huts Very lush and beautiful Forest apples bloom in spring.
Task 7.	1) Grandma, ashes, cultural, wild, grew, circle, apple trees, soldiers, village, forest, inhabitants. 2) Starts, went, grew, moved. 3) She told, they dug up, dropped, planted.
Task 8.	1) In the village, you take, told, returned, wars, bloom, in spring, forest, ashes, beauty, settled down, overhead, about beauty, begins, plants, dug up, wildlings, wildlings, grew, grew, sat, seeds, dropped , grew, repeated, moved, planted, beautifully... 2) Guys, apples, people, soldiers... 3) Grandma, garden, circle, visible, circle... 4) Tasteless 5) Aksinya 6) The inhabitants of the ashes are spared. 7) She told me, they dropped it.
Task 9.	1) Aksinya, apple trees, cultivated, grandmother, man, garden, circle, grew... 2) Just, take it, returned, settled down, think, take, be... 3) Anything, reminds, history, appears, starts, plants, apple trees, trenches, forest...
Task 10.	1) Garden, plants, planted. 2) Savages, savages. 3) Circle, circle. 4) Apple trees, apples, apple trees. 5) Forest, forest. 6) Grew up, grew up.
Task 11.	Undefined form ch.- think, take . Present time - starts, plants, blooms, spares, I think, reminds. Passed time - everyone else. Future time - take it, it will appear.
Task 12.	Sun, water, earth, air.
Task 13.
Task 14.	1) 111:3=37(sq.m) - wild animals. 2) 111+37=148 (sq.m) – total apple trees. 3) 148: 2= 74 (sq.m) – cherries. 4) 148+74=222 (sq.m) – apple. and vish. 5) 222:4x 3=148 (sq.m) – mountain ash. 6) 222+148=370 (sq.m) – total.
Task 15.	Only the apples in them are tasteless, and you can’t even pick them up. And when a roof appears over his head, a person begins to think about beauty and plants a garden. But I think it is not because of beauty that the savage inhabitants are spared, but for some other reason.
Task 16.

Verifiable UUDs and assessment keys.

Option 1

Task 1.2 (Literary reading. Communicative and cognitive educational activities).

Tests the ability to read information given in an implicit form from a text.

Assessment key:

0 - did not start the task or marked the wrong answer;

1 - noted correctly.

Task 3. (Russian language. Cognitive UUD).

Tests the ability to understand and explain the meaning of a word.

Assessment key:

0 - did not start completing the task or explained it incorrectly;

1 - explained correctly.

Task 4. (Literary reading. Cognitive learning activities. Personal results).

Tests the ability to give a moral assessment of the hero’s actions. Analyze visual information, update personal life experience, knowledge, test the ability to express one’s assumption (version). The skill of semantic reading of a text is tested by comparing the expressed judgment with the content of the text.

Assessment key:

0 - did not start completing the task; incorrectly explained the meaning of the expression.

1 – correct explanation of the meaning of the expression.

Task 5. (Literary reading. Regulatory and cognitive UUD).

Tests the ability to establish the sequence of events in a text and draw up a plan.

Assessment key:

0 – did not start the task or completed it incorrectly;

1 - partially true;

2 – did everything correctly.

Task 6. (Russian language. Cognitive UUD)

Assessment key:

Task 7. (Russian language. Cognitive UUD)

Tests the ability to translate information from one type to another (from a diagram into a word), the ability to compare a word with its corresponding scheme.

Assessment key:

1- wrote down at least one word correctly based on the diagram, but there were errors;

2- I wrote down several words for each diagram correctly, but there was a mistake;

3 – written down correctly without errors.

Task 8. (Russian language. Cognitive UUD)

Tests the ability to navigate the text: search for the necessary information, the ability to find words with spellings.

Assessment key:

0 - did not start completing the task or was done incorrectly;

1- wrote down at least one word correctly, but there were mistakes;

2 - I wrote down several words for each diagram correctly, but there was an error;

3 – written down correctly without errors.

Task 9. (Russian language. Cognitive UUD)

Tests the ability to navigate in a textbook: to look for the necessary information. Analyze visual information, update knowledge, analyze words highlighting essential and non-essential features, the ability to determine the number of sounds and letters in a word.

Assessment key:

0 - did not start the task or completed everything incorrectly;

1- correctly indicated the number of sounds and letters in some words;

2- correctly indicated the number of sounds and letters in all words.

Task 10-11. (Russian language. Regulatory UUD. Cognitive UUD.).

The ability to “hold” the goal of an activity while solving a learning problem, the ability to group words, analyze objects highlighting essential and non-essential features, and write words in the correct column of a table are tested.

Assessment key:

0 - did not start the task or completed it incorrectly;

1 - chose one answer option correctly;

2- chose 2-3 answer options correctly.

3- chose all answer options correctly.

Task 12-13. (The world around us. Cognitive UUD).

Analyze visual information, update personal life experience, knowledge, analyze objects highlighting essential and non-essential features, classification, generalization.

Assessment key:

0 - did not start the task or completed it incorrectly;

1 - completed the task partially, gave at least 1-2 examples;

2 - completed the task completely.

Task 14. (Mathematics. Cognitive UUD).

The mastery of the skill of semantic reading of a text with mathematical content, the logical action of its analysis, the establishment of cause-and-effect relationships and dependencies between objects are tested.

Assessment key:

0 - did not start the task or completed it completely incorrectly;

1- performed partially correctly (several actions)

2- completed the task correctly.

Task 15. (Russian language. Cognitive UUD)

Tests the ability to navigate in a textbook: to look for the necessary information. Analyze visual information, update knowledge, analyze objects, highlighting essential and non-essential features.

Assessment key:

0 - did not start the task or completed it incorrectly;

1 - completed the task partially, gave at least one example;

2 - completed the task completely.

Task 16. (Literary reading. Personal results. Communicative UUD. Regulatory UUD)

Tests the ability to express one’s assumption (version), the ability to understand the main idea of the text, and the ability to give a moral assessment.

Assessment key:

0 - did not start completing the task;

1 - expressed his opinion, which does not correspond to the events indicated in the text,

2-expressed his assumption (version), skillfully relating it to the text.

Rating scale.

The success of mastering the curriculum of 4th grade students is assessed in the form of a point mark of “5”, “4”, “3”, “2”. The personal file is marked on a five-point scale. Transfer to a five-point scale is carried out according to the appropriate scheme.

Quality of program development	Achievement Level	Mark on a 5 point scale

	elevated

less than 50%	below the average

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