Bee and fly.
Do you know where the white lilies are?
The fly frowned:
I didn't see any lilies here!
How? - exclaimed the bee. - But they told me that there should be lilies in this meadow!
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“Checking reading skills in 3rd grade.”
Examination reading skills work with text work of art
3rd grade
STUDENT CARD
F.I. student ___________________________ UMK ___________________________
Bee and fly.
This is the parable Elder Paisiy Svyatogorets once told.
There were many flowers growing in the meadow. There were white fragrant lilies, hyacinths, and tall blue irises. And there was also a place for small flowers in the grass. The wind tilted them, merrily swayed the grass and leaves, and the aroma spread far, far away!
Bees were working over the clearing, over the flowers. They collected sweet nectar to feed the young in the hive and stock up on food for a long time. cold winter.
This is where the fly flew. She buzzed displeasedly and looked around.
One little bee, who was here for the first time, politely asked the fly:
- Do you know where the white lilies are?
The fly frowned:
– I didn’t see any lilies here!
- How? - exclaimed the bee. “But they told me that there should be lilies in this meadow!”
“I didn’t see any flowers here,” muttered the fly. - But not far away, behind the meadow, there is one ditch. The water there is deliciously dirty, and there are so many empty cans nearby!
Then an older bee flew up to them, holding the collected nectar in its paws. Having found out what was the matter, she said:
– True, I never noticed that there is a ditch behind the meadow, but I can tell so much about the flowers here!
“You see,” said Father Paisiy. “The poor fly only thinks about dirty ditches, but the bee knows where the lily grows, where the iris grows, and where the hyacinth grows.”
And so do people. Some are like bees and like to find something good in everything, others are like flies and strive to see only bad in everything. Who do you want to be like?
(235 words) (M. Aleshin)
Read the text “The Bee and the Fly” by M. Aleshin. Complete the tasks. Mark the statements that correspond to the content of the text read.
1. At what time of year do the events described in the text take place? (There are two possible correct answers.)
2. What kinds of flowers grew in the meadow?
a) Lilies, hyacinths, irises;
b) lilies, hyacinths, irises, tulips;
c) lilies, hyacinths, irises, small flowers.
3. Identify the characters in the work.
______________________
4. What were the bees doing in the clearing?
Answer: _____________________________________________________________________________
5. What word does the author characterize the actions of bees?
a) Worked;
b) flew merrily;
c) basked in the sun.
6. Why didn’t the little bee know where the white lilies grow?
Answer: __________________________________________________________________________________________________________________________________________________________
7. Why didn’t the fly see the lilies in the meadow? (There are two possible answers.)
a) She found herself in the meadow for the first time;
b) she was not interested in lilies;
c) she was only interested in the dirty ditch.
8. Restore the deformed plan of the read work.
a) “Who do you want to be like?”
b) Fragrant meadow.
c) Dialogue between a little bee and a fly.
d) Nectar collection.
e) Everyone sees only what interests him.
Answer: __________________________________________________________________________________________________________________________________________________________________________________
9. Make a three-point text plan.
Answer: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
10. Describe the bees. (What are they?)
Answer: __________________________________________________________________________________________________________________________________________________________
11. Describe the fly. (What is she like?)
Answer: ________________________________________________________________________________________________________________________________________________________________12. Answer the author’s question: “Who do you want to be like?” Why?
Answer: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Correct answers to literary reading assignments.
(for teacher) 3rd grade
| Bees, a fly, Father Paisiy |
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| Collected sweet nectar |
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Scheme for analyzing the reading skills of working with the text of a work of fiction for 3rd grade students
Date of inspection: ________________
Class___________ UMK ____________________________
| Number of students verified | Completed the job without errors | Made mistakes in assignments |
|||||||||||
| ____ people ______% | |||||||||||||
Mark “5”_________________________________________ people _____%
Mark “4” ______________________________________ people. _____%
Mark “3”________________________________________person_____%
Mark “2”_____________________________________________person. ____%
Success rate ______%
Percentage of knowledge quality ______%
Teacher: ____________________ Assistant: _________________________
A grade of "5" is given for 100% of correctly completed tasks
A grade of "4" is given for 80% of correctly completed tasks
A grade of "3" is given for 60% of correctly completed tasks
A grade of "2" is given if less than 60% of the tasks are completed correctly.
HOW THE BADger AND THE MARTEN FOUGHT TO TRIAL
One day a badger and a marten were running along a forest path and saw a piece of meat. They ran up to their find.
- I found a piece of meat! - the badger shouts.
- No, I found a piece of meat! - the marten shouts to the whole forest.
Badger his:
- I found this! There is no point in arguing in vain!
Marten own:
- I saw it first!
So they argued and argued and almost fell apart.
Then the badger said:
- Let's go to the judge. Let the judge judge us.
And the judge in this forest was a fox.
The fox listened to the badger and the marten and said:
- Give me your find here.
The debaters gave the judge a piece of meat. Lisa said:
– We need to divide this piece into two equal parts. Let the badger take one part, and the marten take the other.
With these words, the fox tore the piece into two parts.
“It’s not fair,” the badger whined. - The marten has a larger piece.
“We’ll fix this problem now,” said the cunning fox and bit off a fair portion of the meat from the marten’s share.
“Now the badger has a bigger piece,” cried the marten. - This is unfair!
- It’s okay, we’ll fix this problem too! I like everything to be fair.
Having said this, the fox again bit off a piece of meat, only this time from the badger’s share. Now it turned out that the marten had a larger piece left than the badger. But the fox was not confused and took a bite from the marten.
And so she leveled the piece until there was nothing left of the find.
Apparently they are telling the truth smart people: greedy and unyielding people are always at a loss.
Questions and tasks
1. Where, in what place do the events described in the text take place?
A) In the meadow; B) in the forest; B) in the field; D) in the village.
2. Identify the characters in the work.
A) Badger, marten, fox; B) badger, sable, fox; B) mink, marten, fox.
3. Why did the animals have a dispute?
A) They didn’t know how to divide the find; B) were afraid of depriving each other; C) found out who found the piece of meat.
4. Determine what meaning the author puts into the expressionalmost got torn apart ?
A) Almost torn to pieces; B) almost got into a big fight; C) almost made a hole.
5. Who held court in this forest?
A) Fox; B) bear; B) wolf.
6. What is the definition of fox in this text?
A) cunning; B) cheat; B) red-haired robber.
7. What human vice does the people condemn in this work?
A) Greed; B) cunning; B) cowardice.
8. Think: what is in the title?
A) Main idea; B) topic.
9. Is there a hero in this work whose behavior causes approval?
_________________________________________________________________________________________________________________________________________________________________________________________________________________
10. Write it out main idea this work.
__________________
11. Write down the title of another work, which also condemns greed.
___________________________________________
12. Did you like this work and why?
____________________________________________________________________________________
13. Make a three-point text plan.
________________________________________
3rd grade 1st quarter. Option 1
Student(s)______________________________________________________________
Bee and fly
This is the parable Elder Paisiy Svyatogorets once told.
There were many flowers growing in the meadow. There were white fragrant lilies, hyacinths, and tall blue irises. And there was also a place for small flowers in the grass. The wind tilted them, merrily swayed the grass and leaves, and the aroma spread far, far away!
Bees were working over the clearing, over the flowers. They collected sweet nectar to feed the young in the hive and stock up on food for the long, cold winter.
This is where the fly flew. She buzzed displeasedly and looked around.
One little bee, who was here for the first time, politely asked the fly:
- Do you know where the white lilies are?
The fly frowned:
– I didn’t see any lilies here!
- How? - exclaimed the bee. “But they told me that there should be lilies in this meadow!”
“I didn’t see any flowers here,” muttered the fly. - But not far away, behind the meadow, there is one ditch. The water there is deliciously dirty, and there are so many empty cans nearby!
Then an older bee flew up to them, holding the collected nectar in its paws. Having found out what was the matter, she said:
– True, I never noticed that there is a ditch behind the meadow, but I can tell so much about the flowers here!
“You see,” said Father Paisiy. “The poor fly only thinks about dirty ditches, but the bee knows where the lily grows, where the iris grows, and where the hyacinth grows.”
And so do people. Some are like bees and like to find something good in everything, others are like flies and strive to see only bad in everything. Who do you want to be like? (
235 words
)(
M. Aleshin
)
1. At what time of year do the events described in the text take place? (There are two possible correct answers.)
a) Winter;b) spring;into the summer;d) autumn.
2. What kinds of flowers grew in the meadow?
a) Lilies, hyacinths, irises; b) lilies, hyacinths, irises, tulips;
c) lilies, hyacinths, irises, small flowers.
3. Identify the characters in the work._________________________________________________
4. What were the bees doing in the clearing?_______________________________________________________
5. What word does the author characterize the actions of bees?
a) Worked; b) flew merrily; c) basked in the sun.
6. Why didn’t the little bee know where the white lilies grow?
7. Why didn’t the fly see the lilies in the meadow? (There are two possible answers.)
a) She found herself in the meadow for the first time; b) she was not interested in lilies;
c) she was only interested in the dirty ditch.
8. Restore the deformed plan of the read work.
a) “Who do you want to be like?”
b) Fragrant meadow.
c) Dialogue between a little bee and a fly.
d) Nectar collection.
e) Everyone sees only what interests him.
9. Make a three-point text plan.
_________________________________________
________________________________________
__________________________________________
10. Describe the bees. (What are they?)__________________________________________________________
11. Describe the fly. (What is she like?)_______________________________________________
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Testing the reader's ability to work with the text of a work of fiction
3rd grade 2nd quarter. Option 1
Student(s)______________________________________________________________
Duty
Vanya brought a collection of stamps to class.
- Nice collection! - Petya approved and immediately said: “You know what, you have a lot of identical brands here, give them to me.” I will ask my father for money, buy other brands and return it to you.
- Take it, of course! – Vanya agreed.
But his father did not give Petya money, but bought him a collection. Petya felt sorry for his stamps.
“I’ll give it to you later,” he said to Vanya.
- No need! I don't need these brands at all! Let's play with feathers instead!
They started playing. Petya was unlucky - he lost ten feathers. He frowned.
– I’m in your debt all around!
“What a duty,” says Vanya, “I was playing with you as a joke.”
Petya looked at his comrade from under his brows: Vanya had a thick nose, freckles were scattered across his face, his eyes were somehow round...
“Why am I friends with him? - thought Petya. “I’m just accumulating debts.” And he began running away from his friend, making friends with other boys, and he himself had some kind of resentment towards Vanya.
He goes to bed and dreams:
“I’ll save up more stamps and give him the whole collection, and I’ll give him the feathers, instead of ten feathers - fifteen...”
But Vanya doesn’t even think about Petya’s debts, he wonders: what happened to his friend?
Somehow he approaches him and asks:
- Why are you looking at me sideways, Petya?
Petya couldn't stand it. He blushed all over and said something rude to his friend:
– Do you think you’re the only honest one? And others are dishonest! Do you think I need your stamps? Or did I not see any feathers?
Vanya backed away from his comrade, he felt offended, he wanted to say something but could not.
Petya begged his mother for money, bought feathers, grabbed his collection and ran to Vanya.
- Get all your debts in full! – He’s happy, his eyes are sparkling. - Nothing was missing from me!
- No, it's gone! - says Vanya. – And you will never get back what is missing!
( 282 words E. Shim )
1. Identify the main characters of the work.
A) Vanya, Petya; B) Vanya, Petya, Petya’s father; C) Vanya, Petya, Petya’s father, Petya’s mother.
2. Where, in what place do the events described in the text begin?
A) In the yard; B) in the classroom; B) in the park.
3. What obligations did Petya undertake by taking the same stamps from Vanya? Restore the sequence of his promises.
A) “I’ll return it later”;______
B) “I’ll give you stamps from my collection in return”;_______
C) “I’ll buy other brands and return it to you.”________
4. Why didn’t Petya give Vanya the stamps his father bought for him?
A) I felt sorry for my brands; B) my father did not allow me to give away the collection;
B) didn’t want to offend my friend.
5. Who was the first boy to use the word?debt (in debt) ?______________________________
6. What meaning does Petya put into the word?duty ?
A) What is taken with the condition of return; B) something given with the condition of return;
C) a duty to someone.
7. What meaning does Vanya put into the word?squint?
A) Become oblique; B) look askance, from the side; B) be unfriendly.
8. Why couldn’t Vanya respond to Petit’s rudeness?
A) He felt offended; B) felt sorry for Petya; B) couldn’t find the right words.
9. Using numbers, reconstruct the deformed outline of the text you read.
A) Vanino is perplexed.___
B) Petya is gnawing at his conscience.___
C) Debts are growing.___
D) End of friendship.___
D) Stamps on loan.___
10. What kind of loss is Vanya talking about?__________________________________________
11. Write down the main idea of the story.__________________________________________
12. What, in your opinion, human qualities help maintain friendship?
______
13. Which of the boys did you like and why?
Testing the reader's ability to work with the text of a work of fiction
3rd grade 2nd quarter. Option 2
Student(s)______________________________________________________________
BOY-FLIGHT
Once upon a time there lived a small hot Fire. And he really wanted to become a boy, so that he would have two dexterous hands, two strong legs, two keen eyes - in a word, everything like boys.
The Fire Fairy made him a boy (he really asked her about this), but she said that the Fire would be different from all the guys in that if it fell into the water, it would go out, and there would be neither a boy nor a Light.
This is how the boy Ogonyok appeared in a large and cheerful house, where many children lived. He ran fast, jumped high, and when he did something, sparks flew around him.
He was close friends with the guys. They were always together, only Ogonyok and his comrades did not go to the river to swim.
Somehow it happened that Ogonyok was alone on the river bank.
He walked and smiled - just like that: the sun, the river, the trees, the grass.
And suddenly I saw: a boy was drowning, his head was barely visible above the water, waves were rolling over his face.
What to do?
Light remembered the words of the sorceress: “If you fall into the water, you will go out, and then there will be neither a boy nor a Light,” he remembered and... threw himself into the water. He swam up and supported the boy.
And then I felt that I was beginning to fade away, that my arms and legs were no longer listening, and my eyes were no longer able to see. From last bit of strength he floats. He pulled the boy ashore. I got out myself. Got out and went out.
Black coals lie on the sand - an extinguished boy-Ogonyok.
The Sun saw all this from the high sky. Clear, fair. It collected all its rays into one strong, living and hot beam, directed it at the extinguished boy-Light and lit it again.
And even though he did not become a boy, he no longer became a Light, but a big Fire with the same kind and courageous heart.
(271 words by E. Kiselyov)
1. At what time of year did the events described in the text take place?
1. in winter; 2 in spring; 3 in summer; 4 in autumn
__________________________________________________________________
3. Write down Ogonyok’s most important wish.
__________________________________________________________________
4. Mark the title of the work, where transformation into a person is also accompanied by a condition.
1. H.K. Andersen - "The Little Mermaid";
2. A.S. Pushkin - “The Tale of Tsar Saltan, of his glorious and mighty hero Prince Gvidon Saltanovich and of the beautiful Swan Princess”;
3. ...
5. Restore the sequence of actions of the boy-Spark when rescuing the boy.
1. got out;___
2. rushed;___
3. supported;___
4. swam;___
5. pulled out;___
6. went out___
6. Color in red the words from the text that characterize the sun.
7. Why did the Sun direct its ray to the extinguished boy-Light?
1. restored justice;
2. rewarded a large and courageous heart;
3. didn’t want to see black coals
8. Restore the deformed outline of the text.
1. Intervention of the just Sun.____
2. The cherished wish of a little hot Fire.____
3. Difficult choice.___
4. Gift from the Fairy of Fire.___
5. Happy life boy-Spark in a big and cheerful house.___
9. Think about which expression better than others helps to understand the main idea of the text?
1. Where there is courage, there is victory.
2. good friendship and you can’t cut it with an ax.
3. It is a great merit to help a friend out in trouble.
10. Determine the main idea of the text.
____________________________________________________
3rd grade Option 1.
Starlings
We waited for the starlings. We adjusted the old birdhouses and hung new ones.
Finally, on the evening of March 19th, someone shouted: “Look, starlings!”
Indeed, they were sitting high on the branches of poplars... We began to count them: one, two, five, ten, fifteen... That evening there was no noise or fuss among the starlings...
For two days the starlings seemed to be gaining strength and kept visiting and inspecting last year’s familiar places.
And then the eviction of sparrows from birdhouses began.
Starlings usually sit high above the birdhouses for two days and, apparently, chatter carelessly about something among themselves, while they themselves gaze downwards with one eye, sideways.
It's scary and difficult for the sparrow. No, no - he sticks his sharp, cunning nose out of the round hole - and back.
Finally, hunger, frivolity, and perhaps timidity make themselves felt. And as soon as he has time to fly away a fathom, like a starling downwards like a stone, he is already at home.
Now the sparrow's temporary economy has come to an end.
Starlings guard the nest in turns: one sits, the other flies on business.
The starling carries all sorts of construction nonsense there: moss, cotton wool, feathers, fluff, rags, straw, dry blades of grass. He makes the nest very deep, so that a cat does not crawl in with its paw or a raven sticks its long predatory beak through it. They cannot penetrate further: the entrance hole is quite small - no more than five centimeters.
And then soon the ground dried up and the fragrant birch buds blossomed. Fields are plowed, vegetable gardens are dug up and loosened. How many different worms, caterpillars, slugs, bugs and larvae crawl into the light of day! That's the starling's freedom!... His food is on the ground and in the ground.
And do you know how many insects harmful to the garden and vegetable garden the starling destroys during the summer, if you count it by weight? A thousand times its own weight!
If you sit quietly in the morning, every day, without sudden movements somewhere in the garden or vegetable garden, then the starlings will soon get used to you and will come very close...
The real starling song should be listened to only in the early morning, when the first pink light of dawn colors the trees...
The air warmed up a little, and the starlings had already scattered on high branches and began their concert. (Alexander Kuprin)
1. Who or what is this work about?
about the tricks of sparrows about the friendship of birds about starlings about sparrows about the coming of spring
2. Think about what is in the title?
subject;
Main thought
3. How many days did the starlings gain strength after the flight?
five days one day several days two days a week
4. How does the eviction of sparrows from birdhouses take place?
The sparrows are driven out The sparrows are pecked The sparrows are guarded The sparrows are not fed The sparrows are not given water
5. What size should the entrance hole to the birdhouse be?
big; small medium; no more than five centimeters; narrow
6. Where does the starling find food?
in the air; in water; on the ground; in the ground; on the ground and in the ground
7. Explain the expression starling stone down. Write it down.
___________________________________________________________________________
8. Restore the order of the events described.
Rest. ___
Life at home. ___
Construction of a nest. ___
Return of the starlings. __
Eviction of sparrows. ___
9. Determine the genre of this work.
Fairy tale
Fable
Historical story
Scientific educational story
10. How do you understand the expression all construction nonsense?
1. stones 2. sand 3. small pieces of various debris 4. cement 5. glass
11. What fact described in the text particularly surprised you? Write it down. Why?
________________________________________________________________________________________________________________________________________________
Testing the reader's ability to work with the text of a work of fiction
3rd grade Option 2
THE POWER OF FRIENDSHIP
At the very edge of the garden bed, near other flowers, sweet peas sprouted their first sprout. He was very happy about the warm, gentle sun, which awakened the most beautiful plants sleeping in the ground.
– What a wonderful world! - the little sweet pea admired, looking forward to the day when he could open the first flowers. Sweet pea didn’t even know what color they would be.
And the wheatgrass, its roots buried deep in the ground, threatened:
“Are you, poor little fellow, really going to outstrip me in height and even blossom?” This won't happen!
The wheatgrass quickly turned green. A little time passed, and it grew so much that the sweet peas could no longer see the sun - the tender leaves of the sweet peas were covered by the shadow of the wheatgrass.
- Well, you see! – the angry wheatgrass laughed. “You will wither away, and no one will even know that you lived in the world!”
- Horrible! – Sweet pea was in despair. - Will I never see the sweet sun again, will I really have to die without ever blooming?
Suddenly a quiet, polite voice was heard next to him:
- Don't worry, sweet pea! You will still bloom. Just lean against me. I will help you escape from the wheatgrass.
It was a sunflower. He, too, could not yet boast of height, but his leaves were already wide and large, and his stem was firmly in the ground.
Sweet pea obeyed and wrapped her slender arms around the slender sunflower. Every day the sunflower rose higher and higher, and the sweet peas grew with it. Soon they both outgrew all other flowers.
And then one day a sunflower opened a beautiful yellow flower. It was so big and bright that at first the sweet pea mistook it for the sun.
- How beautiful you are! - Sweet pea rejoiced.
“You are beautiful too,” said the sunflower.
Indeed, the sweet peas also began to bloom. Like little silken moths bloomed red on its branches. And what a sweet aroma they exuded!
Bees and butterflies came from everywhere to congratulate the sunflower. They all rejoiced at its beauty and also admired the little sweet pea, which now boldly rose towards the sun and blossomed magnificently.
And the wheatgrass almost burst with anger, crawling at the very feet of the sweet pea. But he was no longer able to do anything bad to him.
- How wonderful it is to live in the world if next to you good friend! - the happy sweet pea said to the bees and butterflies.
( 351 words )
( D. Rinkule-Zemzare. Translated from Latvian by A. Girshfeld )
1. During what seasons do the events described in the text take place?
in winter; in spring; in summer; in autumn
2. Identify the main characters of the work.
moths; wheatgrass; bees; sweet pea; butterflies; sunflower
3. Continue the series of phrases (2–3).
Sweet pea,
clear sunshine,
... .
4. Restore the sequence of sweet pea's mood changes throughout the story.
Admired; ____happy; _____was in despair; _____was happy
5. Write it down cherished wish sweet pea.
_________________________________________________________________
6. Color it yellow sentence characterizing sweet pea flowers.
7. Restore the deformed outline of the text.
The appearance of the first sweet pea sprout in the wonderful world.
The power of friendship.
Threat of wheatgrass.
Sunflower's neighborly proposal.
8. Determine the main idea of the text.
________________________________________________________________________________________________________________________________________________
9 . Think about what is in the title?
subject;
Main thought
10. Did you like this work and why?
_____________________________________________________________________
Testing the reader's ability to work with the text of a work of fiction
3rd grade Option 1 4th quarter
Epiphany
At one Moscow school, a boy stopped going to classes. He hasn't been walking for a week or two...
Lyova did not have a phone, and his classmates, on the advice of the teacher, decided to go to his house.
Levi's mother opened the door. Her face was very sad. The guys greeted each other and timidly asked:
– Why doesn't Leva go to school?
Mom sadly replied:
– He will no longer study with you. He had surgery. Unsuccessful. Lyova is blind and cannot walk on his own...
The guys were silent, looked at each other, and then one of them suggested:
– And we will take turns taking him to school.
– And accompany you home.
– “And we’ll help you do your homework,” classmates chirped, interrupting each other.
Tears welled up in my mother's eyes. She led her friends into the room. A little later, feeling the way with his hand, Lyova came out to them with a blindfold.
The guys froze. Only now did they truly understand what a misfortune had happened to their friend. Leva said with difficulty:
- Hello.
And then it rained down from all sides:
– I'll pick you up tomorrow and take you to school.
– And I'll tell you what we studied in algebra.
- And I'm in history.
Leva didn’t know who to listen to and just nodded his head in confusion. Tears rolled down my mother's face.
After leaving, the guys made a plan - who would come in, when, who would explain what subjects, who would walk with Lyova and take him to school.
At school, the boy who sat at the same desk with Lyova quietly told him during the lesson what the teacher was writing on the board.
And how the class froze when Lyova answered! How everyone rejoiced at his A’s, even more than their own!
Leva studied well. The whole class began to study better. In order to explain a lesson to a friend in trouble, you need to know it yourself. And the guys tried. Moreover, in the winter they began to take Lyova to the skating rink. The boy loved it very much classical music, and classmates went with him to symphony concerts...
Lev graduated from school with a gold medal, then entered college. And there were friends who became his eyes.
After college, Leva continued to study and eventually became a world-famous mathematician, academician Pontryagin.
There are countless people who have seen the light for good. Boris Ganago
Testing the reader's ability to work with the text of a work of fiction
3rd grade 4th quarter
Epiphany
1. In what city did the boy study?
a) in Moscow; b) in St. Petersburg; c) in Rostov.
2. Why did classmates decide to go to the boy’s house?
a) he didn’t have a phone;
b) he stopped going to classes;
c) the guys wanted to go visit.
3. How did Levin’s mother explain her son’s absence from school? Write out the words from the text.
___________________________________________________________________
4. When did the guys really understand what misfortune happened to their friend?
a) when they saw Leva;
b) when they saw Lyova with a blindfold;
c) when they saw Leva, blindfolded, feeling his way with his hand, coming out to them.
5. What decision did the guys make? ___________________________________
6. What did classmates do after visiting a friend?
_________________________________________________________________
a) started singing;
b) spoke at the same time;
c) argued among themselves.
8. Restore the sequence of mom’s mood changes.
a) Mom’s eyes welled up with tears. __
b) Her (mother’s) face was very sad. __
c) Mom answered sadly... . __
d) Tears rolled down my mother’s face. __
9. Do you think it’s possible to cry for joy?
a) yes; b) no.
10. Why were the guys more happy about Leva’s A’s than their own?
__________________________________________________________________
11. Why did your classmates begin to study better? What does the author of the work say about this? Write out the sentence from the text.
___________________________________________________________________
___________________________________________________________________
13. Recover using numbers correct order points of the plan.
a) World famous. __
b) The boy stopped going to school. __
c) The guys’ decision not to abandon their friend in trouble. __
d) Leva’s successful studies at school. __
e) Classmates at Leva’s house. __
f) New friends at the institute. __
14. Indicate the genre of this work
a) fable
b) story
c) fairy tale
d) poem
d) epic
15. Write down the theme of this work (what or who the work is about).
___________________________________________________________________
___________________________________________________________________
16. Write down the main idea of this work.
If you can’t find it, formulate it yourself and write it down.
___________________________________________________________________
___________________________________________________________________
17. What kind of “epiphany” do you think is being discussed in the work?
___________________________________________________________________
Option 1
Jack the Guide
Residents of Mira Street know this man well. In winter and summer, wearing large black glasses on his face speckled with blue marks, he walks along the sidewalk every day and tap-tap - tapping with his carved stick. The man in black glasses is a former military pilot. He lost one arm and both eyes from the explosion of an enemy shell. And suddenly, to the surprise of passers-by, the blind pilot appeared without his eternal wand. Instead, he held the dog by the leash. Jack confidently led his master down the street. At the intersection, Jack stopped and waited for the cars to pass. He avoided every pillar, every pothole or puddle.
“Jack, stop!” - and the dog obediently leads its owner to the bus. If the bus passengers themselves don’t think of giving up their seats to a blind man, Jack chooses a younger person from those sitting and nuzzles his nose into his knees: they say, you can stand, but it’s difficult for my master to stand... “Jack, to the store!” - takes you to the grocery store.
Jack is now my eye in return! - the former pilot cannot boast enough about his guide.
(G. Yurmin)
Questions and tasks:
1. Determine the genre of the work.
□1) story
□ 2) fable
□ 3) fairy tale
□ 4) poem
2. Why did the residents of Mira Street know this man well?
□1) he was different from everyone else appearance
□ 2) he always walked the dog
□3) he walked in the same place
3. Why did the pilot go blind? Write the answer from the text.
____________________________________________________________________________________________________________
4. How do you understand the meaning of the word guide?
____________________________________________________________________________________________________________
5. Who became the former pilot's true friend?
______________________________________________________
6. How do you understand the expressionIs Jack now my eyes instead?
8. How did Jack help the owner find a seat on the bus?
□1) barked at a young man
□2) nuzzled into the knees of a younger passenger
□3) started growling at the passenger
9. Restore the sequence of events in the story.
□1) Instead of a stick, he held a dog by the leash.
□2) Jack leads to the bus.
□3) Every day he walks along the sidewalk, tapping with a stick.
□4) He lost one arm and both eyes.
□5) The former pilot is happy with his friend.
______________________________________________________
Option 2
Read the text, answer the questions, complete the tasks.
Cuckoo
There lived a poor woman on earth. She had four children. The children did not obey their mother. They ran and played in the snow from morning to evening. The clothes will be wet, and the mother will get sushi, the snow will be covered, and the mother will be removed. And my mother caught fish on the river herself. It was hard for her. And the children did not help her. My mother fell ill from her hard life. She lies there and asks, calls the children: “Children, my throat is dry, bring me some water.”
The mother asked not once, not twice. Children don't go for water. Finally, the eldest wanted to eat, looked into the tent, and the mother was standing in the middle of the tent, putting on a malitsa. And suddenly the little girl became covered with feathers. The mother takes a board on which the skin is scraped, and that board becomes a bird's tail. The iron thimble became her beak. Instead of arms, wings grew. The mother turned into a bird and flew out of the tent.
Brothers, look, look: our mother is flying away like a bird! - the eldest son shouted.
Then the children ran after their mother:
Mom, we brought you some water.
Cuckoo, cuckoo, cuckoo! It's too late, son, I won't be back.
So the children ran after their mother for many days and nights.
over rocks, over swamps, over hummocks. They wounded their feet and bled. Wherever they run, a red trail remains.
The mother cuckoo abandoned her children forever. And since then the cuckoo has not built its own nest, has not raised its own children, and from that time on red moss has been spreading across the tundra.
Questions and tasks:
1. Determine the genre of the work.
□1) story
□2) fable
□3) folk tale
□4) poem
2. How many children did the mother have?
□ 1) three
□2) two
□3) four
□4) _____________________________________________________
(write down your answer)
3. Why did the mother get sick?
□1) caught a cold
□2) became infected
□3) from a hard life
(write down your answer)
4. What did the mother ask for her children? (Write the answer from the text.)
__________________________________________________________________________________________________________________________________________________________________
5. Choose a synonym for the word chum.
______________________________________________________
6. B What kind of bird did the mother turn into?
______________________________________________________
7. What people do you think composed this work?
□1) Russians
□2) Azerbaijanis
□3) Nenets
□4)____________________________________________________
(write down your answer)
8. Where did the events take place?
□1) in the steppe
□2) in the forest
□3) in the desert
□ 4) in the tundra
9. Use numbers to reconstruct the deformed outline of the text you read.
□Transformation into a bird.
□The mother cuckoo abandoned her children forever.
□Mother asks for a drink.
□The children did not obey their mother.
□My mother became seriously ill.
□Mother flies away.
□The children ask to come back.
10. Determine the main idea of the text.
Zlotnikova N.M. teacher primary classes
GBOU "Gymnasium No. 5" Sevastopol
“Reading should become for a child a very subtle tool for acquiring knowledge and at the same time a source of rich spiritual life.”
V.A. Sukhomlinsky
Formation and testing of reading skills in the classroom literary reading in primary school.
Literary reading is a special lesson, since the subject of study itself is art. And the goal of this lesson is to develop the ability of student readers to fully perceive a literary text.
the main task teacher in literary reading lessons - to organize a full, deep perception by children of all the information embedded in the text, to help them imagine the pictures drawn by the author, to respond emotionally to the feelings of the author and characters, to understand the author’s thought and, if possible, to see how all this conveys to us , readers, artist of words. In other words - to formreading skills and abilities.
Reading skills are the readiness to most effectively perform actions in accordance with the goals and conditions in which one has to act. They are aimed at analyzing the language, plot, composition, images and contribute to understanding the idea of the work.In the practice of international monitoring of reading literacy, it is customary to distinguish three main reading skills:
Integrate and interpret (message) , or - in Russian: to connect and interpret .
When performing the first action, the reader concentrates primarily on individual pieces of information in the text. In the second step, the reader connects these fragments into big picture. By performing the third action, the reader correlates the message of the text with non-text information. In Fig. 1 shows the connections of all the reading skills mentioned above.
Rice. 1. Connections of reading skills.
SKILL ONE: FIND AND EXTRACT (information from text)
Here we will talk about extracting one or more pieces of information from the text. In everyday life, readers regularly extract information from texts. To do this, you need to quickly view (scan) the entire text and highlight that part of it (for example, a page in continuous text, a table or a list) where the information you are looking for is contained. Most often, the information you are looking for is in one part of the text, but sometimes it takes up several sentences.
When answering test questions that require information retrieval, students must connect the essential details of the question (the desired property of the object, the time, place or circumstances of the action) and the corresponding details of the text. Sometimes this connection is direct, literal - by coinciding keywords, sometimes indirect - synonymous. The information you are looking for is always contained in the text in a fairly explicit form. The wording of the question also explicitly states what (what information) is required to be found.
Information elicitation questions may have varying degrees of specificity. An example of a very specific question: determine from the text or table at what time or place something happens. We emphasize once again that the text or table contains this information explicitly. Somewhat more difficult are the questions, the answer to which is contained in the text in synonymous form. Finding such information requires categorization skills. For example, two concepts must be classified into a common category or, conversely, distinguished between two similar concepts belonging to different categories. Different levels Reader experience can be measured by systematically varying the elements of a question that determine its difficulty.
Extraction information is the process of selecting the desired message.Search information is the process of determining where this information is contained. Some test questions only involve retrieval of information. IN to a greater extent it refers to printed text, all parts of which the reader can see directly. When searching for information in printed text, the reader can focus on subheadings and thus determine the part of the text containing the desired message. The difficulty of finding information is determined by the number of pages that need to be viewed to determine the right place in the text, the volume of the desired message, as well as whether the question tells about the location of the desired message in the text.
SKILL TWO: INTEGRATE AND INTERPRET (text messages)
To understand the inner meaning of a text, its individual messages must be related to each other and interpreted.
Interpretation orinterpretation involves extracting information from the text that is not directly communicated. Sometimes this requires establishing a hidden connection, sometimes understanding the implied message, understanding the subtext. By interpreting a text, the reader makes explicit hidden assumptions or statements, both in the entire text and in any part of it. The interpretation is based on whole line mental actions. For example, to answer a question for studentshave to sometimes draw conclusions from the message of the text, distinguish between main and secondary details, briefly formulate the main thoughts, or, based on what is said in the text, infer about a previous event.
Integration ortying individual messages of the text into a single whole indicates that the reader understands what connects the elements of the text - from individual sentences or paragraphs to parts of composite texts. In each case, connecting units of information means determining their common role in the text, for example, showing similarities or differences, discovering cause-and-effect relationships, etc.
Both linking individual messages of a text and interpreting them are necessary in order to build a general, holistic understanding of the text. Students can demonstrate an initial understanding of the integrity of a text by naming it main topic or main purpose. Determining the main idea involves establishing the main thoughts expressed in the text, shows whether the reader can separate the main from the secondary or find out main idea in a certain statement or title of a text. Examples of questions for linking and interpreting the text: students are asked to come up with a title or write an introduction to the text, explain the order of sentences in the text, restore the names, and characterize the hero of the story. Some questions focus the reader on a specific part of the text, others address the entire text.
Both linking pieces of information and interpreting them are necessary in order to build deeper, more complete, and more nuanced reading comprehension. Questions that determine the depth of understanding most often require logic - for example, to take into account the way information is organized in the text, determine the intentions of the author, explain the meaning of a word or episode that gives overall value text special shades.
In the process of reading, a close two-way relationship is established between linking and interpreting information. Linking units of information into a meaningful whole is always preceded by the act of interpreting the meaning of each of the connected units. The combination of units of text into a whole initiates a new act of interpretation of this larger unit, which in turn awaits connection with other units of text.
SKILL THREE: COMPREHENSIVE AND EVALUATE (text message)
A reader who can comprehend and evaluate what he read is able to connect the message of the text with his own beliefs and experiences. Comprehension and evaluation involve relying on knowledge, ideas and feelings known to the reader before reading the text. Reflection questions require the reader to draw on their own experience or knowledge to compare, contrast, and speculate. Evaluation questions ask the reader to make a judgment based on his or her personal standards and measures.
Tocomprehend and evaluate the content of the text , the reader must connect the information of the text with other extra-textual sources of information, for example, agree or disagree with the statement of the text. Often the reader is asked to express and justify his or her own point of view on a subject discussed in the text. To do this, the reader needs, first, to create own interpretation text, secondly, correlate it with your beliefs or knowledge gleaned from other texts. To cope with such work, the reader must have both general and specialized knowledge, as well as the ability to think abstractly.
Examples of questions to comprehend and evaluate the content of the text: confirm any statement of the text based on own experience or evaluate the statement of the text from the point of view of one’s own moral or aesthetic ideas; Express your opinion on the quality of the evidence given in the text. Extra-textual information may be contained explicitly in the wording of the question.
Tocomprehend and evaluate the form of the text , the reader must look at the text from the outside, evaluate it objectively and comment on the quality and appropriateness of the text as a whole and its individual elements. In order to do this, it is necessary to have a sense of style, genre, structure of the text and communicative situations in which the text functions. When assessing whether the author’s portrait of the heroine was successful or how convincing the author’s statements are, it is important to pay attention not only to the main characteristics of the text, but also to the details. For example, it is useful to have a sense of how the choice of epithet can affect interpretation.
Examples of questions to comprehend and evaluate the form of a text: determine the value of the text for solving a specific problem, express and justify a judgment about whether the author has achieved a particular goal by using a specific method of constructing the text. In some questions, it is proposed, based on an analysis of the author's style, to determine the author's tasks or his attitude, say, to the heroine of the story.
To teach children to work with a work, it is necessary to develop special reading skills.
These skills, developed in primary school, will be necessary and sufficient for students in primary school to be able to fully read, understand and receive aesthetic pleasure from reading literature of different genres.
In elementary school, the following abilities and skills related to reading activity are tested:
the skill of conscious reading at a certain pace (aloud and silently);
Testing of reading skills is carried out on the basis of daily observations of reading and analysis of textbook texts. When marking reading, you must simultaneously consider the following:
student understanding of the text read;
method (whole words, syllables), correctness, fluency, expressiveness of reading;
Possession of speech skills and ability to work with text.
Reading and reading activities in different grades primary school have their own specific features. If in the first grade reading is an object of learning (reading methods are mastered, work is done on understanding what is read), then in the second to fourth grades reading gradually becomes a general educational skill, which is extremely necessary when mastering knowledge in other subjects. An important criterion for mastering reading as a general academic skill is reading fluency.
The process of developing reading skills is a long process, and therefore requires painstaking work every lesson from lesson to lesson from year to year.
Therefore, reading skills are tested every semester. The text, tasks, questions are selected. The answers are entered into the table
Test control as a means of developing reading skills.
Test work on literary reading based on the text.
Instructions for students to complete test work in reading.
Assessment of task completion.
Thus, the formation of reading skills of younger schoolchildren in literary reading lessons is possible only with the organization of a system of purposeful formation of reading activity of schoolchildren, through an introduction to teaching academic subject special techniques, methods and technologies. It should be especially emphasized that “reading is not only a subject that a child needs to successfully master, but also one through which he will master other disciplines and gain knowledge in all other subjects.”
Concluding the conversation about reading skills, it is necessary to emphasize that their formation should not be an end in itself. The most important goal of the teacher should remain the formation of the spiritual value and significance for the child of the very process of communication with a book, which allows him to discover a person in the world and peace in a person. Reading skills in in this case– only a means to achieve this strategic goal
In conclusion, I would like to note that the formation of reading skills should not be an end in itself. The most important goal of the teacher should remain the formation of spiritual value and significance for the child of the very process of communication with a book, which allows him to discover a person in the world and peace in a person. Reading skills in this case are only a means to achieve this goal.
Thus, the formation of reading skills of younger schoolchildren in literary reading lessons is possible only with the organization of a system of purposeful formation of reading activity of schoolchildren, through the introduction of special techniques, methods and technologies into the teaching of the academic subject.
Testing the reader's ability to work with the text of a work of fiction
2nd grade
Miracle bird
Once upon a time there was a boy. He went into the forest. I walked and walked and got lost. And it was high in the mountains. I searched and searched for the way and got tired. He broke himself a strong stick and moved on. He walked and walked and lay down under a bush to rest.
So he lay down to rest and saw: a huge snake crawling along a large tree. And there is a nest on the tree, and in the nest there are chicks.
When the chicks saw the snake, they screamed and cried:
- Help! Help!
But no one came to their aid. And the snake hisses, its mouth opens, its tongue sticks out. It climbs higher and higher, creeps closer...
The boy was very frightened at first, and then he felt sorry for the chicks, took his strong stick, swung it and hit the snake. She turned around, curled up again and then jumped on the boy.
The snake was strong, thick and long. The snake and the boy fought for a very long time, but the boy won.
He threw the snake meat to the chicks, and he again lay down under the bush and fell asleep, because he was very tired.
Suddenly the forest rustled from the wind, the night animals hid in holes, the stars were covered with clouds.
It was the miracle bird, flapping its mighty wings widely, that flew to its chicks.
She saw the boy and screamed with a terrible squeal:
- Man, man! I'll tear it apart!
“Mom, mom,” the chicks cried, “this man killed the snake and fed us!”
Then the miracle bird sank to the ground and spread its wide wing over the boy so that neither the wind nor the rain would disturb his sleep.
In the morning, the brave boy woke up, saw a large wing above him and began to cry.
“Don’t be afraid,” the miracle bird told him. “You saved my children, now I’ll do whatever you want for you.”
“Take me home,” the boy asked.
– Sit on my back, put your arm around my neck.
And the miracle bird lifted the boy high, carried him far and lowered him onto the roof of his home.
“Always be as you are now,” she said, flying away.
( 176 words )
Read the text. Complete the tasks. Mark the statements that correspond to the content of the text read.
1. For what purpose did the boy go to the forest?
a) Take a walk;
b) pick mushrooms;
c) see the miracle bird.
2. Why did the chicks scream and cry?
a) We saw a snake;
b) were afraid of the boy;
c) missed their mother.
3. Using numbers, reconstruct the sequence of the boy’s actions after meeting the snake.
a) Regretted;
b) hit;
c) got scared;
d) took;
d) swung.
4. Why is the boy tired?
5. At what time of day did the miracle bird fly to its chicks?
a) During the day;
b) in the morning;
c) in the evening;
d) at night.
6. Write out the phrase from the text that determined your choice of time of day.
7. What word did the author describe the boy?
a) Brave;
b) brave;
c) strong.
8. Choose the most accurate title for this text.
a) “Miracle Bird”;
b) “Brave Boy”;
c) “Rescuing chicks.”
9. What order did the miracle bird give to the boy?
10. What genre do you think this work belongs to?
a) Fairy tale;
b) story;
c) fable.
Correct answers to tasks
* “The stars were covered with clouds.”** “Always be as you are now.”
Read the text “Two Frogs” by L. Panteleev. Complete the tasks. Mark the statements that correspond to the content of the text read.
1. Where did your frog friends live?
In the cellar;
in a ditch;
In the woods;
in the park.
2. Note the features inherent in a real wood frog.
Brave;
coward;
strong;
lazy person;
sleepyhead;
cheerful.
3. At what time of day did your friends go out for a walk?
During the day;
In the evening;
at night;
in the morning.
4. Why did the frogs climb into the cellar?
To enjoy sour cream;
the cellar smelled very tasty;
the frogs wanted to know what was in the cellar.
5. Why did one of the frogs drown?
6. The brave frog continued to wallow in the pot because:
I decided to swim to the edge of the pot;
decided to fight death to the end;
I decided to churn butter from liquid sour cream.
7. How do you understand the expression: You're naughty, frog death?
You play;
nothing will work out for you;
inventing;
you fantasize.
About the danger that may lurk in the cellar;
about the delicious smells from the cellar;
about the rules of conduct in difficult situations;
that you should never lose heart.
9. Make a plan for the text.
1) Girlfriends living in a ditch.
2) ... .
3) ... .
4) ... .
5) Victory!
10. In which collection could this work be placed?
« Fairy tales»;
"Fables";
"Stories about nature";
"Stories about animals."
11. Which of the frogs did you like and why?
Testing reading skills to work with text
Correct answers to tasks
Checking your reading level
1. Identify the genres that can be included in the section of oral folk art.
Fairy tales;
chronicles;
fables;
epics;
proverbs;
_______________
2. Determine the genre of the work.
In the middle of a clean field,
At sunset the sun is red,
At sunrise the month is clear
To the heroic outpost
Gathered for a marching council
Glorious Russian heroes:
We thought and thought about the Duma,
We got dressed according to our outfits.
Fairy tale;
epic;
chronicle;
...
3. Look at the reproduction of V. Vasnetsov’s painting “Bogatyrs”. What genre of characters are these heroes?
Fairy tales;
chronicles;
epics;
...
4. Write down the name of one of the epic heroes.
5. Which characters (2–3) have you met most often in fairy tales about animals?
6. Write down the traditional heroes (2–3) of Russian fairy tales.
7. From which fairy tale by A.S. Pushkin's saying came to us: stay with broken trough?
“The Tale of Tsar Saltan, his glorious and mighty hero Prince Guidon Saltanovich and the beautiful Swan Princess”;
"The Tale of the Fisherman and the Fish";
"The Tale of dead princess and about the seven heroes."
8. Write down 1–2 names of fairy tale writers.
9. In which section of the book can the works of writers be placed: N.N. Sladkova, V.V. Bianchi, E.I. Charushina?
“About our little brothers”;
“Time for business - time for fun”;
“Good brotherhood is more valuable than wealth.”
10. What genres of works by L.N. Do you know Tolstoy?
Fairy tales;
stories;
fables;
poetry;
...
11. Write down 2-3 names of poets whose works about winter you have read.
12. Write down the name of the last book you read.
1st class
SPARROW
I was returning from hunting and walking along the garden alley. The dog ran ahead of me.
Suddenly she slowed down her steps and began to sneak around, as if sensing game in front of her.
I looked along the alley and saw a young sparrow with yellowness around its beak and down on its head. He fell from the nest (the wind strongly shook the birch trees of the alley) and sat motionless, helplessly spreading his barely sprouted wings.
My dog was slowly approaching him, when suddenly, falling from a nearby tree, an old black-breasted sparrow fell like a stone in front of her muzzle - and all disheveled, distorted, with a desperate and pathetic squeak, he jumped twice in the direction of the toothy open mouth.
He rushed to save, he shielded his brainchild... but his whole small body trembled with horror, his voice grew wild and hoarse, he froze, he sacrificed himself!
What a huge monster the dog must have seemed to him! And yet he could not sit on his high, safe branch... A force stronger than his will threw him out of there.
My Trezor stopped, backed away... Apparently, he recognized this power. I hastened to call the embarrassed dog away and left in awe.
Yes, don't laugh. I was in awe of that small, heroic bird, of its loving impulse.
Love, I thought stronger than death and fear of death. Only by her, only by love does life hold and move.
(I.S. Turgenev)
Read the text by I.S. Turgenev "Sparrow". Complete the tasks. Find statements that correspond to the content of the text you read and underline them.
1. Where do the events described in the text take place?
a) In the forest;
b) in the garden;
c) in the park.
2. Why did the young sparrow fall out of the nest?
a) The wind shook the tree strongly;
b) the sparrow tried to fly;
c) other chicks pushed him out of the nest.
3. On which tree was the sparrow's nest?
a) On aspen;
b) on a birch tree;
c) on an apple tree.
4. Why did the old black-breasted sparrow fall like a stone in front of the dog's face?
a) Rushed to save his brainchild;
b) fell from a tree branch;
c) wanted to scare the dog.
5. Using numbers, reconstruct the sequence of actions of a sparrow that fell from a nearby tree.
a) He rushed to save.
b) Fell.
c) Obstructed.
d) Jumped.
6. How do you understand the expression he sacrificed himself?
a) Was ready to give his life to save the chick;
b) wanted to die;
c) wanted to drive the dog away.
7. Write down what kind of force is stronger than the will of a sparrow, the author says.
8. Think about which expression best helps you understand the main idea of the text.
A) Dogs bark at the brave and bite the coward.
b) Happiness is on the side of the brave.
V) Love is stronger than death and fear of death.
9. Use numbers to reconstruct the deformed outline of the text you read.
a) The desperate act of an old sparrow.
b) Returning from hunting.
c) Trezor's retreat.
d) Meeting with a helpless sparrow.
e) Love is stronger than death.
10. From whose perspective is the story told?
11. Think about what genre we classify this text as:
a) fairy tale;
b) fable;
c) story.
ANSWERS TO TASKS