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STATE FINAL CERTIFICATION (GIA) OGE - 2016 9 CLASS examination work Evaluation Criteria Author - Inna Nikolaevna Rusak, teacher of Russian language and literature, Moscow State Educational Institution Dmitrovskaya Secondary School No. 9

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OGE IS CONDUCTED IN ACCORDANCE WITH THE FEDERAL LAW OF 12/29/2012 No. 273-FZ "ON EDUCATION IN THE RUSSIAN FEDERATION" FOR THE PURPOSE OF THE STATE FINAL CERTIFICATION OF GRADUATES ON THE BASIS OF PRELIMINARY CENTRAL EXPERTISE. THE EXAM RESULTS CAN BE USED FOR ADMISSION OF STUDENTS IN THE PROFILE CLASSES OF SECONDARY SCHOOL. The examination work in RUSSIAN LANGUAGE consists of three parts, including 15 tasks. 3 hours 55 minutes (235 minutes) are allotted for the execution of the examination work in the Russian language.

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PART 1. ASSIGNMENT 1. BRIEF PRESENTATION This is a small paperwork according to the listened text. Performed on a separate sheet. The original text is heard 2 times. PURPOSE - to convey the main content of both each micro theme (there are 3 of them), and the entire text as a whole. The volume of the presentation is at least 70 words. Summaries of the main points of the text (draft recordings) are allowed already at the 1st listening! To enjoy spelling dictionaries also allowed from the very beginning of the exam.

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CRITERIA FOR EVALUATION OF TASK 1 No. Criteria for assessment condensed presentation Points IK1 Content of presentation 2 - 1 - 0 IK2 Compression of the original text 3 - 2 - 1 - 0 IK3 Semantic integrity, verbal coherence and sequence of presentation 2 - 1 - 0 Maximum number of points for a concise presentation according to the criteria of IK1 – IK3 7

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PART 2. TASKS BASED ON THE READ TEXT Part 2 consists of 13 tasks (2-14). Part 2 assignments are performed on the basis of the text read. Answers to tasks 2-14 are written in the form of a word (phrase), number, sequence of numbers in the answer bank number 1 without spaces or other symbols.

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SPECIFIC: ASSIGNMENTS 2 - 14 ... # 2 - Adequate understanding written speech in various spheres and situations of communication (which fragment of the text contains the information necessary to substantiate the answer to the question ...) - a number. № 3 - Expressiveness of Russian speech (indicate a sentence in which the means of expressiveness of speech is ...) - number. № 4 - From the sentences ... write out a word in which the spelling of the prefix is ​​determined by its meaning - "approximation".

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No. 5 - From the sentences ... write out a word in which the spelling of the suffix is ​​an exception to the rule ... No. 6 - Replace the colloquial word "whispered" in sentence 12 with a stylistically neutral synonym. Write this synonym. № 7 - Replace the phrase "wooden box", built on the basis of agreement, synonymous with the link management. Write the resulting phrase. # 8 - Write out the grammatical basis of the sentence ...

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No. 9 - Among the offers ... find an offer with separate homogeneous definitions... Write the number of this sentence. No. 10 - In the sentences below from the text read, all the commas are numbered. Write down the numbers that represent the commas in the introductory word. № 11 - Indicate the number of grammatical bases in the sentence ... Write down the answer in numbers. № 12 - In the sentences below from the text read, all commas are numbered. Write down the numbers denoting commas between the parts of a complex sentence that are connected subordination... No. 13 - Among the proposals ... find complex sentence with homogeneous subordination subordinate clauses. Write the number of this sentence. No. 14 - Among the offers ... find difficult sentence with non-allied and allied creative communication between the parts. Write the number of this sentence.

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EVALUATION OF PART 2: Automatic processing, which means - extremely accurate filling of the answer form! The maximum number of points is 13. (one point for each correct answer). Zero points are given for an incorrect answer or lack of it.

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PART 3 COMPOSITION-DISCUSSION The task of part 3 is performed on the basis of the same text that the graduates read while working on the tasks of part 2. Using the text read from part 2, it is necessary to complete ONLY ONE of the tasks on a separate sheet: 15.1, 15.2 or 15.3. This is a written reasoned answer! Before writing an essay, you must write down the number of the selected task: 15.1, 15.2 or 15.3. The length of the essay must be at least 70 words. The essay must be written in a neat, legible handwriting.

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CRITERIA FOR EVALUATION OF TASKS 15 (COMPOSITION-REASONING) № Criteria for assessing the composition-reasoning on linguistic theme(15.1) Points С1К1 Availability of a reasonable answer to the posed question 2 - 1 - 0 С1К2 Availability of example-arguments 3 - 2 - 1 - 0 С1К3 Semantic integrity, verbal coherence and sequence of writing 2 - 1 - 0 С1К4 Compositional harmony of work 2 - 1 - 0 The maximum number of points for an essay according to the criteria С1К1 – С1К4 9

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CRITERIA FOR EVALUATION OF TASKS 15 (COMPOSITION-REASONING) No. Criteria for evaluating an essay-reasoning on a topic related to text analysis (15.2) Points С2К1 Understanding the meaning of a text fragment 2 - 1 - 0 С2К2 Availability of example-arguments 3 - 2 - 1 - 0 С2К3 Meaningful integrity, verbal coherence and consistency of the composition 2 - 1 - 0 С2К4 Compositional harmony of the work 2 - 1 - 0 The maximum number of points for an essay according to the criteria С2К1 – С2К4 9

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CRITERIA FOR EVALUATION OF TASKS 15 (COMPOSITION-REASONING) No. Criteria for evaluating an essay-reasoning on a topic related to text analysis (15.3) Points С3К1 Interpretation of the meaning of a word 2 - 1 - 0 С3К2 The presence of example arguments 3 - 2 - 1 - 0 С3К3 Meaningfulness , verbal coherence and consistency of the composition 2 - 1 - 0 С3К4 Compositional harmony of the work 2 - 1 - 0 The maximum number of points for an essay according to the criteria С2К1 – С2К4 9

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EVALUATION OF LITERACY AND ACTUAL ACCURACY OF SPEECH OF THE EXAMINED No. Criteria for assessing literacy and actual accuracy of speech GK1 points Compliance spelling norms 2 - 1 - 0 ГК2 Compliance with punctuation norms 2 - 1 - 0 ГК3 Compliance with grammatical norms 2 - 1 - 0 ГК4 Compliance with speech norms 2 - 1 - 0 ФК1 Actual accuracy of written speech 2 - 1 - 0 Maximum number of points for composition and presentation by criteria FC1, GK1 - GK4 10

No. Criteria for assessing the condensed presentation Points IK 1 Content of presentation The examinee accurately conveyed the main content of the listened text, reflecting all the micro themes that are important for his perception, listed in Table 1. 2 The examinee conveyed the main content of the listened text, but omitted or added 1 micro theme. 1 The examinee conveyed the main content of the heard text, but omitted or added more than 1 micro theme.

SG 2 Compression of the original text The examinee applied 1 or more 3 methods of compressing the text, using them throughout the entire text. The examinee has applied 1 or more methods of text compression, using them to compress 2 2 micro-themes of the text. The examinee has applied 1 or more methods of text compression, using them to compress 1 1 micro-theme of the text. The examinee did not use text compression techniques. 0

IK 3 Semantic integrity, speech coherence and consistency of presentation The work of the examinee is characterized by semantic integrity, verbal coherence and the sequence of presentation: - there are no logical errors, the sequence of presentation is not broken; - there are no violations of the paragraph division of the text in the work. 2 The work of the examinee is characterized by semantic integrity, coherence and consistency of presentation, 1 but 1 logical error was made, and / or there is 1 violation of the paragraph division of the text in the work. In the work of the examinee, a communicative intention is visible, but more than 1 logical error has been made, and / or 0 there are 2 cases of violation of the paragraph division of the text. The maximum number of points for a succinct presentation according to the criteria of SG 1 – SG 3 7

No. Evaluation criteria for an essay-reasoning on a linguistic topic (С 2) С 1 К 1 Availability of a reasonable answer to the question posed Points The examinee gave reasoning at the theoretical level. There are no factual errors related to understanding the thesis 2 The examinee gave reasoning at the theoretical level. 1 factual error was made related to understanding the thesis 1 The examinee gave reasoning at the theoretical level. 2 or more factual errors related to understanding the thesis were made. either the thesis is not proven, or reasoning is given outside the context of the assignment, or the thesis is proven at the everyday level 0

С 1 К 2 Availability of example-arguments The examinee gave 2 example-arguments from the text, 3 correctly indicating their role in the text The examinee gave 2 example-arguments from the text, 2 but did not indicate their role in the text, or gave 2 example-arguments from the text , indicating the role of one of them in the text, or gave 1 example-argument from the text, indicating its role in the text The examinee gave 1 example-argument from the text, not 1 indicating its role in the text The examinee did not give a single example of 0 argument illustrating the thesis , or the examinee gave examples not from what he read

From 1 to 3 Semantic integrity, verbal coherence and consistency of the essay The work of the examinee is characterized by semantic 2 integrity, verbal coherence and the sequence of presentation: - there are no logical errors, the sequence of presentation is not broken - there is no violation of the paragraph division of the text in the work The work of the examinee is characterized by semantic 1 integrity, coherence and the sequence of presentation, but 1 logical error was made and / or there is 1 violation of the paragraph division of the text in the work.

From 1 To 4 Compositional harmony The work is characterized by compositional harmony and completeness, there are no mistakes in the construction of the text 2 The work is characterized by compositional harmony and completeness, but 1 mistake in the construction of the text was made 1 In the work 2 or more mistakes in the construction of the text were made 0 Maximum points for the essay 9 by criteria С 1 К 1 - С 1 К 4

No. Criteria for assessing the literacy and actual accuracy of the examiner's speech GC 1 Compliance with spelling standards No spelling errors, or no more than 1 mistakes were made. 2 2 errors Allowed 3 -4 errors 1 Allowed 5 or more errors 0

ГК 3 Compliance with grammatical norms No grammatical mistakes, or 1 mistake was made 2 mistakes were made; 3 or more mistakes were made ГК 4 2 0 1 Compliance with speech norms There are no speech mistakes, or no more than 2 mistakes have been made 3-4 mistakes have been made 2 5 or more mistakes have been made 0 1

FC 1 Actual accuracy of written speech There are no factual errors in the presentation of the material, and 2 also in the understanding and use of terms, no 1 error in the presentation of the material or 1 use of terms was made 2 or more errors in the presentation of the material or in the use of terms 0 10 Maximum points for the essay and a presentation according to the criteria of FC 1, GK 1 - GK 4

When assessing (GK 1 - GK 4) literacy is taken into account the volume of presentation and essay The standards specified in Table 4 are used to check and evaluate the presentation and essay, the total volume of which is 140 or more words. If the total volume of the presentation and the essay is 70139 words, then according to the criteria of GK 1 -GK 4, no more than one point is given. If the presentation and the essay as a whole contains less than 70 words, then such work according to the criteria of GK 1 -GK 4 is estimated at zero points. If the student has completed only one form creative work(presentation or essay), then the assessment according to the criteria of GK 1 - GK 4 is carried out in accordance with the amount of work. The maximum number of points that an examinee can receive for completing the entire examination work is 39 points

Conversion of points into assessment 0 - 14 points - mark "2" 15 - 25 points - mark "3" 26 - 33 points (of which at least 4 points according to the criteria of GC 1-GC 4) - mark "4" 34 - 39 points (of which at least 6 points according to the criteria of GK 1 -GK 4) - mark "5"

Thus , the maximum number of points according to the assessment criteria of the presentation, which can be obtained by correctly completing the task of the first part of the examination work (excluding literacy), is 7.

The second and third parts of the workare performed on the basis of the same read text, which is thematically related to the listened one. But there are some nuances: if the text proposed for a concise presentation is reasoning, then in the second text different functional and semantic types of speech and their combinations can be presented.

Part 2 consists of 13 tasks (2-14). Answers to tasks 2-14 are written in the form of a word (phrase), number, sequence of numbers in the answer field in the text of the work. Tasks check basic knowledge of vocabulary, morphemics, spelling, punctuation, syntax. Part 2 contains questions on the analysis of the content of the text, which are given close attention both in the lessons of the Russian language and in the lessons of literature.

For each correctly completed task of the second part of the work, the examinee receives 1 point... 0 points are given for an incorrect answer or lack of it.

The maximum number of points that an examinee can score for 13 test tasks in the second part of the work is 13.

Part 3 (15.1, 15.2, 15.3) includes an essay on a linguistic topic.

The evaluation criteria for task 15 (1; 2; 3) are given in the following table:

Table 2

It is necessary to draw the attention of students to the fact that if the essay is a completely rewritten or retold text, then such work is evaluated zero points. An essay written on the basis of a quotation that is different from the quotation in task 15.1 of the executable option, according to all the verification criteria, is estimated at zero points.

The literacy of the examinee's written speech and the actual accuracy of his written speech are assessed separately (table 5).

Assessment criteria for the assignment 15.2

The answer to task 15.2 (essay-reasoning) is assessed according to the criteria that are presented in table number 3:

Table 3

The first criterion for evaluating an essay-reasoning on

topic related to text analysis

As in the assessment of assignment 15.1, students should be drawn to the fact that if the essay is a completely rewritten or retold text, then such work is evaluated zero points. Practical literacy the examiner's written speech and the actual accuracy of his written speech are assessed separately (table 5).

Assessment criteria for the assignment 15.3

The answer to task 15.3 (essay-reasoning) is assessed according to the criteria presented in table №4.

Table 4

Again, we draw the attention of the students to the fact that if the essay is a completely rewritten or retold text, then such work is evaluated zero points.

The practical literacy of the examiner's written speech and the actual accuracy of his written speech, as already mentioned, are assessed separately (table 5).

Table 5

It should be remembered that when assessing literacy, one should take into accountvolume of presentation and composition... The standards specified in Table 5 are applied to check and evaluatestatements and essays, the total volume of which is 140 or more words. If the total volumeessays and statementsis 70–139 words, then the assessment criteria also change.

Maximum pointsthat an examinee can receive for completing all examination work, - 39 .

For the performance of the examination work, a mark is set on a five-point scale.

A scale for recalculating the primary score for the performance of the examination work into a mark on a five-point scale

Part 2.

Concise presentation. Basic text compression techniques

The first part of the examination paper is writing a concise summary.

The most common type of work that students face in class is retelling. It can be both oral and written. Paragraphs from textbooks, excerpts from encyclopedias, scientific and critical articles, chapters from art books Pupils convey "in their own words", while setting out in this case most often not the literal transmission of the content, but the main, essential information. The ability to concisely express your thoughts indicates high level mental and speech development schoolchildren, and the skills of short retelling and interpretation of the text are necessary for the successful continuation of education in high school and university.

As practice shows, in life it is much more important to memorize the text meaningfully, i.e. perceive, analyze and group information already at the listening stage. That is why the developers of the OGE, having abandoned detailed presentation in the exam, preferred a concise presentation.

For the correct transmission of the content, it is important to memorize the text not as a sum of words, but as a structure. Knowledge of the structure of the text helps to correctly highlight the main information and convey it, while maintaining the logic of the author's thought. The simpler the structure of the text is for the listener, the easier it is to retell it succinctly.

Condensed text presentation- This short retelling the main content, in which it is necessary to preserve only everything that is most important from the point of view of meaning: the main idea, artistic details and linguistic features, without which it is impossible to understand the ideological orientation of the text and achieve goals. The ability to retell content concisely is required skill to work on the text.

Thus, in preparation for a succinct presentation, n It is necessary to practice highlighting the main and secondary information, find theses, clarify the train of thought, compress the text in different ways, write down a coherent retelling that does not distort or violate the logic of the original text, in other words, perform various logical operations with the text.

Of course, it is necessary to teach schoolchildren to write a concise presentation from the 5th grade and not only in speech development lessons, but also in ordinary classes in the Russian language and literature.

In order to start writing a compressed presentation, you need to know the text compression algorithm:

1. First listening to the text. Auditory perception: understand the text, grasp its structure, main thoughts and the connection between them.
2. Writing a plan or abstracts (preferably abstracts, leaving large gaps between them).
3. Second listening to the text. Clarify the theses, fill in the gaps with additions. Consider the scope and level of detail.
4. Creation of a draft. Counting the number of words, depending on the result, adjustments are made - something is added, excluded or generalized in order to achieve the desired degree of compression and obtain the required volume.
5. Draft check: we check speech separately and spelling separately. The third check with the "ruff": from the last to the first.
6. The final stage: rewriting the work for a clean copy, and the final check.

No less important point when teaching concise presentation, this is the students' knowledge of the stages of working with the text:

1. stage. Determination of the topic of the text.
2. stage. Formulation of the idea of ​​the text.
3. stage. Determination of the structure of the text.
4. stage. Allocation of micro-themes of the text as parts of the general theme.
5. stage. Simulation of a succinct presentation.

In order to more clearly represent all the stages of working with the text, we will give an example of training work. Despite the fact that during the exam, students will have to perceive the text by ear, at the initial stages of teaching a concise presentation, it is advisable to work with the text that will be before their eyes. Sheets with text are distributed to students, or the text is projected onto the screen.

The first stage of working with text is defining the topic of the text.

Students are offered an assignment:

Exercise 1. Read the text. Determine what it is about. Determine the style and type of speech.

A cat ... It is difficult to name a more mysterious pet. Having lived next to a man of the millennium, she retained the charming wildness and independence of a little panther. What attracts us to cats? First of all, communication with them brings real joy, although they do not always easily make contact with a person. Independent, independent, cats are at the same time affectionate and affectionate. But it is common knowledge that they usually get used to the house more than to the owner. Cats are smart. Their nature is full of secrets and mysteries. For those who did not keep a cat at home, it is difficult to imagine how much mysterious charm it has, how graceful and plastic its movements are, how much charm in the look, how its melodic purring soothes ... Cats very clearly react to the attention and attitude of a person who deals with them. To one they have complete confidence and gladly obey his commands, while to the other they are wary or ignore his orders altogether. In this, in particular, a cat differs from a dog that, having been trained in a command, performs it regardless of which family member is giving it. If a cat is afraid of a person or is hostile to him, then he will never be able to teach this animal the most elementary things. Tidbits will not help either: you cannot bribe a cat, you can only win her trust, affection and love by your behavior and attitude towards it. In general, a cat always learns only what it wants to master itself, what meets its needs and gives it pleasure. To love a cat means to understand what kind of creature it is, to find out what the needs of a domestic friend are, his desires, instincts, and to treat these amazing animals with great respect and patience.

250 words (According to L. Korochkin)

After reading the text, students give their answers:

This text is about a mysterious pet - a cat, that communication with them is a great joy. You can only gain the trust of a cat good attitude To her. She always learns only what she wants to master herself. To love a cat is to know everything about it, to respect it.

The text belongs to the journalistic style, the type of speech is reasoning.

After the first stage has been completed,we pass to the second: the formulation of the idea of ​​the text.

Students are offered the following assignment.

Task 2. Define the idea of ​​the text. Why did the author write it? What thought did you want to express?

Possible answers are as follows: L. Korochkin talks about a cat as a mysterious animal, undoubtedly, the author loves cats very much, understands them, treats them with great respect and patience, communication with these animals is a joy for the author. The author also calls on us, readers, to love, attention and respect for our smaller brothers.

The third and fourth stages of working with text:defining the structure of the text and highlighting micro-themes of the text as parts of the general theme.

We give students the following assignment:

Task 3. Break the text into paragraphs. Formulate and write down the content of the micro-topics, underline the most important keywords.

While completing the task, the children work independently. As a result, they get the following work:

Cat... It's hard to name moremysterious pet(20words)

communication with them delivers real joy , although they do not always easily make contact with a person. Self-sufficient, independent, cats are at the same time affectionate and affectionate. But it is common knowledge that they usuallyget used to the house more than to the owner... Cats are smart. Their nature is full of secrets and mysteries. ... For those who did not keep a cat at home, it is difficult to imaginehow many mysterious charms there ishow graceful and plastic her movements are, how much charm in her eyes, how her melodic purr soothes ... (81 words)

Cats react very clearly to attention and a person's attitude to themwho deals with them.To one they have complete confidence.and willingly obey his commands, while others are wary or generallyignore his orders... In this, in particular, a cat differs from a dog, which, having been trained in a command, performs it regardless of which family member is giving it. Ifthe cat is afraid of manor is hostile towards him,then he will never be able to teach this animal the most elementary things.Tidbits will not help either: a cat cannot be bribed,you can only by your behaviorand attitude towards her conquer her trust, affection and love. (102)

And generally speaking the cat always learns only what it wants to master itselfthat meets her needs and gives her pleasure. (19 words)
Love a cat - means to understand what kind of creature it is,find out what the needs arehouse friend, hisdesires, instincts, andwith best regards and patience treat these amazing animals... (27 words)

(According to L. Korochkin)

The first micro theme:

The cat is a mysterious pet that has retained the charming wildness and independence of the little panther.

Second micro theme:

Cats are fun. Independent, they do not always easily make contact with a person. They are smart, mysterious.

The third micro-theme:

But a cat's trust can only be gained by being kind to her.

Fourth micro-theme:

The cat learns only what it wants to master itself.

Fifth micro-theme:

To love a cat means to understand what kind of creature it is, to know its needs, desires, instincts, to treat it with respect and patience.

After the micro themes are highlighted, the text is divided into paragraphs, you can apply the activation technique cognitive activity students in the lesson.

The following task will help us with this:compose a syncwine according to the text.

Sinkwine is a 5-line poem that follows the rules:

1 line - topic or subject (one noun or pronoun);
2nd line - description of the subject (two adjectives or participles);
3rd line - a description of the action (three verbs or participles);
4 line - a phrase expressing attitude to the subject;
5 line - a synonym that generalizes or expands the meaning of a topic or subject (one word)

Here's what we can get as a result of this task:

Cat.
Mysterious, mysterious.
Attracts, pleases, soothes.
You need to win the cat's trust.
Animal.

The fifth stage of working with text - modeling a condensed presentation.

Before proceeding to this stage, you should remember the methods of compressing text:

Generalization of private information;

Exclusion of secondary information.

Transferring the content of private concepts to one - more common meaning - in a word, phrase or sentence, we generalize private information. Everything that is not directly related to the essence of the statement, we excluded from the text.

Of course, on the exam, students must demonstrate not theoretical knowledge of information compression techniques, but the practical skill of correctly shortening the text. Only regular exercise will help you develop it.

Let's look at compression techniques and perform exercises on the elimination of secondary information and generalization of private information.

Exercises to exclude background information

At the initial stage of listening to the text, students are engaged in exception secondary information: during the first listening to the text, they mentally exclude evidence and examples from it, and write down only theses.

Let's turn again to the text with which we have already worked, and perform exercises to exclude secondary information.

Students are offered the following assignment:

In each paragraph, name fragments of a sentence that are homogeneous in meaning. Choose for summary only one of them.

Students name words and phrases that are close in meaning:

• wildness and independence;
• independent, independent;
• affectionate and affectionate;
• their character is full of secrets and mysteries;
• her movements are graceful and plastic;
• attention and attitude of a person to them,
• they trust and obey commands,
• are wary or ignore his orders altogether;
• the cat is afraid of a person or is hostile to him;
• by behavior and attitude towards her to gain her trust,
• affection and love;
• be treated with respect and patience.

As a result of such work, students leave in the sentence only the word or phrase that we like best.

Let's compare: Having lived next to the man of the millennium, the cat has retained an adorable wildness and independencelittle panther. - Having lived next to a man of the millennium, the cat has retained an adorable wildness little panther.

As you can see, the meaning of the sentence has not changed, but it has been reduced.

In addition, there is a sentence in the text that must be completely excluded from the compressed text, for example:

In this, in particular, a cat differs from a dog, which, having been trained in a command, performs it regardless of which family member is giving it.

After completing this work, students come to the conclusion that, excluding secondary information, we shorten the text.

Exercises to summarize private information

Students working with textdetermine which fragments of text can be shortened using the generalization technique.

Cat... It's hard to name moremysterious pet... Having lived next to a man of the millennium, sheretained the charming wildness and independence of the little panther.(20 words)

By applying the techniques of elimination and generalization, we get the following:
The cat is a mysterious pet that has retained the charming wildness of the little panther (10 words).(Thus, we have combined 3 simple sentences into one - simple, complicated stand-alone definition, expressed in participle).

Let's compare two sentences:

What attracts us to cats? Primarily communication with them delivers real joy ...

Cats are attracted by the fact that communication with them brings real joy(we have reduced the number of words by replacing two simple sentences with one complex one).

Let's reduce two sentences by merging into one prime with homogeneous predicates:

Cats are smart. Their nature is full of secrets and mysteries. (8 words)

Cats are smart and mysterious (3 words).

When working on compressing text, we can also replace a series of homogeneous members with a generic word or homogeneous name.

For example:

• To love a cat is to understand what is this creature,find out what are the needs of a family friend, his desires, instincts.- To love a cat meansknow everything about her.
• It's not always easy make contact with a person- contact.
• Very clearly - sensitively, strongly.
• This animal is hers.
• the most basic things– the most basic.
• To one they have complete confidence- trust.

As a result of working on compression, we got the following text:

The cat is a mysterious pet that has retained the charming wildness of the little panther. (9 words)

We are attracted by cats because communication with them brings joy. Independent, they do not always have easy contact with a person. They get used to the house more than to the owner. Cats are smart and mysterious. For those who did not keep a cat at home, it is difficult to imagine how much mysterious charm there is. (43 words)

Cats are sensitive to the attitude of the person who deals with them. They trust one and obey his commands, and ignore the orders of the other. If a cat is afraid of a man, he will never teach her the most elementary. Only by being kind to her can you win her love. (40 words)

In general, a cat always learns only what it wants to master itself. (11 words)

Loving a cat means knowing everything about it and treating these amazing animals with respect. (15 words)

Total 118 words

Thus, a 250-word text was compressed to 118 words.

After the presentation is simulated, it is necessary to carry out a check. To do this, we outline a number of questions that need to be discussed with the students:

• Are all keywords in the abbreviated text used?
• Is the content of all micro-themes accurately conveyed?
• How many words does the source text contain? (250 words)
• How many words are there in the condensed text? (118 words, the text was cut by almost half, every paragraph was compressed)
• Evaluate the work in accordance with the examination criteria. (It would be advisable to distribute the “Answer Form” sheets to students so that they themselves could evaluate their work, give points, performing the role of experts)

So, let's evaluate our work according to the criteria for evaluating the presentation

SG1 The examinee accurately conveyed the main content of the text, reflecting all micro themes important for his perception. (2 points)

SG2 The examinee used 1 or more methods of text compression, using them throughout the entire text. (3 points)

IK3 The work is characterized by semantic integrity, verbal coherence and consistency of presentation:

There are no logical errors; in the work there is no violation of paragraph division (2 points)

The work can be evaluated with maximum points for both content (IC1) and compression (IC2), and for logic and coherence (IC3): 2 + 3 + 2 = 7

This way, students can confidently say that they completed the assignment successfully!

Part 3.

The second part of the examination paper:

assignments with a choice of answer and a short answer. Organization of spelling repetition when studying syntax and punctuation in grades 8-9

The second part of the examination workconsists of 13 tasks and tests basic knowledge of vocabulary, morphemics, spelling, punctuation, syntax.

The purpose of these questions is to check how the students during their studies in grades 5-9 mastered the basics of grammar, punctuation, spelling and speech norms of the Russian language.

The list of content elements tested on the general state exam in the Russian language is given in the codifier - a regulatory document that is the basis for drawing up control measuring materials(KIMov). The compilers of control measurement materials claim that the content of the assignments “does not go beyond the content of any of the textbooks for grades 5-9 accepted in the main school and does not require additional training materials in preparation for this exam". However, the teacher should pay attention to the fundamental differences between the usual tasks from those with which students will meet on the exam. In the examination tasks of Part 2, the ability to explain a particular spelling, the setting of a particular punctuation mark, the ability to find a word or sentence, the spelling of which is explained exactly as it is said in the assignment, is tested. Materials contain text in which not a single letter, not a single sign is missing. The traditional system of exercises is aimed at mastering practical literacy, so we usually invite students to insert missing letters and punctuation marks into the text, choose the correct spelling of a word, and correct mistakes.

And although practical literacy is more important for us than the ability to find a word with the desired spelling in the text, it is still necessary to acquaint students with training options examination papers.

Let us refer to the same text that was used in teaching concise presentation. It would be advisable to offer such a task to students as homework after having written a concise summary.

Read the text and complete assignments 2-14

(1) A cat ... (2) It is difficult to name a more mysterious pet. (3) Having lived next to a man for millennia, she retained the charming wildness and independence of a little panther.
(4) What attracts us to cats? (5) First of all, communication with them brings real joy, although they do not always easily make contact with a person. (6) Self-reliant, independent, cats are at the same time affectionate and affectionate. (7) But it is common knowledge that they usually get used to the house more than to the owner. (8) Cats are smart. (9) Their nature is full of secrets and mysteries. (10) For those who did not keep a cat at home, it is difficult to imagine how much mysterious charm there is in it, how graceful and plastic its movements are, how much charm in the look, how its melodic purr soothes ...
(11) Cats very clearly react to the attention and attitude of the person who deals with them. (12) To one they have complete confidence and gladly obey his commands, while to the other they are wary or ignore his orders altogether. (13) In this, in particular, a cat differs from a dog, which, having been trained in a command, performs it regardless of which family member gives it. (14) If a cat is afraid of a person or is hostile towards him, then he will never be able to teach this animal the most elementary things. (15) Tidbits will not help either: you cannot bribe a cat, you can only win her trust, affection and love by your behavior and attitude towards it.
(16) In general, a cat always learns only what it wants to master itself, what meets its needs and gives it pleasure.
(17) To love a cat means to understand what kind of creature it is, to find out what the needs of a domestic friend are, his desires, instincts, and to treat these amazing animals with great respect and patience.

(According to L. Korochkin)

Tasks by type of OGE can be as follows:

1. Write out words with a spelling from sentences 2-5"Spelling of vowels after sibilants and ts".
2. From sentence 15-16, write out a word in which the spelling of the prefix depends on the meaning.
3. From sentences 9-10, write out the word in which the spelling NN is determined by the rule:"НН is written in the names of adjectives formed from nouns using the suffix ENN."
4. From sentences 11-12, write down phrases with the type of communication coordination, management, adjoining.
5. Replace the phrasecharm in the eyes(sentence 10), built on the basis of management, is a synonymous phrase with the connection agreement. Write the resulting phrase.
6. In sentence 6, underline the grammatical basis, indicate the type of predicate.
7. In 1 paragraph, indicate the numbers one-piece sentences, determine their type.
8. Explain the use of the comma in sentence 3.
9. In the text below, all commas are numbered. Write down the numbers denoting commas between parts of a complex sentence

First of all, communication with them brings real joy, (1) although they do not always easily make contact with a person. Independent, (2) independent, (3) cats are affectionate and affectionate at the same time. But it is common knowledge (4) that they usually get used to the house more, (5) than to the owner. Cats are smart. Their nature is full of secrets and mysteries. For those (6) who did not keep a cat at home, (7) it is difficult to imagine, (8) how much mysterious charm it has, (9) how graceful and plastic its movements are, (10) how much charm in the look, (10) how it soothes melodic purr ...

1. In sentence 11, define the type of clause, indicate the means of communication of sentences in a complex sentence.
2. Is it true that the comma in the sentence below connects 2 simple sentences into a complex sentence?

To one they have complete confidence and gladly obey his commands, while to the other they are wary or ignore his orders altogether.

1. Indicate the number of grammatical bases in the sentence below, write out the grammatical bases.

For those who did not keep a cat at home, it is difficult to imagine how much mysterious charm it has, how graceful and plastic its movements are, how much charm is in the look, how its melodic purr soothes ...

1. Among sentences 10-12, find a complex sentence with subordinate clauses, write the number of this sentence.

Spelling repetition while learning syntax and punctuation in grades 8-9.

The main preparation for the exam is carried out in grades 8-9. The Russian language curriculum in these classes focuses on syntax and punctuation, but spelling skills must also be maintained. In accordance with the level and other features of the class, it is necessary to decide which sections can be repeated fluently, and which ones should be discussed in more detail.

When organizing spelling repetition, you should pay attention to the following points. First, the repetition of spelling rules should be carried out at a new level: you can generalize, reduce to large tables the rules that were previously studied separately. Second, it is important to consider how to organize repetition by combining syntactic and spelling topics. Finally, keep in mind that the same spellings, especially difficult ones, must be consulted regularly.

Here, for example, how the authors of the course "Preparation for the OGE in the Russian language in the 9th grade: methodology and practice" (N.A. Shapiro, A.V. Volkova, E V. Kuznetsova, E. Yu. Shuvalova):

• Types of connection of words in a phrase and alternation of vowels in the root.
• Types of predicates and NOT with in different parts speech.
• Offers with homogeneous members and spelling NOT and NO.
• One-part sentences and spelling of personal verb endings.
• Punctuation marks for introductory words and spelling of adverbs.
• Separate definitions and spelling N and NN in the suffixes of adjectives and passive participles, as well as other parts of speech; spelling of vowels in the suffixes of the present and past participles.

Experience shows that it is very important to repeat spelling when studying syntax and punctuation in every lesson, since spelling skills are destroyed without systematic work.

Despite the fact that at the very beginning of studying the Russian language course in grades 8-9, the program provides for separate hours for repeating what was learned in grades 5-8, it is impossible to stop working on spelling at this. There must be a systematic, comprehensive and targeted repetition.

Before proceeding with the repetition, it is necessary to identify the level of spelling literacy of students in order to provide "first aid" in the elimination of spelling gaps. An effective form in this case is test validation. It will significantly increase the amount of material being checked and will help the teacher draw up a program for the elimination of spelling illiteracy among schoolchildren.

The ways of organizing repetition can be very different: these are vocabulary dictations, which the teacher usually conducts at the beginning of the lesson; test assignments that not only check the level of knowledge of the material, but also focus the student's attention on difficult questions; doing exercises that combine syntactic and spelling topics. At present, the remote form of work is very relevant. At various educational portals on the Internet you can find a huge number of online tests, didactic games, web quests, Olympiad tasks that will help students to strengthen their theoretical and practical knowledge and fill in the gaps. Students can do all this on their own as homework.

As practice shows, the most effective are complex exercises, which offer tasks that test students in different sections of the Russian language. Regular execution of this kind of exercises allows you to both practice skills on new material, and repeat the rules already learned.

As an example, students can be offered the following exercise:

Insert the omitted letters. Write it off by matching participles with nouns and placing punctuation marks.

A stone dam (holding back) pressure of a turbulent river rises. With a special ...

feeling I look at the (boiling, agitated) water. An immense power is hidden in a stream that is swiftly (overthrown) from a height. We return to the estate with a beautiful (overgrown) path. Many new cracks (filled) with water formed in the ice (disintegrated) from the sun's rays.

(I. Sokolov-Mikitov)

Performing this kind of exercise, students repeat the topic "Spelling N and NN in the suffixes of adjectives and passive participles ”and reinforce the topic“ Separate definitions ”.

Let's analyze the first sentence from the exercise:

A stone dam rises restraining the head of a stormy river.

(This is a simple sentence, it is complicated by a separate definition, expressed by the participial turnover. The comma in the sentence is put, since participial stands after the word being defined dam. In the word stone we write two H , since this adjective is derived from the noun stone, one H is included in the root, the other is a suffix).

Consider another example of a complex exercise:

Students are given an assignment:

Make up phrases from these words and write them down. Indicate how the dependent word is associated with the main one. What are the rules for spelling words with missing letters?

(Loud) sh..then, sh..roh (trees), go for (luggage), catch (bear..nick), (fishing) hook..k, (canvas..out) bag..k, night ..vka (v) (forest).

First, pay attention to the gaps in the words and answer the question asked in the exercise: the spelling of words with missing letters is based on the rule "Vowels after sibilants." We recall that after the words hissing in the roots, the letter ё is written under stress if it is possible to pick up a single-root word with e, and the letter o is written if it is impossible to find a single-root word with e, as well as in borrowed words in stressed and unstressed syllables.

We proceed to the execution of the task itself, we get:

In a loud whisper - in this phrase, the noun in a whisper is the main one, in a loud whisper (what?) - this is a dependent word - an adjective, the way of connecting words in a phrase is agreement; in a word, in a whisper, at the root, write the letter ё, because the vowel is in a stressed position, you can pick up a single root word with e - whisper.

Rustle of trees - Rustle - the main thing word-noun+ trees - dependent word - noun, communication method - control; in the word rustle we write the letter o, tk. you cannot find a single root word with e.

So, performing such a complex exercise, we simultaneously repeat the spelling of the vowels after the hissing ones, remember the parts of speech, and also train in determining the ways of connecting words in a phrase.

Analyzing the material of educational-thematic sets for 8th and 9th grades in the Russian language, we can conclude that the authors of all teaching materials pay great attention to the repetition of spelling when studying syntax and punctuation.

And this greatly facilitates the task of preparing for the exam.

Part 4.

Writing - reasoning

The third part of work (15) involves the implementation of a creative task, within which the graduate must write an essay-reasoning based on the same text (from part 2). Starting part 3 of the work, students have the right to independently choose one of the three proposed tasks (15.1, 15.2 or 15.3) and give a written detailed reasoned answer.

One of distinctive features essay-reasoning is the expression of one's opinion by means of detailed justification, proof, argumentation. Therefore, in the essay, an independent deep Scan fragment from the proposed text.

In order to have a clear idea of ​​the third part of the work, consider tasks 15.1, 15.2, 15.3 from the Demo versioncontrol measuring materials for the 2016 main state examination in RUSSIAN, prepared by the Federal State Budgetary scientific institution"FEDERAL INSTITUTE OF PEDAGOGICAL MEASUREMENTS".

Grading system
examination work
In Russian

PART 1

Listening text

Think about how often we get upset that we did not understand someone? Or maybe we suffer much more often because they do not understand us? Of course, the latter happens more often. When they do not understand us, we feel hurt. We are upset that our parents, teachers, classmates do not understand us. We are worried to tears that we are not understood by those who we like, whom we respect. We are sure that we ourselves are able to understand, and we understand them all, but they ...

But as long as we are sure of this, as long as we judge ourselves less severely than others, just misunderstanding is born. Maybe we should start with ourselves, with reflection on what we ourselves lack? Perhaps this is the first step to understanding.

Do we have enough imagination, for example? After all, imagination, as one of the writers accurately noted, is not needed at all in order to come up with something non-existent or unrealizable. Imagination is needed in order to embrace with the mind and heart all the richness of life, its situations, its turns, in order to see the hidden corners of the human soul with the mind's eye. Without imagination, there is no image of the world and the image of a person. And without these images, life becomes flat and simplified, in it we are surrounded by only models and schemes, and not living people.

But in order to understand a person, imagination alone is not enough, you also need close attention to people, the desire to peer, to listen attentively with benevolent sympathy, with heartfelt sympathy. Compassion is needed, which encourages us to listen not only to words, but also to intonation, to peer not only into the obvious, but also into the imperceptible. With such an attitude, the difference in views and feelings never turns into misunderstanding.

(251 words)
(From the Internet)

Checking and grading task C1

Table 1

Attention!

1. When writing a presentation, the examinee may use a vocabulary that differs from the one presented in the original text or in the information about the text.

2. The number of paragraphs in a condensed presentation should correspond to the number of micro-themes in the source text.

Answer to task C1 (summary summary) is evaluated according to the following criteria.

table 2

PART 2

Checking tasks A1 – A7; B1-B14

Per true completing assignments second part examination work (A1-A7; B1-B14), the examinee receives 1 point for each task. Per wrong answer or his absence 0 points are awarded.

The maximum number of points that an examinee can get if he correctly completed 21 test the second part of the work, - 21 points.

For completing tasks A1 – A7 with a choice of answers, 1 point is given, provided that only one number of the correct answer is circled. If two or more answers are circled and not crossed out, including the correct one, then the answer is not counted.

Table 3

Table 4

Part 3

Checking the task C2.1

The answer to the task C2.1 (essay-reasoning) is assessed according to the following criteria.

Table 5

Attention!

zero points according to all test criteria (С 1 К1 – С 1 К4; ГК1 – ГК4, ФК1).

The literacy of the examiner's written speech and the actual accuracy of his written speech are assessed separately (see table 7).

Checking the task C2.2

The answer to the task C2.2 (essay-reasoning) is assessed according to the following criteria.

Table 5

Attention!

If the essay is a completely rewritten or retold text, then such work is evaluated zero points according to all test criteria (С 2 К1 – С 2 К4; ГК1 – ГК4, ФК1).

Practical literacy of the examinee and the actual accuracy of his written speech are assessed on the basis of a test statements and essays in general(taking into account gross and not rough, similar and heterogeneous errors).

Table 7

When assessing literacy (GC1-GC4), one should take into account volume of presentation and composition.

The standards specified in Table 7 are applied to check and evaluate statements and essays, the total volume of which is 140-290 words.

If the total volume essays and statements is 70-139 words, then for each of the criteria GK1-GK4 no more than 1 point is given:

ГК1 - 1 point is given if there are no spelling errors or 1 blunder is made;

ГК2 - 1 point is given if there are no punctuation errors or 1 non-grave error was made;

ГК3 - 1 point is given if there are no grammatical errors;

ГК4 - 1 point is given if speech errors no.

If in presentation and composition in general, there are less than 70 words, then such work according to the criteria of GK1-GK4 is estimated at zero points.

If the student has only completed one type of creative work (or presentation, or essay), then the assessment according to the criteria of GK1-GK4 is also carried out in accordance with the volume of work:

if there are at least 140 words in the work, then literacy is assessed according to table 7;

if there are 70–139 words in the work, then no more than 1 point is given for each of the criteria ГК1 – ГК4 (see above);

if the work contains less than 70 words, then such work according to the criteria of GK1 – GK4 is estimated at zero points.

Maximum points, which an examinee can receive for completing all examination work, - 44 points.

The exam work of the OGE in the Russian language consists of three parts.

The first part of the work is writing a concise summary of the text you have heard.

This form requires not just mobilization of the student's memory, but above all a structured perception of the content of the text, the ability to highlight micro themes in it, to determine the main, essential in them, to cut off the secondary. Thus, the concise presentation encourages the graduate to perform information processing of the text. At the same time, not only reproductive, but also productive ones are in demand. communication skills, and above all, the ability to select lexical and grammatical means that make it possible to convey the information received in a coherent and concise manner.

Basic Approaches to Concise Presentation Evaluation presented in the FIPI document " Methodical materials for chairpersons and members of regional subject commissions to check the fulfillment of tasks with a detailed answer to the examination OGE works 2017 "

(Exercise 1)

Listen to the text and write a succinct summary.

Please note that you must convey the main content of both each micro-topic and the entire text as a whole.

* The length of the presentation is at least 70 words.

Write your presentation neatly and in legible handwriting.

* When counting words, both independent and service parts of speech are taken into account. Any sequence of words written without a space is counted (for example, "all the same" - one word, "all the same" - two words). Initials with a surname are considered one word (for example, "M.Yu. Lermontov" - one word). Any other characters, in particular numbers, are not taken into account in the calculation (for example, "5 years" - one word, "five years" - two words).

If there are less than 50 words in the presentation, then such work is not counted and is estimated at zero points, the task is considered unfulfilled.

Evaluation criteria for assignment 1

Table 1

* See Table 2 in the FIPI document

The maximum number of points for a succinct presentation according to the criteria of SG1 – SG3 - 7

An expert checks the work if it contains at least 50 words.

When writing a presentation, the examinee may use a vocabulary that differs from that presented in the original text or in the information about the text.

The examinee must write the narration from the person from whom the narration in the original text proceeds.

If proper names are found in the source text, they should be written out on the board.

Reading the examination paper, the expert establishes:

Correspondence of the number of micro-topics in the work of the examinee to the number of micro-topics in the information about the text;

The sequence of micro-themes in the examiner's work, which must correspond to the sequence of micro-themes in the information about the text;

Accuracy of information transfer in each of the micro-themes.

It is important to pay attention to the fact that the presentation is not reproduced, but created text. This provision directs the experts evaluating the student's presentation to take into account not only the content characteristics of the concise presentation (the presence of micro themes, keywords), but also the logic of the development of the author's thought.

The author of the text can disclose the general thesis formulated in the first paragraph, can actualize new aspects in an apparently well-known concept, can refute the prevailing idea of ​​a particular phenomenon, etc. So, in the above work of the student, we see the complete correspondence of the presentation to the structural and semantic parts of the original text.

This, for example, manifests itself in the sequence of keywords: vocation, talent, hard work, happiness, specialist, favorite profession, etc. That is why, in order to increase the objectivity and reliability of the verification, the expert should carefully study the source text, identify the author's purpose, which is reflected in the choice of the topic, the sequence of semantic parts, and the selection of speech means.