Written works in the Russian language. V. Registration of written works in the Russian language. Types of written work of students

After each class (home) work, indent two lines(write on the third).

The text of each new work should start with the red line. When making a red line, you need to do indent to the right at least 2 cm (2 fingers).

During the whole work not a single line is skipped . It should be borne in mind that when preparing written works in the Russian language on a new page, you should write from the very top line, add to the end of the page, including the last line.

On the left, when making each line, retreat along a single vertical line (from the edge no more than 5 mm). On the right, append to the end of the line, while from the very beginning of the 1st grade to teach normative word hyphenation, using traditional methodological approaches. There should be no unreasonably empty spaces at the end of each line.

Recording the date of completion of work in the Russian language, mathematics and other subjects is carried out in the center of the working line. The day and full name of the month are recorded. For example: the 1st of December(no dot). In the 4th grade, it is allowed to write the number in words. For example: December first(no dot). In class 1, the number is not written.
The title of the work is recorded on the next working line (without skipping a line) in the center. For example: Classwork(no dot).
In grades 1–4 in mathematics notebooks, the phrase “ Test' is not written. The variability of the performance of the work is fixed on the next working line in the center (full or short record). For example: I option or 1st century

The numbers of all exercises performed in notebooks must be indicated. Several options for recording the exercise number are allowed. The number of the exercise must be indicated in the center of the line (short or full notation). For example:
Exercise 14(no dot) or Ex. fourteen.
All underlining should be done sharply honed with a simple pencil along the line. Spelling should be done with a simple pencil.

The transition in the 1st grade of students to work in notebooks in wide range determines the teacher, guided by the fact that each student has a successfully formed writing skill.

In grades 1–4, in notebooks (sheets for tests) in Russian, we write down the type of work and the line below - its name. For example:
(view) Dictation(no dot)
(title) fluff(no dot)

VI. Registration of written works in mathematics

Take a break between class and homework 4 cells(in the fifth cell - the beginning of the next work).

Between different types work in class and homework should be retreated 2 cells. Between columns of expressions, equations, equalities, inequalities, etc. retreat 4 cells to the right, write in the fifth.

All numbers of tasks and tasks that are performed in the notebook must be written in the notebook in the middle of the line or in the margins, as this allows you to more clearly and quickly find the task number when checking any work, and from here the structure of the work is more clearly visible.

In any work (classroom or homework), on the left, horizontally retreat one cell from the edge.

It is necessary from the 1st grade to draw up the fields on the outside of the notebook page. Four cells should be allocated to the fields, drawn with a simple pencil.

When recording mathematical expressions all characters (characters, numbers) are fixed taking into account the rules of calligraphy, that is, in compliance with graphics and the correspondence of the number of cells to the number of written characters. Especially compliance with this is required when working with multi-digit numbers (addition, subtraction, multiplication and division).

The role of the operation with a simple pencil remains the same (see the section "Designing written works in the Russian language").

In notebooks for any subject, a period is not put in the entry of the number, title of work, type of work, topic of the lesson, title of the text.

Written homework
in Russian: system of requirements
and evaluation

1. The principle of mutual obligations

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

I start the conversation with the fact that a lesson is communication, during which the teacher teaches, and the students learn, that is, they teach themselves. In order for this process not to be disturbed by conflicts and grievances, it is necessary to negotiate in such a way that the interests of both parties are respected.

I introduce students to three rules that help business communication:

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

2) no one owes anything to anyone;

3) everyone is responsible for himself and for his actions.

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

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

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

Teacher rights

1. Evaluate the student's work in accordance with the "Standards for Grading".

2. Require a certain amount of work:

5th grade - 3-5 sentences or lines;

6th grade - 7-8 lines;

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

9th-10th grades - 1 page (22 lines);

11th grades - 1–1.5 pages.

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

3. For students who apply for "4" or "5" to make more stringent requirements.

Teacher Responsibilities

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

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

3. Check your homework by Monday.

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

4. Argue the assessment at the request of the student.

If the student convinces the teacher of the error of the assessment, the assessment will need to be corrected.

Student Rights

1. Do homework only during the school week, that is, homework is not assigned on weekends.

Number and total amount of homework during the week:

5th grade - 6 lessons - 4 d / z for 3-5 lines = 20 lines;

6th grade - 5 lessons - 4 d / s for 7-8 lines = 32 lines;

Grade 7 - 5 lessons - 4 d / s 0.5 pages each = 2 pages;

8th grade - 3 lessons - 2 d / s 0.5 pages each = 1 page;

9th grade - 2 lessons - 1 d / z for 1 page = 1 page;

10th grade - 1 lesson - 1 d / z for 1 page = 1 page;

11th grade - 1 lesson - 1 d / s for 1 d / s for 1-1.5 pages = 1-1.5 pages.

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

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

4. If, nevertheless, the homework notebook was not handed in for any reason, write an explanatory note so as not to get a deuce.

Student Responsibilities

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

2. Withstand volume homework and quality of work (handwriting, graphic work).

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

Explaining the rights and obligations of each party, in the course of a conversation with the class, I find out how deeply the students realize the legitimacy of my demands and the benefits of their position.

As homework, the students think about “Rights and Duties…”, make their suggestions and agree.

During the school year, I conduct a survey several times on how students assess the requirements for them. Usually we adjust the topics of homework. Otherwise, there are no complaints. Students feel that the teacher is responsible for his area of work on an equal basis with them, listens to their comments. Conflicts do not arise even when putting a deuce for missing homework, as the student is aware of his guilt. In addition, the student knows that he can always correct this deuce.

2. The principle of clear assessment requirements

Specifying the responsibilities of students when doing homework, I designate the assessment criteria.

These include:

1) clear legible handwriting;

2) neatly, without blots, the work done;

3) sustained amount of work;

4) graphic work as needed;

5) work on the mistakes from the previous homework.

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

For example:

P - 3 (handwriting).

Of. - 4 (there are blots).

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

No gr. R. (no graphic work).

No p / osh 4 - 1 point = 3 (one point is subtracted from the assessment for the lack of work on errors).

Homework can be double graded. This happens in several cases:

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

For example:

Of. - 3 P - 3

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

For every five homeworks, a final grade is given, which goes to the journal. This is the average of five ratings. On the Grade Accounting page, this column is displayed in green ink. In the journal, the grade column is signed “total - homework”.

If the homework is done in excess of the requirements (original content, large volume), the grade for the homework can be immediately put in the journal. In the student's notebook, an exclamation mark (5! 4!) is placed near the assessment, and on the registration page the assessment is written in red ink.

Homework grades are analyzed in the first lesson of the week at the very beginning of the lesson. The analysis begins with "red" ratings. With the permission of the students, the best works are read out and their merits are noted. In grades 5-6, we even applaud the authors the best works. Then the names of those who received the final 5 and 4 are read out (if the deadline for grading has come up). Some of the students are making progress. Finally, the names of those who did not hand in notebooks for homework or did not complete some homework are called.

It is important not to blame the student, but to express bewilderment, surprise. These students have the right to write an explanatory note during the day and free themselves from the deuce. I remind you that the volume of the explanatory note is steadily growing (by 0.5 pages each time).

It is unprofitable for the student to constantly use this tool.

For those who did not use the right to explain themselves, deuces are put in the journal for each missing homework. A dot is placed next to the score. This helps to remember what the deuce is for.

Of course, there are students who systematically do not do their homework. Most of the time these are repeaters. They are disgusted with any work. Such students come up at the end of the trimester with the question: “What should I do to correct grades?”. First of all, they are asked to do their homework.

This evaluation of work has a number of advantages. Since all the work of the student is evaluated, the final grades are more objective.

Pupils are systematically encouraged for a creative approach to work. This stimulates the development of creative abilities.

The manifestation of laziness, forgetfulness, irresponsibility of students is fixed in time and measures are taken to eliminate these shortcomings.

Clear assessment criteria eliminate conflicts with students. The student understands why the grade is lower than he expected. And if it is not clear, he has the right to find out. There are situations when the teacher raises the grade, making sure of his mistake. To do this, the student must give weighty arguments.

AT recent times students have only one complaint. They ask why an A for missing homework is posted in the journal. I explain that those who categorically refuse to work get a deuce. And I can't teach those who don't work at all. If the students manage to find a way that will force everyone to do their homework, including the lazy ones, I will gladly give up the deuces. So far, we have not found this method.

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

Knowledge control system

I always have a notebook with me, in which I keep a record of the work of students. It helps me regulate our relationship. Each class has a certain number of pages. The first page is a record of completed homework.

The principle of systematic verification

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

If the student completed the work in excess of the requirements, he receives an assessment immediately in the journal. In his notebook, he sees such an assessment with an exclamation point, and in my notebook, the assessment is written in red ink.

When I look at the homework record page, I'm able to analyze a lot of information. Loafers and problem children immediately catch the eye. I can evaluate positive or negative changes in the work of each student. I start thinking about how to get everyone to work at home. Now I offer a choice of two, three, and sometimes four works, in order to deprive me of the opportunity to declare that the task does not arouse interest or is difficult. In addition, such records help to remember everything. There are no loopholes left for idlers. They also have to work. There is no reason to argue with the teacher. After all, children have the right to look at my notebook at recess. They know I won't forget anything. Parents, having come to school, receive complete reliable information about the child. We look through my notebook together. This is how I avoid conflict. Agree, it is worth a lot in our time.

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

Students understand that working is much more profitable than idle. They understand that my requirements are reasonable, they easily obey these requirements. This is how good results are achieved.

Notebook of knowledge recording helps the teacher to monitor the development of the student. Yes, and the student himself can easily do this according to my notebook.

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

All classes that come to me learn in this control system, and as a result, everyone starts to work much better.

I support myself with the thought that my children will never hack in their lives.

E.A. KOKOVIKHINA,
Gubakha,
Perm region

Written work of students - dictations, various exercises in grammar and spelling: copying with tasks for language analysis, spelling, restructuring the text, correcting errors, etc., compiling phrases and sentences, maintaining dictionaries, diaries, writing statements of various types, and, finally, the highest level Etc. - compositions of various types. Etc. y. play an organizing role in the lesson, form skills in the field of text construction, spelling, application grammar knowledge to improve their speech, develop logical thinking and creativity. Etc. y. they give an effect when they are carried out in the system, quite often, in accordance with educational tasks, with the skills of students growing in difficulty, with a sufficient variety of types and topics. By the senior grades, the creative level of P. ru. grows, and in the senior grades, the composition becomes their main type.

Types of written work: (for more details see question 19-21)

Dictations: thematic, control, vocabulary, selective, visual, warning, explanatory;

Control write-off;

Letter from memory;

Creative works: presentation, composition; dictations (free, creative);

Tests. Testing is carried out on well-developed and studied material. Jobs are often offered on postcards. Children read the tasks on their own and complete them directly on the card. The peculiarity of this work is the complete independence of students.

18. D / s in the Russian language.

D / z in the Russian language and their implementation- an integral part of the learning process, a type of independent activity of students, mainly to consolidate the knowledge gained in the lesson, to develop skills and abilities.

Kinds work assigned to students at home in the Russian language:

Repetition of the theoretical material studied in the lesson,

Selection of new examples for this material,

Applying the rules,

Drawing up tables, diagrams,

making drawings,

Work with dictionaries, etc.;

Performing written and oral exercises according to the textbook or additional aids,

Parsing,

Reading fiction,

For answers to questions

For expressive reading

writing out words;

Preparation for writing - collecting material, notes on observations, preparing a dictionary, drawing up an essay plan, drafting a text;

Writing essays and reports.

D / z is calculated so that the student spends no more than 2/3 of class time on its implementation. To prevent overload, home exercises should not be harder than class ones. The study of new material, as a rule, is not assigned at home. D / z performs an important educational function: it teaches schoolchildren to work independently without a teacher, to perform daily duties without direct motivation and control, which is important for labor education.

Home work assignment. Homework in the Russian language is an indispensable stage in teaching children. In the process of their implementation, there is an individual comprehension and appropriation of knowledge about the language, "making" them one's own. It must also be borne in mind that mastering a language requires systematic studies alone.

Scope and content. Homework is done willingly by all students, if it is feasible, small in volume and done without interruption.

Homework Simultaneously with the implementation of the main educational goal, it forms the skills of independent search for both the method of its implementation and the sources of content. In this matter, the teacher's advice helps students on where and how to look for additional material(dictionaries, reference books, popular science books, etc.).

Preparation for the perception of homework and the method of its presentation. Form the interest of children in homework assignments of choice. For this, both the same exercise and different exercises are used. For the same exercise, you can give different tasks: cheating without an additional task; copying with the distribution of words (sentences) into groups; drawing up tables and filling them with words from the text of this exercise. The essence of the work remains the same for all students, however different shape its implementation allows children to show their creative abilities.

Homework is offered to students at different stages of the lesson, but always after familiarization with the new material. Homework can be offered compactly at the end of the lesson, leaving time for this (2-3 minutes), or dispersed (after getting acquainted with the new material - a theoretical task), and after the students fix the homework, the teacher needs minimal explanations about the nature of the work, ways to do it .

1. After class and homework, you should back off. two lines (we write on the third).

2. At checkout red line indent to the right at least 2 cm

(two fingers).

3. Compliance with the red line is required from the first class at checkout

texts, the beginning of a new type of work.

4. During work lines are not skipped.

5. New page starts from the top line, appended to the end of the page, including the last line.

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

7. Use of transfer rules is mandatory.

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

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

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

11. From grade 4, it is allowed to write numerals in words in the date entry:

December first.

12. Recording the name of the work is carried out on the next working line (without

passes) in the center and is issued as an offer.

For example: Classwork

Homework

Independent work

Work on bugs

13. In grades 1-4 in the control notebooks in mathematics, the phrase "Test" is not written.

14. The variability of work is fixed on the next line in the center or in the margins (short form of writing): IN 1; IN 2.

15. The numbers of exercises performed in notebooks are indicated in full. If the exercise is not fully performed, then it is not indicated.

16. A short and full form of recording is allowed (in the center of the line).

Sample: Exercise 234

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

For example: wind

East

sand

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

For example: Wind, east, sand.

19. When performing various types of analysis, it is required to comply with the accepted norms for abbreviations of words, designations of terms. The word is reduced only by consonants: deaf - deaf., voiced - sound, consonant - acc., solid - tv .; noun - noun; adjective - adj.; verb - ch.; preposition - pr.; masculine - m.r., feminine- female, middle gender - cf.; past tense - past tense, present tense - present tense, future tense - bud.v,; singular- units, plural- pl.

The name of the cases is indicated capital letter (I.p. R.p. D.p. V.p. etc. p.p.)

20. It should be determined that the designations are carried out over words blue paste. Underlining is done in a line pencil (or green paste).

21. When drawing up written types of analysis, the requirements of the proposed samples should be observed. Draw students' attention to the setting of the existing dashes, periods and commas after certain abbreviations of terms.

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

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

24. Mistakes in the work are highlighted by the teacher in red with the removal of designations on the margins of the notebook. The following designations are considered traditional:

I - spelling mistake;

V- punctuation error;

P- speech error

25. Work on mistakes is carried out in the second-fourth grades by students on their own. The form of the work on the mistakes is determined by the teacher.

I. General provisions

And literature;

9. Underline carefully, symbols with a pencil or pen, if necessary - using a ruler.

Correct errors as follows: cross out an incorrectly written letter or punctuation mark with an oblique line; part of a word, word, sentence - with a thin horizontal line; write instead of crossed out desired letters, words, sentences;do not enclose incorrect spellings in parentheses.

Notebook
for tests

In Russian
student 6 "A" class

MBOU secondary school No. 10
Ivanov Sergey

Indicate the date of completion of the work in numbers in the margins in notebooks for literature (for example, 09/10/2008.) In notebooks for Russian, the day and month are written in words in the form of the nominative case (for example, the first of September.).

November 21.

Classwork.

16.

Any student statementin oral and written form (detailed answer to a certain topic, report, review of a friend’s answer, etc.)should be evaluated considering:

2) logical construction;

3) speech design.

Students should be able to:

Students' speech should be expressive, which is achieved by a variety of vocabulary and grammatical structure, the appropriate use of emotionally colored words.

For the speech culture of students, such skills as the ability to listen and understand the speech of the teacher and comrades, to be attentive to the statements of others, the ability to raise a question, and take part in the discussion of the problem are also important.

Students in grades 5-9 have:

2 workbooks

Covers for notebooks

Download:

Preview:

Requirements for maintaining and checking notebooks in the Russian language and literature:

I. General provisions

1.1. Keeping notebooks on the Russian language and literature by schoolchildren from grade 5 to grade 11 is mandatory.

1.2. Notebooks are used for writing in class and at home.

1.3. Organization and control over all types of written work is carried out on the basis of uniform requirements for maintaining notebooks in the Russian language and literature.

II. Types of written work of students

2.1. The main types of class and home writing

students are educational work, which include:

Russian language exercises;

Literature summaries and abstracts;

essays and written answers to questions in the Russian language

And literature;

drawing up analytical and generalizing tables, diagrams.

Requirements for keeping notebooks

1. Notebooks must be clean, neatly signed, with margins and a cover. Write neat handwriting with a blue pen, avoid illegible writing.

2. There should be two notebooks in the Russian language - one is handed over for verification, the second remains on hand.

3. The notebook must be lined and no thicker than 18 sheets!

4. Observe the margins from the outside, that is, do not write on the margins.

5. Observe the red line (indent). If at least one line of text does not fit at the end of the page after the date and title of the work, skip the line and go to a new page.

6. Do not skip a line between the date, title, name of the type of work and the text.

7. Between the final line of the text of one written work and the date or title (type name) of the next work, skip 2 lines in Russian language notebooks, and 4 cells in literature notebooks (to separate one work from another and to grade the work) .

8. The top line on the page is not skipped.

9. Underline carefully, symbols with a pencil or pen, if necessary - using a ruler.

10. The student corrects mistakes only with a pen. All strikethroughs should be done with blue ink. You can't use a "stroke".

Correct errors as follows: cross out an incorrectly written letter or punctuation mark with an oblique line; part of a word, word, sentence - with a thin horizontal line; instead of the crossed out, inscribe the necessary letters, words, sentences;do not enclose incorrect spellings in parentheses.

11. On the cover, indicate what the notebook is intended for (for works on the Russian language, literature, speech development), class, number and location of the school, last name and first name of the student.

Notebook
for tests

In Russian
student 6 "A" class

MBOU secondary school No. 10
Ivanov Sergey

The entry in the notebook looks like this (5-9 cells):

November 21.

Classwork.

The noun is a part of speech.

12. Words are written in columns with a small letter, commas are not put.

13. Words are written in a line as follows: the first is capitalized, the rest are lowercase, a comma is placed. Phrases are written in small letters. Case names are capitalized (I.p., R.p.).

14. Verb conjugations are indicated by Roman numerals (I ref., II ref.)

15. The gender of nouns is indicated by small letters (m.r.).

16. Requirements for the speech of students

Any statement of students in oral and written form (a detailed answer to a certain topic, a report, a review of a friend’s answer, etc.) should be evaluated taking into account:

2) logical construction;

3) speech design.

Students should be able to:

Create a statement on a topic, respecting its boundaries;

Select the most significant facts and information to reveal the topic and main idea of the statement;

Present the material logically and consistently (establish causal relationships between facts and phenomena, make the necessary generalizations and conclusions);

Correct and accurate use language means to make a statement;

Build statements in a certain style (scientific, journalistic, colloquial, etc.) depending on the purpose and situation of communication (at a lesson, conference, meeting, excursion, etc.);

Answer loudly enough, clearly, in compliance with logical stresses, pauses, correct intonation, pronunciation rules;

Prepare any written statement in compliance with spelling and punctuation standards, cleanly and accurately.

Students' speech should be expressive, which is achieved by a variety of vocabulary and grammatical structure, the appropriate use of emotionally colored words.

Students should be able to read fluently, expressively, and meaningfully.

Students in grades 5-9 have:

2 workbooks

Notebook for tests

Notebook for work on the development of speech

Literature notebook (total 48 sheets, squared or lined)

Covers for notebooks

Control and independent work checked in time: