Points

In one swamp, on a hummock under a willow, wild mallard ducklings hatched. Shortly thereafter, their mother led them to the lake along a cow trail. I noticed them from afar, hid behind a tree, and the ducklings came up to my very feet. I took three of them for my upbringing, the remaining sixteen went on.

I kept these black ducklings with me, and they soon turned gray.

With the onset of a new spring, we made a nest for our savages from all sorts of rubbish. The time has come, the ducklings have hatched. We kept them warm in the kitchen for some time, crumbled eggs for them, looked after them. A few days later the weather was very fine, and the mother took her little black ones to the pond.

Made three or four mistakes

Made five mistakes

More than five mistakes made

No punctuation errors

One mistake made

Made two mistakes

More than two mistakes made

OR

1) the graphic appearance of the word has been changed (rearrangement, replacement or omission of a letter is allowed, which does not lead to a spelling or grammatical error);

2) one of the words of the text is missing in the rewritten text or there is one extra word

OR

1) the graphic appearance of the word has been changed (rearrangement, replacement or omission of a letter is allowed, which does not lead to a spelling or grammatical error);

2) one of the words of the text is missing in the rewritten text or there is one extra word

OR

Maximum score

Grading Guidelines

Points

Parsing done correctly

Parsing done correctly

There was one error during parsing.

Two errors were made during parsing

More than two errors were made during parsing

Parsing done correctly

There was one error during parsing.

Two errors were made during parsing

More than two errors were made during parsing

Parsing done correctly

There was one error during parsing.

Two errors were made during parsing

More than two errors were made during parsing

Maximum score

Points

Monol O g, balls A t, kilom E tr, t U fla

Maximum score

Points

adv. vb. noun With. pr. noun vb. pr. noun

The wind blew violently and swirled across the steppe with a whistle.

adjective, pronoun (OR personal pronoun), particle.

Possible, but optional indication: numeral, interjection

One mistake made

Made two mistakes

More than two mistakes made

Maximum score

Points

"Are you coming back in the spring?" asked Gray Sheika.

2) drawing up a sentence scheme: “P?” -a.

Maximum score

Points

The correct answer must contain the following elements:

1) sentence recognition and punctuation:

Why didn't you introduce yourself, son?

Sentence recognition and punctuation

The sentence is correctly defined, one mistake was made in punctuation

OR Answer is wrong

Wrong answer

Maximum score

Points

The correct answer must contain the following elements:

1) sentence recognition and punctuation:

The morning breeze blew, and the trees swayed softly.

The explanation of the choice can be formulated differently

Sentence recognition and punctuation

The sentence is correctly defined and punctuation marks are placed

The sentence is correctly defined, one mistake was made in punctuation

The sentence is correctly defined, two (or more) errors were made in punctuation marks.

OR Answer is wrong

Explanation of the reason for choosing a proposal

Correctly explained the choice of proposal

Wrong answer

Maximum score

Points

Main idea of ​​the text:Everyone is waiting for the snow.

Maximum score

Points

Bare bushes and trees look lonely. The forest is empty and lifeless.

OR

OR

OR

OR Answer is wrong

Maximum score

Points

Who has not heard of the famous forest singer Nightingale Nightingale? How many beautiful poems and songs people wrote about him!

Some imagine the nightingale as a wonderful, some kind of fabulous firebird. But when a person first sees this "celebrity", he will not even believe at first. How? Is this unsightly bird the famous nightingale? Can't be!

After all, the look of the bird is very modest. This is a small brownish-brown-grayish bird with redheads, dark large eyes and high thin legs.

The nightingale became a favorite bird not for its appearance, but for its beautiful voice. And we will not exchange the wonderful singer of our Russian forests for any firebird!

Compliance with spelling rules

There are no spelling errors (or one mistake was made).

When evaluating the performance of the task according to the K1 criterion, only errors made when writing words with missing letters, opening brackets,

restoration of continuous and separate spelling of words

No more than two mistakes made

Made three or four mistakes

Made five mistakes

More than five mistakes made

Compliance with punctuation rules

No punctuation errors

One mistake made

Made two mistakes

More than two mistakes made

Correct spelling of text

The text was rewritten without errors (no missing or extra words, words with a changed graphic appearance, corrections).

OR

No more than three typos and errors of the following nature were made:

1) the graphic appearance of the word has been changed (rearrangement, replacement or omission of a letter is allowed, which does not lead to a spelling or grammatical error);

2) one of the words of the text is missing in the rewritten text or there is one extra word

At least four slips and errors were made, but no more than seven slips and errors of the following nature:

1) the graphic appearance of the word has been changed (rearrangement, replacement or omission of a letter is allowed, which does not lead to a spelling or grammatical error);

2) one of the words of the text is missing in the rewritten text or there is one extra word

OR

One or two corrections allowed

More than seven typos and errors of the following nature were made:

1) the graphic appearance of the word has been changed (rearrangement, replacement or omission of a letter is allowed, which does not lead to a spelling or grammatical error);

2) one of the words of the text is missing in the rewritten text or there is one extra word

OR

Three or more corrections allowed

Maximum score

Grading Guidelines

Points

Performing Phonetic Parsing

Parsing done correctly

There was one error during parsing.

Two errors were made during parsing

More than two errors were made during parsing

Performing morpheme parsing

Parsing done correctly

There was one error during parsing.

Two errors were made during parsing

More than two errors were made during parsing

Performing Morphological Parsing

Parsing done correctly

There was one error during parsing.

Two errors were made during parsing

More than two errors were made during parsing

Performing Sentence Parsing

Parsing done correctly

There was one error during parsing.

Two errors were made during parsing

More than two errors were made during parsing

Maximum score

Points

Document En nt, red and vee, table Ya r, digital O th

Accurately placed stress in all words

Only three words are correctly stressed

Only one or two words are correctly stressed.

OR Stress in all words is incorrect / not placed

Maximum score

Points

1. The correct designation of parts of speech in a sentence:

pr. noun vb. adj. noun noun

On the mounds, arable land was bare with black furrows.

2) obligatory indication of parts of speech missing in the sentence:

pronoun (OR personal pronoun), conjunction, particle.

Possible, but optional indication: adverb, numeral, interjection

The absence of an indication of the part of speech above the word in the written sentence is equated to an error

All parts of speech in a sentence are correctly identified

One mistake made

Made two mistakes

More than two mistakes made

Indication of missing parts of speech

All missing parts of speech in the sentence are correctly indicated.

OR All independent parts of speech missing in the sentence from the list of mandatory for indication are correctly indicated, while one service part of speech from the list of mandatory for indication is replaced by part (parts) of speech from the list of optional for indication

One of the independent parts of speech missing in the sentence (from the list of required ones) is not indicated.

OR All independent parts of speech missing in the sentence from the list of mandatory for indication are correctly indicated, while two service parts of speech from the list of mandatory for indication are replaced by parts of speech from the list of optional for indication.

Two independent parts of speech missing in the sentence (from the list of obligatory indications) are not indicated.

Maximum score

Points

The correct answer must contain the following elements:

1) sentence recognition and punctuation:

“The girl looked at her mother and answered indifferently: “Valya.”

2) drawing up a sentence scheme: A: "P".

Sentence recognition and punctuation

The sentence is correctly defined, and the punctuation marks are correctly placed

The sentence is correctly defined, one mistake was made in punctuation

The sentence is correctly defined, two (or more) errors were made in punctuation marks. OR Answer is wrong

Schema proposal

The scheme of the proposal is drawn up correctly

The sentence scheme is correct, it contains one punctuation error.

The scheme of the sentence is correct, it contains two or more punctuation errors. OR Answer is wrong

Maximum score

Points

The correct answer must contain the following elements:

1) sentence recognition and punctuation:

Mom, will there be a lot of gold in this basket?

2) an explanation of the reason for choosing a proposal: this is a proposal with an appeal.

OR Appeal. OR Appeal within a sentence.

The explanation of the choice can be formulated differently

Sentence recognition and punctuation

The sentence is correctly defined and punctuation marks are placed

2

The sentence is correctly defined, one mistake was made in punctuation

1

The sentence is correctly defined, two (or more) errors were made in punctuation marks.

OR Answer is wrong

0

Explanation of the reason for choosing a proposal

Correctly explained the choice of proposal

1

Wrong answer

0

Maximum score

3

Points

The correct answer must contain the following elements:

1) sentence recognition and punctuation:

The clouds over the sea darkened, and it blew cool.

2) an explanation of the reason for choosing a sentence, for example: this is a complex sentence.

OR There are two grammatical bases in the sentence.

The explanation of the choice can be formulated differently

Sentence recognition and punctuation

The sentence is correctly defined and punctuation marks are placed

2

The sentence is correctly defined, one mistake was made in punctuation

1

The sentence is correctly defined, two (or more) errors were made in punctuation marks.

OR Answer is wrong

0

Explanation of the reason for choosing a proposal

Correctly explained the choice of proposal

1

Wrong answer

0

Maximum score

3

Correct Answer Content and Grading Instructions

(Other formulations of the answer are allowed that do not distort its meaning)

Points

Main idea of ​​the text:The steppe is beautiful both during the day and at night!

The main idea of ​​the text can be given in a different wording that is close in meaning.

The main idea is defined correctly, completely; the sentence is constructed correctly, it uses words in their proper meaning

2

The main idea is defined correctly, but not completely enough; the sentence is constructed correctly, the words are used in it in their proper meaning.

OR The main idea is defined correctly, completely; There are one or two speech defects in the sentence.

OR The main idea is defined correctly, but not completely enough; There is one speech error in the sentence.

1

The main idea is defined correctly, completely; There are more than two speech defects in the sentence.

OR The main idea is defined correctly, but not completely enough; The sentence contains two or more speech defects.

OR The main idea is not defined / defined incorrectly, regardless of the presence / absence of speech defects in sentence construction and word usage

0

Maximum score

2

Correct Answer Content and Grading Instructions

Points

The answer can be formulated like this:In spring, the steppe is like a green sea. Humpbacked mother-of-pearl waves will roll across the sea, pearl ripples will turn silver.

The answer can be given in a different wording that is close in meaning.

The correct answer is given, the sentence may contain one speech defect or one spelling, or one punctuation, or one grammatical error

2

The correct answer is given, one speech defect and one spelling, or one punctuation, or one grammatical error can be made in the sentence.

OR

The correct answer is given, one speech defect and two spelling errors can be made in the sentence in the absence of punctuation and grammatical errors.

OR

The correct answer is given, one speech defect and two punctuation errors can be made in the sentence in the absence of spelling and grammatical errors.

OR

The correct answer is given, in the sentence one speech defect and two grammatical errors can be made in the absence of spelling and punctuation errors.

In total, in a sentence containing the correct answer, no more than three errors should be made in total (including only one speech defect)

1

The correct answer is given, there are more than three errors in the sentence.

VPR in the Russian language for grade 5 includes 12 tasks. 5 of them are compiled according to the text given in the work for reading. You have 60 minutes to complete the work. In the first 9 tasks, you need to write a detailed answer, and in the next 3 - a short one (a word or a phrase).

Grading system

The maximum possible score for VPR in the Russian language is 45. The scores are converted into marks according to the table:

Examples of tasks with scores and explanations

Exercise 1

In the first task of the VLOOKUP in Russian, a text is written in which letters are omitted in many words, and commas are not included. You need to rewrite this text, inserting letters where necessary, and placing punctuation marks.

For this task, you can get a maximum of 9 points. It is checked against the criteria.

K1 - Compliance with spelling standards.

When checking the work according to this criterion, only those errors that were made during the insertion of missing letters, the restoration of continuous, hyphenated and separate spelling of words, and the opening of brackets are taken into account.

If the student made only one minor mistake, he gets 4 points. If no more than 2 mistakes are made - 3 points, 3-4 mistakes - 2 points, 5 mistakes - 1 point, and more than 5 mistakes - 0 points.

K2 - Compliance with punctuation norms.

If there are no errors in punctuation, 3 points are given, for one error - 2 points, for two - 1 point, for three or more - 0.

K3 - The correctness of copying the text.

2 points for this criterion can be obtained if the text is rewritten absolutely correctly, that is, it does not contain missing and extra words, or if a maximum of 3 errors of this nature are made:

• one word is missing or one extra word is added;
• the graphic appearance of the word is changed, that is, any letter is replaced or omitted, but this does not lead to errors in spelling / grammar

Task 2

This task is related to the text given in the first task. Three words and one sentence from it are marked on top with numbers from 1 to 4, respectively. These numbers denote certain types of parsing: phonetic, morphological, morphemic and syntactic.

The maximum score for this task is 12 points. Each of the analyzes can be evaluated at 3 points, while their evaluation is carried out according to one algorithm:

• in the absence of errors - 3 points;
• with one mistake - 2 points;
• with two errors - 1 point;
• with three or more errors - 0 points.

Task 3

In this task, you need to put stress in four words - for example:

Carpenter, start, repeat, the alphabet.

Bows, quarter, call, more beautiful.

If all the words are stressed correctly, the fifth grader gets 2 points. If the correct stress is only in 3 words - 1 point. In other cases, the task is estimated at 0 points.

Task 4

In the fourth issue of the VPR in the Russian language, a sentence is given - for example:

Beetles and lizards hide under birch roots.

Winter encases the wide shores of Baikal in strong ice armor.

It is necessary to inscribe above each word the part of speech to which it refers, and after that, in a specially designated place, indicate which of the parts of speech known to the student are absent in the sentence.

This task is checked according to two criteria:

K1 - Designation of parts of speech in a sentence.

If all parts of speech are identified correctly, the student is given 3 points. If there is one error - 2 points, two - 1 point, more than two - 0 points.

K2 - Indication of missing parts of speech.

If all the parts of speech missing in the sentence are correct, the fifth grader gets 2 points. If one mistake is made - 1 point, two or more - 0 points.

Thus, in total for this task you can get 5 points.

Task 5

In the condition of the fifth task of the VLOOKUP in the Russian language, 4 sentences are given in which punctuation marks are completely absent. The student's task is to find a sentence with direct speech among them, put punctuation marks there and draw up a diagram of this sentence.

In total, you can score 3 points in this task. 2 points are given if the sentence is defined correctly and there are no errors in the punctuation marks. If one mistake is made in the punctuation marks, they give 1 point, and if more than one or the sentence is defined incorrectly - 0. Another 2 points can be obtained for an error-free sentence scheme; if there is one error in the scheme, 1 point is given, more than one - 0 points.

Task 6

This task also contains four sentences without internal punctuation marks. One of them must contain commas (one or more). The student needs to write out this sentence (already with a comma), and also justify his choice (for example: in this sentence a comma is placed after the introductory word, after the appeal, when listing).

If the sentence is chosen correctly and the commas are in the right place, the fifth grader gets 2 points. If one mistake is made in the arrangement of commas, he is given 1 point, if there are two or more errors or the wrong choice of sentence - 0 points. If the choice of the sentence is explained correctly, put 1 point, if not - 0.

Task 7

The seventh task is almost the same as the sixth, but only one comma can be omitted in the sentence. You need to do the same as in the previous issue - write out a sentence, put a punctuation mark and explain your choice.

You can also get 3 points for this task. The student receives the first 2 points for the correct choice of the sentence and the correct setting of the comma. If the comma is placed in the wrong place, he is given 1 point, and if the answer is incorrect - 0. Another 1 point is awarded for the correct justification for choosing the proposal.

After the seventh task, the text is given in the work, on which all subsequent tasks will be based. It is small - 13-17 sentences. The text could be like this:

(1) Three days of travel along the coast of Africa to the island of Socotra, everything went fine. (2) A fair wind inflated the sails, the ripples of the ocean shone, and in some places fountains of whales rose. (3) Suddenly the wind turned sharply to the south, the sky was covered with clouds, the waves turned white, and two hours later a real storm began. (4) The sails were removed long ago, and the ship with only masts was carried south.

(5) Only on the fourth day the wind died down. (6) The captain went on deck, looked up and did not recognize the sky: only a small star in the constellation Ursa Major stood very low. (7) “It carried us to the south,” the captain began to reason, “that star went down to the very horizon. Now let's go north. I wonder if she will rise? (8) Having ordered to wake himself up before dawn, the captain put out the lamp and fell asleep. (9) When he was awakened, he first looked to the north: that star, which we now call the Polar, was still low, but it rose noticeably. (10) And the captain led the ship north until the North Star rose to its usual height for the eyes. (11) And then he ordered to turn to the west and look forward with all eyes ...

(12) On the fourth day, the long-awaited exclamation was heard: “Earth!” (13) And an hour later, the sailors stood on the shore. (14) The North Star helped sailors find their way in the ocean!

(According to A. Nekrasov)

Task 8

In the eighth task, it is necessary to determine and write down the main idea expressed in the text. If this is done correctly, and the thought is reflected correctly and completely, the student scores 2 points. If the thought as a whole is defined correctly, but there are 1-2 speech defects in the sentence, or if the thought is defined correctly, but not completely, with 1 defect or their complete absence - 1 point. Otherwise, no points are awarded for this task.

Task 9

This task contains a question that checks the understanding of the text. It is usually asked why the author made a certain conclusion - for example, for the text above, the ninth task looks like this:

Often the answer is contained directly in the sentence of the text - in this case, it can simply be quoted. If the correct answer is given, but there is an error in it either in speech, or in spelling, or in grammar, or in punctuation (that is, only 1 error), they give 2 points. If the answer contains both a speech flaw and one of the other three errors (or both a flaw and two errors of the same type, for example, a speech flaw and two punctuation errors; that is, a total of 3 errors, one of which is a flaw) - 1 score. 0 points are awarded if there are more than three errors or an incorrect answer.

Task 10

In the tenth task, it is necessary to determine the type of speech in the sentences indicated in the condition - for example, in sentences 8-11. If this is done correctly, the student receives 1 point, if an error is made - 0 points.

Task 11

The eleventh task of the CDF in the Russian language in grade 5 involves finding a word with a certain meaning in the specified range of sentences and writing it out.

For the above text, this task looks like this:

In sentences 1-3, find the word that means "strong wind of great destructive power." Write out this word.

For a correct answer, the fifth grader is given 1 point, for an erroneous one - 0.

Task 12

This task involves finding an antonym or synonym for the word given in the condition in the specified range of sentences.

The twelfth task for the above text looks like this:

In sentences 5-7, find an antonym for the word "high" and write it out.

If the opposite word is spelled correctly, the student gets 1 point. If not, 0 points.

Option number 1

Demo version of the VPR in the Russian language Grade 5 2017-2019.

When completing tasks with a short answer, enter in the answer field the number that corresponds to the number of the correct answer, or a number, a word, a sequence of letters (words) or numbers. The answer should be written without spaces or any additional characters.

If the option is set by the teacher, you can enter or upload answers to the tasks with a detailed answer into the system. The teacher will see the results of the short answer assignments and will be able to grade the uploaded answers to the long answer assignments. The points given by the teacher will be displayed in your statistics.

Rewrite text 1, opening brackets, inserting missing letters and punctuation where necessary.

Complete the language analyzes indicated by the numbers in the text for task 1:

(1) - phonetic analysis;

(2) - morphemic analysis;

(3) - morphological analysis;

(4) - syntactic analysis of the sentence.

In the tundra .. - in ..sleep. So..ntse friendly wink..t, sending a ray.. of light from under some..some regions..kov. Big (3) and small hands are ringing .. and with a groan they break open .. rivers .. ingots in the city.

Water everywhere (1) . Stup..sh.. with your foot in the moss - and the moss oozes..sya. Throne..sh.. mossy..yu koch..ku - and water will appear from above..sya. Stan..sh.. with a foot on the l..doc - and from under the l..dka splashes..t water. Now the whole tundra is a splinter..staying b..lotto. Well, it .. winds in .. squishy .. under the s.. legs. It’s soft..something, p..covered well..last year’s..th tra..coy and in..hay moss, looks like..m on the c..beach down.

V..sna ro (b / n) to the entrance..t into the tundra looking around..t..sya (4) . Suddenly it freezes (2) under the pressure of a cold wind but (does not) stop ..t..sya but goes on.

Solutions to tasks with a detailed answer are not checked automatically.
On the next page, you will be asked to check them yourself.

Put an accent mark in the following words: Cakes, lighten, cement, quarter.

Solutions to tasks with a detailed answer are not checked automatically.
On the next page, you will be asked to check them yourself.

Above each word, write what part of speech it is. Write down which of the parts of speech you know are missing in the sentence.

In mid-April, nightingales return to their homeland from Africa.

Solutions to tasks with a detailed answer are not checked automatically.
On the next page, you will be asked to check them yourself.

Write a sentence with direct speech. (No punctuation marks.) Put the necessary punctuation marks. Draw up a proposal.

1) According to Deniska, he learned the whole poem by heart

2) Deniska timidly said that he did not understand the question of Raisa Ivanovna

3) Raisa Ivanovna said loudly Deniska will read the poems of the Russian poet Nekrasov

4) Why are you reciting Denisk's poem so inconsistently

Solutions to tasks with a detailed answer are not checked automatically.
On the next page, you will be asked to check them yourself.

Write out a sentence in which you need to put a comma / commas. (Punctuation marks are not placed inside the sentences.) Write on what basis you made your choice.

1) Masha loves to paint landscapes with watercolors.

2) Take new brushes and watercolors from the table!

3) First, friends, draw the outlines of objects.

4) At art school we draw landscapes and still lifes.

Solutions to tasks with a detailed answer are not checked automatically.
On the next page, you will be asked to check them yourself.

Write a sentence in which you need to put a comma. (Punctuation marks are not placed inside the sentences.) Write on what basis you made your choice.

1) All night long, winter knitted lace patterns and generously distributed outfits to trees.

2) The last islands of snow disappear and green grass breaks into the light.

3) Snow carefully wrapped all the trees and covered the ground with a white cape.

4) The long-awaited sun appeared and flooded the whole neighborhood with bright light.

Solutions to tasks with a detailed answer are not checked automatically.
On the next page, you will be asked to check them yourself.

Identify and write down the main idea of ​​the text.

Text 2

(According to G. Skrebitsky)

Solutions to tasks with a detailed answer are not checked automatically.
On the next page, you will be asked to check them yourself.

Read text 2 and complete tasks 8-12. Text 2

(1) There lived in our house a huge fat cat - Ivanovich. (2) We all loved him for his kind disposition. (3) As soon as he sees us in the morning, he immediately runs up, starts purring, rubbing against his legs. (4) It even seemed to us that in its character and mind the cat was more like a dog. (5) He ran after us like a dog: we went to the garden - and he followed, mom to the store - and he followed her. (6) And we return from the river in the evening - Ivanych is already sitting on a bench near the house, as if he is waiting for us.

(7) We lived in the old house for several years, then moved to another. (8) When moving, we were very afraid that Ivanovich would not get along in a new apartment and would run away to his old place. (9) But our fears turned out to be completely in vain.

(10) Once in an unfamiliar room, Ivanovich began to examine everything, sniff, until he finally got to his mother's bed. (11) Here he felt that everything was in order, jumped onto the bed and lay down. (12) At lunchtime, the cat immediately rushed to the table and sat down, as usual, next to his mother. (13) On the same day, he examined the new courtyard, sat on a bench in front of the house, but did not leave for the old apartment. (14) So, it’s not always true when they say that a dog is faithful to people, and a cat is faithful to the house: it turned out quite the opposite with Ivanych.

(According to G. Skrebitsky)

Solutions to tasks with a detailed answer are not checked automatically.
On the next page, you will be asked to check them yourself.

Determine what type of speech is presented in sentences 10-13 of the text. Write down the answer.

Read text 2 and complete tasks 8-12. Text 2

(1) There lived in our house a huge fat cat - Ivanovich. (2) We all loved him for his kind disposition. (3) As soon as he sees us in the morning, he immediately runs up, starts purring, rubbing against his legs. (4) It even seemed to us that in its character and mind the cat was more like a dog. (5) He ran after us like a dog: we went to the garden - and he followed, mom to the store - and he followed her. (6) And we return from the river in the evening - Ivanych is already sitting on a bench near the house, as if he is waiting for us.

(7) We lived in the old house for several years, then moved to another. (8) When moving, we were very afraid that Ivanovich would not get along in a new apartment and would run away to his old place. (9) But our fears turned out to be completely in vain.

(10) Once in an unfamiliar room, Ivanovich began to examine everything, sniff, until he finally got to his mother's bed. (11) Here he felt that everything was in order, jumped onto the bed and lay down. (12) At lunchtime, the cat immediately rushed to the table and sat down, as usual, next to his mother. (13) On the same day, he examined the new courtyard, sat on a bench in front of the house, but did not leave for the old apartment. (14) So, it’s not always true when they say that a dog is faithful to people, and a cat is faithful to the house: it turned out quite the opposite with Ivanych.

(According to G. Skrebitsky)

Answer:

In sentences 9-11, find the word with the meaning "feeling of anxiety, anxiety." Write out this word.

Read text 2 and complete tasks 8-12. Text 2

(1) There lived in our house a huge fat cat - Ivanovich. (2) We all loved him for his kind disposition. (3) As soon as he sees us in the morning, he immediately runs up, starts purring, rubbing against his legs. (4) It even seemed to us that in its character and mind the cat was more like a dog. (5) He ran after us like a dog: we went to the garden - and he followed, mom to the store - and he followed her. (6) And we return from the river in the evening - Ivanych is already sitting on a bench near the house, as if he is waiting for us.

(7) We lived in the old house for several years, then moved to another. (8) When moving, we were very afraid that Ivanovich would not get along in a new apartment and would run away to his old place. (9) But our fears turned out to be completely in vain.

Read text 2 and complete tasks 8-12. Text 2

(1) There lived in our house a huge fat cat - Ivanovich. (2) We all loved him for his kind disposition. (3) As soon as he sees us in the morning, he immediately runs up, starts purring, rubbing against his legs. (4) It even seemed to us that in its character and mind the cat was more like a dog. (5) He ran after us like a dog: we went to the garden - and he followed, mom to the store - and he followed her. (6) And we return from the river in the evening - Ivanych is already sitting on a bench near the house, as if he is waiting for us.

(7) We lived in the old house for several years, then moved to another. (8) When moving, we were very afraid that Ivanovich would not get along in a new apartment and would run away to his old place. (9) But our fears turned out to be completely in vain.

(10) Once in an unfamiliar room, Ivanovich began to examine everything, sniff, until he finally got to his mother's bed. (11) Here he felt that everything was in order, jumped onto the bed and lay down. (12) At lunchtime, the cat immediately rushed to the table and sat down, as usual, next to his mother. (13) On the same day, he examined the new courtyard, sat on a bench in front of the house, but did not leave for the old apartment. (14) So, it’s not always true when they say that a dog is faithful to people, and a cat is faithful to the house: it turned out quite the opposite with Ivanych.

(According to G. Skrebitsky)

Answer:

To submit your work to the teacher, go to the next page, check your solutions for the open-ended questions with the samples, evaluate your solutions and save your points.

A new form of determining the quality of education has been introduced into the school - VPR in the Russian language in the 5th grade. We will share our experience of carrying out this work in April.

Teachers, parents and children are worried. What tasks in the work: simple or complex? Will the students make it? When and how to prepare for the VPR?

All-Russian test work in the 5th grade is held twice - in October and April of the academic year. The first of them is designed for 45 minutes and is similar to a diagnostic test, consisting of five tasks. These tasks are well known to students who have just completed elementary school. We wrote about the characteristics of the work itself, its results and preparation for it in November 2017. Now let's turn to the second work, which is carried out in April.

The April VLOOKUP is much more difficult: the time has been increased to 60 minutes, and there are twice as many tasks in it as in the first, October VLOOKUP.

Since the current academic year has been completed and all the results of the intermediate control have been summed up, it is possible to analyze the implementation of the VPR already taking into account the data that we have.

There are 28 students in our 5th grade, of which they have time in the 3rd quarter for "5" - 9, "4" - 14, "3" - 4. The results of VPR in April: for "5" - 11, "4" - 11 , "3" - 6. Some of the guys wrote better than usual, others even worse than they could.

To have an idea about the composition of the tasks of the April VLOOKUP, consider its options. We will analyze each task in detail in terms of performance, evaluation criteria and the most common children's mistakes.

Task number 1

Initially, it is proposed to work with a text consisting of 97-98 words. It is necessary to write off the text, opening the brackets, inserting the missing letters and the necessary punctuation marks. The ability to observe spelling and punctuation norms, as well as the ability to correctly write off the text without missing and extra words, without words with a changed graphic appearance, is assessed.

The literacy score is sparing: even with two mistakes, you can get 3 points out of 4 possible, and with 5 mistakes - 1 point. For misspellings, if there are 4-7 of them: for rearranging, replacing or skipping letters, skipping one word or writing an extra word, you can also get 1 point out of 2 possible.

Here's what was suggested text to the first option (deformed text for the student):

Small..ch..ki pr..went to the museum an hour before closing. Ra (s / s) floor .. the living of the halls was known .. but. First, about (d / t) the affairs of the well .. here and the r.. plant world of various crafts. Then they needed the hall of the landowner's life. (Z / s) here is ..t..sya about (b / n) the installation of manor .. houses (4) Elegant furniture..l, upholstered in yellow satin with fairy-tale birds.

Pre (d / t) evening .. beam .. so. T.. thought to.. rtins bl.. stele glass.. pottery (3) dishes.

Genka stayed in the ..ridor, so that in case of .. danger .. news .. warn comrade. At this time, Misha and (s / s) followed the bronze (2) bird. There should be a hole for the key on it. Yes, where is it? Search results (not)d..ut. The secret remains ... a secret. (According to A. Rybakov).

The numbers indicate the types of grammatical analysis familiar to children:

1 - phonetic,

2 - morphemic,

3 - morphological,

4 - syntactic.

Original text proposed for verification:

The boys came to the museum an hour before closing. The location of the halls was known. First, the departments of the animal and plant world, various crafts. Then they needed the hall of the landowner's life. Here is the setting of a manor house. (4) Elegant furniture, upholstered in yellow satin with fabulous birds, high mirrors are the decoration of the hall.

The late afternoon sun pierced the windows through the folds of the curtains. Pictures darkened, glassware (3) gleamed.

Genka remained in the corridor to warn his comrade in case of danger. At this time, Misha examined the bronze (2) bird. It should have a hole for the key. But where is it? The boy feels the bird's head, wings (1). Searches yield no results. The secret remains a secret. (98 words).

When a child performs cheating, he must read the text to himself and reproduce it adequately to the content. But the text is different. There are text traps that are difficult to predict. For example, in the first sentence of the text, the verb PR..SHLI is used. The author chose the word came, and the student deciphered the place where the letter was skipped differently: passed. This is, of course, a typo.

Or another example. The fourth sentence (Then the hall of the landowner's life they needed.) cannot be understood out of context, because it is incomplete. It is necessary to connect it with the two previous ones (The location of the halls was known. First, the departments of the animal and plant world, various crafts.), One of them is also incomplete. A strong student has a problem: is there any punctuation mark needed here or not? It seemed to him that there was a semantic pause, and he singled it out with a dash: Then the hall they needed - the life of the landowner.

It is noteworthy that in the sentence (First, the departments of the animal and plant world, various crafts.) Many students could not recognize homogeneous additions (departments of WHAT? of the world and crafts).

For the second option, they gave a different text:

Os..n p..ra l..stopada. Ra (s / s) l .. tel x .. good wind .. r. The old linden in (s / s) d .. chuckled and seemed to choke out of itself a million z..l..thy leaves ..kov (2) . Applied .. flowing from the north .. wind .. r jerked with all his might. (Not) good .. naughty ozya (b / n) leaves .. I remained on the black branches of re (d / t) coins. So the vet..p played with linden.

Where will it rush now .. the wind ..r Under .. he took to a small ..th cloud ..k .. blew. (4)

And she sprinkled with fine ..m rain around the surroundings ..nosti. Another cloud of (d / t) hv..til vet..r and drove. Suddenly (hot / c) from under these clouds .. a bright (3) beam escaped .. and lit. Wet forests immediately became obscured. Z..l..tye l..stoch..ki covered the ground and the last gr..but I was ours..l pick up..cutters and podosinov..ki. (According to M. Prishvin).

The original text of the second version for verification:

Autumn is the time of leaf fall. A cold wind blew. The old linden sighed and seemed to exhale a million golden leaves from itself (2). The wind that came from the north blew with all its might. The chilled leaves could not resist, and rare coins remained on the black branches. So the wind played with the linden.

Where will the wind go now? He crept up to a small cloud, blew. (4) And she sprinkled a fine rain over the surroundings. Another cloud was picked up by the wind and driven. Suddenly, a bright (3) beam broke out from under these clouds and illuminated the tops of the trees. Wet forests immediately shone with all (1) colors of autumn. Golden leaves covered the ground and the last mushrooms, but I found boletus and boletus. (97 words).

Spelling errors made by students when copying data on text options are associated with the rules:

• spelling of the root with the alternation of E-I (shone),
• spelling of prefixes on -z / -s (location),
• spelling of invariable prefixes (picked up),
• spelling of double consonants at the junction of a prefix and a root (researched),
• spelling b after hissing (beam, cloud, graceful),
• spelling b in TSYA-TSYA (should be),
• spelling of noun endings (in case),
• spelling of personal endings of verbs (located),
• spelling NOT with the verb (don't give, couldn't resist),
• spelling of verb suffixes (feel),
• spelling of noun suffixes (boletus),
• spelling of unpronounceable consonants (known to neighborhoods),
• spelling of imaginary unpronounceable consonants (danger),
• spelling of unchecked dictionary words (here).

Punctuation errors made by students:

• extra comma after adverbs (first, then, here, all of a sudden),
• an extra comma after particles and question words (But where is it? Where will the wind rush now?),
• an extra comma before a single union AND in a fasting sentence with homogeneous members (The old linden sighed and seemed to exhale a million golden leaves from itself.),
• the absence of question or exclamation marks at the end of a simple sentence, and sometimes the setting of two characters at once in an interrogative sentence (But where is it ?!),
• the absence of a comma between homogeneous members (He crept up to a small cloud, blew. First, the departments of the animal and plant world, various crafts.),
• the absence of a comma between parts of a complex sentence with the union AND (The chilled leaves could not resist, and rare coins remained on the black branches.),
• the absence of a dash between the subject and the predicate (Autumn is the time of leaf fall.).

Task number 2

For phonetic analysis, the words WINGS and ALL were proposed. The explanations for the test say that “the parsing model is free”, the most important thing is to indicate the characteristics of the sounds and the number of letters, sounds and syllables. That is, it is not necessary to transcribe the word, divide the word into syllables, write the names of letters and indicate pairs for consonant sounds. But without these details, phonetic analysis is not analysis at all! It violates the logic of reasoning about why the written word differs from the spoken word.

We teach children to verbally pronounce the entire analysis, to correctly name letters and sounds, not to confuse them with each other, to explain the discrepancy between the sound and letter composition. Of course, the written analysis is sketchy, but to compress it to a minimum ... And after all, there is a lot of time when the children have done everything, checked it, and it’s impossible to leave the audience before the call, there is no change in these 60 minutes (only single exits are possible if desired).

Here are sample answers that the checking teacher follows and does not pay attention to other errors related to the details already indicated (transcription, pairs, letter names).

wings (1)

k - [k] - consonant, deaf, hard p - [p] - consonant, voiced, hard s - [s] - vowel, stressed

l - [l '] - consonant, voiced, soft

i - [th '] - consonant, voiced, soft, [a] - vowel, unstressed

6 letters, 6 sounds, 2 syllables

in - [f] - consonant, deaf, hard *

c - [c '] - consonant, deaf, soft

e - [e] - vowel, shock

m - [m '] - consonant, voiced, soft

and - [and] - vowel, unstressed

5 letters, 5 sounds, 2 syllables

* possible characteristic: in - [f '] - consonant, deaf, soft

Errors include

• lack of letters and sounds,
• lack of syllables
• incorrect counting of the number of letters and sounds,
• incorrect counting of the number of syllables,
• the loss of one of the sounds that denotes an iotized letter in a certain position ([y '] - consonant, voiced, soft),
• instead of the vowel sounds [a], [e], the letters I, E are indicated,
• instead of a soft consonant sound [m '], a hard sound [m] is indicated.

Among the errors for which points are not reduced:

• incorrect name of the letters "L" (el), "K" (ke), "R" (re), "M" (me),
• incorrectly names the letter “B”, which means the sound [f] / [f ’] *,
• the absence or incorrect designation of pairs of consonant sounds.

The morphemic analysis of the words bronze | ov | uyu |, leaf | ik | ov | was almost flawless.

Root bronze-, suffix -ov-, ending -th.

Root leaf-, suffix -ik-, ending -ov.

The morphological analysis of the names of adjectives GLASS and BRIGHT differs from our analysis only in that a constant feature is not indicated - a category; among non-permanent features, it is not necessary to indicate a positive degree of comparison and a full form for quality adjectives.

Samples of morphological parsing for verification:

glass (3) (dishes)

1. glassware (dishes) - an adjective, denotes a sign of an object: dishes (what?) glass;
2. initial form - glass; in the singular, in the feminine, in the nominative case;

bright (3) (beam)

1. bright (beam) - adjective, denotes a sign of an object: beam (what?) bright;
2. initial form - bright; in the singular, in the masculine gender, in the nominative case;

in a sentence is a definition.

Common mistakes include:

• instead of the singular, the plural form (dishes) is indicated,
• the adjective is written not with a noun, but with a verb (glass glittered),
• case form not specified
• no syntactic role specified.

Errors for which points are not reduced include:

• indication of the full form and positive degree of the relative adjective,
• incorrect definition of the category of the word GLASS.

For syntactic analysis, simple sentences of a complicated and uncomplicated structure were given. Points are not reduced if the description does not indicate that the proposal is two-part, complete, complicated or not. The scheme of the sentence and the indication of parts of speech above the members of the sentence are optional.

Samples for checking:

Here is the setting of a manor house. (4)

The sentence is narrative, non-exclamatory, simple, common. Grammatical basis: setting (subject), located (predicate).

Secondary members of the sentence: (located) here - circumstance; (furnishings) at home - addition; (home) manor - definition.

He crept up to a small cloud, blew. (4)

The sentence is narrative, non-exclamatory, simple, common. Grammatical basis: he (subject), picked up, blew (homogeneous predicates). Secondary members of the sentence: (crept up) to the cloud - addition (possibly: circumstance); (cloud) small - definition.

Among the errors are:

• addition to the cloud is underlined as a definition,
• Points are not reduced for errors:
• incorrectly composed sentence scheme with homogeneous predicates,
• not a simple, but a complex sentence is drawn up,
• parts of speech not specified
• schema not drawn up.

All grammatical analyzes are evaluated equally:

Task number 3

Many mistakes were made in the third task, where it was required to put stress on the words:

Bows, more beautiful, call, catalogue.

It is necessary to correctly allocate stressed syllables: bows, more beautiful, call, catalog.

Repeat, carpenter, beets, kilometer.

Correct emphasis: repeat, carpenter, beetroot, kilometer.

Task number 4

The fourth task also caused difficulty. If its first part was understandable and familiar, then the children understood the second sentence in their own way and began to indicate, first of all, adverbs, numerals and interjections. And in the recommendations for assessing the task, it is said that the indication of these parts of speech is optional. Points decreased if the fifth grader did not name the pronoun and the particle.

Task Formulation:

Above each word, write what part of speech it is expressed. Write down which of the parts of speech you know are missing in the sentence.

From the forest fire, the ravines and the edge of the birch grove turned black.

On thin blades of grass and flowers, dew glistens with silver drops.

Checking this task caused disputes among teachers, because it turned out to be difficult to understand the wording for which a child can get up to 5 points. Judge for yourself!

Task number 5

The test part begins with the fifth task. From the four options, you need to choose the correct answer, write out a sentence and put punctuation marks on your own.

In task 5, sentences with appeals and direct speech are proposed. The words CAPTAIN, GRANDFATHER vary in all ways, either being the subject, or being part of the appeal, or forming part of the author's words (A: "P" or "P" - a.).

Example 5 tasks for option 1:

Example 5 tasks for option 2:

Evaluation criteria:

Among the errors found are:

• the absence of a comma after direct speech before the words of the author (scheme "P", - a.),
• wrote out a sentence without direct speech,
• didn't chart
• made mistakes in the diagram.

Task number 6

In the sixth task, you need to find a sentence where punctuation marks must be placed inside the sentence.

The wording of task 6 for the two options is the same. The second part of the task did not cause difficulties, except that some students were inattentive and forgot about it. The answer must be written in free form, for example: "There is an appeal in the sentence, which is always separated by commas."

Task for option 1:

Task for option 2:

Evaluation criteria:

There were few errors:

• omission of one of the two paired commas that highlight the appeal in the middle of the sentence (scheme: [= , O,].) *,
• considered that they highlighted the introductory word with a comma,
• wrote that the appeal is the word YOU.

* In this case, the students did not recognize the particle LET'S, which is involved in the formation of the imperative mood of the verb and is part of a simple verbal predicate. Someone even considered the word LET'S as an appeal.

Task number 7

The sentences for task 7 contain single and repeated coordinating conjunctions, which serve as a means of communication in simple and complex sentences. The student gives a free explanation of his choice, for example, this: “There are several grammatical foundations, this is a complex sentence, so a comma is put.”

Suggestions for option 1:

Suggestions for option 2:

Evaluation criteria:

Few errors:

• wrote out a sentence with a single union AND with homogeneous predicates,
• forgot to explain your choice.

Tasks #8-12

The second part of the test work (from tasks 8 to 12) involves analyzing the text and identifying speech skills: determine the main idea of ​​the text, consisting of 200-220 words, the type of speech, formulate the author's position, find words with the indicated meaning, find antonyms in the text to this word.

Answers to tasks 8 and 9 are evaluated equally - a maximum of 2 points.

Criteria for task 8:

Text for option 1:

(1) Hedgehog is a mysterious childhood friend. (2) Everyone knows him, everyone loves him, everyone found him.

(3) He is famous for his sharp thorns and the fact that he will certainly run away, no matter how he is taken care of. (4) Every young naturalist, nature lover, has ever had a hedgehog.

(5) It seems that everything is known about this predatory animal. (6) He loves milk, catches mice and frogs, boldly enters into battle with a viper. (7) When alarmed, the hedgehog curls up into a prickly ball, if touched, it puffs menacingly and succumbs with needles. (8) And if you don’t touch it, then he will soon stick his wet nose out of the thorns, sniff at it and put out his eyes. (9) There is no one - a bun will roll. (10) Well, if you take it home and caress it, the hedgehog will soon stop curling up. (11) And his needles will lie in one direction - at least smooth surface, like a kitten. (12) It will become completely homely, a kind of troublesome tramp.

(13) And it turns out that this familiar animal also has a secret.

(14) One forester, an observant and truthful man, told me that the hedgehog seemed to be singing in the spring! (15) Sings for real! (16) Hedgehog singing is somewhat similar to bird singing. (17) I myself have not heard a singing hedgehog, but I have heard stories about this more than once. (18) You should definitely check. (19) Every animal, bird, fish, insect - every living thing on our planet has its own secrets. (20) A person has to unravel these mysteries in order to know the natural world. (According to N. Sladkov). (203 words).

Text for option 2:

(1) Genya Pirapletchikov considered his ridiculous surname offensive. (2) In addition, his nose was always stuffy, he breathed through his mouth - everyone bullied him, teased him. (3) All this made Genya an unhappy person. (4) But one day, grandmother and mother decided to invite the offenders to Genin's birthday.

(5) By four o'clock there was a grandmother's treat on the table, and Genya thought with anguish that enemies would now burst in, noisy and implacable ... (6) He nervously folded the boat from the newspaper. (7) Genya is a great master of paper art, origami art.

(8) The guys came and sedately sat around the table. (9) Mother played the “Turkish March” on the piano, and the boys looked fascinated at her hands fluttering over the keys. (10) The terrible tension disappeared, pride flashed: his mother plays wonderfully, and everyone is delighted with it.

(11) We decided to play forfeits, but no one had them. (12) One boy saw a paper boat and said: “My phantom!” (13) And Genya began to make forfeits for everyone: a boat, a crane, a bread box ... (14) The waiting hand immediately grabbed the finished thing. (15) The boy generously distributed his paper miracles. (16) They thanked him, and he no longer felt either fear or hostility. (17) Genya was no worse than others - moreover, the guys admired his talent. (18) It was as if he saw their faces for the first time, they were completely different - joyful, grateful, benevolent.

(19) The happy boy gave away paper toys and thought how easy it is to have friends and be a friend if you yourself treat people with understanding and kindness. (According to L. Ulitskaya). (221 words).

The main idea is formulated in free form.

In the first text, the main idea is expressed in 19–20 sentences.

But some of the responses were:

• Hedgehog is a mysterious childhood friend.
• Even a wild beast can be won over.
• No matter how hard you try to find out all the secrets of nature, something will still remain unknown.

In the second text, the main idea is also formulated at the end of the text (19th sentence): by their example, the mother and grandmother convinced the boy that it is possible to have friends, you just need to make efforts for this yourself.

The responses could be found in:

• Genya understood how to treat people, even if they are offenders.
• Even the most unhappy person can become happy.
• To be friends with you, you need to be able to be friends yourself.
• Each person has his own talent.
• Gene's birthday.
• Do not ridicule the shortcomings of others. Prosperity is to be admired.
• You can find a way to any human heart, but not everyone can do it.
• It is not necessary to judge a person by appearance, he can be talented and pleasant in communication.

Question 9 asked the following questions:

1 option

The answer to the question is formulated in free form. For the first option, it can be like this: "The hedgehog can sing, and his singing is like a bird's" (14-16 sentences).

However, there was this response:

• The hedgehog has sharp spines and rolls into a ball when threatened.

Option 2

The answer to the question of the second option is in 1-2 sentences of the text: “Genya is unhappy for two reasons. First, a funny and offensive surname. Secondly, nasal congestion made it difficult to breathe, so peers laughed at the boy and teased him.

Someone answered like this:

• He didn't have any friends.
• He was constantly bullied, and he did not hope that he would be treated well.
• He did not know how to be kind to any people.

Criteria for task 9:

There were errors in the guys' answers:

• the absence of a comma in a complex sentence before conjunctions WHAT, HOW, IF,
• the absence of commas in the introductory combination IN HIS OPINION,
• writing the word BUDTO with a hyphen.

Several people coped with task 10, correctly determining the type of speech of the proposed fragment of the text - reasoning.

1 option

(13) And it turns out that this familiar animal also has a secret. (14) One forester, an observant and truthful man, told me that the hedgehog seemed to be singing in the spring! (15) Sings for real!

Option 2

(16) They thanked him, and he no longer felt fear or dislike. (17) Genya was no worse than others - moreover, the guys admired his talent.

The main part of the fifth graders considered that the fragment about a hedgehog and a familiar forester belongs to the story. Someone decided that if there are adjectives (observant and truthful), then this is a description. A similar choice was made by students who performed option 2. They, too, were sure that this was a narrative, not a reasoning.

For the correct execution of 10-12 tasks, only 1 point is given.

Task number 11 for option 1:

In sentences 12-14, find the word that means "loving to tell the truth, honest":

(12) It will become completely homely, a kind of troublesome tramp. (13) And it turns out that this familiar animal also has a secret. (14) One forester, an observant and truthful man, told me that the hedgehog seemed to be singing in the spring!

Task number 11 for option 2:

In sentences 6-7, find a word with the meaning "one who has achieved great skill in work, creativity, business":

(6) He nervously folded the boat from the newspaper. (7) Genya is a great master of paper art, origami art.

Almost all the students coped with this task, only some wrote out not one word, but the whole phrase GREAT MASTER, having read the task inattentively.

Task number 12 for option 1:

In sentences 11-13, find an antonym for the word "wild" and write it out:

11) And his needles will lie in one direction - at least smooth surface, like a kitten. (12) It will become completely homely, a kind of troublesome tramp. (13) And it turns out that this familiar animal also has a secret.

Task number 12 for option 2:

In sentences 4-5, find the antonym for the word "quiet" and write it out:

(4) But one day, grandmother and mother decided to invite the offenders to Genin's birthday. (5) By four o'clock, grandmother's treat was on the table, and Genya thought with anguish that enemies would now burst in, noisy and irreconcilable ...

Task 12 was easy for all students to complete.

So, the characterization and description of the test work options in grade 5 is completed. Its results are known. What are the conclusions?

1. Frequent mistakes of children when writing work are associated with the inability to follow the instructions, that is, follow the parsing pattern (he does exactly as he was taught, and does not relearn on the go!).
2. Students often forget to reread the assignment and adequately complete the second part of the same assignment (draw up a diagram or explain their choice).
3. There is no need to scare children, excitement and stress interfere with the most common tasks.
4. The demo version of the VPR should be known to all participants in the educational process in order to remove anxious expectations about the complexity of tasks, uncertainty.
5. The usual system of work of a teacher includes all the basic things that are important for conducting a VPR, nothing more needs to be done (coaching and “solving” tests will be harmful and unnecessary!).
6. VPR is difficult to check, the teacher must have a table where you need to quickly enter points for each student. This information is then dictated to a technician to quickly make a report.