Vpr the world around option 34 evaluation criteria. Material on the world around (Grade 4) on the topic: Analysis of CDF on the world around

The VPR for the surrounding world consists of two parts. The first part includes 6 tasks, and the second - 4, that is, there are a total of 10 tasks in the work. The first two tasks consist of highlighting the necessary parts of the image, the next three - in writing a short answer, and the last five - a detailed one. Tasks 3, 6, 7 refer to elevated level complexity, and the rest - to the basic.

Grading system

In total, you can get 31 points for CFR around the world. Points are converted into grades according to the following scheme:

Examples of tasks with scores and explanations

Exercise 1

In this task, a drawing is presented - for example, this:

It has a wooden object marked on it. The student needs to think and mark two more objects in the same way, one of which is made, for example, of metal, and the other is made of paper.

If two objects are correctly indicated, each of which is made of different materials- put 2 points. If a subject from only one material is correctly indicated - 1. If there are no correct answers, the student does not receive points for this task.

Task 2

In the second task, a table can be presented to the student's attention, for example, with a weather forecast for three days. 4 statements are attached to it, from which you need to choose the right ones - something like “on Friday the air temperature during the day will not exceed 28 degrees” and “it will be sunny for all three days.” If all correct statements are selected, the fourth grader receives 2 points. If one mistake is made (or one correct statement is not written) - 1. In other cases, 0 points are given.

Task 3

This assignment has several parts. In total, you can get 6 points for this task.

In the first part a map of the world is presented, on which on any two natural zones (for example, taiga and desert) or continents (for example, Eurasia and Africa) there are two marks - A and B. you need to write the names of the continents. If there are no errors, they give 2 points, if one error is made, 1, and if more than one, 0.

In the second part photographs of three animals are presented under numbers, without signatures - for example:

The condition says that there are photos of a leopard, a bear, a llama and a wolf. In the answer form, you need to write under which number which animal is depicted. If everything is written without errors, 1 point is awarded. If not, 0 points.

In the third part you need to answer the question: which animals live in their natural environment on mainland A, and which ones live on mainland B (or in natural zones A and B). If there are no errors, you can get 3 points. If there is one error - 2 points, two - 1 point, and three or more - 0.

Task 4

In the fourth task, you need to match: choose the correct end to the beginning of the phrase. The phrases are related to a healthy lifestyle and maintaining health in general: playing sports, caring for the oral cavity, the need to dress for the weather, etc. There are two beginnings of phrases, and three continuations, so it is important not to get confused, but simply putting numbers at random will not work.

The answer is entered into a table of the form:

If there are no errors in the answer, the student receives 1 point, if there are - 0.

Task 5

This task is quite difficult. The condition gives an example of indicating organs on the human body - for example, as in the figure below:

By analogy, the student needs to independently mark the parts of the body and the organ indicated in the task - for example, the stomach, hand and lower leg. If this is done correctly, they give 2 points. If only two parts of the body or only one part of the body and an organ are correctly indicated - 1 point. In other cases, the fourth-grader receives 0 points.

Task 6

The sixth task of the VLOOKUP around the world consists of three parts. In total, you can get 4 points for it. It gives a description of the experiment or observation being carried out - for example,

Artyom observed the germination of pea seeds. To find out if light affects the rate of germination, he took two glasses, put several identical pea seeds in each of them and filled them with water so that the seeds were completely in the water. Artyom put both glasses on the table under the fluorescent lamp, but one of them blocked the lamp carton box with cut holes. Then Artyom watched the sprouts appearing in both glasses.

In the first part the student needs to answer the question whether the temperature and illumination in two glasses are the same or different. They may also ask about the material of the glasses. If the answer does not contain errors, it is estimated at 1 point, if it contains at least one - 0 points.

In the second part one question is asked related to the task - for example, what measurements should be taken to determine how illumination affects the growth of seeds, or, if the task is not about seeds, but, say, about heating water - what determines the speed of this process. A correct answer to this part of the task also earns the student 1 point.

In the third part the fourth grader should describe another experiment – ​​for example, if Artyom would like to find out how the presence of soil affects the growth of seeds. You need to be told what to do in this case. For this, you can get 2 points - if the answer reflects all aspects of the experiment. If any aspect is missing, put 1 point. In other cases, the student does not receive points for this task.

Task 7

This task tests the child's ability to understand information reflected in various conventional signs, as well as knowing where they might be encountered. Three characters are given, for example:

First part the task includes the question of where these signs can be found, or, if it is indicated in the condition, what unites these signs (but in this case, all three signs will be from the same series, for example, road signs). A correct answer is given 1 point.

Second part the task requires writing three rules - for each sign you need to write which rule it reflects. If three rules are written correctly - they give 2 points, if only two are correctly formulated - 1 point, and if only one - 0 points.

Task 8

In the eighth task, the student is offered three photographs of materials used for work, or photos of people at work - for example:

• determine the profession with which the photo is associated
• write what people in this profession do
• say what benefits the work of people in this profession brings to society

If all this is done correctly and correctly, you can get 3 points (one for each correct answer).

Task 9

This 4th grade CFR assignment tests how the student is aware of his connection with the people around him and with his country. It contains a statement that asks one or two questions, or simply asks two questions: the answer should be about 5 sentences long. An assertion task might look like this:

On May 9, in all cities of Russia, a solemn procession "Immortal Regiment" takes place. To whom is this procession dedicated? Why is it important for the people of Russia? An example of a task with questions: How do you think real friends differ from just good acquaintances? Why is it important to have real friends?

If relevant, good answers to questions are given, 2 points can be awarded. If there are errors in the answer, or the student simply wrote a general reasoning on this topic, but did not answer the question directly - 1 point. Otherwise, 0 points are given.

Task 10

In the tenth task, fourth-graders' knowledge of the region where they live is tested. It has three parts; In total, you can score a maximum of 6 points for the task.

First part involves writing the name of the subject of the Russian Federation (city, region, region or republic) where the student lives.

In the second part you need to write the main city of the region, or, if the student lives in a city of federal significance, the area where he lives.

If both the name of the subject and the main city are spelled correctly, 2 points are awarded, and if only one of them - 1 point.

In the third part Several questions are asked related to the place of residence - for example:

What kind of goods is your region famous for? What monuments of nature or monuments of history and culture are located in your region? Tell us about one of these monuments. Or: What is your region best known for? What animals can be found in the nature of your region (name at least three animals)? Describe one of these animals. What does this animal eat?

They may also ask what and why is depicted on the coat of arms of the region, which even some adults do not know, so it is important to pay attention to this aspect.

Two points are given for correct answers to the first two questions (that is, a maximum of one point for one question). The correct answer to the third question can bring 2 points: for example, if one of the animals is described and it is written what it eats, they give 2 points, and if only one thing - 1 point. That is, for only the third part of the 10th task, you can get as many as 6 points.

Analysis of CDF around the world in 4th grade

MBOU SASH № 21, Vladimir

VPR on the outside world allows you to assess the level of general education in accordance with the requirements of the Federal State Educational Standard.

In total, students had to do 10 tasks , for the implementation of which 45 minutes .

There are 25 students in the class. The work was done 24 people . Spiridonova Xenia did not write.

Maximum score, which can be obtained for all work - 31 points.

No one got the maximum.

The maximum score for the class - 26 points (Gerasimova Elizaveta, Lazareva Karina), minimum - 7 - 8 points (Bobrinsky Ruslan, Kozlov Ivan).

Grade average - 16,5

Average score on a five-point scale - 3,4

Work written:

• on "5" - 2 people. (Gerasimova Elizaveta, Lazareva Karina)
• on "4" - 7 people.
• on "3" - 14 people.
• On "2" - 1 person. (Bobrinsky Ruslan)

Table for converting points into marks on a five-point scale

ZUN:

• Progress - 95.8%
• Quality - 37.5%
• SDA - 48.6%

Exercise 1 .

Checks the mastery of initial information about the essence and characteristics of objects, processes and phenomena of reality (natural, social, cultural, technical, etc.); the use of various methods of analysis, transmission of information in accordance with cognitive tasks; including the ability to analyze images, recognize the studied objects and phenomena of living and inanimate nature; use symbolic means to solve problems.

In the task, a drawing is given on which you need to indicate with an arrow any object made of any material. The maximum score for the task - 2 points. Five students did not cope with the task (Bobrinsky Ruslan, Glukhova Alina, Gomygin Egor, Lukyanova Daria, Ukholov Alexey). Their mistake was that instead of the material (glass, plastic, metal, wood), the students signed the objects (vase, axe, chair, etc.).

Task 2.

Designed to be able to use various ways analysis, organization, transmission and interpretation of information in accordance with cognitive tasks. Checked development available ways studying nature, the ability to use sign-symbolic means to solve problems; understand the information provided different ways: verbally, in the form of a table, diagram.

In the second task, a table from the Internet site was presented. After studying it, it was necessary to choose the correct statements. The maximum score for a correctly completed task is 2 points . Despite the fact that such tasks are practically not set in the course of the surrounding world, almost everyone coped with the task. Three students did not score a single point - Bobrinsky Ruslan, Kozlov Ivan and Postovoitenko Konstantin.

Task 3 .

Checked the mastery of initial information about the essence and characteristics of objects, processes and phenomena of reality (natural, social, cultural, technical, etc.); mastering the logical actions of analysis, synthesis, generalization, classification according to generic characteristics. Use finished models(globe, map, plan) to explain phenomena or describe the properties of objects; discover the simplest relationships between animate and inanimate nature, relationships in wildlife.

The third task consisted of three blocks. The first block is designed for geographical knowledge. In option 17, it was necessary to indicate the continents on the map, in option 16 - natural areas. The maximum score is 2 points. Units completed the task - 6 students . Perhaps too few hours are allocated for these sections in the plan. These topics are not well understood by children.

In the second block, it was necessary to sign the name of animals, plants. With a task all managed.

In the third block, it was necessary to determine the habitat of animals and the growth of plants presented in the previous block. The maximum score for this task is 3 points.Three did not startto complete the task (Bobrinsky Ruslan, Zhukova Xenia and Melnikova Yulia). Scored 0 points - 6 students. Five people coped with the task (Gerasimova Elizaveta, Zabolotnikova Karina, Kostyuk Artyom, Lazareva Karina, Rodin Roman, Filippova Veronika).

Task 4 .

Checked the development of elementary norms of health-saving behavior in the natural and social environment. Understand the need healthy lifestyle life, rules safe behavior; use knowledge about the structure and functioning of the human body to maintain and strengthen their health.

For a correctly completed task, you could get 1 point. Four the task was not completed (Bobrinsky Ruslan, Glukhova Alina, Kozlov Ivan, Orlova Irina).

Task 5 .

Checked the mastery of the initial information about the essence and features of objects, processes, phenomena of reality; ability to analyze images. Recognize the studied objects and phenomena of animate and inanimate nature; use symbolic means, including models, to solve problems.

The task is an image of a person. The arrows had to show the honor of the body. There were some inaccuracies in the definition of the lower leg and errors in the correct location internal organs. The maximum score for a task is 2 points. Scored 0 points - six students.

Task 6 .

Checked the development of available methods of studying nature (observation, measurement, experience); mastering the logical actions of comparison, analysis, synthesis, establishing analogies and cause-and-effect relationships, building reasoning; consciously build a speech statement in accordance with the tasks of communication. Isolate the main events contained in the text. Compare the objects described in the text with each other, highlighting 2-3 essential features; carry out simple observations in the environment and set up experiments using the simplest laboratory equipment.

The task caused great difficulty. Consisted of three blocks. The assignment describes the experience. In the first block, it was necessary to correctly determine the conditions due to which it became possible of this experience. Got one point nine students. One student (Kozlov Ivan) did not undertake for completing the task.

In the second block, it was required to formulate a conclusion based on the experiment. Some failed to correctly express their thoughts, others did not write what was required. As a result, only 11 students scored one point. Four did not start the assignment (Garibyan Valeria, Doronchenkova Yana, Orlova Irina, Gerasimov Danil).

The third block required to describe the experience and gave for the correct answer 2 points . The mistake of some was that, as an answer, the students rewrote the text that was originally given. Some failed to determine correctly the conditions under which it would be possible to carry out the required experiment. Completed the task two (Gerasimova Elizaveta and Lazareva Karina). Didn't get started - 8 people . Made gross mistakes and did not earn points - 13 people.

Task 7 .

Checked the development of the elementary rules of moral behavior in the world of nature and people; the use of sign-symbolic means of representing information to create models of the objects and processes under study; consciously build a speech statement in accordance with the tasks of communication. Use symbolic means, including models, to solve problems.

The task contains signs. It was necessary to determine where these signs can occur and what rules they reflect.

The task caused difficulties in constructing a coherent speech. Signs identified correctly and scored one point each 20 people . One (Kostyuk Artyom) did not start the task. 11 people showed knowledge of the rules that reflect the signs and scored 2 points. Two did not cope with the task - Glukhova Alina and Bobrinsky Ruslan.

Task 8 .

Checked the mastery of the initial information about the essence and characteristics of objects, processes and phenomena of reality (social); consciously build a speech statement in accordance with the tasks of communication. Assess the nature of human relationships in various social groups.

The complexity of this task also consisted in the inability to build a speech statement. Maximum amount points for this task - 3 points.

Maximum earned six (Garibyan Valeria, Doronchenkova Yana, Zhukova Xenia, Lugovkina Anastasia, Melnikova Yulia, Orlova Irina). One the student (Konstantin Postovoitenko) did not start the task.

Task 9 .

Checked the formation of a respectful attitude towards Russia, his family, the culture of our country, its modern life; willingness to express one's opinion and argue one's point of view; consciously build a speech statement in accordance with the tasks of communication.

The task also caused difficulties in constructing a speech statement. Many failed to properly argue their point of view. One student (Gerasimov Danil) misunderstood the task.

Did the job - 10 people .

Task 10 .

Checked the formation of a respectful attitude to the native land; consciously build a speech statement in accordance with the tasks of communication; describe the sights of the capital and native land.

There were three blocks in the task. The first is designed for knowing the name of your region, region, city. Some students wrote down the answer to the question "The main city of the region" - the city of Moscow. Completed the task 14 people. Two did not start implementation (Yana Doronchenkova and Danil Gerasimov).

The second block required knowledge about the sights of the region and about the flora and fauna of our region. The maximum 4 points for the task received two students - Yulia Melnikova and Roman Rodin. Scored 3 points four - Gerasimova Elizaveta, Zhukova Xenia, Lazareva Karina and Filippova Veronika.

conclusions

The most difficult tasks were the ability to create and transform models and schemes for solving problems in modeling experiments, assess the nature of people's relationships in various social groups, indicate the role of the family in a person's life or what a child can learn from his parents, name the region of residence, the main city of the region , indicate the sights of the region, animal and vegetable world region.

1. Increase attention to the formation of the following skills of students: use various methods of analysis, organization, transmission and interpretation of information in accordance with cognitive tasks; mastering the available ways of studying nature, the use of sign-symbolic means for solving problems; understand information presented in different ways: verbally, in the form of a table, diagram.
2. In the system, use tasks that involve conducting simple observations in the environment and conducting experiments using the simplest laboratory equipment, as well as performing tasks that encourage the creation and transformation of models and experimental schemes to solve the tasks.
3. Clearly plan in the work programs for academic subjects the formation of such UUD as “Mastering the initial information about the essence and characteristics of objects, processes and phenomena of reality (social); consciously build a speech statement in accordance with the tasks of communication. Assess the nature of the relationship of people in various social groups, realize "I" as a family member, representative of the people, a citizen of Russia, its inextricable connection with various surrounding social groups.
4. IN work program around the world to give large quantity time for the formation of regional and local history knowledge, as well as the skills of students: to name the region of residence, the main city of the region, to indicate the sights of the region, the flora and fauna of the region.
5. Provide for: strengthening the practical orientation in teaching the subject, including tasks aimed at developing the variability of students' thinking and the ability to apply knowledge in a new situation, the ability to create and transform models and schemes for solving problems when modeling experiments, provide for project collective activities aimed at forming such UUD how to: assess the nature of relationships between people in various social groups, reveal the role of the family in a person’s life, the role of parents in raising children, strengthen the practical orientation in the study of the section “Where we live”, “ Motherland- part of a large country", in order to form the skills of students: name the region of residence, the main city of the region, indicate the sights of the region, the flora and fauna of the region.
6. Include in the work program on the surrounding world the holding of control works, close to the texts of the VLOOKUP, in order to determine the directions corrective work with students on the development of the program around the world.

Schools are not recommended to mark students for the implementation of the CDF. However, many are interested in the question of translating VLOOKUP scores into grades. The answer can be found in VLOOKUP 2018 demos for grade 4published on the official website of VLOOKUP StatGrad. Here is the scoring scale for the 2018 test papers:

Scale for converting VPR 2018 scores into grades for grade 4

Criteria evaluating VLOOKUP can be found in the demo.

Special preparation for the test work is not required. Controlled content is reflected in the textbooks included in the Federal List of Textbooks recommended by the Ministry of Education and Science of the Russian Federation for use in the implementation of state accreditation educational programs primary general education.

The transfer of VPR 2018 scores to grades for grade 4 practically coincides with 2017, with the exception of the outside world, where the maximum score has been increased to 38 (was 37).

The system for assessing the performance of individual tasks of the VPR in mathematics and testing in general.

Each correctly completed task 1, 2, 4, 5 (point 1), 5 (point 2), 6 (point 1), 6 (point 2), 7, 9 (point 1), 9 (point 2) is estimated by 1 point .

The task is considered completed correctly if the student gave the correct answer: wrote down correct number, the correct size, depicted the correct figure.

The performance of tasks 3, 8, 10, 11 is estimated from 0 to 2 points.

The system for assessing the performance of individual tasks of the VPR in the Russian language and testing in general.

Correctly performed work is estimated at 38 points. Task 1 is evaluated according to the criteria from 0 to 7 points. The answer to each of the tasks 2, 7, 12, 13, 15 is estimated from 0 to 3 points. Answers to task 3 under item 1) are estimated from 0 to 1 points, for item 2) - from 0 to 3 points.

The system for assessing the performance of individual tasks of the VPR around the world and testing in general.

Correctly performed work is estimated at 32 points. The correct answer to each of the tasks 3.2, 4, 6.1 and 6.2 is estimated at 1 point. A complete correct answer to each of tasks 2, 3.1 is estimated at 2 points. If one mistake is made in the answer (including an extra digit is written or one necessary digit is not written), 1 point is given; if two or more mistakes are made - 0 points.

A complete correct answer to task 3.3 is worth 3 points. If one mistake is made in the answer (including an extra digit is written or one necessary digit is not written), 2 points are given; if two mistakes are made - 1 point, more than two mistakes - 0 points.

Answers to tasks 1, 5, 6.3–10 are evaluated according to the criteria. A complete correct answer to each of tasks 1, 5, 6.3 is estimated at 2 points, for tasks 7–9 - 3 points, for task 10 - 6 points. The answer to each of the tasks 4, 6, 8, 11 is estimated from 0 to 2 points. The correct answer to each of the tasks 5, 9, 10, 14 is estimated at 1 point.

Rosobrnadzor does not recommend specially preparing - coaching - students for the implementation of the VPR and solving through its administrative or learning objectives in addition to diagnostic ones, however, everyone knows that forewarned means forearmed, and they begin to prepare one way or another for writing it. But how do you prepare?
And is it necessary?
Perhaps every teacher, parent and student will answer this question in the affirmative. But they will immediately face the following: where to get educational materials for the preparation of? First of all, you need to find up-to-date sample tasks, on the basis of which you can start training. Everyone knows that several official demo versions of the VPR of past years have been posted on the Internet, which opens up the opportunity to familiarize yourself in advance with the nature of the upcoming test work, its structure, assessment criteria, but does not allow you to see the entire diverse palette of tasks that a student may face. I note that this task is especially difficult to solve in relation to the subject "The World Around", the variability of tasks for which is very high, unlike Russian and mathematics.
If you are also in search of an answer to the question "how?", the EXAM publishing house has released tutorial All-Russian verification work. World around: Grade 4: 25 options. Typical tasks. GEF”, in which the authors Elena Vasilievna Volkova and Galina Ivanovna Tsitovich presented a wide variety of tasks, but not only. For self-control, the textbook is provided with a block with answers, and the block is stitched in such a way that, if necessary, it can be easily removed so as not to tempt the child to peep the solution while doing the work. It is very important for parents to have detailed assessment criteria in the manual, based on which they will be able to methodically organize and usefully conduct classes with their child at home. So productive Homework in combination with school lessons will definitely help the fourth-grader gain confidence, and this, in turn, will make the process of writing a VLOOKUP as comfortable as possible.
Task 1, which begins the work, at first glance, is very simple, but by doing it, the children will learn a lot of interesting things about the things around them. For example, that beautiful painted Palekh caskets are made of papier-mâché and that papier-mâché is a material obtained from a mixture of crushed paper and cardboard with the addition of glue, starch, and gypsum. The subjects discussed themselves are grouped by topic, which makes it possible to use this task in the lessons, where children's ideas about various professions are formed, they talk about the variety of holidays, about the greatness of sports. It is also worth noting that the task mentions objects that can be made from different materials, such as a measuring jug, a ruler, or a vase. Such tasks develop attention, imagination and broaden the horizons of children.
On the doorstep high school the importance of children's ability to work with various types of visual graphic information is increasing: tables, diagrams, signs and symbols. Now sign-symbolic means are used all over the world as international language accessible to almost everyone. Thus, the ability to quickly and correctly “read” a pictogram can help you navigate in an unfamiliar place, avoid danger, and facilitate the process of acquiring new knowledge. The most important sign-symbolic means with which we introduce children from the very beginning early age, - signs traffic and danger signs.
The manual of the Exam publishing house, like the original VPR, includes tasks that test the ability to use sign-symbolic means, tables and diagrams to solve educational and practical problems. These are tasks 2 and 7, which allow you to practice this skill using the example of weather tables and graphic images. Children are offered to study a variety of pictograms that they can meet everywhere. Given the children's love of drawing and play, these character reading activities will undoubtedly arouse in students an interest in this way of presenting information, and perhaps some of them will even want to dedicate their own to it. research project, for example, by creating your own pictograms for the classroom or the school yard.
An example of such a task:
In general, adults tend to treat school problems with some arrogance, because it is obvious that everyone can easily cope with a task for a fourth-grader, for example, if you need to find and sign a part of the body in the picture - a hand, a neck and a heart (task 5) or pick up a continuation to the beginning of the phrase "To avoid a gastrointestinal infection, you must ..." (task 4). However, sometimes tasks for graduates elementary school can confuse even multilaterally educated parents. How long have you remembered on which continent the tapir, spectacled bear or echidna live; where velvichia, chocolate tree or baobabs grow (task 3); what is the largest body of water in your region (task 10)? The joint solution of the options for tasks from the manual will allow you to effectively and usefully spend time productively communicating with the child, reasoning, remembering and learning interesting facts, expanding the horizons of knowledge and at the same time preparing for the test work.
Task 6, where it is necessary to analyze the experiment being carried out, causes the greatest difficulty for children in performing the CM. Simple logical conclusions about the relationship between the rate of germination of grains and temperature environment cause difficulties for children, because in life and even in the lessons of the world around them they encounter experiments extremely rarely. In addition, the task does not require strict adherence to the instructions, but logical reasoning about the necessary measurements or the required changes in the conditions of the experiment to confirm or refute the hypothesis. So, schoolchildren are invited to analyze the results of experiments conducted with water, plants and soil. This manual contains 25 options for such tasks, which will allow the young researcher to practice planning practical work and analysis of the received data.
By educating and educating schoolchildren, we are raising a new generation that will shape the society of the future. To become a full member of it, you need to be able to respect the work of others. It is especially important to instill respect for work in very young citizens. Task 8 is dedicated to this. When completing it, children have the opportunity to talk about the meaning of professions, to think about how the same object can simultaneously serve people of different professions. In the task, children are offered a choice of three objects that are similar in some way. This is a great opportunity for individual work at school and at home, expand the horizons of the child, tell him about the features of a particular profession and give him the opportunity to talk about the use of objects not for their intended purpose, but with no less benefit. This task can also prompt the teacher good topic class hour, in which, on the basis of this assignment, he will continue the topic raised in the famous poem by Sergei Mikhalkov “What about you?”, Adding to the discussion modern professions and those that have lost their relevance today.
In task 9, children will learn many interesting facts, for example, when the first issue of a Russian-language newspaper came out or why International Women's Day is celebrated on March 8th. Maybe, unusual facts from this task will encourage inquisitive students to learn more about historical events and history of different holidays. Performing such tasks, you can not only contemplate, but also create, talking about events for a long time past days and their importance for the history of our country, and to express their opinion. Here is one example:
“Every year on January 27, our country celebrates one of the Days of Military Glory - the Day of lifting the Siege of Leningrad. On this day in 1944 Soviet troops during the Great Patriotic War completely removed the fascist blockade of the city on the Neva, which lasted almost 900 days. Think and write what is the importance of this event and why it is still memorable for us.” The limit of 5 sentences per answer forces children to clearly and concisely formulate their point of view, which is also one of the key life skills.
In addition, schoolchildren, especially younger ones, find it difficult to complete tasks with an open answer. Using clear instructions and a description of the method of evaluating such tasks, an adult can draw the child's attention to the nature and characteristics of the answers to such questions.
Activity 10 questions encourage children to recall cultural and historical monuments of your region, talk about the traditions and famous natives small homeland. Such tasks allow you to pay attention to the beauty and significance of the regions where they live; contribute to the formation of patriotism among the younger generation. Any question in this activity can also serve as a good topic for teachers when planning class hours.
Teachers, armed with such a manual, easily organize different kinds activities in the classroom and out of class, will be able to consistently, option by option, disassemble separate view tasks, for example, conducting experiments and observations and recording their results.
All this in combination works for the result and reduces anxiety in fourth-graders when performing CDF.
I would like to note that the manual was created so that the child could work with him without the help of adults: the tasks are formulated plain language, illustrated, supplemented interesting facts, and only a pen or pencil is required from the student. Well, in case of difficulty, he can always make a note in the margins and return to the difficult task when an adult is nearby.
Of course, any exam is stressful, but with good preparation for it, the factor of fear and excitement can be significantly reduced, and then any test work will be on the shoulder.
Thus, this manual can become a powerful tool that facilitates the work of preparing for the All-Russian verification work around the world in the 4th grade, both for teachers who are well acquainted with the format of tasks and the criteria for evaluating work, and for the students themselves and their parents. The key advantage of this manual is its self-sufficiency, because nothing is needed for preparation, except for the manual itself: 25 options for each task, answers to them and assessment criteria have already been carefully placed for users by a team of authors.
We are preparing for the All-Russian test work with the manuals of the Exam publishing house, and you?

Alexey RUBIN, teacher primary school the highest qualification category of the OCHU "Gazprom School", laureate of the All-Russian competition "Teacher of the Year of Russia" -2015