Evaluation is a process of value judgment. When it comes to reading evaluation, most people think that we start with extracurricular reading evaluation. Of course, extracurricular reading evaluation is also an activity that adopts various qualitative and quantitative evaluation methods based on certain evaluation standards to judge the value of extracurricular reading and seek ways to improve it.
We need to study in-class reading evaluation, construct a reading evaluation system, and implement the integration of reading inside and outside class. How to cultivate students' ability to evaluate reading content, briefly list the basic requirements and some examples of questions for each grade in the unified textbook.
First grade
Evaluation should be simpler for first-year students. In the unified version of the textbook, it is also reflected in the after-class thinking questions of the text. It is also reflected in the ability to not only make evaluations, but also to give simple reasons.
For example, after-class reflection questions on the text "Little Rooster and Little Duck" 2, read and compare.
1. The little rooster followed the little duck and also entered the water.
2. The little rooster secretly followed the little duck and also entered the water.
3. The little duck swam to the little rooster.
4. The little duck swam quickly to the little rooster.
After-class thinking questions for the text "One by One" 1. Read the text aloud. Think about whether you have similar experiences to "me" and talk to your classmates.
Thinking questions after class on the text "Four Suns" 1. Read the text aloud. Tell me what color you would draw the sun for each season, try to draw it, and explain why.
Second grade
The evaluation of second grade students is mainly based on the content of the text. Since it is possible to make an evaluation, it is required to first understand the content of the article, make corresponding judgments, and then make an appropriate evaluation according to the situation.
For example: Post-class thinking questions for the text "Drawing Star Fruit" 1. Read the text aloud and pay attention to the tone of the conversation. Post-class reflection questions for the text "Fairy Tale on the Beach" 1. Read the text aloud and pay attention to reading the dialogue well.
Thinking questions after class on the text "The Cradle of Ancestors" 1. Read the text aloud and pay attention to the questions in sections 2-3. Post-class thinking questions for the text "Pony Crossing the River" 1. Read the text aloud by role, paying attention to the appropriate tone. Post-class thinking questions for the text "Elephant's Ears" 1. Read the text aloud and pay attention to reading the questions well.
After-class thinking questions for the text "Uncle Lei Feng, Where Are You" 1. Listen to the teacher telling the story of Lei Feng, and then read the poem aloud, paying attention to the characteristics of questions and answers.
After-class thinking questions for the text "A Path Full of Flowers" 1. Read the text aloud by role.
Thinking questions after class on the text "The Frog Selling in the Mud" 1. Read the text aloud. Act out the story in different roles.
After-class reflection questions on the text "Little Caterpillar" 2. What changes has the little caterpillar experienced? Draw the relevant words and phrases and use the prompts to tell the story.
Everyone has something to do.
Little caterpillar? Cocoon butterfly
Everything has its own laws.
Third grade
On the basis of simple evaluations made in the second grade, third grade students can initially evaluate the effects of content, images and expression methods or expressive language skills. Have your own simple views. Basic standards: ① Preliminary evaluation of the text situation. ②Imagine and express the "blank" part of the article, as well as the beginning and end. ③Evaluation and learning of beautiful sentences.
For example, after-class thinking question 3 of the text "Swallow", find the beautiful and vivid sentences in the text, read them, and then copy them down.
After-class reflection questions for the text "Lotus" 3. Draw sentences in the text that you think are beautiful and vivid, and communicate with your classmates. After-class thinking training questions for the text "Zhaozhou Bridge" 2. If you are a tour guide, try to use the following words to introduce Zhaozhou Bridge to tourists.
World-famous? Majestic, pioneering? Beautiful
After-school thinking training questions for the text "Underwater World" 3. Read it, pay attention to the highlighted parts, and realize the benefits of writing like this.
Animals on the bottom of the sea are often whispering.
There are also some shellfish that cannot move on their own, but can travel long distances for free under ships.
After-class thinking training questions for the text "The Master of Head-Shaving" 3. Why is "The Master of Head-Shaving" used as the title of the text? Share your opinions with classmates.
Pre-text reminder for the skimming lesson "Pond and River": Fables can also be told in the form of poetry. Read the text aloud by role. Let’s talk about it based on the reality of life: Which one do you agree more with, the viewpoint of the pond or the river?
After-class thinking training questions for the text "Leakage" 2. Choose the part you like and read it aloud with your classmates in different roles to experience the fun of the story.
After-class thinking training questions for the text "Our Wonderful World" 2. Combined with life experience, talk about your understanding of the sentence "Everything seems to be alive".
After-class thinking question 3 for the text "Ceramic Pots and Iron Cans". What do you understand from the different endings of clay pots and iron cans?
Pre-text prompts for the skimming lesson "I Can't Break My Trust": Read the text silently, relate it to real life, and explain your understanding of the following sentence: "It's boring to be alone at home. But, I don't I regret it because I didn’t break my promise.
”
After-class thinking training questions for the text "The Chronic Tailor and the Impatient Customer" 2. Read the text silently, fill in the form below, and then use the form to retell the story.
The requirements of the impatient customer Chronic Tailor's reaction
The first day
The second day
The third day
Another day passed
< p>PicturesFourth grade
Fourth grade students can have simple and reasonable views on the effects of content, image, emotion and expression methods; have their own opinions on expressive language Views and opinions.
For example: After-school reflection questions on the text "White Goose" 2. There are many words in the text that express the arrogance of geese, such as "screaming loudly", "arrogant" and "arrogant". Find it, classify it, copy it down, and then understand how the author writes "arrogance" clearly.
Cry:——————————
Gait:—— ————————
Eating phase: ——————————
Skim the text "Huang Jiguang" Pre-text prompt: The text tells the story of the war to resist U.S. aggression and aid Korea The deeds of the hero Huang Jiguang. Read it, find out the sentences describing language and actions, and talk about what kind of heroic spirit you experience from it. Then read the stories of other heroes and communicate with your classmates.
After-class thinking questions for the text "Dinosaurs Flying into the Blue Sky" 3. Many sentences in the text are very accurate, such as "Scientists hope to fully reveal this historical process." Find such sentences, read them, and talk about yourself.
After-class reflection questions for the text "Skylight" 2. Under what circumstances does the small skylight become the "only comfort" for children? Find out relevant sentences and communicate with classmates. Read it emotionally.
After-school thinking training question 3 of the text "Hen", "Cat" and "Hen" are all works by Mr. Lao She. Compare and talk about the two texts. What are the similarities and differences in expression?
After-class reflection questions for the text "Three Ancient Poems" 2. Talk about the meaning of the following poems, and then think about what kind of spiritual character these poems express.
p>Relatives and friends in Luoyang are like asking each other, a piece of ice is in the jade pot
If you want to drive Qingqi away, the heavy snow will cover your bow and knife.
Don't let anyone praise you, just leave Qing Qing. The world is full of energy.
Pre-text reminder for the skimming lesson "March Peach Blossom Water": In the text, the author calls spring water "Peach Blossom Water". Read the text with emotion, appreciate the beautiful language, and read. Express the author's love and admiration for Peach Blossom Water
"Cat" after-school thinking training questions 2. Give examples where you can see that the author likes cats very much, and then express your feelings. Read it out.
After-class reflection questions for the text "Three Short Poems", read the second poem aloud, experience the emotions expressed in the poem, and communicate with classmates.
The text "Countryside." "People" After-class Thought Question 2. Which scene described in the text are you most interested in?
After-class Thought Training Question 2 for the text "The Disaster of the Normandy". What did Captain Halway do when the "No. 1" was in distress? What qualities do you feel about him?
Tips before the text of the skimming lesson "The Daughter of the Sea": This text is the end of the famous fairy tale "The Daughter of the Sea". First listen to the teacher's previous content, then read the text at a faster speed, read the parts that move you several times, and share your feelings with your classmates. Interested students can read this fairy tale in its entirety.
Fifth grade
Fifth grade students can have their own opinions and insights on content, image, emotion and the effect of expression methods, as well as expressive language, and connect them with the text content , life actually explains the reasons.
For example: After-school thinking training questions for the text "Jingyanggang" 4. People have different evaluations of Wu Song in the text. What do you think? Tell us your reasons.
Wu Song is so brave, "Knowing that there are tigers in the mountains, he prefers to go to the tiger mountains."
Wu Song is very concerned about face, a little reckless, and does not listen to other people's well-intentioned advice.
Thinking questions after class on the text "God of War" 1. Read the text aloud and pay attention to the tone of the characters' speech.
Thinking questions after class on the text "Loyal Bones Buried Everywhere in the Green Mountains" 2. Find sentences describing Chairman Mao's actions, language, and demeanor from the text, experience his inner world, and then read the text emotionally.
After-class thinking training questions for the text "Boats in Venice" 2. Experience the beauty of movement and stillness in Venice described by the author, and then read the text emotionally.
After-class thinking training questions for the text "Military God" 2. How did Dr. Walker discover that Liu Bocheng was a soldier? Why was he later called the "God of War"?
After-class thinking training questions for the text "Brush Li" 1. Read the text silently, combine the content of the text, and talk about the characteristics of the character Brush Li.
Pre-text prompt for the skimming lesson "Pyramid": Read the following two articles silently and talk about what you know about the pyramid. The two essays use different ways to write about the pyramid. Which one do you prefer? Tell us your reasons.
Pre-text prompt for the skimming lesson "The Discovery of Childhood": Why do people fly in dreams? Where do people come from? In order to clarify these issues, what kind of inquiry process did "I" go through? What was the result? Read the text silently, find out the parts that you find interesting, talk about your feelings, and share with your classmates what "discoveries" you have made.
After-class reading and thinking training questions for the text "Borrowing Arrows from a Straw Boat" 3. Before reading the text, what do you know about the characters in the text? After reading the text, which characters did you learn more about? What other stories in "The Romance of the Three Kingdoms" do you want to know?
Pre-text prompt for the skimming lesson "Spring Fun in Red Mansions": Many stories in "A Dream of Red Mansions" are widely circulated in our country. This text tells the story of Baoyu, Daiyu and others flying kites in the Grand View Garden. Just read the text and you can roughly understand it. After reading, discuss with classmates: What kind of impression did Baoyu leave on you?
Pre-text prompts for the skimming lesson "The Monkey King is Born": Read the text silently. If you encounter a sentence you don't understand, you can guess the general meaning, and then continue reading. After reading, tell in your own words how the Stone Monkey was born and how he became the Monkey King.
Extracurricular reading assessment is an evaluation project for primary school students. In the reading process, whether the reading ability for evaluation can be reflected must first start with the implementation of classroom reading strategies, and then gradually transition to extracurricular reading assessment. During a large amount of reading in class, we construct an evaluation system with extracurricular reading evaluation, mobilize evaluation subjects, conduct multiple evaluations, establish evaluation files, conduct summary evaluations, break through reading barriers, establish reading channels, and improve the effect of reading in and out of class.