Unified speech of the Russian Federation monitoring. A unified speech mode will be created for Russian schoolchildren

Secretary of the General Council of United Russia Sergei Neverov at a press conference at TASS.

United Russia will create four groups to monitor the implementation of resonant laws. The results of this work will be presented in the form of a report to Russian President Vladimir Putin, Sergei Neverov, Secretary of the United Russia General Council, said at a press conference in TASS.

We are talking about a block of amendments to the law on trade aimed at supporting domestic producers, on amendments to laws in the field of ecology in terms of creating forest park green belts around large cities and megalopolises, as well as to the law on the involvement of unused agricultural land in the turnover.

Some of the laws in question are of a framework nature, including at the regional level. These are important, high-profile laws, the passage of which in parliament met with resistance from various groups. We have created four monitoring working groups, we invite experts and activists to take part in this work. The result will be joint reports that we will present to our president, Neverov said.

Conservation of the forest fund of Russia

Sergei Neverov, speaking about the amendments to the Forestry Code of the country, noted that they were accepted with a creak. According to him, there was some kind of rejection from the side of the timber industry.

They opposed the creation of a register of unscrupulous forest tenants - those who, contrary to their obligations, are not engaged in reforestation, do not take proper measures to protect themselves from wildfires, and do not restore village roads destroyed by timber trucks. But at the same time, it is important that the norms of the law do not become an instrument of unfair competition, says the Secretary of the General Council of United Russia.

“In the same block - issues of creating forest park green belts around large cities and megacities (the so-called Green Shield). Those who planned to build cottage settlements on tidbits of land, those who look at city parks exclusively from the point of view of the possibility of infill development, were also not delighted with the adoption of these amendments, "Neverov added.

The head of the Center for Monitoring the Execution of Presidential Decrees "People's Expertise" of the ONF Nikolay Nikolaev will be engaged in monitoring the implementation of the law on the conservation of the forest fund. And Vladimir Gutenev, First Deputy Chairman of the State Duma Committee for Industry, will be responsible for monitoring the implementation of the law on the "green shield".

Every piece of land is used

To draw unused land into circulation, it is necessary first of all to find out "the readiness of each region to conduct an objective, understandable monitoring of how the land is cultivated and whether it is cultivated at all," says Sergei Neverov.

At the same time, Nikolai Pankov, head of the State Duma Committee on Agrarian Issues, who is responsible for the implementation of the relevant law, informed that “today 28 million hectares of land in Russia is privately owned. However, nothing has been produced on it for 5-8 years ”.

According to the norms of the adopted law, it will be possible to buy land from careless owners for its further use in production. The law is already producing results. At meetings with farmers, agricultural producers confirm that they have an interest in expanding production. Our main goal is to convince the owner of the land to produce products, and if this does not happen, then transfer the land to those who can work on it. The addition of 28 million hectares of land will give us more opportunities for production. We also expect that the new law will create new jobs, lead to an increase in wages for agricultural producers, says Pankov.

Support of a domestic manufacturer

For several years, United Russia has been striving to support local producers of products - to provide them with access to a wide sales market, Neverov stated.

Therefore, the law "On the Basics of State Regulation of Trade Activities" (the Law "On Trade") is under constant control. In this spring session, we made amendments to it, the adoption of which was also quite difficult, with great opposition, - said the Secretary of the General Council of the United Russia. - They were accepted. For example, the amount of remuneration for chains is limited to five percent of the price of purchased food products (it was 10%). However, at meetings in the regions, they say that the networks are trying to bypass these restrictions, in fact, leaving everything in its place.

Irina Yarovaya, chairman of the State Duma Committee on Security and Corruption, will be responsible for monitoring the implementation of the law on trade. According to her, it is necessary to monitor the conclusion of supply contracts and other agreements between retail chains and food suppliers. Yarovaya promised to pay special attention to socially significant goods, as well as compliance with anti-monopoly rules by retail chains and food suppliers.

We are in constant cooperation with the Federal Antimonopoly Service (FAS). We intend to ensure such interaction within the framework of our monitoring, and most importantly, our allies in this monitoring are manufacturers who find it very difficult to find a public plane and declare that they are forced to deceive, Yarovaya said.

Earlier, at a meeting of Vladimir Putin with representatives of the leadership of parliamentary parties, the head of the United Russia faction, but with the participation of experts, activists and representatives of public organizations, who monitor the most significant laws.

The past event with the participation of Vladimir Putin and the leaders of parliamentary factions is a kind of preventive measure before the Duma elections, said Georgy Fedorov, a member of the Public Chamber of the Russian Federation. The expert believes that the President wanted to once again directly hear from the leaders of the factions their vision of the results of their parliamentary activities and talk about how they see their work further and how they analyze the country's political system.

“The main thing is that parties should not use the elections for destructive purposes. That is, Putin wants to gather everyone and agree on acceptable rules of the game. This step, in particular, is another signal to the society that there is a dialogue and it will continue in the future, ”Fedorov said.

SINGLE SPEECH MODE is a system of requirements regulating activities

participants in the educational process in purposes securing conditions for optimal

speech development of students. This system assumes that ALL

participants in educational process speech norms, education of speech culture,

competent design of all materials, documents, visual agitation in the institution.

The native language in a general education school is not only a subject of study, but also a means of teaching the basics of all sciences, therefore, it is necessary to coordinate the efforts of the entire teaching staff to implement a single culture of speech and literate writing in all spheres of life of the educational institution.

Here is the conclusion reached by the authors of the Methodological Recommendations for Teachers: "Analysis of statistics showed low practical literacy of the examinees. Spelling and punctuation norms are mastered mainly at the level of skills, and by the end of schooling, students' skills do not turn into literate writing skills."
Is it a matter of knowledge? No, this is a matter of general culture. More precisely, the general lack of culture in which our children live and study. The widespread expansion of profanity undermines the existing system of speech norms.

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QUESTIONNAIRE

1. 38 teachers of Russian language and literature from 19 schools of the district took part in the survey

1. What is the meaning of the concept "compliance with a single speech regime»?

1. Are you aware of normative or recommendatory documents covering issues?

If so, which ones? Do you use them in your work?

1. Do you complyunified speech mode in the educational process of your educational organization? (If so, how is this achieved? If not, what is the reason?)

1. What are the effective approaches and methodscompliance with a single speech regime Do you know?

1. How, in your opinion, can you evaluate the educational achievements of students in the Russian language from the positioncompliance with a single speech regime?

1. Your suggestions for organizationcompliance with a single speech regimein educational organizations.

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Unified speech mode at school

Metasubject teaching of the Russian language by language teachers: using texts from different subject areas in Russian language lessons, developing and conducting optional linguistic courses about the language of the media, the Internet, family communication, etc., carrying out extra-curricular linguistic work covering different spheres of life (design and research activities, class hours, lyceum days, thematic weeks, etc.)

Problems recognized and not recognized by teachers, misunderstanding of one term or another, grammatical construction, incorrect reading of the conditions of the assignment, hinder the successful study of the corresponding school discipline by pupils ____________________________ Only their purposeful regular work with pupils will contribute to overcoming the problem.

What to do? to form in subject teachers a value orientation on the importance of such work, to offer teachers a clear and logically structured content, to stimulate its systemic fixation and reflection. Such types of work provide an updated, uniform speech regime at school that corresponds to the modern social order.

A unified speech mode is a set of measures aimed at the formation of universal skills that provide speech, linguistic and socio-cultural competencies and contribute to the creation of a unified educational environment.

Coordinators and organizers of meta-subject teaching in the RL in the educational space of the school language teachers (with the support of foreign language teachers)

The goals of introducing the concept of a SINGLE SPEECH MODE to promote the implementation of state policy in the field of preservation, development and dissemination of the Russian literary language; promoting the professional growth of teachers of the Russian language and literature of all types of educational institutions (preschool, school, secondary specialized and higher); promoting the dissemination of successful technologies for teaching school subjects in Russian; creating conditions for the realization of the creative potential of teachers of the Russian language and literature to improve the quality of teaching and learning the Russian language and literature in the Russian Federation; creating conditions for the implementation of subject, metasubject and personal results for students in the Russian Federation; the creation of a unified developing educational environment both within a separate organization and in a network of schools.

Universal methods of systemic language work of subject students Preliminary work (before the lesson): analysis of the linguistic aspects of the material that will be studied in the lesson (highlight terms, other words and constructions from the text of the paragraph that can cause difficulties for schoolchildren in perception and memorization). Preparation of tasks that stimulate work with the language of the subject. Preparation of etymological information about terms within the framework of this topic

Working with the language of the subject in the lesson. Some areas: determining the meaning (meanings) of a word using a dictionary or without a dictionary, conveying the meaning of a particular phrase (fragment of text) in other words, searching for word-terms that are used in a different meaning in other sciences or everyday speech (biology: transcription - transfer of genetic information from DNA to RNA), replacement of symbols encountered in the text, abbreviations with full words, comparison of the meanings of words from the text with the meanings of related words, if there is a possible confusion of meanings (history: clerk, clerk, clerk, deacon)

Work in the lesson: supervision by the teacher, fixing typical mistakes of schoolchildren in the use of terms and various verbal constructions used in answering the lesson topics (geography: "America" \u200b\u200binstead of "USA", "place of birth of oil" instead of "oil field"), accurate correspondence of pupils' answers to the question asked by the teacher, preservation of the original meaning during retelling, paraphrasing, correction of grammatical, stylistic and other errors, inadmissible formulations ("a polysemous word is when a word has more than one meaning").

Lesson work: discussion and application of mnemonic techniques. Russian language: Drive, hold, watch, depend, see, hear and offend, and still endure, twirl, hate and watch. Ivan gave birth to a girl, ordered to drag the diaper.

Language work, stimulating interest in the subject, the use of linguoculturological material, which is of an entertaining nature, connecting the language of the subject with stories from the life of scientists and other famous people, traditions and customs of the people, conducting games, quizzes related to the language of the subject.

After the lesson: reflection of language work in the lesson What tasks did the schoolchildren complete more successfully, which caused the greatest difficulties? Will you continue to work on the linguistic problem raised in the lesson? Opportunities - in extracurricular activities (for example, design and research)

Meta-subject teaching methods of the Russian language contribute to a better assimilation of special terminology, an understanding of the texts of assignments, definitions, a more efficient search for the necessary information, memorization of rules and theorems, the development of speech in the lessons of the subject, increased motivation in teaching the subject, and the development of research skills. A single speech mode at school is the key to the success of students in solving the tasks of the exam and Olympiads

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on the organization of compliance with a single speech regime

In educational institutions of the Gus-Khrustalny district

A single mode of literate writing and culture of speech (spelling mode) in a general education organization (hereinafter referred to as the Organization) is a system of uniform requirements for all, implying strict observance by all teachers and students of the literary norm in the field of spelling, grammar, logic, spelling and calligraphy; competent design of all materials, including materials on the website of the educational organization, documents and visual aids; systematic correction of all mistakes and shortcomings in the oral and written speech of students with mandatory follow-up work on the mistakes made; a system for mastering terms and special combinations in all subjects of the curriculum; system for keeping notebooks, etc. “... the observance of a single speech regime at school requires the upbringing of the speech culture of students by the joint efforts of all teachers. The requirements for compliance with the norms in Russian language lessons must be supported both in lessons in other subjects and in the system of extracurricular activities " .

For the organization of a single speech mode in the Organization, it is recommended to take into account a number of requirements set forth in these guidelines.

I. Development of students' speech

One of the meta-subject results of mastering the educational program of general education by students is the ability to consciously use speech means in accordance with the task of communication to express their feelings, thoughts and needs; planning and regulation of their activities; proficiency in oral and written speech, monologue contextual speech . Any statement by students in oral and written form (a detailed answer to a specific topic, report, description of physical or chemical experience, review of a friend's answer, etc.) should be evaluated taking into account:

2) logical construction;

3) speech design.

Students should be able to:

Talk and write about the topic, respecting its boundaries;

Select the most significant facts and information to reveal the topic and main idea of \u200b\u200bthe statement;

To present the material logically and consistently (to establish causal relationships, build logical reasoning, inference (inductive, deductive and by analogy) and draw conclusions) ;

Correctly and accurately use linguistic means to formulate a statement;

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

Answer loudly enough, clearly, observing logical stresses, pauses, correct intonation, pronunciation rules;

Make out any written statement in compliance with spelling and punctuation norms, accurately, in legible handwriting.

1) rules of pronunciation and stress (in oral statements);

2) the rules for the use of words in accordance with their meaning, enshrined in dictionaries, and the peculiarities of use in various styles of speech;

3) the rules for the formation and change of words, as well as the formation of phrases and sentences in accordance with the requirements of grammar;

4) the rules of spelling and punctuation (in written statements); no mistakes are made in the spelling of the studied terms, capital letters in geographical names, in the names of historical events, in the proper names of writers, scientists, historical figures, etc.

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

For the speech culture of students, such skills as the ability to listen and understand the speech of the teacher and other students, to be attentive to the statements of the participants in communication, the ability to pose a question, to take part in the discussion of the problem are also important, which characterizes one of the personal results of mastering the basic educational program - the formation of a communicative competence in communication and cooperation with peers, older and younger children, adults in the process of educational, socially useful, educational and research, creative and other types of activity ... Students should possess the skills of various types of reading (expressive, aloud and silently, etc.), semantic reading, which is defined as understanding the purpose of reading and choosing the type of reading (selective, introductory, viewing, studying) depending on the purpose .

II. Notebooks for students for writing

2.1.1. The main types of classroom and home written work of students are educational work, which include:

exercises;

abstracts of primary sources;

abstracts;

plans and lecture notes for teachers;

plans for articles and other materials from textbooks;

essays and written answers to questions;

preparation of analytical and summarizing tables, diagrams, etc. (without copying ready-made tables and textbook schemes);

fixing observations in nature;

various types of working notes and sketches in the course and results of laboratory (practical) work (without copying the corresponding drawings from the textbook in the notebook).

2.1.2. To control the quality of mastering the program or achieving the planned results of mastering the educational program, current and final written tests are used. Current control works are aimed at checking the assimilation of the studied and verified program material; their content and frequency are determined by the pedagogical worker when drawing up a work program, taking into account the specifics of the subject, the degree of complexity of the material being studied, as well as the characteristics of students in each class. To carry out the current control work, the teacher can assign the whole lesson or only part of it.

Final control works are carried out:

after studying the most significant topics of the program;

at the end of the academic quarter, half a year.

Organization and control over all types of written work is carried out on the basis of uniform requirements for the oral and written speech of students.

2.2.1. To complete all types of educational work, students must have the required number of workbooks for each subject.

2.2.2. For tests, special notebooks are allocated, which are stored in the Organization throughout the school year and are issued to students for analyzing the results of the test and performing work on errors in them.

2.2.3. To carry out work on the development of speech in the Russian language and literature (writing essays and presentations), starting from grade 5, students must have separate notebooks, which are stored in the Organization throughout the school year and are given to students for doing home essays and presentations, works in them over the mistakes.

In middle school:

Although the amount set forth in each class standard is not defined, this type of activity to develop the content of the artistic work and exercises for development of speech is a must. It seems advisable to plan at least 2 presentations in grades V-VI, 3 - in grades VII-VIII, in the remaining classes, presentations of different types (detailed, short, selective, with elements of commentary, with a creative task) are recommended to be carried out at least once a quarter.

2.3. Students must carry out all notes in notebooks in compliance with the following requirements:

2.3.1. Write in a neat, legible handwriting.

2.3.2. Uniformly carry out the inscriptions on the cover of the notebook: indicate what the notebook is intended for (for work in the Russian language, for work on the development of speech, for laboratory work in physics, etc.), class, number and name of the Organization, location of the school, surname and student name.

Notebook

for works

on literature

student 8 "A" grade

MBOU SOSH №1

ivanovo

Ivanova Ivan

It is recommended to sign student notebooks for test papers as follows:

Notebook

for control works

in Russian

student 9 "A" grade

MBOU SOSH №1

ivanovo

Ivanova Ivan

It is recommended to sign student notebooks for speech development work as follows:

2.3.3. Observe the fields. In notebooks for most items, the fields are placed on the outside. In cases where the work is checked according to several groups of criteria and / or more than one grade is given for one work, it is advisable to provide fields on both sides of the page and use them to mark not only the shortcomings, but also the advantages of the student's work in accordance with the assessment parameters.

2.3.4. Indicate the date of completion of work in numbers in the margins (for example, 09/10/14). In Russian notebooks, the day and month are written in words in the form of the nominative case (for example, the Tenth of September), a full stop is not put at the end of the record.

2.3.5. Indicate on a separate line the place of work (classroom or home), the name of the lesson topic, as well as the topic of written work (statements, essays, practical and other works).

2.3.6. Indicate the number of the exercise (for example, Exercise 35), tasks, or indicate the type of work performed (plan, outline, answers to questions, etc.).

In notebooks for tests and works on the development of speech in the Russian language and literature, the type of work is written from the red line and the line below - its name, no full stop.

For instance:

The same applies to the designation of short-term work performed in ordinary notebooks.

2.3.7. Observe the red line.

2.3.8. Do not skip a line between the date and the title, the name of the type of work and the title, as well as between the title and the text in Russian notebooks. In notebooks in a cage (according to literature, etc.) in all these cases, skip only 2 cells.

Between the final line of the text of one written work and the date or title (name of the type) of the next work, skip 2 lines in the notebooks in the ruler, and in the notebooks in the cage - 4 cells (to separate one work from another and to give marks for the work).

2.3.9. Perform accurately underscore, drawings, symbols pencil or pen, if necessary - using a ruler or calipers.

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

2.4.2. Presentations and essays on the Russian language and literature, as well as all types of examinations in subjects are checked by all students. Inspection of these types of work by teachers is carried out in the following terms:

2.4.3. In the tested papers in all subjects, teachers need to note and correct the spelling, punctuation, speech and grammatical errors made by the students.

2.4.4. When checking works on the Russian language and literaturethe teacher notes and corrects the admittedspellingerrors, guided by the following modern guidelines:

“In the spelling technique, there are several ways of fixing spelling errors in students' notebooks: 1) the error is underlined by one line, crossed out and corrected; 2) the error is underlined, crossed out, but not corrected; 3) denotes a part of a word in which there is an error, for example: 4) all the word that contains an error is underlined, for example "prose "5) no underlining is made, a conditional sign of a spelling error is put in the margins (in the previous cases, a spelling error is also put on the margins).

The method of fixing spelling errors is chosen by the teacher depending on the purpose of the work (it is teaching or control). When checking control papers, as well as statements and essays, the first two methods are used. When performing the training exercises, all of the above methods of fixing errors are used. The sequence of their application is determined by the goals of teaching students the ability to find and correct mistakes. The first method shows how to mark, how to cross out and how to correct mistakes; the next one teaches how to correct an error; the third way is to find and correct an error in a particular morpheme; the fourth one teaches you how to find errors in a word, and the fifth one teaches you how to search for errors in a word;

Not all students master the above skills at the same time, therefore, in the same job, the teacher will use different methods of fixing mistakes in different students, but during the school year it is necessary to guide all children through all the methods of fixing. " .

Other errors can be recorded similarly.

2.4.5. Mistakes made by students in the work on the Russian language or literature, the teacher marks on the margin of the notebook with certain conventional signs (I - spelling error, V - punctuation, F - factual, L - logical, P - speech, G - grammatical, Z - violation of paragraph division).

2.4.6. When applying criteria-based assessment of written works in any subject, it is advisable to use a system of conventions (abbreviation, designation criterion number, capital letter corresponding to the keyword of the criterion or position of assessment, etc.) the advantages and disadvantages of the student's work in accordance with the criteria.

2.4.7. Underlining and correcting mistakes, as well as giving marks, is done by the teacher with red paste (red ink, red pencil, red gel or capillary pen).

2.4.8. After checking the dictation, writing, or writing, the teacher first counts and records the number of errors by type, and then evaluates it. The entry might look like this:1 - 0 - 1 "4"

2.4.9. When applying criteria-based assessment of written works in any subject, involving the summation of the points given for each criterion, at the bottom of the work it is necessary to indicate what points the student received for each criterion and the total amount of points. A score is given next to it. If necessary, you can specify the percentage of work done. The entry might look like this:1 + 0 + 1 + 2 \u003d 4 b. "four"

2.4.10. When checking the texts created by students, it is recommended to write a comment, mini-review, etc. , which contributes to the organization of feedback and work to improve the written ... The teacher can write a mini-review of creative work with a pen of a different color. The teacher's written comments on the strengths and weaknesses of the text created by the student, recommendations for its improvement can be placed both under the given grade, and on a separate sheet placed in the student's notebook.

III. Compliance with the speech regime by pedagogical workers

The teacher must demonstrate quality speech, the main characteristics of which are the following: correctness, accuracy, consistency, relevance, richness and expressiveness.

1.1. The correctness of the speech of the teacher, i.e. his observance of the norms of the Russian language is an important factor in consolidating the language norm in the speech of students.

In particular, its implementation in the teacher's oral speech plays a special role in the formation of standard Russian pronunciation in students. In this regard, attention should be paid to the teacher's strict adherence to orthoepic norms - stress norms, especially in a group of words, the control over the mastering of which is submitted for the final certification in the Russian language (Appendix 1). It is advisable to single out in the presented list thematic groups of words that are regularly used in teaching a particular subject, and to organize systematic work on the corresponding group within the framework of studying the subject.

Grammatical norms should also be consistently implemented in the speech of a pedagogical worker. The pedagogical worker, within the framework of his subject area, also has the opportunity to pay attention to those forms and structures that are subject to mandatory study and subsequent control at the current and final certification of students (Appendix 2).

1.2. The accuracy of speech ensures the adequacy of its content and is ensured by the use of the word in its meaning, which is fixed in the explanatory dictionary. Educational communication presupposes a particularly attentive attitude to this requirement, since failure to comply with it leads to errors in the presentation of educational material. Frequency error, in particular, is the confusion of consonant words that have different meanings. Words that cause difficulties when choosing one of them, taking into account the content of a particular statement and subject to control at the final certification, are also presented in a separate list (Appendix 3).

Erroneous use of words and constructions from the lists given in the appendices in the speech of a pedagogical worker is especially unacceptable and can lead to the leveling of the work of a language teacher in the formation of subject competencies of students.

1.3. Consistency of speecha pedagogical worker consists not only in the ability to construct a logically consistent presentation of educational material, but also in the accentuated use of means of logical communication, transitions from one thought to another. This is what should make the logic of presentation accessible and noticeable to students. Typical language means of logical connection are given in Appendix 4.

It is indicative that one of the most popular types of speech in the practice of educational communication is reasoning, and at the same time, it is this type of speech that causes significant difficulties for students in the course of its production, which is regularly noted by members of the Federal Subject Commissions of the Unified State Examination in various subjects ... Meanwhile, the pedagogical worker has the opportunity, within the framework of his subject, to demonstrate samples of speech built according to the thesis - proof - conclusion model, thus consolidating the meta-subject skills of students.

1.4. Relevance of speechteacher, i.e.the correspondence of the speech to the topic of the message, the communication situation, the composition of the audience, its personal and psychological characteristics, as well as educational and educational tasks, is the key to successful pedagogical interaction, the emergence of feedback. The correct choice of language means, focused on the interlocutor, the ability to adequately convey the content, justifying the expectations of the communication partner, harmonizes communication. The inconsistency of the speech of a pedagogical worker with this criterion can lead to the emergence of speech and interpersonal conflicts - to misunderstanding, undesirable emotional effects, tension in speech communication.

1.5. The richness of speech - the variation of means of expression, the presence of different ways of expressing the same content - is the necessary quality of the teacher's speech, since he is dealing with an unformed linguistic personality: insufficient vocabulary and speech development of students may not allow to adequately understand one or another expression, word in teacher's speech. The richness of speech will provide a replacement for an incomprehensible unit and will avoid misunderstanding.

1.6. An important characteristic of the speech of a pedagogical worker, focused on the implementation of subject-subject relations with students, is also dialogicity - the expression in speech by means of the language of interaction with students. The presence in the speech of a pedagogical worker of signs of dialogue (question-answer constructions; rhetorical questions and appeals; pronouns of the 1st person plural(we), 2 persons (you) and verbs in the appropriate forms, etc.) helps to create an atmosphere of discussion, stimulates the participation of the audience in the conversation.

The listed characteristics (correctness, accuracy, consistency, relevance, richness and expressiveness) should become the subject of introspection of the activities of the pedagogical worker, as well as the object of quality control of the speech activity of the pedagogical worker in the general educational organization.

The administration of the Organization must direct, coordinate and control the work on the implementation of a single speech regime in a general educational organization. It should include questions about the uniform requirements for oral and written speech of a general educational organization in questions for consideration at pedagogical councils, in the system of in-school control, organize the exchange of experience among subject teachers and hold joint meetings of methodological associations / departments dedicated to improving the speech culture of all participants in educational relations ...

Attachment 1

Orthoepic norms

Nouns

agent, alphabet (from Alpha and Vit), airports ( motionless stress on the 4th syllable), BANTS (), BODY ( vin.p., only in this form singular h. stress on the 1st syllable), buhgAlterov ( genus.p.mn.ch., motionless stress on the 2nd syllable),religion (from faith to confess),citizenship, dash (from German, where the stress is on the 2nd syllable), dispensary ( the word came from English. lang. through the French language, where the blow. always on the last syllable), agreement, document, leisure, heretic, blinds (), significance ( from adj. significant), X ( im. plural, fixed stress), catalog ( in a row with the words dialOg, monolOg, necrolOg, etc.), quarter ( out of it. lang., where the stress is on the 2nd syllable), kilometer ( in a row with the words centimeter, decimeter, millimeter), cones, cones (motionless stress on the 1st syllable in all cases in singular and plural.), self-interest, crowns (motionless stress on the 1st syllable), flint, flint (hit. in all forms on the last syllable, as in the word fire), lecturers, lecturers (motionless stress on the 1st syllable), ski tracks, localities (genus.p.mn.ch., in a row with the word form of honors, jaws, but news), garbage chute ( in the same row with the words gas pipeline, oil pipeline, water pipeline), intention, growth, nEdrug, malaise, necrolOg, hatred, news, news, but, but (motionless stress in all singular forms), Adolescence ( by adolescent), partner ( from French. lang. where the blow. always on the last syllable), briefcase, handrail, dowry, call (in a row with the words calling, recalling (ambassador), calling, but: Feedback (for publication)), percent, beets, orphans (im.mp.mn.ch., stress in all forms of the plural. only on the 2nd syllable), means (named after M.P. ), statuya, tableYar (in one poison with the words malYar, doYar, shkolYar), calling, customs, cakes, cakes (motionless stress on the 1st syllable), cement, centner, chain, scarves (motionless stress on the 1st syllable), chauffeur ( along with the words kioskier, controller), sorrel, expert (from French. lang., where the stress is always on the last syllable)

Adjectives

correct ( short app. r.), long-standing, significant, more beautiful, most beautiful, bleeding, kitchen, dexterous, mosaic, wholesale, vision (short app. zh.r., along with the words smudge, fuss, chatter ..., but: voracious), slate ( formed from slavery)

Verbs

pamper ( in a row with the words indulge, spoil, spoil ..., but: the balloon of fate), take-take, fight-take, take-take, take-take, turn-on-turn on, turn on, turn on, get in-pour in, burst in-rush, perceive-perceive, recreate-recreate, hand-handed, drive chase-chased, kind-good, get-got-got, wait-wait, get through, call-call, get through, dose, wait-waited, live-live, seal up, take-busy, busy-get-got-got-locked,(for a key, for a lock, etc.), call-callA, call-call, call, call, exclude-exclude, exhaust, klast-kala, glue, hiding-hiding, bleeding, lie-lied, pour-lila, pour-lil, do-do-do-it , overstrain-overstrain, name-call, roll-roll, pour-pour, pluck-narwhal, dump-ruin, start-started, started, started, call-call, make-it-ease-make it easier, doused, -Obbed, cheer-ripped, cheer up, cheer up-cheer up, exacerbate, lend-lend, anger, cover up, surround-surround

sEAL ( in a row with the words form, normalize, sort); call-call

wATER-WATER, PUT-PUT, UNDERSTAND-UNDERSTOOD A, SEND-SEND, ARRIVAL-ARRIVED-ARRIVED-ARRIVED, ACCEPT-DRINKED-DRIVEN, FORCED, RIP-RAPED, DRILL-DRILL-DRILL, CREATE-REMOVED, CREATED, CREATED, CREATED rip-rip, litter-sort, clean-clean, speed up, deepen, strengthen-strengthen, scribble, pinch-pinch, click

Communion

spoiled, turned on, turned on, driven, bent, busy-busy, locked-locked, populated-populated, spoiled, nursing, bleeding, pleading, wealthy, haunted, acquired, infiltrated, infiltrated encouraged-encouraged-encouraged, sharpened, definite-definite, disconnected, repeated, shared, understood, tamed, tamed, lived, removed-removed, bent

Gerunds

pampering, capping, starting, starting, giving, raising, understanding, arriving

Adverbs

in time, white, up, up, down, down, down, dry, envious (in the sense of the predicate), zAgoda (colloquial ), dawn, dusk, old, more beautiful (adj. and adverb. in compare Art. ), navErh, nadOlgo, nadOlgo

Appendix 2

Grammar norms

The basic grammatical rules, are subject to compulsory study in schools and after-care are the following:

Forms of nouns (potato peelingsinstead of cleaning, etc.);

Formation norms for adjectives (darker instead of darker, etc.);

Forms of pronouns (nottheirs, and theirs, etc.);

Forms of verb, participle and gerunds (will recover instead of recover, burst instead of burst, made instead of done, etc.);

Subject-predicate coordination (modelsThose who ..; whoever ..., everyone ...; one of…; none of those who ...; many of those ... who ... ("who, if not nature itself, taught ...");coordination of subject expressed by combination"Row + noun" and predicate;

Agreement uncoordinatedapplications;

Coordination of a definitive phrase with a combination of words;

Coordination of a subject and a compound nominal predicate in a sentence built according to a model"Noun. - this is n. ";

Control with prepositionsupon completion, upon arrival, upon completion, upon arrival;

Control with prepositionsthanks, according to, in spite of, due, like;

The norms for the use of homogeneous members, participles and participles in a simple sentence;

The norms for constructing a complex sentence;

Norms for constructing a complex sentence (the place of the subordinate qualifier in a complex sentence; the use of an index word in the main part of a complex sentence; building a complex sentence with an explanatory subordinate attached to the main part of the unionso that union wordswhich, which; building a sentence with two definitions (error- and turnover + relative clause)building a sentence with additions (error -indirect addition + additional clause (explanatory) ";

Standards for building a non-union proposal;

Norms for constructing sentences with direct and indirect speech (citation in a sentence with indirect speech).

Appendix 3

Dictionary of paronyms

Subscription - subscriber

Addressee - addressee

Reckless - beloved - boundless - unsightly -

impenetrable

Grateful - grateful

Weekday - everyday

Experienced - former - former

Breathe in - breathe

Age-old - eternal

Great - majestic

Upper - supreme - riding

Top up - top up - top up-fill

Remembrance - Reminder - Mention

Impressive - Impressive

Shake off - shake off - shake off - shake off

Selection - selection - selection

Choose-choose

Benefit - profitability

Giving - Giving - Transfer - Giving

Separation - separation

Select-detach

Wait - wait - wait-wait

Payment - payment - payment - payment

Pay - Pay - Pay - Pay - Pay

Clay - clay

Yearly - Yearly - Yearly

Proud - proud

Binary - double - dual - double - double -

doubled

Effective - valid - effective

Busy - business - efficient - businesslike

Diplomatic - diplomatic

Disciplinary - disciplined

Solid - kind

Trusting - trusting

Rainy - rainy

Brutal - tough

Life-giving-alive-animal-tenacious

Life - everyday

Barrier - Barrier - Barrier - Barrier - Barrier

Decrease - decrease - decrease

Pay – pay

Fill - Fill - Overflow

Difficult - embarrassing

Initiator - instigator

Sound - sonorous

Evil - evil - evil - evil

Sparkling-playful-gambling-gambling

Skillful - artificial

Initial - outgoing

Stony - stone

Comfortable - comfortable

Equestrian - equine

Root-stocky-root

Colorful-dyed - dyed

Buttered - oily - oily - oily

Put on - put on

Availability - cash

Print-print

Submit - Submit

Ignorant - Ignorant

Innocent - innocent

Impenetrable - impenetrable - unsightly

Intolerant - impatient - intolerant

Snippet - snippet

Embrace - embrace

Fence-fence-fence

Limitation - limitation

Limit - delimit - delimit

Single - lonely - single

Hail - response

Dangerous - dangerous

Selecting – choosing

Selective - qualifying

Shy away - shy away

To distinguish - to distinguish

Difference - Difference

Shake off - shake off

Memorable - memorable

Endure - endure

Transient - Transient - Transient

Sandy - sandy

Weeping - weeping - lamentable

Selection - selection

Fake - craft - prank

Fit - like

Place (s) - place (s) - fit (s)

Local - landowner

Top up - fill

Get old - outdated

An act is an offense

Honorable - respectful

Festive - Idle

Practical - Practical

Provide - submit

Representative - Representative

Submission - provision

Recognized - grateful

To humiliate - to humiliate

Problematic - problematic

Production - productive

To prophesy - to read

Angler - fisherman

Fishing - fishing

Vocabulary - verbal

Resistance - Resistance

Comparable - Comparative

Antique - old

Glass - glass

Hearty - well-fed

Lucky - Lucky

Mention - Reminder

Get old-old-old

Royal - regal - reigning

Whole - Whole - Whole

Central - centralized - centrist

Effective - effective

Effectiveness - efficiency

Language - language - language

Appendix 4

Typical language means of logical connection

See, for example: Zinin S.A., Novikova L.V., Gorokhovskaya L.N. Methodological recommendations on some aspects of improving the teaching of literature (based on an analysis of the typical difficulties of graduates in completing USE assignments). - M .: FIPI, 2014.

Last week, deputies of the Moscow Regional Duma went on summer holidays. The corridors were deserted Moscow Region Parliament, and again political life zaburlit here in September. But before that, the deputies of the United Russia faction, who constitute a confident majority in the Duma, summed up the results of their work for six months at their meeting and discussed plans for the fall.

Perhaps this was the most representative meeting of the faction in recent years. It was attended by almost all the top leadership of the Regional Duma and the Government: Chairman of the Moscow Regional Duma Valery Aksakov, Vice Governor of the Moscow Region Alexei Panteleev, Chief Federal Inspector in the Moscow Region Nikolai Shuba, First Deputy Prime Minister Igor Parkhomenko, Minister of the Government of the Moscow Region - Permanent Representative of the Governor of Moscow region in the Moscow Regional Duma Boris Grigoriev, representative in the Federation Council from the Moscow Regional Duma Igor Bryntsalov, State Duma deputy Oleg Kovalev, Secretary of the Political Council of the Moscow regional branch of the United Russia Party Valentin Drusinov. It is obvious that the Moscow Region authorities pay very close attention to the work of United Russia deputies.

Ivan Zhukov, head of the United Russia faction in the Moscow Regional Duma, made a welcoming speech to all those present.

"The session was difficult, but fruitful," Ivan Zhukov summed up the results of the half-year. "The President of Russia, the Party put forward a number of tasks for the society, which in many ways should change the life of Russians for the better."

According to Ivan Zhukov, the measures taken to formulate legislation helped to improve the quality of life of the population, implement priority national projects, attract resources to construction, industry and agriculture.

As Vice Governor of the Moscow Region Alexei Panteleev noted at the meeting of the faction, today, in absolutely all respects, the Moscow Region uses its potential an order of magnitude more efficiently than neighboring regions, including the capital: in terms of economic growth, investment and industrial production. He also praised the deputies for their work, saying that the Moscow Regional Duma "can be cited as an example for the decisions taken and the level of responsibility of the deputies."

Chairman of the Moscow Regional Duma Valery Aksakov, who was recently admitted to the ranks of the United Russia faction, told the audience that within the framework of federal legislation, the MPs adopted 272 laws in six months to develop the region's economy. At the same time, the speaker of the Moscow Regional Duma praised the deputies for their work on the regional budget, stressing that 62% of the funds allocated in it are spent on the social sphere. "There are no such high figures in any Russian budget," Aksakov noted.

Valentin Drusinov, Secretary of the Political Council of the Moscow Regional Regional Branch of the United Russia Party, thanked the deputies for their good and productive work, noting that the faction deputies and the regional organization of the party are part of a single team led by a member of the Supreme Council of the United Russia Party, Governor of the Moscow Region Boris Gromov ... "Teams - stressed Valentin Drusinov, - which with understanding solves the tasks set by the President of the Russian Federation, the party and, most importantly, the residents of the Moscow region." Nikolai Shuba, the chief federal inspector in the Moscow region, conveyed words of gratitude and a wish on behalf of the plenipotentiary of the President of the Russian Federation to the Central Federal District Georgy Poltavchenko to stay in the same mobile mode. He also noted that the Duma today looks very authoritative due to the fact that its main backbone is the faction of the United Russia Party.

Already at the meeting of the Duma, the Governor of the Moscow Region Boris Gromov addressed the deputies. He told the deputies that Russian President Vladimir Putin highly appreciated the activities of the Government and the deputies of the Moscow region. At the same time, Boris Gromov urged the deputies not to relax, since "there are problems that need to be solved." According to the head of the Moscow Region, one of the problems concerns the energy sector in the Moscow Region, which today hinders the development of the regional economy in all areas, including housing construction.

Expressing gratitude to the deputies for their effective work, Boris Gromov said: "We really work with you in dark contact, by the way, to the envy of many regions. Let them continue to envy this. We have a common task, goals and concern - so that our the region continued to powerfully and dynamically develop, and the residents had the opportunity to live better and better every year. "

Press service of the Moscow Regional Regional Branch of the runway "United Russia"

I would like to believe that the state of affairs will somehow improve with the introduction of the so-called Unified Speech Mode in all educational institutions of the Russian Federation, which was announced on September 30, 2015 at a meeting of the Council for the Russian Language under the Government of the Russian Federation in Vladivostok.During the implementation of the project, which will be headed by I.P. Tsybulko, 200 teachers and employees of regional training institutes will undergo distance learning, become tutors and begin to disseminate the information received further. It is assumed that the advanced training program will have a variable form and can be included as an independent module in professional retraining programs. Consequently, after passing the next advanced training courses, not a single teacher (regardless of what subject and where he teaches) will be able to say: "I am not a language teacher and I am not obliged to speak correctly." MUST!
The native language in any educational institution is a means of teaching the basics of any subject. In this regard, it is necessary to formulate the educational process in which the education of the speech culture of students is carried out in unity, by the common forces of the entire teaching staff. The requirements for Russian language lessons at school must be supported by all teachers, including in institutions of additional education for children.
Practice shows that in order for the work on improving the culture of speech to become more effective, it is necessary that not only the teacher-language teacher, but also the teacher of any other subject own the methodology of forming communicative competence.
A single mode of literate writing and culture of speech (speech mode) in an educational organization is a system of uniform requirements for all, implying strict adherence to all pedagogicalworkers and students of literary norms in the field of spelling, grammar, logic, spelling and calligraphy; competent design of all materials, including materials on the website of the educational organization, documents and visual aids; systematic correction of all mistakes and shortcomings in the oral and written speech of students with mandatory follow-up work on the mistakes made; a system of mastering terms and special combinations in all subjects of the curriculum; system for keeping notebooks, etc.

The goals of introducing a unified speech regime in educational institutions
 Creation of conditions for the education of students to respect the Russian language as a national treasure of the peoples of Russia; improving the quality of upbringing in educational institutions.

The tasks of introducing a unified spelling regime in educational institutions  increasing the spelling and punctuation literacy of students and teaching staff;

 education of the speech culture of students through the joint efforts of pedagogical workers;

 aesthetic education of students, instilling in them an aesthetic taste;

 the formation of moral and ethical standards of behavior of students through their mastery of the skills of cultural speech.

The work of the teaching staff on the implementation of uniform requirements for oral and written speech of students

The speech culture of schoolchildren can be successfully formed only as a result of purposeful actions of the entire teaching staff. For this purpose, each teacher is recommended

 carefully think over the course of presentation of the material, the correctness and accuracy of all formulations;

 competently draw up all types of notes (on a board, in a journal, in work plans, etc.);

 write in legible handwriting;

 not to allow incorrectly constructed sentences and phrases in your speech, violations of pronunciation norms, carelessness in the choice of words and inaccuracies in the wording of definitions;

 in all classes, pay more attention to the formation of students' skills to analyze, compare, contrast the material studied, give the necessary evidence when answering, draw conclusions and generalizations;

 in the classroom, carry out special work aimed at full-fledged perception by students of the educational text and the teacher's words, which are not only the main sources of educational information, but also samples of correctly formed speech;

 any statement of students in oral and written form (a detailed answer to a specific topic, report, description of physical or chemical experience, review) should be evaluated taking into account the content of the statement, logical structure and speech design, correcting

mistakes made;

 to make wider use of expressive reading aloud as one of the important methods of forming the culture of oral speech of students, as a means of emotional and logical comprehension of the text;

 persistently teach how to work with a book, use a variety of reference literature on the subject, a catalog and a card index, select literature on a specific topic, correctly draw up the results

independent work with the book, teach the preparation of abstracts, lectures, quotations, lists of references, etc .;

 systematically carry out work to enrich the vocabulary of students, to familiarize themselves with the terminology of the subject being studied; when explaining terms, pronounce it clearly, write it down on the blackboard and in notebooks, constantly check the assimilation of their meaning and correct use in speech; FSES: Section II, clause 9, clause 7.

 monitor the accurate keeping of notebooks, the uniformity of inscriptions and the correct design of all entries in them, do not ignore spelling and punctuation errors.

All teaching staff need

 to achieve an increase in the culture of oral spoken language of students, to correct incorrect speech, while observing the necessary tact, to combat the use of slang, vulgar, as well as dialect words and expressions, both in the classroom and outside it;

 to make wider use of all forms of extracurricular work (olympiads, contests, disputes, meetings, etc.) to improve the speech culture of students;

 carefully check the literacy of slogans and posters, slide presentations, announcements, as well as documents handed out to students and their parents (legal representatives);

 when planning parenting meetings, teachers need to provide for conversations with parents to meet the uniform requirements for the speech of students in an educational institution and at home.

Every teacher

is responsible for maintaining any documentation in accordance with the requirements of a unified speech mode and in accordance with spelling and punctuation norms, other norms of the Russian literary language; for the compliance of all materials posted on the public display (visual advertisement material, stands, newspapers, etc.) with spelling and punctuation norms, other norms of the Russian literary language.

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