Scientific work on literary reading on the topic "reflection of the main provisions of fgos noo in the umk on literary reading". General characteristics of the UMK line on literary reading Analysis of school programs on literary reading
For the analysis of one program is not enough, and for comparison we took the textbooks on "Literary reading" of such an educational and methodological set as "Perspective primary school". There are seven textbooks for 4 years of study: 1st grade - one textbook - a reader; Grades 2, 3 and 4 are textbooks in 2 parts. The author of the textbooks is N.A. Churakova.
What does the educational-methodical program on literary propaedeutics require? By the end of the first grade, students will become familiar with:
Small folklore genres: joke, lullaby, rhyme, riddle, tongue twister, chant. Acquaintance with the genres of boring fairy tales and cumulative fairy tales (chain fairy tales). Practical mastering (composition) of such genres of folklore as a riddle, a boring fairy tale.
By means of artistic expression. Detection of techniques of expressiveness in the process of text analysis. The primary idea of personification, the different meaning of repetitions, the expressiveness of sound writing; the concept of rhyme, expressiveness of rhyme.
Genres of literature. General ideas about genres: story, poem. Practical discrimination. Story. The meaning of the title. Comparative analysis of two images. Expression of your own attitude towards each of the characters. Poem. The first acquaintance with the peculiarities of the poetic view of the world: the poet helps to discover beauty and meaning in the ordinary. Getting to know rhyme, finding and finding rhyme.
The reader begins with an acquaintance with the cross-cutting characters. The first fairy tale that students come across is Donald Bisset's fairy tale "Shshshshshh!" In this tale, there is sound writing, repetitions. The author teaches children to work with content, find the necessary texts faster, if you know which page they are on. The next tale is also Donald Bisset's - "Bam!", After which the children are asked their attitude to the characters. On the same page, there is an integration with geography (botany), children list familiar flowers that grow in flower beds. Acquaintance with sound writing occurs in the following poems: Andrei Usachev "Rustling Poems", Marina Boroditskaya "A Conversation with a Bee", Elena Blaginina "Over a snowdrift blue-blue". Further, such genres as: rhymes, tongue twisters and riddles appeared, already known to them by the author - E. Blaginina.
After small folklore genres, fairy tales appear. The tale of D. Bisset "Under the carpet" and the tale of the Russian writer Nikolai Druk "The Tale" are similar in the actions of their heroes. After reading fairy tales, children are asked how they are alike, their first impression is asked. This section introduces the concept of hero and heroine. Further, N. Churakova introduces the new writer Boris Zakhoder and his "Chosen" to the first-graders: "What is the chosen one?" - Misha asked with respect in his voice. ". New knowledge opens up for children that B. Zakhoder is not only a poet, but also a writer, and then they begin to read his fairy tale "The Gray Star". The "gray star" in the anthology is a comultive tale in which dialogues and actions are repeated and developed as the plot develops. This tale in the textbook is presented in several parts, to which they constantly return, after studying other texts. It has repetitions, personifications, sound writing ("durr-r-crustacean").
In Agnia Barto's poem "I am nobody's sister ..." children are asked: "Does Agnia Barto write about himself or about someone else?" - children learn to determine from whose face the story is told. The same assignment is proposed for Viktor Lunin's poem "When I become an adult." In this tale, such a technique of artistic speech is used as personification (talking animals). The understatement, the use of diminutive forms for children should be found in the poem by Sasha Cherny "Gulchat", in the same text there is a description of gag. There is an interesting task for the poem by Sasha Cherny "Song of the Sunbeam": "Read the poem in a chain of six. Which parts are more interesting to read aloud?" Here, before reading, children will have to divide the poem into semantic parts. The "sound writing" technique is again encountered in S. Cherny's poem "Song of the Fly", in which the sounds "zu zu zu", "zyn - zu" are repeated. Children’s opinion about Vanya’s deed is asked after Leo Tolstoy’s story "The Stone". Further, in almost half of the textbook, there is an explanation of the concept of a story: "- A good fairy tale, but very long, - said Dunno. - There is a book in the library that I really like. There are stories. They are short and very colorful."
And finally, N. Churakova introduces first-graders to the genre of Russian folk tales. After the fairy tales "Masha the Bear" and "The Three Bears", it is explained why folk tales are easier to retell than literary ones: "All folk tales appeared a very, very long time ago, when people still knew how to write and read. They were not written down, but simply told to each other. . They are always easy to remember, because they contain repetitions "(a new concept is introduced - repetition). After the fairy tale "Teremok", another new concept is introduced - a boring fairy tale. The definition of the concept is not given, just the fairy tale "Teremok" is given as an example. A boring fairy tale is a fairy tale in which the same fragment of the text is repeated: "Teremok is a teremok! Who lives in a mansion?"
The last poem of this textbook is S. Marshak "Baggage". There are repetitions in this poem. The most important question after the text: "Is it easy to memorize this poem? How does it resemble the boring fairy tale" Teremok "? How is it different from them?" Here you need to find the similarities between the poem and the Russian folk tale, remember what a boring fairy tale is. This concludes the reader for grade 1 students.
In the course of the 1st grade, children got acquainted with small literary genres; fairy tale, story, poem; by means of artistic expression. There are not so many writers and poets presented in the textbook so that children have a general idea of their work.
The textbook for grade 2 is compiled in 2 parts. By the end of the second grade, students should have learned to:
Distinguish between a fairy tale about animals, a fairy tale, an everyday fairy tale;
Distinguish between a fairy tale and a story for two reasons (or one of two reasons: the peculiarities of the construction and the main goal of the story);
Find and distinguish means of artistic expression in the author's literature (techniques: comparison, personification, hyperbole (exaggeration), sound writing, contrast; figures: repetition).
The first part of the tutorial consists of 5 blocks. The first block is called "Visiting the Scientist Cat". Cross-cutting heroes remind children that there are folk and author's fairy tales. In the dialogue between Misha and the Cat, it is stipulated that not pictures are drawn for works, but illustrations. Next comes the work of A.S. Pushkin's "A green oak near the sea ...", which says that this text is an introduction to the work "Ruslan and Lyudmila". In this text, there is a repetition of the word "there". New knowledge about a fairy tale is opened up for children, they talk about the ending of a fairy tale, they also ask: "Are the storytellers of fairy tales a part of the magical world?" The next work by A. Pushkin is "The Tale of the Fisherman and the Fish", and it contains highlights in different colors. The highlight in blue is where the new part begins, children here need to find differences between them and certain similarities. The yellow color is also a division into parts, only the parts highlighted in blue and yellow differ from each other and carry a different meaning. Children are also invited to think about the fact that there is an earthly world and a magical one in a fairy tale, to find evidence, to find representatives of these worlds. Then there is a small introduction about fairy tales about animals, that there are many folk tales, where the same animals can act in different ways. The first fairy tale about animals is the Russian folk tale "Cockerel - the Golden Scallop". After it, the concepts come to mind: a hero, a chain fairy tale, a boring fairy tale. Next, we will see American fairy tales in the retelling of D. Harris "Brother foxes and brother rabbit", "Why the brother of the possum has a bare tail." After the fairy tales, there is an important clarification: "The sly and the mischievous in TALES ABOUT ANIMALS is often the main character!" (p. 40). Children will also look for signs of a fairy tale in the Chinese fairy tale "How a dog and a cat began to quarrel", it must contain: magic helpers, magic objects, miracles. The children are given a problem: this is a fairy tale, but animals participate in it, which means this is a fairy tale about animals. What to do in such a situation? What to say? First, second-graders put forward their hypotheses, and after that, they can pay attention to the frame in which it is written in blue: "In fairy tales, animals are HEROES. In fairy tales, animals are HELPS of heroes." (p.49) And this is an essential note for schoolchildren (which, by the way, is not in Kubasova's textbooks). With the help of this, children will better learn the features and differences of each of the presented fairy tales. In comparison to the Chinese tale, an excerpt from the Russian folk tale "The Magic Ring" is given. Further, the author of the textbook acquaints children with oral folk art: fables, jokes, riddles, chants, tongue twisters.
The next block is called "Visiting Dunno". The first work of this block is "The Dreamers" by N. Nosov. In this text, children should learn to distinguish between deception and fiction. This text contains sound writing: "Ha-ha-ha", "uh-uh", "ghm". Sound writing is also found in the next story by D. Rodari, which is called "Brief! Bruf! Brough!" The author of the textbook introduces the magical stories of B. Okudzhava "Lovely Adventures" (excerpt), D. Bisset "Do you want, you want, you want ...".
The third block is called "Visiting the Badger". Block question: "What is real wealth?", This question will accompany each text. Such a cross-cutting hero, like Badger, introduces children to an unusual poem - hokku, or haiku. In this block, second-graders get acquainted with S. Kozlov's fairy tales "Hedgehog in the Fog" (excerpt) and "Beauty". Much attention is paid to Japanese culture, Japanese works: Japanese fairy tales "Badger - a lover of poetry", "Moon on a branch", poems by the authors Issho, Buson, Chiyo, Onitsura. Also, students are introduced to the book "Deniskin's Stories" by V. Dragunsky, and specifically to the stories "What I love", "What the Bear loves". In parallel with the stories, we met the poems of Sergei Makhotkin, which have a parallel, a common idea, similar characters with the stories of Dragunsky. Children look for similarities. After all the works, the students will have to answer the Badger's question: "What is real wealth?"
The fourth block - "Visiting the Hedgehog and the Bear". This block is about love and respect. Here all the tasks are tasks for understanding the text, for dividing its semantic parts. I will simply list the works that children get to know: I. Turgenev "Sparrow", M. Karem "Poem", M. Boroditskaya "Poem", E. Moshkovskaya "Poems", V. Dragunsky "Friend of the Childhood", L. Tolstoy "Shark". At the end of this part there are generalizing questions in which children are asked: what works do they remember, who are their authors, which heroes do you remember? At the end of the textbook, as in any subsequent textbook, there is a "Museum House", which contains illustrations for the works of the book.
There are four blocks in the second part of the textbook. The first block is "Point of View". The first poem - "What have I learned!" A. Kushnir, in the text of which you can find definitions of the concepts: landscape, still life, portrait. In Anna Akhundova's poem "Window" there are repetitions of the word "more", which increase the reader's impression of what the main character sees in the window. The poem "Hamster" by M. Yasnov is proposed to be disassembled according to sentences, and to analyze each one in turn (what it is in terms of the purpose of the statement, on behalf of ... whom the questions are asked). There are repetitions here, the purpose of which, the children need to figure out. Children also get acquainted with the poems of other poets, which say: about children, about animals, there are also humorous poems (P. Sinyavsky "Fedina konfetina"). In Ovsey Driz's poem "The Summer is Over", there is sound writing (students need to guess what subjects they are talking about), a description of the environment that creates a certain mood when reading. In another poem by O. Driz, "The Blue House", there is a new technique for second graders - a comparison. The author of the textbook also introduces the concepts of "experience" and "theme" through the task: "- Only one of the statements is correct. 1. The painting" Blue House "and the poem" Blue House "are written on the same TOPIC. 2.B in the picture and in the poem, the EXPERIENCES of the authors are similar. " (p.50) Acquaintance with the concept of "contrast" occurs in the poem "Who am I?" by O. Driza, where the mood differs in the neighboring quatrains. In G. Yudin's poem "Boring Zhenya" there are both repetitions of expressions ("I tell him") and comparison ("like an ancient old man").
The second block is "Children's magazines". At the beginning of the block, the author introduces the second-graders to the concept of "news". News is what the guys share with each other. News can be important and not very important, "fresh" and not very "fresh. News is reported by journalists - people who are one of the first to learn about any events and know how to talk well about them. Get acquainted with the concept of" periodicals ":" Newspapers and magazines are called PERIODIC. This means that they come out PERIODICALLY, that is, after the same time intervals. Once a week, or once a month. There are even magazines that are published once a year - yearbooks. ”Second-graders also get acquainted with the magazine's covers, their numbers, content, and assignments.
The fourth and final part is called "Why we find it funny." This block presents humorous stories, poems. The questions are mainly aimed at finding the secret of the "funny". There are also three weighty notes highlighted in blue: "It's funny when there is contrast" (a concept already familiar to children), "Our shortcomings make us funny" and "It's funny because of REPEATS." Although repetitions do not always produce a funny text, for example, in P. Sinyavsky's poem "Dachshund rides a taxi". It is also proposed to compare the fairy tale "Mirror" by L. Yakhnin and the folk tale "Teremok" so that children remember the peculiarities of folk tales. The "endless" poem comes across to us further, which shows how the poet made "funny" from an ordinary poem (Pyotr Sinyavsky "Butterscotch and Radishes"). The word "sound writing" appears for the first time with the acquaintance with the poem "Buzzing Poems" by Andrey Usachev, this technique also turned the poem into "funny". Finally, we meet the poem by Pyotr Sinyavsky "Khryupelsin and Khryumidor". This poem is a confusion, children need to guess what is the secret of this funny poem.
By the end of the third, students will learn:
Distinguish between a fairy tale about animals, a fable, a fairy tale, an everyday fairy tale;
Distinguish between a fairy tale and a story for two reasons (or one of two reasons: the peculiarities of the construction and the main goal setting of the narrative;
Find and distinguish means of artistic expression in the author's literature (techniques: comparison, personification, hyperbole (exaggeration), sound writing, contrast; figures: repetition).
The textbook for grade 3, as well as for grade 2, is developed in two parts. The first part includes 4 blocks. The first block is called "Learning to observe and accumulating impressions", it begins with S. Kozlov's poem "July", where students are first introduced to the concept of "personification": .eight). In the story "Birch Pie" by Yu. Koval, third-graders will have to figure out: the hero-narrator is a boy, a young man or an old man; it is rural, or urban, and to confirm this with fragments of text. The development of finding such techniques as: comparison and personification is observed in the poems of V. Mayakovsky "Clouds" and S. Kozlov (no title). There are also avatars in Japanese hokku by the authors Joso and Basho, they are in the text of the textbook. Through Basho's hokku, students are introduced to the "opposition" technique ("An ugly raven / - And he is beautiful on the first snow / On a winter morning!") (P. 22). Through the poem by Emma Moshkovskaya "Where is a quiet, quiet pond ..." children replenish their knowledge of techniques. The "sound writing" technique has already been encountered by the children in the textbooks of grades 1 and 2, and now they come across again: "Sound writing is a rare technique, but very valuable!" On the pages of the textbook, we came across the concept of "stanzas": "A poem is divided into parts. These parts are called stanzas." This block was very informative and this is where it ends.
We pass to the second block - "Comprehend the secrets of comparison". The author of the textbook introduces the ace to "the most ancient tales" - this is the tale of the Indians of North America "Where did the diseases and medicines come from", the African tale "Hyena and the turtle", the Altai tale "The Smart Chipmunk". The text of the textbook not only explains what the "most ancient" tale is, but also provides the "beginnings" of such tales, the main ideas of such tales. After the "most ancient" fairy tales, children begin to go through "just ancient" fairy tales, for example, the Hungarian fairy tale "Two Greedy Bear Cubs", the Korean fairy tale "How the Badger and the Marten Sued" (these two fairy tales are later compared, since the characters in them perform similar actions) , Indian fairy tale "About a dog, a cat and a monkey". Then these three tales are compared: by events; by heroes, character; by construction. There is an acquaintance with the "wandering" fairy tale of the Indian people. And finally, the "less ancient" Cuban tale "The Turtle, the Rabbit and the Maha Boa". Assignment to the fairy tale: "Prove that it contains features of a" less ancient "fairy tale. And then prove that the same thing that has always been appreciated in a" just ancient "fairy tale is still valued in it. What is it?" There is a note to this question: "If a fairy tale is built as a chain, it means that the construction of the" most ancient "fairy tale is used in it. Then the children get acquainted with another Indian fairy tale" the cunning jackal ", where they compare it with the" wandering "," most ancient " and answer the question, what qualities of a "less ancient" fairy tale distinguish it from all the other types presented above. less difficult questions: "1. Are these fairy tales about animals or fairy tales? "; 2) Find a place for these fairy tales on the TIME LINE. The features of which fairy tales are most noticeable in them?"
The third block - "We are trying to understand why people fantasize."
"To dreamers, everything around seems animate and alive" - the author writes. After - the poem by Novella Matveyeva "Potato deer", at the heart of the fantasy are used here such techniques as: personification, comparison, and sound writing. Then a "poster of the Bat" appears: "The purpose of the story is to amaze the listeners with an extraordinary invention, something that never happens. The purpose of the fairy tale is to reveal the secrets of natural forces to the listeners and teach them to communicate with the animated world of nature and with the magical world. The purpose of the story is to" tell " an incident from life (even a fictional one!), but in such a way as to reveal the characters of specific people. " (p. 116). The second "poster of the Bat" tells the children that: "In the story, events develop in the same way as in ordinary life, that is, they obey OCCASION. And in a fairy tale, the development of events obeys strict fairy-tale LAWS." (P. 117). In just two pages N. Churakova explained how genres that are close in spirit differ from each other. A very interesting poem was written by K. Balmont "Gnomes", in which only one phrase can transfer readers to the magical world.
The fourth block is called "Learning to Love". This block contains stories and tales of love, and not only to man, but also to nature. The tasks are aimed at understanding the texts. The guys were looking for a description of the characters, characterizing them and looking for the main idea of the texts. In this block, students got acquainted with the following works: T. Ponomareva "Weather Forecast" and "Summer in a Teapot", M. Vaisman "The Best Friend of Jellyfish", A. Kuprin "Elephant", K. Paustovsky "Hare Paws", S. Kozlov "If I'm not there at all." This concludes the first part.
The second part includes 6 small blocks. The first block is "Native Side". Important questions are asked after Nikolai Rylenkov's poem: "Explain how these actions differ: look and peer, listen and listen?" The concepts of small and large homeland through the Issho hoku are considered. Next comes the tale "The Steel Ring" by K. Paustovsky. The tale is divided into semantic parts, followed by questions for generalization. After reading, it is necessary that the children remember the features of the fairy tale, correlate it with this one. A new term appears - a realistic picture (in comparison with a fairy tale) on the poem by A. Pushkin "Here is the North, catching up with the clouds ...".
The second block is called "We need our protection." In this block, third-graders will get acquainted with the great work of Dmitry Mamin-Sibiryak "The Gray Neck". After the third part of the work, the author asks to find the techniques that the author used to convey the despair of Gray Sheika. After students read the tale, it will need to be classified into a fairy tale about animals or a fairy tale about nature. In the task, children are also asked to find those fragments that cannot be in the tale of animals and fragments that cannot be in fairy tales about nature. And then - to draw a conclusion. Students using the concept of "stanza" parse the poem in parts and give them names.
The third block is called the "Art Laboratory". In Buson's hockey, the guys are asked to find a familiar trick in the second line: "It is clearly drawn in black." Onomatopoeia is found in Yuri Koval's story "Nightingales" ("tii-vit", "bullets, bullets"). In this block there is an acquaintance with the "metaphor" technique (special turns of speech, invented words).
The fourth block "How Difficult to Become Human" begins with a rather large excerpt from the work "The Wonderful Journey of Niels with Wild Geese" (by Selma Lagerlöf). In the course of reading this fairy tale, questions were asked for reading comprehension. The students' opinion was asked about the actions of the heroes. The author asked to give characteristics to the heroes. After the story, we meet B. Zakhoder's poem "Well, a little mouse!" and literary impressions.
The fifth block - "Such a fragile and such a lasting world of feelings." Questions about knowledge about fairy tales are found after the work of G. H. Andersen "The Steadfast Tin Soldier": "A folk tale can be as sad as the author's?" in the soldier, features of a hero of a fairy tale? " In D. Kedrin's poem "Everything seems to me like a field with buckwheat ..." there are definitions that are repeated twice, the children again need to explain why the poet used the repetition technique. For the first time, the question about the genre of the poem appears: "How do you define the genre of a poem? Can it be sung?"
The last block has a very loud name - "Beauty will save the world". In this block, all works are aimed at the search for beauty, both in the texts themselves, their ideas (main wash), and the search for beauty in relationships (friendship), nature. In this block, students are introduced to S. Kozlov's fairy tales "How a hedgehog and a Teddy bear rubbed the stars", "Let me have some twilight with you", Buson "From here, from there ...", V. Dragunsky "Girl on the ball", Issa "There are no strangers between us! ... ", M. Osechkina" Violinist ", N. Matveeva" Galchonok ", Ch. Perrot" Riquet with a tuft ", B. Zakhoder" What is most beautiful? " At the end of the textbook there is a "Council of Consultants" - a dictionary of unfamiliar words or expressions. This concludes the 3rd course of study.
By the end of grade 4, graduates will learn:
To represent the main vector of movement of artistic culture: from folk art to author's forms;
Find and distinguish means of artistic expression in the author's literature (techniques: comparison, personification, hyperbole (exaggeration), sound writing, contrast, repetition, different types of rhyme).
The fourth grade textbook is in two parts. Large and serious works are already being studied here. The first block of the first part is called "Comprehending the Laws of a Fairy Tale: Looking for a Reflection of Ancient Ideas about the World". The beginning of the block tells about the ideas of ancient people about the world around them. Many ancient ideas about the world can be observed in ancient legends. Children get acquainted with the ancient Greek legend "Perseus". This legend is compared with the story from Pushkin's fairy tale. Children will have to understand what a magical world in this legend is, what heroes, objects belong to this world. Next comes the actualization of knowledge about fairy tales: children remember which fairy tales they have read or know and want to read. The cross-cutting hero Evdokia Vasilievna draws the attention of children to the peculiarity of the hero of a fairy tale: "The HERO of a fairy tale is usually the youngest child (son or daughter) in the family, or even an orphan." The fairy tale reflects injustice and fights against it, order is always restored there: "the poorest and most unfortunate turns out to be rich and happy at the end of the tale" (p. 30). The features of the heroes in the fairy tale are also noted: "1. If brothers or sisters are lazy, then the HERO is hardworking (and sometimes vice versa!); 2. If they are tall, then he is small in stature; 3. If they are smart (with an everyday mind), then he is - fool (from their point of view); 4. If they have no connection with the magical world, then the HERO must establish this connection: either with the wizard himself, or with a magical animal, or with a magical object. " After the reservations comes the Russian folk tale (abbreviated) "Sivka-Burka". The questions are related to the hero of the fairy tale, his adventure in the magical world. After that there are Russian fairy tales "Kroshechka-Khavroshechka", "The Sea Tsar and Vasilisa the Wise", about the magical world, about magical heroes and objects, it is proposed to answer according to the notes of Evdokia Vasilievna, to see and note the main features.
The second block is called "We get acquainted with narratives based on folklore. We find interest in history in the epic, and interest in the world of feelings in the author's fairy tale." At the beginning of the block, the guys and teachers talk about what an epic is (this is a narrative that has features of history). The first epic, which the fourth-graders get to know, is called "Ilya Muromets and the Nightingale the Robber", it is in poetic form, but the ending is in prosaic form (in other ways, it was also in the textbooks on literary reading in the educational complex "Harmony"). Further on the pages of the textbook an excerpt from "Sadko" appears. Fairy tale "The Little Mermaid" by G.Kh. Andersen is presented here as author's literature.
The third block - "Learning from poets and artists to see the beauty of nature and the beauty of man." In this block, children get acquainted with the works of poets. In Nikolai Zabolotsky's poem "The Thaw" there are repetitions, sound writing, there are such expressive means as metaphors, epithets. They analyze in detail the poem by Ivan Bunin "There is no sun, but the ponds are bright ...", "Childhood". Get acquainted with the great work of Vladimir Nabokov "Resentment" and his own poem "Mushrooms".
The fourth block - "We look at the faces of our peers who lived long before us. We find out how much we are similar to them." In this part, fourth-graders get acquainted with three works: Leonid Andreev "Petka at the dacha", Anton Chekhov "Vanka" and "Boys".
The second part of the fourth grade textbook consists of four blocks. The first block is called "Trying to understand how beauty affects us." This block consists of texts that are presented here for information and understanding. In these texts, children are looking for beauty: I. Pivovarova "How the ships are seen off", L. Ulitskaya "Paper victory", S. Kozlov "Don't fly away, sing, bird!" and "How long ago it would be like that, Hare!"
The second block is called "getting closer to solving the SECRETS OF SPECIAL VISION. Finding out what helps a person to become a person." The author brings the children back to the already familiar work of S. Lagerlöf "The Wonderful Journey of Niels with Wild Geese", it is here in excerpts and again there are no parsing tasks, only questions for reproduction, for reading comprehension. Then the children get acquainted with the amazing work of A. de Saint-Exupery "The Little Prince". Here is presented not the complete work, but its excerpts, although if you compare it: in the program "Harmony" at the end of the fourth grade, children go through this work completely.
The third block is called "Discovering that art has its own special truth." In the poem by Samuil Marshak "How the winter worked! .." the author introduces the students to the rhyme: it can be paired, cross and sweeping rhyme.
The fourth block - "We are convinced that people have no future without the past. We reflect on what a fatherland is." First, the block contains poems and stories about the motherland, fatherland. A. Akhmatova's poem "In Memory of a Friend" asks about such an expressive technique as contrast, N. Rylenkov's poem "To the Motherland" recalls "opposition", and in "Everything I Seem a Field with Buckwheat ..." D. Kedrin recalls repetition. Questions about the use of specific techniques in this part were very rare, so it was appropriate to highlight those poems in which the expressive means of speech are remembered and practiced. At the end of the textbook N. Churakova introduces us to the hymns: "Ancient Greek anthem to nature", "National anthem of the Russian Federation". This was the end of the entire initial course of teaching literary reading under the "Perspective Primary School" program.
General characteristics of the line of teaching materials on literary reading as a tool for the implementation of the main provisions of the Federal State Educational Standard of primary general education (teaching materials "Perspective")
"Literary reading" "Working programs" Klimanov LF et al. "Literary reading" Textbook Ed. Klimanova L. F. "Creative notebook for literary reading", Klimanova L. F., Koti T. Yu. "The magic power of words" Working notebook for the development of speech Klimanova L. F., Koti T. Yu. "Lessons of reading" Klimanova L. F. Boykina M. V.
LF Klimanova's program, as well as the approximate program of the Federal State Educational Standard of primary general education (section "Literary reading"), consists of: an explanatory note; the main content of primary literary education; basic requirements for knowledge, skills and abilities.
The explanatory note reflects two main directions of the literary reading course: the formation and improvement of reading skills and communicative-speech skills; introducing younger students to reading fiction, which has enormous potential in terms of the aesthetic and moral development of students.
The main objectives of the course: to form a novice reader's interest in the book and the need for systematic reading of literary works, understanding that a work of art is a work of verbal art; develop the child's imagination, a sense of the aesthetic experience of the reading.
The content of the literary reading course includes 4 sections: the circle of children's reading, the subject of the circle of children's reading; communication and speech skills and abilities when working with text; experience of aesthetic perception and understanding of works of art, its enrichment based on acquaintance with works of different types of art and observations of the surrounding world; basic requirements for knowledge, skills and abilities of students in each class of instruction.
Children's reading circle. Subject. Grade 1 Genres: fairy tales (Russian folk, fairy tales of the peoples of Russia), riddles, proverbs, nursery rhymes, fables. Topics: family, children, nature, animals. Scientific and educational texts. Grade 2 Genres: fairy tales about animals, everyday tales, fairy tales (tales of the peoples of Russia and the peoples of the world); riddles, proverbs, nursery rhymes, fables. Literary works: fairy tales, stories, fables, poetry. Reference material about the life and work of writers. Themes: works that reveal artistic, aesthetic, moral and ethical, patriotic themes. Scientific and educational texts.
Grade 3 Genres: oral folklore: small folklore genres, magic and everyday tales. Literary works: fairy tales, stories, fables, fairy-tale plays, stories, poems, scientific and educational works, myths of Ancient Greece, stories from Sacred history; through the pages of children's magazines. The range of works of classic writers, reference material about the life of writers, their works. Topics: about the Motherland, moral and ethical topics, humorous poems and stories. Comparison of fiction and popular science texts.
Grade 4 Genres: Oral folk art: epics, fairy tales, myths in Russian folklore. Literary works: works of Old Russian literature, stories, stories, poems, fairy tales. Myths of Ancient Greece and Ancient Rome, heroic songs, biblical traditions. The range of works of fiction of classic writers, brief information about their life and work. Topics: about the Motherland, patriotic and moral themes; travel and adventure, humorous stories and poems; scientific and educational literature.
"Communication skills and skills of working with text": development of reading skills; the formation of speech skills when working with text; education of the culture of speech and reading.
Experience of aesthetic perception and understanding of works of art. Its enrichment based on acquaintance with works of different types of art and observation of the surrounding world. expanding the experience of aesthetic perception of the world based on observations, the use of works of painting and music; listening to works of art; re-reading of works of art and its analysis; experience of creative activity; practical acquaintance with literary genres and terms.
"Basic requirements for knowledge, skills, and abilities of students": Grade 1 Students should know: by heart 3-4 poetic works of the classics of Russian literature; author and title of 3-4 books read; names and surnames of 3-4 writers whose works were read in class. Pupils should be able to: read a small text fluently in whole words with elements of word-by-word reading; read text at a pace of at least 30 words per minute; observe the pauses separating one sentence from another; answer questions about the text read; reproduce the content of an episode or a situation from a text based on questions and illustrations to it; express your attitude to what you read.
Grade 2 Students should know: by heart 5-6 poems by Russian and foreign classics; 5-6 Russian folk proverbs, counting rhymes, riddles; names and surnames of 5-6 Russian writers. Students should be able to: read the text aloud in whole words at a rate of at least 50 words per minute without distorting words; read the text to yourself with the reproduction of its content on the issues; read a small literary text expressively, observing the intonation of sentences of various types; practically distinguish between a fairy tale, a story and a poem; explain the title of the read work; express your attitude to the content of what you read, to the actions of the heroes;
orally draw a verbal picture for individual episodes of the text; retell a small work with a clearly expressed plot, telling the sequence of the presentation of events; divide the text into parts in accordance with the proposed plan; guess riddles; find in the text words that characterize the action of the hero; distinguish between the words of the author and the characters; determine the theme of the work by the title; distinguish and name tales of animals and everyday tales; find comparisons in the text (the simplest means of artistic expression) based on words exactly, as if, how; navigate the textbook: be able to use the table of contents, the methodological apparatus of the textbook; compose a story according to the proposed reference words or a picture plan.
Grade 3 Students should know: names and surnames of 3-4 authors and classics of Russian literature; 2 - 4 books by each writer from the recommended list for self-reading; 7-8 poems by heart by contemporary authors and classics of Russian and foreign literature; names and surnames of 7-8 authors of the read works.
Students should be able to: read aloud fluently, consciously, correctly at a reading pace of at least 70 words per minute; read a small text to yourself, followed by a retelling of its content; read the text expressively, conveying your attitude to what you read, highlighting the words that are important in meaning when reading, observing the pauses between sentences and parts of the text; retell the content of the work in detail and selectively; divide simple text into parts; correlate proverbs with the content of the work, find its main idea;
independently choose episodes, situations from the work to answer the questions and tasks of the textbook; draw verbal pictures for works of art; find in the literary text words and expressions with the help of which heroes, events, nature are depicted; distinguish between a fable, a story, a fairy tale, an everyday fairy tale and a fairy tale about animals; highlight the features of poetry: rhyme, rhythm; fable: hero of fable, implied meaning, moral; find a book from the recommended bibliography;
navigate the educational book, find works in it by his name and the author's surname, combine works on a specific topic; distinguish between artistic and scientific and educational works; find in the work means of artistic expression (comparisons, epithets).
Grade 4 Students should know: the distinctive features of works of various genres: fairy tales (elements of the miraculous, magical objects, magical events), poems, fables; by heart 10-12 poems; 5-6 books on children's reading topics. Students should be able to: read the text fluently, correctly, consciously at a pace of at least 80 words per minute; read works of various genres to oneself;
read expressively, intonationally combining words into sentences and sentences in the text; to convey when reading your attitude to the content, the heroes of the work; express your attitude to what you read as a work of verbal art; find means of artistic expression: personification. Comparison. Epithet; find metaphors and comparisons on the example of a riddle; distinguish between folk and literary tales, know the names and surnames of the authors; retell the texts of works in detail, selectively, briefly;
observe the logical sequence and accuracy of the presentation of events when retelling; draw up a plan, title the text; distinguish between fiction and popular science text, express your attitude to the work read; retell text with elements of description (nature, appearance of characters, setting) or reasoning with the replacement of dialogue with narration; choose intonation, tempo, logical stresses, pauses corresponding to the content of the text during expressive reading; find words and expressions that indicate the author's attitude to heroes and events;
to use the orientation and reference apparatus of the textbook (table of contents, questions, tasks, headings, subheadings, footnotes, paragraphs); choose books for independent reading, focusing on the author's name, title and subject matter of books; determine the content of the book, focusing on the title page, table of contents, illustration, preface.
Thematic sections of textbooks on literary reading: Love the book (Book as a great miracle) Oral folk art (songs, nursery rhymes, jokes, counting rhymes, riddles, proverbs, sayings, Russian folk everyday life and fairy tales about animals) Colors of autumn (poems and lyrical sketches by F. Tyutcheva, A. Feta, A. Plescheeva, S. Yesenina, V. Bryusova, M. Prishvina, etc.) My favorite writers (poems, fables, stories by A. Pushkin, L. Tolstoy, I. Krylov) I love all living things ( poems and stories by Soviet writers: A. Shibaev, V. Bianki, E. Charushin, B. Zhitkov, etc.)
Hello Mother Winter! (poems by I. Bunin, K. Balmont, S. Yesenin, F. Tyutchev, etc.) We are friends (poems and stories by V. Oseeva, V. Berestov, Y. Ermolaev, etc.) Spring! And everything is happy for her! (poems by F. Tyutchev, A. Plescheev, A. Blok, I. Bunin, etc.) A merry round dance (poems and stories by V. Dragunsky, B. Zakhoder, E. Uspensky, V. Berestov, G. Oster, I. Tokmakova etc.) My closest and dearest (poems and stories of Russian poets and writers) One hundred fantasies (poems, stories, fairy tales of Russian and foreign poets and writers) Literature of foreign countries (works of oral folk art; fairy tales of H.-H. Andersen, E. Hogarth)
Thus, the content of the textbook is aimed at the literary development of the student, therefore, the main thing in the lesson of literary reading is the text as an aesthetic value. The main task of the teacher is to form a system of spiritual and moral values on the basis of a work of art by means of literature, by means of art, which is reflected in the main provisions of the Federal State Educational Standard of primary general education (the goals of the Federal State Educational Standard).
Stylistic analysis, revealing in the selection of word images, reveals the author's attitude to the depicted. This is primarily an analysis of the use of linguistic means by the author in artistically organized speech. - What picture of winter does the author paint? What words help you see this? (A. Pushkin. Here is the North catching up with clouds...) - Why does the author create the image of a cloud, and not a cloud? Why is it gold? (M. Lermontov. Cliff.)
Analysis of the development of an action, which is based on work on the plot and its elements - episodes, chapters. In this case, the analysis proceeds from the act to the character, from the event to the meaning of the text. Analysis of artistic images. For an epic work, the main characters are characters, a landscape, an interior. During the analysis, students should consider the images in interaction.
The sequence of the analysis of the artistic image 1. In children's literature, the character is the artistic image, therefore we consider the character of the hero based on the plot. Also, the hero is characterized by the author's remarks and his speech. 2. The relationship of the heroes is considered. 3. If the work contains descriptions of a landscape or interior, their role in the text is considered. 4. On the basis of the images, the idea of the work is revealed. 5. Reveals the reader's personal attitude to what is described (to the content) and to how it is done (to the form).
Formation of subject and metasubject skills: determination of the stages of working with text; full text analysis under the guidance of a teacher. P. 34-35 of the second part of the textbook on literary reading L.F.Klimanova, L.A. Vinogradskaya, V.G. Goretsky (grade 1)
Algorithm for the activities of grade 1 students to complete assignments. 1. Listen to the text of V. Berestov "Frog". 2. Did you like the text? Was it fun or sad to listen to this text? What words or phrases do you remember? Name it. 3. Read it again. Count how many times the word "kva-kva" is used. Why so much? 4. Count how many times the word "at-two" is used? What do we hear in this word? Does it sound like the croaking of frogs? Why? 5. Read the text again, clearly highlighting the words "kwa-kva" and "at-two".
6. Close your eyes. Tell us what picture you presented while reading the text. Start your story like this: “Small pond. The shores are overgrown with willow bushes, bent low over the water. And there are many in the water. ... ... They move quickly. ... ... They jump. ... ... »7. What words from the text helped to paint this picture. Read the text again and underline these words. 8. Read the text again, emphasizing the words that were like the croaking of frogs, words that helped to present the picture. Did you enjoy your reading. 9. Read the second text on frogs. What information did you get from the text? Tell, based on the words on the board: caviar (testicles) - tadpoles - frog.
10. Determine what task is facing the author of the first and second text: to tell how the frog is born; present a joyful picture of a bright sunny day; rejoice together with the author of the picture he saw. 11. Make your own conclusion. Thus, it is obvious that the entire system of questions and tasks of the methodological apparatus of the textbook is aimed at developing the ability to analyze a work of art, which is also provided for by the Federal State Educational Standard of primary general education (section "Literary reading").
Formation of subject and metasubject skills. Analysis of lyric text, painting. Comparison of different works of art. Resolution of the problematic issue.
The child gets the opportunity to expand the circle of reading by referring to works in special sections of the textbook. Family reading.
Did you like the work you read at home? What is it called? Who is its author? What is it about? Can we say that this work: - about how they cooked fish soup together; - how great it is when the whole family does some common cause together. What joint affairs of your family have you remembered about? Tell us.
1. Name the authors of the books. What authors are you familiar with? 2. Read the titles of the books. Are these books familiar to you? 3. Make assumptions about what these books are about? 4. Find books in your home library.
Textbook "Literary reading: Grade 1" LF Klimanova et al. Part I. (p.). Thus, this textbook presents material on the basis of which certain models of the child's behavior are formed in a particular situation, which allows the main goal of the Federal State Educational Standard (the formation of a civic position) to be realized and the issues of spiritual and moral education (through the formation of value orientations based on the didactic text).
Creative notebook for literary reading Author: Klimanova L. F., Koti T. Yu. The child acquires the experience of creative verbal activity. He learns: § to compose texts from a series of drawings; by key words; by analogy with other text; § compose poems, stories.
Creative notebook on literary reading for grade 1 by L. F. Klimanova and T. Yu. Koti (pp. 60, 61, 62)
Lesson topic: "Good brotherhood is sweeter than wealth." Goals and objectives of the lesson: show the value of friendship; introduce proverbs and sayings about friendship; teach to give a characterization to the hero; develop and enrich the speech of students; teach to work in pairs.
"Creative notebook for literary reading" 1 class. Authors: L. F. Klimanova, T. Yu. Koti (p. 63). We play theater. Goals and objectives: To develop the ability to analyze a literary text, highlighting the main, essential. Form the ability to expressively read the text. Develop students' speech.
Reader. Notebook for the formation of reading skills. Author: L. F. Klimanova. This manual can be used both during the period of teaching literacy and during the period of teaching literary reading. The task of the teacher is, on the basis of this manual, to form in children a semantic, conscious, and not vocal reading.
P. 85 notebooks for the formation of reading skills "Reader" by L. F. Klimanova What is shown in the illustration? - Read the words on the board: cow, snail, flower. - How to call a cow affectionately? Read: cow cow. - Find the text that says about the cow. - Read the words divided into syllables yourself. What word have you already met? Read a word with different intonations: pleading, affectionate. - Let's read it in chorus. What unfamiliar words have you met? Who is a shepherd boy? - Read three times to a friend, speeding up the pace each time.
Notebook on the formation of speech culture "The magic power of words" Authors: T. Yu. Koti, LF Klimanova When working with the texts proposed in it, the student comprehends the ways of behavior in various situations.
Methodological aids "Reading Lessons" Authors: Klimanova LF, Boykina MV Methodical manuals consist of sections: Features of conducting literary reading lessons in elementary school. Approximate calendar-thematic planning. Scripts for literary reading lessons in each class. Methodical articles on conducting literary reading lessons, taking into account genre specifics (for example, how to work with a picture in a literary reading lesson; how to analyze a lyric text, etc.). Methodology for working with additional aids for literary reading.
Lesson 1-3: "Love the book." Objectives of the lessons: to acquaint and interest in a new educational book; give an initial idea of the book as a wise teacher and advisor; to form the ability to read correctly (in whole words, meaningfully, expressively). Expected student achievements: conscious reading of the text by students; grouping of read books on different grounds; expressive reading based on text markup (taking into account punctuation marks in the text); adequate perception of the sounding text; students' answers on the content of the text; participation in a collective conversation. Equipment: Textbook on literary reading by L. F. Klimanova. Grade 2. Part I. Creative notebook T. Yu. Koti. Books read by students in the summer.
Typology of lessons in literary reading Lesson of acquaintance with the work. A lesson in reading and comprehending the work. Speech development lesson. A lesson in working with a book (extracurricular reading, a bibliography lesson, a lesson in the footsteps of home reading, a lesson in the footsteps of independent reading). Lesson control and assessment of learning outcomes.
The lesson of reading and comprehending the work The algorithm for working on a work includes the generally accepted sequence of studying the text: preparation for the primary perception of the text, the primary perception of the text, the verification of the primary perception of the text, the motivation for re-reading and analysis of the work, analysis of the literary work, creative work on the generalization of work on the text
The structure of a literary reading lesson Stage Preparation for the primary perception of the text. Objective Possible methodological techniques Create an appropriate emotional atmosphere; to revive the life experiences of children, necessary for the perception of the work. Consideration of an exhibition of books or a book in which the studied work is included; the teacher's story about the events considered in the work; examining reproductions; listening to a piece of music; watching movies, filmstrips; conversation on a topic close to the theme of the work; a conversation about the work of a writer or poet; a quiz based on his works; reading and explaining words that students do not understand; reading technically difficult words for students, etc.
Stage Primary perception. Purpose To provide emotionality of perception, interest in the studied work. Verification Assessment of the quality of the primary independent perception of the text; correction of the course of the text analysis, conceived by the teacher. Possible methodological techniques Teacher reading; independent reading by students; combined reading; listening to the recording of the reading of the text by the master of the artistic word. Conversation, revealing the emotional response to the work and understanding of its general meaning by children: - Did you like the work? What made you think? - Which of the heroes did you like? - Whom did you sympathize with? - When was it scary, fun? - Share your thoughts, feelings about what you read?
Stage Motivation to re-read and analyze the work. Purpose Awaken interest in re-reading the text, the need for analytical work. Possible methodological techniques Problematic question: why? why? for what purpose? ; search for inaccuracies in illustrations; comparison of different reading options; explanation of incomprehensible words.
Stage Purpose Possible methodological techniques Analysis To deepen the literary perception of the work, mastering the idea of the work. Consecutive re-reading aloud with comments; independent re-reading with various kinds of tasks; planning; comparison with a work on the same topic, etc. Generalization of the analysis results. Expressive reading; dramatization; different types of retelling; an essay on the studied work; creation of an exhibition of drawings; creation of an exhibition of books, etc. Provide a deeper holistic perception of the work.
Lesson topic: "Colors of autumn". Lesson objectives: to form the ability to feel the mood, expressed in a prose or poetic text; to form the ability to compare a work of literature and painting, to find common and different; to form the ability to defend their point of view; understand the point of view of the author and the hero; develop the emotional sphere of the child.
Planned results of mastering the content of literary education: adequate listening comprehension of a poetic and prose text; participation in collective dialogue organized by the teacher; comprehension of the studied works under the guidance of a teacher; interpretation of literary texts; comparison of works of different types of art.
Educational literature for the lesson: 1. Textbook "Literary reading: grade 2" LF Klimanova and others. Part I. (pp. 25, 26).
2. Creative notebook "Literary reading: grade 2" by L. F. Klimanova, T. Yu. Koti (p. 13)
Which of the following provisions is not part of the concept of "reading competence"? possession of reading technique possession of methods of understanding the read and listened to a work knowledge of books and the ability to choose them independently possession of a detailed, selective, short or concise retelling the formation of a spiritual need for a book as a means of understanding the world and self-knowledge
The methodological apparatus of textbooks on literary reading of the UMK "Perspective" allows you to restore the traditions of: expressive reading family reading explanatory reading combined reading
By what principle are the works in the textbooks on literary reading of the UMK "Perspective" grouped? chronological genre-thematic
Self-study assignments Make a summary of the lesson on literary reading, using the material on pages 38, 39, 40 of the textbook "Literary Reading: Grade 1" (part 2).
Make a summary of the lesson on literary reading, using the material on pages 48-50 of the textbook "Literary Reading: Grade 2" (part 1)
Search materials:
The number of your materials: 0.
Add 1 material
Certificate
about creating an electronic portfolio
Add 5 materials
Secret
present
Add 10 materials
Diploma for
informatization of education
Add 12 materials
Review
for any material for free
Add 15 materials
Video lessons
to quickly create effective presentations
Add 17 materials
CONSIDERED
Minutes of the meeting of the methodological
associations of teachers from 29.08.
No. 1 _______ S.I. Ivanenko
AGREED
Deputy Director for OIA
________________ N.V. Pivneva
___ _________________year 2014
Approved by _________________
School Director MBOU Secondary School No. 8
named after I.V. Orekhova
E. D. Salamakhina
Order of 08.30.2014 No. 113
on literary reading
Working programm
Class 4
Teacher Ivanenko Svetlana Ivanovna
Number of hours Total - 102 hours; per week - 3 hours
The program is developed on the basis of the Federal State Educational Standard of the Primary General Education
education, programs for literary reading and based on the author's program L.F. Klimanova, V.G. Goretsky,
M.V. Golovanova.
Educational complex "School of Russia"
Textbook for grade 4. Literary reading. Klimanova L.F. Golovanova M.V., Goretsky V.G., M., Education. 2012;
Workbook for literary reading. Klimanova L.F. Golovanova M.V., Goretsky V.G., M., Education. 2014;
Additional literature:
Encyclopedia for children. T.9 Russian Literature / M.D. Aksenova, M., Avanta, 2011.
Ozhegov S.I. Dictionary of the Russian language / ed. N.Yu.Shvedova, M., Rus. Language, 2011;
Explanatory note
Literary reading is one of the main subjects in teaching elementary schoolchildren. It forms general educational reading skills and the ability to
work with text, arouses interest in reading fiction and contributes to the general development of the child, his spiritually
moral and aesthetic education.
The success of the study of the literary reading course ensures the effectiveness in other subjects of elementary school.
The literary reading course aims to achieve the following goals:
- mastering conscious, correct, fluent and expressive reading as a basic skill in the education system of primary schoolchildren;
improvement of all types of speech activity, providing the ability to work with different types of texts; developing an interest in reading and
book; the formation of the reader's outlook and the acquisition of experience in the choice of books and independent reading activities;
- development of artistic, creative and cognitive abilities, emotional responsiveness when reading works of art;
the formation of an aesthetic attitude to the word and the ability to understand a work of art;
- enrichment of the moral experience of primary schoolchildren by means of fiction; the formation of moral ideas about
kindness, friendship, truth and responsibility; fostering interest and respect for the national culture and culture of multinational peoples
Russia and other countries.
Literary reading as an academic subject in primary school is of great importance in solving the problems of not only teaching, but also education.
Acquaintance of students with works of art accessible to their age, the spiritual, moral and aesthetic content of which
actively influences the feelings, consciousness and will of the reader, contributes to the formation of personal qualities corresponding to national and
universal human values. The orientation of students towards moral standards develops in them the ability to correlate their actions with ethical principles.
with the behavior of a cultured person, forms the skills of benevolent cooperation. The most important aspect of literary reading
is the formation of reading skills and other types of speech activity of students. They master conscious and expressive reading,
reading texts to themselves, learn to navigate in the book, use it to expand their knowledge of the world around them.
In the process of mastering the course, the level of communicative culture rises among younger students: the ability to make up dialogues is formed,
express your own opinion, build a monologue in accordance with the speech task, work with various types of texts, independently
use the reference apparatus of the textbook, find information in dictionaries, reference books and encyclopedias.
In literary reading lessons, reading competence is formed, which helps the younger student to realize himself literate
a reader capable of using reading activity for his self-education. The literate reader has a need for
constant reading of books, owns the reading technique and methods of working with the text, understanding of the read and listened to the work,
knowledge of books, the ability to independently select and evaluate them.
The Literary Reading course awakens students' interest in reading fiction. The attention of the novice reader is drawn
on the verbal nature of a work of art, on the author's attitude to heroes and the world around him, on moral problems,
exciting writer. Younger schoolchildren learn to feel the beauty of the poetic word, to appreciate the imagery of verbal art.
The study of the subject "Literary Reading" solves many of the most important tasks of primary education and prepares the younger student for a successful
teaching in high school.
Place of the course "Literary reading" in the curriculum
The course "Literary reading" is designed for 105 hours (3 hours a week, 34 academic weeks in grade 4).
Course learning outcomes
The implementation of the program ensures that primary school graduates achieve the following personal, metasubject and subject
results.
Personal results:
1) the formation of a sense of pride in their homeland, its history, the Russian people, the formation of humanistic and democratic values
orientation of the multinational Russian society;
2) the formation by means of literary works of a holistic view of the world in the unity and diversity of nature, peoples, cultures and
religions;
3) education of artistic aesthetic taste, aesthetic needs, values and feelings based on the experience of listening and memorizing
by heart works of fiction;
4) development of ethical feelings, benevolence and emotional and moral responsiveness, understanding and empathy for the feelings of others
people;
5) the formation of a respectful attitude towards a different opinion, history and culture of other peoples, the development of the ability to tolerate people
other nationality;
6) mastering the initial skills of adaptation to school, to the school collective;
7) acceptance and development of the social role of the student, the development of motives for learning activities and the formation of the personal meaning of learning;
8) the development of independence and personal responsibility for their actions based on ideas about the moral norms of communication;
9) development of skills of cooperation with adults and peers in different social situations, the ability to avoid conflicts and find ways out
from controversial situations, the ability to compare the actions of the heroes of literary works with their own actions, to comprehend the actions
heroes;
10) the presence of motivation for creative work and respect for material and spiritual values, the formation of an attitude towards
safe, healthy lifestyle.
Metasubject results:
1) mastering the ability to accept and maintain the goals and objectives of educational activities, the search for means of its implementation;
2) mastering the methods of solving problems of a creative and exploratory nature;
3) the formation of the ability to plan, control and evaluate educational activities in accordance with the task and its conditions
implementation, determine the most effective ways to achieve the result;
4) the formation of the ability to understand the reasons for the success / failure of educational activities and the ability to act constructively even in situations
failure;
5) the use of symbolic means of presenting information about books;
6) active use of speech means for solving communicative and cognitive tasks;
7) the use of various methods of searching for educational information in reference books, dictionaries, encyclopedias and interpreting information in
compliance with communicative and cognitive tasks;
8) mastering the skills of semantic reading of texts in accordance with the goals and objectives, the conscious construction of a speech utterance in
compliance with the tasks of communication and drafting texts in oral and written forms;
9) mastering the logical actions of comparison, analysis, synthesis, generalization, classification by generic characteristics, establishing
cause-and-effect relationships, building reasoning;
10) willingness to listen to the interlocutor and conduct a dialogue, recognize different points of view and the right of everyone to have and express their opinion and
give reasons for your point of view and assessment of events;
11) the ability to agree on the distribution of roles in joint activities, to exercise mutual control in joint activities, common
goals and ways to achieve it, to comprehend their own behavior and the behavior of others;
12) willingness to constructively resolve conflicts by taking into account the interests of the parties and cooperation.
Subject results:
1) understanding of literature as a phenomenon of national and world culture, a means of preserving and transmitting moral values and traditions;
2) awareness of the importance of reading for personal development; the formation of ideas about the Motherland and its people, the surrounding world, culture,
initial ethical ideas, concepts of good and evil, friendship, honesty; formation of the need for systematic reading;
3) achieving the level of reading competence, general speech development, necessary for continuing education, i.e. mastering
reading aloud and to oneself, elementary methods of analyzing artistic, scientific, educational and educational texts using
elementary literary concepts;
4) the use of different types of reading (studying (semantic), selective, search); the ability to consciously perceive and evaluate the content and
the specifics of various texts, participate in their discussion, give and substantiate a moral assessment of the actions of the heroes;
5) the ability to independently choose the literature of interest, use reference sources to understand and obtain
additional information, composing a brief annotation on your own;
6) the ability to use the simplest types of analysis of various texts: to establish causal relationships and determine the main idea
works, divide the text into parts, head them, draw up a simple plan, find means of expression, retell the work;
7) the ability to work with different types of texts, to find the characteristic features of scientific, educational and artistic
works. On a practical level, master some types of written speech (storytelling - creating a text by analogy,
reasoning is a written answer to a question, a description is a characterization of the characters). Ability to write a review of the read work;
8) development of artistic and creative abilities, the ability to create your own text based on a work of art, reproduction
paintings by artists, illustrated, based on personal experience.
Types of speech and reading activities
COURSE CONTENT
Listening skills (listening)
Perception by ear of sounding speech (statement of the interlocutor, listening to various texts). Adequate understanding of the content of the sounding speech,
the ability to answer questions about the content of the listened work, determining the sequence of events, understanding the purpose of the speech
statements, the ability to ask questions on the listened to educational, scientific and educational works.
Development of the ability to observe the expressiveness of speech, the peculiarity of the author's style.
Reading. Reading aloud. Orientation on the development of the speech culture of students, the formation of their communicative-speech skills and abilities.
Development of reading skills. Developing the skills of correct, conscious reading aloud, developing an accelerated reading pace through practicing
methods of holistic and accurate visual perception of the word, the speed of reading comprehension. Development of poetic ear. Upbringing
aesthetic responsiveness to the work. Ability to independently prepare for expressive reading of a small text (choose a tone and
reading pace, determine logical stress and pauses). Improved reading comprehension. Developing the ability to quickly grasp the main idea
works, the logic of narration, semantic and intonational connections in the text. Development of the ability to move from reading aloud and reading to oneself.
Determination of the type of reading (studying, introductory, selective), the ability to find the necessary information in the text, understanding it
features. Conscious reading to oneself of any text by volume and genre. The reading rate is at least 100 words per minute. Self
preparation for expressive reading (grade 4).
Bibliographic culture
Book as a special kind of art. The book as a source of necessary knowledge. General idea of the first books in Russia and the beginning
typography. The book is educational, artistic, reference. Elements of the book: content or table of contents, title page, abstract,
illustrations.
Ability to independently compose an annotation.
Types of information in the book: scientific, artistic (based on the external indicators of the book, its reference and illustrative material.
Types of books (editions): book-work, book-collection, collected works, periodicals, reference editions (reference books, dictionaries,
encyclopedias).
Self-selection of books based on a recommendation list, alphabetical and thematic catalog. Independent use
age-appropriate dictionaries and other reference books. Working with the text of a work of art
Compliance with the retelling of the logical sequence and accuracy of presentation. Play text content with descriptive elements
(nature, appearance of the hero, setting) and reasoning, replacing dialogue with narration. Revealing the features of the speech of the characters
story, comparing their actions, attitudes towards others (one or a number of works), identifying the motives of the characters' behavior and defining
division of one's own and the author's attitude to events and characters. Distinguishing the shades of the meaning of words in the text, using them in speech, on
walking in the work and comprehending the meaning of words and expressions that vividly depicts events, heroes, the surrounding nature (comparisons,
epithets, metaphors, phraseological turns). Drawing up creative retellings on behalf of one of the heroes, with a fictional continuation
stories about a case from life based on observations, with elements of description or reasoning. Enrichment and activation of the vocabulary of students, development
oral speech, its content, consistency, accuracy, clarity and expressiveness. Orientation in the textbook by the content,
independent use of the methodological and orientational reference apparatus of the textbook, questions and tasks to the text, footnotes. Oso
knowledge of the concept of "Motherland", ideas about the manifestation of love for the Motherland in the literature of different peoples (on the example of the peoples of Russia). The similarity of topics and
heroes in the folklore of different peoples. Independent reproduction of the text using the expressive means of the language (synonyms,
antonyms, comparisons, epithets), sequential reproduction of episodes using vocabulary specific to this work
(on teacher's questions), story based on illustrations, retelling.
Independent selective retelling according to a given fragment: characterization of the hero of the work (choice of words, expressions in the text,
allowing you to compose a story about the hero), a description of the scene (the choice of words, expressions in the text, allowing you to compose this description on
based on the text). Isolation and comparison of episodes from different works according to the generality of situations, emotional coloring, nature of actions
heroes.
Development of observation when reading poetic texts. The development of the ability to anticipate (foresee) the course of the development of the plot,
sequence of events.
Ability to speak (culture of verbal communication)
Ability to build a small monologue speech statement based on the author's text, on a proposed topic or in the form
answer the question. Formation of grammatically correct speech, emotional expressiveness and content. Reflection main
thoughts of the text in the statement. The transmission of the content read or listened to, taking into account the specifics of popular science, educational and
literary texts. Transfer of impressions (from everyday life, work of art, fine art) in the story
(description, reasoning, narration). Self-construction of a plan for your own statement. Selecting and using expressive
means (synonyms, antonyms, comparisons), taking into account the peculiarities of a monologue statement.
Children's reading circle
Work continues with works of folklore and epics.
Acquaintance with the cultural and historical heritage of Russia, with universal values. The range of works of modern
domestic (taking into account the multinational nature of Russia) and foreign literature, accessible to the perception of younger students.
The topic of reading is enriched by introducing the myths of Ancient Greece, hagiographic literature and works about
defenders and devotees of the Fatherland Books of different types: fiction, history, adventure, fantastic, popular science,
reference and encyclopedic literature, children's periodicals.
Independent finding in the text of a work of art means of expression: synonyms, antonyms, epithets, comparisons,
metaphors and understanding their meaning General understanding of the features of the construction of different types of storytelling: storytelling (story),
descriptions (landscape, portrait, interior), reasoning (monologue of the hero, dialogue of heroes).
Comparison of prosaic and poetic speech (recognition, distinction), highlighting the features of a poetic work (rhythm, rhyme).
Creative activity of students
(based on literary works)
Interpretation of the text of a literary work in the creative activity of students: reading by roles, dramatization, dramatization, oral
verbal drawing, acquaintance with various ways of working with deformed text and using them (establishing a causal
investigative connections, sequence of events, presentation with elements of the composition, creation of your own text based on artistic
works (text by analogy), reproductions of paintings by artists, according to a series of illustrations for a work or based on personal experience). Development
the ability to distinguish the state of nature at different times of the year, the mood of people, to formulate their impressions in oral or written speech.
Compare your texts with literary texts and descriptions, find literary works that are consonant with your emotional
mood, explain your choice.
dates
a
№
Lesson type
Lesson topic
Item skills
Formed UUD
Personal
Regulatory
Cognitive
Calendar-Thematic Planning
4th grade Educational complex "School of Russia" 105 h.
Extracurricular reading (14 hours), reading by heart (5 hours), R / c (9 hours)
1 Study and
primary
anchorage
knowledge
Acquaintance with
the textbook "Native
speech". Chronicle.
"And Oleg hanged
your shield at the gate
Constantinople ".
Learn to find in the epic
analogies with real
historical
events.
2 Study and
primary
anchorage
knowledge
34 Study
and primary
anchorage
knowledge
5 Study and
primary
“And Oleg remembered
his horse "
"Ilyins three
trips ".
"Life of Sergius
Radonezh "
Introduce
excerpts from the annals,
help them understand
need for knowledge
stories.
Consciously, right,
expressively read
aloud. On one's own
characterize
hero.
Make an outline of the text.
Feel
beauty
artistic
the words,
aim for
improving
own speech;
love and respect for
Fatherland, his
language, culture,
stories;
On one's own
formulate
theme and goals
lesson.
Build
reasoning.
On one's own
formulate
theme and goals
lesson.
Build
reasoning.
To make plan
solutions to training
Problems
together with
Build
reasoning.
Communicative
th
To put
questions to
text
textbook,
story
teachers.
Briefly
transfer their
impressions of
read.
To put
questions to
text
textbook.
Briefly
transfer their
impressions of
anchorage
knowledge
6 Study and
primary
anchorage
knowledge
Relate read
work to
a certain period.
Summarize knowledge
obtained in the study
section
Generalization on
section "Chronicles.
Epics. Lives
teacher.
Build
reasoning.
Have your own
reader
priorities,
respectfully
refers to
preferences
others
Work on
plan by checking
their actions with
purpose,
correct
my
activity
Install
causally
investigative connections.
7 Study
new
material
Acquaintance with
section. Peter
Petrovich Ershov
Wonderful world of classics (29h)
Creativity of Ershov.
Understand and
formulate your
relation to the author's
the manner of writing.
Interest in reading, for
dialogue with
the author of the text;
need in
reading
To make plan
solutions to training
Problems
together with
teacher.
Build
reasoning.
89 Study
new
material
P. P. Ershov
"Little Humpbacked Horse"
Understanding the idea
works.
give yourself
characterization of the hero
(portrait, features
character and deeds,
speech, the author's attitude to
hero; own
attitude towards the hero);
Interest in reading, for
dialogue with
the author of the text;
need in
reading
10
Anchoring
knowledge
extracurricular reading
Chronicles, epics,
legends
Secondary comprehension
already known knowledge,
development of skills and
skills for their
Have your own
reader
priorities,
respectfully
On one's own
formulate
theme and goals
lesson.
To work in
set pace.
In dialogue with
teacher
work out
criteria for evaluation
and define
degree
Subtract all kinds
text
information:
factual,
subtext,
conceptual.
Build
reasoning.
read.
Express and
justify
your point
vision
Adequately
use
speech
means for
solutions
various
communicative
s tasks.
Listen and
hear
others,
try
accept
another point
view, be
ready
correct
your point
vision
Independent
o choose and
read baby
books.
1112
Study of
new
material
1315
Study of
new
material
16 Fixed
no knowledge
A. S. Pushkin
"Nurse", "Cloud",
"Sad time"
R \ to Pushkin on
Caucasus
A. S. Pushkin
"The Tale of the Dead
princess and seven
heroes "
KVN based on the tales of A.
S. Pushkin
R \ to Pushkin on
Caucasus
application.
refers to
preferences
others
Develop attention to
copyright, to
accuracy of use
words in poetic speech.
Feel
beauty
artistic
the words,
Reasoned
express your
attitude to
read, to the heroes,
understand and define
your emotions
aim for
improving
own speech;
love and respect for
Fatherland, his
language, culture.
sense of beauty
- skill
perceive
the beauty of nature.
17 Study
new
material
M. Yu. Lermontov
"Gifts of the Terek",
"AshikKerib"
See language
funds used
by the author.
18
Anchoring
knowledge
extracurricular reading
by works
M. Yu. Lermontova
R \ k Lermontov on
Caucasus
Expand knowledge about
literary heritage
M. Yu. Lermontova
Interest in reading, for
dialogue with
the author of the text;
need in
reading
the success of its
work and work
others in
According to
by these
criteria
On one's own
formulate
theme and goals
lesson.
To work in
set pace.
To study
operational
control
educational work
both my own and
others.
On one's own
formulate
theme and goals
lesson.
Work on
plan by checking
their actions with
purpose,
correct
my
activity.
Build
reasoning.
Build
reasoning.
Systematization and
generalization.
Build
reasoning.
Systematization and
generalization.
Adequately
use
speech
means for
solutions
various
communicative
s tasks.
Agree
and come to
common
decision in
joint
activities;
set
questions.
Learning coherently
answer by
plan
Independent
o choose and
read baby
books.
19 Study Creativity L.N.
Relate the author, his
Love and respect on your own
Compare and
Express and
new
material
Tolstoy
works with
the time of their creation; With
children's theme
literature.
to the Fatherland, its
language, culture,
stories.
formulate
theme and goals
lesson.
take away
information,
obtained from
various
sources
justify
your point
vision.
2nd quarter (21h.)
Poetic notebook (9h)
2021
Study of
new
material
L. N. Tolstoy
"Childhood",
“How did the man clean
a rock"
22 Study
new
material
extracurricular reading
based on the fables of L.N.
Tolstoy
R \ to Tolstoy on
Caucasus
On one's own
master the unfamiliar
text (reading to yourself,
asking questions
to the author in the course of reading,
forecasting
answers, self-control;
vocabulary work on
reading progress);
formulate
the main idea of the text.
Give yourself
characterization of the hero
(portrait, features
character and deeds,
speech, the author's attitude to
hero; own
attitude towards the hero).
Orientation in
moral
content and
sense of actions -
their own and
people around
Ethical feelings -
conscience, guilt, shame
- as regulators
moral
behavior.
23 Study
new
material
A.P.
Chekhov
Relate the author, his
works with
the time of their creation; With
children's theme
Love and respect
to the Fatherland, its
language, culture,
stories.
On one's own
formulate
theme and goals
lesson.
Work on
plan by checking
their actions with
purpose.
In dialogue with
teacher
work out
criteria for evaluation
and define
degree
the success of its
work and work
others in
According to
by these
criteria.
On one's own
formulate
theme and goals
lesson.
Subtract all kinds
text
information:
factual,
subtext,
conceptual
Compare and
take away
information,
obtained from
various
sources
Adequately
use
speech
means for
solutions
various
communicative
s tasks.
Independent
o choose and
read baby
books.
To enjoy
different kinds
reading: studying,
viewing,
Express and
justify
your point
vision.
24 Study
new
material
A. P. Chekhov
"Boys"
literature.
Reasonably
express your
attitude to
read, to the heroes.
Emotionality;
the ability to be aware and
to define
(name) your
emotions.
To make plan
solutions to training
Problems
together with
teacher.
introductory.
Build
reasoning.
25 Study
new
material
extracurricular reading
by works
A. P Chekhov.
26Generalization
e studied
material
Generalization
learned
material on
section "Wonderful
world of classics "
Understand and
formulate your
relation to the author's
manner of writing
Have your own
reader
priorities,
be respectful
to the preferences of others
Interest in reading, for
dialogue with
the author of the text;
need in
reading.
Work on
plan by checking
their actions with
purpose,
correct
my
activity.
Compare and
take away
information,
obtained from
various
sources
2nd quarter (28h)
Extracurricular reading (3h), reading by heart (2)
Poetic notebook (9h)
27 Study
new
material
Acquaintance with
section.
F.I. Tyutchev.
Poems about nature
28 Study
new
material
29 Study
new
material
30 Study
new
A. A. Fet
"Spring
rain". "Butterfly".
E. A. Baratynsky.
"Spring". "Where
sweet whisper "
N. A. Nekrasov
"Pupils".
See language
facilities,
used by the author.
Provide a holistic
perception of poetry
text.
Be aware of the idea
works, right
evaluate it and express
your attitude.
Feeling
beautiful -
skill
perceive
the beauty of nature,
cherish
to all living things.
Feel
beauty
artistic
the words,
To make plan
solutions to training
Problems
together with
teacher.
On one's own
formulate
theme and goals
lesson.
In dialogue with
teacher
Build
reasoning.
Build
reasoning.
Build
reasoning.
Build
reasoning.
Adequately
use
speech
facilities.
Independent
o choose and
read baby
books.
Make out
your thoughts in
oral and
written
form taking into account
speech
situations.
Express and
justify
your point
vision.
Adequately
use
speech
means for
solutions
various
communicative
s tasks.
material
31 Study
new
material
32 Study
new
material
by heart
N. A. Nekrasov "In
winter
dust…".
I. S. Bunin
"Leaf fall"
by heart
Reasoned
express your
attitude to
read.
Have your own
reader
priorities
33 Study
new
material
34
Generalization
learned
material
extracurricular reading
"Colors of autumn in
works
Russian poets "
R / c "Colors of Autumn
in works
Stavropol
poets "
Generalization
learned
material on
section
"Poetic
notebook"
work out
criteria for evaluation
and define
degree
the success of its
work and work
others in
According to
by these
criteria.
aim for
improving
own speech;
love and respect for
Fatherland, his
language, culture,
stories;
Interest in reading, for
dialogue with
the author of the text;
need in
reading
Build
reasoning.
Build
reasoning.
To enjoy
different kinds
reading: studying,
viewing,
introductory.
Independent
o choose and
read baby
books.
Thoughtful
experiment.
Work on
plan by checking
their actions with
purpose,
correct
my
activity
Literary tales (19h)
35 Study
new
material
36 Learning
new
material
Acquaintance with
section. V.F.
Odoevsky
"Town in
snuffbox "
extracurricular reading
according to a fairy tale
Odoevsky
"Black chicken"
37 Study of V.M. Garshin
On one's own
master the unfamiliar
text (reading to yourself,
asking questions
to the author in the course of reading,
forecasting
answers, self-control;
vocabulary work on
reading progress);
formulate
Orientation in
moral
content and
sense of actions -
their own and
people around;
ethical feelings -
conscience, guilt, shame
- as regulators
moral
To make plan
solutions to training
Problems
together with
teacher.
In dialogue with
teacher
work out
criteria for evaluation
and define
Subtract all kinds
text
information.
Compare and
take away
information,
obtained from
Make out
your thoughts in
oral and
written
form taking into account
speech
situations.
Express and
justify
your point
vision.
Independent
o choose and
read baby
books.
Study briefly
new
material
38 Study
new
material
"The Tale of the Toad and
rose "
extracurricular reading
by fairy tales
Garshina
the main idea of the text;
make up simple and
complex outline of the text.
behavior.
Interest in reading.
39Study
new
material
40 Study
new
material
P. P. Bazhov
"Silver
hoof "
S. T. Aksakov
"Alenky
flower "
41
Generalization
learned
Generalization
studied by
section
"Literary
fairy tales"
Understanding the value
family, feelings
respect,
thanks,
responsibility for
attitude towards their
close ones;
Interest in reading, for
dialogue with
the author of the text;
need in
reading.
Perceive by ear
lyrics performed
teachers, students
various
sources.
Analyze
and synthesis.
Build
reasoning.
Thoughtful
experiment.
degree
the success of its
work and work
others in
According to
by these
criteria.
To make plan
solutions to training
Problems
together with
teacher.
Work on
plan by checking
their actions with
purpose,
correct
my
activity
3rd quarter (40h)
Extracurricular reading (3 hours), reading by heart (2 hours)
Business time - fun hour (7h)
42 Study
new
material
E. L. Schwartz "
The tale of
lost
time "
Navigate in
genres for certain
featured. Be aware of
the idea of the work,
evaluate it correctly and
express their
attitude.
To enjoy
different kinds
reading: studying,
viewing,
introductory.
On one's own
formulate
theme and goals
lesson.
Orientation in
moral
content and
sense of actions -
their own and
people around;
hand over
read
Independent
o choose and
read baby
books.
Learning coherently
answer by
plan.
Briefly
hand over
read.
Make out
your thoughts in
oral and
written
form taking into account
speech
situations.
Learning coherently
answer by
plan.
Briefly
hand over
read.
To enjoy
monologue
43 Study
new
material
44 Study
new
material
45
Generalization
learned
V. Yu. Dragunsky
"Main rivers"
“What he loves
Bear"
V. V. Golyavkin
“No me
I didn't eat mustard "
Generalizing lesson
under the section "Business
time - fun
hour"
extracurricular reading
Children
adventure
book: stories,
stories - fairy tales
writers: K.
Chukovsky, J.
Larry, Yu. Olesha, N.
Nekrasov, A.
Gaidar, A. Rybakov
Give yourself
characterization of the hero
(portrait, features
character and deeds,
speech, the author's attitude to
hero; own
attitude towards the hero).
Reading by roles.
Perceive by ear
lyrics performed
teachers, students.
Have your own
reader
priorities.
ethical feelings -
conscience, guilt, shame
- as regulators
moral
behavior.
To make plan
solutions to training
Problems
together with
teacher.
Interest in reading, for
dialogue with
the author of the text;
need in
reading.
Work on
plan by checking
their actions with
purpose,
correct
my
activity
th and
dialogical
speech.
Express and
justify
your point
vision.
Accept
another point
vision.
Independent
o choose and
read baby
books.
Set
questions.
Analyze
and synthesis.
Build
reasoning.
Compare and
take away
information,
obtained from
various
sources.
Childhood Country (8h)
46 Study
new
material
B. S. Zhitkov "How
I was catching
little men "
Give yourself
characterization of the hero
(portrait, features
character and deeds,
speech, the author's attitude to
hero; own
attitude towards the hero).
47 Study K.G. Paustovsky Formulate
Empathy is a skill
be aware and
define emotions
other people;
On one's own
formulate
theme and goals
lesson.
Build
reasoning.
sympathize
other people
empathize.
Understanding feelings
To make plan
solutions to training
Problems
together with
Learning coherently
answer by
plan.
Briefly
hand over
read.
Analyze
To enjoy
new
material
"Basket with
spruce cones "
the main idea of the text;
make up simple and
complex text plan
respect,
thanks,
responsibility for
attitude towards their
close ones;
Orientation in
moral
content and
sense of actions
teacher.
and synthesis.
On one's own
formulate
theme and goals
lesson.
Build
reasoning.
monologue
th and
dialogical
speech
Express and
justify
your point
vision.
Accept
another point
vision.
Independent
o choose and
read baby
books.
48 Study
new
material
M. M. Zoshchenko
"Christmas tree"
49
Generalization
learned
50 Study
new
material
51 Study
new
material
52 Study
new
material
Generalizing lesson
under the section "Country
childhood "
extracurricular reading
"Let's go, friends!"
(books about
travel and
travelers,
real and
fictional) R / k
Poems and riddles
Stavropol
poets about nature
V. I Bryusov
"Another dream"
"Children's"
S. A. Yesenin
"Grandmothers
fairy tales"
M. I. Tsvetaeva
"The path runs with
tubercle "
Have your own
reader
priorities,
be respectful
to the preferences of others
Interest in reading, for
dialogue with
the author of the text;
need in
reading.
Work on
plan by checking
their actions with
purpose,
correct
my
activity
Compare and
take away
information,
obtained from
various
sources.
Poetic notebook (6h)
Perceive by ear
lyrics performed
teachers, students;
consciously, correctly,
expressively read
aloud; see language
facilities,
used by the author
Skill
perceive
the beauty of nature.
Feel
beauty
artistic
the words,
aim for
On one's own
formulate
theme and goals
lesson.
In dialogue with
teacher
work out
criteria for evaluation
Subtract all kinds
text
information:
factual,
subtext,
conceptual.
Adequately
use
speech
facilities.
To enjoy
dictionary
"Our kingdoms"
extracurricular reading
“The forest is not a school, but
teaches everything "(lesson
- competition for
the stories of N.I.
Sladkov)
Generalizing lesson
by section
"Poetic
notebook"
R / c Fairy Tales
Stavropol
writers
D. N. Mamin
Siberian
"Priemysh"
A. I. Kuprin
"Watchdog and Zhulka"
M. Prishvin
"Upstart"
E. V. Charushin
"Boar"
V.P. "Strizhonok
Creak"
53 Study
new
material
54
Generalization
learned
5556
Study of
new
material
5758
Study of
new
material
59 Study
new
material
60 Study
new
material
6163
Study of
new
material
On one's own
choose and read
children's books.
On one's own
predict
text content before
read, find
keywords,
formulate
the main idea of the text;
make an outline of the text,
retell the text.
improving
own speech;
love and respect for
Fatherland, his
language, culture,
stories.
Need in
reading
Nature and us (11h)
Feeling
beautiful -
skill
perceive
the beauty of nature,
cherish
to all living things;
aim for
improving
own speech;
love and respect for
Fatherland.
and define
degree
the success of its
work and work
others in
According to
by these
criteria
Work on
plan by checking
their actions with
purpose,
correct
my
activity
On one's own
formulate
theme and goals
lesson.
In dialogue with
teacher
work out
criteria for evaluation
and define
degree
the success of its
work and work
others in
According to
by these
criteria
Compare and
take away
information.
Independent
o choose and
read baby
books.
Analyze
and synthesis.
Retrieve
information,
presented in
different forms.
Build
reasoning.
Make out
your thoughts in
oral and
written
form taking into account
speech
situations.
Learning coherently
answer by
plan.
Briefly
hand over
read.
Express and
justify
your point
vision.
Accept
another point
vision.
64
Generalization
learned
65 Study
new
material
6667
Study of
new
material
68
69Study
new
material
70
Study of
new
material
71Study
new
material
Generalizing lesson
by section
"Nature and us"
extracurricular reading
Russian poetry
poets about nature
R / k Poems
Stavropol
poets about nature
S. A. Klychkov
"Spring in the forest"
(by heart)
F. I. Tyutchev "More
the land looks sad "
"How how
unexpectedly and
brightly "(by heart)
A. A. Fet
"Spring rain",
"Butterfly"
E. A. Baratynsky
"Spring! Like air
clean "
"Where is sweet
whisper"
S. A. Yesenin
"Swan"
(by heart)
Have your own
reader
priorities,
be respectful
to the preferences of others.
Interest in reading, for
dialogue with
the author of the text;
need in
reading.
Work on
plan by checking
their actions with
purpose,
correct
my
activity
Analyze
and synthesis.
Poetic notebook (10h)
Perceive by ear
lyrics performed
teachers, students;
consciously, correctly,
expressively read
aloud; see language
facilities,
used by the author.
Feel
beauty
artistic
words, strive for
improving
own speech;
skill
perceive
the beauty of nature.
On one's own
formulate
theme and goals
lesson.
In dialogue with
teacher
work out
criteria for evaluation
and define
degree
the success of its
work and work
others in
According to
by these
criteria
Build
reasoning.
Build
reasoning.
Build
reasoning.
Build
reasoning.
Build
reasoning.
Make out
your thoughts in
oral and
written
form taking into account
speech
situations.
Adequately
use
speech
facilities.
To enjoy
dictionary.
Listen and
hear
others,
try
accept
another point
view, be
ready
correct
your point
vision
7273
Generalization
Generalizing lesson
by section
On one's own
Interest in reading, for
Work on
plan by checking
Analyze
and synthesis.
Independent
o choose and
4th quarter (32h)
Extracurricular reading (4 hours), reading by heart (3 hours)
learned
"Poetic
notebook"
extracurricular reading
"Who with a sword to us
will come, from the sword and
will perish! " (books about
feats of arms
Russian people)
choose and read
children's books.
dialogue with
the author of the text;
need in
reading.
their actions with
purpose,
correct
my
activity
Compare and
take away
information.
read baby
books.
Homeland (6h)
74 Study
new material
75 Study
new material
76 Study
new material
77 Study
new material
I. S. Nikitin
"Rus"
S. S. Drozhzhin
"Motherland"
(by heart)
A. V. Zhigulin "Oh,
Homeland! " (by heart)
B. A. Slutsky
"Horses in the Ocean"
Perceive by ear
lyrics performed
teachers, students;
consciously, correctly,
expressively read
aloud; see language
facilities,
used by the author.
78 Study
new material
79 Generalization
learned
extracurricular reading
Russian poetry
poets about nature
R / k Poems
Stavropol
poets about nature
On one's own
choose and read
children's books.
Feeling
beautiful -
skill
perceive
the beauty of nature;
feel
beauty
artistic
the words,
aim for
improving
own speech;
love and respect
to the Fatherland, its
language, culture,
stories;
On one's own
formulate
theme and goals
lesson.
Work on
plan by checking
their actions with
purpose,
correct
my
activity.
Build
reasoning.
Build
reasoning.
Build
reasoning.
Build
reasoning.
Compare and
take away
information.
Realize
analysis and synthesis.
Adequately
use
speech
facilities.
To enjoy
dictionary.
Listen and
hear
others.
Independent
o choose and
read baby
books.
8081 Study
new material
8283 Study
new material
E. S. Velistov
"Adventures
Electronics"
K. Bulychev
"Journey
Alice "
On one's own
predict
text content before
read, find
keywords,
formulate
Skill
be aware and
to define
emotions of others
people;
sympathize
On one's own
formulate a topic
and the purpose of the lesson;
to make plan
solutions to training
problems with
Realize
thoughtful
experiment.
Realize
thoughtful
experiment.
Learning coherently
answer by
plan.
Briefly
hand over
Country Fantasy (: h)
84 Generalization
learned
extracurricular reading
based on the works of K
Bulycheva
Generalizing lesson
under the section "Country
Fantasy"
the main idea of the text;
make a plan for the text.
others
people
empathize.
teacher
Interest in
reading, to
conducting
dialogue with
by the author
text;
need in
reading
Compare and
take away
information,
obtained from
various
sources
Build
reasoning.
Realize
analysis and synthesis.
In dialogue with the teacher
work out
evaluation criteria and
determine the degree
the success of its
work and work
others in line
with these criteria.
Work according to plan
checking their actions
with the aim of,
adjust your
activity.
Have your own
reader
priorities.
Foreign literature (18h)
8587 Study
new material
8890 Study
new material
9193 Study
new material
9496 Study
new material
D. Swevt
"Journey
Gulliver "
G. H. Andersen
"The little Mermaid"
M. Twain
Tom's Adventures
Sawyer "
S. Lagerlef Saint
night".
"In Nazareth"
Formulate
the main idea of the text;
make up simple and
complex text plan,
understand and
formulate your
relation to the author's
the manner of writing;
give yourself
characterization of the hero
(portrait, features
character and deeds,
speech, the author's attitude to
Skill
be aware and
to define
emotions of others
people;
sympathize
others
people
empathize.
Orientation in
moral
content and
On one's own
formulate a topic
and the purpose of the lesson;
to make plan
solutions to training
problems with
teacher
Recycle
and
transform
information from
one form in
another
(make up
plan).
Build
reasoning.
read
Independent
o choose and
read baby
books.
Make out
your thoughts in
oral and
written
form.
Make out
your thoughts in
oral and
written
form taking into account
speech
situations.
Learning coherently
answer by
plan.
Briefly
hand over
read
hero; own
attitude towards the hero).
9799
Anchoring
learned
material
extracurricular reading
by works
foreign authors.
Literary game
100105
Generalization and
control
learned
Generalization and
systematization
knowledge of the section and
in a year.
Knowledge control.
Own forms
independent
systematizing
educational material.
sense
actions.
Interest in
reading, to
conducting
dialogue with
by the author
text;
need in
reading.
Love and
respect for
Homeland, his
language,
culture,
stories
Interest in
reading,
need in
reading.
In dialogue with the teacher
work out
evaluation criteria and
determine the degree
the success of its
work and work
others in line
with these criteria.
Compare and
take away
information,
obtained from
various
sources
Build
reasoning.
Independent
o choose and
read baby
books.
Listen and
hear
others.
Evaluate educational
actions on the model
teacher assessments.
Realize
analysis and synthesis.
Make out
your thoughts in
oral and
written
form taking into account
speech
situations.
List of used educational and methodological literature:
Literature for the teacher
Primary school. Methodical journal;
Ozhegov S.I. Dictionary of the Russian language / ed. N.Yu.Shvedova, M., Rus. Language, 2000;
An approximate program of educational institutions "Primary classes"
L.F. Klimanova, V.G. Goretsky, M.V. Golovanova "Literary reading" (Concept and programs for primary grades "School of Russia",
M., Education, 2007);
Textbook for grade 4. Literary reading. Klimanova L.F. Golovanova M.V., Goretsky V.G., M., Education. 2010
Federal component of the State standard of general education
Encyclopedia for children. T.9 Russian Literature / M.D. Aksenova, M., Avanta, 2001.
Literature for students
Ozhegov S.I. Dictionary of the Russian language / ed. N.Yu.Shvedova, M., Rus. Language, 2000;
Textbook for grade 4. Literary reading. Klimanova L.F. Golovanova M.V., Goretsky V.G., M., Education. 2010;
Encyclopedia for children. T.9 Russian Literature / M.D. Aksenova, M., Avanta, 2001.
Options for verification / control work on literary reading for grade 2, UMK Perspective. Tasks are partly for knowledge of the program, partly for logic and attentiveness.
Tests will help in preparing for a single test in grade 4, since it is also given in the form of tests.
Testing work on literary reading No. 1
1. What is oral folklore?
proverbs
stories
sayings
2. Collect proverbs (connect the beginning and the end):
Life is given and that bitter mountain ash.
Remember friendship for good deeds.
In September, one berry, but forget evil.
3. Define (connect the beginning and the end):
Birch bark papyrus
Parchment herb of ancient egypt
Birch bark specially processed animal skin
4. What did our ancestors, the Eastern Slavs, write on?
parchment
birch bark
papyrus
A handwritten book is an image that explains or supplements the text.
Illustration is a comparison of one object (phenomenon) with another.
Collection - handwritten text.
Comparison - a series of works by one or more authors.
A. Pushkin
S. Yesenin
A. Pleshcheev
7. Who is not an illustrator?
Vladimir Lebedev
Alexey Pakhomov
Sergey Yesenin
8. What is the name of the patronymic of Pushkin?
Alexander Sergeevich
Evgeny Ivanovich
Boris Stepanovich
9. Where is the action of the work of N. Sladkov "Autumn"
in the city
in the village
in the forest
10. What do the words mean (connect the beginning and the end):
Volley - eyes.
Eyes are a clumsy, awkward person.
Dullness - immediately, without respite.
Fairness is what was in the past.
11. Define (connect the beginning and the end):
Poetry is rhythmically connected speech (rhyme).
Prose is a common form of speech and writing.
Verification work on literary reading №2.
1. Is it true: there are fairy tales: about animals, everyday, magic?
□ yes □ no
2. A fairy tale is a work of folk oral creativity
□ yes □ no
3. A fairytale character is a fictional character
□ yes □ no
4. Who is not a collector of fairy tales?
□ A. Afanasyev □ V. Dahl □ C. Yesenin
5. Define (connect the beginning and the end):
Winter is a deceiver, cunning, crafty
Dare - a place where animals spend the winter
Cheat - figure out, guess about something
6. From what tale these words:
"Broken unbeaten lucky"?
□ Sly fox □ Little fox-sister and a wolf □ Winter
7. From what tale these words:
“You are a human being. Nobody can do anything with you. Man is the master everywhere. Now you will not be afraid of anything. "
□ Cuckoo □ Ide □ Ayoga
8. From what tale these words:
“I began to examine myself. And I liked myself. Now it looks in a copper basin, then at its reflection in the water. I have become completely lazy. "
□ Cuckoo □ Ide □ Ayoga
9. From what tale these words:
“There was a poor woman in the world. She had four children. The children of the mother did not obey. We ran and played in the snow from morning till night. "
□ Cuckoo □ Ide □ Ayoga
10. In the fairy tale "The Fox and the Crane" what they treated each other to:
Fox _______________________________
crane____________________________
Test work on literary reading No. 3 under the section "Miracles happen"
Option 1
The elephant is strong and intelligent.
The elephant is big, the elephant is strong and smart, everyone knows that. The domestic elephant in India carries heavy loads, carries water and even nurses small children.
But not everyone succeeds in seeing a herd of wild elephants. The elephant has almost no enemies. But if the elephant senses danger, he sneaks quietly, like a mouse.
It happens that a giant python snake curls up at the elephant trail and pounces on a little elephant calf, which has lagged behind the herd. The baby elephant will trumpet, screech. In no time the elephants will rush to save the baby elephant. The whole herd runs around and tramples on the python, as if dancing on it. And when the elephant calf is rescued, it will fall to him from the elephant - the mother, so that he obeys the adults and does not lag behind the herd.
G. Snegirev
1. Mark an unnecessary statement. Elephant:
1) big 3) smart
2) strong 4) weak
2. Mark the correct statement. If the elephant senses danger, he:
1) runs away
2) calling the baby elephant
3) sneaks quietly like a mouse
4) sneaks quietly like a cat
3. How do you understand the phrase "giant snake"?
1) large
2) very large
4) strong
4. What genre does this text belong to?
1) Story 3) Riddle
2) Fable 4) Fairy tale
5. What kind of work can a domestic elephant do? Write down briefly.
__________
Option 2
Read the text. Complete tasks.
Brother and younger sister.
Sanka and Varya are coming out of the forest, carrying baskets of mushrooms with butter.
What are you, Sanya ... - says the grandmother. - The little one has typed more!
Still, - Sanka answers. - She is closer to the ground, so she typed.
The second time Varya and Sanka go to the forest. Collect raspberries. And I went with them.
And suddenly I saw how Sanka, unnoticed by Varya, was pouring berries into her box. Varya will turn away, and he will take it and sprinkle it.
Let's go back. Varya has more berries. Sanka has less.
Grandma meets.
What are you, - he says, - Sanya? Raspberries grow high!
High, - agrees Sanka.
This makes it easier for you to reach, but Varya scored more!
Still would! - Sanka answers. - Varya is great. Varya is a worker. You can't keep up with her!
1. What did Sanka and Varya collect in the forest?
1) boletus mushrooms 3) raspberries
2) mushrooms mushrooms 4) mountain ash
2. Find a synonym for the word drag.
1) push 3) crawl
2) carry 4) carry
3. At what time of the year do the events described in the text take place?
1) in winter 3) in summer
2) in spring 4) in autumn
4. What helped you determine the time of year?
_____________
_________________________
5. Do you agree with this statement: "The author admires his hero Sanka"?
1) yes 2) no
Option 3
Read the text. Complete tasks.
Puppy and Snake
The Puppy took offense at old friends and ran to look for new ones. The Snake crawled out from under the rotten hemp, curled up in a ring and looks into the eyes of the Puppy.
Here you look at me and are silent ... And at home everyone grumbles, growls and barks at me! - said the Puppy to the Snake. - Everyone teaches me, scolds me: Barbos, and Sharik, and even Shavka. I'm tired of listening to them! ..
While the Puppy complained, the Snake was silent.
Will you go to my friend? - asked the Puppy and jumped off the stump on which he was sitting.
The Snake turned around and stung the Puppy. Silently ...
S. Mikhalkov
1. Why did the Puppy run to look for new friends?
1) because everyone dumped him 3) because no one played with him
2) because everyone taught him 4) because there were no old ones
2. What did the Puppy like about the Snake's behavior?
1) she was silent 3) she sympathized with him
2) she played with him 4) she wanted to make friends with him
3. Do you agree with this statement: "The author laughs at his hero"?
1) yes 2) no
4. Mark the titles of S. Mikhalkov's works.
1) "Uncle Stepa" 3) "Musician"
2) "Puppy and Snake" 4) "Guys and Ducklings"
5. Mark the sentence that expresses the main idea of the text.
1) Whom they respect, they listen
2) Without a good friend, a person does not know his mistakes.
3) Help your friend as much as possible.
4) A good example is better than a hundred words.
Answers to the test for the section "Miracles happen"
Option 1:
- Carries heavy loads, carries water, nurses small children.
Option 2
- That the children were picking berries
Option 3
Comprehensive text analysis.
The proposed literary reading test allows you to find out how the knowledge, skills and abilities of second grade students correspond to the basic program requirements of the new FSES. The tests are designed in such a way that they show the level of formation of educational skills - to perceive and perform an educational task, to control and correct their own actions in the course of completing assignments. Test work time is 40 minutes. I wish you success and excellent results.
You sit for lessons in a warm room in the fall and notice that the windows are fogged up. What happened?
The warm air of the room touched the chilled glass, the water vapor accumulated and turned into tiny droplets of water. This happens not only in the room, but also outside, in the forest, over the river, over the meadow and fields, when the vapors cool.
Here is the end of a warm summer day. The sun went down, and fog began to spread over the river or swamp. Where did this fog come from?
The earth warmed up during the day, and by the evening began to cool. The humid air above the river has become colder and can no longer absorb water vapor. They thickened and became visible. As with chilled glass in a warm room, they appear white.
Fog is condensed water vapor.
Fogs occur not only in spring, summer and autumn - they can be observed in winter, when weak warm winds blow. They often form over an unfrozen river, an ice-hole.
Early spring fogs protect crops from the cold.
1. Determine the style of speech.
1) artistic
2) scientific
3) journalistic
2. What happens first in the text and what happens next?
A. water vapor piled up
B. water vapor turned into water droplets
B. warm air touches chilled glass
3. What time of the year are fogs?
1) at all seasons
2) only in summer and autumn
3) only in spring, summer and autumn
4. Under what conditions does fog occur in winter?
1) when the air temperature is very low
2) when the sun is bright
3) when weak warm winds blow
5. Indicate the word opposite in meaning to the word cools.
1) getting colder
2) heats up
6. Indicate which explanation correctly reveals the meaning of the word huddled up.
1) gathered in a close group, in a bunch
2) stand chest first
3) become sad
7. What are the benefits of early autumn fog? Write out the answer from the text.
__________________________________________________
__________________________________________________
__________________________________________________
8. Determine the order of the items in the plan.
A) How does fog appear over a river and a swamp?
B) What is fog?
Q) Why do windows fog up?
D) How is early spring fog useful for young crops?
9. Formulate the theme of the work with an interrogative sentence.
________________________________________________
________________________________________________
10. Using the text of the work, add the phrases.
glass (what) ...
droplets (what?) ...
couples (what?) ...
11. Using the text of the work, restore the sentences.
The answer was _____________________ for the day, and by the evening it became ____________________________. Humid air above the river _________________ is colder than __________________________________ water vapor.
12. Formulate and write a complete answer.
What new information did you receive (received) while reading this work?
Answer: ________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
_______________________________________________________.
13. Choose antonyms for words.
1) warm - ...
2) chilled - ...
3) village (sun) - ...
4) thickened (water vapor) - ...
1.1. According to the traditional School 2100 model. The program "Reading and Primary Literary Education" by Rustem Nikolaevich Buneev, Ekaterina Valerievna Buneeva is an integral part of the set of programs for continuous courses of the General Education Program "School 2100". The content of this program is set out in the “Program of educational institutions for primary grades (1-4). Part I. " (Moscow: Education, 2000.- S. 183-197).
The educational program "School 2100" is one of the programs for the development of general secondary education, aimed at developing and improving the content of education and providing it with program, methodological and educational materials. A project carried out by a group of RAO Academicians A.A. Leontiev (scientific advisor), Sh.A. Amonashvili, S.K. Bondyreva and a number of leading Russian scientists - Buneev R.N., Vakhrushev A.A., Goryachev A.V., Danilov D.D., Ladyzhenskaya T.A. and others, is built on the best Russian pedagogical traditions, studies of the Russian Academy of Education in recent years and clearly takes into account the peculiarities of the child's psyche and the patterns of perception.
Scientists have managed to create an educational system that prepares young people for real modern life, for productive activity and equips them with solid creative potential, teaches them to solve the most difficult life tasks, teaches them to constantly replenish their knowledge, make independent decisions and be responsible for them. This is a successful experience of the systemic construction of the educational space, taking into account the continuity and continuity of all levels of education.
This program is recommended by the Ministry of Education and Science of the Russian Federation. In 2006-2007 the educational system "School 2100" and a continuous line of textbooks on literature and Russian language R.N. Buneeva and E.V. Buneeva passed the examination of the leading scientific and pedagogical institutions of the Russian Federation. The examination was carried out at the request of the Ministry of Education and Science of the Russian Federation; Committee on Science, Culture, Education, Health and Environment of the Federation Council.
The team of authors of the Educational Program "School 2100" tried to develop an educational system that: * firstly, would be a system of developmental education that prepares a new type of student - internally free, loving and able to creatively relate to reality, to other people, capable of not only solve the old, but also pose a new problem, capable of making an informed choice and making independent decisions; * secondly, it would be available to mass schools, it would not require teachers to retrain; * thirdly, it would be developed precisely as an integral system - from theoretical foundations, textbooks, programs, methodological developments to a system of advanced training for teachers, a system for monitoring and monitoring learning outcomes, a system of implementation in specific schools; * fourthly, it would be a system of holistic and continuous education.
The Reading and Primary Literary Education program offers the implementation of a reading system based on the Free Mind series of books. The structure of the educational and methodological complex includes: - a book for reading, - a notebook on literary reading, - an explanatory dictionary for a textbook, - books for extracurricular reading, - guidelines for teachers, - a guide for primary school teachers, an appendix to books for reading the series " Free mind. " Grade 1 is provided with the following textbooks and additional materials: Authors, description of the composition of the teaching materials Appointment Buneev R.N., Buneeva E.V. Literary reading. ("Droplets of the Sun"). Textbook for 1st grade. Ed. 3rd., Rev. - M .: Balass, 2001 .-- 208 p., Ill. (Series "Free mind".) Is intended for work with first-graders after completing the literacy course according to the textbook "Primer" by the authors R.N. Buneeva, E.V. Buneeva, O. V. Pronina. The textbook develops children's reading skills, interest in reading, and improves reading technique. Buneev R.N., Buneeva E.V.
Literary reading book, 1st grade. - M .: Balass, 2001 .-- 64 p. is an appendix to the textbook "Literary Reading" ("Droplets of the Sun") 1st grade and is used to work with first graders in parallel with the textbook. It is intended to improve reading technique, to develop the ability to understand what has been read, as well as to perform creative tasks. Shestakova N.A., Kulyukina T.V.
Explanatory dictionary for the textbook "Literary reading" ("Droplets of the sun"), 1st grade. - M .: Balass, 2008 .-- 96 p., Ill. intended for carrying out vocabulary work while reading the texts of the textbook "Literary reading", 1st grade ("Droplets of the sun") by the authors R.N. Buneeva, E.V. Buneeva.
The purpose of this manual is to prepare children for working with various types of dictionaries: to help them master the design features of dictionary entries, to indicate the search path for the necessary information about a word. Lessons of literary reading in the 1st grade according to the textbook "Droplets of the sun". Methodical recommendations for the teacher. (Authors: R.N.Buneev, E.V.Buneeva, O.V. Pronina, O.V. Chindilova. - 3rd edition, revised - M .: Balass, 2006. -192 p. In The manual includes a reading program, options for thematic planning of lessons, describes the technology of forming the type of correct reading activity in children through the system of reading lessons in the 1st grade according to the textbook by R.N. and E.V. Buneevs "Droplets of the Sun" and "Notebooks for reading "For the 1st grade.
Approximately the same additional materials make up the teaching materials for grades 2-4: Authors, description of the teaching staff composition Appointment RN Buneev, EV Buneeva Literary reading. ("Small door to the big world"). Textbook for the 2nd grade. In 2 hours - M .: Balass, 2003. (Series "Free mind".) - Part 1 - 208 p., Ill .; h. 2 - 160 p. designed for work in 2nd grade. Its distinctive features are an orientation towards universal human values, reliance on children's perception of the world, an integral system of texts of different genres, communicative orientation, situational awareness. In the textbook there are constantly acting heroes, whose dialogues connect texts, motivate questions and tasks for them. The system of questions and tasks is aimed at developing the reading and speech skills of children. Buneev R.N., Buneeva E.V. Literary reading. ("In one happy childhood").
Textbook for the 3rd grade. In 2 hours. Ed. 3rd, rev. - M .: Balass, 2001. (Series "Free mind".) - Part 1 - 192 p., Part 2 - 224 p. designed for classes with 3rd grade students. Its goal is to develop interest in reading, reading skills; intellectual and aesthetic development of children; preparation for the systematic study of literature. The textbook is built in the form of a heuristic conversation, it contains constantly acting heroes. The texts are situationally conditioned and grouped into fourteen sections. The sequence of the sections reflects the natural course of life, the events taking place in the family of the heroes of the book. The texts are accompanied by questions and assignments. Buneev R.N., Buneeva E.V. Literary reading. ("In the ocean of light").
Textbook for the 4th grade. In 2 hours. Ed. 4th, rev. - M .: Balass, 2004. (Series "Free mind".) - Part 1 - 240 p .; h. 2 - 224 p. is a course in the history of Russian children's literature in the form of a reader for 4th grade students. The texts are selected according to the age of the children and are arranged in chronological order. The textbook forms an initial understanding of the history of literature as a process, improves the skills of reading, understanding and analyzing the text, helps to make the transition to the study of the course of literature in basic school.
The following materials are offered to textbooks to help students and teachers: 1. Buneev R.N., Buneeva E.V. Notebook on literary reading, grades 2,3,4. 2nd ed., Rev. - M .: Balass, 2004 .-- 64 p. (Series "Free mind".) 2. Shestakova N.A., Kulyukina T.V. Explanatory dictionary for the textbook "Literary reading" ("Little door to the big world"), grade 2,3,4. - M .: Balass, 2008 .-- 80 p. 3. Buneeva E.V., Yakovleva M.A. Reading lessons from the textbook "Literary reading" ("Small door to the big world"), 2nd grade. Methodical recommendations for the teacher. Ed. 2nd, supplemented. - M .: Balass, 2001 .-- 208 p. 4. Buneeva EV, Smirnova OV, Yakovleva MA Reading lessons from the textbook "Literary reading" ("In one happy childhood"), 3rd grade. Methodical recommendations for the teacher. - M .: Balass, 2000 .-- 352 p. (Series "Free mind".) 5. Buneeva EV, Chindilova OV. Reading lessons in the 4th grade according to the textbook "Literary Reading" ("In the Ocean of Light").
Methodical recommendations for the teacher. Ed. 2nd, rev. - M .: Balass, 2006 .-- 192 p. (Series "Free mind".) "Notebooks for reading" have been included in the teaching materials for reading the series "Free mind" since 2001. They are prepared for each book to read. The main purpose of this notebook is indicated in the table. The material in the notebook is distributed among the lessons in accordance with thematic planning, grouped in accordance with the stages of working with the text. Exercises and assignments are suggested here that are appropriate to use in the lesson. Moreover, the tasks are formulated for both the children and the teacher. The notebook contains the necessary theoretical and literary material. The workbook, according to the authors, should be organically included in the fabric of the lesson, without violating the technology of working with the text. In the middle of the notebook are sheets with written test papers, which should be carried out after each section of the book.
The Methodological Recommendations for Teachers include a description of the technology of working with text in literary reading lessons in elementary school, which forms the type of correct reading activity in children; thematic lesson planning, detailed lesson-less methodological developments based on the textbook for literary reading grades 2-4 (ed. R.N.Buneev, E.V. Buneeva), as well as the development of extracurricular reading lessons. In addition, the educational and methodological complex has the following books: 1. Essays on children's writers.
Handbook for primary school teachers. Issue 2. Appendix to books for reading the series "Free mind" ed. R.N. Buneeva, E.V. Buneeva. - M .: Balass, 1999 .-- 240 p. The reference book is addressed to primary school teachers who use literary reading textbooks by R.N. Buneeva and E.V. Buneeva's "Drops of the Sun", "A Little Door to the Big World", "In One Happy Childhood", "In the Ocean of Light", and contains essays on children's writers. It can also be recommended to teachers working on other reading textbooks, as well as to students of pedagogical universities and colleges as a textbook for the course "Children's Literature". 2. Books for extracurricular reading.
2.1. Sinitsyna I.Yu. The letter is mischievous. Fun riddles for kids who can already read. In 2 issues. - M .: "Balass", 2004. - Issue. 1.- 32 p. The books contain funny confusion riddles. To guess the riddles suggested by the author, you will need to replace one letter inside a small two-line poem. This type of work helps to develop the ability to produce sound-letter analysis of a word, which is the basis for teaching a child to read and write, developing attention and logical thinking of children, will increase the educational motivation of a younger student. This is good material for joint reading with an adult or for independent reading. In the first issue of "Letters-mischievous" riddles of the initial degree of difficulty are collected, in the second and subsequent the degree of difficulty of the riddles gradually increases. 2.2. Marya Morevna. Russian folktale. - M .: Balass, 2004 .-- 48 p. This book is part of a series of books for extracurricular reading for children 7-10 years old. Promotes the formation of productive reading skills and the development of the child's cognitive abilities.
The purpose of reading lessons according to the program of R.N. Buneeva, E.V. Buneeva - to teach children to read fiction, prepare them for its systematic study in secondary school, arouse interest in reading and lay the foundations for the formation of a literate reader who owns both reading techniques and methods of reading comprehension, knowing books and being able to independently choose. Tasks: formation of reading techniques and methods of understanding the text; familiarizing children with literature as the art of words through the introduction of elements of literary analysis of texts and practical acquaintance with individual theoretical and literary concepts (based on interest in reading); Development of oral and written speech, creative abilities of children; Acquaintance through literature with the world of human relations; personality formation. The grouping of educational material is based on the traditional thematic principle.
All books for reading the "Free Mind" series are united by an internal logic. The internal logic of the reading system is realized through the following principles: the principle of genre diversity and the principle of the optimal ratio of works of children's literature and those included in the circle of children's reading from “adult” literature; monographic principle; the principle of updating the subject of reading; the principle of independent home reading for children; the principle of holistic perception of a work of art.
The authors made the program in such a way that for 4 years of study in elementary school children repeatedly turn to the works of A. Barto, V. Berestov, V. Dragunsky, S. Marshak, N. Matveyeva, K. Paustovsky, S. Cherny, A. Chekhov and etc. Students read works written in various genres, various in topics, intended for readers of different ages. Thus, in grade 4, children see "the connection between the fate of the writer and his work with the history of children's literature." In the book "In the Ocean of Light" the texts are arranged in chronological order. Thus, children develop an initial idea of the history of literature as a process, of the connection between the content of a work and the personality of the author and his life.
So, for example, in grade 1 schoolchildren read poems by S. Marshak, in grade 2 - translations of folk songs and fairy tales, in grade 3 - a play, in grade 4 - an essay about M. Prishvin, etc. The reading program for each grade reflects the main directions work and includes the following sections: Reading topics. Reading technique. Formation of reading comprehension techniques. Aesthetic experience of the read, elements of literary analysis of the text. Practical acquaintance with literary concepts. Speech development.
The program for "Reading and Primary Literary Education" provides for the following number of hours 1 grade 2 grade 3 grade 4 grade 40 hours 136 hours 102 hours 102 hours Children's reading circle includes works representing all areas of literary creativity: folklore of the peoples of Russia and the world, Russian and foreign classics, modern domestic and foreign literature. Sections of the program include works that make up the golden fund of children's literature.
Primary school students also study the works of contemporary authors of children's and "adult" literature of different genres: stories, excerpts from stories, fairy tales, lyric and plot poems, poems, fairy tales. The reading circle is determined by the reading subject: 1st grade 2nd grade 3rd grade 4th grade “Jump. Play ... "(poems and short stories)" There, on unknown paths .. "(magical folk and literary tales) -Fabulous men (fairy tales) -Farewell to summer. -Summer travel and adventure. -Nature in the summer (poems, stories, excerpts from stories) Works of modern children's literature of different genres (ballads, fairy tales, fantastic stories) -Our home -For children about animals -Fabulous heroes (fairy tales and epics) - "The tale is rich in wisdom ..." - "A fairy tale is a lie, but there is a hint in it ..." (fairy tales of the peoples of the world) -Lessons and breaks - "Deaf time of leaf fall ..." - "And the scientist cat told me his tales ..." literature (fables, literary tales, educational books for reading, etc.) Small discoveries -The most ordinary miracle (author's tales) -Animals in our house -Mom and dad and me, etc. Children's literature of the XIX century, XX century, 30-50 -s, 60-90s In the classroom during reading, the teacher introduces students to a number of literary concepts. Dialogues of acting heroes, specially compiled by the authors of textbooks, help in this.
We list the approximate theoretical concepts that a younger student should be able to practically distinguish and relate the read work to a specific type and genre: Grade 1 Grade 2 Grade 3 Grade 4 Poem Rhyme Rhythm Storytelling Hero and author of the story - a fairy tale, epic, riddle, song, tongue twister. - "fairy signs" - theme, main idea; - a literary tale - a story, a play; - pictorial and expressive means: comparison, personification, epithet - prologue, epilogue; autobiographical work; -fable, ballad, fantastic story, humor, satire. The authors of the program pay special attention to the lessons of extracurricular reading, but the description of the section "Working with a children's book" was not included in the program, referring to the well-known works of N.N. Svetlovskaya, O.V. Dzhezheley and the program of O.V. Jezheley "Reading and Literature".
The main differences between the extracurricular reading lessons are that in these lessons the children do not work with reader, but with a children's book. The main feature of the extracurricular reading system in grade 1 is that children read “within the framework of books for reading,” that is, other stories or poems by the authors of this section, other chapters from the story that are not included in this section, etc. This is how the principle of holistic perception of a work of art is realized.
In grade 1, extracurricular reading lessons are held after the end of work on each section. The selection of works and the topics of these lessons is an individual matter of the teacher. At the end of each reading book, there is a sample list of self-reading books that you can use in your extracurricular reading lessons.
The peculiarity of the extracurricular reading lessons in grade 2 is that they are not held in parallel with the main reading course, but are closely related to nm, are "within" the book for reading "Little door to the big world" and are held at the beginning of the school year, after reading each of the 6 sections and at the end of the school year. A prerequisite for an extracurricular reading lesson is that children have children's books. Most of the activities offered by the textbook, developing, have a positive motivation, aimed at developing the student's communicative competence.
This program is being successfully implemented in 37% of Russian schools. Educational books for 15 years have been included in the Federal List of Textbooks of the Russian Federation and are well known in all regions of Russia, the CIS and Baltic countries. Most of the Russian schoolchildren who took first place in the world PIRLS testing in 2006 studied using these books.
Below are the expert opinions of various organizations that assessed the effectiveness of the School 2100 model: “Working with the System eliminates unnecessary school overloads, preserves health, makes the learning process fun and creative. Citizenship and patriotism become conviction, and the ability to understand the position of another person becomes the norm. But the most important thing is that this educational system makes it possible to develop in a young person his potential abilities, which were often left undiscovered before. " Or another: “The content corresponds to the state standard, but in all textbooks it is considered as an indicative basis for organizing independent activities, the formation of communicative and social skills.
The System has solved one of the most painful problems of our education: continuity and continuity at all levels of education. This means that there is no stressful inclusion of the child in school life, disruptions during the transition from primary school to middle school, and the senior classes are built in such a way that continuing education is a natural process. " The uniqueness of the examination was that textbooks implementing the educational system were analyzed for compliance with the declared scientific provisions of the system. On November 16, 2005, at the Presidium of the Russian Academy of Education, a question was heard about the results of a comprehensive examination of the educational system "School 2100" and a resolution was adopted on recognizing it as a personality-oriented, developing educational system of a new generation, in line with state policy.
At present, textbooks of the School 2100 educational program are actively included in the practice of mass schools, the authors of textbooks regularly conduct methodological courses, consultations and seminars for teachers, scientific and practical conferences. In the educational institution of secondary school No. 4 in Syzran, according to the program of R.N. Buneeva, E.V. Buneeva works as a primary school teacher Abdryakhimova Galiya Igmatulovna.
The system of classes, the principles of presenting the material, creative tasks, approaches to the study of works, etc. - everything impresses the teacher. The class in speech development differs markedly from peers studying according to the literary reading program of L.F. Klimanova, V.G. Goretsky, M.I. Golovanova. Children think outside the box, are active, express and defend their opinions.
And most importantly, by the 4th grade, schoolchildren have become "reading", are interested and exchange books with each other and the teacher! Parents appreciate the work of the teacher in this program. In my opinion, it is interesting to work on such a program: full methodological support of all textbooks, systemic unity of all textbooks and programs.
The positions of the authors are detailed in the program, in the guidelines. A well-thought-out system of work on textbooks from grades 1 to 4 has been created. The material is presented in a problematic manner, which contributes to the organization of students' mental activity. Good modern textbooks make it interesting and enjoyable to study. Positive motivation avoids overload and creates a humane classroom atmosphere. The texts have been successfully selected that allow for a differentiated approach to students, taking into account their interests, the degree of assimilation of the material.
The world of literature is presented in its diversity: here are the classics of Russian and foreign children's literature, and the works of Russian writers and poets of the 20th century, and modern children's literature.
It seemed to me interesting that students in elementary grades get an idea of the history of literature as a process. The system of tasks is aimed at the development of the intellect and personality of the student. This is a system designed for the formation of the educational and cognitive activity of the child, for the maximum disclosure of the personal qualities of the student and teacher in the process of joint activities. School-2100 assumes the maximum use of the personal experience of each teacher's pedagogical activity. Undoubtedly, this requires special preparation of the teacher, understanding the purpose and objectives of the program.
- The peoples inhabiting their country
- Largest ethnic groups and small peoples
- Interesting facts from the life of Leo Nikolaevich Tolstoy
- Analysis of Dostoevsky's novel Crime and Punishment
- From the history of the interpretation of the images of Onegin and Tatiana
- Tatiana in the novel "Eugene Onegin": composition
- One Hundred Years of Solitude, an artistic analysis of the novel by Gabriel Garcia Márquez
- The image of Chatsky ("Woe from Wit")
- Grigory melekhov, Don Cossack
- Speech characteristics of the heroes of the comedy "Minor. The main characters of the work.
- Characteristics of the main characters of the work Ignorant, Fonvizin
- The whole world is a theater and the people in it are actors
- Erich Maria Remarque: biography, interesting facts
- Grigory Pechorin from the novel M
- Characteristics of Peter Grinev in "The Captain's Daughter"
- Sonechka Marmeladova: characteristics of the heroine of the novel "Crime and Punishment"
- Fyodor Dostoevsky: a short biography A short autobiography of Dostoevsky
- The image and characteristics of Mitrofanushka in Fonvizin's "The Minor": a description of Mitrofan Prostakov
- The depiction of war in the novel War and Peace
- Image of Manilov "(Grade 9)