"Working program for literary reading UMC school of Russia". Literary reading Umk on literary reading

Literary reading

Post-letter period. Introduction to Literary Reading

Program of E. I. Matveeva

The literary reading program in the first grade is designed to solve problems related to the formation reading activity, the expansion of literary horizons, the development of feelings artistic word, literary taste.

The program is built taking into account research on the dialogic "embedded" consciousness of the modern reader in cultural space world, created by a special selection of the studied works. The author of the program takes into account the fact that the literature considers image, which is characterized not by logical, but by concrete-sensory and emotional persuasiveness. In this regard, literary reading is addressed, first of all, to figurative the nature of works that have aesthetic merit, aesthetic value, which is an important component of the emerging culture of the reader.

A cultured person capable of self-development is distinguished by the formation of independent reading position, which is inconceivable without a culture of competent, attentive, “thorough” reading, without the ability to clearly express one’s own point of view about the text read, to accurately, fully and deeply reveal the artistic potential of the work.

The purpose of this reading course is to provide intensive improvement in students' reading through the development of the "meanings" of a literary text, the discovery different ways(technician) understanding of the work for the development of creative and communicative abilities of the child; education of culture of perception of the text; stimulating the child's need for creative reading

By the end of first grade, children should be able to:

• features of "adult" reading: reading by syntagmas (speech links) with highlighting key words and placing pauses;
• features of the intonation of the end and middle of the statement;
• signs of poetic and prose texts;
• what is spelling;
• some creative secrets of the author, which determine the peculiarities of his mood when conveying feelings;
• direct and figurative meaning of the word;
• criteria for expressive reading of didactic text;
• some laws of Russian speech in situations of speech-thinking activity;
• some etiquette norms communication.

be able to:

• competently read a didactic literary text and use all possible methods of understanding this text;
• independently divide an unfamiliar text into syntagmas, highlight in it keywords, pause;
• perceive literary text by ear;
• expressively read small literary texts after commenting in order to express their opinion about what they read;
• intotone poetic and prose texts of different content by heart;
• distinguish between poetic and prose texts;
• operate with the terms "dialogue", "ellipsis", "image", "pause", "speech link", "tempo", "tone", in work on the content, performance and construction of the text;
• refer to the dictionary and book footnotes in case of clarification of incomprehensible words, terms;
• comprehend a work of art, understanding the subject content of the text, revealing the creative secrets of the author, determining the features of his mood when conveying feelings;
• find some ways to convey the mood of the characters and the author of the work;
• play the role of a hero; take part in acting out a plot picture based on the work studied in the lesson;
• distinguish between direct and figurative meanings of the word;
• fix various experiences in a conversation about a work, express a personal opinion about it;
• answer questions to texts, perform creative tasks;
• expressing hypotheses in the study of the "meanings" of the text;
• participate in a dialogue about the work;
• formulate criteria for expressive reading;
• evaluate the reading of others and one's own reading in accordance with the criteria for expressive reading;
• create a short written statement (answer to a question) according to the creative task and “perform” it expressively in front of the class for further discussion;
• read aloud an unfamiliar simple text in whole words, focusing on keywords, punctuation marks (reading rate at the end of grade 1 is 30-40 words per minute); answer questions about the content of the read text.

Thematic planning

Introduction to literary reading. Post-letter period.

Program of E. I. Matveeva

4 hours for 9 accounts. weeks = 36 h

	Subject	Number of hours
	Dating lesson. Wonders of nature . Shades of the meaning of words. Determination of shades of the word, moods of the author in poetic and prose texts about nature. Selecting a heading for the text. Acquaintance with the technique of understanding the text - "reading in islands". Reading educational texts, poems by M. Boroditskaya, Y. Akim, fairy tales by N. Sladkov “The Bear and the Sun”.	2
	The theme of the onset of spring, the awakening of nature in a fairy tale. Description of the hero-animal. Heroes conversation. Ways to convey their speech. Isolation of incomprehensible words from the text, determination of ways to work with them. Acquaintance with different ways of depicting nature by different authors. Reading the educational text, E. Shim's fairy tale "Spring", poems by V. Orlov, Z. Alexandrova, R. Rugin.	2
	Determination of shades of mood of the author of prose texts about spring. Highlighting word features to describe spring. Selecting a heading for the text. Reading the story of V. V. Bianchi "... The beauty-spring has arrived ...", an excerpt from the fairy tale of K. G. Paustovsky "The Steel Ring"	1
	Determining the theme of the story. The selection of words-features to describe the flower in the story. Heroes conversation. Ways to convey their speech and mood. Placement of time stress in the text. Reading the educational text, fairy tales by E. Yu. Shim “Lily of the valley”, story by I. Sokolov-Mikitov “Lilies of the valley”	1
	Concept definitiontone in a poetic text. Ways of depicting a "living" flower in a poem by different authors. The selection of words-signs and words-actions to describe the hero. Work with the dictionary of concepts. Determining the shades of the teacher's mood while reading passages from a fairy tale.	3
	From rain to rainbow.Determination of ways to convey the mood of the characters in a humorous poem. Determining the theme of the poem and story. Dream talk. Highlighting the main point of the story.	2
	Concept definitionpace in a poetic text with sound writing (the concept of sound writing is not introduced). Ways of depicting "live" rain in humorous poems by various authors. Isolation of words-signs and words-actions to describe an unusual hero. Work with the dictionary of concepts. Determining the role of similar-sounding words (homophones) to create an image.	3
	Forecasting events according to the story. Definition of the topic and main idea of ​​the texts. Defining the sad, sad mood of the story as the main mood of the text. Ways to change mood.	2
	Selecting a heading for the text. Definition of the topic and main idea of ​​the text. Highlighting words-comparisons in the story to create an image of a rainbow. Ways of using comparisons by different authors. Definition of the role of comparison in the text.	2
	Acquaintance with the same images of natural phenomena in a fairy tale and a poem. The use of different ways of depicting "heroes". Ways of conveying the mood of the authors in a fairy tale and a poem. Explain the meaning of the title of the poem.	2
	Who Invented Miracles?Compilation of an utterance (text) containing a description. Comparison of descriptive texts, determination of their main mood. Ways to convey this sentiment. Highlighting the shades of a word in the description of one phenomenon by different authors.	2
	Determination of ways to create miracles in nature, in life by different authors of the poetic genre. Intonation of a humorous poem with a preliminary selection of words-signs, words-actions to create a picture of a miracle.	2
	Description of a miracle in a poetic text. Ways of intonation of the poetic text aloud.	1
	A way of reading and comprehending a text of a comic nature with words that have roots in the names of different vegetables. A play on words as a way to create an image of a miracle by deliberately connecting such roots. Articles by N. Konchalovskaya “About vegetables” and O. Grigoriev “A man with an umbrella”.	2
	Understanding the conceptheroes dialogue . Ways to convey the speech of the heroes of the story, the choice of tone and pace of reading. Tale of V. Berestov "Honest caterpillar".	2
	Comparison of different images - butterflies and sunbeam- in order to identify the features of the intonation of the author and the reader, the features of the speech of the characters and words-signs. The story of the hero about himself in the first person. Ways to create a "living" creature by the author. Reading of the article by A. Fet "Butterfly" and N. Matveeva "Sunny Bunny"	2
	Through the magic glassA way of intonation of a song in which an image of goodness and light is created. The choice of means to convey a joyful mood. St. S. Cherny "Song of the Sunbeam".	2
	Introduction to the story of the miracle, containing the narrative. Penetration into the author's intent. A way to convey and change the mood of the characters with the help of language. Determination of the reader's personal attitude to the event described by the author. N. Abramtseva "Glass". Y. Koval "Purple Bird".	2
	Final lesson. Reading an artificial and artistic text with an attempt to transfer the method of syntagmatic reading to an unfamiliar work.	1

Literary reading

EMC "School of Russia"

Explanatory note

The literary reading program for grade 1 was developed on the basis of the Federal State Educational Standard for Primary General Education, the Concept of Spiritual and Moral Development and Education of the Personality of a Russian Citizen, the planned results of primary general education, the author's program L.F Klimanova, "Literary Reading", approved by the Ministry of Education and Science of the Russian Federation (Moscow, 2007), according to the textbook: L. F Klimanova,. Literary reading. Grade 1: textbook. for educational institutions: at 2h. Moscow: Enlightenment, 2011 in accordance with the requirements and recommendations of the educational program "School of Russia".

The program is designed for 34 academic hours.

Studying the subject « Literary Reading" in primary school focused on the formation and improvement of all types speech activity junior schoolchildren (listening, reading, speaking, writing, various types of retelling), to get acquainted with the rich world of domestic and foreign children's literature, to develop the moral and aesthetic feelings of a schoolchild capable of creative activity.

It is called upon to form the student's reading activity, interest in reading and books, and the reader's outlook. Younger schoolchildren get acquainted with samples of the folklore of their native language, with the best works children's national literature. An important place in the lessons of literary reading is occupied by reading translated into the native language of the best examples of children's literature of other peoples, Russian literature.

Goals studying the subject "Literary reading" in elementary school are:

- mastery of conscious, correct, fluent and expressive reading as a basic skill in the system of education of younger schoolchildren; improvement of all types of speech activity; development of interest in reading and books; the formation of the reader's outlook and the acquisition of experience in independent reading activities;

Development of artistic, creative and cognitive abilities, emotional and aesthetic responsiveness when reading works of art;

Enrichment of the moral experience of younger schoolchildren by means of fiction;

Raising interest and respect for the national culture and the culture of the peoples of multinational Russia and other countries.

General characteristics of the subject

Literary reading is one of the main subjects in teaching younger students. It forms a general educational reading skill and the ability to work with text, arouses interest in reading. fiction and contributes common development child, his spiritual, moral and aesthetic education.

The success of studying the course of literary reading ensures the effectiveness in other subjects of elementary school.

The section "Circle of Children's Reading" includes works of oral creativity of the peoples of Russia and foreign countries, works of classics of Russian and foreign literature, contemporary writers Russia and other countries (artistic and scientific-educational). The program includes all major literary genres: fairy tales, poems, short stories, fables, dramatic works.

Students work with books, learn to choose them according to their interests. New books replenish knowledge about the world around us, the life of peers, their relationship to each other, work, and the Motherland. In the process of learning, the social, moral and aesthetic experience of the child is enriched, forming the reader's independence in schoolchildren.

The section "Types of speech and reading activities" includes all types of speech and reading activities (the ability to read, listen, speak and write) and work with different types of texts. The section is aimed at forming the speech culture of students, at improving communication skills.

The section "Experience in creative activity" reveals the techniques and methods of activity that will help students adequately perceive a work of art and show their own creative abilities.

The study of the subject "Literary reading" solves many important tasks primary education and prepares the junior student for success in high school.

Thus, the course of literary reading in grade 1 is aimed at solving the following main tasks:

Teaching rational methods of reading and reading comprehension, orthoepic and intonational norms of reading words and sentences, mastering different types of text reading (selective, introductory, studying) and using them in accordance with a specific speech task;

To develop in children the ability to fully perceive a work of art, empathize with the characters, and emotionally respond to what they read;

To teach children to feel and understand the figurative language of a work of art;

To develop the poetic ear of children, to accumulate the aesthetic experience of listening to works of fine literature, to cultivate artistic taste;

Form the need for constant reading of the book, develop interest in literary creativity;

Enrich the sensory experience of the child, his real ideas about the world and nature;

To form the aesthetic attitude of the child to life, introducing him to the classics of fiction;

Expand the horizons of children through reading books of various genres and topics, enrich the moral, aesthetic and cognitive experience of the child;

Ensure the development of the speech of schoolchildren, actively form the reading skill and speech skills;

To create conditions for the formation of the need for independent reading, to form "reader independence".

The main content lines of the course

"Literary reading" as a systematic course begins from grade 1 immediately after learning to read and write. The course of literary reading for grades 1-4 is the first stage of a unified continuous course of literature in a secondary school.

Ability to listen (listening). Listening perception 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 on the content of the listened work, determining the sequence of events, understanding the purpose of the speech statement, the ability to ask questions about the listened educational, scientific, educational and artistic works.

Development of the ability to observe the expressiveness of speech, the peculiarity of the author's style.

Reading.Reading aloud. Orientation to the development of students' speech culture and the formation of their communicative and speech skills. A gradual transition from syllabic to smooth, meaningful, correct reading aloud in whole words. The pace of reading, allowing you to comprehend the text. Compliance with orthoepic and intonational reading norms. Development of poetic ear. Education of aesthetic responsiveness to the work.

Reading to yourself. Awareness of the meaning of the work when reading silently. Determining the type of reading (studying, introductory, selective), the ability to find the necessary information in the text, understanding its features.

Work with different types of text. A general idea of ​​different types of text: fiction, educational, popular science - and their comparison. Determining the purpose of creating these types of texts. Practical development of the ability to distinguish text from a set of sentences. Independent definition of the topic and the main idea of ​​the work on questions and independent division of the text into semantic parts, their heading. Participation in a group discussion.

bibliographic culture. The book is a special kind of art. The book as a source of necessary knowledge. General idea of ​​the first books in Rus' and the beginning of book printing. The book is educational, artistic, reference. Book elements: content or table of contents, title page, abstract, illustration.

Self-selection of books based on recommendation list, alphabetical and thematic catalogue. Independent use of age - appropriate dictionaries and other reference literature .

Work with the text of a work of art. Determining the features of a literary text. Understanding the moral and aesthetic content of the read work, understanding the motivation for the behavior of the characters, analyzing the actions of the hero from the point of view of moral standards.

Mastering different types of retelling (detailed, selective and brief). Development of observation while reading poetic texts. The development of the ability to anticipate the course of the development of the plot, the sequence of events.

Work with popular science, educational and other texts. Understanding the title of the work, an adequate relationship with its content. Determining the features of educational and popular science texts. Acquaintance with the simplest methods of analyzing various types of text: establishing cause-and-effect relationships, determining the main idea of ​​the text. Construction of an algorithm for the reproduction of text. Ability to work with educational tasks, summarizing questions and reference material.

Ability to speak (culture of speech communication). Awareness of dialogue as a type of speech. Features of dialogical communication: the ability to understand questions, answer them and independently ask questions in the text; listen carefully, without interrupting, the interlocutor and in a polite manner express their point of view on the work under discussion. Using the norms of speech etiquette in the process of communication.

Work with the word (recognize the direct and figurative meaning of words, their ambiguity), purposeful replenishment of the active vocabulary. Working with dictionaries.

The ability to build a monologue speech statement of a small volume based on the author's text, on a proposed topic or in the form of an answer to a question. Selection and use of expressive means (synonyms, antonyms, comparison), taking into account the features of a monologue statement.

Oral composition as a continuation of the read work, its individual storylines, a short story based on drawings or on a given topic.

Writing (culture of writing)

Norms of written speech: compliance of the content with the title (reflection of the topic, scene, characters of the characters), use of expressive means of the language in written speech (synonyms, antonyms, comparisons) in mini-essays (narration, description, reasoning), story on a given topic, feedback on what has been read book.

The place of the course "Literary Reading" in the basic curriculum

The course "Literary Reading" in the 1st grade is designed for 34 hours (4 hours per week, 8.5 weeks).

Course results

Classify the sounds and letters of the Russian language, be aware of their main differences.

Isolate individual sounds in words, determine their sequence;

Distinguish between vowels and consonants and the letters that represent them;

correctly name soft and hard sounds in the word and outside the word;

know the ways of their letter designation;

indicate in writing the softness of consonant sounds with vowels and soft sign;

determine the place of stress in a word;

isolate words from sentences;

Correctly write off words and sentences written in printed and handwritten font;

competently write words under dictation, sentences of 3-5 words, the spelling of which does not differ from the pronunciation;

use a capital letter at the beginning, a period at the end of a sentence;

Orally compose 3-5 sentences on a specific topic;

· to have the ability to correct, smooth syllabic reading with elements of reading in whole words of small texts with all letters of the alphabet (the approximate rate of reading an unfamiliar text is not less than 25-30 words per minute).

be able to observe pauses separating one sentence from another.

Forms of organization of the educational process

The program includes the following forms of organization of the educational process:

Traditional lesson, generalizing lesson, lesson-test;

Frontal, group, individual work, work in pairs.

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CONSIDERED
Minutes of the meeting of the methodological
associations of teachers dated 29.08.2014
No. 1 ______S.I. Ivanenko
AGREED
Deputy Director for UVR
________________ N.V. Pivnev
___ _________________year 2014
I approve _________________
Principal of the school MBOU secondary school No. 8
named after I.V. Orekhova
E.D. Salamakhina
Order dated August 30, 2014 No. 113
in literary reading
Working programm
Class 4
Teacher Ivanenko Svetlana Ivanovna
Number of hours Total - 102 hours; per week - 3 hours
The program was developed on the basis of the Federal State Educational Standard of Primary General Education
education, programs in literary reading and based on the author's program L.F. Klimanova, V.G. Goretsky,
M.V. Golovanova.
EMC "School of Russia"
Textbook for grade 4. Literary reading. Klimanova L.F. Golovanova M.V., Goretsky V.G., M., Enlightenment. 2012;
Workbook on literary reading. Klimanova L.F. Golovanova M.V., Goretsky V.G., M., Enlightenment. 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 younger students. It forms the general educational skill of reading and the ability to
work with text, arouses interest in reading fiction and contributes to the overall development of the child, his spiritual
moral and aesthetic education.
The success of studying the course of literary reading ensures the effectiveness in other subjects of elementary school.
The course of literary reading is aimed at achieving the following goals:
- mastery of conscious, correct, fluent and expressive reading as a basic skill in the education system of younger students;
improvement of all types of speech activity, providing the ability to work with different types of texts; development of 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 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 younger students by means of fiction; the formation of moral ideas about
goodness, friendship, truth and responsibility; education of interest and respect for the national culture and culture of the peoples of the multinational
Russia and other countries.
Literary reading as a subject in elementary school has great importance in solving problems not only of education, but also of 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. Orientation of students to moral standards develops their ability to correlate their actions with ethical principles.
principles of behavior 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 acquire conscious and expressive reading,
reading texts to themselves, learn to navigate in the book, use it to expand their knowledge about the world around them.
In the process of mastering the course, the level of communicative culture in younger students increases: the ability to compose dialogues is formed,
express 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.
Reading competence is formed at the lessons of literary reading, helping the younger student to realize himself as a literate
a reader capable of using reading activity for his self-education. A literate reader has a need for
constant reading of books, owns the technique of reading and methods of working with text, understanding of the read and listened work,
knowledge of books, the ability to independently select and evaluate them.
The course of literary reading arouses students' interest in reading works of art. The attention of the novice reader is drawn
on the verbal nature of a work of art, on the attitude of the author to the characters and the surrounding world, on moral issues,
exciting writer. Younger students learn to feel the beauty of the poetic word, to appreciate the figurativeness 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 successful
training in high school.
The place of the course "Literary Reading" in the curriculum
The course "Literary Reading" is designed for 105 hours (3 hours per week, 34 academic weeks in the 4th grade).

Course results
The implementation of the program ensures that primary school graduates achieve the following personal, meta-subject and subject
results.
Personal results:
1) the formation of a sense of pride in their homeland, its history, 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 and 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, goodwill and emotional and moral responsiveness, understanding and empathy with the feelings of others
of people;
5) formation respectful attitude to 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 team;
7) acceptance and development of the social role of the student, development of motives learning activities and the formation of the personal meaning of the doctrine;
8) development of independence and personal responsibility for one's actions based on ideas about moral standards communication;
9) development of cooperation skills with adults and peers in different social situations, the ability to avoid conflicts and find solutions
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 careful attitude to material and spiritual values, the formation of an orientation towards
safe, healthy lifestyle life.
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) development of ways to solve 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 the conditions for it.
implementation, determine the most effective ways to achieve results;
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 sign-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
in accordance 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 statement in
in accordance with the tasks of communication and drafting texts in oral and written forms;
9) mastering the logical actions of comparison, analysis, synthesis, generalization, classification according to generic characteristics, establishment
cause-and-effect relationships, construction of reasoning;
10) willingness to listen to the interlocutor and engage in dialogue, to recognize different points of view and the right of everyone to have and express their opinion and
argue 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, 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; formation of ideas about the Motherland and its people, the world around, 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 necessary for continuing education, general speech development, i.e. mastering
reading aloud and to oneself, elementary methods of analysis of 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 justify the moral assessment of the actions of the characters;
5) the ability to independently choose the literature of interest, use reference sources for understanding and obtaining
additional information, making up 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, title 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 characteristics scientific, educational and artistic
works. At a practical level, master some types of written speech (narration - creating a text by analogy,
reasoning - a written answer to a question, a description - a characterization of the characters). The ability to write a review of a read work;
8) development of artistic abilities, the ability to create your own text based on a work of art, reproduction
paintings by artists, based on illustrations personal experience.
Types of speech and reading activities
COURSE CONTENT

Listening skills (listening)
Listening perception of sounding speech (statement of the interlocutor, listening to various texts). Adequate understanding of the content of sounding speech,
the ability to answer questions on the content of the listened work, determining the sequence of events, understanding the purpose of speech
statements, the ability to ask questions about the listened to educational, scientific and educational and artistic works.
Development of the ability to observe the expressiveness of speech, the peculiarity of the author's style.
Reading. Reading aloud. Orientation to the development of speech culture of students, the formation of their communicative and speech skills.
Development of reading skills. Developing the skills of correct, conscious reading aloud, developing an accelerated pace of reading through practicing
methods of holistic and accurate visual perception of the word, the speed of understanding what is read. Development of poetic ear. Upbringing
aesthetic responsiveness to the work. Ability to self-prepare for expressive reading small text(select tone and
reading pace, determine logical stresses and pauses). Deeper reading comprehension. Developing the ability to quickly catch the main idea
works, the logic of narration, semantic and intonational connections in the text. Developing the ability to move from reading aloud to reading silently.
Determining the type of reading (studying, introductory, selective), the ability to find the necessary information in the text, understanding it
features. Conscious reading to yourself of any text in terms of volume and genre. Reading speed - not less than 100 words per minute. Independent
preparation for expressive reading (Grade 4).
Bibliographic culture
The book is a special kind of art. The book as a source of necessary knowledge. General idea of ​​the first books in Rus' and the beginning
typography. The book is educational, artistic, reference. Book elements: table of contents or table of contents, title page, abstract,
illustrations.
Ability to write annotations.
Types of information in the book: scientific, artistic (based on the external indicators of the book, its reference and illustrative material.
Types of books (publications): work book, collection book, collected works, periodicals, reference publications (reference books, dictionaries,
encyclopedias).
Self-selection of books based on a recommendation list, alphabetical and thematic catalogue. Self 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. Reproducing text content with descriptive elements
(nature, appearance hero, setting) and reasoning, with dialogue replaced by narrative. Identification of the features of the speech of actors
story, comparing their actions, attitudes towards others (on one or a number of works), identifying the motives for the behavior of the characters and determining
division of his 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 understanding the meaning of words and expressions that vividly depict events, heroes, surrounding nature(comparisons,
epithets, metaphors, phraseological units). Drawing up creative retellings on behalf of one of the characters, with a fictional continuation
stories about a case from life based on observations, with elements of description or reasoning. Enrichment and activation of students' vocabulary, development
oral speech, its content, consistency, accuracy, clarity and expressiveness. Orientation in the textbook by content,
independent use of the methodological and reference apparatus of the textbook, questions and tasks for the text, footnotes. Oso

knowledge of the concept of "Motherland", ideas about the manifestation of love for the Motherland in literature different peoples(on the example of the peoples of Russia). The similarity of themes 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 a given work
(on teacher questions), story based on illustrations, retelling.
Independent selective retelling of a given fragment: characterization of the hero of the work (choice of words, expressions in the text,
allowing to compose a story about the hero), a description of the scene (the choice of words, expressions in the text, allowing to compose this description on
the basis of the text). Isolation and comparison of episodes from various works by the commonality of situations, emotional coloring, the nature of actions
heroes.
The development of observation when reading poetic texts. Development of the ability to anticipate (foresee) the course of the development of the plot,
sequence of events.
Ability to speak (culture of speech communication)
The ability to build a monologue speech statement of a small volume based on the author's text, on the proposed topic or in the form
answer to the question. Formation grammatically correct speech, emotional expressiveness and content. reflection core
thoughts of the text in the statement. The transfer of the content read or listened to, taking into account the specifics of popular science, educational and
artistic texts. Transfer of impressions (from everyday life, a work of art, visual arts) in the story
(description, reasoning, narration). Self-construction of a plan of one's own statement. Selection and use of expressive
means (synonyms, antonyms, comparisons), taking into account the features of a monologue statement.
Children's Reading Circle
Work continues with works of folklore, with 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 subject of reading is enriched with an introduction to the reading circle of younger students of myths Ancient Greece, hagiographic literature and works about
defenders and devotees of the FatherlandBooks of various types: fiction, historical, adventure, fantasy, popular science,
reference encyclopedic literature, children's periodicals.
Independent finding in the text of a work of art means of expression: synonyms, antonyms, epithets, comparisons,
metaphors and comprehension of their meaning
descriptions (landscape, portrait, interior), reasoning (monologue of the hero, dialogue of heroes).
Comparison of prose and poetic speech (recognition, distinction), highlighting features 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, staging, dramatization, oral
word drawing, familiarity with different ways work with deformed text and their use (determination of causal
investigative connections, sequence of events, presentation with elements of an essay, creation of your own text based on artistic
works (text by analogy), reproductions of paintings by artists, based on 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, 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
Grade 4 EMC "School of Russia" 105 h.
Extracurricular reading (14 hours), reading by heart (5 hours), R / c (9 hours)
1 Study and
primary
consolidation
knowledge
Acquaintance with
textbook "Native
speech". Chronicles.
And Oleg hung
your shield on the gates
Tsargrad".
Learn to find in the epic
analogy with real
historical
events.
2 Study and
primary
consolidation
knowledge
34 Study
and primary
consolidation
knowledge
5 Study and
primary
And Oleg remembered
his horse"
"Ilyina three
trips."
"Life of Sergius
Radonezh"
Introduce
excerpts from chronicles,
help them understand
the need for knowledge
stories.
Consciously, correctly
read expressively
aloud. On one's own
characterize
hero.
Plan the text.
Feel
beauty
artistic
words,
aim for
improvement
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
educational
Problems
together with
Build
reasoning.
Communicative
s
Put
questions to
text
textbook,
story
teachers.
Briefly
transfer their
impressions about
read.
Put
questions to
text
textbook.
Briefly
transfer their
impressions about

consolidation
knowledge
6 Study and
primary
consolidation
knowledge
Relate what has been read
work to
a certain period.
Summarize knowledge
obtained in the study
section
Generalization by
section "Chronicles.
Epics. Lives
teacher.
Build
reasoning.
Have your own
reader's
priorities
respectfully
refers to
preferences
others
Work on
plan, checking
their actions with
goal,
adjust
my
activity
Install
causally
investigative links.
7 Study
new
material
Acquaintance with
section. Peter
Petrovich Ershov
Wonderful World of Classics (29h)
Ershov's work.
understand and
formulate one's own
relation to copyright
writing style.
Interest in reading
dialogue with
the author of the text;
need in
reading
To make plan
educational
Problems
together with
teacher.
Build
reasoning.
89 Study
new
material
P. P. Ershov
"Humpbacked Horse"
Understanding the Idea
works.
self-giving
characterization of the hero
(portrait, features
character and actions
speech, attitude of the author to
hero own
attitude towards the hero)
Interest in reading
dialogue with
the author of the text;
need in
reading
10
Anchoring
knowledge
extracurricular reading
Chronicles, epics,
legends
Secondary comprehension
already known knowledge
skill development and
skills according to their
Have your own
reader's
priorities
respectfully
On one's own
formulate
theme and goals
lesson.
To work in
given pace.
In dialogue with
teacher
work out
criteria for evaluation
and determine
degree
Read all kinds
textual
information:
factual
subtext,
conceptual.
Build
reasoning.
read.
speak out and
substantiate
your point
vision
Adequately
use
speech
means for
solutions
various
communicative
th tasks.
Listen and
hear
others
try
accept
another point
vision, to be
ready
adjust
your point
vision
self
o choose and
read children's
books.

1112
Studying
new
material
1315
Studying
new
material
16Fixed
no knowledge
A. S. Pushkin
"Nanny", "Cloud",
"Sad time"
R\c Pushkin on
Caucasus
A. S. Pushkin
"The Tale of the Dead
princess and seven
heroes"
KVN based on fairy tales by A.
S. Pushkin
R\c Pushkin on
Caucasus
application.
refers to
preferences
others
Develop attention to
author's word,
accuracy of use
words in poetry.
Feel
beauty
artistic
words,
Argued
express one's own
attitude to
read, to the heroes,
understand and define
your emotions
aim for
improvement
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
author.
18
Anchoring
knowledge
extracurricular reading
by works
M. Yu. Lermontova
R\c Lermontov on
Caucasus
Expand knowledge about
literary heritage
M. Yu. Lermontova
Interest in reading
dialogue with
the author of the text;
need in
reading
its success
work and work
others in
According to
these
criteria
On one's own
formulate
theme and goals
lesson.
To work in
given pace.
Study
operational
control
academic work
both his own and
others.
On one's own
formulate
theme and goals
lesson.
Work on
plan, checking
their actions with
goal,
adjust
my
activity.
Build
reasoning.
Build
reasoning.
Systematization and
generalization.
Build
reasoning.
Systematization and
generalization.
Adequately
use
speech
means for
solutions
various
communicative
th tasks.
Agree
and come to
general
decision in
joint
activities;
set
questions.
Learn connected
answer by
plan
self
o choose and
read children's
books.
19 Study Creativity L.N.
Match the author
Love and respect
Compare and
speak out and

new
material
Tolstoy
works from
the time of their creation; With
children's theme
literature.
to the Fatherland,
language, culture,
stories.
formulate
theme and goals
lesson.
select
information
derived from
various
sources
substantiate
your point
vision.
2nd quarter (21h)

Poetry notebook (9h)
2021
Studying
new
material
L. N. Tolstoy
"Childhood",
"How did the man take away
stone"
22 Study
new
material
extracurricular reading
based on the fables of L.N.
Tolstoy
R \ k Tolstoy on
Caucasus
On one's own
master the unfamiliar
text (reading to yourself,
asking questions
the author in the course of reading,
forecasting
responses, self-control;
vocabulary work By
the course of reading);
formulate
the main idea of ​​the text.
self-giving
characterization of the hero
(portrait, features
character and actions
speech, attitude of the author to
hero own
relationship with the hero).
Orientation in
moral
content and
meaning of actions
their own and
surrounding people
Ethical feelings -
conscience, guilt, shame
- as regulators
moral
behavior.
23 Study
new
material
Creativity A.P.
Chekhov
Match the author
works from
the time of their creation; With
children's theme
Love and respect
to the Fatherland,
language, culture,
stories.
On one's own
formulate
theme and goals
lesson.
Work on
plan, checking
their actions with
purpose.
In dialogue with
teacher
work out
criteria for evaluation
and determine
degree
its success
work and work
others in
According to
these
criteria.
On one's own
formulate
theme and goals
lesson.
Read all kinds
textual
information:
factual
subtext,
conceptual
Compare and
select
information
derived from
various
sources
Adequately
use
speech
means for
solutions
various
communicative
th tasks.
self
o choose and
read children's
books.
enjoy
different types
reading: students,
viewing,
speak out and
substantiate
your point
vision.

24 Study
new
material
A. P. Chekhov
"Boys"
literature.
Argued
express one's own
attitude to
read, to the heroes.
Emotionality;
ability to understand and
define
(name) your
emotions.
To make plan
educational
Problems
together with
teacher.
introductory.
Build
reasoning.
25 Study
new
material
extracurricular reading
by works
A. P. Chekhov.
26Generalizations
not studied
material
Generalization
learned
material on
section "Wonderful
world of classics
understand and
formulate one's own
relation to copyright
writing style
Have your own
reader's
priorities
treat with respect
to the preferences of others
Interest in reading
dialogue with
the author of the text;
need in
reading.
Work on
plan, checking
their actions with
goal,
adjust
my
activity.
Compare and
select
information
derived from
various
sources
2nd quarter (28h)
Extracurricular reading (3h), reading by heart (2)
Poetry 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 poetic
text.
Be aware of the idea
works, correct
evaluate and express
your attitude.
Feeling
beautiful -
skill
perceive
beauty of nature,
cherish
to all living things.
Feel
beauty
artistic
words,
To make plan
educational
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.
self
o choose and
read children's
books.
make out
your thoughts in
oral and
written
form, taking into account
speech
situations.
speak out and
substantiate
your point
vision.
Adequately
use
speech
means for
solutions
various
communicative
th tasks.

material
31 Study
new
material
32 Study
new
material
by heart
N. A. Nekrasov "In
winter
twilight…".
I. S. Bunin
"Leaf fall"
by heart
Argued
express one's own
attitude to
read.
Have your own
reader's
priorities
33 Study
new
material
34
Generalization
learned
material
extracurricular reading
"Autumn Colors 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 determine
degree
its success
work and work
others in
According to
these
criteria.
aim for
improvement
own speech;
love and respect for
Fatherland, his
language, culture,
stories;
Interest in reading
dialogue with
the author of the text;
need in
reading
Build
reasoning.
Build
reasoning.
enjoy
different types
reading: students,
viewing,
introductory.
self
o choose and
read children's
books.
Thinking
experiment.
Work on
plan, checking
their actions with
goal,
adjust
my
activity
Literary tales (19h)
35 Study
new
material
36 Study
new
material
Acquaintance with
section. W.F.
Odoevsky
"Town in
snuffbox"
extracurricular reading
according to a fairy tale
Odoevsky
"Black Hen"
37 Study by V. M. Garshin
On one's own
master the unfamiliar
text (reading to yourself,
asking questions
the author in the course of reading,
forecasting
responses, self-control;
vocabulary work on
the course of reading);
formulate
Orientation in
moral
content and
meaning of actions
their own and
surrounding people;
ethical feelings -
conscience, guilt, shame
- as regulators
moral
To make plan
educational
Problems
together with
teacher.
In dialogue with
teacher
work out
criteria for evaluation
and determine
Read all kinds
textual
information.
Compare and
select
information
derived from
make out
your thoughts in
oral and
written
form, taking into account
speech
situations.
speak out and
substantiate
your point
vision.
self
o choose and
read children's
books.
Learn briefly

new
material
38 Study
new
material
"The Tale of the Toad and
rose"
extracurricular reading
according to fairy tales
Garshina
the main idea of ​​the text;
make simple and
complex text.
behavior.
Interest in reading.
39Study
new
material
40 Study
new
material
P. P. Bazhov
"Silver
hoof"
S. T. Aksakov
"Scarlet
flower"
41
Generalization
learned
Generalization
studied by
section
"Literary
fairy tales"
Understanding the value
family, feelings
respect
thanks,
responsibility for
attitude towards their
close;
Interest in reading
dialogue with
the author of the text;
need in
reading.
Perceive by ear
texts performed
teachers, students
various
sources.
Perform analysis
and synthesis.
Build
reasoning.
Thinking
experiment.
degree
its success
work and work
others in
According to
these
criteria.
To make plan
educational
Problems
together with
teacher.
Work on
plan, checking
their actions with
goal,
adjust
my
activity
3rd quarter (40h)
Extracurricular reading (3h), reading by heart (2h)
Business time - fun hour (7h)
42 Study
new
material
E. L. Schwartz "
Tale of
lost
time"
Navigate to
genres according to certain
signs. be aware
the idea of ​​the work
evaluate it correctly and
express one's
relation.
enjoy
different types
reading: students,
viewing,
introductory.
On one's own
formulate
theme and goals
lesson.
Orientation in
moral
content and
meaning of actions
their own and
surrounding people;
transfer
read
self
o choose and
read children's
books.
Learn connected
answer by
plan.
Briefly
transfer
read.
make out
your thoughts in
oral and
written
form, taking into account
speech
situations.
Learn connected
answer by
plan.
Briefly
transfer
read.
enjoy
monologue

43 Study
new
material
44 Study
new
material
45
Generalization
learned
V. Yu. Dragunsky
"Main Rivers"
"What loves
Bear"
V. V. Golyavkin
"No me
didn't eat mustard"
General lesson
under the section "Case
time is fun
hour"
extracurricular reading
Children's
adventure
book: stories
stories - fairy tales
writers: K.
Chukovsky, Ya.
Lari, Y. Olesha, N.
Nekrasov A.
Gaidar, A. Rybakov
self-giving
characterization of the hero
(portrait, features
character and actions
speech, attitude of the author to
hero own
relationship with the hero).
Role reading.
Perceive by ear
texts performed
teachers, students.
Have your own
reader's
priorities.
ethical feelings -
conscience, guilt, shame
- as regulators
moral
behavior.
To make plan
educational
Problems
together with
teacher.
Interest in reading
dialogue with
the author of the text;
need in
reading.
Work on
plan, checking
their actions with
goal,
adjust
my
activity
th and
dialogical
speech.
speak out and
substantiate
your point
vision.
Accept
another point
vision.
self
o choose and
read children's
books.
Set
questions.
Perform analysis
and synthesis.
Build
reasoning.
Compare and
select
information
derived from
various
sources.
Country of Childhood (8h)
46 Study
new
material
B. S. Zhitkov “How
I was catching
little men"
self-giving
characterization of the hero
(portrait, features
character and actions
speech, attitude of the author to
hero own
relationship with the hero).
47 Study K. G. Paustovsky Formulate
Empathy is a skill
be aware and
identify emotions
other people;
On one's own
formulate
theme and goals
lesson.
Build
reasoning.
sympathize
other people
empathize.
Understanding Feeling
To make plan
educational
Problems
together with
Learn connected
answer by
plan.
Briefly
transfer
read.
Perform analysis
enjoy

new
material
"Basket with
spruce cones"
the main idea of ​​the text;
make simple and
complex text plan
respect
thanks,
responsibility for
attitude towards their
close;
Orientation in
moral
content and
meaning of actions
teacher.
and synthesis.
On one's own
formulate
theme and goals
lesson.
Build
reasoning.
monologue
th and
dialogical
speech
speak out and
substantiate
your point
vision.
Accept
another point
vision.
self
o choose and
read children's
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
General lesson
under the section "Country
childhood"
extracurricular reading
"On the road, friends!"
(books about
travel and
travelers
real and
fictitious) R/c
Poems and riddles
Stavropol
poets about nature
V. I Bryusov
"A dream again"
"Children's"
S. A. Yesenin
"Grandma's
fairy tales"
M. I. Tsvetaeva
"The path runs from
tubercle"
Have your own
reader's
priorities
treat with respect
to the preferences of others
Interest in reading
dialogue with
the author of the text;
need in
reading.
Work on
plan, checking
their actions with
goal,
adjust
my
activity
Compare and
select
information
derived from
various
sources.
Poetry notebook (6h)
Perceive by ear
texts performed
teachers, students;
knowingly, correctly
read expressively
aloud; see language
facilities,
used by the author
Skill
perceive
the beauty of nature.
Feel
beauty
artistic
words,
aim for
On one's own
formulate
theme and goals
lesson.
In dialogue with
teacher
work out
criteria for evaluation
Read all kinds
textual
information:
factual
subtext,
conceptual.
Adequately
use
speech
facilities.
enjoy
vocabulary

"Our Kingdoms"
extracurricular reading
“The forest is not a school, but
teaches everything" (lesson
- competition for
the stories of N.I.
Sladkova)
General lesson
by section
"Poetic
notebook"
R/c Tales
Stavropol
writers
D. N. Mamin
Siberian
"Adopted"
A. I. Kuprin
"Barbos and Zhulka"
M. Prishvin
"Upstart"
E. V. Charushin
"Boar"
V. P. "Strizhonok
Creak"
53 Study
new
material
54
Generalization
learned
5556
Studying
new
material
5758
Studying
new
material
59 Study
new
material
60 Study
new
material
6163
Studying
new
material
On one's own
choose and read
children's books.
On one's own
predict
text content before
reading, finding
keywords,
formulate
the main idea of ​​the text;
plan the text
retell the text.
improvement
own speech;
love and respect for
Fatherland, his
language, culture,
stories.
Need in
reading
Nature and us (11h)
Feeling
beautiful -
skill
perceive
beauty of nature,
cherish
to all living things;
aim for
improvement
own speech;
love and respect for
Fatherland.
and determine
degree
its success
work and work
others in
According to
these
criteria
Work on
plan, checking
their actions with
goal,
adjust
my
activity
On one's own
formulate
theme and goals
lesson.
In dialogue with
teacher
work out
criteria for evaluation
and determine
degree
its success
work and work
others in
According to
these
criteria
Compare and
select
information.
self
o choose and
read children's
books.
Perform analysis
and synthesis.
Extract
information
presented in
different forms.
Build
reasoning.
make out
your thoughts in
oral and
written
form, taking into account
speech
situations.
Learn connected
answer by
plan.
Briefly
transfer
read.
speak out and
substantiate
your point
vision.
Accept
another point
vision.

64
Generalization
learned
65 Study
new
material
6667
Studying
new
material
68
69Study
new
material
70
Studying
new
material
71Study
new
material
General lesson
by section
"Nature and Us"
extracurricular reading
Russian poems
poets about nature
R/c Poems
Stavropol
poets about nature
S. A. Klychkov
"Spring in the Forest"
(by heart)
F. I. Tyutchev “More
earth sad view "
"How how
unexpectedly and
bright" (by heart)
A. A. Fet
"Spring rain",
"Butterfly"
E. A. Baratynsky
"Spring! Like air
clean"
"Where's the sweet
whisper"
S. A. Yesenin
"Swan"
(by heart)
Have your own
reader's
priorities
treat with respect
to the preferences of others.
Interest in reading
dialogue with
the author of the text;
need in
reading.
Work on
plan, checking
their actions with
goal,
adjust
my
activity
Perform analysis
and synthesis.
Poetry notebook (10h)
Perceive by ear
texts performed
teachers, students;
knowingly, correctly
read expressively
aloud; see language
facilities,
used by the author.
Feel
beauty
artistic
words, strive for
improvement
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 determine
degree
its success
work and work
others in
According to
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.
enjoy
dictionary.
Listen and
hear
others
try
accept
another point
vision, to be
ready
adjust
your point
vision
7273
Generalization
General lesson
by section
On one's own
Interest in reading
Work on
plan, checking
Perform analysis
and synthesis.
self
o choose and
4th quarter (32h)
Extracurricular reading (4h), reading by heart (3h)

learned
"Poetic
notebook"
extracurricular reading
"Who with a sword to us
will come, from the sword and
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
goal,
adjust
my
activity
Compare and
select
information.
read children's
books.
Motherland (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
texts performed
teachers, students;
knowingly, correctly
read expressively
aloud; see language
facilities,
used by the author.
78 Study
new material
79 Generalization
learned
extracurricular reading
Russian poems
poets about nature
R/c 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
words,
aim for
improvement
own speech;
love and respect
to the Fatherland,
language, culture,
stories;
On one's own
formulate
theme and goals
lesson.
Work on
plan, checking
their actions with
goal,
adjust
my
activity.
Build
reasoning.
Build
reasoning.
Build
reasoning.
Build
reasoning.
Compare and
select
information.
Realize
analysis and synthesis.
Adequately
use
speech
facilities.
enjoy
dictionary.
Listen and
hear
others.
self
o choose and
read children's
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
reading, finding
keywords,
formulate
Skill
be aware and
define
emotions of others
of people;
sympathize
On one's own
formulate a theme
and objectives of the lesson
to make plan
educational
problems with
Realize
thoughtful
experiment.
Realize
thoughtful
experiment.
Learn connected
answer by
plan.
Briefly
transfer
Fantasy Country (:h)

84 Generalization
learned
extracurricular reading
based on the works of K
Bulycheva
General lesson
under the section "Country
Fantasy"
the main idea of ​​the text;
plan the text.
others
people
empathize.
teacher
Interest in
reading, to
administered
dialogue with
author
text;
need in
reading
Compare and
select
information
derived from
various
sources
Build
reasoning.
Realize
analysis and synthesis.
In dialogue with the teacher
work out
evaluation criteria and
determine the degree
its success
work and work
others in accordance
with these criteria.
Work according to plan
checking your actions
with the aim of,
correct your
activity.
Have your own
reader's
priorities.
Foreign Literature (18h)
8587 Study
new material
8890 Study
new material
9193 Study
new material
9496 Study
new material
D. Swift
"Journey
Gulliver"
G. H. Andersen
"Mermaid"
M. Twain
Tom's Adventures
Sawyer"
S. Lagerlöf Saint
night".
"In Nazareth"
Formulate
the main idea of ​​the text;
make simple and
complex text plan,
understand and
formulate one's own
relation to copyright
writing style;
self-giving
characterization of the hero
(portrait, features
character and actions
speech, attitude of the author to
Skill
be aware and
define
emotions of others
of people;
sympathize
others
people
empathize.
Orientation in
moral
content and
On one's own
formulate a theme
and objectives of the lesson
to make plan
educational
problems with
teacher
Convert
And
transform
information from
one form in
another
(compose
plan).
Build
reasoning.
read
self
o choose and
read children's
books.
make out
your thoughts in
oral and
written
form.
make out
your thoughts in
oral and
written
form, taking into account
speech
situations.
Learn connected
answer by
plan.
Briefly
transfer
read

hero own
relationship with the hero).
9799
Anchoring
learned
material
extracurricular reading
by works
foreign authors.
Literary game
100105
Generalization and
control
learned
Generalization and
systematization
knowledge on the section and
in a year.
Knowledge control.
Own forms
independent
systematization
educational material.

sense
deeds.
Interest in
reading, to
administered
dialogue with
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
its success
work and work
others in accordance
with these criteria.
Compare and
select
information
derived from
various
sources
Build
reasoning.
self
o choose and
read children's
books.
Listen and
hear
others.
Evaluate training
pattern actions
teacher grades.
Realize
analysis and synthesis.
make out
your thoughts in
oral and
written
form, taking into account
speech
situations.

List of used educational 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;
 Exemplary program of educational institutions “ Primary classes»
 L.F. Klimanova, V.G. Goretsky, M.V. Golovanova "Literary reading" (Concept and programs for primary classes "School of Russia",
M., Education, 2007);
 Textbook for grade 4. Literary reading. Klimanova L.F. Golovanova M.V., Goretsky V.G., M., Enlightenment. 2010
 Federal component of the State Standard of General Education
 Encyclopedia for children. T.9 Russian literature / M.D. Aksyonova, 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., Enlightenment. 2010;

Encyclopedia for children. T.9 Russian literature / M.D. Aksyonova, M., Avanta, 2001.

The program was developed on the basis of the requirements of the Federal State Educational Standard for Primary General Education, in accordance with the "Exemplary Programs", "Planned Results of Primary General Education" and the author's program of the authors L.F. Klimanova, V.G. Goretsky, M.V. Golovanova Literary reading. 1-4 grades "

Literary reading is one of the main subjects in teaching younger students. It forms the general educational skill of reading and the ability to work with text, arouses interest in reading fiction and contributes to the overall development of the child, his spiritual, moral and aesthetic education.

The success of studying the course of literary reading 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 younger students; improvement of all types of speech activity, providing the ability to work with different types of texts; development of interest in reading and books; 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 younger students by means of fiction; the formation of moral ideas about goodness, friendship, truth and responsibility; fostering interest in and respect for the national culture and culture of the peoples of multinational Russia and other countries.

Literary reading as an academic subject in elementary school is of great importance in solving the problems of not only teaching, but also education.

Literary reading, as an academic subject, has a special influence on the solution of the following tasks :

1. Mastering general cultural reading skills and understanding of the text; fostering interest in reading and books.

The solution of this problem involves the formation of a meaningful reading skill in younger students, i.e. as a result of mastering the subject content of literary reading, students acquire the general educational ability to consciously read texts, work with various information, and interpret information in accordance with requests.

1. Mastery of speech, written and communicative culture.

The fulfillment of this task is connected with the ability to work with various types of texts, navigate the book, use it to expand knowledge about the world around. As a result of training, younger students participate in a dialogue, building monologues (based on works and personal experience), compare and describe various objects and processes, independently use textbook reference material, finding information in dictionaries, reference books and encyclopedias, express their own opinion based on what they have read. and heard.

3.Education of an aesthetic attitude to reality, reflected in fiction.

The solution of this problem contributes to the understanding of a work of art as a special kind of art; the formation of the ability to determine its artistic value and analyze (at an accessible level) means of expression. The ability to compare the art of the word with other types of art (painting, music) develops; find similarities and differences in the artistic means used; create your own fiction based on what you read.

4. Formation of moral values ​​and aesthetic taste of a younger student; understanding of the spiritual essence of the work.

Taking into account the peculiarities of fiction, its moral essence, the influence on the formation of the personality of a small reader, the solution of this problem is of particular importance. In the process of working with a work of art, a junior student masters the basic moral and ethical values ​​with the outside world, gains the skill of analyzing the positive and negative actions of heroes and events. Understanding the significance of the emotional coloring of all the storylines of the work contributes to the education of an adequate emotional state as a prerequisite for one's own behavior in life.

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 that correspond to national and universal values. Orientation of students to moral norms develops their ability to correlate their actions with the ethical principles of 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 a book, use it to expand their knowledge about the world around them.

In the process of mastering the course, the level of communicative culture among younger students increases: the ability to compose dialogues, express their own opinions, 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.

Reading competence is formed at the lessons of literary reading, helping the younger student to realize himself as a competent reader, capable of using reading activity for his self-education. A literate reader has a need for constant reading of books, owns the technique of reading and methods of working with text, understanding of the read and listened work, knowledge of books, the ability to independently select and evaluate them.

The course of literary reading arouses students' interest in reading works of art. The attention of the novice reader is drawn to the verbal-figurative nature of the work of art, to the author's attitude to the characters and the world around him, to the moral problems that concern the writer. Younger students learn to feel the beauty of the poetic word, to appreciate the figurativeness 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 successful education in secondary school.

General characteristics of the course

"Literary reading" as a systematic course begins from grade 1 immediately after learning to read and write.

Chapter "Children's Reading Circle" includes works of oral creativity of the peoples of Russia and foreign countries, works of classics of domestic and foreign literature and contemporary writers of Russia and other countries (artistic and scientific-educational). The program includes all major literary genres: fairy tales, poems, short stories, fables, dramatic works.

Students work with books, learn to choose them according to their interests. New books replenish knowledge about the world around us, the life of peers, their relationship to each other, work, and the Motherland. In the process of learning, the social, moral and aesthetic experience of the child is enriched, forming the reader's independence in schoolchildren.

The program provides for acquaintance with the book as a source different kind information and the formation of bibliographic skills.

Chapter "Types of speech and reading activities" includes all types of speech and reading activities (the ability to read, listen, speak and write) and work with different types of texts. The section is aimed at forming the speech culture of students, at improving communication skills, the main of which is the skill of reading.

Reading skill. Over the course of four years of study, the methods of mastering the skill of reading change: first, there is the development of holistic (synthetic) reading methods within a word and a phrase (reading in whole words); further, methods of intonational combination of words into sentences are formed. The speed of reading increases (fluent reading), reading to oneself is gradually introduced with the reproduction of the content of what has been read. Students gradually master rational methods of reading and reading comprehension, orthoepic and intonation norms of reading, words and sentences, master different types reading the text (selective, introductory, studying) and use them in accordance with a specific speech task.

In parallel with the formation of the skill of fluent, conscious reading, purposeful work is being carried out to develop the ability to comprehend the meaning of what has been read, to generalize and highlight the main thing. Students master the techniques of expressive reading.

Improving oral speech (skills listen And speak) is carried out in parallel with learning to read. The skills to perceive by ear the statement or reading of the interlocutor are improved, to understand the goals of the speech statement, to ask questions about the heard or read work, to express one's point of view. Productive forms of dialogue, formulas of speech etiquette are assimilated in the conditions of educational and extracurricular communication. Acquaintance with the peculiarities of national etiquette and communication of people is carried out on the basis of literary (folklore and classical) works. The monologue speech of students is improved (based on the author's text, on the proposed topic or problem for discussion), the active vocabulary is purposefully replenished. Students master a concise, selective and complete retelling of a read or heard work.

A special place in the program is given work with the text of a work of art. At the lessons of literary reading, the idea of ​​texts is improved (description, reasoning, narration); students compare artistic, business (educational) and scientific-cognitive texts, learn to correlate the title with the content of the text (its theme, main idea), master such speech skills as dividing the text into parts, heading, drawing up a plan, distinguishing between the main and additional information of the text .

The program provides literary propaedeutics. Students receive initial ideas about the main theme, the idea (main idea) of a literary work being read, about the main genres of literary works (story, poem, fairy tale), features of small folklore genres (mystery, proverb, rhyme, joke). Children learn to use visual and means of expression verbal art (“painting with a word”, comparison, personification, epithet, metaphor, rhythm and musicality of poetic speech).

When analyzing a literary text, an artistic image (without a term) comes to the fore. Comparing artistic and scientific-cognitive texts, students realize that in front of them are not just cognitive interesting texts, but works of verbal art. The word becomes the object of the reader's attention and is comprehended as a means of creating a verbal and artistic image through which the author expresses his thoughts and feelings.

The analysis of the figurative means of the language in elementary school is carried out in a volume that allows children to feel the integrity of the artistic image, adequately perceive the hero of the work and empathize with him.

Children master different types of retelling of a literary text: detailed (using figurative words and expressions), selective and short (transferring basic thoughts).

On the basis of reading and analyzing the read text, students comprehend the actions, character and speech of the hero, make up his characterization, discuss the motives of the hero’s behavior, correlating them with moral norms, and realize the spiritual and moral meaning of the read work.

Chapter "Creative experience" reveals techniques and methods of activity that will help students adequately perceive a work of art and show their own creative abilities. When working with a literary text (with a word), the life, concrete-sensual experience of the child is used and the figurative representations that arise in him in the process of reading are activated, the ability to recreate verbal images in accordance with the author's text is developed. This approach provides a full-fledged perception of a literary work, the formation of a moral and aesthetic attitude to reality. Students choose works (excerpts from them) for reading by roles, verbal drawing, staging and recitation, act as actors, directors and artists. They write presentations and essays, compose poems and fairy tales, they develop an interest in the literary work of writers, creators of works of verbal art.

You can learn more about the program on the subject by downloading the files attached below...

Variants of verification / control work on literary reading for grade 2, UMK Perspective. Tasks partly on knowledge of the program, partly on logic and attentiveness.

Tests will help in preparing for a unified test in grade 4, since it is also given in the form of tests.

Verification work on literary reading No. 1

1. What is oral folk art?

 proverbs
 stories
sayings

2. Collect proverbs (connect the beginning and end):

Life is given and that bitter mountain ash.
Remember friendship for good deeds.
In September, one berry, but forget the evil.

3. Define (connect the beginning and end):

Papyrus birch bark
Parchment herbaceous plant of ancient Egypt
Birch bark specially treated animal skin

4. What did our ancestors write on - the Eastern Slavs?

 parchment
birch bark
 papyrus

A handwritten book is an image that explains or supplements the text.

An illustration is a comparison of one object (phenomenon) with another.

The collection is a text written by hand.

Comparison is 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 Pushkin's middle name?

 Alexander Sergeevich

 Evgeny Ivanovich

 Boris Stepanovich

9. Where does the action of the work of N. Sladkov "Autumn" take place

 in the city
 in the village
 in the forest

10. What do the words mean (connect the beginning and end):

Gulp - eyes.
Ochi is a clumsy, awkward person.
Idiot - immediately, without a break.
Past is what happened in the past.

11. Define (connect the beginning and end):

Poetry is rhythmically connected speech (rhyme).
Prose is the usual form of speech and writing.

Verification work on literary reading No. 2.

1. Is the statement true: there are fairy tales: about animals, everyday, magical?

□ yes  □ no

2. A fairy tale is a work of folk oral art

□ yes  □ no

3. fairy tale character is a fictional character

□ yes  □ no

4. Who is not a collector of fairy tales?

□A. Afanasiev □V. Dal  □S. Yesenin

5. Define (connect the beginning and end):

Zimovye is a deceiver, cunning, crafty

Smeknut - a place where animals hibernate

Cheat - to figure out, guess about something

6. What fairy tale are these words from:

"The beaten unbeaten is lucky"?

□ Sly fox □Sister fox and wolf □Winter hut

7. What fairy tale are these words from:

“You are human. Nobody can do anything with you. Man is the master of everything. Now you won't be afraid of anything."

□ Cuckoo □Ide  □Ayoga

8. What fairy tale are these words from:

“I started looking at myself. And I liked myself. Now he looks into a copper basin, then at his reflection in the water. I've become quite lazy."

□ Cuckoo □Ide  □Ayoga

9. What fairy tale are these words from:

“There was a poor woman in the world. She had four children. The children did not obey their mother. They ran and played in the snow from morning to evening.”

□ Cuckoo □Ide  □Ayoga

10. In the fairy tale "The Fox and the Crane" what they treated each other to:

fox _______________________________

crane____________________________

Literary reading test No. 3 in the section "Miracles happen"

1 option

The elephant is strong and smart.

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 will curl up at the elephant path and attack a small elephant calf that has lagged behind the herd. Elephant will trumpet, squeal. In an instant, the elephants will rush to save the baby elephant. The whole herd runs around and tramples the python, as if dancing on it. And when they save the baby elephant, he will get it from the mother elephant, so that he obeys adults and does not lag behind the herd.

G. Snegirev

1. Mark the extra statement. Elephant:

1) big 3) smart

2) strong 4) weak

2. Mark the correct statement. If the elephant senses danger, he:

1) run away

2) the baby elephant is calling

3) sneaks quietly like a mouse

4) sneaks quietly like a cat

3. How do you understand the phrase "giant snake"?

1) big

2) very big

4) strong

4. What genre does this text belong to?

1) Story 3) Riddle

2) Fable 4) Tale

5. What kind of work can a domestic elephant do? Write it down briefly.

__________

Option 2

Read the text. Complete tasks.

Brother and younger sister.

Sanka and Varya are coming out of the woods, dragging baskets of butter mushrooms.

What are you, Sanya ... - says the grandmother. - Little one - she scored more!

Still, - answers Sanka. - She is closer to the ground, so she scored.

The second time, Varya and Sanka go to the forest. Collect raspberries. And I went with them.

And suddenly I see how Sanka, imperceptibly from Varya, pours berries into her box. Varya will turn away, and he will take it and pour it.

Let's go back. Varya has more berries. Sanka has less.

Grandma meets.

What are you, - says, - Sanya? Raspberries are growing tall!

High, - agrees Sanka.

So it’s easier for you to reach, and Varya scored more!

Still would! Sanya answers. - Varya is a good guy. Varya is our worker. Don't run after her!

1. What did Sanka and Varya collect in the forest?

1) butter mushrooms 3) raspberries

2) mushrooms mushrooms 4) mountain ash

2. Choose 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

Puppy was offended by old friends and ran to look for new ones. The Serpent crawled out from under the rotten stump, curled up and looks the Puppy in the eyes.

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: and Barbos, and Sharik, and even Shavka. I'm tired of listening to them!

While the Puppy complained, the Snake was silent.

Will you be my friend? - asked the Puppy and jumped off the stump on which he was sitting.

The Serpent turned around and stung the Puppy. Silently...

S. Mikhalkov

1. Why did the Puppy run to look for new friends?

1) because everyone abandoned him 3) because no one played with him

2) because everyone taught him 4) because there were no old

2. What did the Puppy like about the behavior of the Snake?

1) she was silent 3) she sympathized with him

2) she played with him 4) she wanted to be 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 Styopa" 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 to

2) Without good friend man does not know his mistakes.

3) Help a friend as much as possible.

4) A good example is better than a hundred words.

Answers to control work in "Miracles Happen"

Option 1:

1. Carrying heavy loads, carrying water, babysitting small children.

Option 2

1. That the children were picking berries

Option 3

Complex text analysis.

The proposed literary reading test allows you to find out how much the knowledge, skills and abilities of second-grade students correspond to the main program requirements of the new Federal State Educational Standards. The tests are designed in such a way that they show the level of formation of learning skills - to perceive and perform a learning task, to control and correct their own actions in the course of completing tasks. lead time test work- 40 minutes. I wish you success and excellent results.

You are sitting at lessons in a warm room in the fall and notice that the glass in the windows is fogged up. What happened?

The warm air of the room touched the cooled glass, the water vapor condensed and turned into tiny droplets of water. This happens not only in the room, but also on the street, in the forest, over the river, over the meadow and fields, when the vapors cool.

This is the end of a warm summer day. The sun has set, and fog has begun to creep over the river or swamp. Where did this fog come from?

The earth warmed up during the day, and by the evening it began to cool. The humid air above the river has become colder and can no longer absorb water vapor. They condensed and became visible. As on chilled glass in a warm room, they appear white.

Fog is thickened water vapor.

Fogs occur not only in spring, summer and autumn - they can also be observed in winter, when weak warm winds blow. They often form over an unfrozen river, an ice hole.

Early spring mists protect crops from the cold.

1. Define the style of speech.

1) artistic

2) scientific

3) journalistic

2. What happens first in the text, and what happens next?

A. water vapor huddled

B. water vapor turned into water droplets

B. warm air touches the cooled glass

3. What time of the year are fogs?

1) 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 bright sun shines

3) when weak warm winds blow

5. Indicate a word that is opposite in meaning to the word cools.

1) getting colder

2) heats up

6. Indicate which explanation correctly reveals the meaning of the word crowded.

1) gathered in a close group, in a bunch

2) stand chest forward

3) became sad

7. What are the benefits of early autumn mists? Write your answer from the text.

__________________________________________________

__________________________________________________

__________________________________________________

8. Determine the order of the plan items.

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, complete the word combinations.

glass (what kind) ...

droplets (what?) ...

couples (what?) ...

11. Using the text of the work, restore the sentences.

Answer _____________________ in a day, and by the evening it became ____________________________. Humid air over the river _________________ colder _________________________________ water vapor.

12. Formulate and write a complete answer.

What new information you received (received) when reading this work?

Answer: ________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

_______________________________________________________.

13. Pick up antonyms for words.

1) in warm - ...

2) chilled - ...

3) village (sun) - ...

4) thickened (water vapor) - ...